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THIRD EDITION
LEARNING

OUTCOMES
PRE-INTERMEDIATE A2/B1

Mike Sayer Teacher’s Book

EARNING
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O N T H E C OV E R
A group of women preparing canoes to go out to
sea at Praia Vermelha (the Red Beach), Rio de Janeiro,
Brazil. © Nick Albi/Alamy Stock Photo
 Ucalearn.com

THIRD EDITION TEACHER’S BOOK

OUTCOMES
PRE-INTERMEDIATE

Mike Sayer

LEARNING

Australia • Brazil • Canada • Mexico • Singapore • United Kingdom • United States

 Ucalearn.com

LEARNING

National Geographic Learning, © 2024 Cengage Learning, Inc.

a Cengage Company
ALL RIGHTS RESERVED. No part of this work covered by the copyright herein
may be reproduced or distributed in any form or by any means, except as
permitted by U.S. copyright law, without the prior written permission of the
Outcomes Pre-Intermediate Teacher’s Book, copyright owner.
3rd Edition
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Mike Sayer
Design are registered trademarks of the National Geographic Society
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Printed in the United Kingdom by Ashford Colour Press

Print Number: 01 Print Year: 2023
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Contents
SCOPE AND SEQUENCE 4

INTRODUCTION TO OUTCOMES 8

INTEGRATED DIGITAL TOOLS ON SPARK 10

STUDENT’S BOOK UNIT WALKTHROUGH 12

1 JOBS 18

2 SHOPS 29

3 GETTING THERE 45

4 EAT 56

5 RELAX 71

6 FAMILY AND FRIENDS 82

7 YOUR PLACE 98

8 ALWAYS LEARNING 109

9 MIND AND BODY 124

10 PLACES TO STAY 134

11 SCIENCE AND NATURE 149

12 ON THE PHONE 158

13 CULTURE 172

14 STUFF 182

15 MONEY 196

16 EVENTS 207

TEACHER DEVELOPMENT BANK 220

COMMUNICATIVE ACTIVITIES 228

TEACHER’S NOTES TO COMMUNICATIVE ACTIVITIES 260

Contents 3
 SPEAKING Ucalearn.com

1 Jobs • Talk about jobs

• Talk about experiences at work to give advice
• Share information and discuss issues around ways
of working
Developing conversations: Questions about jobs

page 6

2 Shops • Have a conversation about going shopping and

what you bought
• Tell an anecdote about a problem with shopping
online
• Roleplay different situations in shops and mediate
the conversations
Developing conversations: Complimenting
page 14
WRITING 1: Writing a post about your work page 22 REVIEW 1 page 24

3 Getting there • Roleplay a conversation where you ask for / give

directions
• Share travel experiences
• Discuss the transport situation where you live
Developing conversations: Asking for and giving
directions
page 26

4 Eat • Discuss where and what to eat

• Explain opinions about food-related statements
• Roleplay ordering in a restaurant
Developing conversations: Making and responding
to suggestions

page 34
WRITING 2: Telling an anecdote page 42 REVIEW 2 page 44

5 Relax • Invite people to do activities and arrange details

• Talk about sporting experiences and issues
• Find out how people experience stress and how
they relax
Developing conversations: Lending people things

page 46

6 Family and friends • Share photos and talk about the people in them
• Discuss habits and possible problems when using
social media
• Find out what you and your family have in common
with others
Developing conversations: Explaining who people are
page 54
WRITING 3: Writing a personal profile page 62 REVIEW 3 page 64

7 Your place • Talk about where you’re from and what it’s like
• Discuss what’s good / bad about living in different
places
• Roleplay a conversation between a host and a
guest in their house
Developing conversations: Explaining where
places are
page 66

8 Always learning • Ask and answer questions about your learning

experiences
• Discuss the pros and cons of online learning
• Discuss your experiences of, and beliefs about,
school
Developing conversations: Showing surprise
page 74
WRITING 4: Describing places page 82 REVIEW 4 page 84

4
GRAMMAR VOCABULARY READING LISTENING Ucalearn.com
• Present simple and present • Talking about jobs • Three texts about experiences • Two conversations about the
continuous • How’s work? of work work people do
• Zero conditionals • A podcast about working from
home

• Past simple • Describing things you bought • Four forum posts about online • Two friends talk about a visit to
• Comparatives • Shopping online shopping a street market
• Five conversations in different
shops

• Past simple and past continuous • Places in town • A blog post about being late • A couple on holiday ask people
• Quantifiers with countable and • Being late for directions
uncountable nouns • Transport • A radio travel-news update

• Present perfect simple • Restaurants • An article about breakfasts • Two colleagues discuss where
• Too / Not … enough • Describing food around the world to eat
• Six short conversations in a
restaurant

• Plans and arrangements • Activities, gear and places • An article about three different • A visitor and host make plans
• Superlatives • Sports and games sports and arrangements
• Word families • Five people talk about stress
and what they do to relax

• Question formation • Relationships • A quiz about what kind of • Two friends talk about different
• Showing similarities • Using social media online friend you are people
• Character and habits • A podcast about birth order

• Have to, don’t have to, can and • Describing places • Four descriptions of where • Three conversations about
can’t • Staying with people different people live where people are from
• Will / Won’t • A conversation between a host
family and their guest

• First conditionals • Stages of education • An article about a teacher’s • Three conversations about
• Had to / Could • Online problems experience of running online school and studying
• At school courses • An interview about school
experiences

Scope and sequence 5

 SPEAKING Ucalearn.com

9 Mind and body • Have conversations about a health issue someone

has
• Discuss ways you and government organizations
can help prevent bad health
• Tell stories about an accident or injury
Developing conversations: Common questions
about illness
page 86

10 Places to stay • Ask for and give information to book a place to

stay
• Discuss summer holidays in childhood and how
things have changed
• Explain problems on holiday and talk about how to
resolve them
Developing conversations: Apologizing
page 94
WRITING 5: Giving holiday news page 102 REVIEW 5 page 104

11 Science and • Discuss science and nature stories in the news

• Talk about unusual animals you’ve seen and
animals in the news

nature • Create news stories about science or nature

Developing conversations: Responding to news
and comments
page 106

12 On the phone • Practise leaving and taking messages

• Tell stories about phone experiences
• Roleplay reporting a crime
Developing conversations: Explaining where
people are

page 114
WRITING 6: Making plans and arrangements page 122 REVIEW 6 page 124

13 Culture • Have a discussion about what film / series to watch

• Explain your experiences and opinions of learning
and making music
• Do a survey about other people’s cultural interests
and attitudes
Developing conversations: Asking questions about
films and series
page 126

14 Stuff • Organize a picnic celebration and discuss what to

take
• Share opinions, experiences and ideas on the
circular economy
• Discuss gift-giving and choose presents for different
occasions
Developing conversations: Explaining what you
page 134 need and don’t need

WRITING 7: Writing an article page 142 REVIEW 7 page 144

15 Money • Roleplay a conversation about the economy

• Try to persuade people to support a particular
charity
• Discuss the best way to react in different money-
related situations
Developing conversations: Comparing prices
page 146

16 Events • Describe parties you’ve been to

• Discuss important events from a particular year in
history
• Talk about an amazing day you’ve had
Developing conversations: Asking linked questions

page 154
WRITING 8: Inviting people to events page 162 REVIEW 8 page 164

6 GRAMMAR REFERENCE page 166 IRREGULAR VERBS page 188

GRAMMAR VOCABULARY READING LISTENING Ucalearn.com
• Giving advice • Health issues • An article about healthcare • Three conversations about
• Imperatives • Healthcare health issues
• Accidents • Three conversations about
cures for health issues

• Used to • Places to stay • The beginning of a short story • A man phones a hotel for
• Time clauses • Summer holiday activities about a holiday trip information
• Problems on holiday • Four conversations about
problems on holiday

• Past perfect simple • Science and nature news • Four stories about unusual • Four short conversations about
• Passives • Talking about animals animal experiences science and nature in the news
• A radio programme about
scientific facts

• Yet, already, just and still • Using phones • Three newspaper articles about • Two telephone conversations
• Reporting speech • Forming negatives different stories where people leave messages
• Reporting crimes • A man makes three phone
calls connected to a crime he’s
experienced

• Be supposed to • Films and series • A blog post about a person’s • Two friends discuss what to
• Present perfect continuous • Music and learning experiences with music watch
• Four people talk about a
favourite band, video game,
artist or writer

• Defining relative clauses • Things for trips and days out • An article about recycling, • Two friends plan a trip and
• Talking about rules • Waste and recycling reducing and repairing what to take
• Compound nouns • Five people talk about presents

• Time phrases and verb forms • Talking about the economy • An article about five different • Five people talk about the
• Second conditionals • Charities charities economy where they live
• Money and banks • Four conversations about
money problems

• Articles • Describing parties • An article about important • Three conversations about

• Verb patterns (-ing form or • Historical events events in the year 2000 parties
infinitive with to) • Five people talk about special
events they’ve experienced

VOCABULARY REFERENCE page 189 INFORMATION FILES page 190 AUDIO SCRIPTS page 195 Scope and sequence 7
Introduction to Outcomes
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ABOUT THE AUTHORS • students get to see a structure in use more often before they
tackle all its forms or difficult contrasts.
I’m Andrew. I’ve been in ELT for 30 years. As well as writing • students have the chance to reuse forms more often over time.
and training, I continue to teach and learn languages. I think
that English language isn’t an academic subject, but something For vocabulary, we consistently present it in collocations,
practical. My experience is that, given the opportunity, anyone chunks and in the context of sentences to show students
can engage in real conversations and express their personality how it’s used. And because the words we choose are carefully
and ideas from the beginning – if you get the right support. In aligned to the CEFR levels students are trying to achieve,
my own teaching, I try to listen to what students are trying to they are better able to both meet expectations and use the
say and help them express it better. language in a natural way.

I’m Hugh. I’ve been teaching English as a Foreign Language And finally, we help students understand and take part in
since 1993, and writing books and training teachers since extended conversations through the Developing Conversation
2000. What matters most for me in language teaching – and sections. We teach the simple patterns and chunks of
learning – is the ability to communicate, to be yourself in a language that will enable students to keep conversations
foreign language and to forge meaningful connections with going for longer, leading to a more dynamic classroom and
others. I see language primarily as a tool, as a way of opening better learning.
doors and enhancing your experience of the world. In both
my teaching and learning, I’m interested in the language that WHAT’S NEW FOR STUDENTS IN
students really need.
OUTCOMES 3rd EDITION
It’s not just the focus on students’ real needs and wants that
SERIES INTRODUCTION
makes teachers and learners love Outcomes; it’s our focus
Outcomes is focused on empowering learners to express on good learning practices – especially the consistent focus
themselves by developing their ability to have natural on revision and recycling. The new edition has been widely
conversations in English. informed in consultation with teachers from around the world
and we are very appreciative of their input and advice. This
To do this, we start by thinking about the kinds of speaking
edition builds on good learning practice in various ways.
that we do in real life, using students’ interests and the CEFR
can-do statements to help inform this. We then think of a clear
task for students to work towards in each lesson to mirror these
Additional speaking tasks and focus on mediation
We have a new extended speaking section at the end of each
goals. This may be having a social or practical conversation,
unit where students engage in a range of tasks such as debates,
telling a personal anecdote, discussing issues around a text or
problem-solving, creating and conducting surveys, or sharing
completing an extended ‘problem-solving’ task. We then think
information and experiences. In the new edition, we have also
about what language students might need to fulfil these tasks
highlighted tasks that provide practice of different types of
and write the exercises to present this in the different sections
mediation skill, aligned with the updated CEFR. The result is
in each lesson. Much of this language is also recycled through
that students get even more opportunities to communicate in
motivating reading and listening texts that reflect the world
personalized ways.
students live in.
We think that choosing language to meet the task, rather Clearly stated outcomes and refined language input
than creating a task to practise grammar helps students and All lessons are driven by a communicative outcome clearly
teachers. Firstly, the tasks reflect students’ real-life interactions stated at the beginning of each unit. Each lesson also has three
better, which is more motivating. Secondly, students are sub aims listed so students and teachers can always see how
better prepared to use what they’re learning straight away in different exercises relate to the outcomes.
meaningful ways. And thirdly, you will find students tend to
We have also made the learning goals more achievable by
stretch themselves more because they are trying to express
closely aligning the language taught to the lesson outcomes.
genuine things. In doing so, they find out what they need to
Outcomes is already known for helping students use new
learn next and give you the chance to teach the language.
language effectively by focusing on collocation and giving
It’s not just choosing the language for the task that makes natural examples. In the new edition, we have more clearly
Outcomes different, it’s how we present that language. highlighted target language in word boxes or with bolding.
We have refined some vocabulary sets to better focus on the
With grammar, we sometimes introduce a structure, in a
lesson outcome or grade language more consistently in line
simplified way, earlier than other courses. This is to enable more
with CEFR levels. A fully revised grammar reference provides
natural conversations. We will refocus on these structures more
short, clear explanations and additional exercises. The overall
fully in a later unit. This means:
effect is to ensure highly achievable learning goals.
• the grammar syllabus is more fully in line with CEFR levels.
• ‘new’ grammar can be integrated in texts and tasks earlier.

8
Integrated pronunciation Standardized unit sequence with clearUcalearn.com
goals
In consultation with teachers using Outcomes, we have Standardizing the sequence of lessons (Conversation Practice,
introduced a regular, fully integrated pronunciation activity Reading, Listening) and bringing Writing into the core
in each unit where students repeat target vocabulary with units will help teachers and study directors organize their
collocations and identify problematic sounds to work on. courses more easily. Providing four goals for each lesson and
Students can also access extra pronunciation practice in the prioritizing the three main communicative outcomes at the
Online Practice on the Spark platform to work on specific sounds. start of each unit will also help guide teachers in how to adapt
material for hybrid and online classrooms where the shorter
Fast speech, videos and understanding accents face-to-face lessons will tend to focus on speaking practice.
In real life outside the classroom, hearing language can be
difficult because people speak quickly and have different Teacher development and support
accents. To help students with this, some of the listening The demands of the curriculum to develop students’ skills in
exercises focus on processing fast speech more effectively. mediation, in learner autonomy and cognition, or in taking
exams, can present new challenges for some teachers. As well
In the fully updated video sections, students also get to hear
as providing straightforward structured tasks in these areas
authentic unscripted language from English speakers across the
in the Student’s Book, the Outcomes Teacher’s Book provides
globe, with exercises to help students understand different
a wealth of additional information and ideas on how to train
accents and fast speech.
students in these areas.
Tasks for exam success The Teacher’s Book also has a convenient teacher
Part of the real-life outcomes for students is that they often development section, focused on practical advice on
need to take public exams such as IELTS, Key, Preliminary, etc. everything from organizing pairs and groups to giving feedback
and many state exams have similar formats. The new edition to students. Newer teachers may find it useful to read this
brings the updated writing pages into the core units, and we section in one go and/or build their skills throughout the course
systematically model and teach the kinds of texts students will with the in-unit references embedded at relevant points.
have to produce in exams. It also integrates typical exam-type
reading and listening tasks to support exam success. Additional photocopiable tasks
Teachers can adapt classes and give extra practice with simple,
My Outcomes effective photocopiable tasks in the Teacher’s Book. As well
Evidence suggests that learning improves when students take as fully updating the existing worksheets, we have added an
responsibility and evaluate their own progress. The new My additional communicative fluency task for each unit.
Outcomes self-assessment activities at the end of each unit
get students to discuss what they have studied, as well as to Integrated digital tools for lesson preparation,
reflect on how they can practise and improve. teaching and assessment
The new Spark platform brings together digital tools that
Additional online learning tools support every stage of teaching and learning.
The revised and expanded Online Practice on Spark provides
For reliable placement, the National Geographic Learning
comprehensive unit-by-unit self-study practice of all target
Online Placement Test on Spark provides student alignment
language and skills covered in the Student’s Book, as well as
to the CEFR, recommends placement within the Outcomes
new ‘On the go’ banks offering quick, motivating language
programme and delivers a skills-specific report for each
practice that students can easily complete on their phones,
test-taker.
wherever they are. The Online Practice also provides regular
progress checks and adaptive remediation tutorials and activities The Classroom Presentation Tool on Spark provides teachers
that reinforce the lessons in the Student’s Book. with the materials they need to prepare and teach engaging
live lessons. It includes the complete Student’s Book with video,
The fully updated Vocabulary Builder, in the Student’s eBook
audio, answer keys and games.
on Spark, contains all key language from the Student’s Book
and is organized by unit so that learners can easily refer to the The Outcomes Assessment Suite on Spark offers pre-made
words they need while they are studying. For each key word, the unit and mid-course review tests and customizable question
Vocabulary Builder includes: definitions, phonetics, collocations, banks, allowing teachers to easily assign formative and
example sentences and word family members. Students can use summative assessments for evaluating student progress.
the annotation tool to add their own notes and translations.
The Course Gradebook on Spark allows teachers to track
The Online Practice and Student’s eBook with Vocabulary Builder, student and class progress against skill, learning objectives
are now easily accessible in one place via the Spark platform, and CEFR scales. Integrating results from all assignments
so students can consolidate learning even more easily. in the Online Practice and Assessment Suite, it provides
comprehensive data that can inform future lesson-planning.
WHAT’S NEW FOR TEACHERS IN
OUTCOMES 3rd EDITION
Teachers love Outcomes because they see the dynamic,
motivated classes it creates and the real improvements in
students’ learning. The new edition maintains this standard
while bringing extra support to deliver consistently great lessons
and better monitor students’ progress.

Introduction to Outcomes 9
 Ucalearn.com

Bring the world to the classroom and the classroom to life with
the Spark platform — where you can prepare, teach and assess
your classes all in one place!

Manage your course Track student and Set up classes and roster
and teach great classes class performance on students quickly and
with integrated digital independent online easily on Spark. Seamless
teaching and learning practice and assessment. integration options and
tools. Spark brings The Course Gradebook point-of-use support helps
together everything helps you turn information you focus on what matters
you need on an into insights to make most: student success.
all-in-one platform the most of valuable
with a single log-in. classroom time.

On a hot day in Hong Kong, people crowded into an air-conditioned train.

When the lights dimmed, one young woman stood out, lost in the glow of her own digital world.
10 Yen
©Brian
 Ucalearn.com

Integrated digital tools on the all-in-one Spark platform

support every stage of teaching and learning:

Placing students Preparing and Assigning practice,

reliably at the right level teaching live lessons tests and quizzes

Tracking student and class progress,

turning information into insights

Visit ELTNGL.com/spark
to learn more

Integrated digital tools on Spark 11

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Student’s Book unit walkthrough

The unit opener introduces students to the topic through compelling photography
and engaging discussion points, and sets their expectations for the unit ahead
through clear goals focused on practical communicative outcomes.

14
Stuff
IN THIS UNIT, YOU:
• organize a picnic celebration and discuss what
to take
• share opinions, experiences and ideas on the circular
economy
• discuss gift-giving and choose presents for different
occasions

SPEAKING
1 Work in pairs. Discuss the questions.
1 Look at the photo. Do you like it? Why? / Why not?
2 What do you think the artist is saying with this piece
of art?
3 How many of the things in the photo can you name?
How many do you have in your house?

2 Work in groups. Tell your group about three

of these things:
1 the last big thing you threw away
2 something you found outside (in the street, on the
beach, etc.)
3 something you lost
4 something you have that’s broken at the moment
5 something you have that’s useful but you only use
occasionally
6 something you have that’s not very useful but you like

‘The Invisible Man’, artist Liu Bolin,

stands in front of a background of
rubbish in Biarritz, France.

134 Unit 14 Stuff 135

Clear learner outcomes outline Engaging opener photos and corresponding

what students can expect to achieve speaking activities encourage students to
by the end of the unit. make personal connections to the topic and
provoke lively discussions.

12
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Lesson A prepares students to practise typical conversations that they

are likely to have in everyday life. Language development activities in
this lesson build towards a Conversation Practice task. The listening
section provides context for the language and develops listening skills,
with audio featuring English speakers from around the world.

The Developing Conversations

Lesson goals ensure students tasks provide students with
and teachers have a clear sense of practical chunks of language
progression throughout the unit and an that they can use straightaway in
understanding of how each activity links meaningful interactions inside and
to the main communicative outcome. outside the classroom.

14A IN THIS LESSON, YOU:

• organize a picnic celebration and discuss what to take

What’s it called in English?

• practise listening to people deciding what to take to
a festival
• explain to others the things you want or need
• suggest alternatives when you don’t have something

SPEAKING 3 Work in pairs. Discuss the questions.

1 Work in groups. Discuss the questions. 1 Would you take the things in Exercise 2 on the four
different trips in Exercise 1? Why? / Why not?
1 Have you done any of these things? If so, when was the
2 Which of these things do you have in your house? Where
last time?
do you keep them?
• gone camping for a weekend
3 Can you put the things in order from what you use the
• gone to the beach for the day most to what you use the least?
• visited family for a weekend
• gone somewhere for a picnic LISTENING GRAMMAR 9 Work in groups. Take turns to read out your definition.
2 How much stuff did you take? How did you carry Can your partners guess the correct word?
4 Listen to two friends – Aisha, who’s British, and
everything?
Rocío, who’s Spanish. They’re talking about a trip Defining relative clauses G See Grammar reference 14A.
3 Who organized what to take? Are you good at they’re going on. Answer the questions. We use defining relative clauses to add important
organizing trips and days out? Why? / Why not?
1 Where are they going? information about a thing, place or person. DEVELOPING CONVERSATIONS
2 Which of the things in Exercise 2 are they taking? There are lots of stalls which / that sell all kinds of dishes.
VOCABULARY Things for trips and days out Explaining what you need and don’t need
3 Who’s the more anxious person? The place where you camp is quite a long way from the
2 Match these things to the pictures (a–l). car park. When discussing things to take with us, we often use
5 Work in pairs. Do you remember what these things certain phrases to show something’s not necessary and to
backpack bin bag blanket are that Aisha and Rocío talk about? Can you translate The guy who / that I spoke to on the phone told me explain why.
Bluetooth® speaker bottle opener folding chair them into your first language? Listen again and check the price.
A: We’ll need a gas cooker, right?
gas cooker knife and fork pump your answers. We can usually leave out who, which or that before a
B: I think we can manage without one. We can buy
sleeping bag sun cream tissues 1 mattress 3 cool box subject + verb.
food there instead.
2 cutlery 4 wet wipes The guy I spoke to on the phone told me the price.
A: Won’t we need to take a cool box?
B: No, we’ll be fine without one. We’ll just put the
6 Look at the examples in the Grammar box. Are these drinks in the freezer before we go.
statements true (T) or false (F)?
a b c d
1 You always need to use the relative pronoun that or 10 Think of reasons you might not need to take these things
which to start a relative clause about things. to a festival / on a camping trip. Then work in pairs. Take
2 You can use that to describe a person or thing. turns to practise by asking Will I / we need … ?
3 You can use where at the start of a relative clause to • a sleeping bag
show an action happens in, at or to a particular place. • a water bottle
7 Complete the sentences with a relative pronoun • knives and forks
(which, who, where or that). • sun cream
g 1 It’s the thing you use to fry eggs. • a folding chair
e f h
2 They’re the person helps people • a Bluetooth speaker
check in at a hotel.
A: Will I need a sleeping bag?
3 It’s the machine keeps things cold.
B: No, you can manage without one. We’ll just stay up all
4 It’s the room you sit and watch TV. night and sleep during the day, when it’s warmer.
5 It’s the place in a market or festival
you buy things. CONVERSATION PRACTICE
6 It’s someone plays a guitar. 11 Imagine you’re going to have a barbecue or a picnic to
7 It’s the thing makes music on your celebrate a friend’s birthday. On your own:
i j phone louder.
k 1 decide where you want to do it, when, and how you’ll
l 8 It’s the stuff you put on your face get there.
stops you burning.
2 make a list of things in your first language that you
9 She’s the woman last spoke would like to take, including food and drink.
to you.
3 think about how you can explain any words that you
10 It’s the restaurant you last ate. don’t know in English without using a dictionary.
8 Look in your notebook or at previous units in this 12 M Work in groups. Decide where to go for the
Student’s Book again. Choose six words, including at birthday celebration, what to take and who will bring
least one thing, one person and one place. Write a what. If you don’t know a word in English, try to
definition for each word, using a relative clause. explain it instead of using a dictionary.

136 Unit 14 Stuff 137

Each unit provides several opportunities for students

to develop and practise different forms of mediation.
These tasks are clearly signposted with the M icon and
have supporting notes in the Teacher’s Book.

Contents 13
Student’s Book unit walkthrough
 Ucalearn.com

Lesson B focuses on developing students’ reading skills. Vocabulary

and grammar activities equip them with the language input they need
to engage with a reading text that explores real-world topics, develops
reading stamina and provides stimulus for rich classroom discussion.

14B IN THIS LESSON, YOU:

READING RECYCLING and the
CIRCULAR ECONOMY
• share opinions, experiences and ideas on the circular economy

What a load of rubbish! • compare your habits in dealing with waste

• retell and comment on a text about the circular economy
• talk about rules that support the environment
Tram Nguyen explains how a focus on recycling is stopping us working
towards the circular economy our planet needs.
VOCABULARY Waste and recycling GRAMMAR There is no doubt that recycling rubbish is better than burning or burying it. Creating metal cans from
old ones takes 95% less energy than creating completely new ones. However, more and more people
1 Work in pairs. Don’t use a dictionary. Discuss what Talking about rules are worried that we have spent too much time talking about recycling and not enough about two other
you think the phrases in bold mean or decide how to Rs – reduce and repair – which are essential for what’s called ‘the circular economy’. In the circular
translate them into your first language. We use must or have to to show that something is a rule
or necessary. If it’s a rule or necessary not to do something, economy, the aim is to value everything we have and waste nothing.
1 How careful are you about saving energy? Are there any we use mustn’t or be + not allowed to. To say something So what’s wrong with recycling?
ways you still waste energy? isn’t necessary, we use do + not have to.
2 Are you good at recycling rubbish? Do you put paper, Part of the problem is the way we recycle these days. In many places, all waste for recycling is put
We can only use must and mustn’t to talk about the
plastic and glass in separate bins? into one bin, rather than into separate ones for glass, metal, etc. The waste is then sent thousands of
present or the future. When talking about what we must /
kilometres away to be separated and turned into new products. The transport already wastes a lot of
3 Who takes out the rubbish in your home? How many mustn’t do in the past, we use other forms.
full bin bags do you throw away each week? energy, but some reports have shown that after this long journey, recycling sometimes doesn’t actually
Companies will have to make their products last longer happen, because it’s too expensive to do. If you want to create good quality recycled plastic, the waste
4 How often are the bins in your street emptied? What and repairs must be easier.
has to be ‘clean’ and it mustn’t include food or mix different plastics, like crisp packets and bottles. In
things are collected to recycle?
Before, we had to separate stuff for recycling at home, fact, the Organisation for Economic Co-operation and Development reports that only 9% of plastic is
5 Do you know what happens to your rubbish after it is but now we don’t have to. recycled in the end, and that situation probably won’t improve much.
collected? Is it buried, burned or recycled?
Before, you weren’t allowed to mix paper and glass Some environmentalists also argue that recycling makes things worse, because people feel better
6 When do you get rid of your shoes or clothes? together, but now you can. about buying things as they believe they’re not creating more waste – it will all be recycled eventually.
a after you’ve worn them a few times
They say we need to think of recycling as a failure if our real goal is to save as much energy as possible.
b when the fashion changes Instead, we need to encourage people to keep what they have and buy less stuff to begin with.
7 Look at the examples in the Grammar box. Are these
c when they get a hole or lose a button
statements true (T) or false (F)? Creating the circle: reduce, (re)use and repair
7 When would you normally decide to replace a car /
1 You can use have to instead of must and don’t have to Of course, this is difficult when we see advertising all day, every day, which encourages us to do the exact
fridge / phone?
instead of mustn’t. opposite and says we can show our love by buying presents. However, we should start questioning our
a before it has any kind of problem
2 Use must or will have to to talk about things you need to choices more. Do we really need to get a new phone because our current one ‘only’ has a 40-megapixel
b as soon as it needs a new part do in the future. camera? Does our child really need ten dolls? Do our dogs need clothes or ice cream?
c when the repair is nearly as expensive as buying a 3 To talk about something that was necessary in the past, Advertising can even persuade us that buying something is positively good for the environment – such
new one use had to instead of must.
as replacing a petrol car with an electric one. However, several studies have found that it’s better for the
2 Work in groups. Discuss the questions in Exercise 1. 4 To talk about past rules, use weren’t allowed to instead environment to use an old petrol car until it completely dies and can no longer be repaired, than getting
How similar are you? of mustn’t. rid of it while it’s still working and buying an electric car. In fact, this is true for any product. First, try to
8 Choose the correct option to complete the sentences. buy something that will last, and then use it as long as possible and repair it rather than replace it.
READING Sometimes both options are correct. Unfortunately, this is also easier said than done. Good quality products are often much more expensive
1 Everyone must / has to pass a test in basic skills such as (even though they may not cost much more to produce), and they are often almost impossible to repair.
3 Work in pairs. You’re going to read an article that
questions if recycling is a good thing. What kind of cooking and repairing simple machines. This is why the European Union is planning to create new rules to have a more circular economy. These
things do you think the text might say? 2 When I was younger, we mustn’t / weren’t allowed to rules would mean that:
waste food. We always had to finish our meals. • companies will have to make their products last longer and give
4 Read the article about recycling on page 139 and 3 You mustn’t / don’t have to pay any sales tax on electric customers longer guarantees.
answer the questions.
cars and there’s a law which says we must / will have to
1 Were any of your ideas from Exercise 3 mentioned?
• repairs must be easier, with parts that can be easily replaced.
stop using petrol by 2050.
2 What is the circular economy? 4 I must / mustn’t go and buy her a present. It’s her • companies could provide a replacement product while repairs are done.
3 Why is recycling bad for the circular economy? birthday next week. Find out more information about the circular economy here.
4 What is the European Union doing about it? 5 People must / had to make things last longer in the past
because it was expensive to buy new things all the time.
5 Work in pairs. Use these phrases to retell as much of 6 Now, you must / have to pay a tax to throw away
the article as you can without looking at the article. rubbish. You must / mustn’t leave bin bags outside
• 95% less energy • 40-megapixel camera without a sticker on them to show the tax has been paid.
• thousands of miles • old petrol car G See Grammar reference 14B.
• 9% of plastic • almost impossible
• see advertising • longer guarantees SPEAKING
6 Work in groups. What do you think of the article? Talk 9 Work in pairs. Discuss the following.
about facts / views that:
1 Do you think the situations in Exercise 8 are good for a A worker in a metal recycling
1 were new for you. circular economy or not? Why? / Why not? plant in Montpelier, Iowa, US.
2 were true for you / your country. 2 Think of at least four more local or national laws that
3 you think are good / bad ideas. help the environment.

138 Unit 14 Stuff 139

Topic-related vocabulary is clearly presented Grammar sections provide students with

in useful chunks and within the context of the language they need to achieve the
sentences to show students how it’s used. communicative outcome of the lesson.
Grammar is clearly presented, with students
encouraged to actively notice the features of
the form. A fully revised Grammar Reference
section with additional practice can be found
at the back of the book.

14
 Ucalearn.com

Lesson C exposes students to a variety of text types exploited through

exam-type listening tasks to support exam success. Accompanying
audio showcases the range of accents students are likely to hear when
communicating in international contexts. The lesson culminates in an
extended speaking task in which students can put the ideas and language
from the unit as a whole into practice in an engaging communicative
task, often providing opportunity to practise mediation skills.

Fast speech FS activities help students

process difficult-to-hear language – a Pronunciation P activities encourage students
crucial skill for taking part in successful to identify and practise problematic sounds in
communication beyond the classroom. the target vocabulary.

14C IN THIS LESSON, YOU:

5 Work in pairs. Discuss the questions. 9 Work in pairs. Compare and explain your lists from
1 Which of the presents you heard about do you think is Exercise 8.

Thank you so much

• discuss gift-giving and choose presents for different occasions
• tell each other about celebrations you have been to the worst / the best? Why?
10 Work in groups. How many other compound nouns
• practise listening to different people talking about gifts 2 What is the most generous gift you have received? can you make using at least one word from either
• describe gifts that you’ve received or would like to receive
3 Have you ever received an unusual gift? Did you like it? column in Exercise 6?
Why? / Why not? photo album, wedding photo, window frame …

SPEAKING 4 Work in pairs. Discuss what you think is the correct VOCABULARY Compound nouns SPEAKING TASK
option for 1–5. Then listen again and check your answers.
1 Work in groups. Tell each other about the last present V See Vocabulary reference 14C. 11 Read the situations (1–7) below and think of one gift
you gave and the last present you received. Talk 1 The sister bought the present because the speaker … to give in each case. At least one of the gifts must
about: a doesn’t like chocolates. come from one of these categories:
6 Find at least nine different things by combining words
1 who it was for / from. b needs help with her computer skills. from each column. • a typical present
2 what the occasion was. c has a talent she should share. bicycle bike • an original / interesting present
3 what the present was. 2 The colleagues are unsure about the present because … birthday book • a very generous present
4 why you / they gave it. a it’s expensive. • a present which isn’t bad for the environment
house bottle
5 how happy you / they were with it. b it can easily be stolen. • a hand-made present
jewellery box
c the man might not like sport. • a practical present
mountain cake
LISTENING 3 What does the man say about the gift?
photo frame 12 M Work in groups. Using your ideas from Exercise 11,
2 Listen to five extracts of people talking about a He immediately liked it. agree which present would be best to give in each
recipe glasses
presents. Listen and say: b He has found it quite useful. situation. Every person in the group should be able
c He wanted something else. sun plant to make or be happy to pay for each present. You can
1 what present Angela got from her sister this year.
water pump think of new ideas if you need to.
2 what present the colleagues decide to buy. 4 The girl wants to get rid of the present because …
3 what gift the speaker received. a she doesn’t need an extra light in her bedroom.
4 what the girl got from her uncle. b she has no interest in France. 7 P Listen to eleven compound nouns you can MY OUTCOMES
c it’s not her style. make from Exercise 6 and practise saying them. Which
5 what the man got from his best friend for his birthday.
words / phrases do you find hard to say? Practise Work in pairs. Discuss the questions.
5 The friends celebrate birthdays in this way because …
3 FS The pronoun it is often unstressed in fast saying them again. 1 What was both fun and useful in this unit?
speech and can be difficult to hear. Listen to ten a they like to do something original.
2 What phrases have you learned to talk about stuff?
phrases and decide if each phrase contains it or not. b they don’t like unnecessary waste. 8 Put the items in Exercise 6 in order, from the thing
3 What listening or reading texts were difficult? Why?
c they are teenagers. you would like the most as a present to the thing you
would like the least. 4 What can you do to revise language from this unit?

1 It’s your grandparents’ golden wedding anniversary.

They’ve been married for 50 years.

2 Your cousin turns thirteen next week and you want

to buy her something special.

3 Some friends of yours – or of your family – have

just had their first baby.

4 It’s Valentine’s Day next week and you want to get

your partner something romantic.

5 You’ve been invited to someone’s house for dinner

and you want to take something for them.

6 Someone where you work is retiring next month.

7 Some friends have moved into a new house and

have invited you to a party there.

140 Unit 14 Stuff 141

The My Outcomes reflective tasks encourage students

to personalize their learning journey by discussing what
they have learned in the unit, how they can improve,
and what language and skills they’d like to practise
and use outside of the classroom.

Student’s Book unit walkthrough 15

 Ucalearn.com

A Writing lesson every two units models and teaches text types
that students will need to produce in real life and in exams.

The writing genre often reflects Useful Language sections introduce and
texts that students will be expected to practise relevant language to support
produce in international exams. students in their writing practice.

WRITING 7 IN THIS LESSON, YOU: 3 Read the three articles. Which task in Exercise 2 do USEFUL LANGUAGE
• write a simple article and consider ways to improve your writing they answer?
But and however
Writing an article
• talk about your experiences of reading and writing articles
• read some short articles by learners and discuss how they can be improved A But and however both connect two opposite ideas or
• practise improving a text by linking ideas and using paragraphs introduce surprising information.
When people ask me what kind of music I like, I find it very
difficult to answer. But connects two clauses in one sentence and starts the
second clause.
Music is my life and I love all kinds of stuff.
I don’t listen at home much, but I go to concerts sometimes.
SPEAKING WRITING I’m a big rap fan. I’m also keen on soul music and I quite
However connects two sentences and usually comes at the
like some pop, rock, jazz – even classical.
1 Work in groups. Discuss the questions. 2 Work in pairs. Look at these two tasks. Answer the beginning of the second sentence.
I always have my headphones on and the music depends
1 What kinds of magazine or newspaper articles do you questions in each task. I’d like to see a live concert one day, maybe. However,
on what I’m doing. I’ve created various playlists.
read? What recent ones have you read? 1 I live in a small town and at the moment I can’t afford to
MUSIC articles wanted! When I’m studying, I prefer some soul or maybe jazz – travel to see any bands.
2 Think of schools, a university or workplaces you’ve known. something soft.
Did any of them produce a magazine for the students / What kinds of music do you like?
If I’m at the gym I have something with a strong beat. I like
staff? What kind of articles did they have? Did you like When do you usually listen to music? Why? 5 Complete the sentences with but or however.
them? Did you ever write anything for the magazine? it fast with high energy.
Write an article answering these questions in about 1 I’m a big fan of their music. , I wouldn’t ever
3 Do / Did you have to write articles or other pieces of I listen to rap when I’m on the bus or in bed. I want to
100 words – we’ll put it on our website! concentrate on the words. pay to go and see them live.
writing for your language classes? What kind of thing?
2 I quite like their music, they are not my
4 Do you like doing the writing section of an exam? Why? / 2
MUSIC articles wanted! favourite band.
Why not? Would you say your writing is better or worse B
than your speaking in English? What kinds of music do you like?
3 Most films are fine to watch at home on the TV,
I love rap and reggaeton. My friend Ivan introduced me if it’s an action movie or something like that,
5 Why do you think language teachers and tests ask Do you prefer listening to music on your own or listening to this music. His dad is from Colombia. We like to follow you need to go to the cinema.
students to do writing? What’s good / bad for you about to it live? Why? different artists that come out each year. My favourite
writing in English? 4 It’s very important to laugh in life, because you feel good.
Write an article answering these questions in about from recent years is MC Ecko from Argentina. I usually , we need to understand that not everyone
listen to music at home on my phone, and I sometimes shares the same sense of humour.
100 words – we’ll put it on our website!
go to Ivan’s to watch videos together. There’s also a big
online community, which makes it fun. We often exchange 6 Complete the sentences with your own ideas, using
comments and share links to videos and posts. I’d like but or however. Then compare your sentences with a
to see a live concert one day.
day, maybe – or even go to partner.
Latin America. However, I live in a small town and at the
1 I think reading is important, .
moment I can’t afford to travel.
2 It’s supposed to be a horror movie, .
3 Going to concerts can be very expensive. .
C
4 We planned to go and eat somewhere after the film.
I don’t listen to music a lot, because I work and study a lot .
and I can’t work with music. If I listen to music, I like hard
rock and thrash metal. 7 Work in pairs. Look at article A in Exercise 3 again.
Rewrite it in two paragraphs and link some of the
I don’t listen to music at home much, but I go to concerts
ideas together better. Use but, however and other
sometimes. I like it because I’m with other people who like
words like so, because or also.
the same music. At a concert the music is really loud, so
you can really feel it in your body.
PRACTICE
4 Work in pairs. Look at these four areas to consider 8 Work in pairs. Discuss which of these topics is easiest
when trying to improve your writing. For each area for you to write an article about.
(1–4), which article (A–C) is the best example and
which is the worst? 1 What things make you laugh? Do you share your sense
of humour with anyone? Is it always good to laugh?
1 Content: Did the person writing include everything from Why? / Why not?
the task? Did they write enough?
2 What kind of films do you like to watch? Do you prefer
2 Communication: Is the style appropriate for an article? watching them at home or at the cinema? Why?
Does it introduce the topic clearly? Is it easy to follow
3 What do you do at the weekends? Is it better to have a
and interesting? Does it include personal experiences and
very active weekend or to do as little as possible? Why?
opinions? Is it too formal or too informal?
4 What things do you like to read? Do you think it’s
3 Language: How varied is the vocabulary and grammar?
important to read a lot? Why? / Why not?
Do they use a range of words and two or three verb
forms. Are they used correctly? Can I understand it? 9 Change partners. Tell your partner which topic you
4 Organization: Is the text in a clear order? Are ideas chose in Exercise 8. How will you answer the questions?
linked together to show connections? Do they use
paragraphs? 10 Write your article in about 100 words.

11 Work in groups. Share your articles. Use the ideas

Rock music fans at a in Exercise 4 to suggest at least one way you could
concert in Treviso, Italy. improve each article.

142 Writing 7 143

Students work with a practical

writing model before producing
their own text of the same genre.

16
 Ucalearn.com

Review lessons revisit topics and conversations from the previous two
units and consolidate learning through additional practice of the target
language. The review features two brand new videos, each linked to a
different unit, in which students hear authentic, unscripted language
from English speakers from around the world.

New ‘Developing Conversations’ videos model improvised

New ‘Out and about’ videos, featuring real conversations linked to the topic and Developing Conversations
Outcomes students and teachers, showcase focus in Lesson A. This enables students to make the connection
natural language in use and introduce between what they learn in class and the conversations they will
students to a wide range of accents. have outside the classroom.

REVIEW 7 Video Grammar and Vocabulary

GRAMMAR VOCABULARY
1 Complete the text with one word in each gap. 6 Match the two parts of the collocations.
1
the last few weeks, Channel 3 have 2 1 read a your old clothes / the body
showing a new drama series 3 is supposed to 2 play b a local choir / the queue
4
really good. A friend was telling me that she’s 3 waste c the bin / your pockets
been 5 it and she really recommended it. It’s 4 empty d interest quickly / a button
6
a clothes factory and the people 7 5 lose e the piano / yoga
work there. It doesn’t sound very interesting, but it’s actually 6 join f music / crime novels
8
to have quite a lot of exciting moments. For 7 get rid of g the main character / it to a high level
example, the workers went on strike, because they weren’t
8 take up h energy / too much food
9
to take proper breaks and they 10 to
do extra hours for no pay. My friend says the characters are 7 Decide if these phrases are connected to films, music
really interesting too. Unfortunately, I can’t watch it at the or day trips.
moment, because the place 11 I work is so busy. a bass guitar an exciting thriller factor 50 sun cream
I’ll 12 to watch it on a streaming service when French subtitles a full orchestra a light romcom
I get some free time – or I go on strike myself! a low note a nice tune a pack of tissues
VIDEO Out and about VIDEO Developing conversations
a small backpack a violent scene a warm blanket
2 Choose the correct option to complete the sentences.
1 Work in groups. Discuss the questions. 5 You’re going to watch two people trying to decide
which film to watch. Watch and take notes. 1 I’ve been going to Spanish classes for / since / during the 8 Complete the sentences with the correct form of the
1 Have you ever been camping? How much stuff did you start of the year. words in bold.
take?
6 Work in pairs. Compare what you understood. 2 We’ve been knowing / knew / known each other for 1 I can’t watch most horror movies. I find them too
2 Have you ever been on a city break? How much stuff did Watch again if you need to. years. We went to school together. . scare
you take?
7 Discuss the questions with your partner. 3 The classroom that / where / who we have English 2 Some of the was terrible – or maybe it was
lessons doesn’t have any windows. just a bad script. act
Understanding accents 1 What other films do you know with Tom Cruise in? Have
4 The new rules say that machines and other devices don’t 3 I can bring a couple of chairs if you don’t
you seen any of them?
Some accents don’t pronounce the /h/ sound when have to / must / mustn’t have parts that can be replaced. have enough seats for everyone. fold
it appears at the start of a word, so hair /heə(r)/ may 2 Have you seen any other films starring any of the actors
5 I’d love to visit Japan one day. It is / It’s supposed to be / 4 She always gives up too , if you ask
sound more like air /eə(r)/. mentioned? If yes, which ones? Did you like them?
It will be amazing. me. easy
3 Do you agree that ‘everyone likes James Bond’?
6 What do you call the stuff where / – / who you use to 5 It’s difficult to earn a lot of money from writing because
2 Watch three people answer the same questions. 8 FS Watch again. Complete the sentences with two start a barbecue? there’s so much . compete
Then work in pairs. How much can you remember words in each gap. 7 You’re allowed to / You don’t have to / You mustn’t 6 I brought some drinks to the barbecue, but I forgot to
about what they said? Have you had any similar 1 Let’s one. throw away food in the recycling bin – or you’ll be fined. bring a bottle ! open
experiences to any of the speakers? 7 It must be really tiring to twice in one
2 Who’s ? 3 Read the first sentence in each pair. Complete the
day. performance
3 Watch again. Match two sentences to each speaker. 3 OK, let me see . second sentence so that it has the same meaning. Use
There are two extra sentences. between two and four words, including the word 8 I love computer games where you can use your
4 I think you’re like this one.
in bold. to create new worlds. imagine
a It’s a good way to meet new people. 5 What film is it?
b It’s a great place to spend time with your friends – and 1 We got married ten years ago. FOR 9 Complete the short reviews with one word in each
6 It’s about a that lives with his son.
the food is great as well. We ten years now. gap. The first letters are given.
7 I don’t think I’m in for a romcom.
c I like travelling around Asia and exploring new cities. 2 You must turn off your phones and put them away
8 Shall we ? I didn’t like this musical at all. The story was just very
d I always share a big tent with friends. during the test. ALLOWED
1
si , the music wasn’t great – there weren’t
You use your phones during the test.
e I always take the basics – my boots and my camera. CONVERSATION PRACTICE any good 2t you would remember – and the
f It gets really hot in the summer and I like going camping 3 I must remember to write and say thank you. FORGET main actor had a terrible 3v and no talent.
then. 9 Work in pairs. You’re going to practise a conversation. I write and say thank you. Avoid.
g I go camping quite a lot – maybe three or four times a 1 Choose a Conversation practice from either Lesson 13A 4 My brother used to play the piano, but he hasn’t been
month. or Lesson 14A. interested since he left home. Love this 4m bike. It came with everything you
h I take some clothes for going to parties, and some for 2 Look at the language in that lesson. Since he left home, my brother playing the need – lights, a helmet, a bike 5p and even a
going to the beach or doing sport. 3 Check the meaning of anything you’ve forgotten with piano. LOST small Bluetooth 6s so you can listen to music
your partner. 5 I’ve never seen them play live, but I’ve heard their shows while you cycle.
4 Work in groups. Discuss the questions.
4 Have the conversation. Try to improve on the last time are good.
1 What are some good ways to meet new people? They good when they play live. SUPPOSED It was the first time the band had 7pe live in
you did it.
2 What’s a place you’ve been to where the food was great? six years. They played songs from their new 8a ,
3 What was the last town or city you explored?
4 Listen and write the six sentences you hear. which are all quite 9sl and the words are quite
4 What’s something you do three or four times a month? 5 Write a sentence before or after the sentences you
10
h . The 11a only got excited
5 What do you usually wear when you go to parties? heard in Exercise 4 to create short conversations. when they played their old hits.

144 Review 7 145

Students have the opportunity Additional vocabulary and grammar activities revise
to revisit one of the the language students have learned and offer practice
Conversation Practice of task types found in international exams.
tasks from the previous
units that they would like
to improve on.

Student’s Book unit walkthrough 17

 Ucalearn.com

1 Jobs
Optional extra activity Outcomes starts each unit with
IN THIS UNIT, STUDENTS:
a large, interesting photo to stimulate interest in the topic
• talk about jobs and to get students ‘on board’ with the theme and topics.
• talk about experiences at work to give advice Here are three ideas you could use to extend interest:
• share information and discuss issues around ways
• Personalize. Ask: Have you ever done a job like this?
of working
When? Where? Would you like this job? Why? / Why not?
• Introduce key or useful vocabulary. Write work and job
SPEAKING on the board and brainstorm phrases connected with
AIM the words (e.g. work hard, work nights, go to work;
to set the scene and introduce the theme with a get a job, a full-time job, job website).
photo; to get students talking about jobs; to preview • Preview language structures that will come up in
ways of describing jobs the unit (here, present forms) to find out how well
students can already use them. Ask: What does she
Optional lead-in activity Tell students to look at the do? Where does she work? What is she doing?
unit title and photo. Ask: What do you think this unit
will be about? What words and phrases can you think 2 Mix pairs so that students are working with someone
of connected with this topic? What situations connected new. Ask students to discuss the questions. Go round
with this topic do you hope to practise? the room and check students are doing the task, and
help with ideas and vocabulary if necessary.
1 Start by telling the class that in this unit they’re going • Once you have fed back on content, explore and
to be learning how to talk about experiences at work develop the language students used.
and give advice, and issues around ways of working.
• Ask students to look at the photo on pages 6–7. Ask: Optional extra activity In a small, new class, extend
What can you see? Elicit a brief description of the photo, the pairwork in Exercise 2 into a mingle to provide more
and introduce any key words students might need. speaking practice and allow students to get to know
• Organize the class into pairs to discuss the questions. each other better. Students go round the class and ask
Go round the room and check students are doing the each other about their jobs and plans.
task, and help with ideas and vocabulary if necessary.
• In feedback, ask different pairs to tell the class what
TEACHER DEVELOPMENT 1: INSTRUCTING
they discussed. Use the board to build up a list of
Go to page 220 for information and advice.
good or bad things about the person’s job, and use
the opportunity to correct any errors or rephrase what
students are trying to say.
• Once you have fed back on content, look at good
pieces of language that students used and pieces of
language students didn’t quite use correctly during the 1A What do you do?
activity. Show students better ways of saying what they
were trying to say. You could write some useful new
phrases on the board with gaps and ask the whole Student’s Book pages 8–9
class to complete the sentences.
IN THIS LESSON, STUDENTS:
Example answers
• talk about jobs
Work with your students’ answers.
• ask and answer questions about jobs
1 Possible suggestions for the job include delivery driver
• practise listening to conversations about jobs
or shop owner (she is delivering to her own shop).
• explain routines and current activities
2 Students may suggest she carries and delivers stock,
she drives round the city, she takes orders from shops.
3 Good: get to travel round the city, you are your
own boss, flexible hours (perhaps). DEVELOPING LEARNER INDEPENDENCE
4 Bad: hard work, has to carry heavy things, not AIM
great in bad weather. to set lesson goals and encourage students’
5 Questions: Why do you do your job? Who do you awareness of what they are trying to achieve
work with? Do you enjoy your job? What’s the most
interesting part of your job? Does your back hurt?

18 Unit 1 Jobs
 Ask students in pairs to look at the list of aims at 2 P Play the audio. Students listenUcalearn.com
and check
the top of the page, and the headings of activities answers.
on the page. Ask them to discuss the questions • Ask students to work in pairs to say what phrases were
below (which you could write on the board): hard to say.
1 What vocabulary will you learn? • Play the audio again. Students listen and repeat. Play
2 What skills (reading, listening, speaking, and pause the audio if students have problems saying
writing) will you practise? the words.
3 What do you think is the main aim of this
lesson? Audio script
4 What’s your main aim in this lesson? 1 enquiries, deal with enquiries
2 the minimum wage, earn the minimum wage
3 research, do research
TEACHER DEVELOPMENT 15: LEARNER 4 for myself, work for myself
INDEPENDENCE 5 my own company, run my own company
Go to page 226 for information and advice. 6 part-time, work part-time
7 in the fashion industry, work in the fashion industry

VOCABULARY Talking about jobs

Pronunciation notes
AIM Problems here will depend on individual students.
to introduce and practise phrases to describe jobs; to You could focus on the main stress in longer words:
practise saying common collocations to talk about jobs enquiries, minimum, research, company, industry.
V See Vocabulary reference 1A in the Student’s Book. You could point out linking: work in, my own. You could
point out weak forms: for, the, etc.
1 Start by looking at the information in Vocabulary
Note the main stress in other words in the exercise:
reference 1A as a class.
• Ask students to look at the photo on page 9. Ask: customers, essential, government, restaurant, education.
What’s his job? What does he do in his job? Would Note that ‘t’ is a /∫/ sound in essential and education.
you like to do this job? Why? / Why not? Elicit all Note the silent ‘n’ in government.
words and phrases students already know (barber/
hairdresser, cut hair, shave).
• Focus the class on the list of phrases, and elicit which TEACHER DEVELOPMENT 5: DRILLING FOR
extra word from the box goes with deal with (enquiries). PRONUNCIATION
• Organize the class into pairs to complete the phrases. Go to page 222 for information and advice.
In feedback, elicit answers, and check any words
that students are unsure of. Alternatively, move on Optional extra activity Ask students to work in A and
to Exercise 2 which plays the answers on an audio. B pairs. Set a one-minute time limit. Student A says the
Students can listen and practise saying the words. first part of a phrase (e.g. I often have to deal with …),
and their partner must finish the phrase appropriately
Answers
(e.g. … enquiries / customers). See how many phrases
1 enquiries
students can remember and how fast they can answer.
2 the minimum wage
3 research
4 myself
3 Model the activity first. Describe a job using three phrases
from Exercise 1 and ask students to guess which job it is.
5 my own company
• Organize the class into new pairs to describe and guess
6 part-time
jobs. Monitor and note how well students use the new
7 the fashion industry
language. You could pick up errors to discuss in feedback
NB work for my own company is possible, but you
at the end. Tell students to change roles once the job has
would be more likely to say work for myself
been guessed. Set a five-minute time limit and see how
many jobs students can describe and guess.
Vocabulary notes
enquiries = when people call a company to ask questions Example answers
I work for the government. I earn good money. I deal
the minimum wage = the lowest amount of money per
with international problems. (politician; foreign minister)
hour that you are legally allowed to pay someone
I do essential work. I work long hours. I deal with
run a hotel = manage a hotel
people who are ill. (nurse; doctor)
Note: work (+ adjective), work in (+ jobs sector or a
place), work for (+ company or employer)
Optional extra activity Brainstorm ten different jobs to
the board. Ask students to describe them using phrases
TEACHER DEVELOPMENT 4: LEARNING AND from the lesson. Alternatively, if your students have a job,
CHECKING NEW WORDS ask them to prepare and present a description of their job
Go to page 221 for information and advice. using as many of the phrases in Exercise 1 as possible.

Unit 1 Jobs 19
DEVELOPING CONVERSATIONS minutes to do this. Ask students to interview eachUcalearn.com
other
briefly with the questions (but note that students will be
Questions about jobs
asked to use these questions in an extended interview at
AIM the end of this lesson).
to introduce and practise common questions used to
ask about jobs; to practise asking questions about jobs
LISTENING
4 Read through the information in the box as a class. AIM
• Ask students to read and match the questions and to practise listening to hear the questions speakers
answers. Ask students to compare answers in pairs. In use; to listen for specific information and identify
feedback, check that students know all the words (get the speaker
on = have a positive relationship or be friends with;
What are the hours like? is basically asking what sort of 7 Play the audio. Students listen and note the
hours they work – whether they have to work late, work questions they hear from Exercise 4 (they can just note
difficult hours, do a long working day or just 9 to 5, etc.). the number of the questions for each conversation).
Point out that speakers may not say exactly the same
Answers as the questions in Exercise 4.
1 c 2 d 3 b 4 a 5 f 6 e • In feedback, elicit answers, and ask students to say
what other information they heard / understood.

5 Play the audio. Students listen and repeat. Play and Answers
pause the audio if students have problems saying the Conversation 1
sentences. If you prefer, model difficult parts of the 1 What do you do?
sentences yourself. 2 Where do you work?
3 How long have you worked in Frankfurt?
Audio script 4 So do you enjoy the job?
1 What do you do? 5 What are the hours like then?
2 Where do you work?
Conversation 2
3 How long have you worked there?
1 What do you do?
4 Do you enjoy it?
6 So do you get on?
5 What are the hours like?
4 So do you enjoy it then?
6 What are your co-workers like? Do you get on?
Other questions asked: What’s the business exactly?
So how many people work there?
Pronunciation notes
The key to getting the rhythm of questions right is
to focus on the stress. The words that carry the main Audio script
meaning are strongly stressed in English. Working words 1 A : What do you do then, Emre?
like auxiliaries (do, are, etc.) and pronouns (you, it, etc.) B: I’m an engineer.
are unstressed. A: Oh, right. Where do you work?
B: Before, different places in Turkey, but I’m
Write What do you do? on the board and label it to
working in Frankfurt now.
show students how this works. Note the strong stress
A: OK. So that’s where you’re going …
on do? the secondary stress on What and the way the
B: Yeah, I was just with my wife and kids for a few
working words are reduced to sounds:
days.
/ə/ /ə/
A: Oh right. They don’t live in Frankfurt?
What do you do?
B: No. They are in Ankara.
A: That’s hard. How long have you worked in
6 Ask students to prepare a different set of answers to Frankfurt?
the questions in Exercise 4. A good way of doing this B: Oh, almost two years now.
is to ask pairs to work together to think of a new job A: OK. That’s difficult – not being with your family.
and job experiences, and to prepare answers, then mix B: Yeah, no. I see them a few days every month
pairs so they ask and answer with a new partner. Set and I have other longer holidays.
a five-minute time limit. You could pick up errors to A: OK.
discuss in feedback at the end. B: And I’m earning really good money in this job,
you know. If you want to support a family, you
TEACHER DEVELOPMENT 8: FEEDBACK ON need to earn, right? Kids are expensive!
CONTENT, LANGUAGE AND ERRORS A: True. So do you enjoy the job?
Go to page 224 for information and advice. B: Oh yeah. We’re building this huge IT park. It’s
going to be amazing. Always problems to deal
with so it’s super interesting.
Optional extra activity Ask students to memorize the
A: Cool.
questions. Tell them to say the words over and over, in
B: Yeah – it’s hard work, but I love it.
their head or quietly, and to keep covering the questions
A: What are the hours like then?
until they can remember them all. Give students three

20 Unit 1 Jobs
 B: Oh, I mean, sometimes 35, sometimes 50 … 3 Recognize how to do the task. Here, Ucalearn.com
you could
A: Really? That’s hard. suggest they listen and write E next to the
B: Yeah, but no, it's good. And my co-workers, sentences about Emre, V next to those about
they are great – we really get on. Veronika, then, at the end, work out which ones
2 C: So Veronika, what do you do? are about both of them.
D: Oh, I work for a clothes company back in
Serbia, but I’m doing an MBA here now.
C: Oh, right – that sounds hard! TEACHER DEVELOPMENT 10: DEVELOPING
D: Oh, for me it’s nice. It’s my first break from work LISTENING SKILLS
in five years. Go to page 224 for information and advice.
C: OK! But you still want to go back and work
there? 9 Organize the class into groups of four to discuss
D: Well, actually it’s my dad’s company and he the questions. Ask students to take turns to ask
wants me to run it when he retires … and answer questions. Monitor and note errors and
C: Oh, right. I see. What’s the business exactly? interesting uses of language.
D: We have a couple of clothes shops and we sell • Once you have fed back on content, explore and
our own designs. develop the language students used.
C: Nice. So how many people work there?
D: Oh, it’s small. It’s a real family business. There’s Optional extra activity Organize Exercise 9 as a mingle.
my uncle, my brother, a cousin and maybe ten Ask students to walk round the class and interview three
others who’ve worked there a long time. or four other students.
C: Ah, OK. So do you get on? I don’t think I could
work with my dad.
D: Oh, no. He’s great. I mean, sometimes I argue GRAMMAR Present simple and present
with my brother, but not often. It’s family, right? continuous
C: Yeah, yeah. So do you enjoy it then?
AIM
D: Oh yeah. It’s all good.
to check students’ understanding of how to talk
about the present
8 Organize the class into pairs to read and discuss
the sentences. Tell them to try to remember from the
10 Read through the information in the box as a class.
Then organize the class into pairs to match the rules
first listening who the sentences are about.
to the forms. Monitor and note how well students
• Play the audio again. Students listen and note the
understand the rules.
answers. Ask students to compare their answers in
• In feedback, elicit the students’ answers. Then ask
pairs. Don’t worry if students didn’t understand all the
them to check in Grammar reference 1A. The Grammar
information necessary to answer these questions – just
reference provides a more detailed presentation of use
find out what they heard.
and form. It shows students how to make positive,
negative and question forms.
Answers
1 V 2 B 3 B 4 V 5 E 6 V 7 E 8 E Answers
PS: 2, 4, 5
PC: 1, 3, 6
EXAM-STYLE SKILLS TASKS:
How to identify speakers
Language notes
Students at pre-intermediate level are asked to
English uses the present simple to express permanency –
identify speakers in a number of common exams.
i.e. routines or things that are always true (I live in an old
To identify speakers effectively, students at this house – it’s my home), whereas the present continuous
level need to do the following: is used to express temporariness – i.e. happening now
1 Know who is speaking and when. Support or these days, and not for always (I’m staying in a hotel
students by asking (before playing the audio for for a few days). Students often have problems deciding
the second time): Who speaks first – Emre or when to use the forms because, in their first language,
Veronika? (Emre) the uses are different. Spanish speakers, for example,
2 Recognize that speakers won’t say exactly what may be familiar with the idea of using continuous forms
is in the task. They may need to infer. Model to describe things happening now, but will naturally
this as an example with the first sentence. feel that they should use simple forms to talk about
On the board, write I’m not working at the something that is happening these days, temporarily,
moment. Read out what Emre says: I’m working or to talk about future arrangements. Russian has no
in Frankfurt now. Read out what Veronika says: continuous form, so Russian learners will find it really
I’m doing an MBA here now … my first break hard to recognize when to use which form. It is a good
from work in five years. Elicit that the answer is idea to try to familiarize yourself with the different
V for Veronika. problems your students may face.

Unit 1 Jobs 21
Timelines can be used to check the difference between CONVERSATION PRACTICE Ucalearn.com
the present simple and continuous. Here, a straight line
is used to show permanency, a wavy line is used to show AIM
temporariness. Note the examples below, which you to practise language from the lesson in a free,
could incorporate into a board-stage check when doing communicative, personalized speaking activity
Exercise 10:
13 This is an opportunity to bring together several parts
I’m doing an MBA. of the lesson and for students to practise talking about
Past __________________ Now _____________ Future their own jobs or dream jobs.
• Ask students to look at the questions they memorized
in Exercise 4 again. Ask them to prepare personal
My father runs the company.
answers. Go round and help with ideas.
• Once students have ideas, organize the class into
Past __________________ Now _____________ Future
pairs and ask them to practise. Allow pairs to have
a go three or four times – practice makes perfect.
TEACHER DEVELOPMENT 6: APPROACHES TO Tell them to refer to the questions and answers they
GRAMMAR noted first, but to then try to have conversations
Go to page 222 for information and advice. without prompts.
• Mix pairs. You could do this as a mingle – ask students
to stand up and find new partners to talk to. Listen for
11 Elicit the correct form for sentences 1a and 1b to get errors, new language or interesting conversations to
students started. Then ask students to work individually focus on in feedback.
to complete the sentences before checking answers
with a partner.
TEACHER DEVELOPMENT 7: DEVELOPING
• Have a brief class feedback and discussion session, and
SPEAKING SKILLS
deal with queries. In feedback, ask: Is the situation
Go to page 223 for information and advice.
temporary or is it generally true?

Answers
1 a run b ’m running
2 a try b ’s trying
3 a ’m earning b earn 1B How's it going?
4 a don’t deal with b ’m not dealing with
5 a Are you working b Do you work
Student’s Book pages 10–11
12 Organize the class into groups of four or five. Give
students two or three minutes to prepare things to say IN THIS LESSON, STUDENTS:
to answer the questions. Ask them to take turns to • talk about experiences at work to give advice
ask and answer questions. Monitor closely and note • use their knowledge to help interpret a text
language to focus on at the end of the activity. • share information in texts to discuss work issues
• In feedback, focus on interesting language students • use language to say how work’s going
used and on errors they made.

G For further guidance and practice, see Grammar

reference 1A in the Student’s Book. It explains use
READING
and form in greater detail, and provides written AIM
accuracy practice. to practise reading and relating what students read
to their own experience; to give students practice in
Answers to Exercises 1 and 2, Grammar reference 1A reading for key information in a text
1 1 what do you do?
2 How’s your job going, We’re working 1 Start by modelling the activity. Practise the
3 do you start, I start, I usually leave, I usually get up conversation provided with a student, then change
4 It’s doing details (e.g. ask: How’s life going?) and ask two or
5 He’s looking three other students. Once students have got the idea,
6 I’m working, They’re redecorating tell them to ask their partner, then ask two or three
other people who are sitting near them in the room.
2 1, 2, 4 and 5 are incorrect
• At the end, ask students to explain what How’s it going?
1 It’s raining
means. Look at good pieces of language that students
2 I sometimes cycle
used in the activity, and point out and correct errors.
4 who owns
5 isn’t doing
Optional extra activity Do this activity as a mingle.
Students walk round and chat to four or five other
people in the class.

22 Unit 1 Jobs
 Ucalearn.com
Language notes
MEDIATION
How’s it going? = an informal way to start a conversation Mediating a text
by asking someone to say what’s happening in their
life, at work, etc. People usually expect a short answer In Exercise 4, students have to simplify or
(Fine, OK, Not great, etc.). Similar ways of asking include summarize a text to help someone else
What’s up? and How are things? understand it.
Students also have to relay specific information –
2 Read through the types of people. Check (work) i.e. tell them what the key points are in the text,
contract (= a written agreement that agrees the hours, using clearer or simpler language, or a different
pay, etc. of a job). Elicit a few examples of problems language. In the final step, students need to
the first type of person might have. collaborate to reach a consensus.
• Set a two- or three-minute time limit for students to After completing Exercise 4, ask students to
prepare. Then organize the class into groups of three reflect on how they processed and shared
to share ideas. information in the texts they read. Ask: How did
• In feedback, elicit a few ideas from each group. you select key information to say? Did you just
read the information or did you put it in your
Example answers own words?
1 No experience, doesn’t understand adult workplace,
may not know what job he/she wants.
2 Can only work restricted hours so needs flexible TEACHER DEVELOPMENT 9: MEDIATION
or part-time work, employer may not want to give Go to page 224 for information and advice.
time off.
3 Isolated, may be stressed by long hours or having to 4 M Ask students to read sentences 1–6 first, and to
make decisions. think about which sentences might apply to the person
4 Has to travel to work, has to deal with office they read about. Explain to students that they will need
politics. to find information that is expressed in a different way
5 Worried about getting work or being paid, no in their text, and may have to read between the lines
holiday or sick pay. (i.e. interpret what they read to reach a solution).
• Tell students to work in their groups of three. Tell
each student to summarize their text and share any
3 Ask students to focus on the three photos of the information that matches their person to statements
people on page 11. Ask: Where are they from? How
1 to 6. Students discuss and decide on answers.
old do you think they are?
• In feedback, ask different groups to report to the
• Students can work in the same groups as in Exercise 2.
class, reporting the information they found in the text.
Tell them to choose and read about a different person.
When students are ready, they take turns to say how
Answers
their person’s work is going and talk about their own
1 J (the manager. Luckily, I get on with mine …)
experiences.
2 T (I took time off… my boss said don’t come back)
• In feedback, if your class are largely of working age,
3 SW (I applied for hundreds of jobs … In the end, I …)
have an open-class discussion about problems your
4 T (the government started providing support)
students have faced. If your class is of school age, ask
5 J (if you’re late with a delivery, you can lose money)
them to say which person they think has the biggest
6 SW (It's good to get new skills)
problem and why.

Answers TEACHER DEVELOPMENT 11: DEVELOPING

Si-Woo READING SKILLS
He’s beginning to do more interesting things, but he’s
Go to page 225 for information and advice.
not even getting the minimum wage.
Problems: competition for jobs, can’t get work
experience, do boring jobs at first, not getting 5 Ask students to read the questions carefully and prepare
much money. what to say. You may need to explain flexible contract
Talita (see Culture notes below). Students talk in pairs. Set a
She loves her work in a centre that teaches parents three- or four-minute time limit. In feedback, open out
new skills and provides free day care for kids. the personalized questions to a class discussion.
Problems: took time off and lost her job, cared for • Once you have fed back on content, explore and
her dad for no money. develop the language students used.

Jada
Culture notes
Her job and hours suit her, and she’s enjoying getting
to know Manchester. Flexible hours contracts are common in some service
Problems: flexible contract means she can’t be sure of sectors in the UK. It means you can choose when you
hours or money. start and finish work, and sometimes how many hours
you choose to do. Jada has a zero-hours contract. It gives

Unit 1 Jobs 23
both her and her employer the right to decide how many Ucalearn.com
Optional extra activity Ask groups to choose two
hours they want to work or give someone work. It is
or three other interesting chunks with collocations
controversial because it provides few rights to a worker
from the texts and to write them on a piece of paper.
(e.g. no sick pay), and, as Jada explains, employees may
Tell them to pass them to another group who must
often have too few hours in a week.
decide what they mean and who mentioned them and
in what context. (Possibilities: It’s good to get new
skills, I’m grateful for my life, I’m getting to know
VOCABULARY How’s work? Manchester).
AIM
to introduce and practise phrases to describe work SPEAKING
6 Ask students to complete the sentences. You could AIM
elicit the first answer to get students started. Ask them to practise language from the lesson in a free,
to compare their answers in pairs before discussing communicative, personalized speaking activity
as a class. In feedback, check new words (apply for a
job = write to employers; give a presentation = give 9 Ask students to read through questions 1–8 and
a talk about work). Note, however, that while the prepare answers. Set a three- or four-minute time limit
words aren’t necessarily new, the collocations could be and tell students to make brief notes if they wish. As
unfamiliar. Get students to note and learn the words students prepare, go round and help with ideas and
as collocations. vocabulary.
• Students discuss in groups of four. Monitor, listening
for errors and good use of language, especially with
Answers
the use of collocations.
1 working on, project
• In feedback, briefly ask one or two students to say
2 talking with, contract
what they found out about classmates. Once you have
3 shouted, on time
fed back on content, explore and develop the language
4 increased, company
students used.
5 gave, presentation
6 organize, argument 10 Organize the class into pairs. Students work together
7 applied for, interviews to prepare their list of five tips.
8 spend, skills • Encourage students to make suggestions based on
their own or someone else’s experiences, and to
TEACHER DEVELOPMENT 3: APPROACHES TO discuss them with their partner, justifying their ideas,
VOCABULARY highlighting issues with their partner’s ideas and
Go to page 220 for information and advice. agreeing together on a list of lessons.
• Think about how you organize students to do this
activity. You may wish to pair stronger students with
7 Ask students to work in pairs to match sentences weaker students so they can support them, or you may
from Exercise 6 to the questions. Start students off by wish to keep them apart, and use your time to monitor
eliciting a few answers for question 1 (e.g. 1, 2 and 8 and support weaker students.
could match ‘working for themselves’). • In feedback, ask different pairs to tell the class their
ideas. Use the board to build up a list of the five best
Example answers tips agreed on by the class.
Working for themselves: 1, 2 and 8
A manager: 1, 2 (5 may be a new manager) Example answers
New to a job: 3, 5, (maybe 8 or even 1 or 2) It’s important to listen and learn.
Stressed: 1, 3, 6, 7 Don’t work very long hours.
Bored: 8 (maybe 7) Always try to make friends with your co-workers.
Excited: 1, 2, 5 It’s important to ask for the money you deserve.
Always try to be on time.
8 Personalize the language by asking students to prepare
their own examples. Give them two or three minutes Optional extra activity Ask pairs to prepare and
to prepare. Then ask them to work with new partners present a poster with five tips on it. In their presentations,
to discuss the questions. students should aim to explain the reasons behind their
tips. Tell them to address their presentation to a group of
Example answers young job seekers.
1 at a conference
2 for being late, for doing something wrong
3 time-keeping TEACHER DEVELOPMENT 13: DIFFERENTIATION
4 online job sites, by writing letters Go to page 226 for information and advice.
5 how to control a class
6 students’ own answers

24 Unit 1 Jobs
 Audio script
Ucalearn.com
L = Linda
1C Organize your time L: Hi there. Welcome to the Work and More podcast.
My name’s Linda Carey and today I’m going to be
joined by my friend Henry. The topic we’re going to
Student’s Book pages 12–13 discuss is something that many of you maybe have
experience of now – working from home. Of course,
the way you feel about this topic probably depends
IN THIS LESSON, STUDENTS:
on lots of different things. It depends where you
• share information and discuss issues around ways
live, depends on the person – depends if you find it
of working
easy to work on your own or if you get distracted
• practise hearing groups of words in fast speech
easily and can’t focus or concentrate. Now, before
• practise listening to a podcast about a work issue
I introduce Henry, a little about the two of us. I do
• talk about what normally happens in common
online training and I’ve worked from home for about
work situations
four years, but Henry is newer to it. He works in IT
and he runs his own business, giving IT support, and
sometimes does a bit of training. Henry, welcome!
LISTENING
AIM
3 FS In Lesson C of each unit of Outcomes,
to practise understanding fast speech in a podcast;
students are given practice in listening to an aspect
to listen for specific information in a text
of fast speech. Recognizing how fast speech works,
1 Focus students on the photo on page 12. Ask: What and regularly practising listening for it, is a good
can you see? way of improving your students’ ability to follow
• Ask students to discuss the questions in pairs. conversations, and builds your students’ confidence.
• Read through the information. You could elicit
Example answers examples of two words sounding like one (e.g. ‘gonna’
1 The person is working on a computer in the for going to).
kitchen at home. • Play the audio. Students listen and circle numbers. Ask
2 More and more people work from home, students to compare answers in pairs before giving
especially in jobs where you are on a computer answers.
most of the time (e.g. editor, designer, writer, • If students find the activity a challenge, play the
accountant). recording a second time.
3 Positives are that you don’t have to commute, can
Answers
work flexible hours, can enjoy home comforts (e.g.
a 4 b 7 c 5 d 5 e 5 f 5
listening to your own radio), can be flexible with
childcare. Negatives are that it is lonely, you are cut
off from colleagues, you miss out on aspects of Audio script
office life such as social functions, meeting people, a So first of all
doing courses, you can get bored, there is nobody b I mean, I can see the benefits
there to help or encourage you. c depends when I wake up
4 Often people do more work because they don’t d it depends on the job
waste time travelling, in pointless meetings, or e and I have to stand
being distracted; sometimes being alone or bored f and the other thing is
can mean you do less work.

Pronunciation notes
2 Ask students to read the questions. Point out there
are two speakers on the podcast – the host, Linda, and English is a stress-timed language. Unstressed syllables
her friend Henry. are very weakly stressed and reduced often to /ə/ sounds.
• Play the audio. Students listen and note answers. They also link to other words, which makes it hard
to notice word boundaries in fast speech. Point out a
Answers couple of examples: of, can and to have weak /ə/ sounds;
1 working from home depends on and wake up involve linking.
2 getting distracted easily and not focusing or
concentrating
4 Play the audio. Students listen and note answers.
3 Linda does online training and has worked from
Ask students to compare answers in pairs before giving
home for about four years, but Henry is newer to
answers.
it. He works in IT and he runs his own business,
giving IT support and sometimes doing a bit of Answers
training. rent an office
Probably good advice as he works long hours in a
crowded space and it is affecting relationships.

Unit 1 Jobs 25
 Audio script 4 F (start work about 11)
Ucalearn.com
H = Henry, L = Linda 5 T (I have to stand)
H: Hi Linda. Thanks for the introduction and thanks 6 F (isn’t great… crashes)
for asking me onto the show. 7 T (eating more… now I don’t walk to work)
L: It’s great to have you with us.
H: It’s very nice to be here.
L: So first of all, how’s it going? The business,
EXAM-STYLE SKILLS TASKS:
working from home – everything?
H: Business is OK, thanks. I already have a few
How to do a true or false exercise
clients, making a bit of money, but … the working Students at pre-intermediate level are asked to
from home … decide if sentences are true or false in a number
L: Not good? of common exams.
H: I mean, I can see the benefits, like no travel to
To do this task effectively, students should:
work, but my work day seems a lot longer. So
then my partner complains because my workspace 1 Listen out for phrases that give the answer
is in the bedroom area. I mean, it’s a studio flat, using different words or ways of expression to
where we live. the true or false sentence. Provide an example
L: Right … if you don’t have a separate office, it can with sentence 1. The sentence says Henry isn’t
be a problem. earning anything. Henry says I’m making a bit of
H: Yeah, I mean, sometimes if I have a problem, I like money. He says the opposite, so it’s false.
to lie down on the bed to think about it. It often 2 Justify answers to show they know. Get
helps. But then I sometimes just fall asleep! students to say what they heard, and explain
L: Oh! OK, so what hours do you normally work? how this justifies their answer. Even if they
H: Depends when I wake up, but I usually get up, get the answer wrong, discussing what they
have a quick breakfast and start work about heard is revealing and helps them get better
eleven and then I finish about two … sometimes at doing this sort of exercise. If students
later – it depends on the job. have lots of problems, ask them to research
L: Two in the morning? answers in the audio script so they get better
H: Exactly! at knowing what to listen out for.
L: Wow!
H: Yeah! So not great for the work–life balance.
L: Right – I see why your partner’s unhappy! How do
6 Organize the class into groups of four or five to
discuss the questions. Allow two- or three-minutes’
they sleep?
preparation time first, and monitor to help students
H: I mean, if I’m working after one, I usually take my
with ideas and vocabulary.
laptop into the kitchen area.
• As students speak, go round and monitor, and note
L: OK. Why don’t you work there all the time, then?
down any interesting pieces of language you hear.
H: Oh, there’s not much space and I have to stand.
• Once you have fed back on content, explore and
Also the wi-fi isn’t great, so if I’m doing a video
develop the language students used.
call or using a lot of data, it’s really slow or it
crashes, which isn’t great.
Optional extra activity Ask students to work in pairs
L: No!
to prepare a pie chart to show a typical 24 hours of a
H: Oh, and the other thing is that now I work at home,
working day in their life. Brainstorm categories: sleep,
I’m eating more! If I’m dealing with a problem, I
work, free-time activities, time with family or friends, sport
often have a snack. It helps me think …
and exercise, cooking and eating. Tell students to prepare
L: Right. I see …
and present their pie charts to other pairs or the class.
H: And now I don’t walk to work …
L: Right.
H: So what’s your advice – how can I improve things? GRAMMAR Zero conditionals
L: Well, I think you need to rent an office!
AIM
to check students’ understanding of how to use zero
5 Give students time to read 1–7 and try to conditionals to talk about general truths
remember answers from the first listening.
• Play the audio again. Students listen and note true or 7 Read through the information in the box as a class.
false. Ask students to compare answers in pairs before Check by asking: What form is used in the first clause /
giving answers. the second clause? Can if go at the start of both the
• In feedback, ask students to justify answers by saying first clause and the second?
what they heard. • Students match the parts. Ask students to compare
answers in pairs before giving answers. You could ask
Answers students to check in Grammar reference 1C.
1 F (making a bit of money)
2 T (my partner complains) Answers
3 T (my workspace is in the bedroom area) 1 f 2 d 3 a 4 c 5 b 6 e

26 Unit 1 Jobs
 SPEAKING TASK Ucalearn.com
Language notes
Meaning AIM
The conditional clause states a situation (If I work in the to develop students’ speaking skills in an extended
kitchen, …), and the result clause states the general truth fluency-based activity; the task has a goal, an
that results from that situation being true (I eat more). intended outcome and requires mediation, and
Students may confuse the zero conditional with the first it encourages students to use all their language
conditional. Compare: resources in English to successfully complete the task
I eat more if I work in the kitchen. (general truth – i.e.
every time I do this)
MEDIATION
I’ll eat more if I work in the kitchen. (likely result of a Mediating a text
specific situation – i.e. this will result on this occasion)
In Exercise 10, students have to simplify
Form
or summarize a text to help someone else
Many languages use a subjunctive form here, not the
understand it.
present form. It’s good news – no new form to learn!
A comma is always used to separate the two clauses Students also have to relay specific information –
when the if clause comes first. i.e. tell them what the key points are in the text,
using clearer or simpler language, or a different
language. In the final step, students need to
8 Organize the class into pairs to discuss and personalize collaborate to reach a consensus.
the sentences. In feedback, elicit a few ideas from
different pairs. Check students are using the form After completing Exercise 10, ask students
correctly and talking about general truths. to reflect on how they processed and shared
information in the texts they read. Ask: How did
9 Give students time to read the ideas and silently you select key information to say? Did you just
prepare things to say first. Elicit one or two ideas for read the information or did you put it in your
the first situation to make sure students are clear. own words? How was the information you read
• Once students have prepared sentences, put them into different to your own experience?
pairs or small groups to share and comment, then elicit
and write up a few of the best example sentences on
the board. 10 M Organize the class into groups of four. Tell each
group to split into two pairs. One pair will read Fact
Optional extra activity Extend this activity by: file A while the other pair will read Fact file B. Tell
1 Asking pairs to write as many sentences as they groups to decide which pair will choose which Fact
can in three minutes. Who has the most accurate file. Pair B will have to find Fact file B on page 190 of
sentences? the Student’s Book.
2 Asking pairs to write a negative and a positive for each • Tell students to read their Fact files and decide
situation (e.g. If you work less, you feel good. v If you whether the information supports their ideas from
work less, you lose money.). Exercise 9. Ask students to discuss the information
3 Asking pairs to do a chain (e.g. If you work less, you with their partner who read the same fact file.
lose money; If you lose money, you can’t go out; If you Students will have to summarize what they read,
can’t go out, you lose your friends, etc.). and discuss whether the views were similar to or
contrasted with the opinions or personal experiences
expressed in Exercise 9.
G For further guidance and practice, see Grammar reference • Finally, ask students to work in their groups of four.
1C in the Student’s Book. It explains use and form in
Ask students to summarize the main facts in their Fact
greater detail, and provides written accuracy practice.
file. Then tell them to work together to put the ideas
in Exercise 9 in order from best to worst.
Answers to Exercises 1 and 2, Grammar reference 1C
1 2 is, am 3 leave, don’t have 11 Organize the class into pairs to discuss the questions.
4 order, is 5 fly, get If your class worked in groups, split each group into
6 have, employ 7 stay up, don’t have pairs. In feedback, ask a few pairs to share their ideas,
2 1 f 2 g 3 a 4 h 5 d 6 c 7 b 8 e and open this into a class discussion.

TEACHER DEVELOPMENT 2: ORGANIZING PAIRS

AND GROUPS
Go to page 220 for information and advice.

Unit 1 Jobs 27
 Ucalearn.com
MY OUTCOMES
AIM
to reflect on what students have learned and
on how to improve in a personalized speaking
activity
• Give your students time to read the questions
and prepare things to say. You could tell students
to make a few brief notes. Explain revise (= learn
again).
• Organize the class into pairs or small groups.
Give students five to ten minutes to discuss the
questions.
• In feedback, ask a few pairs to tell the class what
they said. Alternatively, you could have a class
discussion in which groups share the ideas they
have, and comment on each other’s ideas.
• Follow up by setting a task for homework. See the
Teacher development section for ideas. Following
this activity, you could, for example, ask students
to flick through the unit and choose a task to
revise (e.g. the vocabulary, the grammar, reread a
text). In the next lesson, ask students to say what
they revised, and how it helped them improve
their English.

TEACHER DEVELOPMENT 16: MY OUTCOMES

Go to page 227 for information and advice.

For further practice, use Communicative activities 1.1 and

1.2 on pages 228–229.

28 Unit 1 Jobs
 Ucalearn.com

2 Shops
TEACHER DEVELOPMENT 4: LEARNING AND
IN THIS UNIT, STUDENTS: CHECKING NEW WORDS
• have a conversation about going shopping and Go to page 221 for information and advice.
what they bought
• tell an anecdote about a problem with shopping Optional extra activity Extend practice by asking
online students to describe what they are wearing, or their
• roleplay different situations in shops and mediate partner is wearing, or to brainstorm other clothes words
the conversations they can see (e.g. shirt, socks, trousers, shorts, jacket,
cap, tie, pullover).

SPEAKING 2 Mix the pairs so that students are working with

AIM someone new. Ask students to discuss the questions.
to set the scene and introduce the theme with a Go round the room and check students are doing
photo; to get students talking about shopping; to the task and help with ideas and vocabulary if
introduce types of clothes necessary.
• Once you have given feedback on content, look at
Optional lead-in activity Tell students to look at the good pieces of language that students used, and
unit title and photo. Ask: What do you think this unit will pieces of language students didn’t quite use correctly
be about? How useful is this topic for you? What do you during the activity.
hope to learn? What do you want to be able to do by
the end of the unit? Optional extra activity In a small, new class, extend
the pairwork in Exercise 2 into a mingle. Students go
round and ask each other about shopping and clothes,
1 Start by telling the class that in this unit they’re going
thus providing more speaking practice, and allowing
to be learning how to talk about shopping and things
students to get to know each other better.
they buy, and will learn how to make compliments,
offer help and have conversations in shops.
• Ask students to look at the photo on pages 14–15. Ask: TEACHER DEVELOPMENT 2: ORGANIZING PAIRS
What can you see? Elicit a brief description of the photo, AND GROUPS
and introduce any key words students might need. Go to page 220 for information and advice.
• Organize the class into pairs to discuss the questions. Go
round the class and check students are doing the task,
and help with ideas and vocabulary if necessary.
• In feedback, ask different pairs to suggest things they
can see in the photo. Check and drill pronunciation of
words students don’t pronounce correctly. 2A Where did you get it?
Answers
1 You can see the following in the photo: top, dress,
Student’s Book pages 16–17
jeans, shirt, shoes, hat, jewellery
2 and 3 Students’ own answers
IN THIS LESSON, STUDENTS:
• have a conversation about going shopping and
Language notes what they bought
The meaning of these words can be easily shown using • practise listening to a conversation about a
pictures or realia. Here are a few things to check: shopping trip
A suit is a formal two-piece outfit (usually trousers and • talk about events and habits in the past
jacket, but it can refer to a skirt and jacket too). • compliment people on clothes and possessions
A top is a general word for anything you wear on the top
half of the body (e.g. t-shirt, sweatshirt, pullover).
Jeans (and trousers) are plural in English (e.g. My jeans VOCABULARY Describing things you bought
are…).
Note the unusual pronunciation of some of these words: AIM
coat /kəʊt/, jewellery /'dʒuːəlri /, shoes /ʃu z /, suit /su t /, to introduce and practise chunks of language used
shirt /ʃɜːt / to describe things people buy

Unit 2 Shops 29
1 Ask students to complete the sentences. Start them Ucalearn.com
Pronunciation notes
off by eliciting the pair of missing words in the
Note the main stress: complicated, original
first sentence. If students find it difficult, point out
that they should be able to guess the answers by Note how there are only four syllables in uncomfortable
working out the required parts of speech (the first
sentence requires a noun – quality – and a verb
TEACHER DEVELOPMENT 5: DRILLING FOR
in the past form – lasted) and by looking at the
PRONUNCIATION
context and the collocations (good quality; lasted
Go to page 222 for information and advice.
for).
• Ask students to compare their answers in pairs before
discussing as a class. 3 Organize the class into groups of four or five to discuss
• In feedback, use comprehension check questions the questions. Monitor and help students with any
to confirm understanding, e.g. Which word means vocabulary they are unsure of. You could make this
difficult to understand? (complicated); Which word exercise a dictionary research task or be available to
is the opposite of thin? (thick) / dark? (bright); If explain words yourself and to encourage student
it is second-hand, is it new? (no); If your bag is an explanations.
original design, how many other similar bags are
there? (none) Example answers
1 Because they are high quality, made of good
Answers materials; because you don’t use them much.
1 quality, lasted 2 thick, keep 2 A thick coat or jumper, a woolly hat; a cup of tea
3 fit, uncomfortable 4 complicated, follow or hot food; fire and heating. Keep you cool.
5 gold, suit 6 second-hand, condition 3 Because you got bigger / grew taller / it became
7 bright, original 8 smart, wear small in the wash (shrank). Give it to someone /
throw it away / sell it online or donate to a charity
shop.
Language notes 4 instructions, software, situations at work
It fits me = it is the right size; it suits me = it looks good 5 dark colours
on me 6 for work / for an interview / for a formal party
smart = looks tidy and formal (e.g. a business suit) – the
opposite is casual or (negatively) scruffy 4 You could start by describing some of your own
good quality = made very well with expensive, long- possessions in a live listening before students do the
lasting materials exercise.
• Organize the class into new pairs. Encourage them to
try to use as much of the new vocabulary in Exercise 1
TEACHER DEVELOPMENT 3: APPROACHES TO as they can to describe their own possessions.
VOCABULARY In feedback, elicit some of the more interesting
Go to page 220 for information and advice. descriptions students made, and comment on good
examples of language use.
2 P Play the audio. Students listen and repeat.
• In feedback, discuss which words were hard to say and Optional extra activity Find and show a page from
why. Provide extra practice in saying these words. You a fashion brochure or site showing people wearing
could model and drill the words yourself. fashionable clothes. Ask students in pairs to choose a
person and describe what they are wearing. Their partner
Audio script must guess who they are describing.
1 quality, really good quality
lasted, lasted for years
2 thick, a lovely thick coat LISTENING
keep, keep me nice and warm
AIM
3 fit, don’t really fit
to practise listening for specific information
uncomfortable, quite uncomfortable
4 complicated, quite complicated 5 Start by asking students about the photo on
follow, difficult to follow page 17. Ask students: What can you see? What do
5 gold, wear gold jewellery people do there? What do you know about Camden
suit, quite suit me Market in London?
6 second-hand, a second-hand shop • Play the audio. Students listen and note the answer.
condition, in bad condition Ask students to compare answers in pairs. In feedback,
7 bright, bright colours elicit the answer.
original, a really original design
8 smart, a smart jacket Answers
wear, wear it again One thing (Cleo bought earrings)

30 Unit 2 Shops
 Answers
Ucalearn.com
Audio script
K = Keira, C = Cleo 1 a few weeks 2 leather
K: Hey, Cleo. Did you have a nice weekend? 3 (really) good 4 the main street
C: Oh, hi Keira! Yeah, it was good. 5 unusual 6 60 (sixty)
K: What did you do?
C: Oh, nothing much. We were working Saturday
and then Sunday we just went for a walk in EXAM-STYLE SKILLS TASKS:
town. Dani bought himself a new camera a few Completing notes
weeks ago and he wanted to take some photos.
K: Really? I’ve never had an actual camera. It just Students at pre-intermediate level are asked to
seems too complicated when you have your complete notes with one or more words in a
phone camera. number of common exams.
C: Yeah. I know. He says the photos are better. He To do this task effectively, students at this level
seems happy with it, anyway. need to do the following:
K: Well, that’s the main thing. 1 Read the note form carefully and recognize
C: What about you? Did you do anything? what type of information is missing (e.g. how
K: I went to the big street market in town. many words, what part of speech, what topic
C: Oh – the Rastro? That’s where we were! of vocabulary).
K: Near Latina metro. 2 Predict or guess answers. If students have
C: Yeah, exactly. That’s funny. Did you get anything? already listened once for gist, they can recall
K: No. I’m not a big shopper, but it’s great just to or guess words from that listening. If they
walk round. haven’t, predicting what might be said will
C: Absolutely. help them focus on the listening.
K: Actually, I saw this great leather jacket that I 3 Listen carefully for specific words they can use to
thought about buying. complete notes. Remind students that the audio
C: Oh yeah? may not say exactly what is in the notes – they
K: Yeah, I mean it was second-hand, I think from the may have to extract words they need to use.
80s, but it was in really good condition.
C: Oh yeah! I love vintage stuff.
K: It didn’t really fit though. TEACHER DEVELOPMENT 10: DEVELOPING
C: Shame. I actually bought these earrings there. LISTENING SKILLS
K: Really? They’re great. Where exactly? Go to page 224 for information and advice.
C: There’s a jewellery stall on the main street and the
woman who runs it designs everything herself.
7 Organize the class into pairs to discuss the questions.
She has quite an unusual style.
In feedback, find out if your students regularly buy
K: Yeah, yeah. I love them. Were they expensive?
second-hand things or if they have recently bought
C: I don’t know – depends what you think of as
anything second-hand. You could also ask if they ever
expensive. I think these were, like, sixty euros.
get things second-hand, e.g. from friends or family
K: Oh, OK ... Well, I guess they are very original.
members.
Anyway, they really suit you.
C: Thanks. We should go one Sunday and I’ll show
Example answers
you the stall.
You can buy second-hand things in charity shops,
K: Yeah, yeah. Maybe.
jumble sales, markets, car boot sales and online
through websites that specialize in second-hand goods.
Culture notes Buying electronic goods (computers, etc.) second-
El Rastro de Madrid or el Rastro is the most popular hand may be a bad idea because you don’t know if
open air market in Madrid (Spain). It is held every Sunday they will work and often they are out of date.
and public holiday during the year and is located in the Many people buy second-hand cars because new
city centre, just south of La Latina metro station. Stalls ones are very expensive.
sell everything: antiques, rare books, vintage clothing, Kids grow out of clothes quickly so buying second-
paintings, etc. hand clothes is a popular option, but some people
don’t like the idea of wearing clothes that once
6 Ask students to read through the notes. You belonged to other people.
may want to ask them to copy the notes into their Books are commonly sold second-hand.
notebooks and try to remember any answers from the
first listening.
• Play the audio again. Students listen and complete the
GRAMMAR Past simple
notes. Ask students to compare answers in pairs. In AIM
feedback, elicit and show answers on the board. to check students’ understanding of how to form
and use the past simple, and to provide practice

Unit 2 Shops 31
8 Read through the information in the box as a class. Ucalearn.com
TEACHER DEVELOPMENT 6: APPROACHES TO
Then organize the class into pairs to look at the GRAMMAR
sentences and complete the rules. Monitor and note Go to page 222 for information and advice.
how well students understand the rules.
• In feedback, elicit the students’ answers. Then
ask them to check in Grammar reference 2A. 9 Start by eliciting the past forms of buy and have in the
The Grammar reference provides a more detailed first sentence as an example (bought, had).
presentation of use and form. It shows students how • Ask students to change the verb forms individually.
to make positive, negative and question forms. Ask students to compare their answers in pairs before
discussing as a class.
Answers • In feedback, write up the corrected past forms on the
board.
1 -ed 2 saw, thought, did
3 Did 4 didn’t
Answers
5 weren’t
1 bought, had 2 went, didn’t get
3 left, got 4 wanted, didn’t go
Optional extra activity Get students to test each other 5 received, didn’t know 6 asked, said
on the irregular past forms using the table at the back of
the Student’s Book on page 188. For example:
Student A: go 10 Organize the class into pairs. Give them three or four
Student B: went minutes to prepare and discuss reasons for each of the
Student A: take situations in Exercise 9. Go round and help with ideas
Student B: took and vocabulary as students speak.
• In feedback at the end, elicit some ideas from students.
Feed back on the use of past forms by students.
Language notes Comment on good examples (e.g. using an irregular
To form negative or question forms, we use the infinitive past correctly) and correct any errors.
without to with the auxiliary verb did.
Positive Example answers
Subject verb in past form object 1 The coat was too big / small for her daughter. The
I bought a coat. coat had a hole in it. Her daughter didn’t like the
coat.
Negative
2 The shops were crowded. I couldn’t find the right
Subject auxiliary + verb object
size. It was too expensive. My favourite shop closed
I didn’t buy a new coat.
early.
Questions 3 It paid better. I didn’t like travelling. I wanted to
Question word auxiliary subject verb work 9 to 5.
What did you buy? 4 It rained. We had to work. We got up too late. I
was ill.
The form of the past simple may cause some problems
5 I didn’t have anything to buy.
for students at this level, particularly in terms of
6 I didn’t like him. I had a boyfriend already.
manipulating the auxiliary verb did / didn’t. Here are
three ways to provide practice:
1 Ask students to do lots of controlled practice – e.g. 11 Organize the class into new pairs. Give students time
putting mixed-up sentences in order, turning positive to prepare stories. Go round and help with ideas and
sentences into negatives or questions, etc. vocabulary.
2 Use simple prompt drills. For example, you say: I played • Students take turns to ask and answer questions about
football, they say: You didn’t play football. their weekends.
3 Write DID, DIDN’T and some pronouns (HE, THEY, YOU, • Feed back on the use of past forms by students.
etc.) on cards, along with some verbs in infinitive or Comment on good examples (e.g. using an irregular
past forms (e.g. PLAY, PLAYED, etc.). Students put cards past correctly) and correct any errors.
together (and add words at the end) to make sentences.
Optional extra activity 1 Extend the activity by asking
With regular verbs, we add -ed to the infinitive without students to change partners and retell the stories they
to in positive sentences. With irregular forms, students heard from their first partners.
have to learn and remember the various forms (get – got,
find – found, etc.). Optional extra activity 2 Write What, When, Where,
Here are two ways to provide practice of irregular forms: How, Who and Why on the board. Tell the class to ask
you questions using the question words to find out as
1 Play irregular form bingo. Students write eight irregular
much as they can about what you did last weekend.
forms on a bingo card (e.g. BOUGHT, WENT, GOT,
Tell them to start with the question What did you do?
etc.). You read out infinitives (BUY, GO, GET, etc.).
Answer as honestly as you can (or want to). If a question
Students check off past forms.
is incorrect, don’t speak until the student has corrected
2 Students choose five verbs with irregular forms. They
the question accurately.
have to prepare and tell a story using them.

32 Unit 2 Shops
 Ucalearn.com
I bought this really cool new mobile phone.
TEACHER DEVELOPMENT 8: FEEDBACK ON
CONTENT, LANGUAGE AND ERRORS He looks very cool with those new sunglasses.
Go to page 224 for information and advice. We use nice and lovely to describe possessions in a
complimentary way.
G For further guidance and practice, see Grammar
reference 2A in the Student’s Book. It explains use CONVERSATION PRACTICE
and form in greater detail, and provides written
accuracy practice. AIM
to practise language from the lesson in a free,
Answers to Exercises 1, 2 and 3, Grammar communicative, personalized speaking activity
reference 2A
13 This is an opportunity to bring together several
1 1 did you do, stayed, spent, visited parts of the lesson and for students to practise
2 Did you get, got, bought complimenting each other and talking about their
3 Did you have, was, went, did you go, opened, weekends using past forms.
heard, Was it, told, paid, cost, was • Start by modelling the first conversation task. Pick out
2 1, 2, 3, 4, 6 and 8 are incorrect various students in the class and say things like I love
1 I didn’t see your bag, it looks great or I like your trendy shirt, it
2 did you get suits you.
3 did he say • You could decide as a class which of the two tasks to
4 did you do practise, or you could put students in groups of four
6 weren’t you and ask them to decide as a group. Give students a
8 cut my finger short amount of preparation time to think of what to
3 1 watched / didn’t watch say, but, essentially, ask students to decide what to say
2 went / didn’t go and how much to say.
3 listened / didn’t listen • As students speak, walk round and monitor groups.
4 spent / didn’t spend Join in the conversation to keep it going. Notice
5 had / didn’t have good or incorrect examples of complimentary language.
6 spoke / didn’t speak • In feedback at the end, look at good pieces of
language that students used, and pieces of language
students didn’t quite use correctly during the activity.
Show students better ways of saying what they were
DEVELOPING CONVERSATIONS
trying to say. You could write some useful new phrases
Complimenting on the board with gaps and ask the whole class to
AIM complete the sentences.
to introduce and practise compliments and follow-up
questions Example answers
a I love your bag. It looks great.
12 Read through the information in the box as a Thanks. I really like it.
class. Is it new?
• Ask students to order the words to make questions Yeah. I bought it second-hand.
or comments. Ask them to compare their answers in It goes with your coat.
pairs. Thanks.
• Play the audio. Students listen and check their
b … Really? Did you buy anything nice?
answers. You could play the audio a second time
Well, I got a jacket in that new second-hand shop.
and ask students to listen and repeat to practise
It looks good.
the pronunciation. Note that because students are
Thanks. It wasn’t expensive.
complimenting and showing interest, they need to
Well, it looks new. And it suits you.
exaggerate their intonation pattern.
It’s a nice design, I think.
Yeah. It’s cool.
Audio script and answers
1 I love your ring. Where did you get it?
2 That’s a great bag. Is it new? TEACHER DEVELOPMENT 13: DIFFERENTIATION
3 Hey, cool phone! How long have you had it? Go to page 226 for information and advice.
4 I love your shirt. It’s a really nice design.
5 I like your boots. They look really comfortable.
6 That’s a lovely jacket. It really suits you.
DEVELOPING LEARNER INDEPENDENCE
AIM
Language notes to reflect on how you learn best in the classroom
cool Different students have different expectations in
We often say something looks cool if it has a modern the classroom and different experiences. Find out
design. A cool person looks fashionable and attractive. how your students feel about their classroom

Unit 2 Shops 33
 experience with the questionnaire below. Use it Ucalearn.com
• In feedback, ask different pairs to tell the class what they
to encourage students to collaborate with others
discussed. Once you have given feedback on content,
and try new things.
explore and develop the language students used.
How do you learn best in the classroom? Tick
the statements that suit you best. Vocabulary notes
1 I enjoy working in pairs. salary = what you earn every year
2 I want the teacher to explain rules and define
global = in the world
words.
3 I want to be corrected often. warehouse = large building where goods are kept before
4 I like working things out for myself. being delivered
5 I enjoy explaining things to classmates, and
learning from them.
Culture notes
6 I love working with new people in pairs, groups
and mingles. Amazon, which was founded by Jeff Bezos in 1994, is the
7 I prefer speaking to writing. world’s largest retailer outside of China. It has a worldwide
8 I only want to hear and use English in the e-commerce business which requires enormous warehouse
classroom. and distribution facilities all over the world.
9 I like sitting next to different people.
10 I want the teacher to translate words I don’t
Optional extra activity If your students have internet
know.
access, ask them to find similar facts about their own
country (e.g. the average amount spent online).
TEACHER DEVELOPMENT 15: LEARNER
INDEPENDENCE
Go to page 226 for information and advice.
VOCABULARY Shopping online
AIM
to work out the meaning of phrases connected
with shopping; to use translation to get across the
meaning to others

2B I bought it online 2 Start by modelling the activity. Tell students to find the
words in bold in sentence 1. Ask: What is ads short for?
(advertisements) Why do people show them? (to make
Student’s Book pages 18–19 you buy things) If you keep getting them, do you get
them once or many times? (many) Is it annoying? (yes)
IN THIS LESSON, STUDENTS: How do you say this in your language?
• tell an anecdote about a problem with shopping • Ask students to discuss the meanings of the words in
online bold in pairs. Encourage students to use context or
• talk about statistics about shopping online and their own knowledge to guess. Monitor and notice
their experience what words students have problems with, and which
• work out the meaning of shopping phrases students can explain difficult words well.
• share stories they’ve read and discuss responses • Elicit explanations in feedback. Ask students to explain
to them words to others in the class.
• End with a checking stage. Ask students to check
words they are still unsure of in dictionaries, or, if you
have a monolingual class, translate difficult words.
SPEAKING
AIM
to read and comment on a Fact file about online
shopping; to lead in to the topic of the lesson

1 Ask students to read the Fact file in pairs and to explain

any words they aren’t sure of to each other. Tell students
that they can use a dictionary or ask you for help if they
need to. Make sure students know all the words before
asking them to discuss the questions. (See notes.)
• Organize the class into groups of four or five to discuss
the questions. Go round the room and check students
are doing the task and help with ideas and vocabulary
if necessary.

34 Unit 2 Shops
 Example answers
Ucalearn.com
5 Ask students to work with their partner to discuss
the questions and make sure they have a good
1 keep getting ads = get them many times (often in
understanding of the two posts they read.
an annoying way)
2 have it delivered = ask for it to be taken to my
Example answers
house by somebody
Work with what students say – the aim here is for
3 clicked on the link = pressed the icon to take me
them to get across what they know, not to provide
to a web page
definitive answers. However, here are some points to
4 five-star reviews = very good comments by people
mention:
about a place
5 can’t afford (to buy) = not have enough money Alfonso: bought an expensive guitar online – hasn’t
to buy told his wife how much it was (mistake: paying too
6 a huge range to choose from = a very big number much, not telling wife)
of different things available Kristin: bought a cheap computer online, not
7 was slightly damaged = was a little bit broken or realizing she was actually only buying a box (mistake:
scratched, etc. not checking what she was buying)
8 gave me my money back = returned my money Sakda: ordered clothes online, but the trainers
9 a charge to return it = an amount of money you arrived too late for a big night out (mistake: should
have to pay if you want to send something back have ordered earlier)
Ewa: bought a TV online, but it was damaged
Language notes (mistake: it was a bargain, so should have known it
Get students to notice and note down in their may have a problem)
notebooks the form of some of these phrases. For
example: keep + -ing, have (something) done, can’t 6 Students reread the posts and note key words to use
afford + infinitive, give (somebody) (something) back. to retell the stories. Tell them to compare the key
Students need to learn these expressions as chunks, but words they chose with their partner.
also need to notice how they work.
Example answers
Some useful phrases to note down:
3 Start by modelling the activity. Provide two or three
examples from your own experience. Alfonso: look at stuff online, concert inspired me,
• Ask students to take turns to share examples with their silly amount of money
partner. Kristin: second-hand, cheaper than I expected, box –
• Monitor as students speak and note any really useful good as new
sentences students make. You could write these up at Sakda: big night out, cool trainers, two days too late
the end on the board for students to comment on and
Ewa: a bargain, click and collect, damaged, out of
copy.
stock, money back

Optional extra activity 1 Ask students to write five

true sentences about themselves using the phrases in
bold. Tell them to memorize the sentences. Memorizing MEDIATION
Mediating a text
things to use to talk about your life is a good way of
learning useful chunks. In Exercise 7, students have to simplify, shorten,
amplify or summarize a text to help someone
Optional extra activity 2 Ask students to prepare three else understand it
true sentences about themselves using the phrases in bold,
Students also have to relay specific information –
and one sentence that is actually false. Students read out
i.e. tell them what the key points are in the text,
sentences in groups. Their classmates have to guess (or ask
using clearer or simpler language, or a different
questions to find out) which sentence is false.
language
After completing Exercise 7, students use
READING
Exercise 8 to reflect on aspects of mediation.
AIM
to give students practice in reading for specific
information; to do a jigsaw reading that creates an 7 M Mix A and B pairs so students are working with
information gap and lots of spoken interaction somebody who read different posts. Explain to students
that they will take turns to retell the stories. Give
4 Organize the class into pairs. Tell the pairs on the left
students time to think how best to retell their stories.
side of your class that they are all Student A. They must
Ask: How can you shorten, summarize or rephrase parts
read Alfonso’s and Kristin’s posts. Tell pairs on the right
of the story? Do you want to add anything to make the
that they are B and must read Sakda’s and Ewa’s posts.
story more interesting.
• Set a five-minute time limit for students to read and
• When students are ready, tell them to close books and
find answers.
tell their stories. Set a five-minute time limit.

Unit 2 Shops 35
8 Students read the other posts then discuss the Ucalearn.com
questions with their partner.
• In feedback, find out what information students 2C Can I help you?
tended to miss out, and what questions students had
about the posts.
Student’s Book pages 20–21
Optional extra activity Organize the class into pairs or
small groups to discuss the following questions:
IN THIS LESSON, STUDENTS:
1 Would you like to play a musical instrument? Is there • roleplay different situations in shops and mediate
anything else you have dreamed of doing? the conversations
2 What do you think is a good age to buy a first • discuss their preferences for shops and products
computer / tablet / mobile phone / car / flat? • practise hearing common words and phrases they
3 Do you think about the environment when you are hear in shops
shopping? How? • practise listening to conversations they hear in
4 Do you follow any influencers on social media? What shops
do they talk about?
Give students time to read the questions, decide which
ones to discuss, and prepare some ideas before students SPEAKING
start talking.
AIM
to lead in to the topic with a fluency-based
SPEAKING speaking activity; to provide context for the use of
comparative forms
AIM
to practise language from the lesson in a free, 1 Organize the class into pairs. Students discuss the
communicative, personalized speaking activity sentences.
• In feedback, elicit and discuss some of the more
9 Start by brainstorming typical experiences students interesting opinions and experiences you have heard
have had. Use the opportunity to brainstorm new or while monitoring the pairwork activity.
difficult words. Outline a few typical stories. If students • Alternatively, you could organize this as a survey and
can’t think of a personal experience to tell, they could mingle. Ask students in pairs to turn the sentences into
make one up (see example answers below). questions (e.g. Do you prefer going to shopping malls
• Give students five minutes to prepare their story. or quieter, local shops?). Then ask students to walk
Monitor and help with ideas and vocabulary. You could round the class and use their questions to interview
encourage students to use sentences with when. three people. Students then sit in pairs again, compare
• Organize the class into groups of three or four to tell their findings, and present them to the class (e.g. Most
stories. students prefer shopping malls. Half the class buy
• As students speak, go round and monitor, and note vegetables in supermarkets.).
down any interesting pieces of language you hear.
• Once you have fed back on content, explore and
develop the language students used. GRAMMAR Comparatives
AIM
Example answers
to check students’ understanding of how to
Typical problem stories: form and use the comparatives of adjectives and
Clothes that are the wrong size or colour adverbs
Furniture items that don’t fit in a room or through a
door
2 Read through the information in the box as a class.
Then organize the class into pairs to look at the
Instruction manual not in your language sentences and complete the rules. Monitor and note
how well students understand the rules.
Optional extra activity 1 Write story starters about • In feedback, elicit the students’ answers. Then ask
different shopping experiences on the board: Last them to check in Grammar reference 2C.
summer I went to the world’s biggest shopping mall;
Answers
I only had one day to buy Christmas presents for my
family; It was the first day of the January sales. Students 1 -er
have to invent and tell the rest of the story. 2 -ier
3 more / less
Optional extra activity 2 Write your own post starting 4 a bit / much
with the phrase ‘When I got it …’ 5 than (+ noun, noun phrase, etc.)

Optional extra activity 3 Tell students to do some

research online and write their own ‘fact file’ about
online shopping.

36 Unit 2 Shops
 Example answers
Ucalearn.com
Language notes
Students are often (traditionally) first presented with 1 Shopping is better than staying at home. It’s more
comparative forms in a simple, neat sentence. For interesting to be out in a city looking at shop
example: windows than watching TV or doing housework.
My brother is taller than my sister. 2 My phone is better than yours / my old one. It has
History is more interesting than geography. a better camera and it’s much lighter.
3 This department store is a better shop for clothes
In real language use, however, comparatives are
than my local supermarket. It has a wider choice
much more likely to come in a variety of chunks. Get
and more fashionable designs.
students to notice from the examples in Exercise 1 that
4 Where I live now is better than where I used to live /
comparatives are often found before a noun (a wider
living in the centre. It’s cleaner, safer and less noisy.
choice), with qualifiers like a lot, much, a bit and no
(much more often), and are used with adverbs as often
as with adjectives (more healthily). Optional extra activity Ask students to work in groups
to choose five of the following to discuss:

3 Ask students to work individually to complete the • a supermarket

sentences. Elicit the first answer to get them started. • a clothes shop / website
Remind students that they will have to use less as well • an electronics shop / website
as more, and will have to consider whether a word is • a market
an adjective or an adverb. • a pool / sports centre
• Ask students to compare answers with a partner • a place to eat / buy food
before checking in feedback. • a mobile phone
• a car
Answers • a TV channel
1 smaller Tell students to think of two examples of each of the
2 less complicated items they have chosen, and decide which of the two
3 less bright, more formal examples they prefer and why.
4 better, longer
Students discuss their choices.
5 brighter, more colourful
6 more practical, more easily, lighter
7 less lazy, more regularly, healthier G For further guidance and practice, see Grammar
reference 2C in the Student’s Book. It explains the
grammar point in greater detail, and provides written
4 In pairs, students discuss what the people are talking accuracy practice.
about. Set a time limit of three or four minutes, then
elicit ideas. Answers to Exercises 1 and 2, Grammar
reference 2C
Example answers
1 1 bigger
1 shoes / boots 2 smarter, more comfortable, better, better
2 phone / computer 3 harder, friendlier / more friendly
3 jacket / coat / shirt / suit 4 more convenient, quicker, cheaper, less often
4 sofa / bed 5 better, earlier, busier
5 carpet / paint
2 1 Most things are a lot more expensive than they
6 buggy / pushchair / backpack
were in the past.
7 cookbook
2 A pilot is much better paid than a teacher.
3 Canada is a bit bigger than the US.
Optional extra activity Ask students in pairs to choose 4 Being vegetarian is a lot more popular than it
a sentence from Exercise 3, and prepare and act out a was twenty years ago.
short conversation which includes the sentence in a clear 5 India’s population is a little smaller than the
situational context. population of China.
6 Staying in touch is much easier than before we
5 Start by eliciting two or three ways of completing the had social media.
first sentence. Then ask students to complete each
sentence in a way that suits them.
LISTENING
• When students are ready, ask them to explain choices
in pairs or small groups. Encourage students to add AIM
extra information to explain their choice. You could to listen for general understanding; to listen for key
provide an example with the information in the phrases in fast speech
answers below.
• Once you have fed back on content, explore and 6 FS Give students time to read the task carefully.
develop the language students used. Write the first phrase on the board: Do you have
one of these in ... ? Elicit a few examples of how to

Unit 2 Shops 37
 complete the first phrase (e.g. Do you have one of Ucalearn.com
D: Well, there are some nice gift bags and cards
these in black / a bigger size?). Getting students to over there, if you like.
predict what might come next as they listen is a good E: Oh, OK. Sure.
way of improving your students’ ability to follow D: Well, just choose something and come back.
conversations, and builds your students’ confidence. OK? You don’t need to queue again.
• Play the audio. Students listen and write one word or E: Oh, OK. Great.
short phrase to complete each sentence they hear. Tell D: All part of the service.
them to write the first thing they think of. Ask students
3 F: Yes, sir. How can I help you?
to compare their answers in pairs before discussing as
G: I’ve been here longer than him, actually.
a class.
F: Oh, right. I’m sorry, madam. How can I help?
Example answers G: I bought this the other day and it’s damaged.
1 Do you have one of these in black / a bigger size? The button doesn’t work and it’s damaged
2 Would you like me to help you / wrap it / put it in here. Look, you see?
a bag? F: And you didn’t drop it or anything?
3 Do you have anything a bit bigger / smaller / G: Are you saying I’m lying?
brighter? F: No, no ... it’s just an unusual problem.
4 I’ve been here longer than I expected / that person / G: Well, I didn’t.
everybody else. F: Of course … er, do you have the receipt and
5 I bought this the other day and it’s damaged / too box?
small. G: I got rid of the box, but here’s the receipt.
6 Could I maybe go first / go to the changing room / F: Oh, OK. Let me talk to my manager.
go and try it on? 4 H: Excuse me.
I: Sorry, I’m closing the till, but my colleague can
help.
Audio script J: Hi, how can I help you?
1 Do you have one of these in ... ? H: Hi, I’m interested in the TV you have on display
2 Would you like me to ... ? over there.
3 Do you have anything ... ? J: Oh, I’m sorry. That’s not in stock. Would you
4 I’ve been here longer than ... like me to order it?
5 I bought this the other day and it’s ... H: How long will it take?
6 Could I maybe ... ? J: I’m not sure. Three or four weeks?
H: Oh right. Well, don’t worry. I’ll leave it.
7 Give students time to read the task and the 5 K: Sorry – Could I maybe go ahead of you?
situations. Check wait your turn (= wait until it is your L: Is that all you have?
time to do something); a queue (= a line of people K: Yeah, it is. You know, I’m making a Valentine’s
waiting); take back (= return). You could suggest dinner and I suddenly realized I didn’t have any
students think about what they might hear in each salt!
situation before you press play. L: Oh, right! Yeah, you go first.
• Play the audio. Students listen and match. Ask students K: Are you sure?
to compare their answers in pairs before discussing as L: Of course. I’m not really in a hurry.
a class. K: Great, thanks.
L: No problem – enjoy the dinner!
Answers
1e 2a 3f 4c 5d
b is not used
8 Ask students to discuss and decide where the
phrases come from. You could support students by
listing the conversations 1 to 5 on the board with their
Audio script opening lines. This should remind students of what
1 A: Excuse me. Do you have one of these in a each conversation was about:
smaller size? This one’s a bit big. 1 Excuse me. Do you have one of these in a smaller
B: I’m afraid not. That’s why they’re at a reduced size?
price. 2 Would you like me to put it in a bag?
A: Never mind, Timmy. You’ll grow into it. 3 Yes, sir. How can I help you?
C: But I don’t like it. 4 Excuse me. / Sorry, I’m …, but …
A: Don’t be silly. You look lovely. It really suits 5 Sorry – Could I maybe go ahead of you?
you. • Play the audio again. Students listen and check
C: It’s not as nice as the other one we saw. answers. Ask students to compare their answers in
A: That was much more expensive. This one’s fine. pairs before discussing as a class.
C: It’s not fair.
2 D: Would you like me to put it in a bag?
E: Sure – but do you have anything nicer? It’s for
a birthday.

38 Unit 2 Shops
 Answers 11 Ask students to reread the questionsUcalearn.com
in Exercise 10
and select which phrases from the box they would use
a Conversation 5
for each situation.
b Conversation 2
c Conversation 4
Example answers
d Conversation 1
e Conversation 3 1 Excuse me. Could you help me? / I bought this the
other day and ...
2 Could I maybe ... ? / Are you sure? / Of course!
Language and pronunciation notes Go ahead.
grow into it = it will fit when you get older 3 Excuse me. Could you help me? / Could I
it’s not fair = children often say this when they feel a maybe ... ? / Do you have something a bit ... ? /
situation is against them (e.g. being told they can’t do Do you have one of these in ... ? / I bought this
something or have something) the other day and ...
4 Would you like (me) to ... ?
gift bag = an attractive bag that you can put a present in
till = cash register – used to put money in when you buy
something
MEDIATION
on display = in a place in the shop where you can see it Mediating communication
get rid of = throw away In Exercise 12, if students select the second
Other words in the audio script: roleplay option, one student will have to act as
damaged = broken an intermediary – this involves translating words,
or explaining something that may be culturally
in stock = we have it in the shop
different, or summarizing information concisely
receipt /rɪ'siːt/ = the piece of paper you get to say you from one language to another
bought something
Students may also have to facilitate
communication in delicate situations and
9 Organize the class into groups of four or five to discuss disagreements – so, helping out when people
the questions. disagree, establishing common ground, or trying
• In feedback, find out if any students want to share to resolve disagreements.
particularly interesting experiences with the class.
After completing Exercise 12, ask students to
reflect. Ask: What problems did you have in
Optional extra activity Extend the activity with these translating for the non-English speaker? How did
questions: If you’ve worked in a shop, what are your best you resolve those problems?
and worst experiences? Have you ever regretted buying
anything? What? Why?
12 M First of all, decide whether to choose to do the
roleplay in pairs or threes. Then organize the class into
SPEAKING TASK either pairs or threes depending on which you have
AIM chosen.
to practise language from the lesson in a free, • Give your students a few minutes’ preparation time.
communicative, personalized speaking activity; the Tell them to decide the following (you could list these
task has a goal, an intended outcome and requires pointers on the board):
mediation, and it encourages students to use all 1 Who are you and where are you?
their language resources in English to successfully 2 What does the customer want to do?
complete it 3 What phrases could you use?
4 How will you start the conversation?
10 Organize the class into groups of four or five to • As students speak, go round and monitor, and
discuss the questions and phrases. note down any interesting pieces of language
• In feedback, elicit answers from different groups. you hear.
• Once you have fed back on content, explore and
Example answers develop the language students used.
1 wrong size / damaged
2 Could I maybe go ahead of you? / Of course! Go
Optional extra activity A way of extending and
ahead.
personalizing this activity is to ask students in groups to
3 Excuse me. Could you help me? / Do you have
talk about recent conversations they have had in shops,
something a bit (larger) ? / Do you have one of
and to try to prepare and roleplay those situations.
these in (white) ?
4 Would you like (me) to (gift wrap it / take the
label off)? Would you like to pay by card?

Unit 2 Shops 39
 Ucalearn.com
• In feedback, ask students to say what they found out
MY OUTCOMES
from their partners. Give some feedback on good
AIM language that students used, and language students
to reflect on what students have learned and didn’t quite use correctly. Show students how to say
on how to improve in a personalized speaking what they were trying to say better.
activity
• Give your students time to read the questions and VOCABULARY Describing jobs
prepare things to say. You could tell students to AIM
make a few brief notes. Explain tips (= advice). to introduce and practise useful phrases to describe
• Organize the class into pairs or small groups. Give jobs
students five to ten minutes to discuss the questions.
• In feedback, ask a few pairs to tell the class what 2 Focus your class on the words in the box. Ask: Which
they said. Alternatively, you could have a class words are adjectives? (all except variety and worth)
discussion in which groups share the ideas they Which words are negative? (lonely, boring) Which
have, and comment on each other’s ideas. words don’t you know?
• Follow up by setting a task for homework. See the • Elicit the answer for 1 to get students started. Students
Teacher development section for ideas. Following complete the sentences individually.
this activity, you could, for example, ask students • Ask students to compare answers in pairs before
to make a five-point list of things to do to try eliciting and showing the answers.
out functional phrases connected with shopping
outside the classroom (e.g. roleplay with friends; Answers
try to buy something online from an English 1 qualified 2 worth 3 lonely 4 active
language site). 5 variety 6 boring 7 creative 8 foreign

TEACHER DEVELOPMENT 16: MY OUTCOMES Language notes

Go to page 227 for information and advice. Things to check include:
we use be, feel and get with adjectives;
For further practice, use Communicative activities 2.1 we use get when there is a change (e.g. get qualified =
and 2.2 on pages 230–231.
change from not having to having a qualification);
we use It’s worth it to say that ‘doing something is
enjoyable or useful despite the fact that you have to
make an effort’.
WRITING 1 In 3, we can say feel lonely but not feel boring (we say
feel bored when describing people – it’s boring so he’s

Writing a post about your work bored).

3 Ask students to work in pairs to discuss the questions.

Student’s Book pages 22–23
Elicit one or two suggestions for sentence 1 in
Exercise 2 to get students started.
IN THIS LESSON, STUDENTS: • In feedback, ask different students to suggest jobs you
• write a post about a job can use with each phrase.
• make recommendations
• describe different kinds of jobs Example answers
• use time phrases to organize posts 1 probably a professional job like doctor, lawyer
or architect; can use get qualified to talk about
many jobs that require people to study for specific
SPEAKING qualifications
2 care worker, nurse, counsellor; any jobs where you
AIM
help or advise
to get students talking about the topic of work
3 desk jobs people do at home: writer, designer
1 Lead in by asking: What’s your job? What other jobs 4 outdoor jobs like farmer, firefighter, travelling
have you done? Would you recommend these jobs to salesperson
others? Why? / Why not? If your class is young, and 5 many jobs are varied
unlikely to have much work experience, ask: What 6 repetitive office jobs like call centre worker
jobs do people in your family have? Which jobs do you 7 marketing, sales, journalism
think are interesting? Why? Ask the questions round 8 a job in sales or marketing that involves going
the class. abroad
• Organize the class into pairs or small groups to think of
and discuss jobs.

40 Writing 1
 Answers
Ucalearn.com
Optional extra activity Ask students to think of a job
in pairs, write three sentences to describe it using phrases 1 firstly 2 Also 3 Secondly 4 also 5 Finally
from the lesson, then exchange sentences with another
pair and see if they can guess the job their classmates
have written about. Language notes
We can use sequencers to organize ideas into a list.
Notice how they go at the start of a sentence or
WRITING clause and are followed by a comma. We can use thirdly,
AIM fourthly, etc. to extend the list but it can be bad style in a
to develop students’ ability to write a post offering friendly post to have too many sequencers.
information about a job Also adds extra information. It can go at the start or end
of a sentence, but is usually between subject and verb:
4 Ask students to read the questions then the blog post. e.g. It also means …
• Put students into pairs to discuss and compare their
answers.
• In feedback, ask students to give reasons why they 7 Start by asking students to look at the photo and
would or wouldn’t like the job. name the jobs they can see. Ask: What is good or bad
about the jobs?
Example answers • Ask students to choose a job and write sentences to
Students’ own ideas say what they think about it. Encourage them to write
at least four short sentences. Tell them to link their
The job involves travel abroad, is not well-paid,
sentences with firstly, secondly, also, etc. Tell students
involves meeting people, being in a class with adults
to also use words for describing jobs from Exercise 2.
and sometimes with kids, and it’s worth getting
• Tell students to take turns to read out their sentences
some training.
with a partner. Encourage students to correct and add
The writer is probably describing being a language to each other’s work.
teacher in a foreign country – perhaps he or she
is teaching English as a Foreign Language abroad
(in Hanoi, Vietnam).
PRACTICE
AIM
5 Organize the class into pairs. Ask students to read and to practise writing a post offering information about
discuss the questions. a job
• In feedback, ask different pairs to suggest answers.
8 Start by brainstorming jobs students could write about.
Ask: What’s your job now? What interesting job have
Example answers
you had in the past, which you could write about?
Students’ own ideas
Which jobs do you know a lot about?
1 travel, meeting people, always interesting • Once students have decided on a job to write about,
2 need to be good at getting on with people (you tell them to work through the checklist and prepare
hear many stories in class), and working with kids notes. If your students are of working age, ask them to
(you can’t only work with adults) do this individually before comparing ideas and notes
3 worth getting some training with a partner. If students are not of working age, it
4 Possibilities include: more about pay and conditions may be easier for them to decide on a job in pairs and
and hours; what training; best places to go. work together to prepare ideas.
5 If a retired person was interested in coming out • Give students five to ten minutes to prepare ideas.
of retirement to do some language teaching, you
might miss out the bits about training and not 9 Students write their post. You may wish to set this for
getting rich as they would not be looking at the homework. If so, remind students to use the text in
job long-term. Exercise 4 as a model, and to incorporate sequencing
and the vocabulary practised in the lesson.
• If you prefer to do the writing task in class, look at
USEFUL LANGUAGE the advice in the Teacher Development section.
Organizing ideas in a text
10 When students have completed their posts, tell them
AIM to exchange with a partner, or to get together with
to use sequencers to organize ideas in a text three or four other students to pass round and read each
other’s posts. Students will need to tell their classmates
6 Read through the information box as a class.
which person they have written for. Students read each
• Ask students to complete the post with the words.
other’s posts and say whether they think it provides all
Elicit the answer for 1 to get students started (see
the information needed by the person it is written for.
answers below).
• Students complete the task individually then check
TEACHER DEVELOPMENT 12: DEVELOPING
with a partner.
WRITING SKILLS
• In feedback, ask students to justify answers by referring
Go to page 225 for information and advice.
to the rules in the information box.

Writing 1 41
 Video script
Ucalearn.com
Emeric: Yes, even here in Ireland, I’ve, I’ve bought,
REVIEW 1 Video I bought this pullover, this one I have on me, maybe
two weeks after arriving in Ireland. And actually, it
was too big, so I need to, to replace it.
Student’s Book page 24 Mariana: I don’t think so. I’m careful with
things that I buy. I like to, I like to buy the
About the videos correct things.

The two types of video in Outcomes are designed to Kemal: Yes, I did. It was two months ago, and
expose students to the sort of natural communication I bought an electronic device, and it was, it had
that they will encounter outside the classroom, with broken before I bought (it), so I was really annoyed
speakers from a wide range of language backgrounds. and I wanted to return it, and then they didn’t
They are intended to be authentic examples of English, accept (it). But I managed to do it and they accepted
rather than perfect models. The accompanying activities because, you know, it was, it has already broken.
reflect this and aim to build students’ confidence in And they said, ‘You, you, maybe you broke it. How
understanding fast speech, different accents and English can we know that? Why didn’t you open it before?’
as it is spoken in the real world. They can also be used But I managed to refund it.
to build students’ confidence about their own ability Sean: I returned headphones that I bought once
in English, by showing them that you don’t need to because they were too tight and I wasn’t very happy.
have completely accurate English as long as you can My ears were very sore, so I wasn’t happy. And they
communicate your message to your listener. accepted it because I had my receipt. I got a refund.
Yeah.
Jiwon: Yes. Before, when I was in my country, I just
VIDEO Out and about returned my clothes because it is a little bit big size.
AIM So, I have to return it.
to watch a ‘vox pop’ video in which six people talk Min: Actually no, because I think I’m really, when I,
about whether they have ever returned anything when I buy something at the time, I really want that.
they have bought; to notice accents which use a /l/ So, I buy that. So I think it’s … I don’t have that
sound instead of a /r/ sound experience.

1 This video reviews the Unit 2 topic, so you could start

by asking students to say what they remember about Pronunciation notes
the conversations in Unit 2 or what phrases they
You may wish to explore why some speakers may replace
remember from the unit.
one sound with another. It is common with Japanese
• Organize the class into small groups to discuss the
speakers, for example, to make an /l/ sound instead of a
questions. Set up the task by explaining return (= take
/r/ sound at the start of words that begin with an ‘r’.
or send back to the high street or online shop) and
Start by asking whether speakers of the students’ first
eliciting reasons why you might return something: not
language often do this. Then look at reasons why
what you wanted, wrong size, wrong colour, faulty,
students change the sounds. Here are some possibilities:
damaged, etc.
• In feedback, ask students to briefly share any 1 Sometimes a sound does not exist in a student’s first
interesting stories they heard from their classmates. language (e.g. the /θ/ sound), so they approximate to
the nearest similar sound.
2 Tell students they are going to watch the ‘Out and
2 Sometimes a sound in a student’s first language is similar
about’ video in which six people talk about whether
to two sounds in English (e.g. a sound that falls between
they have ever returned anything they have bought.
/ɪ/ and /i:/), so they use the same sound for both.
• Before playing the video, read through the
Understanding accents box with your class. Tell 3 Sometimes, it is hard to say a sound after another
students that they may notice this pronunciation sound in a word – so students approximate.
feature in the video. If you’d like to explore this with Recognize that English is an international language,
your class further, see the Pronunciation notes. so students will come across many accents influenced
• Ask students to watch the video and note answers to by a speaker’s first language, as well as many accents
the questions in Exercise 1. influenced by other factors such as nationality, age,
• Ask students to compare their ideas in pairs. Tell culture and regional variations. Encourage students to be
students to discuss with their partner whether they open to and alert to the variety.
have had similar experiences, and to share anything
they remember hearing from the brief video.
• In feedback, ask students to share answers briefly with 3 Give students time to read sentences a–h. Check
the class. At this stage, just find out what students any unknown words: fit badly (= the wrong size);
heard – they will have a chance to listen again in more hurting (= painful).
detail later. • Tell students to watch the ‘Out and about’ video again
and to match one sentence to each speaker.

42 Review 1
• Ask students to compare their ideas in pairs. Ucalearn.com
A: What are the people like you work with?
• In feedback, elicit and show answers on the board. B: They’re great. The staff in the gym are amazing.
And then I have two more instructors that come
Answers to the park, and we teach different classes there
Emeric (Speaker 1): d and they’re great too.
Mariana (Speaker 2): g A: Oh, that’s fantastic.
Kemal (Speaker 3): b B: And what do you do?
Sean (Speaker 4): f A: I have a hardware store.
Jiwon (Speaker 5): c B: What is a hardware store?
Min (Speaker 6): a A: So a hardware store pretty much sells everything.
Not needed: e, h So more home-related. So cleaning products,
household products, tools, electrical products.
4 Organize the class into small groups. Ask students to B: OK. I’m looking for some tools.
read and discuss the questions. A: I can tell you’re looking for some tools. Great.
• In feedback, elicit ideas from different groups. OK, fine. So that’s pretty much what we do.
B: Do you run the shop?
Optional extra activity Ask students to choose three A: Yes.
words from the video (e.g. broken, receipt, annoyed) B: OK. Is that long hours?
and tell a true or imaginary ‘returning an item’ story of A: It can be. The hours aren’t, they’re normal hours,
their own using the three words. like nine-to-five hours, but it’s seven days a week,
which is the tiring part.
B: Yeah. Do you have staff?
VIDEO Developing conversations A: I do. I have three staff.
B: Are they nice? Do you get along?
AIM
A: You know what? They’re great.
to watch a ‘developing conversations’ video in which
B: Hmm.
two people talk about what they do in their job; to
A: They’re really nice. They’re really nice people to
give students practice in understanding fast speech
work with.
5 This is a review of Lesson 1A. Lead in by asking B: Yeah. Oh, that’s so nice. Um, where is it based?
some general questions. You could use the image A: It’s in Bedford.
in the Student’s Book or pause the video just before B: Bedford. Oh. That’s really close to me! Because
the two people start talking. Ask: What can you see? I’m looking for some tools. I’m building my own
Where are they? Explain that they are talking about home gym in my garage.
jobs. Ask: What questions could they ask? A: Oh, amazing.
• Tell students to watch the video and make brief notes. Tell B: Yeah. Could I pop in and have a look?
them to note down any key words or phrases they hear. A: Yeah, please do, come in anytime. I’m more than
happy to help you.
Video script B: Thank you. And if you want to come to the gym
A: So, what do you do? and have a class, just join. Yeah?
B: I’m a fitness instructor. A: I’ll think about that one.
A: Amazing. Do you enjoy it? B: OK. Nice to meet you.
B: Yeah, very much. It’s a very nice job. A: Yeah, you too.
A: So, what, what, what do you do like in terms of
what kind of fitness instructor are you?
6 Ask students to compare their ideas in pairs. Play
B: So, I teach classes to get stronger and to get fitter.
the video again if necessary, and pause the video at
A: OK. And is that in a gym, in a park?
points where students had problems understanding
B: I do both, actually. I teach classes in the park in
information.
the mornings and then I go to the evening and I
• In feedback, ask students to share what they heard.
teach classes in the gym.
Don’t worry about getting everything – just find out
A: Wow!
how well students were able to follow the natural
B: Hmm.
conversation.
A: Is it quite hard work?
B: Sometimes, yeah. When I have to do the whole 7 Ask students to read and discuss the questions with
class, sometimes it’s really hard. their partner.
A: What do you enjoy the most? • In feedback, elicit ideas from different pairs.
B: Hmm. I enjoy when people leave and they just
feel so happy and you know, they just feel so fit 8 FS Give students time to read sentences 1–8,
and amazing. and try to recall or guess what words are missing. You
A: OK. Is there anything you don’t like? could tell students to write in answers in pencil.
B: Just the long hours. Yeah, if I have to wake up early • Tell students to watch the video again and complete
to do the morning classes and then come back until the gaps.
the evening, then that’s a very long day for me. • Ask students to compare their ideas in pairs.
• In feedback, elicit and show answers on the board.

Review 1 43
 Answers
Ucalearn.com
1 kind of 2 get fitter
3 whole class 4 the gym REVIEW 1 Grammar and Vocabulary
5 a week 6 work with
7 close to 8 a look
Student’s Book page 25

Optional extra activity Here are a few things you can AIM
do with a video to vary the activity: to consolidate vocabulary and grammar from
Units 1 and 2
1 Freeze frame at the start and ask students questions to
set the scene and predict what the speakers might do Answers
or say.
1 1 am training 2 really like 3 am doing
2 Freeze frame after someone asks a question – ask
4 learned 5 passed 6 work
students to predict how the other speaker might
7 make 8 help 9 want
respond.
10 had 11 didn’t get 12 were
3 Freeze frame on close-ups or interesting expressions or
13 choose
actions – ask students how the speakers are feeling.
4 Play the video with no sound – students have to recall 2 1 What are you doing now?
and say what they are talking about or actually 2 Does your brother work with you?
saying – students could even improvise the 3 Is she still working for Amazon?
conversation while watching the silent video. 4 How long did the meeting last?
5 Do you want me to carry that?
6 Could you give me a bigger bag?
CONVERSATION PRACTICE 7 If you’re in the office, do you work more? / Do
you work more if you’re in the office?
AIM 8 Do you have anything a bit less complicated?
to practise conversations based on the Developing
3 1 less 2 fit 3 a 4 if / when
Conversations video and the Conversation Practice
5 do 6 give 7 am 8 than
in 1A and 2A
4 1 It doesn’t really suit me.
9 Ask students to work in pairs to choose a conversation 2 Do you have anything a bit bigger?
to prepare. Refer them to the Conversation Practice 3 What did you do when you were there?
in Unit 1A and Unit 2A of their Student’s Book. In 1A, 4 What did you think of it?
speakers ask about jobs. You could revise the questions 5 I’m working on a big new project.
they ask: What do you do? Where do you work? How 6 If I work very late, I take the next morning off.
long have you worked there? Do you enjoy it? What 5 1b 2d 3f 4e 5c 6g 7a
are the hours like? What are your co-workers like? Do
6 Jobs and work: a contract, deal with, interview, IT,
you get on? In 2A, speakers talk about things they have
part-time, training
bought. You could revise compliments: It looks great.
Clothes and shopping: afford, fit, gift, return,
Thanks. I really like it. It goes with your coat. It suits you.
second-hand, thick
• Once students have selected a conversation, give them
five minutes to prepare and look for phrases to use. 7 1 trainers 2 damaged 3 jewellery
They can look at their notes on Unit 1A or 2A, or on 4 argument 5 instructions 6 enquiries
this Video lesson. 7 presentation
• When students are ready, ask them to improvise 8 1b 2a 3c 4b 5a 6c 7a 8b
conversations. You could ask them to practise again
by changing roles, changing partners or changing
information in their conversation. Practice makes
perfect, so it is a good idea to try out conversations
three or four times.
• As students speak, monitor closely and note any errors
you hear. In feedback, praise good language use, and
comment on any errors you noted.

Optional extra activity Write five or six useful words or

phrases from the lesson on the board and ask students to
include them when improvising conversations.

44 Review 1
 Ucalearn.com

3 Getting there
It is acceptable in Japanese society for hard-working
IN THIS UNIT, STUDENTS: people to take short power naps, even in public places,
• roleplay a conversation where they ask for / give to enable them to work long hours.
directions
• share travel experiences 2 Mix the pairs so that students are working with
• discuss the transport situation where they live someone new. Ask students to discuss the questions.
Go round the room and check students are doing the
task and help with ideas and vocabulary if necessary.
SPEAKING • Once you have given feedback on content, explore and
develop the language students used.
AIM
to set the scene and introduce the theme with
Optional extra activity 1 Introduce and check the
a photo; to get students talking about ways of
following words, which are often confused: a journey, a day
travelling; to preview describing ways of travelling
trip, a holiday, a tour. Ask students what ways of travelling
are typical for each of these different types of travel.
Optional lead-in activity Tell students to look at the
unit title and photo. Ask: What travel topics will probably
Optional extra activity 2 Ask students to describe how
be in this unit? What situations connected with this topic
they get to some of the following places: their work,
do you hope to practise? What phrases can you say
their school, their favourite holiday destination, a friend’s
already, and what else would you like to learn?
house, the city centre.

1 Start by telling the class that in this unit they’re going

to be learning how to talk about buildings and places, TEACHER DEVELOPMENT 8: FEEDBACK ON
ways of travelling, travel experiences, and giving CONTENT, LANGUAGE AND ERRORS
directions. Go to page 224 for information and advice.
• Ask students to look at the photo on pages 26–27.
Ask: What can you see? Elicit a brief description of the
photo, and introduce any key words students might
need.
• Organize the class into pairs to discuss the questions.
Go round the room and check students are doing the 3A We’re lost!
task and help with ideas and vocabulary if necessary.
• In feedback, ask different pairs to tell the class what
they discussed. Use the board to build up a list of ways Student’s Book pages 28–29
of travelling, and use the opportunity to correct any
errors or rephrase what students are trying to say.
IN THIS LESSON, STUDENTS:
• Once you have given feedback on content, look at
• roleplay a conversation where they ask for / give
good pieces of language that students used, and
directions
pieces of language students didn’t quite use correctly
• talk about places in towns / cities
during the activity. Show students better ways of
• practise listening to a couple on holiday asking
saying what they were trying to say. You could write
different people for directions
some useful new phrases on the board with gaps and
• practise asking for and giving directions
ask the whole class to complete the sentences.

Example answers
Work with your students’ answers. VOCABULARY Places in town
Other ways of travelling to work: bus, tram, taxi, car, AIM
bike, skates, segway, on foot to introduce and practise describing places in a town

1 Ask students to look at the picture of the town on

Culture notes page 28. Ask: What places can you see? Elicit all the
The photo was taken on a train platform in Japan. It is words students already know.
an example of the concept of inemuri, which can be • Organize the class into pairs to match the words in
simplified as ‘sleeping on the job’, although a more the box to the places in the picture. In feedback,
accurate definition would be ‘being present while asleep’. elicit answers, and check any words that students are

Unit 3 Getting there 45

 unsure of. You could do this by asking for examples of Answers
Ucalearn.com
a bridge, a church or a monument in the town you are
1 playground 2 monument
in, or by asking concept check questions (see optional
3 town hall 4 roundabout
extra activity below). You may wish to elicit or teach
5 bridge 6 police station
mosque, temple or synagogue as well as church.
7 stadium 8 traffic lights
Answers
1 playground 2 town hall 3 P Play the audio. Students listen and practise.
3 church 4 police station You could pause at difficult phrases, and model
5 traffic lights 6 bridge phrases yourself to help students say them correctly.
7 subway 8 roundabout • In feedback, ask students to say which phrases were
9 monument 10 crossroads hard, and focus on them as a class. Comment on any
11 crossing 12 stadium errors students made.

Audio script
Optional extra activity Using concept check questions 1 playground, a nice playground
(or CCQs) is a good way of getting students to show that 2 monument, a big monument
they understand a word, and students can make their 3 town hall, she works in the town hall
own CCQs to test each other too. Try out some of the 4 roundabout, when you come to the roundabout
questions below, then ask students to design their own 5 bridge, they’re building a new bridge
to check other words: 6 police station, Is there a police station near here?
yes/no questions 7 stadium, I live near a big stadium
8 traffic lights, the traffic lights weren’t working
Does a subway go under a road? (yes)
Does a bridge go under a road? (no)
either/or questions Pronunciation notes
Is a playground for adults or children? (children) Note that all the words in the box in Exercise 1 have the
main stress on the first syllable, except for police station.
Do people usually go to church on Saturday or Sunday?
Point out and practise the difficult /dʒ/ sound in bridge
(Sunday)
and the /tʃ/ sound in church.
personalized questions
What do you do at a crossing? (look right and left; look
TEACHER DEVELOPMENT 5: DRILLING FOR
for cars before walking)
PRONUNCIATION
Go to page 222 for information and advice.
TEACHER DEVELOPMENT 4: LEARNING AND
CHECKING NEW WORDS 4 Organize the class into new pairs to describe places
Go to page 221 for information and advice. where they live or work. Before you do this, provide a
model by describing one or two places where you live.
Culture notes As students speak in pairs, go round and monitor, and
prompt students to correct errors they make.
English uses two words, town and city, when most
• In feedback, comment on any errors students made, or
languages use only one. Basically, a city is a very large
point out any really good sentences students used.
town with a large population, different parts to it, and
suburbs, whereas a town tends to be much smaller with Optional extra activity 1 In a live listening, describe
a high street. places near where you live, or in a place you used to live.
In the UK, a town is only a city if it has a cathedral or if Ask students to listen and draw a picture of what they
it is granted special city status by the monarch. For your hear. At the end, students compare pictures. Say which
students, however, it is perhaps best to simply say that one looks the most like the place you described.
cities tend to be just very big towns.
In British English, a subway is an underground walkway Optional extra activity 2 Ask students to give
that goes under a main road or railway line, but, in directions (as if to a tourist) from where they are now to
American English, the word subway is used to describe each place they described in Exercise 4. This previews the
the underground railway system. In London, the activities on giving directions after the Listening. It will
underground railway system is called the underground or allow you to find out what students can do already.
the tube.
Traffic lights are often just referred to as the lights, and LISTENING
pedestrian crossings with black-and-white stripes are
AIM
often called zebra crossings.
to practise listening for general understanding, and
to introduce the language of directions in context
2 Ask students to complete the sentences individually.
Ask them to compare their answers in pairs before 5 Ask students to read the information and the
discussing as a class. questions. Play the audio. Students listen and note

46 Unit 3 Getting there

 answers to the questions. In feedback, elicit answers. 6 Ucalearn.com
Ask students to choose the correct option. Play the
You could follow up by asking students if they can audio again. Students listen and check their answers.
remember any of the questions the couple asked. Ask students to compare answers in pairs before
checking in feedback.
Answers
1 A museum Answers
2 By bus and on foot (walking) 1 b 2 c 3 c 4 b 5 a
3 No (not yet), but they now know where it is
(‘I told you that was it!’)
Note the problems they face in each conversation: EXAM-STYLE SKILLS TASKS:
Conversation 1: They don’t listen / understand properly. Choosing the correct option
Conversation 2: They have the wrong bus stop.
Students at pre-intermediate level are asked to
Conversation 3: They got off at the wrong stop and
choose options in a number of common exams.
have to walk (a kilometre).
To do this task effectively, students at this level
need to do the following:
Audio script 1 Read the sentences and options carefully
1 A: Listen, we’re obviously lost. Ask this guy here. before listening. Students could discuss which
B: OK, OK. … Sorry. Do you speak English? look the most likely, and which look like
C: Sure. distractors.
B: Oh, great. Do you know the way to the 2 Listen carefully and note key words they
museum from here? hear. Sometimes students will not hear the
C: Yes, but it’s a long way. It’s better to get a bus. exact answer. They may need to work out
B: OK. So how do we get to the stop? the answer from hearing a phrase that is
C: Go down this road. Take the second road on similar or opposite, or by eliminating wrong
the right. Then cross, turn left and then left answers. Practise doing this with students.
again and it’s directly opposite the town hall. Tell them to note what they hear (e.g. in 1,
B: OK, great. the speaker says ‘Take the second road on
C: No problem. the right’) then work out the answer by a
B: So did he say second right or second left? process of elimination (a and c are wrong, so
A: I‘m not actually sure, you know. And what bus b is right).
did he say we need?
B: No idea! Anyway, it’s down here somewhere, I
think. TEACHER DEVELOPMENT 10: DEVELOPING
2 B: It’s your turn. Ask that lady over there. LISTENING SKILLS
A: Excuse me. Is this the right bus stop for the Go to page 224 for information and advice.
museum?
D: Sorry?
A: The bus? To the museum?
Language notes
D: Ah, you want the number 67 bus. Students may be confused in terms of form and meaning
A: Oh, thanks. between the prepositions opposite (face to face) and in
D: You need to go over the road. This stop front of (opposite of behind). You could show this by
takes you in the wrong direction. Go over the standing in front of a student then turning to face them.
crossing. It’s after the traffic lights there. Similarly, students confuse next to and near. Stand next
A: I see it. Thanks. to a student then move around to show near (i.e. in
D: The buses come along often. the area close by). Usually, we don’t say to with near
A: Thanks. (It’s near here; It’s near the shops), but it is sometimes
3 A: Excuse me, sorry. Do you speak English? possible to say to (you can’t say near to here but you can
F: Sure I do. How can I help? say near to the shops).
A: Do you know the way to the museum? Is it
near here?
F: Yes, quite near, but you got off at the wrong
7 Organize the class into groups of four to discuss the
questions. Ask them to take turns to ask and answer
stop, really. Go down this road until you
questions. Monitor and note errors and interesting
come to a church. Then turn left. It’s quite a
uses of language.
big road. Then go past a monument and a
• Once you have fed back on content, explore and
football stadium – and just keep going. It’s
develop the language students used.
about a kilometre. It’s on the right. You can’t
miss it.
Optional extra activity Here are further questions to
B: I told you that was it! Why do you never listen
ask and discuss: What are the most famous buildings
to me?
and places in your town or city? Do you ever visit them?
What’s your favourite building? Explain why.

Unit 3 Getting there 47

DEVELOPING CONVERSATIONS Ucalearn.com
TEACHER DEVELOPMENT 15: LEARNER
Asking for and giving directions INDEPENDENCE
Go to page 226 for information and advice.
AIM
to introduce and practise ways of asking for and
giving directions 9 Ask students to draw a map individually. Tell them
to use a blank piece of paper or a blank page in
8 Read through the information in the box as a class. their notebooks. You could draw a long road on the
Highlight the use of imperatives for giving directions board, and elicit where the crossing might be, to start
and include support on prepositions as these may need students off.
to be revised (see Language notes).
• Ask students to complete the text with the missing 10 When students have finished, ask them to compare
prepositions. Ask students to compare answers in pairs. their maps in pairs or small groups. In feedback, you
In feedback, check that students know all the words and could elicit differences or get one student to present
notice the collocations. At the end, it is a good idea to their map to the class.
get students to note the phrases in a memorable way.
Optional extra activity Ask students to try to
Answers remember and say the route described in Exercise 8 while
1 over 2 through 3 along 4 past just looking at the maps they have drawn.
5 to 6 at 7 on 8 opposite

CONVERSATION PRACTICE
Language notes
AIM
Note that when giving directions we use prepositions
to practise language from the lesson in a free,
of movement (along, over, past, through, to, etc.) and
communicative, personalized speaking activity
prepositions of place (at, on, opposite, etc.).
You could check the meaning of the prepositions of
movement by using mime or by drawing simple shapes MEDIATION
on the board. Mediating a text
over
In Exercise 11, students have to interpret and
explain visual data (in this case, a map), and use
it to relay the contents of detailed instructions or
directions.
through After completing Exercise 11, ask students to
reflect on how they did the task. Ask: How did
you share information? How clearly did you get
across your own information? How well did you
understand your classmates' directions?

DEVELOPING LEARNER INDEPENDENCE

AIM TEACHER DEVELOPMENT 9: MEDIATION
to think about how to organize and record Go to page 224 for information and advice.
new vocabulary
It is important that students remember and 11 M This is an opportunity to bring together several
record new vocabulary in usable chunks – i.e. parts of the lesson and for students to roleplay new
as fixed expressions or as word partnerships or language.
collocations. After doing Exercise 8, ask students • Organize the class into new A and B pairs. Ask
in pairs to think of ways of organizing and students to find and look at their maps in the back of
recording the new language. Here are three the Student’s Book. Then ask them to practise asking
possibilities: and answering using the language in the box below
1 Verb + preposition their maps. Allow pairs to have a go three or four
Get on / get off times – practice makes perfect. Tell them to refer to
Go down / along / past / through the questions in the box first, but to then try to have
Walk / drive / cross over conversations without prompts.
2 Fixed expressions • Once students feel confident asking for and
It’s on the left. giving directions, ask a few pairs to act out an
Take the first right. exchange in front of the class. Listen for errors,
You can’t miss it. new language or interesting conversations to use in
3 Prepositions of place and movement feedback.
place: It’s on / at / opposite • In feedback at the end, look at good pieces of
movement: Go over / across / along / past / through language that students used, and pieces of language
students didn’t quite use correctly during the activity.

48 Unit 3 Getting there

 Show students better ways of saying what they were 2 Organize the class into pairs to makeUcalearn.com
new sentences.
trying to say. You could write some useful new phrases Elicit ideas in feedback, and write up interesting
on the board with gaps and ask the whole class to sentences on the board for students to copy and use.
complete the sentences.
Example answers
Optional extra activity Write a list of well-known 2 I fell asleep so I missed my connection.
places near your school on the board. It could be 3 I lost my wallet and couldn’t do any shopping.
the sandwich shop students go to, a well-known sight, a 4 I had a family emergency. My father fell ill on
café, a taxi rank. Ask students to take turns to ask Do holiday.
you know the way to … ? and to describe routes. 5 The bus broke down and we all had to push it off
the road.
TEACHER DEVELOPMENT 2: ORGANIZING PAIRS 6 I took a wrong turning and had to sleep in the
AND GROUPS forest.
Go to page 220 for information and advice. 7 My train was delayed and I missed the meeting.
8 I was sitting in the bath and didn’t notice the time.

Optional extra activity Ask students to spend a few

minutes trying to memorize the phrases in Exercise 1.
3B Sorry I’m late Then, in pairs, ask students to close their books and try
to say the phrases in order.

Student’s Book pages 30–31 3 Brainstorm reasons for being late. Write up any useful
examples on the board for students to refer to.
IN THIS LESSON, STUDENTS: • Organize the class into pairs to prepare conversations.
• share travel experiences Once students have prepared and practised
• practise how to explain about being late a conversation, tell them to improvise other
• read a blog post about being late conversations using different reasons.
• decide on the main purpose of a text • Here are three ways of organizing a conversation
practice like this:
1 If your students are reluctant speakers, ask them
to prepare, write and act out a conversation first.
VOCABULARY Being late Then tell them to improvise by changing words and
AIM details.
to introduce and practise phrases connected with 2 If your students are more confident, ask them to
being late prepare and practise, then close books and try to
remember and improvise conversations.
1 Ask students to look at the photo on page 31. Ask: 3 If your students are very confident, make this a
What’s the problem? Why are they late? How do they mingle. Tell them to walk round the class and
feel? Have you ever been in this situation? start conversations with different students. Tell them
• Elicit the missing word in sentence 1 to get students to use a different reason in each conversation.
started. Students complete the sentences individually • As students speak, monitor and notice examples of
then compare answers with a partner. good language use and errors. At the end, in feedback,
• In feedback, elicit answers, and check any words point out and correct language students have used.
that students are unsure of. You could do this
by using mime, examples or concept check Example answers
questions. Typical reasons: missed bus, car broke down, train
delayed, family emergency, forgot something and
Answers had to go back
1 go off 2 connection 3 wallet
4 emergency 5 broke down 6 turning
TEACHER DEVELOPMENT 3: APPROACHES TO
7 delayed 8 notice
VOCABULARY
Go to page 220 for information and advice.
Language notes
(my alarm clock) went off = here, it means rang (made a Optional extra activity Ask students to improvise
noise) conversations around other typical situations when
(the bus) broke down = the engine stopped working we have to apologize. Start by writing the following
take a wrong turning = go down the wrong road situations on the board: Sorry I forgot your birthday;
Sorry I missed your call; Sorry I lost your bag; Sorry I ate
connection = when you change bus or train to complete
your sandwich. Then ask pairs to make and perform
your journey
conversations.
delayed = made late

Unit 3 Getting there 49

READING Example answers
Ucalearn.com
AIM Bad excuses: The dog ate my shoes; I thought it was
to read for the main purpose and to recognize Sunday; I was kidnapped by pirates.
missing sentences; to contextualize past forms
Optional extra activity Ask students to add bad
4 Lead in by asking students to focus on the heading. excuses to a class thread online. When you have a long
Ask: What is the blog post about? What do you think
list, share the thread in class and decide on the best
the tone will be?
(or funniest) ideas.
• Ask students to read a–e carefully. Then tell them to
read the blog and identify the main purpose. Set a
short time limit to encourage students to read quickly.
GRAMMAR Past simple and past continuous
• Ask students to compare answers in pairs before
discussing as a class. AIM
to check students’ understanding of how to use past
Answers forms to tell stories
d (Click here if you’d like us to help you make the
right move.) 7 Read through the information in the box as a
class. Then organize the class into pairs to read the
sentences and answer the questions. Monitor and
5 Students match missing sentences to the gaps. Ask note how well students understand the use of the two
them to compare ideas with a partner.
forms.
• In feedback, go through the answers, and ask students
• In feedback, elicit students’ answers. Then ask them
to justify their choices. See notes below for guidance
to check in Grammar reference 3B. The Grammar
on how to support students here.
reference provides a more detailed presentation of use
and form. It shows students how to make positive,
Answers
negative and question forms.
1 c 2 e 3 f 4 a 5 b
Answers
1 got, climbed, called
EXAM-STYLE SKILLS TASKS: 2 was raining, was getting, were … doing
Adding missing sentences
The past continuous is formed with was / were +
Students at pre-intermediate level are asked to add verb -ing
missing sentences in a number of common exams. 3 the action in the past continuous
4 the action in the past simple
Adding missing sentences to a text is a
challenging exercise at pre-intermediate level.
Support students by showing them the first Language notes
answer (1 c) and asking what clues helped them Meaning
find the answer: When telling stories, we use the past continuous to set
1 Context. Students need to look at the sentence the scene and provide background information (I was
before and after the gap, then find a missing reading the last few pages when …), and we use the
sentence that best matches the context. past simple to narrate events (I suddenly heard …).
2 Pronoun reference. The paragraph before the
missing sentence refers to you and your Timelines are often used to check the meaning and use
(so does the missing sentence). of narrative tenses. Note the example below, which you
3 Grammar. The verb be is used in the previous could incorporate into a board stage check when doing
line (everybody is late), so the fact that be is Exercise 7. It shows that the past continuous action is
used in the missing sentence (you are) helps longer and is interrupted by a finished action:
show that it follows.
I got to the car park
4 Lexical matches and similarities. The word
explanations is a synonym of excuses, used in Past X Now
the next line. It was raining

Form
TEACHER DEVELOPMENT 11: DEVELOPING The past continuous is formed with the auxiliary verb be
READING SKILLS in the past form + the present participle form of the main
Go to page 225 for information and advice. verb (was (n’t) / were (n’t) + verb -ing).

6 Organize the class into pairs or small groups of four TEACHER DEVELOPMENT 6: APPROACHES TO
or five to discuss the questions. Encourage students
GRAMMAR
to refer to the text for information. In feedback, elicit
Go to page 222 for information and advice.
ideas from different pairs, and open up any interesting
points for class discussion.

50 Unit 3 Getting there

8 Elicit the correct forms for sentence 1 from the class SPEAKING Ucalearn.com
to get students started. Then ask students to work
AIM
individually to complete the sentences. Ask students to
to practise language from the lesson in a free,
compare their answers with a partner. In feedback, refer
communicative, personalized speaking activity
students to the rules or use concept check questions
and timelines to check that students understand. 10 This activity provides freer fluency practice of telling
stories using narrative tenses. In preparation, make
Answers sure students can think of their own interesting,
1 was driving, saw, stopped personalized story to tell. The more real the stories, and
2 broke, was sleeping, didn’t go off the more prepared students are, the better the stories
3 was going, searched will be.
4 started, were walking, didn’t stop • A good way of managing this activity is to start by
5 wasn’t looking, walked, Was anyone watching telling a short, simple story of your own as a model
before asking students to choose a situation and note
down the key events of their story. Monitor and help
Optional extra activity Ask students to practise
with vocabulary and ideas at this stage. You might even
reading out the sentences to practise pronunciation and
ask students to compare ideas in pairs, encouraging
consolidate form. Point out the weak form of was and
them to help each other in preparing stories.
were in past continuous forms.
• Organize the class into groups of four to six to take
turns to tell their stories. Encourage students to ask
Pronunciation notes questions at the end to check details or find out more.
Note the weak form of was and were (pronounced • As students speak, go round and monitor, and note
/wəz/ and /wə/), and the strong form of wasn’t and down any interesting pieces of language you hear.
weren’t, (pronounced /'wɒzənt/ and /'wɜːnt). • At the end, explore and develop the language students
used.

9 Model this activity by eliciting four or five ways of Optional extra activity Ask students in pairs to write
completing the first sentence starter. a 50-word story. It must have at least one past simple
• Organize the class into pairs to take turns to make and one past continuous sentence in it, and it must have
sentences. Student A says a sentence, Student B exactly 50 words. When students have finished, put the
another, then A, then B, etc., until one student stories on the wall or pass them round the class for other
can’t think of any other ideas. You could make this students to read.
competitive – which student gives up first?

Example answers TEACHER DEVELOPMENT 7: DEVELOPING

SPEAKING SKILLS
1 … I broke down. / … I crashed into a tree. / …
Go to page 223 for information and advice.
I saw a man riding a horse.
2 … I threw it away. / … I got it fixed. / … I couldn’t
call my friends.
3 … it was late … jump out of bed.
4 … it was late … I missed the train.
3C Complete chaos
G For further guidance and practice, see Grammar
reference 3B in the Student’s Book. It explains use Student’s Book pages 32–33
and form in greater detail, and provides written
accuracy practice.
IN THIS LESSON, STUDENTS:
Answers to Exercise 1 and 2, Grammar • discuss the transport situation where they live
reference 3B • talk about different ways of travelling
• practise listening to radio travel news
1 1 was waiting, woke up, heard
• talk about what causes different traffic problems
2 arrived, bought, was waiting
3 was still packing, arrived, cost
4 met, were both working, got
5 was driving, ran, wasn’t driving, managed
VOCABULARY Transport
6 saw, were you talking AIM
to introduce and practise phrases used when
2 1 went 2 offered 3 decided describing forms of transport
4 was having 5 walked 6 sat
7 wanted 8 didn’t know 9 did 1 Ask students in pairs to discuss the form of transport
10 was writing 11 started 12 went for each sentence. You could elicit the first answer
13 made 14 put 15 carried on to get students started. Ask them to compare their
16 rang 17 reached 18 spilt / spilled answers with another pair before discussing as a class.

Unit 3 Getting there 51

• In feedback, check new words, drill them for LISTENING Ucalearn.com
pronunciation, and point out any difficult or interesting
areas of pronunciation (see below). Get students AIM
to note and learn the words as collocations or to practise listening for general and detailed
expressions. understanding; to listen for prepositions in fast
speech
Answers
4 Ask students to read the task. Ask what sort of
1 taxi 2 coach 3 plane 4 (hire) car / van things they expect to hear on a travel news broadcast,
5 bike 6 car 7 train 8 car / truck and elicit phrases like bad weather, break down,
9 underground / metro / (tram) terrible accident and traffic jam.
10 motorbike / scooter • Play the audio. Students listen and note answers. In
feedback, elicit answers, and find out what students
Pronunciation notes heard.

It is a good idea to model the stress and pronunciation Answers

of any hard-to-say words or phrases in a vocabulary There are eight items of news, two of them are
activity, and ask students to repeat as a class and good news.
individually.
• Write up on the board any areas of pronunciation or
stress that students need to be aware of. Audio script
• Introduce the phonemic script to students so that they M = Mark, L = Lisa
recognize symbols for hard-to-say sounds. M: And now, over to Lisa Verity for the travel news.
• Mark the main stress by underlining the stress or L: Thanks, Mark. So, starting with the airports.
putting a dot over the stressed syllable. Here are some Air traffic controllers in France are on strike this
words and phrases to look at: week so expect a bit of trouble there. Plenty of
flights are delayed and quite a few cancelled
Difficult sounds:
unfortunately. Not many planes can fly over
charge /tʃɑːdʒ/
France. Most have to fly a different route to avoid
hire a vehicle /'haɪə(r)ə//'viːɪkəl/
French air space. There’s not much hope of an end
Main stress on first syllable: service station; to this any time soon, so any passengers who are
cycle lane; travel card flying in the next few days should ring their airline
Main stress and unstressed /ə/: motorway; passengers; or check their airline’s website.
cancelled; licence On to the roads … A lorry crashed earlier this
morning on the A12 entering Stratford. Lanes in
both directions are closed at the moment. Avoid
2 Ask students in pairs to take turns to explain, act or the area if you can.
draw the words and phrases. In feedback, make sure Also on the roads, the M4 motorway is completely
students are clear about the meaning of the new closed for repair work between Maidenhead and
words by providing their own examples. Slough. They’re sending cars a different way, and
traffic is moving very slowly in this area. You can
3 Personalize the language by asking students to prepare expect some delays there all day, so it’s best to
their own transport stories. You could model this first
take other routes if possible.
using your own experiences, so that students are clear
On the underground, large sections of the
what to do (e.g. I went to Jersey last year on holiday.
Northern Line are closed today because of
It’s an island near France. We drove to Portsmouth and
continuing repair work. A special bus service is
then we sailed to the island by boat. It took about five
available instead.
hours).
Also on the underground, East Ham station is
• Give students a few minutes to prepare. Then ask
closed at present because of a flood. This follows
them to work with new partners to tell stories and ask
some heavy rain in the area overnight.
questions.
There is some better news, though. The rail service
between London and Birmingham is now running
Optional extra activity You could turn Exercise 2 into normally after they removed a cow from the line.
a competitive game. Put students in pairs. Tell them to sit And I’m pleased to say that there aren’t any more
back to back so that one student can see the board and problems on the Seven Sisters Road, now that the
one can’t. Write words and phrases from the vocabulary traffic lights are working again at the crossroads
task on the board in a list. The student who can see the with the A105. The traffic’s moving well there.
board must give clues from which their partner must Finally, one event tonight to tell you about. Just to
guess and say the word or phrase. Say GO, and find out remind anyone travelling to Wembley for the big
which pair can describe and guess the words and phrases concert there – there’s no parking in or around
first. This also works as a warmer in later lessons to revise the stadium. Police in the area will remove any
recently learned words and phrases. cars parked there, so go on foot or use public
transport.
That’s all from me – back to you, Mark.

52 Unit 3 Getting there

5 FS Ask students to read the task. Provide a couple Ucalearn.com
Optional extra activity As an alternative to
of examples of how prepositions almost disappear (e.g. asking students to fill in the table with problems,
look at this, a box of forks – point out that they are causes and advice, you may prefer to simply ask
reduced to an unstressed / / sound). students to listen intensively to the news, compare
• Play the audio. Students listen and note prepositions. in pairs, and pool what they heard. You could then
Ask students to compare answers in pairs. elicit and put what they heard on the board before
• In feedback, elicit answers, and find out what students playing the audio again. Repeat the process up to five
heard. or six times until the class basically have everything.

Answers
1 with 2 on 3 of 4 in 5 on EXAM-STYLE SKILLS TASKS:
6 for 7 in 8 at 9 on 10 from Completing notes
Students at pre-intermediate level are asked to
Audio script complete notes with one or more words in a
1 so starting with the airports number of common exams.
2 are on strike this week
3 hope of an end To do this task effectively, students at this level
4 flying in the next few days need to do the following:
5 also on the roads 1 Read the note form carefully and recognize
6 closed for repair work what type of information is missing (e.g. how
7 in this area many words, what part of speech, what topic
8 at the crossroads of vocabulary).
9 go on foot 2 Predict or guess answers. If students have
10 That’s all from me already listened once for gist, they can recall
or guess words from that listening. If they
haven’t, predicting what might be said will
Pronunciation notes help them focus on the listening.
English is a stress-timed language. Strong stresses are 3 Listen carefully for specific words they can
emphasized. Weak stresses are barely expressed. Point use to complete notes. Remind students that
out how the vowels in working words like prepositions the audio may not say exactly what is in the
are often reduced to /ə/ (e.g. of /əv/ and from /frəm/. notes – they may have to extract words they
need to use.

6 Ask students to look at the table and complete

what they can. Play the audio again. Students listen
7 Organize the class into groups of four to discuss the
and note answers. Ask students to compare answers in
situations. Elicit one or two causes to get students
pairs before checking in feedback.
started, (or remind them of causes from earlier in the
lesson). In feedback, you could build up a list of good
Answers
examples on the board.
1 check (the) website
2 lanes / road closed (in both directions)
Example answers
3 avoid (the) area
4 repair work 1 a strike, bad weather, problems with the aircraft
5 a (special) bus service 2 an accident, a mechanical problem, shortage of
6 (station) closed staff or trains, other delays on the network
7 use public transport 3 flooding, fire, structural problems, repair work, a
strike
4 an accident, repair work, other roadworks, bad
Culture notes weather (e.g. snow, ice)
Roads in Britain are designated as follows: 5 too much traffic caused by a special event, rush
motorways (three-lane fast roads – the M6 goes from hour, road works, an accident
the midlands up the west of England to the border with
Scotland), 8 Ask students in their groups to take turns to describe
A roads (single or dual carriageway major roads) their own experiences. Monitor and note errors and
interesting uses of language.
B roads (single carriageway minor roads or country roads)
• Once you have given feedback on content, explore
All A and B roads are numbered. Three-word numbers and develop the language students used.
are spelled out, e.g. A five-one-six (A516) and B
seven-six-one (B761), but A fifty-six (A56). Optional extra activity Write some headlines on
the board: Motorway closed, Rail accident, All flights
cancelled. Ask students in pairs or groups to prepare and
deliver a brief news report for one of these stories.

Unit 3 Getting there 53

GRAMMAR Quantifiers with countable and 9 a lot of (can’t use much with taxis – a plural
Ucalearn.com
uncountable nouns countable noun, or in affirmative)
10 few (a few + plural noun = a small number of)
AIM
to introduce and practise countable and uncountable
nouns G For further guidance and practice, see Grammar
reference 3C in the Student’s Book. It explains use
9 Read through the information in the box as a class. and form in greater detail, and provides written
Ask students to discuss the statements in pairs. accuracy practice.
Monitor and note how well students understand the
uses. Answers to Exercises 1 and 2, Grammar
• In feedback, elicit the students’ answers. Then ask reference 3C
them to check their ideas in Grammar reference 3C. 1 1 a few, many, some 2 any, a lot of
3 a bit of 4 plenty of, any
Answers 5 much, some 6 a bit of a, any
1 T 7 Many, a few 8 no, a few
2 F (some can go with plural countable nouns) 2 1 a few 2 a little 3 no
3 F (they can all be used with uncountable nouns; 4 lot of 5 any 6 any
see also Grammar reference) (Note that a bit of
can only be used with uncountable nouns, while
the rest can be used with both countable and SPEAKING TASK
uncountable nouns.) AIM
to practise language from the unit in a free,
Language notes communicative, personalized speaking activity; the
task has a goal, an intended outcome and requires
It is a good idea to get students to categorize the
mediation, and it encourages students to use all
way the different quantifiers are used. Copy the three
their language resources in English to successfully
categories below and ask students to complete them
complete it
with phrases from the lesson:
Used with countable nouns: many, a few MEDIATION
Used with uncountable nouns: much, a bit of Mediating concepts
Used with both countable and uncountable nouns: In Exercise 11, students have to collaborate
some, any, no, a lot of, plenty of with others: inviting others to speak, asking and
Although much, many and any are generally used in answering questions, giving reasons, making
negative sentences and questions, and some and a lot suggestions, defining goals, reformulating
of are used in positive sentences, there are plenty of questions, highlighting issues, or summarizing
situations where this is not true. For example, some is main points.
used in requests (Can I have some money?) and any is Then, in Exercise 12, students have to get across
used when it means ‘no matter which’ (Come to the their ideas, their thinking and their opinions to
party any time you like). other people.
After completing Exercises 11 and 12, ask
10 Ask students to choose the correct option then students to reflect on how they did the task.
discuss their answers in pairs. Monitor and note how Ask: How well did you work together? How
well students understand the uses. did you agree on areas of improvement? How
• In feedback, elicit the students’ answers. If they make clearly did you get across the biggest problems
errors, refer them back to the rules in the Grammar to a partner?
reference.

Answers 11 M This is an opportunity to bring together several

1 much (traffic is uncountable) parts of the lesson and for students to practise talking
2 any (not any + plural noun – can’t say aren’t no about their own experience of transport problems.
because it is a double negative) • Organize the class into pairs. Ask them to prepare
3 some (positive sentence: some + plural noun) ideas from the prompts. Give them three or four
4 many (i.e. not many cycle lanes – a plural minutes to prepare ideas together. Monitor to help
countable noun) with ideas and vocabulary.
5 plenty of (plenty of = a lot or enough) • If you have time and internet access in the classroom,
6 any (any bus – i.e. it doesn’t matter which one; you could ask students to research and present
can’t use many with singular noun) solutions.
7 no (there’s no – compare there isn’t any)
8 bit of (can’t use few with singular noun; a bit of
a problem = a minor, not serious problem)

54 Unit 3 Getting there

 Ucalearn.com
Optional extra activity An alternative idea is to ask MY OUTCOMES
students to prepare ideas for homework before class.
Students can then work in pairs to compare and agree on AIM
solutions. to reflect on what students have learned and
on how to improve in a personalized speaking
activity
12 When students are ready, ask them to discuss • Give your students time to read the questions and
the issues with a new partner. Listen for errors, prepare things to say. You could tell students to
new language or interesting conversations to use in make a few brief notes.
feedback. • Organize the class into pairs or small groups.
• Think about ways of getting students to peer assess Give students five to ten minutes to discuss the
performance as they speak (see the Assessment section questions.
in Teacher development). • In feedback, ask a few pairs to tell the class what
• In feedback at the end, explore and develop the they said. Alternatively, you could have a class
language students used. discussion in which groups share the ideas they
have, and comment on each other’s ideas.
• Follow up by setting a task for homework. See the
Optional extra activity You could turn Exercises 11
Teacher development section for ideas. Following
and 12 into a more structured activity by organizing it as
this activity, you could, for example, ask students
a meeting. Have groups of five, and tell one student to
to make a list of questions to ask the class and
be the chair of the meeting and one student to be the
teacher based on ideas that have come up in this
secretary. The chair must manage the meeting and make
reflection stage.
sure all other students have a chance to express their
views. The secretary must note what others say, and may
ask questions if they are not sure what people are trying
TEACHER DEVELOPMENT 16: MY OUTCOMES
to say. At the end, ask secretaries to summarize what
Go to page 227 for information and advice.
was said at the meeting.

For further practice, use Communicative activities 3.1

and 3.2 on pages 232–233.
TEACHER DEVELOPMENT 14: ASSESSMENT
Go to page 226 for information and advice.

Unit 3 Getting there 55

 Ucalearn.com

4 Eat
IN THIS UNIT, STUDENTS: Culture notes
The photo actually shows The Cat Café in the centre
• discuss where and what to eat
of Budapest, Hungary’s capital city. According to their
• explain opinions about food-related statements
website, approximately fifteen cats live in and walk about
• roleplay ordering in a restaurant
the café and customers are free to interact with them
(though feeding them is prohibited).

SPEAKING
2 Organize the class into pairs. Ask students to discuss
AIM different types of food and restaurants. Go round the
to set the scene and introduce the theme with a room and check students are doing the task and help
photo; to get students talking about restaurants with ideas and vocabulary if necessary.
and food; to preview ways of describing restaurants • Once you have given feedback on content, explore and
and food develop the language students used.

Optional lead-in activity Tell students to look at Optional extra activity 1 Write adjectives on the board
the unit title and photo. Ask: What situations will and ask students to say which type of food they think
you practise in this unit? Have you ever tried to speak they best go with, e.g. spicy, tasty, boring, sweet, healthy,
English in these situations before? How did it go? unusual, expensive, difficult to prepare.
How useful do you think the language in this unit will
be for you? Optional extra activity 2 Vary task type and interaction
to make a personalized speaking activity more fun or
1 Start by telling the class that in this unit they’re going more goal-orientated. Here are two ideas.
to discuss where and what to eat, explain opinions
1 Ask students to do a class survey or questionnaire. Ask
about food-related statements and roleplay ordering in
them first to work in pairs to adapt the questions and
a restaurant.
tasks in Exercises 1 and 2 to prepare a survey. Then
• Ask students to look at the photo on pages 34–35.
they each interview four students from the rest of the
Ask: What can you see? Elicit a brief description of the
class, they collate answers, and they present what they
photo, and introduce any key words students might
found out to the class.
need.
2 Ask students to stand up and mill round the class; tell
• Organize the class into small groups to discuss the
them to interview a number of students and find one
questions. Go round the room and check students are
with very similar interests in restaurants and food; once
doing the task and help with ideas and vocabulary if
they have found someone, tell them to sit down and
necessary.
discuss the questions at greater length.
• In feedback, ask different pairs to tell the class what
they discussed.
• Once you have fed back on content, look at good TEACHER DEVELOPMENT 2: ORGANIZING PAIRS
pieces of language that students used and pieces of AND GROUPS
language students didn’t quite use correctly during the Go to page 220 for information and advice.
activity. Show students better ways of saying what they
were trying to say. You could write some useful new
phrases on the board with gaps and ask the whole
class to complete the sentences.

Example answers
4A Are you hungry?
Work with your students’ answers.
The café is unusual because there are cats in it.
Student’s Book pages 36–37
There are places for cats to sit and play.
Good: good if you love cats, cats make a friendly,
IN THIS LESSON, STUDENTS:
relaxed atmosphere and create a talking point, cats
are entertaining to watch • discuss where and what to eat
• describe restaurants and meals
Not so good: could be hygiene issues, cats might eat
• practise listening to two colleagues discussing
your food, spill cups, be a nuisance, some people are
where to eat
allergic to or afraid of cats
• make and respond to suggestions

56 Unit 4 Eat
VOCABULARY Restaurants Audio script
Ucalearn.com
AIM 1 place, a little Japanese place
to introduce and practise words to describe does, which does great sushi
restaurants 2 busy, it gets really busy
seat, get a seat
1 Lead in to the topic by writing restaurants on the 3 service, the service there is great
board and brainstorming all the words students can staff, the staff are always really friendly
think of (in one minute) which go with the topic. Write 4 choice, there isn’t much choice
interesting words on the board (e.g. menu, bill, waiter, options, two or three options
expensive, delicious, chef, etc.). 5 disgusting, which tasted disgusting
• Ask students to complete the sentences. Elicit the rude, the waiter was quite rude
answers to the first sentence to get students started. 6 delicious, the food there’s delicious
Ask students to compare answers in pairs before value, it’s really good value for money
discussing in feedback. 7 selection, a wide selection
dishes, plenty of vegetarian dishes
Answers
1 place, does 2 busy, seat
TEACHER DEVELOPMENT 5: DRILLING FOR
3 service, staff 4 choice, options
PRONUNCIATION
5 disgusting, rude 6 delicious, value
Go to page 222 for information and advice.
7 selection, dishes

3 Start by putting students into pairs and asking them

Language notes to briefly tell their partner about two restaurants they
Students often confuse the following: a meal, a dish, a can think of. You could start them off by describing a
course. restaurant you have been to. Once students have got at
least one idea, ask them to find and underline phrases
a meal = all the food eaten at one sitting, including
they can use to describe the restaurants they know.
starter, main course and dessert
• Organize the class into groups of four to six. Ask them
a dish = a food prepared and cooked in a particular to take turns to describe places. Go round the room
way – e.g. a seafood dish and check students are doing the task and notice
a course = one part of a meal – e.g. the main course or errors and examples of good language use.
the dessert course • Once you have given feedback on content, explore and
fixed menu = with one option or a small choice of two or develop the language students used.
three options (compare à la carte menu where you have
a wide choice) Optional extra activity If students are from (or
staying in) the same town or city, ask them to prepare
sushi = a Japanese dish comprised of rice and fish,
a description of a restaurant using language from the
seafood or vegetable parcels
lesson. Students read out their description. The class
an option = one of a number of different choices on guess which place they are describing.
offer
LISTENING
TEACHER DEVELOPMENT 3: APPROACHES TO AIM
VOCABULARY to listen and hear words in fast speech; to practise
Go to page 220 for information and advice. listening for a general understanding and for specific
information
2 P Play the audio. Students listen and practise.
You could pause at difficult phrases, and model
4 FS Here, students are given practice in listening to
an aspect of fast speech – the ability to catch one word
phrases yourself to help students say them correctly.
in a stream of speech. Recognizing how fast speech
• In feedback, ask students to say which phrases were
works, and regularly practising listening for it, is a
hard, and focus on them as a class. Comment on any
good way of improving your students’ ability to follow
errors students made.
conversations, and builds your students’ confidence.
• Focus students on the task. Play the audio. Students
Pronunciation notes
listen and note the repeated word. In feedback, write
Note that all the words in the box in Exercise 1 up the missing words. Point out how really is stressed,
have the main stress on the first syllable, except for but you and to are hard to hear sometimes because
delicious, disgusting and selection. Point out and they are reduced to /ə/ sounds when unstressed.
practise the difficult / / sound in option, delicious and
selection. Answers
1 really 2 you 3 to

Unit 4 Eat 57
 Audio script
Ucalearn.com
V: You’re joking! You’ll love it. They do lots of grilled
1 a don’t really like seafood meat, but they also have a great selection of
b it’s really good other dishes, so there’s plenty to choose from.
c it gets really busy S: It sounds great.
2 a Have you been there? V: Yeah. The only problem is that it gets really busy, so
b where are you thinking of sometimes you have to wait a while to get a table.
c do you want to get something S: Oh, right. Well, can we ring them to check they
3 a to be honest have a table?
b don’t want to go there again V: I guess so. Let me see if I can find their number
c plenty to choose from on my phone.

TEACHER DEVELOPMENT 10: DEVELOPING 6 Play the audio again. Students listen and decide
LISTENING SKILLS if the sentences are true or false. Ask students to
Go to page 224 for information and advice. compare and justify their answers in pairs.

Answers
5 Ask students to read the information. Play the 1 T (both like it but Victor doesn’t want it today)
audio. Students listen and note the answers. In 2 F (it’s near a department store)
feedback, ask why they decided to go there, and find 3 F (she doesn’t really like seafood)
out what students heard, but don’t worry if they didn’t 4 T (it’s fifteen minutes, walk)
catch everything at this stage. 5 F (she has never tried it)
6 F (though they would like to – they are going to
Answers
phone to see if they have a table)
They decide to go to a Turkish restaurant called
Selale.
Why? Because Victor thinks it’s really good, Sara
EXAM-STYLE SKILLS TASKS:
has never eaten Turkish food, and there’s a great
How to do a true or false exercise
selection of dishes. Also, Sara doesn’t want to go to
the other restaurants that Victor suggests. Students at pre-intermediate level are asked to
decide if sentences are true or false in a number
of common exams.
Audio script
To do this task effectively, students at this level
S = Sara, V = Victor
need to do the following:
S: So, Victor, are you hungry?
1 Listen out for phrases that give the answer
V: Yeah, a bit.
using different words or ways of expression
S: Do you want to get something to eat?
than the true or false sentence. Provide an
V: I’d love to, yeah. Where are you thinking of
example with sentence 1. The sentence says
going?
They both like Thai food. Sara says there’s a
S: Well, there’s a really nice Thai place just down the
really nice Thai place. Victor says I go there a
road. Have you ever been there?
lot, so it's true.
V: Yeah, I go there a lot. I actually went there
2 Justify answers to show they know. Get students
yesterday.
to say what they heard, and explain how this
S: Oh, right. So maybe you don’t want to go there
justifies their answer. Even if they get the answer
again today.
wrong, discussing what they heard is revealing
V: Mmm, I’d rather not if you don’t mind. And I
and helps them get better at doing this sort
actually don’t really feel like anything very spicy
of exercise. You also find out how good they
today.
are. If students have lots of problems, let them
S: OK, no problem. I’m happy to go somewhere
research answers in the audio script so they get
else.
better at knowing what to listen out for.
V: There’s a nice seafood restaurant near the big
department store. How about that?
S: To be honest, I don’t really like seafood. I prefer
meat. 7 Organize the class into pairs to discuss the questions.
V: Well, why don’t we go to Selale instead? Have Monitor and note errors and interesting uses of
you been there? language.
S: No. I’ve never heard of it. Where is it? • Once you have given feedback on content, explore and
V: It’s about fifteen minutes’ walk from here. It’s just develop the language students used.
round the corner from the bus station.
Optional extra activity Write The best place for … on
S: Oh, OK. And what kind of restaurant is it?
the board. Ask students in their groups to debate the
V: It’s Turkish. It’s really good. I’ve been there a few
best place in their town (or the town you are all now in)
times.
for coffee, for sandwiches, for breakfast, for lunch, for
S: Really? I haven’t ever had Turkish food.
dinner, for seafood, for a late-night snack, etc.

58 Unit 4 Eat
GRAMMAR Present perfect simple bring choose fall Ucalearn.com
make take
find meet tell come get
AIM pay teach give put think
to check students’ understanding of how to form cost go read wake wear
and use the present perfect simple cut keep say have run
win know do see write
8 Read through the information in the box as a class.
You could organize the class into pairs to discuss the
statements. Monitor and note how well students 9 Ask students to complete the sentences individually.
understand the use and form of the present perfect. Ask them to compare answers in pairs before
• In feedback, elicit the students’ answers. You could discussing as a class.
ask students to check in Grammar reference 4A. • In feedback, check that students understand the rules
The Grammar reference provides a more detailed of use for past simple and present perfect by asking
presentation of use and form. check questions: Are we asking about the experience?
Do we say when?
Answers
1 T (usually, but not always – regular past participles Answers
are the same as past simple forms – wanted / have 1 Have you ever eaten, had
wanted – and many irregular forms are the same – 2 Have you ever been, went, paid
got / have got, put / have put – but many other 3 Have you ever complained, complained, wasn’t
irregulars are different – ate / eaten; gave / given; 4 Have you ever found, found
broke / broken, etc.) 5 Have you tried, ‘ve never heard
2 F 3 T 4 T 6 Have you watched, ’ve seen it

Language notes Culture notes

Meaning The UK is rich in cookery programmes and celebrity chefs
In this initial presentation of this form, all students need on TV. MasterChef is a long-running competitive reality
to know is that we use it to describe experiences when TV show format which first aired on the BBC in 1990.
we don’t say when (i.e. we don’t use a past time marker). Contestants compete weekly to produce complicated
You could show this by asking concept check questions dishes and are judged and knocked out as the series
and drawing a timeline. See the example below: progresses.
Gordon Ramsay is a celebrity chef who has achieved
Past X? X? X? X? X? Now worldwide fame on the back of his TV programmes and
I’ve been to the Turkish restaurant a few times. cookbooks. He has presented cookery programmes in
the UK and US. His restaurant group, Gordon Ramsay
Did he go in the past? (yes) Restaurants, was founded in 1997 and has been awarded
Do we say when? (no) 17 Michelin stars overall.
Is when important? (no)
What’s important? (his experience)
10 Organize the class into pairs to ask and answer the
Form
questions in Exercise 9. To model this you could ask
have + past participle
students to ask you the questions first. Give interesting
Regular past participles are the same as the past simple and truthful answers to provide a good model for the
form in English (e.g. played, watched). However, many of task.
the most common verbs have irregular forms which need • Have a brief class feedback and discussion session, and
to be learned. See the Irregular verbs list in the back of deal with queries. In feedback, correct any errors you
the Student’s Book. collected while monitoring.

Optional extra activity 1 There are lots of other things

TEACHER DEVELOPMENT 6: APPROACHES TO
to do to provide further practice. Here are three ideas:
GRAMMAR
Go to page 222 for information and advice. 1 Write sentence starters on the board and ask students
to complete each sentence with two ideas. Tell them to
try to make them true and surprising!
Optional extra activity If you think your students I’ve never eaten / drunk …
need practice in remembering past participle forms, I’ve never been to …
dictate the list of verbs below before doing Exercise I’ve never …
9 and get students to write or say the past participle. 2 Write some phrases on the board and ask students to
Alternatively, test individual students round the room include them when talking about experiences:
or put them in teams of three or four students to shout You’re joking! You should. You’ll love it!
out the answers. Really! Why not?
be catch drive leave sell Me neither! I’ve never had the chance.
break eat buy lose spend Me neither! I don’t really like spicy things / meat.

Unit 4 Eat 59
3 Ask students in pairs to take turns to ask the question Ucalearn.com
build up a model first conversation on the board. For
Have you been to Paris? Each time they must give a example:
different answer (e.g. No, I haven’t; No, never; Not yet; A: Where do you want to go?
I don’t remember …). See how long they can continue. B: How about Gino’s Pizzas?
Then give them a different question to ask. The point A: To be honest, I had pizza yesterday.
here is a kind of real communicative drill. Students B: Well, why don’t we go to the Thai place next to it?
need to master the simple present perfect questions A: OK. That’s great.
they’ll hear the most often and get quicker with replies. • When students are happy with their conversations, ask
them to practise reading them out in pairs.
Optional extra activity 2 Play Find someone who …
Ask students in pairs to prepare six Have you ever …?
questions to ask students in the class. You could provide
CONVERSATION PRACTICE
some verb prompts for them to use: eat, drink, meet, AIM
see, win, lose, etc. When students have their questions, to practise language from the lesson in a free,
ask them to stand up, walk round the class and interview communicative, personalized speaking activity
as many people as they can in five minutes. When they
find someone who says yes to a question, they write 12 This is an opportunity to bring together several parts
the name down next to the question and ask follow- of the lesson and for students to practise discussing
up questions with Who, What, When, etc. At the end, where to eat.
find out which students got positive answers to all their • Ask students to work in pairs or small groups of four.
questions. Tell them to talk together to suggest restaurants first,
then make a list of good and bad things. Give them at
least five minutes to prepare ideas.
G For further guidance and practice, see Grammar
• Mix pairs or groups. Students tell their new partners
reference 4A in the Student’s Book. It explains use
and form in greater detail, and provides written
what is good or bad about the restaurants they chose
accuracy practice. to discuss.

Answers to Exercises 1, 2 and 3, Grammar Optional extra activity If you think your students may
reference 4A be short of ideas, support them by brainstorming ideas as
a class first (write on the board restaurant names and the
1 1 went, Have you been, went
type of dishes they serve). Alternatively, allow students
2 Have you ever eaten, I had, It tasted, I've eaten,
to research places online, or bring in leaflets from local
I didn't like
restaurants for students to look at and consider.
3 Have you visited, I've never been, I was
4 I've never had, I had, I thought, was
2 1 a lost b Have you ever lost MEDIATION
2 a have never tried b didn't try Mediating concepts
3 a Have you ever seen b Did you see
4 a was b haven't been In Exercise 13, students have to practise ways of
5 a Did you have b Have you ever had facilitating collaboration with peers: asking and
answering questions, giving reasons, making
3 1 Have you ever eaten chicken feet? b
suggestions, defining goals, and highlighting issues.
2 Has he been here before? c
3 Have you tried that new restaurant round the After completing Exercise 13, ask students to
corner? f reflect. Ask: How well did you work together to
4 Have you heard from Dave recently? d agree on a restaurant?
5 Have you two met before? a
6 Has she ever lived abroad? e
TEACHER DEVELOPMENT 9: MEDIATION
Go to page 224 for information and advice.
DEVELOPING CONVERSATIONS
Making and responding to suggestions
13 M Start by reminding students of the conversation
AIM on the audio in Exercise 5. Students could find the
to introduce and practise ways of making and conversation in the audio script in the Student’s Book,
responding to suggestions and pick out four or five phrases to use. Alternatively, you
could just ask students to say what they remember about
11 Read through the conversation in the box as a class. the conversation, and what phrases they remember.
Ask students to underline the suggestions: How about • In pairs, tell students to practise improvising
that? Why don’t we go to …? Then ask them to point conversations using the questions. Encourage
out the phrases used to respond: To be honest, …; them to do it three or four times – practice makes
I don’t really feel like … perfect. Listen for errors, new language or interesting
• Ask students to work in pairs to prepare conversations. conversations to use in feedback.
Monitor and help with ideas, vocabulary and • In feedback at the end, explore and develop the
corrections. Answers will vary, but you could elicit and language students used.

60 Unit 4 Eat
 Example answers
Ucalearn.com
Optional extra activity Before doing Exercise 2, ask
Are you hungry? / Do you want to get something to eat? students to predict the article by either asking them to look
Yeah. Sure. Where are you thinking of going? at the photos, describe the food, and guess the country,
or by writing the names of the countries in the article on
There’s a great Japanese place near the river.
the board and asking students to guess what sort of food
I don’t really feel like sushi. people from such countries might eat for breakfast.
OK. What about Italian. There’s a new pizza place in
town. Have you ever been there?
TEACHER DEVELOPMENT 11: DEVELOPING
No, not yet. But I’d love to go.
READING SKILLS
Go to page 225 for information and advice.
Optional extra activity Brainstorm a list of five popular
restaurants in your town, and write the list on the board. 3 Give students time to read the sentences. Then ask
Organize the class into groups. Tell each group to talk them to read the article and match the sentences to
together and decide on a restaurant to visit to celebrate the countries. Ask students to compare their answers
the end of term. Students must all agree to go to the in pairs before discussing as a class.
same restaurant together.
Answers

TEACHER DEVELOPMENT 7: DEVELOPING 1 Costa Rica

SPEAKING SKILLS 2 Bulgaria
Go to page 223 for information and advice. 3 South Korea
4 Egypt
5 South Korea and Ireland
6 Egypt (from street stalls) and Ireland (if they stay in
a hotel)

4B Start the day MEDIATION

Mediating concepts

Student’s Book pages 38–39 In Exercise 4, students have to collaborate to

construct meaning. A key skill here is ensuring
that the person they are addressing understands
IN THIS LESSON, STUDENTS:
what they mean by asking appropriate questions.
• explain opinions about food-related statements
• talk about meals After completing Exercise 4, ask students to
• read an article about breakfasts around the world reflect. Ask: How clearly did you define and
• describe common problems explain the words? How well did you use
questions to check understanding?

READING
4 M Ask students to find the words in bold. Then
AIM
ask students to explain or guess meanings in pairs.
to read for general and detailed understanding; to
Encourage students to use the context to work out
learn words in context
meaning first. Tell them to use dictionaries to check,
1 Organize the class into groups of four or five to discuss or, if you have a monolingual class, you could ask
the questions. In feedback, ask one person from each students to translate or explain meaning in their first
group to report back to the class. language. Make it part of the task that students have
to ask questions to check that both they and their
2 Ask students to read the article and match the photos partner understands each word.
to the countries.
5 Ask students to complete the sentences. Do the first
Answers as an example to get students started. Ask students to
a Egypt (ful medames; photo shows ful medames compare their answers in pairs and briefly feed back on
and flat bread) answers before asking students to discuss the questions.
b Costa Rica (gallo pinto; photo shows gallo pinto,
fried plantain, a fried egg, cheese or cream, a Answers
mango and a cup of coffee) 1 typical, consist 2 experiment 3 busy
c South Korea (kimchi; photo shows kimchi in soup) 4 stomach 5 stalls 6 secret
d Bulgaria (kiselo mlyako; photo shows kiselo mlyako,
the local Bulgarian yoghurt) 6 Ask students to discuss the questions in pairs. You
could model this first by getting students to ask
you two or three questions, and providing personal
answers of your own.

Unit 4 Eat 61
 Ucalearn.com
Optional extra activity Ask students to find food words Optional extra activity Write the headlines below
in the article and check what they mean (see below). on the board. Ask students to speculate about why
these things have happened using too and not …
enough.
Language notes Factory closed down
There are interesting words connected with food in the Bridge under repair
article that students may not know. Ask them to find and Footballer sold
categorize words under the headings provided below,
and use a dictionary or examples to check their meaning. G For further guidance and practice, see Grammar
Adjectives: unhealthy, spicy, traditional, strong reference 4B in the Student’s Book. It explains use
and form in greater detail, and provides written
Food: cabbage, honey, olives, yoghurt, black beans, accuracy practice.
plantain, cream, sugar cane, flat bread, black pudding,
toast Answers to Exercises 1 and 2, Grammar
Ways of cooking or preparing food: grilled, pickled, fried reference 4B
1 1 enough, d
GRAMMAR Too / Not … enough 2 too, g
3 enough, b
AIM 4 enough, a
to check students’ understanding of how to use too 5 too much, h
and not … enough to show we need less or more of 6 too, e
something 7 too many, c
8 enough, f
7 Read through the information in the Grammar box as
a class. Ask students to work in pairs to note how we 2 1, 2, 3, 5, 6 and 8 are incorrect
use too and not … enough in the example sentences. 1 old enough to vote
Tell them to complete the sentences. In feedback, elicit 2 enough salt
reasons why we complete the gaps with the words 3 too many chillies
students say. 5 too fast
• Ask students to check their answers in Grammar 6 big enough
Reference 4B. 8 enough people

Answers
1 too 2 much 3 many SPEAKING
4 to 5 not (n’t), enough 6 too AIM
to practise using too and not … enough in a
Language notes discussion

Depending on their first language, students may confuse 9 Ask students to work in groups of four or five. Tell them
too and very, thinking that too means very, very. For to read through the statements individually first and
example, they may say: That restaurant was too good. decide whether they agree or disagree. Ask one student
You need to show that too has a negative meaning. So, in each group to lead the discussion and make sure
contrast Robert is very tall – and that’s great – he’s in the everybody else gets a chance to contribute. Depending
basketball team with Robert is too tall to get in my small on how much time you have, limit the discussion to three
car – and that’s a problem! or five statements. Tell students to choose which they
In feedback to Exercise 7, you could show form on the want to discuss.
board: • In feedback, ask one person from each group to tell
too + adjective + to do something the class what they discussed.
not + adjective + enough + to do something • Once you have given feedback on content, explore and
not enough + noun + to do something develop the language students used.
too much + uncountable noun
Optional extra activity Students carry out a class
too many + countable noun
survey to find out about healthy eating habits. Tell them
to prepare a questionnaire (using too and enough) to ask
8 Look at the example (for coffee) with students and classmates. Students choose what to ask about. Support
elicit one or two ideas to complain about cars in order by suggesting questions like, How much chocolate do
to get them started (It’s too old and unreliable – get a you eat? Do you think you eat enough vegetables?
new one. / It isn’t big enough to get the whole family
in.) Organize the class into pairs to prepare ideas. An
TEACHER DEVELOPMENT 8: FEEDBACK ON
alternative way of doing this is to ask pairs to think of
CONTENT, LANGUAGE AND ERRORS
things to say together, then pair one pair with another
Go to page 224 for information and advice.
pair to share their ideas.

62 Unit 4 Eat
 describing what you have eaten today. Ucalearn.com
Ask one person
DEVELOPING LEARNER INDEPENDENCE from each group to briefly share two or three things from
AIM their discussion with the rest of the class in feedback.
to encourage students to think about their
homework preferences Optional extra activity Give each group in your class a
kind of food to brainstorm (e.g. Group A fruit, B vegetables,
Mature students may have time restrictions C meat, fish and seafood). Ask groups to think of and write
or motivation issues which can affect what down ten examples of their type of food. Make it a race.
homework they want to do. Ask students to Which group can write ten correct examples first?
say whether they agree or disagree with the
statements below. Explore and decide on the
type of homework students can and will do.
2 Organize the class into pairs to add words to the
table. Tell them to make guesses if necessary, and
1 I want to have lots of homework.
to try to explain words to each other. Point out that
2 I want to do workbook exercises to practise the
they can guess some words from the part of speech
new vocabulary, grammar and skills we learn.
(e.g. grilled goes with fried and boiled) and from their
3 I want to have material to read or listen to away
first language or previous knowledge (e.g. words like
from class.
herb and mild may be similar to words in their first
4 I don’t have much free time to do homework.
language – or they may be false friends).
5 I’d like a speaking partner so I can practise
• In feedback, check the words. You could do this by
language away from the class.
asking students to look in dictionaries. Alternatively,
6 I want to prepare things to talk about outside
you could draw or give examples of the words in
the class – e.g. a presentation on my family, a
the table (see notes below). Drill words that have
summary of something I have read.
pronunciation problems.
7 I want the teacher to mark and comment on my
homework.
Answers
8 I prefer a relaxed approach to homework.
How eaten: grilled, roast, raw
9 I’d like to decide on my own homework – e.g.
Taste and texture: bitter, soft, mild
writing a blog about my learning experience
Part of food: shell, stone, skin
or writing a story with new words to show the
Kind of food: seafood, herb, fruit
teacher.
10 I like working online, so homework should be
about reading and researching online. Language notes
There are a variety of ways of checking the words in the
table without reverting to dictionaries. For example, check
TEACHER DEVELOPMENT 15: LEARNER
‘How eaten’ words with examples and concept check
INDEPENDENCE
questions: Is pasta cooked in water? (yes – so it’s boiled) Is
Go to page 226 for information and advice.
bacon cooked in oil in a pan? (Yes, it’s fried). Check taste
words with examples (lemons are bitter; sugar is sweet).
Note the main stress and unstressed second syllable:
vegetable
Note the difficult sounds: mild /maɪld/; boiled /bɔɪld/;
4C What are you having? raw /rɔ:/

TEACHER DEVELOPMENT 4: LEARNING AND

Student’s Book pages 40–41
CHECKING NEW WORDS
Go to page 221 for information and advice.
IN THIS LESSON, STUDENTS:
• roleplay ordering in a restaurant
3 Start by asking students to look at the photos on
• describe food and dishes
page 41 and say what they can see. Ask: Have you
• read a restaurant menu
ever eaten any of these foods? When might you eat
• practise listening to people ordering food in
them? What do they taste like? Which are popular in
restaurants
your country and why?
• Ask students to work individually to read and guess the
type of food in each description. Ask them to compare
VOCABULARY Describing food answers in pairs before feedback.
AIM
Answers
to check students’ understanding of words used
to describe food; to talk about eating habits in a 1 Scallop (photo 3)
personalized free-speaking activity 2 Avocado (photo 2) (the Mexican dip guacamole
is the best-known sauce you can make with
1 Organize the class into groups of four or five to discuss avocados)
the questions. You could model the activity first by briefly

Unit 4 Eat 63
4 Organize the class into pairs. Give students time to 8 Ucalearn.com
Play the audio. Students listen and order the
prepare their descriptions first, following the models in questions. Ask students to compare answers in
Exercise 3. They don’t have to choose all foods which pairs. Have a brief feedback session and go through
are shown in the photos, but if they do, it will make answers.
it easier for their partner. If they choose other foods,
they should make sure their partner knows. Monitor Answers
and note errors or good examples of language use 1g 2h 3f 4c 5e 6j 7b 8a 9i 10 d
which you could focus on at the end of the activity.

Optional extra activity Write the following pairs of Audio script

words or phrases on the board and ask students to say 1 A: How many people is it?
(in pairs) which they prefer and why: roast chicken / B: There are three of us.
grilled chicken; mild cheese / strong cheese; chicken legs / A: And have you booked?
chicken breast; fried egg / boiled egg; strong coffee / mild B: No. Is that a problem?
coffee; raw vegetables / cooked vegetables A: No, but do you mind waiting?
B: How long?
A: Maybe ten or fifteen minutes.
LISTENING C: OK. That’s fine.
AIM B: Could I change the baby somewhere?
to practise listening to a restaurant conversation and A: I’m afraid we don’t have any special facilities. You
noticing the phrases people use can use the toilet. It’s not very big, though.
B: That’s OK.
5 Ask students to look at the menu. Ask some quick, A: It’s just at the end there, down the stairs.
easy focus questions to get students started, e.g. How 2 A: Is this table here OK?
many starters are there? Are there seafood dishes? B: Yeah, this is fine. Thank you.
• Ask students to read the menu carefully and mark the A: Would you like a high chair for the little girl?
dishes with a tick, cross or question mark. B: That’d be great, thanks. He’s actually a boy,
though!
MEDIATION A: Oh, I’m so sorry! Anyway, here are your menus.
Mediating concepts and mediating I’ll get the chair.
communication
3 A: Are you ready to order?
In Exercise 6, students may have to act B: Not quite. Could you just give us two more
as an intermediary if there is cultural minutes?
misunderstanding – translating a menu for A: Yes, of course.
someone from another country, or explaining …
something that may be culturally different, or C: Right. OK. Could I have the grilled squid for
summarizing information concisely. starters, please? And for my main course, I
Students have to collaborate to construct think I’ll have the chicken.
meaning. Students will need to use simple A: Uh-huh, and what kind of potatoes would you
appropriate questions to check others like?
understand and to show how new information is C: Roast potatoes, please.
related to what people are familiar with. A: OK.
B: I’ll go for the aubergines stuffed with rice for my
After completing Exercise 6, ask students to main course, please. And the soup of the day?
reflect. Ask: How clearly did you understand Does it contain any meat? I’m vegetarian.
the dishes between you as a group? What A: Yes. I’m afraid it’s got lamb in it.
techniques did classmates use to explain dishes? B: Oh, OK. Well, I’ll just have the tomato and
avocado salad, then. And could we get some
water as well?
6 M Organize the class into small groups to compare A: Of course. Sparkling or still?
their ideas. Monitor and help students as they explain B: Just tap water, please, if possible.
dishes. In the feedback, explain any dishes students are A: Sure.
still not sure about after their discussion. C: And could we have a small plate for our son?
We’d like to share our dishes with him.
7 Ask students to read the questions in pairs to decide
who says what. You could elicit the answer for the first 4 B: Oh, dear – what a mess!
one at the start. Have a brief feedback session and go C: I’ll get the waiter. Er, excuse me. I’m really sorry,
through answers. but could you get us a cloth, please? My son’s
dropped some water on the floor.
Answers
A: Certainly, madam. I’ll just go and get one.
a C b W c C d C e C C: Thank you.
f W g W h W i C j C

64 Unit 4 Eat
 5 A: Would you like to see the dessert menu? Could we + infinitive = a polite request Ucalearn.com
– asking
B: I’m OK, thanks. I’m really full, but if you want somebody to do something for some people
something ... Could you + infinitive = a polite request – asking
C: No, no. I couldn’t eat another thing. It was somebody to do something
lovely, though. Could I just have a coffee,
please?
B: Me too. Thank you. 11 Ask students to match questions and answers, then
check answers in pairs. In feedback, elicit answers and
6 B: Could we have the bill, please? check any new phrases (see Language notes).
A: Yes, of course.
Answers
B: Great. Thanks.
1 c 2 e 3 a 4 f 5 b 6 d
…
C: That’s very reasonable, isn’t it? Shall we leave a
tip? Language notes
B: No, look – service is included.
I’m afraid not = a polite way of saying no and
C: Wow. Then that really is good value for money.
apologizing at the same time (compare I’m afraid so =
We should come here again sometime.
saying yes apologetically)
If you don’t mind = a polite expression used when
9 Ask students to work together to remember and making a request of someone
write down any answers. Monitor and note how well
students can remember the answers.
• Play the audio. Students listen and check. You could Optional extra activity Organize the class into new
play and pause if you wish to help students catch any pairs to practise the conversations using phrases from
individual words or phrases. In feedback, write up any Exercises 10 and 11. It is a good idea to work on the
interesting or difficult-to-hear answers on the board. pronunciation and intonation of the questions and
responses first by modelling and drilling the language in
Answers
open class (see below).
1 No. Is that a problem?
2 That’d be great. Thanks. He’s actually a boy, Monitor and note how well students use and
though! pronounce the language. After students have practised
3 Not quite. Could you just give us two more the exchanges once, tell them to cover part of each
minutes? question and to try to remember and improvise the
4 Yes. I’m afraid it’s got lamb in it. exchanges.
5 Of course. Sparkling or still?
6 Certainly, madam. I’ll just go and get one. Pronunciation notes
7 I’m OK, thanks. I’m really full, but if you want
Practising functional conversations of the sort in Exercises 10
something ...
and 11 requires work on remembering the form of fixed
8 Me too. Thank you.
phrases, and work on getting stress and intonation
9 Yes, of course.
right. When making a polite request, it is important that
10 No, look – service is included.
the intonation starts high and rises at the end to show
tentativity and politeness. A flat intonation pattern is very
SPEAKING TASK rude to the ear of first language users, and students need to
be aware of that.
AIM
to practise language from the lesson in a free, Start by modelling at least one request, offer and
communicative, personalized speaking task suggestion for students to hear and repeat. Then ask
questions of a few individuals in the class, using the
10 Ask students to work in pairs to choose O, R and S. questions in Exercise 10, and prompting students to
In feedback, elicit answers and check the way we use respond. Then ask individuals in the class to ask questions
would, could and shall (see Language notes below). across the class to other individuals. Try to keep it pacy
and correct flat intonation and any errors of form. Once
Answers all students have had a go at asking or responding to
1 S 2 O 3 R 4 S 5 O 6 R a question in open class, put them in pairs to practise
further.

Language notes
12 This is an opportunity to bring together several
Shall we + infinitive = a polite suggestion parts of the lesson and for students to roleplay a
Would you like to + infinitive = an offer – asking if conversation in a restaurant.
somebody wants to do something • Ask students to work in small groups of three or four.
Would you like (me) to + infinitive = an offer – asking Students decide on their roles (A–D). Give them at
somebody if they want the speaker to do something least five minutes to read roleplay cards and prepare
ideas. Waiters should revise requests and suggestions.

Unit 4 Eat 65
 Customers should decide what to eat from the menu, Ucalearn.com
and what to say.
• To help students prepare for their roleplay, you could
read out or write on the board the following list of
WRITING 2
things to think about:
entering the restaurant and where to sit Telling an anecdote
what to order / recommend from the menu
the different stages of the meal
Student’s Book pages 42–43
making at least one special request / suggestion
introducing at least one problem
• Tell students to practise roleplaying the situation. Allow IN THIS LESSON, STUDENTS:
groups to have three or four goes if you have time – • write an anecdote for an online post
practice makes perfect. They can change waiters each • discuss and read about restaurant experiences
time. Listen for errors, new language or interesting • use time phrases to organize texts
conversations to use in feedback. • practise using pronouns to avoid repetition
• In feedback at the end, explore and develop the
language students used.
SPEAKING
Optional extra activity Ask students to prepare and
AIM
write their own menu for use in a roleplay activity.
to get students talking about the topic

TEACHER DEVELOPMENT 14: ASSESSMENT

1 Lead in by telling students about your favourite
restaurants, or by writing the names of three popular
Go to page 226 for information and advice.
restaurants in your town or city on the board and
asking students to compare them.
MY OUTCOMES • Organize the class into small groups. Tell students to
read the task and spend a minute or two preparing
AIM things to say before discussing with other group
to reflect on what students have learned and members.
on how to improve in a personalized speaking • In feedback, ask students to say what they found out
activity from their partners. Give some feedback on good
• Give your students time to read the questions and language that students used, and/or language students
prepare things to say. You could tell students to didn’t quite use correctly. Show students how to say
make a few brief notes. what they were trying to say better.
• Organize the class into pairs or small groups. Give
students five to ten minutes to discuss the questions. WRITING
• In feedback, ask a few pairs to tell the class what
AIM
they said. Alternatively, you could have a class
to read and understand a model text in preparation
discussion in which groups share the ideas they
for writing an anecdote about a visit to a restaurant
have, and comment on each other’s ideas.
or a travel experience
• Follow up by setting a task for homework. See the
Teacher development section for ideas. Following 2 Ask students to read the information then the online
this activity, you could, for example, ask students post. Ask students to discuss and compare their
to make a five-point list of things to do to revise answers in pairs.
new language. • In feedback, ask follow-up questions: Have you ever
experienced any of the problems in the text? Which
problems? How did you feel? What did you do?
TEACHER DEVELOPMENT 16: MY OUTCOMES
Go to page 227 for information and advice. Example answers
Good: good long chat with Scott about California,
For further practice, use Communicative activities 4.1 Scott’s dish OK, changed writer’s dish to a nice one
and 4.2 on pages 234–235.
Bad: crowded, two hour wait to eat, writer’s dish
was awful, band was loud so couldn’t talk and left
early, no dessert, charged for all dishes

66 Writing 2
USEFUL LANGUAGE Ucalearn.com
USEFUL LANGUAGE Pronouns
While, during and when AIM
AIM to practise using pronouns in a text to avoid
to use while, during and when in a text to show how repeating nouns or noun phrases
two or more actions relate to each other in time
6 Read through the box as a class.
3 Read through the box as a class. • Ask students to find the underlined pronouns and
• Ask students to complete the rules. Elicit the answer think about what they refer to. Elicit the answer for 1
for 1 to get students started. to get students started.
• Students complete the task individually, then check • Ask students to work with a partner to discuss what
with a partner. each pronoun refers to in the text.
• In feedback, ask students to justify answers by referring • In feedback, elicit answers.
to the rules in the Useful language box.
Answers
Answers 1 It: the night out for dinner
1 during 2 while 3 when 2 He: Scott
3 it: the fish restaurant
4 it: his life in California
Language notes 5 mine: my dish
Use timelines to show how while and when work: 6 one: dish
7 they: the restaurant staff / waiter
While waiting (= long action)
8 one: the dish
Past X Now

When we got there it was crowded Language notes

You may wish to revise subject, object and possessive
4 Ask students to choose the correct options to complete pronouns (e.g. I, me, mine; you, you, yours; we, us, ours;
the sentences. Elicit the answer for 1 to get students they, them, theirs).
started.
One and ones are both impersonal pronouns. An
• Students complete the task individually, then check
impersonal pronoun is one that does not refer to a
with a partner.
specific person or thing. These pronouns are usually used
• In feedback, ask students to justify answers by referring
to refer to an unspecified person or people in general.
to the rules in the information box.
One replaces a singular noun. Ones replaces a plural
Answers noun. We use one and ones after an adjective (the
1 during (followed by noun or noun phrase) brown one), after the definite article the (She’s the one
2 When (finished) on the left), after which as a question word (Which one is
3 During (followed by noun or noun phrase) yours?) and after demonstrative pronouns (It’s that one).
4 while (continuing action)
5 when (continuing action)
7 Ask students to read the text quickly with a focus
6 when (finished)
question: What two problems made the travellers late
for their flight? Elicit answers. Check do repairs (=
5 Organize students into pairs to prepare sentences. You fix problems on the railway line) and check-in (= the
could elicit some possible sentence endings for 1 to place where you show tickets and passports, and leave
get students started. luggage in an airport).
• In feedback, ask one pair of students to share ideas • Ask students to use pronouns to replace the underlined
with another pair, before eliciting a few of the best sections. Elicit the answer for 1 to get students started.
ideas from your class. • Students complete the task individually, then check
with a partner.
Example answers • In feedback, ask students to justify answers by referring
1 we were on holiday. 2 a family dinner. to the rules in the box about pronouns.
3 they were driving home. 4 we were young.
5 the 2020 pandemic. Answers
1 we 2 it 3 them 4 hers 5 mine
6 it 7 It / This 8 they 9 one 10 it
Optional extra activity Ask students to personalize the
sentences to make them true for their lives. For example:
My brother and I had a big argument during the World Optional extra activity Ask students to look at other
Cup Final. texts in their Student’s Book and find, underline and
explain what words pronouns refer to in those texts.

Writing 2 67
PRACTICE Ucalearn.com
AIM
to practise writing an anecdote about a restaurant REVIEW 2 Video
or travel experience

8 Start by brainstorming experiences students could Student’s Book page 44

write about. Ask: What experiences can you think of?
Which one would be best to write about and why?
About the videos
What can you remember about the experience?
The two types of video in Outcomes are designed to
9 Once students have decided on an experience, tell expose students to the sort of natural communication
them to prepare notes individually. You could write up that they will encounter outside the classroom, with
a checklist of questions to help (the one below extends speakers from a wide range of language backgrounds.
the ideas in the Student’s Book): They are intended to be authentic examples of English,
Where were you? rather than perfect models. The accompanying activities
Who were you with? reflect this and aim to build students’ confidence in
Why were you there? understanding fast speech, different accents and English
What happened? as it is spoken in the real world. They can also be used
How did you feel? to build students’ confidence about their own ability
What did you do? in English, by showing them that you don’t need to
What happened in the end? have completely accurate English as long as you can
• Give students five to ten minutes to prepare ideas. Tell communicate your message to your listener.
them to share and compare ideas with a partner, and
to think of phrases with when, while or during to use
when telling the story. VIDEO Out and about
10 Organize the class into pairs to take turns to tell AIM
their stories. Tell students to ask questions in order to to watch a ‘vox pop’ video in which three people
make sure they understand the whole story. You could talk about funny or unusual travel experiences; to
ask students to listen to their partner’s story once, and notice accents which use an /ʊ/ sound instead of an
make notes, then prepare questions to ask to make /ʌ/ sound
sure they completely understand. Then ask students
1 This video reviews the Unit 3 topic, so you could start
to repeat stories. Partners ask questions and students
by asking students to say what they remember about
rephrase and retell their stories to make them clearer.
the conversations in Unit 3 or what phrases they
11 Students write an anecdote. You may wish to set this remember from the unit.
for homework. If so, remind students to use the text • Organize the class into small groups to discuss the
in Exercise 2 as a model, and to incorporate language questions. Explain abroad (= in a foreign country).
practised in the lesson. • In feedback, ask students to briefly share any
• If you prefer to do the writing task in class, read the interesting stories they heard from their classmates.
advice in the Teacher development section.
2 Tell students they are going to watch the ‘Out and
12 When students have completed their anecdotes, about’ video in which three people talk about travel
tell them to exchange them with a partner, or to get experiences.
together with three or four other students to pass • Before playing the video, read through the
round and read each other’s anecdotes. Students read Understanding accents box with your class. Tell
each other’s work and make comments about the students that they may notice this pronunciation
language, interest and clarity. feature in the video. If you’d like to explore this with
your class further, see the Pronunciation notes.
TEACHER DEVELOPMENT 12: DEVELOPING • Ask students to watch the video and note answers to
WRITING SKILLS the questions in Exercise 1.
Go to page 225 for information and advice. • Ask students to compare their ideas in pairs. Tell
students to discuss with their partner whether they
have had similar experiences, and to share anything
they remember hearing from the brief video.
• In feedback, ask students to share answers briefly with
the class. At this stage, just find out what students
heard – they will have a chance to listen again in more
detail later.

68 Review 2
 Video script Answers
Ucalearn.com
Damian: Yes, actually I had a friend, eh, we were, Damian (Speaker 1): c, h
we were, we were going to London and then we Sean (Speaker 2): a, e
realized that the ticket flight, it was for the next day Min (Speaker 3): d, g
and we were in the airport with the things, with the Not needed: b, f
luggage. And it was a little bit funny for, for me.
And for him – he was angry – but for me, it was 4 Organize the class into small groups. Ask students to
really funny. I mean, yeah, I mean the air, the plane, read and discuss the sentences.
it was 6 a.m. and we were there like, I don’t know, I • In feedback, elicit ideas from different groups.
can’t remember, 4 p.m. So we were like to have the
lunch and come back to the airport.
Optional extra activity Ask students to choose three
Sean: Yes, I’ve seen lots of funny and unusual key words or phrases from one of the stories on the
things. In Ireland, you sometimes see cows with the video. Tell them to try to remember and retell the story
colours of the local teams. Same with the sheep. using the three words or phrases.
So, you might see sheep that are yellow and green
or red and white, so that’s really funny. Hurling, we
have our own sport. It’s like hockey, but better. You VIDEO Developing conversations
do get it with Gaelic football as well. Yeah.
AIM
Min: When I arrived in Brighton, at the time I was to watch a ‘developing conversations’ video in which
really surprised because of many seagulls. And one two people talk about where to go to eat out; to
day I ate my hamburger in beach and at the time I, I give students practice in understanding fast speech
put my hamburger just a minute, just I think just one
minute. But in that time, (the) seagull (has) stolen my 5 This is a review of Lesson 4A. Lead in by asking
hamburger, all of my hamburger. So I, yeah, I think some general questions. You could use the image in the
it is an unusual experience because in my country I Student’s Book or pause the video just before the two
think, I don’t see many seagulls like here. people start talking. Ask: What can you see? Where are
they? Explain that they are talking about going out to
eat. Ask: What phrases can they use to invite or suggest?
Pronunciation notes • Tell students to watch the video and make brief notes. Tell
You may wish to explore why some speakers may replace them to note down any key words or phrases they hear.
one sound with another. It is common with Spanish
Video script
speakers, for example, to make an /ʊ/ sound instead of an
A: I’m really hungry.
/ʌ / sound. Start by asking whether speakers of the students’
B: Hmm.
first language often do this. Then look at reasons why
A: Would you like to go for something to eat?
students change the sounds. Here are some possibilities:
B: I would love to go for something to eat. I’m
1 Sometimes a sound does not exist in a student’s first absolutely starving.
language (e.g. the /θ/ sound), so they approximate to A: OK.
the nearest similar sound. B: Big question though. What are you gonna have?
2 Sometimes a sound in a student’s first language is similar A: How about a nice steak with new potatoes? A
to two sounds in English (e.g. a sound that falls between side salad?
/ɪ / and /i:/), so they use the same sound for both. B: Why would you do that to me? You know, I
3 Sometimes, it is hard to say a sound after another don’t eat meat. Haven’t eaten meat in five years.
sound in a word – so students approximate. A: OK. What shall we have then?
B: Would you be up for trying some vegan food?
Recognize that English is an international language, A: What’s on the menu?
so students will come across many accents influenced B: Lentils, vegetables, like … tofu. It’s really nice.
by a speaker’s first language, as well as many accents Healthy.
influenced by other factors such as nationality, age, A: Not really. I don’t want to go to vegan.
culture and regional variations. Encourage students to be B: You’re not … [No.] not interested in vegan food?
open to and alert to the variety. A: How about going for a curry?
In British English, the use of the /ʊ/ sound instead of an B: That’s not a bad idea. Yeah, we could do a curry.
/ʌ/ sound often denotes regional differences. Generally I know, oh, there’s Bob’s Balti House up on the
speaking, speakers in the south of England tend to use High Street.
the /ʌ / sound in words like hut and luck, but speakers in A: Perfect.
the north of England and Scotland tend to use /ʊ/. B: Yeah, they do really good peshwari naans. I’ve
got a saag paneer that’ll cover me, and I think,
I’m pretty sure they do your steak.
3 Give students time to read sentences a–h. A: OK.
• Tell students to watch the ‘Out and about’ video again B: Yeah.
and to match two sentences to each speaker. A: Great.
• Ask students to compare their ideas in pairs. B: Cool.
• In feedback, elicit and show answers on the board.

Review 2 69
 A: What time do you want to leave? • When students are ready, ask them to improvise Ucalearn.com
B: About twenty minutes? conversations. You could ask them to practise again
A: Make it ten? by changing roles, changing partners or changing
B: Cool. Both of us win. information in their conversation. Practice makes
A: OK. perfect, so it is a good idea to try out conversations
three or four times.
• As students speak, monitor closely and note any errors
6 Ask students to compare their ideas in pairs. Play
you hear. In feedback, praise good language use, and
the video again if necessary, and pause the video at
comment on any errors you noted.
points where students had problems understanding
information.
Optional extra activity Write five or six useful words or
• In feedback, ask students to share what they heard. Don’t
phrases from the lesson on the board and ask students to
worry about getting everything – just find out how well
include them when improvising conversations.
students were able to follow the natural conversation.

7 Ask students to read and discuss the questions with

their partner.
• In feedback, elicit ideas from different pairs.
REVIEW 2 Grammar and Vocabulary
8 FS Give students time to read sentences 1–8,
and try to recall or guess what words are missing. You
could tell students to write in answers lightly in pencil.
Student’s Book page 45
• Tell students to watch the video again and complete
the gaps. AIM
• Ask students to compare their ideas in pairs. to consolidate vocabulary and grammar from Units
• In feedback, elicit and show answers on the board. 3 and 4

Answers 1 1 never / not 2 lot 3 was

1 something to 2 side salad 4 were 5 any 6 best / right
3 up for 4 interested in 7 have 8 asked 9 enough
5 How about 6 bad idea 10 too
7 High Street 8 want to 2 1 Did he go with you? / Have you eaten here before?
2 What would you like for dessert? / Has she
finished eating?
Optional extra activity Here are a few things you can
3 Where have you been? / What time did you get
do with a video to vary the activity:
here?
1 Freeze frame at the start and ask students questions to 4 How long has she lived here? / How much did it
set the scene and predict what the speakers might do cost?
or say. 5 Have you had enough to eat? / Who were you
2 Freeze frame after someone asks a question – ask talking to earlier?
students to predict how the other speaker might respond.
3 1 some, I had
3 Freeze frame on close-ups or interesting expressions or
2 any, a bit, some
actions – ask students how the speakers are feeling.
3 seen, a few, didn’t like
4 Play the video with no sound – students have
4 did, was texting, much
to recall and say what they are talking about or
actually saying – students could even improvise the 4 1 Why did you do that?
conversation while watching the silent video. 2 How fast were they going when it happened?
3 Did you have any problems finding the place?
4 Have you ever tried Greek food?
CONVERSATION PRACTICE 5 How long have they been married?
6 Is it a bit too spicy for you?
AIM
5 Students' own answers.
to practise conversations based on the Developing
Conversations video and the Conversation Practice 6 1 e 2 h 3 d 4 g 5 c 6 b 7 f 8 a/h
in 3A and 4A 7 Places in town: church, monument, playground,
subway
9 Ask students to work in pairs to choose a conversation
Driving: licence, passengers, traffic jam, vehicle
to prepare. Refer them to the Conversation Practice
in Unit 3A and Unit 4A of their Student’s Book. You Food: mild, roast, seafood, skin
could revise the language they use in each set of 8 1 connection 2 selection 3 friendly
conversations. 4 service 5 choice 6 grilled
• Once students have selected a conversation, give them 9 1 stadium 2 park 3 line
five minutes to prepare and look for phrases to use. 4 monument 5 subway 6 delayed
They can look at their notes on Unit 3A or 4A, or on 7 delicious 8 service 9 value
this Video lesson. 10 busy

70 Review 2
 Ucalearn.com

5 Relax
and vocabulary if necessary. You may wish to read
IN THIS UNIT, STUDENTS: through and check the meaning of the words (use
• invite people to do activities and arrange details mime to show some words; to check TV competition,
• talk about sporting experiences and issues ask: Do you play a game? Do you win money?). Point
• find out how people experience stress and how out the pronunciation of exercise /ˈɛksəˌsaɪz/ and
they relax cycling /ˈsaɪklɪŋ/.
• Once you have given feedback on content, explore and
develop the language students used.

SPEAKING Optional extra activity Extend the pairwork in Exercise 2

AIM into a mingle. Students go round and ask each other
to set the scene and introduce the theme with about their hobbies or free-time activities, thus providing
a photo; to get students talking about free-time more speaking practice.
activities and what they do to relax

TEACHER DEVELOPMENT 1: INSTRUCTING

Optional lead-in activity Tell students to look at the
Go to page 220 for information and advice.
unit title and photo. Ask: What topics will probably be in
this unit? What situations connected with this topic do
you hope to practise? What phrases can you say already,
and what else would you like to learn?

1 Start by telling the class that in this unit they’re going 5A What are your plans?
to be learning how to talk about free-time activities
and related places and equipment, sports and relaxing
experiences, and making plans and arrangements.
Student’s Book pages 48–49
• Ask students to look at the photo on pages 46–47. Ask:
What can you see? Elicit a brief description of the photo,
and introduce any key words students might need. IN THIS LESSON, STUDENTS:
• Organize the class into small groups to discuss the • invite people to do activities and arrange details
questions. Go round the room and check students are • talk about activities, gear and places
doing the task, and help with ideas and vocabulary if • understand plans and recognize useful phrases in
necessary. a conversation
• In feedback, ask different pairs or groups to tell the • offer to lend people things
class what they discussed. Work with your students’
answers, but some suggestions are given below. Use
the opportunity to correct any errors or rephrase what VOCABULARY Activities, gear and places
students are trying to say.
• Once you have given feedback on content, look at AIM
good pieces of language that students used and any to introduce and practise language for free-time
language students didn’t quite use correctly during the activities, and the places and equipment used when
activity. Show students better ways of saying what they doing sport and other free-time activities
were trying to say. You could write some useful new
phrases on the board with gaps and ask the whole
1 Start by asking students to look at the photo on
page 49. Ask: What can you see? What activities are
class to complete the sentences.
people doing?
Example answers • Ask students to match the activities (1–8) to the pairs
Popular board games around the world: chess, of words (a–h). Elicit the first match as an example
draughts or checkers, Monopoly, Scrabble, Cluedo (1d). Point out that the pairs of words show a piece of
Popular card games: snap, bridge, patience, rummy equipment and a place (e.g. a (swimming) cap and a
(swimming) pool).
• Ask students to compare their answers in pairs before
2 Organize the class into pairs. Mix students so they discussing as a class.
are working with someone new. Ask students to • In feedback, use mime, pictures or drawings on the
discuss the questions. Go round the room and check board to check the meaning of any words students are
students are doing the task, and help with ideas not sure of.

Unit 5 Relax 71
 Answers basketball are played on a court; horse racing andUcalearn.com
motor
1 d 2 g 3 f 4 b 5 c 6 a 7 h 8 e racing are on a track; hockey and rugby are on a pitch;
diving and water polo are in a pool). Elicit ideas from the
class and write any new sports on the board.
Language notes
Optional extra activity 2 Ask students to tell you about
clubs = the long, hard sticks players use to hit golf balls
places and equipment for sports they are interested in.
in golf
racket (sometimes spelled racquet) = a frame with a
springy, tight net, used for hitting the ball in tennis, LISTENING
badminton, squash, etc. AIM
Note the different words for places. to listen for plans and arrangements in a conversation,
A pitch is usually made of grass and is for outdoor team to give practice in listening for general and
sports (football, rugby, hockey). specific understanding; to provide a model for the
conversation practice at the end of the lesson
A court is for indoor sports or racket sports (tennis,
squash, badminton, basketball, volleyball). 3 Give students a moment to read through the plans
A course is long and grass-covered (a racecourse, golf and arrangements. Check any words students aren’t
course). sure of, and check students know how to pronounce
A track goes round in a loop and is for running or racing the words. (Note that we say I’m doing nothing special
on (athletics track, racetrack). to say that we haven’t got any important plans.)
• Play the audio. Students listen and tick the plans the
Play, do and go
women discuss doing (note that they should not tick
You may wish to point out the rules of use for play, do things they mention that other people are doing). Ask
and go with sports and activities. students to compare their answers before discussing in
We use play with sports that involve a ball (play tennis, feedback.
etc.) or games that involve winning and losing (play
cards, play chess, etc.). Answers
We use go with activities that end with -ing They talk about:
(go swimming, go sailing, etc.). ✓ a relaxing and doing nothing special (she says
We use do with activities that involve exercise she’s going to take it easy)
(do aerobics, do yoga, etc.). ✓ b looking round the shops
✓ e doing some exercise (Maribel might go running)
✓ g going on a trip to the country
TEACHER DEVELOPMENT 3: APPROACHES TO
They don’t plan to do any of the following:
VOCABULARY
Go to page 220 for information and advice. taking a flight (she’s meeting someone at the airport,
but isn’t taking a flight)
watching a sports event (Corinne suggests going
2 Organize the class into groups of four or five to discuss
running at the track)
the questions. In feedback, build up a list of extra
vocabulary students think of on the board. Check gear going to a dance class (there’s a party and Maribel
(= the equipment we use when doing activities, e.g. says she likes to dance)
a tennis racket). going to a swimming pool (Maribel prefers a heated
pool for swimming but they’re going to a river)
Example answers
swimming: sea, lake, river, goggles, swimming
Audio script
trunks, swimsuit
C = Corinne, M = Maribel
running: park, river bank, shorts, top, shoes with spikes C: So what are you going to do while you’re here?
golf: clubhouse, hole, ball, golf shoes, bag, tee M: I’m just going to take it easy, Corinne. I guess
tennis: park, ball, net, trainers (tennis shoes), shorts I might go shopping in the morning. You’re
working tomorrow, aren’t you?
football: park, sports centre, stadium, net / goal,
C: Yes – and Saturday morning, I’m afraid.
shorts, shirt, pads, football gloves
M: Oh dear.
fishing: river, sea, lake, rod, hook, line, bait, waders C: Yeah, I know. I’m sorry, but some important clients
walking: hills, mountains, footpaths, boots, cap, are coming and I need to go and meet them at
map, thick socks the airport and make sure everything’s OK.
yoga: sports hall, leisure centre, leisure wear, yoga M: Right. What time are you going to be back?
teacher C: Hopefully about two.
M: That’s OK, then. I’m not going to be up before
eleven anyway and I’ve brought my trainers, so
Optional extra activity 1 Ask students to think of other I might go running. Is there anywhere to go near
sports that use the places or equipment in Exercise 1 here?
(squash and badminton use rackets; volleyball and

72 Unit 5 Relax
 C: There’s actually an athletics track just down the
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2 Allow them to listen two or three times to extracts
road. from the listening so that they can really work at
M: OK. To be honest, though, I’d prefer a park or hearing chunks of language.
somewhere like that. 3 Introduce your students to the way words link together
C: Hmm. There’s not much near here. I usually just when spoken naturally, the way pronouns and auxiliary
run on the streets when I go. verbs contract, and the way words such as for, at or a
M: OK. Well, I’ll see. Do you have any plans for us are reduced to weak forms.
at the weekend?
C: Well, a friend is having a party for his birthday TEACHER DEVELOPMENT 10: DEVELOPING
on Saturday night, if you’d like to go. LISTENING SKILLS
M: Oh great. You know I always like a dance! Go to page 224 for information and advice.
C: And the forecast is really good for Sunday,
so we’re thinking of going for a walk in the
mountains near here. 5 Organize the class into groups of four or five to discuss
M: Oh right. That sounds nice. the questions. Monitor and note how well students
C: Yes, it’s great there. There’s a lovely river we can use the new language. You could make a note of any
go swimming in. errors to discuss in feedback at the end.
M: Oh right. Do you have any spare swimming
gear? I don’t have anything with me. Optional extra activity Ask students to find and
C: Yeah, I’m sure I can lend you something. note interesting collocations from this listening lesson.
M: Thanks. Isn’t the water cold, though? Write go, take and do on the board and ask students
C: A bit, but you soon warm up. to find as many collocations as they can in Exercises 3
M: Hmmm. I like a heated pool, myself. and 4. Tell students to note and learn these common
C: Honestly, it’s not so bad and the water’s really collocations.
clear. It’s just beautiful with the mountains and take a flight / take it easy
everything! go to a class or a pool / go on a trip / go for a walk / go
M: OK. So what time are you thinking of leaving? walking, running or swimming
C: Well, it’s two or three hours by car, so if we want do some exercise / do activities outside
to make the most of the day, we need to leave
early – maybe around six o’clock? DEVELOPING CONVERSATIONS
M: Six in the morning?!
Lending people things
AIM
4 Organize the class into pairs and ask them to read
to introduce and practise short phrases used in
sentences 1–8 and guess or recall what information is
conversations to offer to lend something
missing.
• Play the audio again. Students listen and note the 6 Read through the information in the box as a class.
missing words. Ask students to compare their answers Check the meaning of the words and phrases in the
before discussing in feedback. box (see Language notes).
• Model the conversation provided with a student in the
Answers class. Then model the conversation again, but change
1 the morning the parts in purple. Once students have got the idea,
2 important clients ask them to act out conversations in open pairs across
3 before eleven the class. To do this, nominate one student to play A,
4 a park and another in a different part of the class to play B.
5 a dance They act out the conversation while the class listens.
6 swimming gear Nominate another A and another B, and ask them to act
7 heated pool a different conversation by changing the parts in purple.
8 leave early • Finally, once students have the idea, put students into
(closed) pairs to have conversations. Monitor closely,
Listening intensively for chunks of language and correct any errors.

In Exercise 4, students need to listen to a text very

Language notes
intensively. This develops and tests students’ abilities
to hear particular chunks of sound. It also introduces a spare one = an extra one I don’t need (e.g. a tennis
students to a set of useful and common chunks of racket)
language, which they can learn and use. a spare pair = when the extra thing comes in twos
(e.g. shoes, boots, shorts)
In order to develop your students’ ability to listen for
a spare set = when the extra things come as a group of
chunks, do the following.
items (e.g. golf clubs, cards)
1 Give them time to predict what words might be
missing, or what parts of speech the words might be a spare cap = when you name the extra thing (in this
before they listen. case, a cap)

Unit 5 Relax 73
 is going?) and object questions (Where are youUcalearn.com
…?
Optional extra activity If you think students will have
How long is she …?).
problems improvising conversations, tell them to prepare
and write a conversation first using vocabulary from
Audio script and answers
Exercise 1. Once students have acted out a prepared
1 a Who else is going?
conversation, tell them to have a go at improvising one.
b Where are you going to have it?
2 a Who are they playing?
GRAMMAR Plans and arrangements b When are you thinking of getting the tickets?
3 a How long is she going to stay?
AIM
b What are you thinking of doing while she’s here?
to check students’ understanding of how to use
4 a Where are you thinking of going?
going to, the present continuous and the structures
b Are you going on your own?
be thinking of and might to make plans and
arrangements
Culture notes
7 Read through the information in the Grammar box as
a class. Then organize the class into pairs to notice the Leeds United is a leading English professional football
sentence examples and match the structures to the team. They reached the European Cup Final in 1975.
two rules. Monitor and note how well students do.
• In feedback, elicit students’ answers. Then ask them to 9 Organize the class into pairs. Model the activity first
check in Grammar reference 5A. with a confident student by saying sentence 1 from
Exercise 8 and getting the student to respond with
Answers
question a. Make up an answer to the question, e.g.
1 be going to + verb; present continuous
José and Agnetha from our English class are coming,
2 be thinking of + -ing; might + verb
and my brother, Danilo, might be there. He’s really funny,
you’ll like him. Then elicit question b and respond. Give
Language notes students two minutes to prepare things to say to answer
the questions. Ask them to change roles and repeat the
Aspects of form you may wish to highlight include:
exercise once they have asked and answered questions.
might + infinitive without to Monitor and note errors and interesting uses of language.
(to be) going to + infinitive • Once you have given feedback on content, explore and
(to be) thinking of + -ing (we use -ing after prepositions) develop the language students used.
There is a subtle difference between using the present 10 Ask students to read through the sentences and
continuous form to talk about arrangements and going complete them so that they are true for them. First
to + infinitive to talk about plans. Speakers tend to use elicit what phrases they should use if the plan is not
the present continuous when they are talking of a fixed yet fully decided (might + infinitive without to, or
personal arrangement that could be in a diary (e.g. I’m thinking of + -ing).
playing tennis on Friday or We’re leaving at three) and • Model one or two example sentences to get students
tend to use going to when it is clearly a plan and not started (e.g. I’m going to stay in and watch TV).
arranged (e.g. I’m going to tidy up later or I’m just going • Monitor and help students with ideas as they complete
to take it easy). In truth, however, the two uses are often the sentences.
interchangeable, so it’s best that students learn these
phrases as useful phrases rather than worrying about 11 Organize the class into pairs and ask them to share
grammar rules. One thing you might want to get across information and ask follow-up questions. Monitor and
to students, however, is that English speakers tend to use note errors and interesting uses of language.
the present continuous if they can (because it’s shorter) • Once you have given feedback on content, explore and
and tend to avoid using the verbs go and come with develop the language students used.
going to, e.g. I’m going for a walk later not I’m going to
go for a walk. G For further guidance and practice, see Grammar
reference 5A in the Student’s Book. It explains the
grammar point in greater detail, and provides written
TEACHER DEVELOPMENT 6: APPROACHES TO accuracy practice.
GRAMMAR
Go to page 222 for information and advice.
Answers to Exercise 1, 2 and 3, Grammar
reference 5A
8 Elicit the first question to get students started. 1 1 watch, be, getting
Then ask students to work individually to write the 2 Are you doing, ‘m meeting, see, come
other questions before checking answers with a 3 having, have, hire, ‘m seeing
partner.
2 1 I might call you later.
• Play the audio. Students listen and check.
2 What are you going to do?
• Have a brief class feedback and discussion session
3 We’re / We are thinking of having a meeting
and deal with queries. In feedback, point out how the
about it.
auxiliary verb be is used in subject questions (Who else

74 Unit 5 Relax
 4 I’m not / I am not going (to go) on holiday
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this year.
5 I might not / mightn’t be in class tomorrow. 5B The best game in the world
6 Where are you thinking of staying?
7 I’m / I am going (to go) fishing this weekend.
8 What are you thinking of going to see? Student’s Book pages 50–51
9 I might not / mightn’t come.
3 1 What are you doing this evening? In this lesson, students:
2 What are you doing tomorrow afternoon? • talk about sporting experiences and issues
3 Are you doing anything at the weekend? • ask and answer questions about sports and games
4 Are you going on holiday soon? • read an article about different sports and guess
meanings of new words
• tell people about special people and experiences
CONVERSATION PRACTICE
AIM
to practise language from the lesson in a free, VOCABULARY Sports and games
communicative, personalized speaking activity
AIM
12 This is an opportunity to bring together several parts to introduce and practise ways of describing sports
of the lesson and for students to practise talking about and games
plans and arrangements.
1 Lead in by asking some of the questions in Exercise 1
• Ask students to prepare a list of interesting things
in open class: Do you have a team you support? How’s
to do in their town or area. If your students all live
your team doing? Do you pay for a sports channel?
in the same town, get them to do this in pairs. If
If so, which one and why? Are you any good at team
your students are from different places, get them to
sports? Which one and when do you play? Elicit
prepare for the town you are all in, or ask students to
answers and get students talking.
prepare individually and be ready to talk about their
• Ask students to match the questions 1–8 with the answers
home city.
a–h. Elicit the first match as an example. Ask students to
• Once students have ideas, ask pairs to practise.
compare their answers in pairs before discussing as a class.
Encourage them to practise three or four
• In feedback, use examples, mime or drawings on the
times – practice makes perfect. Tell them to take turns
board to check the meaning of any words students are
to play the two roles. It is a good idea to ask students
not sure of.
to briefly reflect or feed back to each other after each
conversation they practise. This will give them a focus Answers
and aim for the next go. 1 e 2 d 3 g 4 f 5 b 6 c 7 h 8 a
• As students speak, listen for errors, new language or
interesting conversations to use in feedback.
• In feedback at the end, explore and develop the Language notes
language students used. Note the difference between win and beat, two words
that students often confuse. We win a match, a
Example answers competition or a prize (medal, trophy, etc.), but we beat
A: What are you thinking of doing? another team, an opponent, etc.
B: Well, I’d like to go on a bus tour, or I might visit a Support a team = be a fan of and follow a team
museum. What are you going to do?
Pass to a teammate = kick the ball in football (or throw it
A: Well, I’m thinking of playing golf. Would you like
in basketball or rugby) so that it reaches someone in your
to come?
team
B: I’d love to, but I don’t have any clubs.
A: I’m sure I can lend you a spare set. If you are bottom of the league, you are the worst team
B: Great. Thanks. Who else is playing? And where in the group of teams that play against each other.
are you going to play?
A: Jack and Abby. We’re going to my club. Culture notes
Flamengo is the most popular football club in Brazil,
TEACHER DEVELOPMENT 8: FEEDBACK ON with over 40 million supporters. The team plays its home
CONTENT, LANGUAGE AND ERRORS matches in the Maracanã, the national stadium of Brazil.
Go to page 224 for information and advice.
2 Organize the class into groups of four or five to choose
and discuss the questions. Go round the room and
check students are doing the task and help with ideas
and vocabulary if necessary.
• In feedback, ask different pairs to tell the class what
they discussed. Use the opportunity to correct any
errors or rephrase what students are trying to say.

Unit 5 Relax 75
READING (set the) pace = make the speed which everybody
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AIM follows
to give students practice in reading for general and (to be) impressed = to think that what you see or
specific information; to focus on useful chunks of hear or experience is really good
language used in the text bouncy (court) = a court where people can easily
jump up and down
3 Organize the class into pairs to look at the photos and
discuss the questions. Encourage students to discuss referee = the person who blows a whistle and says
any ideas they have about the sports without worrying what the rules are in a sports match
too much about whether they are right or wrong. Feed
back very briefly. At this stage, there is no need to give 6 Ask students to discuss the questions in pairs. Encourage
the names of the more unusual sports, students will them to refer back to the text to check answers.
find out more when they read the article.
Example answers
4 Students read the article and match each sport to one
of the six photos. Make sure they understand that three 1 Keirin
of the photos show sports not in the article. You could 2 Students’ own answers. They may say Bossaball
tell them to ignore the words in bold at this point. because it’s newer and the company is trying to
• Set a short, demanding time limit to encourage make it popular, while Pato is a national sport.
students to skim and find the answers quickly. They may say Pato, because it’s only played in
one country and 90% haven’t seen it.
Answers 3 Students’ own answers. None are that easy, but
Pato: photo f Bossaball because they have demonstrations
Keirin: photo d where people take part. But students may argue
Bossaball: photo e for keirin (people know how to cycle, but then
you need to train a lot).
4 Students’ own answers. Students may say keirin
MEDIATION now because of crashes, Pato was more dangerous
Mediating a text in the past but less so now, though some may
say anything involving horses is risky – similarly
In Exercise 5, students have to translate information
trampolining as part of Bossaball (students may
in a text into a language the person they are
bring their own knowledge to argue).
talking to can understand.
5 Students’ own answers. Probably keirin as it
After completing Exercise 5, ask students mentions lots of training, but students may debate
to reflect. Ask: How did you get across the the concept of fitness or have knowledge about
meaning of words to your partner? How well horseriding or argue that Bossaball involves a
did you understand your partner’s explanations? variety of skills / fitness.
6 Students’ own answers. Bossaball is designed
for this, because of DJs etc., but it depends on
TEACHER DEVELOPMENT 9: MEDIATION students. They may mention liking horses, or the
Go to page 224 for information and advice. excitement of keirin.
7 Students’ own answers. They may mention
the equipment and expense of other sports.
5 M Organize the class into pairs to discuss and
Football is easier to take part in. It’s on TV more,
translate words. If you have a multilingual class,
advertising, etc.
encourage students to use English to explain and
define words before thinking of a word in their
individual first languages. Language notes
• In feedback, elicit and check words from students. In There is an interesting set of vocabulary in the article that
a monolingual class, students could use dictionaries you could get students to find and put in two categories:
to check that their translations are accurate, or
People doing sport: teams, players, riders, cyclists,
could go online to look up translations of the words.
competitors, opponents
Alternatively, you could provide definitions in English
which will allow students to confirm their translations. People watching sport: crowds, fans

Answers Culture notes

prevent = stop (people from doing something)
Pato, or juego del pato is pronounced /ˈxweɣo ðel ˈpato/
banned = not allowed (here, stopped from being in Spanish and means ‘game of the duck’.
played)
Keirin is pronounced /keiɽiɴ/ and means ‘racing wheels’
opponent = the person or team you are playing in Japanese. Races are about two kilometres long: eight
against laps on a 250m track, six laps on a 333m track, or
attend = be present at five laps on a 400m track. Since 2000, it has been
an Olympic sport.

76 Unit 5 Relax
The word bossa suggests style, flair or attitude in Ucalearn.com
9 Elicit three or four extra ideas from the class for
Brazilian Portuguese, and is commonly associated with the first sentence to provide a model for students.
Bossa Nova, a samba-influenced type of Brazilian music. Then ask students to work individually to prepare
Bossaball expresses the aim to combine sports, music and personalized sentences. You could ask students to
positive vibrations. compare sentences with a partner so they have a
chance to correct and improve their sentences before
sharing in a group.
GRAMMAR Superlatives • Organize the class into groups of four or five. Then ask
AIM them to take turns to read out their sentences. Monitor
to check students’ understanding of how to form and note errors and interesting uses of language.
and use the superlative form • Once you have given feedback on content, explore and
develop the language students used.
7 Read through the information in the box as a class.
Then organize the class into pairs to discuss the G For further guidance and practice, see Grammar
questions. Monitor and note how well students reference 5B in the Student’s Book. It explains use
and form in greater detail, and provides written
understand the rules of form.
accuracy practice.
• In feedback, elicit the students’ answers. Then ask
them to check in Grammar reference 5B.
Answers to Exercises 1, 2 and 3, Grammar
Answers reference 5B
1 When an adjective has three or more syllables 1 1 the worst 2 warmest
(some two-syllable adjectives also use most) 3 the most generous 4 (the) busiest
2 We use -est when the adjective has one or two 5 the most interesting 6 oldest
syllables (but remember that some two-syllable 7 the most disgusting 8 biggest, biggest
adjectives also use most)
2 1 the nicest 2 the most exciting
3 Because the adjective ends in -y and the y
3 the most reliable 4 the funniest
becomes i + est
5 the smartest 6 the most delicious
3 2 most generous 3 best
Language notes 4 earliest 5 oldest
Superlative forms of adjectives follow the same form rules
as comparatives. In addition to the rules in the answer
key above, note the following: SPEAKING
Adjectives with the form consonant-vowel-consonant AIM
usually double the consonant: big – biggest; to encourage students to discuss their ideas about
thin – thinnest sport in a free-speaking activity
Adjectives that end in -e are followed by -st, not -est:
fine – finest; pure – purest 10 Organize the class into groups of four or five to
discuss the questions. Allow two or three minutes
Two-syllable adjectives that end in -y always add -iest:
preparation time first, and monitor to help students
friendly – friendliest; messy – messiest
with ideas and vocabulary. Think about how you mix
There is a grey area with regard to other two-syllable students – you could put strong students in one group,
adjectives. Some always take -est (simplest, narrowest) and weaker in another so you can monitor and help
whilst others always take most (most useful, most the weaker group. If you have a mix of ages, sexes
thorough). Others can be used with both forms (most or nationalities, think about how best to mix them to
subtle, subtlest), and speakers often switch between enable students to share a wide variety of ideas and
the forms. experiences.
• As students speak, go round and monitor, and note
down any interesting pieces of language you hear.
8 Elicit the first answer to get students started. Then
• At the end, look at good pieces of language that
ask students to work individually to complete the
students used and pieces of language students didn’t
sentences before comparing ideas with a partner. Point
quite use correctly during the activity.
out that when not is used in the words in brackets,
students will need to use least.
Optional extra activity 1 Write the following pairs of
sports on the board: rugby / American football, tennis
Answers
/ squash, boxing / wrestling, basketball / volleyball.
1 the tallest
Alternatively, if you think your students are not very
2 the cleverest
knowledgeable about sports, write: watching sport
3 the fittest
/ playing sport, team sports / individual sports, sport
4 The least relaxed
/ dance. Put students in pairs. Tell students they are
5 the laziest
going to argue about which is the best in each pair. Tell
6 the least enjoyable
students to decide who will argue for which alternative
in each pair. Then give students 30 seconds to argue why

Unit 5 Relax 77
their sport or activity is the best. At the end, elicit who LISTENING Ucalearn.com
made the strongest arguments. Move on to the next pair
of words, and ask students to repeat their argument. AIM
to practise listening for general understanding and
Optional extra activity 2 Ask students to find out more to hear chunks of language in a text
about unusual sports online. Tell them to research some
2 One way of organizing this activity is to ask pairs to
of the following: marbles, pooh sticks, ostrich racing,
prepare ideas before mixing pairs so that students have
tossing the caber, finger wrestling. In the next lesson,
to share their ideas with a new partner.
students present their findings.
• In feedback, elicit ideas, and decide on the best advice
for each person.
TEACHER DEVELOPMENT 13: DIFFERENTIATION
Example answers
Go to page 226 for information and advice.
a pregnant woman: getting tired – put your feet up
a teenager: exams – organize your studies
a single parent: controlling the children – be patient
a disabled person: getting about the city – find the
best routes
a retired person: feeling bored – join clubs or get
5C Take the stress out of life a hobby
a middle-aged person: getting old – get used to it!

Student’s Book pages 52–53

3 Start by focusing students on the six people in
Exercise 2. Point out they will hear five people talk
In this lesson, students: about stress – they have to decide who in each case.
• find out how people experience stress and how Point out that the age and sex of the speaker will help
they relax them narrow down the choice.
• discuss statistics about stress and relaxation • Play the audio. Students listen and check ideas. Ask
• practise listening to five people talk about stress students to compare their answers in pairs before
and relaxation discussing as a class. Find out if the speaker mentioned
• look at how word families can help understanding any of the points made by students in your class.

Answers
SPEAKING 1 a single parent
AIM 2 a disabled person
to introduce the theme of the lesson and listening 3 a pregnant woman
text; to get students talking in a personalized 4 a teenager
speaking activity 5 a retired person

1 Lead in with some general personalized questions to

introduce the topic: What do you do to relax in the Audio script
evening? What do you do when you feel very stressed? 1 Bringing up kids can be stressful, but especially
Do you sleep well at night? Why? / Why not? when you’re on your own. It’s difficult to find time
• Ask students to read the six statements in the Fact to relax and then I have trouble sleeping. I dream
file. Ask some focus questions: Do most people sleep of having a massage or spa treatment, but actually
well? Do men have more free time than women? what I’ve found works best for me is colouring.
Are more people doing exercise classes and health I was doing some with my son one day, and
treatments? Check key words: a day off (= a day when I suddenly realized, I just wasn’t thinking about
you don’t work), spa treatments (= relaxing things like anything. We were both just … concentrating
massage, etc.). hard. So I got some adult colouring books, and if I
• Organize the class into pairs to discuss the questions. do some just before bed, well, I sleep like a baby!
• In feedback, elicit opinions and causes. 2 After the crash, I was depressed. It was such
a huge change in my life and I found it …
Example answers stressful. People said I should take up painting
Work with students’ ideas as some of these statistics or something to help, but I’m an active person
can be interpreted controversially or provocatively. and very competitive – always have been – and
Causes: people working too hard, too long hours, so I just thought … how is that me? Then one
too much pressure at work; people are more day, a friend mentioned a sitting volleyball club
interested in being fit and healthy, and have more at a local sports centre. We both decided to have
free time and income to spend on free time. a go, as anyone can play – not just people with
disabilities – and we both loved it. We now play
Activities: women are more likely to look after
twice a week and I also compete in a national
children and do housework then men in many
league.
cultures, even if they have a full-time job themselves.

78 Unit 5 Relax
 3 I mainly relax and keep fit just walking everywhere
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• Play the audio again. Students listen and tick options.
– and I find that’s enough. Since I’ve been • Ask students to compare answers in pairs.
pregnant, my mum’s worried I do too much and • In feedback, ask students to justify their answers by
says I should use public transport, but I need my saying what they heard on the recording.
walk home after a stressful day. It helps clear my
Answers
head. The other thing I do, like many people here,
1 b 2 c 3 b 4 a 5 c
is have a sauna. My mum worries about that too.
The doctor says it’s OK if I turn down the heat and
don’t stay in too long.
EXAM-STYLE SKILLS TASKS:
4 I started doing yoga a couple of years ago at school.
Multiple-choice options
I had problems studying. I found it difficult to
concentrate and then teachers stressed me out and Students at pre-intermediate level are asked to
I’d get angry. So, the school said I had to join their select multiple-choice options in a number of
yoga programme. I wasn’t keen – but you know common exams.
what? It really helped. I think I graduated because of
To do this task effectively, students at this level
yoga. Now I’ve left school, I still do some every day
need to do the following:
– just at home. I follow a guy online I like. I might
1 Read the options carefully. This is not just a test
even train to teach it one day. We’ll see.
of listening skills but also of reading skills. There
5 Until recently, most afternoons I go to a place near
is a lot to read in multiple-choice questions,
my home to dance with friends. In China, it’s quite
so ask students to underline keywords in the
common. I started after I retired because I find it
questions and make sure they understand the
lonely in my flat. Lots of us go to a basketball court
difference between the options.
nearby and we do square dancing. But can you
believe it? Some people don’t like it! Neighbours say 2 Don’t just listen for exact matches. Think
our music is too loud and the kids complain they about how the answer could be expressed
can’t play on the court. A few weeks ago, there was using synonyms or paraphrasing.
a big argument about it and the police came and 3 Remind students that just because a word
closed the court. I hope they open it soon. I miss it. or phrase is mentioned, it doesn’t make it
correct. Students must select the correct
4 FS Play the audio. Students listen and note answer, not the first one they hear.
phrases. Ask students to compare their answers in 4 Tell students not to get stuck on a question.
pairs. They need to make an educated guess then
• Play the audio a second time for students to confirm concentrate on the next set of options.
and add to the phrases.
• In feedback, show the completed phrases for students
to check, and discuss any problems students may have 6 Organize the class into groups of four or five to discuss
had. Often students have problems with words with the questions.
weak sounds (e.g. you /jə/ and says /sez/), and word • As students speak, go round and monitor, and note
boundaries (e.g. linking between am and an). down any interesting pieces of language you hear.
• Once you have fed back on content, explore and
Audio script and answers develop the language students used.
1 but actually what I’ve found
2 but I’m an active person
3 but I need my walk home
VOCABULARY Word families
4 but you know what? AIM
5 But can you believe it? to introduce and practise words that are connected
in word families
Pronunciation notes
V See Vocabulary reference 5C in the Student’s Book.
But, when strongly stressed, is pronounced /bʌt/ in
British English. In natural speech, however, it is usually
unstressed, and thus pronounced /bət/. Often /t/ is
7 Introduce the idea of word families with an example
on the board. For example, write play, and elicit player
reduced to a glottal sound before a vowel sound, or not
and playful. Then look at the information in Vocabulary
pronounced at all before a consonant sound.
reference 5C as a class.
• Ask students to look at the word families in the
5 Organize the class into pairs to read and check exercise, and point out the abbreviations (v = verb;
options. Tell them to tick any options they think are n = noun; adj = adjective). Point out how we often
correct from the first listening. Check colouring (= add suffixes to make adjectives (-ful, -ive, etc.).
using crayons or coloured pens to fill in a line drawing • Elicit the answer for 1a (sleepless) to get students
or pattern) and complaint (= when people tell the started. Ask students to complete sentences
police or somebody in authority that you have done individually before comparing answers in pairs.
something wrong). • In feedback, elicit and show the correct answers.

Unit 5 Relax 79
 Answers Answers
Ucalearn.com
1 a sleepless b sleep 1 active (adj): act / action / activity / inactive
2 a depression b depressing 2 argument (noun): argue (argumentative)
3 a stress b stressful 3 complain (verb): complaint / complainer
4 a competitive b competition 4 fight (noun / verb): fighting / fighter
5 a support b supporters 5 fit (adjective): unfit / fitness / fittest
6 grow (verb): growth / growing
7 impressed (adj): impress / impressive / impression
Language notes
Some things to point out:
Optional extra activity Ask students to use learner
In English, verbs and nouns are often the same (sleep / to
dictionaries to build word families from words in the
sleep, etc.).
Fact file in this lesson (e.g. industry, treatment, healthy,
Some suffixes make a stem word a noun: -(t)ion, -er, etc. product, economy, enjoyable, difference).
(e.g. relax – relaxation)
Some suffixes make a stem word an adjective: -y, -less,
SPEAKING TASK
-ive, -ing, etc. (e.g. mess – messy)
Adding -ful means ‘a lot of’ or ‘full of’ (stressful = a lot AIM
of stress); adding -less means ‘no’ or ‘lacking’ (sleepless to practise language from the lesson in a free,
= you can’t sleep); adding -er or -or makes a person communicative, personalized speaking activity
(sleeper, player, competitor, supporter).
10 Organize the class into pairs to do the task. Start by
reading through the two decisions students need to
take, and eliciting one or two questions they could ask
TEACHER DEVELOPMENT 4: LEARNING AND
(see example answers).
CHECKING NEW WORDS
• Set a five-minute time limit, and ask students to work
Go to page 221 for information and advice.
together to prepare ideas.
• In feedback, elicit a question from each pair to make
8 P Ask students to look at the word families in sure they are all fully prepared. Ask students how they
Exercise 7, and tell a partner which they think might intend to measure results. This could be by leaving the
be hard to say. room to record their answers so they can easily collate
• Play the audio. Students listen and repeat each line. and report them at the end.
• In feedback, ask students to say which words they
found difficult. Put students in pairs to practise saying Example answers
the words they found difficult. Work with students’ ideas, but here are some
possible questions to provide examples:
Audio script Closed questions:
1 sleep, sleepy, sleepless 1 When do you feel most stressed?
2 depress, depressed, depressing, depression a at home b at work c when studying
3 stress, stressed, stressful
2 How do you spend your free time at the
4 compete, competitive, competition, competitor
weekend?
5 support, supporters, supportive
a being active (e.g. doing sport)
b taking it easy (e.g. watching TV)
Pronunciation notes c a mix of both
Some things to point out: Open questions:
Suffixes aren’t usually stressed. 1 What things make you feel stressed?
2 What sports do you watch and play?
-ed endings are often pronounced /t/ or /d/ (e.g. stressed
3 How do you relax in the evenings after work?
/strɛst/).
Notice the /ʃən/ sound in depression.
Adding a suffix sometimes shifts the stress in a word. MEDIATION
Compare: compete, competitor, competitive, but Mediating concepts
competition. In Exercise 11, students have to collaborate with
others to create a survey. They must ensure that
9 Ask students to work in pairs to make word families the person they are addressing understands what
from the words. Tell them to think of verbs, nouns and they mean by using appropriate questions.
adjectives, and use prefixes and suffixes. Once students After completing Exercise 11, ask students to
have exhausted their own ideas, tell them to check reflect on how they did the task. Ask: How well
and add to ideas with a dictionary. did you gather information? How did you put
• In feedback, elicit ideas, and put the best examples on together your report?
the board.

80 Unit 5 Relax
11 M First of all, decide how to do the survey. Ucalearn.com
Depending on your class situation, you could do this in DEVELOPING LEARNER INDEPENDENCE
groups or as a mingle. AIM
use a learning journal
1 Groups: Split pairs and tell students to form
groups of four with students who prepared different It is important that students take responsibility
surveys. Students interview everybody in their for their own learning. One way of doing this
groups. After five minutes, students sit with their is to encourage students to keep a personal
preparation partners to prepare how to present the learning journal. This could be in the form of
information they found. a personal blog that they complete after each
week of lessons, or an email that they send each
2 A mingle: Ask students to stand up, walk round week to their teacher. Some students may want
and interview at least three people in five minutes to share their learning with you, while others
– try to interview different people to your partner. may prefer a private blog or diary. Tell students
After five minutes, students sit with their preparation to decide whether to share with you or not.
partners to prepare how to present the information
Here are suggestions about how to organize the
they found.
journal:
• Tell pairs to take five minutes to put together 1 Leave it open. Ask students to reflect on what
presentations using their information and the they have studied and learned, how they felt,
suggested phrases on the page. Monitor and help with what they need to do next, but let students
organization and vocabulary. choose what and how much to write.
• When students are ready, ask one student from each 2 Set headings or questions for students to respond
pair to stand up and present their information. If you to. For example: What did you study and learn this
have a large class, you could put pairs together with week? How did you do? How did you feel? What
two other pairs, and ask students to present to groups questions would you like to ask? What do you
rather than the whole class. want to do next?
• At the end, explore and develop the language students 3 Follow up from the My Outcomes activity at the
used. end of each unit. If you do this in class, students
could use the journal to write up or reflect on
TEACHER DEVELOPMENT 2: ORGANIZING PAIRS what they discussed.
AND GROUPS Here are reasons to keep a learning journal:
Go to page 220 for information and advice. 1 It helps make students aware of their own
learning process and needs.
2 This level of reflection promotes confidence and
MY OUTCOMES motivation.
3 Students can seek and make use of guidance.
AIM
4 It allows students to express concerns, and give
to reflect on what students have learned and
input into the direction of the course, and allows
on how to improve in a personalized speaking
you to see if there are any issues before they
activity
become serious.
• Give your students time to read the questions and
prepare things to say. You could tell students to
make a few brief notes. TEACHER DEVELOPMENT 15: LEARNER
• Organize the class into pairs or small groups. INDEPENDENCE
Give students five to ten minutes to discuss the Go to page 226 for information and advice.
questions.
• In feedback, ask a few pairs to tell the class what
they said. Alternatively, you could have a class For further practice, use Communicative activities 5.1
and 5.2 on pages 236–237.
discussion in which groups share the ideas they
have, and comment on each other’s ideas.
• Follow up by setting a task for homework. See the
Teacher development section for ideas. Following
this activity, you could, for example, ask students
to make a list of questions to ask the class and
teacher based on ideas that have come up with
this reflection stage.

TEACHER DEVELOPMENT 16: MY OUTCOMES

Go to page 227 for information and advice.

Unit 5 Relax 81
 Ucalearn.com

6 Family and friends

IN THIS UNIT, STUDENTS: 3 Mix the pairs so that students are working with
someone new. Ask students to discuss the questions.
• share photos and talk about the people in them Go round the room and check students are doing the
• discuss habits and possible problems when using task and help with ideas and vocabulary if necessary.
social media • Once you have given feedback on content, explore and
• find out what they and their family have in develop the language students used.
common with others
Optional extra activity Bring in a photo of your own,
or show one digitally, and ask students to speculate
SPEAKING about why it is important to you. Then describe the
photo and the people in it in a live listening.
AIM
to set the scene and introduce the theme with a
photo; to get students talking about favourite photos TEACHER DEVELOPMENT 8: FEEDBACK ON
CONTENT, LANGUAGE AND ERRORS
Optional lead-in activity Tell students to look at the Go to page 224 for information and advice.
unit title and photo. Ask: What do you think this unit
will be about? What words and phrases can you think
of connected with this topic? What situations connected
with this topic do you hope to practise?

1 Start by telling the class that in this unit they’re going

to be learning how to describe people in photos,
6A Who’s the woman next to you?
discuss habits and possible problems when using social
media, and find out what they have in common with Student’s Book pages 56–57
others.
• Ask students to look at the photo on pages 54–55.
Ask: What can you see? Elicit a brief description of the IN THIS LESSON, STUDENTS:
photo, and introduce any key words students might • share photos and talk about the people in them
need. • explain their relationship to other people
• Ask students to work individually to prepare ideas based • practise listening to a conversation describing
on the photo and the questions. Tell students to use relationships between other people
their imagination and take brief notes if they want to. • ask and answer common questions about friends
Monitor and help with ideas and vocabulary if necessary. and family

2 Organize the class into pairs to tell the stories they

prepared.
VOCABULARY Relationships
• In feedback, ask different pairs to briefly tell the class
how they interpreted the photos. AIM
• Once you have given feedback on content, look at to introduce and practise chunks of language used to
good pieces of language that students used and pieces describe relationships between family and friends; to
of language students didn’t quite use correctly during look at male and female words for family members
the activity. and friends

Example answers 1 Lead in by brainstorming words to describe family or

Work with students’ ideas. Here is one possible friends. One way of doing this is to show a photo of a
interpretation as a model: couple who are a little older or younger than you. Say:
1 It’s my great aunt – my mother’s sister. I know these people well. Who could they be? You
2 I took the photo a few years ago during a family could use either a random photo, or a photo of people
get-together. We wanted memories of when older you are actually related to. Elicit and write on the
people in our family were young. board suggestions from students (e.g. sister, brother,
3 It is a photo of her younger self, on the day she sister-in-law, niece, best friend, aunt, uncle, nephew,
started her career as a teacher. cousin, etc.). At the end, reveal who the people are.
• Ask students to look at the list of people labelled a–i.
Check the words (see Language notes). Model the

82 Unit 6 Family and friends

 pronunciation of words that are difficult to say (e.g. Ucalearn.com
2 You could model the task first by describing some
colleague /ˈkɒliːɡ/, neighbour /ˈneɪbə/, niece /niːs/). of your own family and friends in a live listening.
• Organize the class into pairs to discuss the phrases and Students could note names as they listen and say how
match the sentences with the people. Tell them to use they are related to you at the end.
the context to work out the phrases in bold. • Read the example sentences with the class, and give
• In feedback, check answers, and elicit definitions or students some time to find six phrases in bold that
explanations for the words in bold. they can use in sentences to describe their own family.
Encourage them to try to use as much of the new
Answers vocabulary as they can. Organize the class into pairs
1 f 2 b 3 e 4 a 5 c 6 g 7 d 8 i 9 h to share their sentences. In feedback, elicit some of
the more interesting descriptions students made, and
Language notes 1 comment on good examples of language use.

Since, generally, English doesn’t have masculine, Optional extra activity Students draw a simple family
feminine and neuter endings to nouns, it isn’t able to tree to show their family, then show and describe it in
have masculine and feminine forms of the same word. small groups.
In French, for example, the word for cousin is le cousin
(if male) or la cousine (if female). Students may find it
strange that English has either completely different words TEACHER DEVELOPMENT 3: APPROACHES TO
for family members of different sexes, or uses exactly the VOCABULARY
same word and doesn’t differentiate between masculine Go to page 220 for information and advice.
and feminine. It is worth finding out how students’
first language differs.
LISTENING
The prefix ex- means ‘used to be but no longer’, so
ex-wife, ex-husband (i.e. now divorced). AIM
to practise listening to hear names / specific words; to
father-in-law = your wife or husband’s father (hence,
listen for specific information and complete a true /
mother-in-law, sister-in-law, etc.).
false task
niece = your brother or sister’s daughter; nephew
= your brother or sister’s son 3 Read out the task and the names of the six
colleague = someone you work with people. The names are pronounced on the audio by
a British and a Spanish speaker.
a couple = two people in a relationship (they may or may
• Play the audio. Students listen and number the names.
not be married)
• Ask students to compare answers in pairs.
English uses little to mean younger, and big to mean • Play the audio again if necessary.
older. • Write or show the order for students to check.

Answers
Language notes 2 1 c 2 a 3 b 4 f 5 d 6 e
get to know someone = become friends over a period
of time Audio script
work closely = work in the same place, seeing each other 1 Laura. Sorry I’m late.
every day or doing the same job 2 Working too hard again, Bella?
had a baby girl = gave birth to a daughter 3 Ben was a bit late …
4 I couldn’t leave Maya.
got divorced = ended the marriage (cf get engaged, get
5 Lucas invited us for lunch …
married)
6 It’s Marcia.
not good enough for = often said when a parent thinks
that their son or daughter could have chosen a better
partner. 4 Ask students to look at the photo on page 57. Ask
a few open questions to focus them on the listening:
get on = have a good relationship (so, don’t get on with
Who are the people in the photo? Where are they?
him = have a bad relationship)
What is the relationship between them? What are they
move in next door = come and live in the house next to looking at? What are they saying?
yours • Ask students to read sentences 1– 8. Check beard (use
share an apartment = live in an apartment with someone an example, picture or mime).
and both pay the rent • Play the audio. Students listen and note true or false.
a big age gap = a big difference in the age of two people Ask students to compare their answers in pairs.
(e.g. sisters who are ten and eighteen) • Play the audio again if necessary.
• In feedback, elicit answers. Ask students to say what
very close = have a relationship that is intimate and
they heard to justify answers.
supportive
dating for a while = going out together and seeing each Answers
other for (quite) a long time 1 F 2 T 3 T 4 T 5 F 6 F 7 F 8 F

Unit 6 Family and friends 83

 Audio script Laura was waiting for Bella for a long time.Ucalearn.com
B = Bella, L = Laura Bella says Only five minutes so it’s false.
B: Laura. Sorry I’m late. I was working and didn’t 2 Justify answers to show they know. Get
notice the time. students to say what they heard, and explain
L: Working too hard again, Bella? how this justifies their answer. Even if they
B: Yeah, maybe. How long have you been here? get the answer wrong, discussing what they
L: Only five minutes. Ben was a bit late back from heard is revealing and helps them get better
work too, and I couldn’t leave Maya. at doing this sort of exercise. If students have
B: Of course not. How is she? Do you have a photo? lots of problems, let them research answers in
L: Obviously! Hundreds! … Look at this one though – the audio script so they get better at knowing
Lucas invited us for lunch. You know, Lucas … what to listen out for.
B: Er, yes, sadly … Oh my word! Maya, she’s
so cute!
L: She is when she’s not crying. TEACHER DEVELOPMENT 10: DEVELOPING
B: Aww … Well, she looks adorable there. And LISTENING SKILLS
she’s grown! How old is she now? Go to page 224 for information and advice.
L: Eight months.
B: Gosh! I can’t believe it! Time goes so quickly.
5 Organize the class into groups. Mix students so they
Aww …
are working with new people.
L: I know!
• Tell groups to read the sets of questions and decide on
B: Lovely … Is that a beard Lucas is trying to grow,
two sets to talk about.
by the way?
• Set a five-minute time limit for the discussion. To
L: … Oh, yeah, I’m not sure it suits him.
practise ways of leading discussion inclusively, you
B: No … So who’s the woman sitting between you
could ask one person in each group to lead the
and him?
discussion – it is their job to ask questions, and
L: Oh, that’s his new girlfriend – I think that’s why
encourage everybody else to speak.
he invited us.
• Once you have fed back on content, explore and
B: Really? New girlfriend! When did they start dating?
develop the language students used.
L: I don’t know – three months? He seems keen.
B: Well, we’ll see if it lasts … What’s she like, then?
L: Actually, really, really nice – too good for him really. Optional extra activity Ask the class to interview
B: Hmm. you about your family. Tell each group to prepare two
L: Yeah, I mean, we got on immediately. She loved questions. Then ask different groups to ask you their
Maya … I think Lucas noticed! questions. A class interview is a fun way for students to
B: Does he want to have kids? He never gave me find out about their teacher.
that impression.
L: Probably not … He’s never seemed interested
in Maya. GRAMMAR Question formation
B: Well, she’s competition for attention! So what AIM
does she do, then, this, er – what’s her name? to check students’ understanding of how to form
L: It’s Marcia. I’m not sure exactly. Marketing, and use questions in a variety of tenses
I think. I think that’s how they met. They were
working closely on some project … 6 Read through the information in the Grammar box
B: Somehow that doesn’t surprise me … Anyway, as a class. Then organize the class into pairs to look
just changing the subject, who’s the other at the examples and discuss the questions. Monitor
woman with the blonde hair? and note how well students understand how to form
L: Oh she’s … questions with the different forms.
• In feedback, elicit students’ answers. Then ask them
to check in Grammar reference 6A. The Grammar
EXAM-STYLE SKILLS TASKS: reference uses tables to show students how to make
How to do a true or false exercise different types of questions.

Students at pre-intermediate level are asked to Answers

decide if sentences are true or false in a number 1 present simple = a
of common exams. present continuous = c
To do this task effectively, students at this level present perfect = b
need to do the following: past simple = d
2 auxiliary verb form
1 Listen out for phrases that give the answer
present simple does infinitive without to
using different words or ways of expression
present continuous Is -ing form
than the true or false sentence. Provide an
present perfect have past participle
example with sentence 1. The sentence says
past simple did infinitive without to

84 Unit 6 Family and friends

 Ucalearn.com
Answers to Exercises 1 to 4, Grammar reference 6A
Language notes
Forming questions in English can be tricky for students 1 1 does, Has
at this level because it involves manipulating auxiliary 2 Do, Do, Did
verbs. Many other languages don’t use auxiliaries and 3 does, is
express questions by simply using a rising intonation or by 4 are, Do, Have, Have
inverting subject and verb. So, instead of saying Where do 2 1, 2, 3, 5, 6 and 7 are incorrect
you live? students may attempt Where you live? or Where 1 did you buy
live you? They may guess wrongly at the auxiliary (e.g. 2 Have you got / Do you have
Where is you live?). It is important to give students plenty 3 have you lived
of accuracy practice in manipulating auxiliary verbs. 5 did your friends arrive
You may wish to point out the repeatable pattern below 6 Do you do
for question formation: 7 What are you cooking?
3 2 Where are you from?
Question word auxiliary verb noun or pronoun verb
3 Do you live there now? / Do you still live there?
Where do you live? 4 What do you do?
Where are the guests staying? 5 Where do you live?
Has she left? 6 How long have you lived there?
7 Have you (ever) been to the UK?
8 Are you planning to go there?
TEACHER DEVELOPMENT 6: APPROACHES TO 9 What are your hobbies?
GRAMMAR 10 What is your favourite film?
Go to page 222 for information and advice. 11 How many times have you seen it?
12 When did you first see it?
7 Read through the example as a class. Ask students 13 What did you do last weekend?
to order the questions individually. Ask students to 4 2 Where is he / she from?
compare their answers in pairs. 3 Does he / she live there now? / Does he / she
• Play the audio so students can check. Then discuss still live there?
answers as a class. 4 What does he / she do?
5 Where does he / she live?
Audio script and answers 6 How long has he / she lived there?
1 Where do you live? 7 Has he / she (ever) been to the UK?
2 Do you know anyone in the class? 8 Is he / she planning to go there?
3 How long have you known them? 9 What are his / her hobbies?
4 Why are you studying English? 10 What is his / her favourite film?
5 Have you studied in this school before? 11 How many times has he / she seen it?
6 Are you enjoying the class? 12 When did he / she first see it?
7 Did you have a nice weekend? 13 What did he / she do last weekend?
8 What did you do?

Optional extra activity Write: How old … ? How

Optional extra activity Ask students to practise long … ? How many … ? How often … ? on the board.
saying the questions, or drill them, asking students to Tell the class to ask you questions using the question
repeat after your model. Point out that in questions words to find out as much as they can about your
like Where do you live? and What did you do? the relatives. Answer as honestly as you can (or want to).
main stress is on the full verb (i.e. live and do) and a If a question is incorrect or badly pronounced, don’t
secondary stress is on the question word. The auxiliary speak until the student has corrected or rephrased the
and pronoun are not stressed – do you, for example, is question accurately.
reduced to /d(ə)jə/.

DEVELOPING LEARNER INDEPENDENCE

8 Organize the class into groups of four or five. Ask
them to take turns to ask the questions and think of AIM
true, personal answers. Monitor closely and note down to think about how we learn grammar
errors with the form and pronunciation of questions Students often say how difficult grammar
which you could feed back on at the end. is, how important it is, and very often they
• In feedback, find out what students did at the weekend feel they need to study it more. Explore and
before discussing the language they produced. challenge your students’ attitudes to learning
grammar by making copies of the activity and
G For further guidance and practice, see Grammar asking students to carry it out in groups. The
reference 6A in the Student’s Book. It explains the
conclusion should be that there are many ways
grammar point in greater detail, and provides written
of learning grammar, and there is no need to
accuracy practice.
place it front and centre of language learning.
But see what your students say and think.

Unit 6 Family and friends 85

 The How I Learn Grammar questionnaire CONVERSATION PRACTICE Ucalearn.com
Tick the statements you agree with, then talk AIM
about your choices with your classmates. to practise language from the lesson in a free,
1 I prefer studying the rules of grammar carefully communicative, personalized speaking activity
before I try to use new forms.
2 I like seeing how new grammar works by reading 11 This is an opportunity to bring together several parts
or listening to real-life examples, and working out of the lesson and for students to practise describing
the rules for myself. people in a photo.
3 I like learning and using chunks of language in • Give students four or five minutes to find or prepare
useful phrases, and not worrying about grammar photos, and to think of what to say. If phones are
rules at all. not allowed in class, or students don’t have them, tell
4 I like doing lots of practice exercises to make sure I students to choose a photo from the lesson to describe.
get the grammar right. • Organize students into pairs or small groups to
5 I prefer having a go at using new grammar in real- describe the people in their photo.
life situations even if I make lots of mistakes. • Once you have fed back on content, explore and develop
6 I want the teacher to correct all the grammar the language students used.
mistakes I make.
7 I don’t mind about mistakes as long as I can TEACHER DEVELOPMENT 7: DEVELOPING
communicate. SPEAKING SKILLS
8 I think learning grammar is the most important Go to page 223 for information and advice.
part of learning a foreign language.

TEACHER DEVELOPMENT 15: LEARNER

INDEPENDENCE
Go to page 226 for information and advice. 6B My social network
DEVELOPING CONVERSATIONS Student’s Book pages 58–59
Explaining who people are
AIM
IN THIS LESSON, STUDENTS:
to introduce and practise ways of explaining exactly
• discuss habits and possible problems when using
who we are talking about
social media
9 Read through the information in the box as a class. • talk about reasons for different actions on social
• Ask students to complete the sentences. Ask students media
to compare answers in pairs. • read a story about a problem with social media and
do a quiz about their habits
Answers • practise understanding what pronouns refer to in texts
1 in
2 with, from
3 next SPEAKING
4 sitting, front
5 with (or holding), from / at AIM
to lead in to the topic of the lesson; to talk about
10 Start by asking students example questions about social media
people in your class. Encourage students to answer
your questions. 1 Start by eliciting the names of social media platforms
• Organize the class into pairs. Then give students three students use. Ask students to say what they like or
minutes to prepare ideas individually. Tell students to dislike about each, and what they use them for.
make brief notes if they like, but not to write whole • Organize the class into small groups to ask questions
sentences. about how they use social media.
• When students are ready, ask them to take turns to ask • In feedback, ask different pairs to tell the class what they
and answer questions. discussed. Once you have given feedback on content,
• As students speak, monitor for errors or good explore and develop the language students used.
language use, and feed back on what you heard at
Optional extra activity Preview the following
the end.
Vocabulary activity by brainstorming useful phrases
students used when speaking. For example, they might
say, put photos online, send messages to friends, keep in
touch with friends overseas, etc.

86 Unit 6 Family and friends

VOCABULARY Using social media 9 ignored, just ignored them
Ucalearn.com

AIM 10 update, update my profile

to introduce and practise phrases used to talk about 11 post, had to post an apology
social media 12 comment, comment on a blog post

2 Elicit the missing word in sentence 1 (went) to start the

students off. Then ask students to complete 1– 6 and Pronunciation notes
compare answers with a partner.
Note the main stress: viral, accepted, update
• Ask students to complete 7–12 with words in the
second box and compare answers with a partner. Some things to point out include the linking between
• In feedback, check the meaning and use of the phrases, consonant and vowel sounds (e.g. comment on), and the
or ask students to explain meaning to a partner using the assimilation of consonants at word boundaries
context of each sentence. Students could use dictionaries (e.g. /d/ is not pronounced when saying ignored them).
to check words they aren’t sure of (see Language notes).
TEACHER DEVELOPMENT 5: DRILLING FOR
Answers
PRONUNCIATION
1 went 2 share 3 link 4 copied
Go to page 222 for information and advice.
5 tagged 6 block 7 remove 8 accepted
9 ignored 10 update 11 post 12 comment
4 Elicit one or two more example reasons for go viral to
get students started (e.g. it was from a celebrity; it was
Language notes very critical).
go viral = become very popular online – everybody is • Ask students to work in pairs to think of reasons.
looking at it • In feedback, elicit some of the best ideas from students
share a post / message / photo = send it on so other round the class.
people can see it
Example answers
a link = something you click on to take you to a different
1 … it was so funny
webpage
2 … because it’s really interesting; … we’re trying to
tag (someone) in a post / message / photo = include
raise support or money for a good cause
someone (by adding their name or tagline) when you
3 … it could contain a virus
share something so they can see it
4 … I didn’t want to make a mistake; I didn’t have
block = stop (from contacting you) the script for that language on my keyboard
ignore = pay no attention 5 … I wasn’t expecting anyone to take the photo
update = add information to make it more recent 6 … she was writing very critical comments
Note we say comment on to say that we write our 7 … it was rude
opinion about something online. 8 … he was a good friend / an important client
9 … I’m not interested in reading negative comments
A tweet is a short message, usually used on the Twitter app.
10 … I haven’t changed it since 2020
Note how the verbs share and like are used as nouns
11 … he had been rude / too critical in his comments
(a few shares and likes).
12 … I was very angry about the blogger’s views

TEACHER DEVELOPMENT 4: LEARNING AND V See Vocabulary reference 6B in the Student’s Book.
CHECKING NEW WORDS
Go to page 221 for information and advice. 5 Start by looking at the information in Vocabulary
reference 6B as a class.
3 P Play the audio. Students listen and repeat. You • Ask students to work individually to find and underline
could play and pause so students have time to say answers. You could ask students to compare answers
each phrase. with a partner.
• Ask students to practise the words in pairs. In feedback, • In feedback, elicit answers and point out how we can
focus on and correct any words students found difficult. use some verbs as nouns on social media.

Audio script Answers

1 viral, it suddenly went viral comment, friend, like, message, quote, request, share,
update, video (but not: accept, delete, ignore)
2 share, share the post
3 link, open the link
Language notes
4 copied, copied and pasted it
Note how the verbs share and like are used as nouns in
5 tagged, tagged me in a photo
sentence 1 in Exercise 2 (a few shares and likes).
6 block, block her from posting comments
It is a feature of social media language that words which
7 remove, had to remove the video were once exclusively used as verbs or nouns can now be
8 accepted, accepted it used as both (e.g. to friend someone; to message someone).

Unit 6 Family and friends 87

READING Ucalearn.com
8 Focus students on the online quiz by holding up (or
fronting) page 59 in the Student’s Book. Tell students
AIM
to read the quiz carefully and notice the missing
to practise reading and doing a quiz; to recognize
options. You could put students in pairs to guess
pronoun reference; to complete a text with missing
and say what they might write as missing options.
sentences
Check joke about it (= here, write something funny)
6 Ask some lead-in questions: Do you have lots of and inspiring quotes (= a saying that makes you feel
online friends? Are they real friends? Why? / Why positive or makes you feel you want to do or change
not? Would you trust online friends with personal something – here it is used ironically).
information or images? Why? / Why not? • Tell students to read options a–h and use them to
• Ask students to read the story and discuss the complete the quiz.
questions in groups.
Answers
• In feedback, elicit ideas from different groups.
1 g 2 f 3 e 4 h 5 a 6 d 7 b 8 c
Example answers
The message: Be careful about what you post online.
Tell the teacher to apologize and explain that the EXAM-STYLE SKILLS TASKS:
photo was from a long time ago. Adding missing sentences
Advise the boss to understand that the photo was Students at pre-intermediate level are asked to add
from a time before the teacher started work. missing sentences in a number of common exams.

7 Give students time to read and notice the words Adding missing sentences to a text is a
in bold in the text. You could ask them to either challenging exercise at pre-intermediate level.
underline them or copy them into their notebooks. Support students by showing them the first
Ask: What are they? (pronouns or possessive answer (1 g) and asking what clues helped them
adjectives) Why do we use pronouns in texts? (to avoid find the answer:
repeating nouns). 1 Context. Students need to look at the
• Elicit what the first pronoun them refers to (friends sentence before and after the gap, then find
online). Then ask students to work in pairs to work out a missing sentence that best matches the
what pronouns 2 to 10 refer to. context.
• In feedback, elicit answers and go over rules if 2 Pronoun reference. The paragraph before the
necessary (see Language notes). missing sentence refers to a friend and selfies –
the missing sentence refers to these things
with they and them.
Answers
3 Lexical matches and similarities. The word look
1 online friends
is repeated.
2 having lots of friends online and sharing what
we’ve done with them
3 here ‘its’ is a possessive adjective – it refers to the
TEACHER DEVELOPMENT 11: DEVELOPING
problems connected with being one click away
READING SKILLS
from each other
Go to page 225 for information and advice.
4 our online friends
5 here ‘his’ is a possessive adjective – it refers to
the teacher 9 Focus students on the online quiz again. Elicit possible
6 the photo / (or) the sharing of the photo choices for the first question. Ask students to choose
7 here, ‘it’ refers to the situation (sharing an their own answers first, then think of reasons why they
embarrassing photo) chose their answers.
8 the teacher
9 the meme
10 Ask students to work in groups of three to discuss
and justify their choices in the quiz. As students speak,
10 the teacher
go round and monitor, and note down any interesting
pieces of language you hear.
Language notes • In feedback, find out which options were the most
In a text, a writer uses pronoun reference to avoid popular in your class and why.
repeating nouns that have already been stated. So,
they write, The photos soon went viral. Over 100 Optional extra activity Ask your students to prepare
people shared them … to avoid writing, The photos a list of things that annoy them about people’s
soon went viral. Over 100 people shared the photos behaviour on social media platforms. Ask them to
… There are examples in the text of subject pronouns share their ideas in groups, and say why they find
(he), object pronouns (them), and possessive them annoying: I get annoyed when … / I really don’t
adjectives (his). like … because …

88 Unit 6 Family and friends

SPEAKING SPEAKING Ucalearn.com
AIM AIM
to practise sharing and discussing a social media post to lead in to the topic of the lesson; to talk about
family
MEDIATION 1 Start by checking immediate family (= close family:
Mediating a text
mum, dad, brothers, sisters) and wider family (=
In Exercise 11, students have to express a personal extended family: aunts, uncles, cousins). Brainstorm
response to a creative text. They have to express their words connected with wider family: nephews, nieces,
reactions, reporting their feelings and ideas in simple sister-in-law, great aunt / uncle, second cousin, etc.
language. They have to state whether they liked a • Organize the class into small groups to discuss the
post or not and explain why in simple language. questions.
Students also have to relay specific information in • In feedback, ask different groups to tell the class what
speech. More specifically, they have to relay the they discussed. Once you have given feedback on
point made in short, clear, simple social media posts. content, look at good pieces of language that students
used and pieces of language students didn’t quite use
After completing Exercise 11, ask students
correctly during the activity.
to reflect. Ask: How clearly did you and your
classmates express your views? What was similar Optional extra activity Write the following on the
or different about your views? board: distant cousin, brother-in-law, great-grandmother.
Ask students to choose one that they have (living or
dead) in their family. Tell them to tell their partner
TEACHER DEVELOPMENT 9: MEDIATION
anything interesting about the person.
Go to page 224 for information and advice.

VOCABULARY Character and habits

11 M Lead in by asking: How often do you read and
comment on posts? Do you usually comment on general AIM
posts on news sites or only on friends’ posts? What social to introduce and practise adjectives to describe the
media posts have you read and commented on today? character and habits of people in a family
• Give students two or three minutes to find a post to
2 Ask students to match the sentences to the follow-up
share and to prepare ideas first. Tell them to make
explanations. Start them off by eliciting the first match.
brief notes so they know what to say about each post.
In feedback, you could categorize words in a table on
Monitor briefly to help.
the board as positive and negative, or ask students to
• Organize the class into pairs or small groups to share
tell you which words are opposites. Point out the
and comment on posts.
main stress in each word, and drill for pronunciation
• Follow up by asking students to write their comments.
(see notes).
You could brainstorm or suggest phrases students
might use in their comments: In my opinion, …; To
Answers
my mind, …; I don’t agree that … because …; I can’t
1 b 2 d 3 g 4 i 5 h 6 f 7 e 8 a 9 c
believe you’re suggesting that … because …
• In feedback, ask a few students to say which post they
commented on, what they said, and why. Language and pronunciation notes
Note the opposites: strict / soft, organized / messy,
Optional extra activity Direct students to a particular confident / anxious or calm / anxious.
social media platform, news site or blog. Ask students to
Note the main stress: creative, practical, organized,
find a story to prepare a comment on.
patient, confident.
Note the silent l in calm /ka:m/.

Optional extra activity Follow up with open questions

6C In the genes? to check meaning. Tell students to answer with yes or

no and an adjective. Ask: Are you good at waiting?
(Yes – I’m patient); Are you good at keeping your desk
tidy? (Yes – I’m organized; No – I’m messy); Are you on
Student’s Book pages 60–61 time for appointments? (Yes – I’m reliable); Are you good
at repairing things? (Yes – I’m practical).
IN THIS LESSON, STUDENTS:
• find out what they and their family have in 3 Ask students to prepare descriptions of their family
common with others and themselves. Give them time to prepare ideas
• talk about the character and habits of their family before organizing the class into pairs or small groups
• practise listening to a podcast about birth order to share their ideas.
• learn how they can show similarities between people

Unit 6 Family and friends 89

 Ucalearn.com
• Play the rest of the audio. Students listen and note
Optional extra activity Ask students to describe
the number of words. Ask students to compare their
groups of well-known people using the adjectives.
answers in pairs. In feedback, elicit answers.
So, for example, they might mention examples of
politicians who are open and friendly or newsreaders
Answers
who are calm and patient.
1 6 words 2 7 words 3 6 words 4 6 words
5 7 words 6 7 words 7 7 words
LISTENING
AIM Audio script
to practise listening for general understanding and 1 so it seems what we thought
to listen intensively for chunks of language in a text; 2 So, for example, the first child was
to listen to fast speech and work out how many 3 The idea was that the parents
words are said
4 Well, the theory was the youngest
4 Ask students to read the questions. Check episode 5 which is why they were more likely
(= one programme in a series). 6 But you’re saying that’s actually
• Play the audio. Students listen and note answers.
7 I mean, it’s not like one
Ask students to compare their answers in pairs. In
feedback, elicit answers, and ask students what they
heard that helped them reach their answers. Optional extra activity Play the audio again. Ask
students to write down key stressed words. Then, ask
Answers students in pairs to try to recreate whole sentences from
1 Anything you’d possibly like to know about family the key words they noted.
life.
2 Birth order – where you come in the family – if
7 Play the podcast. Students listen and tick the
you’re the eldest, youngest, etc. – and how it
statements in Exercise 5 that are mentioned and
affects your character.
discussed. Ask students to compare their answers in
pairs. In feedback, elicit answers.
Audio script
H = Harry, S = Sharmi Answers
Ideas 1, and 2 are mentioned.
H: Welcome to The Family Way, the show that deals
with anything you’d possibly like to know about
family life. My name’s Harry Freud and today I’m Audio script
joined by psychologist and child number five of … H = Harry, S = Sharmi
six, is it? H: Yeah, so it seems what we thought before is
S: Six, that’s right. actually ... in doubt?
H: Sharmi Sharma. Sharmi, welcome to the show. S: Absolutely. Before, we thought birth order affected
S: It’s a pleasure to be here. I’m a big fan. character and future jobs. So, for example, the
H: Thanks. So, Sharmi’s here as this week’s expert, first child was more reliable and studied harder, so
to discuss birth order – where you come in the they often became leaders. The idea was that the
family – if you’re the eldest, youngest, etc. and how parents were more anxious with their first child, so
it affects your character. it got full attention and they were stricter about
things like studying.
S: Or perhaps not …
H: I see. And the younger ones?

5 Ask students to read the statements and decide which S: Well, the theory was the youngest basically
ones they agree with. Check not take (someone) couldn’t compete for attention with the smartest,
seriously (= see someone as not important or worth so they became creative and confident, which is
listening to). why they were more likely to do creative work
• Organize the class into pairs to discuss the like acting.
statements. You could extend the discussion by H: Right. And if you’re in the middle?
matching each pair with another pair to report what S: Well, the idea was that the parents kind of ignored
they discussed and find areas of agreement and them, so they became more open and friendly to
disagreement. get attention outside the home.

6 FS Play the first phrase. Ask different students to H: But you’re saying that’s actually all wrong.
say how many words they heard. Then write up the S: Well, it seems so. More recent research shows the
phrase and count the words: so it seems what we oldest are on average a little bit more intelligent –
thought (= 6). If students got the answer wrong, elicit but ... er, the difference is really small. I mean,
reasons why (e.g. words running together or weak or it’s not like one gets grade As and the others
missing sounds). Ds. And it certainly doesn’t make older children
better leaders.

90 Unit 6 Family and friends

 H: Are we sure? I mean, we all know cases which fit 9 Organize the class into pairs to chooseUcalearn.com
two sets of
the pattern. Like, isn’t Jeff Bezos the oldest child, questions and prepare ideas. Allow two or three
and … minutes’ preparation time first, and monitor to help
S: No, of course. This is what happens. When we students with ideas and vocabulary.
hear these theories, we often only remember • As students speak, go round and note down any
examples that fit the pattern but ignore other interesting pieces of language you hear.
cases. So leaders like Bezos or Angela Merkel • Once you have fed back on content, explore and
were both born first, but then look at Bill Gates develop the language students used.
and Nelson Mandela – neither of them were
Optional extra activity Write the following on the
the oldest. And then there are families like mine
board: a partner, a teacher, a parent, a best friend. Ask
where we’re all equally smart, or others where
students in pairs or groups to decide which general
they’re all actors!
characteristics are the most important for each of these
H: Understood. people.
S: And focusing on famous people is a bad idea
because they are a very small, quite unusual part
of society. More recent research looked at records
GRAMMAR Showing similarities
of over twenty thousand ordinary people from AIM
different countries and families and … well, as I say to check students’ understanding of how to use
they found birth order doesn’t affect personality. both, neither, all and none to show similarities
H: So, how do we explain differences within families
then?
10 Read through the information in the Grammar box
as a class. Then organize the class into pairs to look at
S: We don’t really know. It could be genes, it could the sentences and discuss the questions. Monitor and
be the friends you have, parents feeling stressed. note how well students understand the rules.
All kinds of things. • In feedback, elicit the students’ answers. Then ask
them to check in Grammar reference 6C in the
8 Give students time to read sentences 1– 7 and try Student’s Book.
to remember or guess which words might be missing.
Answers
Ask students to compare ideas with a partner.
1 all and none refer to more than two; both and
• Play the podcast again. Students listen and make quick
neither refer to two
notes. After listening, students can use the notes to
2 none / neither
complete the sentences.
3 a noun or a pronoun
• Ask students to compare their answers in pairs.
• In feedback, elicit answers.
Language notes
Answers All is the opposite of none, and both is the opposite of
1 full attention 2 creative work neither. All four words can be used with of and a noun
3 open and friendly 4 more intelligent or pronoun (e.g. all of the players surrounded the referee;
5 the pattern 6 different countries both of them left early; neither of them had any money).
7 stressed Note that you can’t use all or both with negatives – you
have to change to none or neither: Both of them didn’t
come. Neither of them came.
EXAM-STYLE SKILLS TASKS:
Completing notes with missing words There is no double negative in English. So, in negative
sentences we can only use neither / none with the verb in
Students at pre-intermediate level are asked to the positive form: Neither of them didn’t come.
complete notes with missing words in a number
All and both are used to emphasize the idea that
of common exams.
everybody is involved, or that each of the two are
Support students to learn to do this task in the involved. Compare she and I are determined and she
following ways: and I are both determined (it emphasizes the similarity).
1 Give students time to read and predict what the All and both go before the main verb (they all like ice
missing words might be. Ask: What part of speech cream) unless they are used with the verb to be or an
might the word(s) be? From what you know of auxiliary verb (they are both tall; they have all left).
the topic, what words could be used? What words
might you be listening for? 11 Ask students to complete the sentences. Elicit the
2 Ask students to make quick notes as they listen. answers for sentence 1 to get students started.
Tell students not to try to complete the gap while • Ask students to compare answers in pairs.
listening – they can use their notes afterwards to • In feedback, show answers clearly. Refer students to
complete the gap. the Grammar box if they make any errors.
3 Give students time to read the completed notes
carefully at the end to see if they make sense with
the missing words inserted.

Unit 6 Family and friends 91

 Answers
Ucalearn.com
Optional extra activity Alternatively, do a survey.
1 both, Both of Students prepare questions first in pairs. Then organize the
2 Both, Neither of class into groups or organize a mingle. What you decide
3 both, neither of will depend on your class layout. For example, you could
4 none of, all organize the class into groups of four by splitting pairs and
asking them to sit with three new students. Or you could
G For further guidance and practice, see Grammar ask students to stand up, walk round and interview three
reference 6C in the Student’s Book. It explains use students they meet. Tell students to note down information
and form in greater detail, and provides written they gather. Students then find their original partner (who
accuracy practice. they prepared with) and prepare a presentation on their
findings which they can read out to the class.
Answers to Exercises 1 and 2, Grammar
reference 6C
1 1 both 2 none 3 none 4 all TEACHER DEVELOPMENT 14: ASSESSMENT
5 Neither 6 both 7 all 8 Neither Go to page 226 for information and advice.
2 1 all 2 both 3 Neither
4 both 5 none, all 6 Both, neither
MY OUTCOMES
AIM
SPEAKING TASK to reflect on what students have learned and on
how to improve in a personalized speaking activity
AIM
to practise language from the unit in a free, • Give your students time to read the questions and
communicative, personalized speaking activity; the prepare things to say. You could tell students to
task has a goal, an intended outcome and requires make a few brief notes.
mediation, and it encourages students to use all • Organize the class into pairs or small groups. Give
their language resources in English to successfully students five to ten minutes to discuss the questions.
complete it
• In feedback, ask a few pairs to tell the class what
they said. Alternatively, you could have a class
MEDIATION
discussion in which groups share the ideas they have,
Mediating communication
and comment on each other’s ideas.
In Exercise 12, students have to collaborate
• Follow up by setting a task for homework. See the
with others: asking and answering questions,
Teacher development section for ideas. Following this
reformulating questions, and then relaying the
activity, you could, for example, ask students to make
main points of the discussion to a new partner.
a list of things to do to deal with the difficulties they
After completing Exercise 12, ask students to had with language in the lesson.
reflect on how they did the task. Ask: How
well did you work together? How did you find
similarities and differences? TEACHER DEVELOPMENT 16: MY OUTCOMES
Go to page 227 for information and advice.

12 M Organize the class into pairs to choose a topic

For further practice, use Communicative activities 6.1
and prepare ideas. Allow a few minutes’ preparation
and 6.2 on pages 238–239.
time first, and monitor to help students with ideas and
vocabulary. If you think your students will need some
support, brainstorm one or two questions they could
ask for each topic (e.g. Where do you live? How old
are you? Do you have any brothers or sisters? Do you
like sport? Do you like music? etc.). WRITING 3
• Mix pairs so students are working with a new
classmate. Students take turns to ask and answer Writing a personal profile
questions to find similarities.
• As students speak, monitor, and note down any
Student’s Book pages 62–63
interesting pieces of language you hear.
• At the end, mix students again so they are working
with the classmate they prepared questions with. IN THIS LESSON, STUDENTS:
Tell students to think of ways of organizing their • write a profile to introduce themselves to people
information using both and neither. Students tell • read two profiles and notice language to use in
their classmate about the similarities and differences their own
they found. • make their profile clear by using as well as and also
• Once you have fed back on content, explore and • learn how to improve their writing by not repeating
develop the language students used. subjects

92 Unit 6 Family and friends

SPEAKING Ucalearn.com
Language notes
AIM We can use as well as to join two clauses when we are
to get students talking about the topic adding information in one clause to information in the
other. As well as is followed by a gerund (an -ing form)
1 Lead in by asking: What is a personal profile? What or a noun or noun phrase. As well as can go at the start
information do you include in a personal profile? Ask or in the middle of a sentence:
the questions round the class.
As well as playing the violin, Jill can play the guitar.
• Organize the class into pairs or small groups to
discuss the questions. Explain CV (= curriculum vitae, Jill can play the guitar as well as the violin.
or résumé in American English: a summary of your Note that we only use a comma if as well as is at the
experience, qualifications and abilities used when start. Note that when as well as goes in the middle
applying for jobs). we tend to avoid the -ing form if it means repeating
• In feedback, ask students to say what they found out the verb.
from their partners. Explore and develop the language Also is used after the subject and auxiliary verb but before
students used. the main verb in a sentence. It doesn’t join clauses:
I am friendly. I’m also confident.
WRITING
I can sing. I can also play the guitar.
AIM
Watch out for these typical errors.
to develop students’ ability to write a personal profile
Jack speaks Welsh, also he speaks English.
2 Ask students to read the questions then the profiles. As well he speaks Welsh, he speaks English.
Ask students to discuss and compare their answers in
pairs.
• In feedback, ask students to give reasons for their
6 Ask students to complete the sentences individually.
• Ask students to compare answers in pairs.
answers.
• In feedback, ask students to justify answers.
Answers
1 A personal profile Answers
2 It is a teaching course. It is probably a course for 1 also 2 As well as 3 also
learning to teach English as a foreign language. 4 also 5 As well as 6 as well as

3 Model the task by changing the purple parts of the 7 Ask students to discuss the sentences in pairs, and say
first two sentences to reflect your information and what kind of profile they come from. Elicit answers for
interests. 1 first to model the task.
• Students rewrite sentences individually. Monitor and • In feedback, ask students to justify answers.
help with ideas and vocabulary.
Answers
4 Organize the class into pairs. Ask students to read and 1 a CV / an application for a job or a course
discuss each other’s sentences. 2 an introduction to a blog or social media site / to
• In feedback, elicit different answers, discuss the introduce yourself to other people on a course or
questions, and point out any form problems students online forum
may have (e.g. want + infinitive; go + -ing, the 3 an introduction to a blog or social media site
opportunity + infinitive). 4 a profile for a dating website or friends website
5 an introduction to other people on a course or
USEFUL LANGUAGE As well as and also online forum
6 a profile for a dating website or friends website
AIM / an introduction to other people on a course or
to use as well as and also to add ideas in a profile online forum
5 Read through the Useful language box as a class.
• Ask students to discuss the questions with a partner.
• In feedback, ask students to justify answers by referring
USEFUL LANGUAGE Joining verb phrases
to the rules in the Useful language box. without repeating the subject
AIM
Answers to join verb phrases in a profile without repeating
1 As well as goes at the start of a sentence; also the subject
goes in the middle between I’m and the verb.
2 As well as is followed by a noun, noun phrase, or 8 Read through the information in the box with
-ing form; also goes after the subject but before your class. To check understanding, ask students
the verb in a sentence; also goes after the auxiliary to say what the missing subject is (e.g. in the first
verb and after an adverb. sentence it is ‘I’).
3 There is a comma between the two clauses in the
sentences which start with as well as.

Writing 3 93
• Ask students to complete the sentences with the Ucalearn.com
correct forms. Remind students that the form must
agree with the verb in the first part of the sentence.
• In feedback, ask students to justify answers.
REVIEW 3 Video
Answers
Student’s Book page 64
1 go 2 doing 3 went 4 has 5 have visited

About the videos

Language notes
The two types of video in Outcomes are designed to
Point out how we repeat the form of the verb before expose students to the sort of natural communication
adding information with and. So, in sentence 1 love is that they will encounter outside the classroom, with
present simple, which means we must use go. speakers from a wide range of language backgrounds.
They are intended to be authentic examples of English,
PRACTICE rather than perfect models. The accompanying
activities reflect this and aim to build students’
AIM confidence in understanding fast speech, different
to practise writing a personal profile accents, and English as it is spoken in the real world.
They can also be used to build students’ confidence
9 Start by brainstorming facts for each profile. You could
about their own ability in English, by showing them
build up a mind map on the board. Use the students’
that you don’t need to have completely accurate
ideas and the ideas suggested below.
English as long as you can communicate your message
• Once students have decided on a type of profile to
to your listener.
write about, tell them to add extra ideas to the facts
you have brainstormed so they know exactly what
information to include.
• Give students five minutes to prepare ideas. You could
VIDEO Out and about
ask students to compare ideas with a partner, and AIM
make suggestions to each other. to watch a ‘vox pop’ video in which five people
talk about sports and free-time activities; to notice
Example answers accents which use a /dʒ / sound instead of a /j/ sound
1 name, nationality, reason for learning, previous
learning experiences, interests and hobbies, what 1 This video reviews the Unit 5 topic, so you could start
you like doing in class by asking students to say what they remember about
2 name, nationality, reason for doing the course, the conversations in Unit 5 or what phrases they
previous learning experiences including qualifications remember from the unit.
and work experiences, interests and hobbies, what • Organize the class into small groups to discuss the
you want to do once you have completed the questions.
course • In feedback, ask students to briefly share any interesting
3 name, job experience, qualifications, skills, information they heard from their classmates.
educational background, work ambitions,
references
2 Tell students they are going to watch the ‘Out and
about’ video in which five people talk about sports and
4 name, age, sex, nationality, where you live, what
free-time activities.
you do, hobbies and interests, likes and dislikes,
• Before playing the video, read through the
what you are looking for in a person
Understanding accents box with your class. Tell
students that they may notice this pronunciation
10 Students write a profile for one of the situations. feature in the video. If you’d like to explore this with
You may wish to set this for homework. If so, remind your class further, see the Pronunciation notes.
students to use the texts in Exercise 2 as models, and • Ask students to watch the video and note answers to
to incorporate also and as well as into their sentences. the questions in Exercise 1.
• If you prefer to do the writing task in class, check out • Ask students to compare their ideas in pairs. Tell
the advice in the Teacher development section. students to discuss with their partner whether they
have similar interests, and to share anything they
TEACHER DEVELOPMENT 12: DEVELOPING remember hearing from the brief video.
WRITING SKILLS • In feedback, ask students to share answers briefly with
Go to page 225 for information and advice. the class. At this stage, just find out what students
heard – they will have a chance to listen again in more
detail later.
11 When students have completed their profiles, tell
them to get together in pairs.
• Students read each other’s work and discuss the
questions.

94 Review 3
 Video script
Ucalearn.com
3 Sometimes, it is hard to say a sound after another
Maari: I like watching movies, especially Japanese sound in a word – so students approximate.
movies. Yeah, it’s not a Japanese one, but my Recognize that English is an international language,
favourite is The Greatest Showman because I like, er, so students will come across many accents influenced
music and dance too, I like a musical actually, so it’s by a speaker’s first language, as well as many accents
my best movie that I’ve ever seen. Not really, but I influenced by other factors such as nationality, age,
like dancing. Yeah, I, when I was three or four, I did culture and regional variations. Encourage students to be
do ballet, classic ballet, until fifteen or sixteen. So I open to and alert to the variety.
prefer the ballet.
Israel: In my free time, I like to walk in the beach 3 Give students time to read sentences a–g.
and I like to read and sometimes to practise hiking • Tell students to watch the ‘Out and about’ video again
and surfing. and to match one sentence to each speaker.
Valerie: During my free time. I love, I love cooking • Ask students to compare their ideas in pairs.
and hiking too. There are many vineyards around • In feedback, elicit and show answers on the board.
my town, around my city and so I go . . . I like hiking
there. To cook? Ah, many sort of plates. French Answers
plates, like, erm, like, like, like, like, er, blanquette or Maari (Speaker 1): f
plates like risotto et cetera. I don’t do any sports . . . Israel (Speaker 2): d
Sometimes hike, if hiking is a sport, I can say hiking Valerie (Speaker 3): c
only. Diego (Speaker 4): g
Diego: I usually cook different things. I really enjoy Laura (Speaker 5): e
cooking Colombian plates. Sometimes when I have Not needed: a, b
my, my weekends free, I do hiking in different parts.
I really enjoy, for example, travel. When I know 4 Organize the class into small groups. Ask students to
different places, different countries, I prefer to visit read and discuss the sentences.
mountain or things like that because it’s, it’s better • In feedback, elicit ideas from different groups.
for me. I really enjoy, for example, when I’m lost in
a big city and know different places because I really
Optional extra activity Ask students to make a list of
want, I, I really like to take photos or videos, things
phrases from the video which describe free-time activities
like that. When I was youth, I do, I did different
and sports. Tell them to think what other activities the
sports like football, tennis, yoga, different things. In
phrases could describe.
this moment, I usually go to the gym because I don’t
have a lot of time. But I think the gym, it’s really,
really good sport for me. And hiking of course.
VIDEO Developing conversations
Laura: So, I like to spend as much of my free time
outdoors as possible. So, I really like going for walks AIM
in the countryside, near my house. And I also like to watch a ‘developing conversations’ video in which
going kayaking on the local river. I also like doing two people talk about people in a photo; to give
yoga. I try and do yoga for at least like ten, fifteen students practice in understanding fast speech
minutes every day because it’s a good way to relax.
5 This is a review of Lesson 6A. Lead in by asking
Yeah, I like to play tennis. I’m not sure if I’m very
some general questions. You could use the image in
good, but I enjoy it. And watching sports, I go and
the Student’s Book. Ask: What can you see? Where are
watch football with my dad. It is something that I’ve
they? What are they looking at? Explain that one of
done since I was little, so it’s a good way for the two
them is going to describe a photo.
of us to spend some time together.
• Tell students to watch the video and make brief notes. Tell
them to note down any key words or phrases they hear.
Pronunciation notes Video script
You may wish to explore why some speakers may A: So how did the lunch thing go? I know you were
replace one sound with another. Start by asking whether really looking forward to it.
speakers of the students’ first language often do this. B: Honestly. It was amazing. It was so good. We had
Then look at reasons why students change the sounds. such a crazy month at work. It was so nice.
Here are some possibilities: A: Oh, wow! Did you take any photos?
1 Sometimes a sound does not exist in a student’s first B: I did, I did. I took a group picture. That’s the,
language (e.g. the /θ/ sound), so they approximate to that’s the team.
the nearest similar sound. A: Everyone looks really happy.
B: Yeah. Oh, it is. It’s, it’s just a happy place to work.
2 Sometimes a sound in a student’s first language is
Everyone just supports each other. It’s great.
similar to two sounds in English (e.g. a sound that falls
A: So, who’s your boss?
between /ɪ/ and /i:/), so they use the same sound for
B: My boss is Kathy – the lady at the end with the
both.
curly hair and glasses.

Review 3 95
 A: Oh, she looks really nice.
Ucalearn.com
Optional extra activity Here are a few things you can
B: She is. She’s lovely. She’s honestly so nice. The, do with a video to vary the activity:
the way she manages everyone and how I see 1 Freeze frame at the start and ask students questions to
her talk to everyone. She just, she just knows set the scene and predict what the speakers might do
how to bring the best out of everyone. or say.
A: That’s really important. 2 Freeze frame after someone asks a question – ask
B: Yeah. students to predict how the other speaker might
A: And who’s this lady at the end with the denim shirt? respond.
B: That’s Fatima. 3 Freeze frame on close-ups or interesting expressions or
A: I recognize her. actions – ask students how the speakers are feeling.
B: Yeah, she, she was at the barbecue. 4 Play the video with no sound – students have to recall
A: Yes, of course. and say what they are talking about or actually
B: Yeah. saying – students could even improvise the
A: And is . . . is she . . . are they together? conversation while watching the silent video.
B: Yeah, they came together.
A: . . . with the curly hair?
B: Yep. That’s Chris. So, Chris works in IT. But yeah, CONVERSATION PRACTICE
they’re, they’re a couple and they came together.
A: They were really nice actually, as I remember. And AIM
who do you work most closely with? to practise conversations based on the Developing
B: I work most closely with Natasha. The lady at Conversations video and the Conversation Practice
the back with the, with the big smile. She’s been in 5A and 6A
training me since I’ve been there, um, I’ve been
shadowing her. She’s so good. The way she
9 Ask students to work in pairs to choose a conversation
to prepare. Refer them to the Conversation Practice
explains and everything to me, she’s just made
in Unit 5A and Unit 6A of their Student’s Book. You
me feel at home.
could revise the language they use in each set of
A: Oh, that’s excellent. And who’s this cheeky
conversations.
chappy at the end?
• Once students have selected a conversation, give them
B: That’s Liam.
five minutes to prepare and look for phrases to use.
A: In the yellow?
They can look at their notes on Unit 5A or 6A, or on
B: That’s Liam, the one in the yellow. He’s the office
this Video lesson.
joker. He’s, he’s in Accounts.
• When students are ready, ask them to improvise
A: OK. Well, it’s a wonderful picture. I’m so pleased
conversations. You could ask them to practise again
it went well.
by changing roles, changing partners, or changing
B: Oh, thanks.
information in their conversation. Practice makes
perfect, so it is a good idea to try out conversations
6 Ask students to compare their ideas in pairs. Play three or four times.
the video again if necessary, and pause the video at • As students speak, monitor closely and note any errors
points where students had problems understanding you hear. In feedback, praise good language use, and
information. comment on any errors you noted.
• In feedback, ask students to share what they heard. Don’t
worry about getting everything – just find out how well
students were able to follow the natural conversation. Optional extra activity Write five or six useful words or
phrases from the lesson on the board and ask students to
7 Ask students to read and discuss the questions with include them when improvising conversations.
their partner.
• In feedback, elicit ideas from different pairs.

8 FS Give students time to read sentences 1–8,

and try to recall or guess what words are missing. You
could tell students to write in answers lightly in pencil.
• Tell students to watch the video again and complete
the gaps.
• Ask students to compare their ideas in pairs.
• In feedback, elicit and show answers on the board.

Answers
1 forward to 2 crazy month
3 the team 4 and glasses
5 a couple 6 I remember
7 been training 8 in Accounts

96 Review 3
 Ucalearn.com

REVIEW 3 Grammar and Vocabulary

Student’s Book pages 65

AIM
to consolidate vocabulary and grammar from Units 5
and 6

1 1 is 2 the 3 coming 4 going

5 might 6 of 7 both 8 not
9 are 10 Have 11 do 12 most
13 thinking
2 1 Why did you move here?
2 How long have you known each other?
3 What time is she thinking of leaving?
4 What is the quickest way to get there?
5 What is the best game you have ever seen?
6 What are you going to do after class?
3 1 Have you done
2 We’re thinking of
3 Neither of us
4 most amazing
5 all
4 1 We might go running at the track.
2 Is there a pool near here?
3 Who’s the guy with the basketball?
4 A friend from university is coming to stay.
5 How do you know each other?
6 I’m going to watch the game with some friends.
5 1 b 2 a 3 d 4 c 5 g
6 e 7 h 8 f 9 j 10 i
6 sport: have a go, mat, net, opponent, pitch, track
social media: delete, go viral, link, tag
friends and family: anxious, colleague, niece,
patient, smart
7 1 Fishing 2 stressful 3 updates 4 reliable
5 supporters 6 organized 7 creative 8 sleepy
9 depression
8 1 club 2 get on 3 fan 4 beat
5 ignored 6 got 7 open 8 moved
9 age gap 10 close 11 divorced 12 dating
13 couple 14 law

Review 3 97
 Ucalearn.com

7 Your place
Optional extra activity In a small class, extend the
IN THIS UNIT, STUDENTS:
pairwork in Exercise 2 into a mingle. Students go round
• talk about where they are from and what it’s like and ask each other about favourite towns or cities, thus
• discuss what’s good / bad about living in different providing more speaking practice, and allowing students
places to get to know each other better.
• roleplay a conversation between a host and a guest
in their house
TEACHER DEVELOPMENT 2: ORGANIZING PAIRS
AND GROUPS
Go to page 220 for information and advice.
SPEAKING
AIM
to set the scene and introduce the theme with a
photo; to get students talking about moving house
and about different places in their country that they
would like to move to 7A Whereabouts exactly?
Optional lead-in activity Tell students to look at the
unit title and photo. Ask: What do you think this unit will Student’s Book pages 68–69
be about? Do you think you will have personal experiences
to share on this topic? What will they be about?
IN THIS LESSON, STUDENTS:
• talk about where they’re from and what it’s like
1 Start by telling the class that in this unit they’re going
• practise listening to conversations with people from
to be learning how to talk about where they’re from,
France, Thailand and Belize
their town or area, and their house or apartment.
• explain where places are
• Ask students to look at the photo on pages 66–67.
• describe different kinds of places
Ask: What can you see? Elicit a brief description of the
photo, and introduce any key words students might
need.
• Organize the class into pairs to discuss the questions. LISTENING
Go round the room and check students are doing the AIM
task, and help with ideas and vocabulary if necessary. to practise listening to hear the phrases speakers use
• In feedback, ask different pairs to tell the class what and for specific information
they discussed. Work with your students’ answers, but
some facts about the photo are given below. 1 Start by asking where France, Thailand and Belize
• Once you have given feedback on content, look at are. Elicit that they are in northern Europe (France),
good pieces of language that students used and pieces south-east Asia (Thailand) and central America
of language students didn’t quite use correctly during (Belize). Ask students to work in groups of four
the activity. or five to come up with ideas. In feedback, elicit
ideas from students and, if they don’t know much
Culture notes about any of the places, feed in some information.
The photo shows a professional home mover using a However, work with what students say rather than
powered exoskeleton at work. A powered exoskeleton is giving them lots of extra information.
a wearable device that works with the user to enhance
their strength and performance to complete tasks. Culture notes
There are lots of things students could say about France,
Thailand and Belize, so work with what students tell you,
2 Mix the pairs so that students are working with but here is some information to help.
someone new. Ask students to discuss the questions.
France: The country is famous for its food, wine,
Go round the room and check students are doing the
cheese, café culture, and historical cities and famous
task, and help with ideas and vocabulary if necessary.
buildings: the Eiffel Tower and Notre Dame Cathedral
• Once you have given feedback on content, explore and
in Paris, the palace of Versailles. Great writers include
develop the language students used.
Balzac, Zola and Flaubert, great artists include Monet,
Manet and Renoir, and famous sports stars include

98 Unit 7 Your place

footballers Zidane, Platini and Mbappé. The Tour de Audio script
Ucalearn.com
France cycle race, the historical heroine Joan of Arc and 1 A: Where are you from, Domi?
the fact that Paris has hosted three Olympics are all B: France.
things students may mention. A: Oh nice! Which part?
Thailand: The country is famous for its spicy food, its B: Metz.
beaches, its Buddhist temples and monks, and its friendly A: Where’s that?
culture. Bangkok is the capital – a busy city famous for its B: It’s a small city in the north-east. It’s around
tuk-tuk taxis, palaces and temples, and river markets. Its 300 kilometres from Paris. So, say that’s Paris, OK?
many islands are popular tourist destinations. Internationally Well, Metz is over here – near the German border.
famous celebrities include Lisa Manoban (singer) and Tony A: Oh, OK. So, what’s it like?
Jaa (actor). The climate is hot and tropical. B: It’s very nice. The centre’s very old, with some
Belize: The country is on the north-eastern coast of beautiful old buildings, and it’s great because
Central America, and borders Mexico to the north, it’s only for pedestrians – you can’t drive there,
and the Caribbean Sea to the east. It is a former British only walk. The city’s very green as well. We have
colony, so, although it is now independent, people there some very nice public gardens.
speak English and the British monarch is still officially A: It sounds lovely. So, where do you live? In the
head of state. It is popular with tourists for its offshore centre?
Cays (islands), excellent fishing, sandy beaches and B: Not exactly, but everything is quite near. It’s not
tropical jungles. It’s hot and tropical. very big – maybe 120,000 people. And it’s easy
to get around. I live near the river, the Moselle,
and you can walk along there, which is nice.
2 Lead in by telling students that they will be listening
to three people talking about exactly where they are 2 C: So, where are you from, Kasem?
from. Explain to students that, for 1, the required D: Thailand.
answer is the description of where the place is and not C: Oh, really? Whereabouts?
just the name of the place. For weaker classes you may D: You probably won’t know it. It’s a little town
wish to write the names of the places that you will hear called Satun. It’s right in the south – not far
in the audio on the board: Metz, Satun, Belmopan. from the border with Malaysia.
• Play the audio. Students listen and note answers. C: Yeah, I know it. In fact, I’ve been there! A
Encourage students to write down quick notes, cousin of mine lives in Langkawi with his wife
which they can expand to answer the questions after and I went to visit them a few years ago.
listening. D: Seriously? Wow! What a small world.
• Ask students to compare their answers in pairs. C: I know, right.
• In feedback, elicit answers. Accept answers from D: Langkawi is really close to me. So what did you
different students and build up a detailed set of think of it?
answers from the whole class. C: Oh, it was lovely. I mean, Satun’s a bit quiet, but
for a holiday, the whole area’s great.
Answers D: When were you there? What time of year?
Conversation 1 C: February, but the climate’s so lovely. It’s so
1 Metz, a small city in the north-east of France, warm. I went to the beach quite a lot.
around 300 kilometres from Paris, near the German D: Right.
border. C: And we took a boat along the coast a couple of
2 very old centre with beautiful old buildings – only times and went fishing.
for pedestrians; city’s very green; nice public D: Did you catch anything?
gardens; not very big – maybe 120,000 people; C: Not much, but it was just nice to be on the sea.
easy to get around; (on) the river, the Moselle D: Well, if you ever come back to Satun, let me
know. We could meet and I could show you
Conversation 2 around.
1 Satun, a town right in the south of Thailand – C: Sure! Give me your details.
not far from the border with Malaysia (close to
Langkawi) 3 E: Where are you from, Rosa?
2 lovely, a bit quiet, but for a holiday, great; climate’s F: Belize.
so lovely (and) warm; beach E: Oh, OK. Belize … I’m really sorry, but where is
that exactly? My geography isn’t very good.
Conversation 3 F: It’s in Central America – on the Caribbean side.
1 Belize, a country in Central America – on the So, if you imagine you’ve got Mexico up here
Caribbean side – Mexico up here and then and then Guatemala to the left … Well, Belize
Guatemala to the left – on the right, above is about here – on the right, above Honduras, if
Honduras … lives in the capital, Belmopan – in the that helps.
middle of the country E: OK, I think I know where you mean. And where
2 (Belmopan) is quite small – around 20,000 people – do you live?
whole country is only 400,000 … a very modern city. F: In the capital, Belmopan – in the middle of the
The people are friendly, there’s a real mix of cultures, country.
and … can get to the coast in an hour E: Oh, OK. How big is it?

Unit 7 Your place 99

 Ucalearn.com
F: Oh, it’s quite small. We only have around Pronunciation notes
20,000 people, I think. The whole country is Note the pronunciation of these places in Scotland:
only 400,000, so … Inverness /ɪnvər ˈnɛs/, Glasgow / ˈ glæzgəʊ /,
E: Right. I didn’t know that. And what’s it like to Dumfries /dʌm ˈ fri s/, Thurso / ˈθɜ ː rsəʊ/,
live in? Edinburgh /ˈɛdɪnbərə/.
F: Ah, I love it. It’s a very modern city. The people
are friendly, there’s a real mix of cultures, and
we can get to the coast in an hour as well!
6 Start by reading through the example conversation and
eliciting a similar conversation using a different town
or region on the map. Once students have got the
3 Organize the class into pairs to discuss which idea, put them in pairs to have conversations about
conversation each sentence is from. You could elicit the places on the map.
the answer for 1 first to get students started. • Once students have practised conversations a few
• Play the audio again. Students listen and check their times, tell them to cover the phrases in Exercise 5 and
answers. Ask students to compare their answers have further conversations using just the map as a
in pairs. You could play the audio again and pause prompt. Monitor and correct any errors with form or
after the sentences if you think students are having pronunciation.
problems hearing them.
Language notes
Answers
Conversation 1: 2, 5, 8 In feedback, after Exercise 6, point out the way the
Conversation 2: 3, 7, 9 prepositions in, on and off are used: in (in a city / a
Conversation 3: 1, 4, 6 region / a country; in the west of / the centre of); on (on
the coast of / an island / the border with); off the coast
means not far from the coast in the sea (e.g. describing
TEACHER DEVELOPMENT 10: DEVELOPING an island).
LISTENING SKILLS
Go to page 224 for information and advice.
7 Start by asking students to think of places they know,
and think about how to describe them. Go round and
4 Ask students to discuss the questions in pairs. Go help with the spelling and punctuation of the places
round the room and check students are doing the task, in English. Then organize the class into groups to take
and help with ideas and vocabulary if necessary. turns to describe their places. Monitor and note errors
• Once you have given feedback on content, explore and good examples of language use.
and develop the language students used. • In feedback, look at good pieces of language that
students used and pieces of language students didn’t
Optional extra activity Write the following pairs of quite use correctly during the activity.
places on the board and ask students which place in each
pair they would choose to visit and why: London / Paris, TEACHER DEVELOPMENT 8: FEEDBACK ON
River Nile / River Amazon, North Africa / South Africa, CONTENT, LANGUAGE AND ERRORS
Beijing / Tokyo. Go to page 224 for information and advice.

DEVELOPING CONVERSATIONS Optional extra activity Find or draw a simple map of

Explaining where places are a country / region that is familiar to students to practise
the language of this lesson. You could draw or project
AIM the map on the board, describe the different places on it
to introduce and practise ways of saying exactly and ask students to write them in. Or you could give half
where we are from the class a copy of the map and ask them to describe the
shape of the country and the places on it to a partner
5 Read through the information in the box as a class.
who must draw it.
• Ask students to look at the map of Scotland and say
what places they can see. You could point out the
correct pronunciation (see notes below). VOCABULARY Describing places
• Give students time to read sentences 1–8. Check port
(= a city, town, or other place where ships load or AIM
unload goods), tiny village (= very small village of just a to introduce and practise words to describe places
few houses) and coast (= where sea meets land). Then
8 Ask students to work in pairs to decide on the odd
ask students to match the sentences to the places on
one out for each group. You could elicit the answer
the map. Ask students to compare answers in pairs.
for the first to get students started. There may be
some variation in answers if students can justify their
Answers
decisions, but the key below gives the most obvious
1 b Inverness 2 e Newtonmore
answers.
3 c Huntly 4 f Glasgow
• In feedback, ask students to justify their decisions, and
5 g Blackburn 6 d Rum
check any unknown words by providing definitions or
7 h Dumfries and Galloway 8 a Thurso
examples.
100 Unit 7 Your place
 Answers CONVERSATION PRACTICEUcalearn.com
1 buildings (the others are to do with weather / AIM
climate) to practise language from the lesson in a free,
2 a forest (the others are to do with industry) communicative, personalized speaking activity
3 pollution (the others are to do with plants / trees,
etc.) 11 This is an opportunity to bring together several parts
4 churches (the others are to do with transport) of the lesson and for students to practise saying where
5 village (the others are more likely to describe they are from.
a city) • Give students a short amount of preparation to think
6 squares (found within a city rather than describing of what to say and how to answer the questions.
countryside / rural areas)
7 desert (the others are connected to the sea) 12 Organize students into small groups to take turns
8 modern (the others are connected to history) to ask and answer the questions. This works well as a
9 lovely (the others are to do with danger and crimes) mingle. Ask students to stand up, walk round and talk
10 financial (area) (the others are connected to rivers) to as many students as they can in five minutes.
• In feedback at the end, explore and develop the
language students used.
9 P Play the audio. Students listen and repeat.
• Encourage students to practise saying the words then Optional extra activity If you have internet access in class,
the phrases in pairs. Alternatively, you could play and write five place names of towns or cities with interesting
pause the audio and ask students to repeat collectively names on the board and ask students in pairs to choose a
and individually. town, and research where it is and what it’s like (and how
• Ask students in feedback to say which sounds were to pronounce the name). Organize students into groups
difficult (see notes). Then practise them again. to tell other pairs about the town they have chosen. Make
your own list or use the one that follows: Aberystwyth,
Audio script Wollongong, Timbuktu, Antofagasta, Luang Prabang.
1 coast, on the coast
2 historic, a historic town
3 culture, famous for its culture TEACHER DEVELOPMENT 7: DEVELOPING
4 climate, the climate’s lovely SPEAKING SKILLS
5 public transport, good public transport Go to page 223 for information and advice.
6 crime, crime is getting worse
7 financial, a big financial area
8 crops, grows lots of crops
9 pollution, the pollution’s really bad
10 building sites, there are lots of building sites
7B A big move
Pronunciation notes
Note the consonant / vowel linking at word boundaries Student’s Book pages 70–71
when saying these phrases in natural speech (e.g. lots of).
Most of the words in Exercises 8 and 9 have stress on the IN THIS LESSON, STUDENTS:
first syllable. Here are the exceptions: pollution, museum, • discuss what’s good / bad about living in different
historic, financial places
Help students to note stress by asking them to mark • read about where different people have moved to
the stress on key words you are teaching. Ask them to • discuss statements about home and family
underline the stressed syllable or put a dot over it. • talk about rules, abilities and possibilities
climate historic
As you model and drill words, signal the stress by using
your fingers, e.g. for financial, hold up three fingers of READING
one hand, and point to the second finger with your other AIM
hand to signal the stressed syllable. to give students practice in reading for specific
information; to do a jigsaw reading that creates an
information gap and lots of spoken interaction
TEACHER DEVELOPMENT 5: DRILLING FOR
PRONUNCIATION 1 Start by asking: What sort of building do you live in?
Go to page 222 for information and advice. Elicit words to describe where we live. For example:
a block of flats / an apartment block, a detached /
10 Organize the class into new pairs to think of and semi-detached house, a terraced cottage, a mansion,
discuss an example for each of the places. Monitor and a palace, a hut, a caravan, etc. Check the words in the
help students with ideas. At the end, feed back briefly places (1 to 6): university halls of residence = a building
by asking different pairs to tell you about a place they with rooms and facilities for students; a retirement
talked about. home = a building for elderly people which has rooms

Unit 7 Your place 101

 and care; a retirement village = where old people live Ucalearn.com
Reyna
in a community in their own homes; a shared house 1 just south of the capital, Manila (in the Phillipines)
= a house where people rent different rooms or rent 2 retirement home / village
the house together; a studio flat = a small flat often 3 her husband died, she didn’t want to stay in her
with one main room plus a bathroom. house, too many memories
• Organize the class into pairs to discuss the questions. 4 good: own room, doesn’t have to do anything,
goes on day trips, visits family regularly, staff are
Example answers wonderful, they look after her, polite and kind
1 Good: meet people, lots of parties, share facilities, bad: none mentioned
often cheap; Bad: lack of privacy, people you don’t
Jon
like, noisy
1 Khartoum, the capital of Sudan, in north-east Africa
2 Good: great view, quiet and peaceful; Bad: long
2 building own house
way up especially if the lift breaks
3 got a job as an archaeologist then met future wife
3 Good: free food, no bills, free cleaning and tidying;
4 good: wife, low cost of living, simple life, grow crops,
Bad: no privacy, can’t bring friends home
go fishing, beautiful (life)
4 Good: people to talk to, help and support and
bad: none mentioned
security if needed; Bad: fees can be expensive, you
might not like the people in the community
5 Good: cheap, shared jobs, meet people; Bad:
MEDIATION
flatmates do annoying things, lack of privacy
Mediating a text
6 Good: small and cheap, often in city centre; Bad:
too small In Exercise 3, students have to simplify or
summarize a text to help someone else
understand it. Students also have to relay
Culture notes
specific information – i.e. tell others what the
A hall of residence is usually a purpose-built block of key points are in a text, using clearer or simpler
rooms or apartments built for students. Many are built language, or a different language.
on a university campus so that they are close to places of
After completing Exercise 3, ask students to
study. They may involve individual or shared rooms off a
reflect. Ask: How well did you get across key
corridor with a shared bathroom and kitchen. However,
information? How well did your partner explain
nowadays, many have their own bathroom and others
key information in their text? How clearly did
are organized in smaller units so that a small number of
you understand your partner’s text by the end?
students share a kitchen and shared communal space. In
the UK, where many students leave home to study, halls
of residence are common places for students to live. TEACHER DEVELOPMENT 9: MEDIATION
Go to page 224 for information and advice.
2 Organize the class into groups of four – two As and
two Bs. Tell the students that they are each going to 3 M Mix the pairs in each group so that As are with
read two pairs of stories, but that As will read different Bs. Ask students to take turns to ask and answer the
stories to Bs. Make sure students find their stories and questions from Exercise 2 with their partner. Encourage
have time to read the questions. them to ask follow-up questions to make sure they both
• Students read and answer questions. Pair students who understand the content of their partner’s texts. Ask
have read the same stories to discuss their questions. students to decide which person made the best move
and explain why.
Answers
Dong Mei Managing a jigsaw reading
1 Wales Jigsaw readings require carefully-planned management.
2 halls of residence Start by splitting the class in half. The left-hand side of
3 to do a masters the class should be As and the right-hand side Bs, or the
4 good: shared kitchen is a good place to make front As and the back Bs, or simply go round the room
friends; she’s more confident, can come home late and say AA / BB / AA / BB / AA / BB, etc. to pairs around
bad: has to share a bathroom, people leave it dirty the class.
Reo • Tell the As to read their texts and the Bs to read theirs.
1 Curitiba in the south of Brazil Give them a realistic time limit to read and answer
2 an apartment on the top floor of a big block their questions.
3 had to move for work because his company • Now organize the class into pairs of As and Bs to ask
wanted him to and answer questions about their texts. Listen and note
4 good: great to learn about other places; likes the any problems and help if necessary. Give them around
place – nice apartment; getting more experience five minutes for this task.
(for his career) and learning a lot • When most people seem to have finished, stop the
bad: gets lonely and misses kids, (maybe culture / task. You could ask if anyone has any questions at this
food – because they are so different) point and answer any that come up.

102 Unit 7 Your place

4 Ask students to read their partner’s texts, and decide to compare answers. Monitor and note Ucalearn.com
how well
on the correct answer to statements 1–8. students understand the rules.
• You could ask students to discuss answers at this stage. • In feedback, elicit the students’ answers. Then ask
Encourage them to pool their understanding to reach them to check in Grammar reference 7B.
correct answers.
• In feedback elicit answers from the class. Answers
1 have to (or has to)
Answers 2 don’t have to (or doesn’t have to)
1 Jon 2 Reyna 3 Reo 4 Reyna 3 can
5 Dong Mei 6 Reo 7 Jon 8 Dong Mei 4 can’t

Language notes
EXAM-STYLE SKILLS TASKS:
Matching statements to texts In terms of form, point out that have to changes like a
regular verb: Do you have to … ? I don’t have to …
Students at pre-intermediate level are asked
to match statements to texts in a number of Can and can’t are modal verbs, so they are followed by
common exams. the infinitive without to and invert with the subject in
questions, e.g. Can we leave our bikes here?
Support students by showing them how to
address the task: In terms of meaning, you may wish to talk about a lack
of obligation or necessity when we use the negative
1 Read sentence 1 and decide what key
form don’t have to. We use this to say that there is no
information you need to find (here, key words
necessity, just a personal choice about what you do. In
are: lived for free / first left home).
contrast, we use have to when there is an obligation to
2 Scan each paragraph looking for identical do something, and can’t when there is an obligation not
or similar words to the key words. In Jon’s to do something.
paragraph, he says he didn’t pay rent (= lived Note that have to and can’t are often used when giving
for free). So, Jon is the answer to 1. rules, especially spoken rules.
3 Repeat this process with each sentence. Students
read, find key words, then scan to find a match.
TEACHER DEVELOPMENT 6: APPROACHES TO
GRAMMAR
TEACHER DEVELOPMENT 11: DEVELOPING Go to page 222 for information and advice.
READING SKILLS
Go to page 225 for information and advice. 7 Ask students to work individually to complete the
sentences. Elicit the first answer to get them started.
5 Organize the class into small groups to discuss the Ask them to compare answers with a partner before
questions. checking in feedback.
• In feedback at the end, elicit interesting views students
Answers
have shared, then explore and develop the language
1 can 2 have to 3 can 4 doesn’t have to
students used.
5 have to 6 can’t
Optional extra activity Tell students in their groups
that they are going to have to live together in a shared Optional extra activity To focus on pronunciation,
house. Students have one minute to think of questions model and drill the sentences in Exercise 7. Model how
to find out what their housemates are like (e.g. Are you to say have to / hæftə / and can /kən/ in natural speech.
a good cook? Do you like having parties? How often do Notice the way the voiced sound /v/ in have changes
you wash up?), then two minutes to ask each other their to the unvoiced sound /f/ when followed by to. It is an
questions. At the end, find out which groups would be example of assimilation. Because /t/ is an unvoiced sound,
happy to share a house. /v/ becomes /f/ to make it easier to say.

GRAMMAR Have to, don’t have to, can and

G For further guidance and practice, see Grammar
can’t reference 7B in the Student’s Book. It explains the
grammar point in greater detail, and provides written
AIM
accuracy practice.
to check students’ understanding of how to use have
to, don’t have to, can and can’t to talk about rules
and possibilities Answers to Exercises 1, 2 and 3, Grammar
reference 7B
6 Read through the information in the Grammar box 1 1 have to 2 don’t have to 3 can’t
as a class. Then ask students to look at the sentences 4 has to 5 don’t have to 6 can’t
and complete the rules. Organize the class into pairs 7 can 8 don’t have to, can

Unit 7 Your place 103

 21 Do you have to, can
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next lesson, students work together to explain the
2 Do you have to, have to, can’t words to each other.
3 don’t have to, can, can’t, have to 3 Ask students to design a vocabulary test for
4 Can, have to their classmates. Tell them to choose five new or
5 can, have to, have to, can’t difficult words or phrases and make a test – this
could be definitions for the words, or sentences in
31 have to / don’t have to
which the words are missing. Start or end lessons
2 have to / don’t have to
with a test designed by one of the students.
3 have to / don’t have to
4 can / can’t
5 can / can’t TEACHER DEVELOPMENT 15: LEARNER
6 have to / don’t have to INDEPENDENCE
Go to page 226 for information and advice.

SPEAKING
AIM
to practise have to, don’t have to, can and can’t in a
personalized speaking activity
7C Let me show you round
8 Provide two or three examples of good things and bad
things about where you live to get students started (e.g. I
have to take the bus to the city centre; I can sit in the sun Student’s Book pages 72–73
in the garden). Then give students three or four minutes
to prepare a personal list. Go round and help with ideas IN THIS LESSON, STUDENTS:
and vocabulary. • roleplay a conversation between a host and a guest
in their house
9 Organize the class into pairs or small groups of four or • discuss different ways of meeting and greeting people
five to compare ideas. In feedback, find out what pairs
• ask for permission to do things
or groups decided, open out any interesting points for
• learn some useful questions to ask when staying
class discussion, and comment on and correct any errors
with people
you heard with have to, don’t have to, can or can’t.

Optional extra activity Write up the following places

LISTENING
on the board and ask students to say what the good and
bad things are about living in each place using have to, AIM
don’t have to, can and can’t: a lighthouse, a caravan, a to listen for general and detailed understanding; to
boat, a tent. practise understanding fast speech by reconstructing
short requests

DEVELOPING LEARNER INDEPENDENCE

1 Organize the class into groups of four or five. Explain
that students should discuss what usual behaviour
AIM would be in their own culture. Ask students to work
to use bite-sized testing to test or revise together to discuss the situations. Elicit one or two
language ideas to start students off. Set a time limit to get
A key part of learning English is to revise students working with a sense of urgency.
language repeatedly and conscientiously, and a • In feedback, elicit a range of ideas and experiences from
good way to encourage that is to set short tests, different groups. Discuss any differences around the class.
or get students to set tests for each other. Bite-
2 FS Read through the information with your
sized testing is a great way of getting students
students. Use ICQs (information check questions)
to revise and test themselves without feeling the
to make sure students understand the task: How
anxiety of a more formal test.
many questions? What will you write? Which word
Set bite-sized tests after every lesson for is already given? To do this task students have to
homework. Here are some ideas: predict and guess words as well as catch them –
1 Test new grammar with a mini-challenge: e.g. give when listening, we often fill in the gaps between
students five irregular verbs (in the infinitive form) stressed words based on our understanding and feel
– they have to put them in the past then write a for a language. Getting students to do this sort of
short story using them. activity is a good way of improving their ability to
2 Test new vocabulary by giving students a handout follow conversations, and it builds their confidence.
with twenty words and phrases on it from recent • Ask students to read key words 1–6. You could elicit
lessons. Students have to organize the phrases into possible ways of asking permission from students to
‘words I know’, ‘words I think I know’ and ‘words I preview the task (e.g. Can I take your coat? May I use
don’t know’. Students think about how to explain the washing machine here? etc.).
words they know for homework. In groups, in the • Play the audio. Students listen and write what they hear.

104 Unit 7 Your place

 Audio script and answers I: Oh – sure. Slippers.
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1 Do you want me to take your coat? M: I also brought you some gifts. This is a traditional
2 Could I use the washing machine while I’m here? coffee maker from Turkey – it’s called a cezve –
and these are Turkish coffee cups.
3 Is it OK if I take my shoes off?
O: Thank you so much. The coffee maker is amazing
4 Would you like a cup of tea or coffee?
and the cups are very beautiful.
5 Is it OK if I have a shower in the morning?
M: Yes. They were expensive.
6 Do you mind if I smoke?
I: Right. Wow. Well, you really didn’t need to.
M: I wanted to. It’s part of our culture.
TEACHER DEVELOPMENT 1: INSTRUCTING
O: Well, thanks again, really.
Go to page 220 for information and advice.
I: So … um … Would you like a cup of tea or
coffee, or something to eat, Murat?
3 Put students in pairs to compare and (if necessary) M: No, no, thank you. I’m fine. Maybe just some water.
rewrite what they heard.
• You could play the audio again so students can confirm O: Sure. Come through to the kitchen.
answers. M: Thanks.
• Ask students to work with a partner to think of ways I: Are you sure you’re not hungry?
of replying to each enquiry. You could elicit one or two
M: No, really. I ate on the plane, but, er … do you
possible answers for 1 to get students started.
mind if I smoke?
• In feedback, find out how students would answer each
I: Well, actually, we’d rather you didn’t inside. I
question.
always smoke outside – although I’m trying to
Example answers give up.
Some possible responses: Yes, of course. / Please M: Of course – no problem. I’ll go out now if you
go ahead. / Sure. / Be my guest. / I’m sorry, but don’t mind.
I’d rather you didn’t. / I’m afraid you can’t at the I: You can go in the garden if you like. The door’s
moment. / No, of course not. (used to respond to Do here.
you mind …?)
M: OK, great, great.

4 Give students time to read the information.

5 Organize the class into small groups to discuss the
Remind students of the list of things in Exercise 1, and
questions. As students speak, go round and monitor, and
the list of requests in Exercise 2.
note down any interesting pieces of language you hear.
• Play the audio. Students listen and note answers.
• In feedback, elicit any interesting experiences students
• Put students in pairs to compare their answers before
may have had. Write on the board and focus on any
discussing as a class.
interesting pieces of language students used.

Answers 6 Give students time to read the information. To

1 They talk about his journey, Murat takes his shoes help students make notes, write a list of the rooms on
off, he has something to drink (water), he gives the board in the order they are mentioned, and ask
presents students to copy them and leave space to make notes:
2 We hear questions 1, 3, 4 and 6. kitchen, living room, bathroom, Murat’s room.
• Play the audio. Students listen and make notes. Tell
Audio script them to note down what comments people make
O = Oliver, M = Murat, I = Isabel about each room.
O: Hi there, Murat. Come in, come in. • Put students in pairs to compare their answers, and
help each other add to their notes.
M: Oliver, good to meet you finally.
• Play the audio a second time. Students add to their
O: This is my wife, Isabel. notes and check with a partner again before discussing
I: Welcome. Nice to meet you. How was your journey? as a class.
M: OK, but very long. • In feedback, you could elicit and build up a mind map
on the board of comments written next to each room,
I: I can imagine. Anyway, you’re here now. Do you
or you could ask students to come and write things
want me to take your coat?
they heard on the board.
M: Oh, yes. Thank you.
O: You can just leave your bag and things over there Example answers
for now. Work with students’ answers. But here are key
M: OK. Is it OK if I take my shoes off? comments:

I: Yeah, of course. You don’t have to, though. Kitchen: Please help yourself to food. / Could I use
the washing machine while I’m here?
M: I’ve brought some – what do you call them?
House shoes? I’ll find them. Living room: You’re welcome to watch TV

Unit 7 Your place 105

Study: a mess
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M: Oh, no, I didn’t mean … I’m sure you’re very good
Bathroom: The shower is new. It was actually installed parents.
last month. We share it. I: We try. So, this is your room.
Is it OK if I have a shower in the morning? Of course. I’ll M: Wow, it’s lovely!
get you some towels in a moment. Just go in if it’s free. I: So, you can use these drawers and there’s space in
(Murat’s) room: Oh, it’s so lovely. / So, you can use the wardrobe for you to put some things.
these drawers and there’s space in the wardrobe for M: Thank you.
you to put some things. / Will you be warm enough?
I: Will you be warm enough? I can get you a
I can get you a blanket if you want.
blanket if you want.
M: Oh, no. I’ll be fine. It was minus five degrees in
Audio script Kars this morning.
O = Oliver, M = Murat, I = Isabel I: Minus five? Wow. I’m sure you’ll be OK then.
O: Oh, gosh, sorry! I forgot to tell you about Ness.
Did she scare you? Optional extra activity If your students are staying
M: A little. (or have stayed) with host families, ask them to take a
minute to remember as much as they can from the first
O: She won’t hurt you. I promise. She’s very friendly.
conversation they had with their hosts on arriving. Ask:
M: I’m sure, but maybe I’ll go out the front next time. What did you say? What did they say? How did you
O: Sorry. feel? What felt strange about the experience? Students
I: Let me show you round the house. could share ideas as a class or in groups. If your students
haven’t had this experience, they could talk about staying
M: OK, yes. Thanks.
with someone else more generally.
I: So you’ve seen the garden and, as you can see,
this is the kitchen. Please help yourself to food
whenever you want. GRAMMAR Will / Won’t
M: Could I use the washing machine while I’m here? AIM
I: Oh, we’ll do it for you if you like. to check students’ understanding of how to use will /
M: Oh, really? Are you sure? won’t + verb to talk about future actions or give
opinions about the future
I: Of course.
M: Thanks. 7 Read through the information in the box as a class.
I: So, this is the living room. You’re welcome to • Ask students to match the example sentences to the
watch TV, but you’ll probably have to watch headings 1–4. Then ask students to compare their
Formula One as that’s all our son Theo really answers with a partner. Monitor and note how well
watches – when he’s not playing video games. students understand the rules.
• In feedback, elicit the students’ answers. Then ask
M: Oh right. Like my little brother. And here?
them to check in Grammar reference 7C.
I: Oh, that’s the study. It’s a mess! OK, we won’t go
in there. So, come up the stairs ... The toilet’s in Answers
here. It’s a bit, er, funny. Look – you need to press offer: b, e
here for the water … Like this. predictions: c, f, g
M: Oh, right, OK. Quickly. decision: d
promise: a
I: This is the bathroom. The shower is new – it was
actually installed last month.
M: Very nice. Can I use it? Language notes
I: Yes. There’s only one bathroom. We share it. In English we use the modal verbs will and won’t plus the
infinitive without to when making offers and promises,
M: OK. So, is it OK if I have a shower in the morning?
and giving opinions.
I: Of course. I’ll get you some towels in a moment.
We tend to use will / won’t when making spontaneous
Just go in if it’s free. There’s a lock on the door.
decisions. Compare We won’t go in there! (a decision
OK, this door is our room and that’s Theo’s.
made at the moment of speaking) to We’re not going to
M: How old is he? Spain this summer (a decision made before speaking).
I: Sixteen. As well as offers, promises and opinions, will and won’t
M: Yes? Like my baby brother. He’ll remind me of are also used in other comparable functional contexts –
home. making threats (I’ll tell your mum if you do that!) and
I: I hope not. He’s very messy! giving warnings (Be careful – it’ll fall), for example.
M: Oh, really? Actually I think my brother is quite tidy.
My mother is very strict with him. 8 Ask students to complete the sentences. Elicit the first
answer to get them started.
I: Yes, maybe we’re too soft.
• Put students in pairs to compare answers.

106 Unit 7 Your place

• In feedback, ask students to refer to the rules to justify Ucalearn.com
them to think of two more useful things a guest or
their answers and say what use of will is being shown host might say or ask.
in each sentence.
Answers
Answers 1 i 2 g 3 j 4 a 5 c 6 b 7 d 8 f 9 e 10 h
1 ’ll carry 2 ’ll make 3 won’t be
4 ’ll bring 5 ’ll show 6 ’ll give 11 Ask students to work in pairs to prepare sentences.
7 won’t need 8 ’ll have You could put pairs together to make groups of four to
share ideas before feedback as a class.
9 Organize the class into pairs to prepare and practise • In feedback, elicit one or two ideas from each pair.
the conversations. Tell students to exchange roles, so
student A starts the first conversation, and student B Example answers
starts the second, etc. Make sure you lock your bike.
• Ask a few pairs to act out their conversations for the
Can you please leave your boots outside.
class. Use the opportunity in feedback to correct errors
and comment on language use. Help yourself to paper.
You can hang your clothes in the wardrobe.
G For further guidance and practice, see Grammar
reference 7C in the Student’s Book. It explains
Optional extra activity 1 You might do a memory test.
the grammar point in greater detail, and provides
written accuracy practice.
First get all students to close their books. You say a key
word or phrase from Exercise 10 (e.g. take off) and ask if
any student can remember the whole sentence. Once you
Answers to Exercises 1 and 2, Grammar reference 7C
have demonstrated the task, give students a few minutes
1 1 ‘ll do
to try to memorize the sentences before testing each
2 won’t be
other. One student says a word from the box. The other
3 ‘ll just save
student guesses.
4 ‘ll be, won’t finish, ‘ll probably go
5 ‘ll do, ‘ll do Optional extra activity 2 Ask students to work in pairs
6 ‘ll lend, won’t need, won’t lose to think of:
7 ‘ll be • two other things you might borrow from someone /
8 ‘ll go, won’t get back, ‘ll be lend someone.
2 1 I hear you’re moving house tomorrow. I’ll help • two other things you need to make sure you lock.
you if you like. b) an offer • two other things you can take off.
2 Thanks again for getting the tickets. I’ll transfer • where else you can show people round.
you the money later today. a) a decision d) a • what else you might hang in a house.
promise • when you might clear the table.
3 Everything looks delicious, but I think I’ll have the
mushroom risotto. a) a decision
4 There’s something wrong with the washing SPEAKING TASK
machine. Will you look at it when you have a AIM
minute? c) a request to develop students’ speaking skills in an extended
5 We need some milk. I’ll go and get some. a) a fluency-based activity; the task has a goal, an
decision intended outcome and requires mediation, and
6 You’ve worked hard. You’ll pass the exam easily. it encourages students to use all their language
You won’t fail, that’s for sure. e) a prediction resources in English to successfully complete it
7 I think it’ll be a close game. But I think Brazil will
win. e) a prediction
MEDIATION
Mediating concepts
VOCABULARY Staying with people In the roleplay in Exercise 12, students have to
AIM communicate and collaborate with people who
to introduce and practise phrases used when staying may be very different linguistically or culturally.
with people They contribute to an intercultural exchange,
using simple words to ask people to explain
10 Ask students to match the sentences individually. things and to get clarification of what they say,
Elicit the first answer to get them started. Ask students while exploiting a limited repertoire to express
to compare answers in pairs. Tell students that they agreement, to invite, to thank, etc.
can use a dictionary or ask you for help if they need to
After completing Exercise 12, ask students to
check the meaning of any words.
reflect on how they did the task. Ask: How well did
• As you go through the answers, you might ask
you communicate? How did you deal with
students who says the sentence – the host or the
problems?
guest (sentences 1, 2, 3 and 6 are spoken by the
guest, the others by the host). You might also ask

Unit 7 Your place 107

12 M Organize the class into pairs and ask them to read Ucalearn.com
their roles carefully on page 73 of the Student’s Book
(for As) or page 192 of the Student’s Book (for Bs).
Ask students to prepare things to say individually.
Monitor and help with ideas at this stage.
• When students have prepared things to say, ask them
to roleplay the conversation. Ask fast finishers to
exchange roles and practise again. Alternatively, ask
students to change partners and roleplay the situation
with two or three other students.
• As students speak, go round and monitor, and note
down any interesting pieces of language you hear.
• Once you have fed back on content, explore and
develop the language students used.

Optional extra activity Ask students to make a list of

things that a foreign visitor would find unusual if they
came to stay at their house. Ask different students to
present their ideas to the class.

TEACHER DEVELOPMENT 13: DIFFERENTIATION

Go to page 226 for information and advice.

MY OUTCOMES
AIM
to reflect on what students have learned and on
how to improve in a personalized speaking activity
• Give your students time to read the questions and
prepare things to say. You could tell students to
make a few brief notes.
• Organize the class into pairs or small groups.
Give students five to ten minutes to discuss the
questions.
• In feedback, ask a few pairs to tell the class what
they said. Alternatively, you could have a class
discussion in which groups share the ideas they
have, and comment on each other’s ideas.
• Follow up by setting a task for homework. See the
Teacher development section for ideas. Following
this activity, you could, for example, ask students
to make a list of useful phrases and expressions
from the lesson to learn.

TEACHER DEVELOPMENT 16: MY OUTCOMES

Go to page 227 for information and advice.

For further practice, use Communicative activities 7.1

and 7.2 on pages 240–241.

108 Unit 7 Your place

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8 Always learning
• Once you have given feedback on content, explore and
IN THIS UNIT, STUDENTS: develop the language students used.
• ask and answer questions about their learning
experiences
Language and pronunciation notes
• discuss the pros and cons of online learning Point out the main stress: computing, economics,
• discuss their experience of, and beliefs about, geography, history.
school Point out the difficult pronunciation: design /dɪˈzaɪn/,
languages / ˈlæŋgwɪdʒɪz/, science / ˈsaɪəns/.
You could follow with a focus on the pronunciation of ‘g’
SPEAKING (pronounced /dʒ/ and /g/ in geography; pronounced /gw/
and /dʒ/ in languages; silent in design).
AIM
to set the scene and introduce the theme with a Maths is British English. In American English, speakers say
photo; to get students talking about school subjects math.
and their educational experiences
Optional extra activity In a small class, extend the
Optional lead-in activity Tell students to look at the pairwork in Exercise 2 into a mingle. Students go round
unit title and photo. Ask: What do you think this unit and ask each other about their school experiences.
will be about? What words and phrases can you think
of connected with this topic? What situations connected
with this topic do you hope to practise? TEACHER DEVELOPMENT 1: INSTRUCTING
Go to page 220 for information and advice.
1 Start by telling the class that in this unit they’re going
to be learning how to talk about academic experiences
and the education system in their country; they will
practise talking about future situations and expressing
surprise.
• Ask students to look at the photo on pages 74–75. Ask: 8A Get the grades
What can you see? Elicit a brief description of the photo,
and introduce any key words students might need.
• Organize the class into pairs to discuss the questions. Student’s Book pages 76–77
Go round the room and check students are doing the
task and help with ideas and vocabulary if necessary.
• In feedback, ask different pairs to tell the class what IN THIS LESSON, STUDENTS:
they discussed. • ask and answer questions about their learning
• Once you have given feedback on content, look at experiences
good pieces of language that students used and pieces • learn new ways of talking about education
of language students didn’t quite use correctly during • practise listening to conversations about school and
the activity. university
• look at different ways of responding with surprise
Example answers
Work with your students’ answers. The photo
shows a young teacher helping two elderly ladies VOCABULARY Stages of education
in a computer laboratory. The two ladies could be
learning how to work with computer programs, or AIM
they could be communicating online. They might to introduce and practise chunks of language used
even be learning a foreign language (they have to describe stages of education
headphones and microphones).
1 Ask students to complete the sentences. Start them off
2 Mix the pairs so that students are working with by eliciting the missing words in the first sentence. If
someone new. Check the meaning of the subjects in students find it difficult, point out that they should be
the box and drill them for pronunciation. Ask students able to guess the answers by looking at the context.
to discuss the subjects. Go round the room and check Ask students to compare their answers in pairs before
students are doing the task and help with ideas and discussing as a class.
vocabulary if necessary.

Unit 8 Always learning 109

 Answers
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TEACHER DEVELOPMENT 5: DRILLING FOR
1 primary school 2 secondary school PRONUNCIATION
3 left school 4 year off Go to page 222 for information and advice.
5 do a degree 6 first year
7 finish university 8 final exams
9 do a course
3 Organize the class into groups of four or five to
discuss the questions. In feedback, elicit some of the
more interesting opinions or experiences students
Culture notes talked about, and comment on good examples of
In most schools in the UK, you attend primary school language use.
between the ages of about 5 and 11, and secondary
Example answers
school from the age of 11 to 16. You used to be able
Work with students’ ideas.
to legally leave school at 16, but it is now compulsory
to stay in some form of education to the age of 18. Taking a year off is popular in the UK. People go
Students may stay at secondary school, or may go to a travelling, work for a charity at home or abroad, get a
Sixth Form College or other school for 16 to 18 year olds. job to save money for studies, and do voluntary work.
In the US, similar stages are called elementary school Good: can start work and earn money, can do
(roughly 5–11), middle school or junior high (11–15) and vocational training and learn a trade.
high school (15–18). Bad: miss out on academic qualifications and
Point out that do a degree = do a university course that university, miss out on professional job opportunities.
leads to a degree (e.g. a university qualification); do a
course is more general, and may or may not lead to an Optional extra activity Ask fast finishers to think
academic qualification (e.g. do an evening course in of another question to ask their class, using one of
flower arranging for fun). the phrases in Exercise 1 (e.g. What do you remember
about your first year at university? When did you finish
Optional extra activity If your students are in (or about university?). Students can use the questions to ask the
to be in) higher education, you could extend the vocabulary class at the end.
here to more specific phrases they may find useful: graduate
from university, do a Master’s, pass / fail exams. Ask students
LISTENING
to use the phrases to describe their own experience.
AIM
to practise listening to hear the questions speakers
TEACHER DEVELOPMENT 4: LEARNING AND
use and for specific information
CHECKING NEW WORDS
Go to page 221 for information and advice. 4 Ask students to read the information and the
questions. Play the audio. Students listen and note
2 P Play the audio. Pause so students have time to answers. Ask students to compare answers in pairs.
repeat all the words and phrases. In feedback, elicit answers.
• Ask students to work in pairs to say what phrases were
hard to say. Answers
• Play the audio again. This time, ask different individual Conversation 1
students to listen and repeat each phrase. Pause the 1 Spanish, Art, History
audio if students have problems saying the words, 2 Spanish and Art are his favourite subjects;
and focus on the problem. You could also model the History’s OK (some bits are good)
pronunciation of difficult words yourself. Conversation 2
1 Maths
Audio script 2 Yes (my teachers are great. Everybody has been
1 primary school, start primary school very helpful.)
2 secondary school, at secondary school Conversation 3
3 left school, I left school when I was 16 1 a course in project management
4 a year off, I’m taking a year off 2 Yes (It’s quite interesting – and I think it’ll be useful
5 do a degree, do a degree in Law in the future.)
6 first year, in her first year at university
7 finish university, when I finish university
8 final exams, I’ve got my final exams next term Audio script
9 do a course, I’m planning to do a course 1 A: So, how’s school, Ollie? Your father told me
you’re doing well.
B: It’s OK, I suppose. Some bits are good.
Pronunciation notes A: Yeah? What are your favourite subjects?
Point out linking between consonant and vowel sounds, B: Spanish and Art. And History’s OK as well.
and practise the intrusive /w/ between ‘do’ and ‘a’ and A: And what year are you in now?
intrusive /j/ between ‘degree’ and ‘in’. B: Year eleven.

110 Unit 8 Always learning

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A: So, how long have you got left?
B: Well, if all goes well, I’ll have two more years. 1 how’s
A: What are you going to do when you leave 2 are your
school? Any plans? 3 have you got
B: Well, if I can save enough money between now 4 you leave school
and then, I’ll try and take a year off. Maybe go 5 are you doing
travelling. Dad doesn’t want me to, though. 6 are you in
A: No? 7 you finish university
B: No, he just wants me to go straight to university 8 applied anywhere
and study Business or something … and then 9 work going, enjoying it
when I finish, I can become just like him! 10 that involve
A: Yeah, well. He’s probably just worried about 11 the course last
you.
B: Yeah, right. Whatever! 6 Organize the class into pairs to discuss the answers
2 C: So, what degree are you doing, Pep? to the questions. They should try and remember as
D: Maths. much as they can before checking. To check, you could
C: Wow! OK. That sounds hard. either play and pause the audio a third time or you
D: Yeah, it can be, but I’m really enjoying it. To be could ask students to look at the audio script.
honest, the most difficult thing for me is doing
the whole degree in English, but my teachers Answers
are great. Everybody has been very helpful. Conversation 1
C: What year are you in? 1 It’s OK, I suppose. Some bits are good.
D: My third, unfortunately. I’ve got my final exams 2 Spanish and Art. And History’s OK as well.
next April! 3 If all goes well, I’ll have two more years.
C: Oh, OK. Well, good luck! 4 If I can save enough money between now and
D: Thanks! then, I’ll try and take a year off.
C: What are you going to do after you finish Conversation 2
university? Any plans? 5 Maths.
D: Well, if I get the grades I want, I’ll probably do 6 My third, unfortunately.
a Master’s somewhere. 7 I’ll probably do a Master’s (in Maths or Physics)
C: Oh, OK. What in? The same subject? somewhere.
D: Maybe. I’m not sure. I’m thinking of maybe 8 Not yet. But I probably will in the next few weeks.
doing Physics, actually.
Conversation 3
C: Oh, right. Have you applied anywhere yet?
9 Yes, it’s great.
D: No, I haven’t, actually – not yet. But I probably
10 Making decisions about what’s most important to
will in the next few weeks.
do, planning.
3 E: How’s work going, Dhanya? Are you enjoying 11 Four days – so just till the end of the week.
it?
F: Yes, it’s great, thanks. I really like my colleagues
and my boss – and I’m learning a lot as well. TEACHER DEVELOPMENT 10: DEVELOPING
E: Well, that’s good. LISTENING SKILLS
F: Yeah. I’m doing a course at the moment, Go to page 224 for information and advice.
actually.
E: Really? What kind?
F: It’s on project management.
7 Organize the class into groups of four or five to discuss
the questions. In feedback, elicit some of the more
E: Right. OK. So what does that involve?
interesting points students made, and comment on
F: Well, today was only the second day, but we’ve
good examples of language use.
talked about making decisions about what’s
most important to do, planning, that kind of
Example answers
thing. It’s quite interesting – and I think it’ll be
Work with students’ ideas. However, here are some
useful in the future.
suggestions:
E: Sounds good. How long does the course last?
F: Four days – so just till the end of the week. Parents should decide because: they have experience,
often they are paying for it, they have expectations of
their children
5 Organize the class into pairs. Ask students to work
Children should decide because: it’s their life, they
together to complete the questions. You could elicit
won’t want to do it if it isn’t their choice, they have a
the answer for 1 to get students started.
right to make their own choices
• Students discuss and complete the questions. Then
play the audio so that students can check their Advantages of not going to university: can start
answers. You could play and pause to give students working and earning, free to do other things like
time to write the missing words. In feedback, elicit travel, can learn a trade or start a business
answers and write them on the board if necessary.

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 Disadvantages: miss out on life experience of being
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Language notes
at university, don’t get high academic qualification, The conditional clause states a situation (If I get the
many professional jobs are closed to you if you don’t grades I want, …), and the result clause states the
have a degree possible or likely result of that situation being true (I’ll
Training courses: time management, computer skills, probably do a Master’s).
how to manage other people, etc. Students get confused about the form, notably by
using will / won’t in both clauses. Make sure students
Optional extra activity Organize a class debate on are clear that the present form is always used in the if
the advantages and disadvantages of not going to clause.
university. Split your class into two groups – one must A comma is typically used to separate the two clauses
think of five advantages, and the other must think of when the if clause comes first.
five disadvantages. Ask two speakers from each group to
present their arguments. Encourage students from each
group to ask questions about the issues raised. Then have TEACHER DEVELOPMENT 6: APPROACHES TO
a class vote and find out which group made the most GRAMMAR
convincing arguments. Go to page 222 for information and advice.

DEVELOPING CONVERSATIONS 10 Ask students to complete the sentences with the

Showing surprise correct forms. Elicit the first answer to get them
started. Ask students to compare their answers in pairs
AIM before discussing in feedback.
to introduce and practise saying Yeah? Really? or
No? to show surprise Answers
1 need, ‘ll work
8 Read through the information in the box as a class. 2 pass, ‘ll help
• Ask students to work in pairs to practise the 3 don’t get, ‘ll retake
conversations. It is a good idea to model this activity 4 don’t get, won’t get into
first with your class. Ask them to listen to and repeat 5 won’t look at, send
Really? Yeah? or No? Model the correct intonation 6 will … do, don’t get; happens, ‘ll probably just start
pattern (an exaggerated rise to show surprise and
interest). Then say: I didn’t really like English when I
was at school, and nominate a student to reply with 11 Organize the class into pairs. Ask them to improvise
No? or Really? Then invent a reason or explanation and practise endings. You could model one with a
(e.g. I preferred French or There were too many words reliable student to get the class started. Monitor and
to learn). note how well students use the form. Pay attention
• Once students have the idea, ask them to practise to whether students are using will / won’t or the
in pairs. Monitor and correct any problems with present form correctly. Correct any problems with
pronunciation. pronunciation, and note errors of form which you
could feed back on at the end of the activity.
Optional extra activity Ask fast finishers to come up
with other negative sentences from which to initiate Example answers
conversations. Ask them to have a conversation and 1 If everything goes well in the next few months, I’ll
use Really? as well as No? to reply to their partner’s move to Spain / get a new job / pass my exams.
statement. 2 I’ll call you if you like / I have time later.
3 If I can save enough money, I’ll go on holiday / buy
a new car.
GRAMMAR First conditionals 4 I’ll probably start looking for a new job if I finish
AIM the course / I move house.
to check students’ understanding of how to form 5 If I fail my final exams, I’ll be upset / I’ll take them
and use the first conditional again.
6 You won’t get better at English if you don’t do
9 Read through the information in the box as a class. homework.
Then organize the class into pairs to look at the 7 If I have enough time this weekend, I’ll paint the
example sentences and choose true or false to bathroom.
complete the rules. Monitor and note how well 8 Our education system won’t improve if we don’t
students understand the rules. invest money in it.
• In feedback, elicit the students’ answers. Then ask
them to check in Grammar reference 8A. G For further guidance and practice, see Grammar
reference 8A in the Student’s Book. It explains use
Answers and form in greater detail, and provides written
1 T 2 T 3 F (if can go at the start of the second clause) accuracy practice.

112 Unit 8 Always learning

 Answers to Exercises 1, 2 and 3, Grammar Is there anything about that courseUcalearn.com
of study you
reference 8A could use to help you learn English? If so, what?

1 1 d 2 b 3 e 4 f 5 c 6 h 7 a 8 g 2 Think of a teacher you liked. What was special

about the teacher? What qualities did the
2 1 ‘ll be, gets
teacher have?
2 work, ‘ll probably finish
What qualities are useful in a teacher?
3 go, will you study
4 ‘ll meet, are 3 Think of something you have achieved in life.
It could be in your job or in your personal life.
3 1, 2, 4 and 6 are incorrect
It could be a hobby, musical instrument or
1 If I go
sport you are good at.
2 You won’t do well
4 I’ll send it you How did you achieve what you did? What
6 If I don’t go qualities did you show?
How can you use these qualities to get better
at English?
Optional extra activity Write the following questions
on the board and ask students to discuss them in pairs or
groups: TEACHER DEVELOPMENT 15: LEARNER
What will you do if the weather’s bad this weekend? INDEPENDENCE
Go to page 226 for information and advice.
If I give you extra homework today, how will you feel?

CONVERSATION PRACTICE
AIM
to practise language from the lesson in a free, 8B Going online
communicative, personalized speaking activity

12 This is an opportunity to bring together several parts Student’s Book pages 78–79
of the lesson and for students to practise using first
conditionals. IN THIS LESSON, STUDENTS:
• Give students a short amount of preparation time to • discuss the pros and cons of online learning
think of what to say, but, essentially, allow students to • use parts of a text to show why particular answers
decide what to say and how much to say. are correct
• Organize the class into pairs to practise. Set a short • learn to describe online problems
time limit. Monitor closely as students speak to note • share ideas about the effects of going online
how well they use the new language. After a few
minutes, ask one student in each pair to move on in a
clockwise direction to start a new conversation with a
new partner. Alternatively, do this activity as a mingle.
READING
• Once you have fed back on content, explore and AIM
develop the language students used. to read for specific detail while doing a multiple option
exercise; to work out the meaning of words in context
TEACHER DEVELOPMENT 7: DEVELOPING
SPEAKING SKILLS 1 Start by writing online learning or an online classroom
Go to page 223 for information and advice. on the board, and ask for definitions (= studying as
a class when everybody is in different places using a
computer). Ask: Have you ever studied in this way?
DEVELOPING LEARNER INDEPENDENCE How was the experience?
AIM • Ask students to read through the questions first, and
to encourage building on prior learning and life prepare things to say.
experiences • Ask students to discuss the questions in pairs.
Adult students will have a range of interesting life • In feedback, elicit a few suggestions, but point out
experiences and skills, as well as plenty of experience that the article students will read has answers to the
of studying and learning in other contexts, that questions.
they can draw on and share in class. The worksheet
below aims to explore your students’ prior learning Example answers
and life experiences, and get students to think about Students
how they can apply these to learning English. Good: don’t have to travel to lessons; can study in
The Life and Study Worksheet own comfortable space; have time to prepare for
1 Think of a course of study you really enjoyed. It lessons; students today enjoy using technology
could be from school, university or a practical Bad: lose the social side of things; technical problems
course you took. What do you remember of it? for learners; too much time looking at a screen
What made it enjoyable or useful?

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Good: don’t have to travel to lessons or waste time 1 huge = very big
between lessons; can teach in own comfortable 2 face-to-face = here, when you are in the same
space; can use technology to give students individual place and can see and speak to each other
attention 3 permanent = lasts forever
4 material = here, the things they have to study
Bad: don’t get to know students without face-to-
5 complaint = when you say you are unhappy with a
face social side outside of class; technical problems
situation or a thing
Parents 6 tools = something that helps you with an activity
Good: don’t have to travel to lessons; students at 7 slows down (their connection) = makes their
home connection slower (so the image is less clear or stops)
Bad: have to provide space at home; problems with 8 solve = find a solution or answer (to a problem)
kids on internet too long and not getting exercise; 9 encourage = if you encourage someone, you say
technical problems positive things so they try harder or do their best

2 Ask students to read the article and note or underline 4 Start by working through 1 with your class. Ask
problems and solutions. students to read the three options and say which
• Ask students to compare answers in pairs. sentence they think is correct. Then tell students to
• In feedback, elicit suggestions. There is no need to go skim the article to find evidence to support or disprove
through every problem and solution – just see what the option. Tell them to underline the part of the
students noticed. article that shows the answer.
• Tell students to use the same technique to work out the
correct option for 2–5. Ask students to compare answers
Answers
in pairs before going through answers as a class.
Problem: students don’t have enough time to study
and think about material; Solution: Online study Answers
gives them time to do this. 1b (In 2020, huge numbers of people started
Problem: studying online, you lose the social side of studying online … Birgit Fassbender describes the
things; there’s less human contact and so learning highs and lows of her new life online.)
can be boring; Solution: try to make sure students 2c (It’s very important that students have enough
use all the tools available to them – I send them time to study and think about the material.)
sound and video files, recommend different apps, 3a (I also try my best to allow a range of different
make quizzes for them, and so on. This helps keep options.)
things interesting and stops students getting bored. 4c (I have found ways of getting the group to work
I also try my best to allow a range of different well together … I encourage students to send
options: for example, I provide homework as a emojis to show me how they’re feeling. All of this
written text, a video and a PowerPoint, while helps us connect and build better relationships.)
students can answer using video, voice messages or 5b (Their comments also help me improve things for
text in the chat box. the next group of students.)
Problem: some students can’t join the room for
whatever reason; students can’t turn on their
webcams as this slows down their connection; the EXAM-STYLE SKILLS TASKS:
batteries on their phones run out and they can’t Multiple-choice options
charge them anywhere; they freeze or disappear Students at pre-intermediate level are asked to
mid-sentence or they miss what someone has said. choose multiple-choice options in a number of
All of this means it can be hard to create a good common exams.
feeling in the group.
To do this task effectively, students at this level
Solution: ways of getting the group to work well
need to do the following:
together (include) I get to our meetings early,
and chat as much as I can; I always use students’ 1 Read all the sentences and options carefully and
names – even when I can’t see their faces; I decide exactly what information they need to
encourage students to send emojis to show me find. For example, Birgit Fassbender has always
how they’re feeling. All of this helps us connect worked online: they need to find information
and build better relationships that says she has done this or hasn’t done this.
2 Skim the text to find evidence to support or
disprove each option. They could underline
3 Organize students into pairs to find the words in bold.
the part of the article that shows the answer.
Encourage them to use the context of the sentence to
(e.g. In 2020, Since then and her new life
work out the meaning.
online are parts of the text that disprove 1a.)
• Once students have had a go at working out the
meaning and explaining it to their partner, tell them to 3 Tell students to look for synonyms or
check in their dictionaries. antonyms (opposites), or different ways of
saying the same thing.

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TEACHER DEVELOPMENT 11: DEVELOPING Optional extra activity Ask students which of the
READING SKILLS following they have done, and ask them to describe the
Go to page 225 for information and advice. situation.
1 failed to join an online meeting / lesson for technical
problems
5 Organize the class into small groups to discuss the 2 felt confused or left out during an online meeting /
questions. In feedback, you could ask different
lesson
individuals to tell the class what their group talked
3 had a really positive experience during an online
about, and open up any interesting opinions or
meeting / lesson
experiences for class debate.

Example answers 8 Give students one minute to look at sentences 1–5

1 It doesn’t talk about being in your own space and a–e and try to memorize them. Then put
and not having to travel; It doesn’t talk about students into A / B pairs. Tell Bs to close their books.
lacking the materials and resources you find in a Tell As to read out their sentence and prompt B to
classroom. reply. Tell them to help by providing the first word
if B isn’t sure what to say. Alternatively, you could
4 In many countries, Zoom became the go-to
write the five words in bold from a–e on the board
platform during the coronavirus pandemic of
for Bs to use as prompts.
2020 and 2021; alternatives include Google Meet,
• Ask students to change pairs and repeat the exercise.
Microsoft Teams, Skype and Livestorm.
Bs read sentences 1–5 and A has to remember and
reply. At the end, find out which students got the most
responses correct.
VOCABULARY Online problems
AIM 9 Mix pairs. Ask students to improvise conversations. At
to introduce and practise phrases used to talk about the end, ask three or four pairs with good ideas to act
online problems out a conversation for the class.

6 Students match sentences. Elicit the first answer

to get them started. Ask students to compare
SPEAKING
answers in pairs. In feedback, check the new words AIM
by providing further definitions or examples (see to get students comparing and giving opinions about
Language notes). online experiences in a discussion

Answers 10 Organize the class into pairs. Tell pairs to quickly

1 d 2 e 3 c 4 b 5 a decide which three or four areas they wish to talk
about. Then tell students to prepare ideas individually.
Give students two or three minutes to prepare. If
Language notes students are short of ideas, help with suggestions.
1 lose (a connection) – if you lose someone (online), their
connection goes down so you can’t see or hear them 11 Ask students to compare and discuss their ideas with
2 accept = here, an icon which allows a person to join their partner.
an online meeting • In feedback, ask different pairs to tell the class what
3 running out = losing power they discussed. Once you have given feedback on
4 join = become a member of or (here) have your image content, explore and develop the language students
on the screen and be able to hear and speak to the used.
online group
5 webcam = the camera on your computer Optional extra activity Ask students to design a poster
a re-install = put the app or program in again for one of the areas discussed. The poster should list
b recognize = here, digitally understand it to allow you good and bad changes as bullet points.
to enter
c charge = plug it in so that it is powered by electricity
TEACHER DEVELOPMENT 8: FEEDBACK ON
d missed = didn’t hear correctly
CONTENT, LANGUAGE AND ERRORS
e (you) disappeared = I couldn’t see you
Go to page 224 for information and advice.

7 Ask students to work individually first to prepare their

ideas. Organize the class into groups of four or five TEACHER DEVELOPMENT 17: USING OUTCOMES
to discuss the questions. As students speak, go round IN AN ONLINE CLASSROOM
and monitor, and note down any interesting pieces of Go to page 227 for information and advice.
language you hear.
• At the end, look at good pieces of language that
students used and pieces of language students didn’t
quite use correctly during the activity.

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 Ucalearn.com
Optional extra activity Ask students to close their eyes
and remember their first morning at primary or secondary
8C A good system school. Tell them to remember how they felt, what they
did, which teachers and students they first met, and what
their classroom was like. Ask students to open their eyes
and tell their partner as much as they can about their first
Student’s Book pages 80–81
morning.

IN THIS LESSON, STUDENTS:

• discuss their experiences of, and beliefs about, LISTENING
school
• practise hearing the way words link AIM
• use specific information to decide if statements are to give students practice in listening for general and
true or not specific information
• compare different situations in the past and present 2 Organize the class into groups of four or five to look
at the photo and discuss the questions. Go round the
room and check students are doing the task and help
VOCABULARY At school with ideas and vocabulary if necessary.
• In feedback, ask different pairs to tell the class what
AIM they discussed. Once you have given feedback on
to introduce and practise phrases connected with content, explore and develop the language students
school used.
1 Lead in with a few questions: What sort of school did Example answers
you go to? What did you like and dislike about your
It is a primary school class and students are looking
school? What is your clearest memory of school?
at their books. The teacher is reading from a book
• Ask students to discuss the meanings of the words
and students are listening and reading.
in bold in pairs. Tell students that they can use a
dictionary or ask you for help if they need to. Once Good: discipline, control, quiet, students are
students think they know the words, ask them to studying / reading
discuss and answer the questions. Bad: a bit boring, no interaction between students

Answers
3 FS Ask students to read the information about
1 A good grade is usually an A or a B, or 8 out of
linking and the task.
10, or 90%.
• Play the audio. Students listen and write what they hear.
2 People don’t normally pay fees (= money to pay
for your education) at a state school because it is 4 FS Ask students to compare answers in pairs.
a government-funded school. • Play the audio. Students listen again and check.
3 A private school is a fee-paying school and • In feedback, elicit answers, and ask students to say
not a state school. Parents might send their what they heard. Write correct answers on the board.
children because they think they will get a better
education, be in a smaller class, get better Audio script and answers
opportunities later in life, etc. 1 look after
4 bad behaviour: bullying other children, running 2 speak it
in the corridors, talking in class; good behaviour: 3 get everything
listening to the teacher, being quiet, doing 4 crying about
homework 5 in England
5 a degree (e.g. BA, BSc, MA) 6 year of
6 Teachers or the school set tests, and students 7 years of
study for them. Other verbs with test: take a test / 8 finish at
pass/fail a test / study for a test / revise for a test 9 months off
7 tests, homework, essays 10 with exams
8 school uniform: a particular set of clothes (e.g.
trousers, shirt and jacket or blazer with badge);
people wear uniforms in the army, police, fire
Pronunciation notes
service, etc. Point out that when we link, it is almost as if the
9 A top university (e.g. Oxford and Cambridge consonant sound joins the next word. For example: loo
in the UK) is one that requires either very high kafter, spea kit, ge teverything, etc. It can make it hard
qualifications (very good grades) or requires you to to understand the word because, for example, it doesn’t
pass an entrance exam and have an interview. sound like the speaker is saying after – it sounds like
they’re saying kafter.

116 Unit 8 Always learning

5 Ask students to read the information and the Ucalearn.com
R: Oh right, it’s like high school – secondary school.
sentences. Play the audio. Students listen and choose We finish at two o’clock every day and then
the correct sentence. Ask students to compare answers we get almost three months off in the summer,
in pairs. In feedback, elicit answers, and ask students whereas in England my friends finish at four
to say what they heard to justify their answers. and they only get six weeks’ summer holiday. I
chat to my friends in England still or read their
Answers updates on social media and they say school is
c When the interviewer asks, ‘which do you prefer?’ boring too, and they get stressed with exams
she says, ‘It’s difficult to say.’ She mentions the heavy and stuff, but then they have this thing here,
workload in Spain, and some boring lessons, and in where if your teacher fails you in some subjects,
England they did more projects and arty things. But you have to repeat the whole year! I don’t like
in Spain they have longer holidays and finish the that stress.
school day earlier, at two.

Audio script
6 Organize the class into pairs to read and discuss
the sentences. Play the audio again. Ask students to
I = Interviewer, R = Rebecca
compare answers a final time after playing the audio.
I: So, how did you find school when you first
Then go through the answers and ask students to
moved to Madrid?
justify what they wrote.
R: A bit mixed, to be honest. I mean, I made friends
quite quickly and everyone was very friendly, but I
remember that to begin with, my little brother just Answers
stood in the corner of the playground watching 1 F (to begin with, my little brother just stood
everyone play. It was sad – so I sort of had to look in the corner of the playground watching
after him a bit, you know! everyone play)
I: But he made friends in the end? 2 T (There was another girl in the class who
R: Yeah. spoke English so she translated a lot at the
I: And could you speak Spanish when you first arrived? beginning.)
R: Kind of. Mum and Dad often speak it at home, 3 T (I did the last year of primary in England, but
so I could understand a bit, yeah, but in class I then I had to do it again here)
couldn’t get everything, which wasn’t much fun. 4 F (we didn’t have to do much in primary in
I: Did you have to do extra Spanish classes? England … but I often have two hours [in
R: Not really. There was another girl in the class Spain])
who spoke English so she translated a lot at the 5 T (they have five years of secondary school in
beginning. Then Mum and Dad helped me at home England, but only four here)
with my homework. And wow! We have to do so 6 T (In primary in England we had the same
much here! teacher all day, but here we changed teachers.)
I: Really? 7 T (We didn’t use textbooks much in England and
R: Yeah, I remember really crying about it when I we did more projects and arty things.)
first came because we didn’t have to do much 8 F (they say school is boring too and they get
in primary in England – a bit of reading or stressed with exams and stuff)
something. Even now my friends in England 9 F (Spain: we get almost three months off in the
complain when they have to do 45 minutes in summer; England: my friends finish at four and
secondary school, but I often have two hours – they only get six weeks’ summer holiday)
and sometimes study for tests on top of that. 10 F (only in Spain: if your teacher fails you in some
I: Wow! OK. That sounds hard. So, are classes subjects, you have to repeat the whole year!)
different?
R: Primary was, yeah. It’s funny, actually, because I
did the last year of primary in England, but then GRAMMAR Had to / Could
I had to do it again here because they have five
AIM
years of secondary school in England, but only
to check students’ understanding of how to use had
four here, so kids start when they’re twelve – not
to and could
eleven. Sorry, what was the question again?
I: Are classes different? 7 Read through the information in the box as a class.
R: Oh yeah. Well, basically, in primary in England we You may wish to remind students of the rules from
had the same teacher all day, but here we changed Unit 7 for have to (to say something is an obligation)
teachers. I really liked some, but others were really and can (to say something is allowed). Then ask
boring! Sometimes we just had to copy from the students to choose the correct forms to complete
book. We didn’t use textbooks much in England the sentences. Monitor and note how well students
and we did more projects and arty things. understand the rules. Ask students to compare
I: Right. So, which do you prefer? answers in pairs.
R: It’s difficult to say. Now I’m at instituto – • In feedback, elicit the students’ answers. Then ask
I: Instituto? them to check in Grammar reference 8C.

Unit 8 Always learning 117

 Answers Answers to Exercises 1 and 2, Grammar
Ucalearn.com
1 didn’t have to / had to reference 8C
2 could / didn’t have to 1 1 could 2 didn’t have to 3 couldn’t, had to
3 couldn’t / had to 4 had to, didn’t have to 5 could, could
4 couldn’t / had to 6 had to, didn’t have to, Did you have to
5 couldn’t / had to
2 1 couldn’t
2 had to
Language notes 3 could
4 couldn’t
Note that had to is the past form of both have to and
5 had to
must when talking about rules (i.e. things that you are
6 didn’t have to, could
obliged to do).
7 couldn’t, had to
Note that could and couldn’t can be used to express 8 had to, Did you have to
ability (Could you speak Spanish?) and possibility in the
past (we couldn’t wear jewellery).
Optional extra activity Ask students in pairs to prepare
8 Ask students to work individually to complete the then ask you questions about the rules at your school.
sentences. Elicit the first answer to get them started.
For example, they might ask: Did you have to wear a
Ask them to compare answers with a partner before
uniform? Could you take a phone into school?
checking in feedback.

Answers SPEAKING TASK

1 couldn’t, Did … have to
2 can’t, have to AIM
3 had to to develop students’ speaking skills in an extended
4 don’t have to fluency-based activity; the task has a goal, an
5 had to, could intended outcome and requires mediation, and
6 had to, couldn’t it encourages students to use all their language
7 didn’t have to, have to resources in English to successfully complete it
8 did / have to
11 Ask students to read through the statements. Check
9 Elicit two or three example sentences for the first any unknown words
situation to get students started. Monitor and prompt • Tell students to decide on their opinions and make
students, and help them produce sentences. Make brief notes to give reasons. Set a five-minute time limit.
sure you correct errors at this stage. Set a time limit of
five minutes for students to prepare sentences.
MEDIATION
Mediating concepts
Example answers
At secondary school, I didn’t have to write long In Exercise 12, students have to practise
essays, but at university I had to spend hours ways of facilitating collaboration with peers:
studying and writing. inviting others to speak, asking and answering
At university I could get up late, but I have to be at questions, giving reasons, making suggestions,
work before nine every day. defining goals, reformulating questions,
highlighting issues, or summarizing main points.
When I was living with my parents, I didn’t have to
cook, but now I’m living on my own I have to shop, Students have to collaborate to construct
cook and wash up. meaning by developing ideas as a group, solving
You can stay up all night when you’re single, but problems and asking others to explain their
you can’t when you’re married. thinking.

You have to change all your habits when you have After completing Exercise 12, ask students to
your first child. reflect. Ask: What specific language did you or
your classmates use to explain your views? How
10 Organize the class into pairs to share and discuss did you manage to agree on your views?
their ideas. Students read their sentences out to one
another, then have a discussion about what they
wrote. TEACHER DEVELOPMENT 9: MEDIATION
• In feedback at the end, explore and develop the Go to page 224 for information and advice.
language students used.

12 M Organize the class into groups of four or five to

G For further guidance and practice, see Grammar
share ideas. Tell students they have to agree on three
reference 8C in the Student’s Book. It explains the
grammar point in greater detail, and provides written
statements they think are the most important.
accuracy practice.

118 Unit 8 Always learning

• As students speak, go round and monitor, and note SPEAKING Ucalearn.com
down any interesting pieces of language you hear.
• At the end, elicit opinions from each group and find AIM
out what your class think about each issue. You to get students talking about the topic
could tell the class that they have to collaborate and
1 Ask students to look at the list of places. Check
compromise to agree on each topic.
understanding (e.g. In England, London is the capital
• Once you have fed back on content, explore and
and the second city is Birmingham – it is the second
develop the language students used.
biggest or most important city). Ask: Which of these
types of places have you lived in? When? Why?
TEACHER DEVELOPMENT 2: ORGANIZING PAIRS • Organize the class into pairs or small groups to order
AND GROUPS and discuss the places.
Go to page 220 for information and advice. • In feedback, ask one pair to present their list, and write
it up on the board. Have a class discussion and find out
why students would change the order.
MY OUTCOMES
Culture notes
AIM English uses village, town and city.
to reflect on what students have learned and on
A village is small, and usually in the countryside. In the UK, it
how to improve in a personalized speaking activity
could be very small (a few houses and a shop) or quite big (a
• Give your students time to read the questions and hundred or so houses and a row of shops, a church, a pub).
prepare things to say. You could tell students to Historically, a city had a cathedral, and a town didn’t. Today,
make a few brief notes. Explain revise (= learn again). cities are large, urban areas with large, busy centres and
• Organize the class into pairs or small groups. suburbs, whereas towns are much smaller with a high street.
Give students five to ten minutes to discuss the
questions.
• In feedback, ask a few pairs to tell the class what WRITING
they said. Alternatively, you could have a class
AIM
discussion in which groups share the ideas they
to develop students’ ability to write a blog post
have, and comment on each other’s ideas.
describing a place
• Follow up by setting a task for homework. See the
Teacher development section for ideas. Following 2 Lead in with a few focus questions. Ask: Where might
this activity, you could, for example, ask students you find this piece of writing? (a blog online); What
to look at reading texts or listening texts again city is it? (Hanoi).
and pick out three or four phrases they would like • Ask students to read and match topics to paragraphs,
to memorize. In the next lesson, ask students to then to discuss and compare their answers in pairs.
say why they have chosen the particular phrases. • In feedback, ask students to justify their answers.

TEACHER DEVELOPMENT 16: MY OUTCOMES Answers

Go to page 227 for information and advice. 1 d 2 c 3 a 4 b

For further practice, use Communicative activities 8.1 3 Ask students to find the words in bold in the blog
and 8.2 on pages 242–243. post. Elicit the first missing word to get students
started. Ask students to compare the context of the
text and the definitions to work out unknown words.
• Students complete the definitions individually.
• Ask students to compare answers with a partner
WRITING 4 before checking as a class. Ask which words are
negative (polluted, noisy, (perhaps) humid).

Describing places Answers

1 polluted 2 modern 3 green 4 noisy
5 humid 6 lively
Student’s Book pages 82–83

MEDIATION
IN THIS LESSON, STUDENTS: Mediating a text
• write a blog post describing a place
• read a blog post and notice adjectives used in In Exercise 4, students have to express a personal
descriptions response to a creative text, or analyze or criticize it.
• learn how to use modifiers to give more detailed After completing Exercise 4, ask students to
descriptions reflect. Ask: What did you learn from each
• practise using because and so other? How did your views differ?

Writing 4 119
4 M Organize the class into pairs. Ask students to read Ucalearn.com
Language notes
and discuss the questions.
Because answers the question Why? So answers the
• In feedback, elicit different answers from students, and
question What happens / happened? or What was the
ask them to refer back to the blog post to find examples.
result?
People don’t go out between twelve and three. Why?
USEFUL LANGUAGE Modifiers Because it’s really hot.
AIM The city was very polluted. What happened? / What was
to use modifiers before adjectives to make them the result? So I moved to the country.
stronger or weaker Note how in English we put a comma before so but not
before because.
5 Read through the Useful language box as a class.
• Ask students to find examples in the blog post and
check with a partner.
9 Read through the examples with your class.
• Ask students to work with a partner. They add information
• In feedback, elicit answers.
with so or because to the sentences in Exercise 7.
Answers • In feedback, elicit answers. You could write up two or
1 polluted, noisy three really good student examples on the board to
2 old, green focus the class on the use of so and because.
3 hot and humid, famous, lively
Example answers
Note that very well involves very + adverb
It’s a really fantastic place … so I go often / because
the weather is great
Language notes
Extreme adjectives like excellent and freezing are not
gradable. So, excellent = very, very good and freezing =
PRACTICE
very, very cold. You can’t use very with an ungradable AIM
adjective. to practise writing a blog post describing a place
The phrase a bit is used with negative adjectives to soften
them. For example, saying, The film was a bit boring is
10 Start by brainstorming towns or cities to the board
that students could describe. In a multinational class,
less likely to upset someone than just saying boring.
the range will be naturally large, but if your students
are from the same place, encourage them to think
6 Ask students to complete the sentences individually.
of different places to describe (e.g. a place they have
• Ask students to compare answers in pairs.
been to on holiday, or a place where relatives live). You
• In feedback, ask students to justify answers with
could use mind maps to elicit adjectives to describe
reference to the Useful language box.
different places (e.g. write the names of places on the
Answers board, put circles round them, then link adjectives to
1 very 2 really (extreme adjective) 3 a bit each circle using lines).
4 a bit 5 really 6 very • Give students five minutes to prepare ideas. You could
ask students to compare ideas with a partner, and
make suggestions to each other.
7 Model the task by describing a place you know. For
example, say, I live in Belfast. It’s a really fantastic place Example answers
with a lot of history. LONDON
• Ask students to prepare descriptions individually. You Fantastic place to visit
could help students with ideas to add one or two Really noisy at night
details to each sentence. Lots of things to do
• Tell students to tell their partner about their places. Old, famous buildings
• In feedback, elicit some of the more interesting Very lively
descriptions students come up with. A bit polluted

USEFUL LANGUAGE Because and so 11 Students plan and write a blog post. You may wish
AIM to set this for homework. If so, remind students to
to use because and so to join two parts of a sentence incorporate modifiers, and because and so into their
sentences.
8 Read through the box on because and so as a class. • If you prefer to do the writing task in class, check out
• Ask students to complete the sentences and check the advice in the Teacher development section.
with a partner.
• In feedback, elicit answers. TEACHER DEVELOPMENT 12: DEVELOPING
WRITING SKILLS
Answers Go to page 225 for information and advice.
1 so 2 because 3 so 4 because
5 because 6 because

120 Writing 4
12 When students have completed their blog posts tell Ucalearn.com
• In feedback, ask students to share answers briefly with
them to exchange with a partner, or to get together the class. At this stage, just find out what students
with three or four other students to pass round and heard – they will have a chance to listen again in more
read each other’s work. detail later.
• Students read each other’s blog posts and suggest
Video script
ways of adding to or improving them.
Caglar: Before I came here, I live, I was living in
Turkey where I, where I am from. I live in Izmir, in
Turkey. It’s very touristic place and a lot of people
from Europe and United States or all over the world
comes there and they go on beaches or nightclubs
REVIEW 4 Video or something like that. It’s a very touristic place. I
think the worst thing in, in the place where I live
is the souk in Izmir is so crowded in the summer
Student’s Book page 84 because as I said, all tourists come there and there
are a lot of people. You can’t walk some in, some
About the videos evenings, in some nights, you can’t walk in the street
because of the people. I can say that’s the worst
The two types of video in Outcomes are designed to
thing.
expose students to the sort of natural communication
that they will encounter outside the classroom, with Bernardita: I live in a student residence near
speakers from a wide range of language backgrounds. here. It’s good because I like it because I have my
They are intended to be authentic examples of English, private . . . privacy and my independence and I like
rather than perfect models. The accompanying activities that because I live alone in Chile since . . . seven years
reflect this and aim to build students’ confidence in ago. So eh, living with a family host is not a good
understanding fast speech, different accents, and English option for me. Er, maybe I don’t like it very much
as it is spoken in the real world. They can also be used because we have, eh, a share . . . a sharing kitchen.
to build students’ confidence about their own ability I don’t know. It’s OK. And I like to share, but eh,
in English, by showing them that you don’t need to many people of the residence are, eh, have this . . .
have completely accurate English as long as you can their, their things dirty and we, we must clean our
communicate your message to your listener. things, so it’s not really good that part, but it’s good to
share with other people, so I like it. Yes. First day
here, I hate(d) Brighton, eh, but now, but because,
VIDEO Out and about for the wind, it was a very windy day. But now I like,
I like it because I love beach and I, I am, eh, I have,
AIM I can run in the beach and it’s, it’s more relaxed and
to watch a ‘vox pop’ video in which three people slow than London, for example. And yes, there are
talk about where they live; to notice accents which many things to do, and I like the weather now. It’s a
use an /iː/ sound instead of an /ɪ/ sound good weather. Yes.
1 This video reviews the Unit 7 topic, so you could start Patrick: I live in Seaford, a small town along the
by asking students to say what they remember about coast. It’s really nice because it’s quiet. You’re right
the conversations in Unit 7 or what phrases they on the downs so you can walk along the cliffs. Erm,
remember from the unit. it’s very clean. The fresh air is nice and there’s not
• Organize the class into small groups to discuss the too many people. Yeah, just not too many people.
questions. It’s nice and quiet.
• In feedback, ask students to briefly share any interesting
information they heard from their classmates.
Pronunciation notes
2 Tell students they are going to watch the ‘Out and You may wish to explore why some speakers may replace
about’ video in which three people talk about where one sound with another. It is common with Italian
they live. speakers, for example, to make an /iː/ sound instead
• Before playing the video, read through the of an /ɪ/ sound. Start by asking whether speakers of
Understanding accents box with your class. Tell the students’ first language often do this. Then look at
students that they may notice this pronunciation reasons why students change the sounds. Here are some
feature in the video. If you’d like to explore this with possibilities:
your class further, see the Pronunciation notes.
1 Sometimes a sound does not exist in a student’s first
• Ask students to watch the video and note answers to
language (e.g. the /θ/ sound), so they approximate to
the questions in Exercise 1.
the nearest similar sound.
• Ask students to compare their ideas in pairs. Tell
students to discuss with their partner whether they 2 Sometimes a sound in a student’s first language is similar
are from similar places, and to share anything they to two sounds in English (e.g. a sound that falls between
remember hearing from the brief video. /ɪ/ and /i:/), so they use the same sound for both.
3 Sometimes, it is hard to say a sound after another
sound in a word – so students approximate.

Review 4 121
Recognize that English is an international language, A: Oh wow.
Ucalearn.com
so students will come across many accents influenced B: Yeah.
by a speaker’s first language, as well as many accents A: And what are you gonna do after?
influenced by other factors such as nationality, age, B: My plan is to move to Greece and be a tour guide.
culture and regional variations. Encourage students to be A: Really?
open to and alert to the variety. B: Yeah.
A: Oh, you’re gonna move to Greece?
B: Yeah. So, I’ll take people around the ruins and
3 Give students time to read sentences a–h.
just give them the, you know, the history of
• Tell students to watch the ‘Out and about’ video again
the city, the history of the country, and all the
and to match two sentences to each speaker.
mythology. It’s really … I can’t wait.
• Ask students to compare their ideas in pairs.
A: Yeah, that sounds really fun.
• In feedback, elicit and show answers on the board.
B: Yeah, I hope so. What about you? What are you
Answers doing?
Caglar (Speaker 1): c, e A: I’m studying plant-based nutrition for dogs.
Bernardita (Speaker 2): a, d B: What?!
Patrick (Speaker 3): b, h A: Yeah.
Not needed: f, g B: Plant … plant-based nutrition for dogs. Is that
like vegan food for dogs?
A: Yeah, that’s what it is.
4 Organize the class into small groups. Ask students to B: That is fascinating. How did you get into that?
read and discuss the sentences. A: So, I have been studying plant-based nutrition for
• In feedback, elicit ideas from different groups. animals for a long time, and I’m just doing the
Masters because I want to open a business.
Optional extra activity Ask students to describe a B: You’re gonna open your own business?
place in their country (or the country you are all currently A: Yeah.
in) without saying its name. Classmates have to guess B: Wow, that’s really cool. I have, like, a small
which place they are describing. Border Collie. He’s a very fussy eater. How would
you, like, decide what he should eat?
A: Yeah, so I do a blood test on the dog and then I
create an individual menu based on that.
VIDEO Developing conversations
B: Amazing. That’s very cool.
AIM A: Yeah.
to watch a ‘developing conversations’ video in which B: I’m bringing my dog to see you.
two people talk about what they are studying; to A: Yeah?
give students practice in understanding fast speech B: Yeah!
A: Oh, well, nice to catch up with you.
5 This is a review of Lesson 8A. Lead in by asking
B: Yeah, you too. I’ll see you around campus.
some general questions. You could use the image
A: Yeah.
in the Student’s Book or pause the video just before
the two people start talking. Ask: What can you see?
Where are they? Explain that they are talking about
6 Ask students to compare their ideas in pairs. Play
the video again if necessary, and pause the video at
what they’re studying. Ask: What questions could
points where students had problems understanding
they ask?
information.
• Tell students to watch the video and make brief notes. Tell
• In feedback, ask students to share what they heard.
them to note down any key words or phrases they hear.
Don’t worry about getting everything – just find out
how well students were able to follow the natural
Video script
conversation.
A: Oh, hey.
B: Hey. How are you? 7 Ask students to read and discuss the questions with
A: I’m good. And you? their partner.
B: I’m very well, thank you. You’re new here, right? • In feedback, elicit ideas from different pairs.
A: Yeah. Yeah. So, we met last week, I think.
B: Yes. At the fresher meet. 8 FS Give students time to read sentences 1–8,
A: Yeah. and try to recall or guess what words are missing. You
B: Yeah. could tell students to write in answers lightly in pencil.
A: So what were you studying again? • Tell students to watch the video again. Ask students to
B: So, I’m following the trails of Jason and the complete the gaps.
Argonauts. • Ask students to compare their ideas in pairs.
A: What? • In feedback, elicit and show answers on the board.
B: Yeah, I should clarify. It’s Greek mythology.

122 Review 4
 Answers
Ucalearn.com
1 studying again 2 going to
3 tour guide 4 plant-based REVIEW 4 Grammar and Vocabulary
5 get into 6 a business
7 individual menu 8 catch up
Student’s Book page 85

Optional extra activity Here are a few things you can AIM
do with a video to vary the activity: to consolidate vocabulary and grammar from Units 7
1 Freeze frame at the start and ask students questions to and 8
set the scene and predict what the speakers might do
Answers
or say.
1 1 Can 2 have to 3 had 4 couldn’t
2 Freeze frame after someone asks a question – ask
5 if 6 won’t 7 won’t 8 to
students to predict how the other speaker might
9 can’t
respond.
3 Freeze frame on close-ups or interesting expressions or 2 1 have to 2 can 3 didn’t have to
actions – ask students how the speakers are feeling. 4 can’t 5 closes 6 could
4 Play the video with no sound – students have to recall 7 I’ll make 8 don’t / I’ll
and say what they are talking about or actually 3 Students’ own answers
saying – students could even improvise the 4 1 I’ll do it in a minute.
conversation while watching the silent video. 2 You didn’t have to do that.
3 It won’t happen.
4 Sorry, I had to leave early.
CONVERSATION PRACTICE 5 I couldn’t hear anything.
AIM 6 I’ll let you know.
to practise conversations based on the Developing 5 Students’ own answers
Conversations video and the Conversation Practice 6 1 e 2 a 3 f 4 b 5 c 6 h 7 d 8g
in 7A and 8A
7 Education: finish university, first year, pass my
9 Ask students to work in pairs to choose a conversation exams, primary school
to prepare. Refer them to the Conversation Practice Places: coast, financial area, forest, historic
in Unit 7A and Unit 8A of their Student’s Book. You Online problems: charge my battery, disappear,
could revise the language they use in each set of re-install, webcam
conversations. 8 1 computing 2 building 3 behaviour
• Once students have selected a conversation, give them 4 pollution 5 qualifications 6 fishing
five minutes to prepare and look for phrases to use. 7 historic 8 secondary 9 dangerous
They can look at their notes on Unit 7A or 8A, or on 10 financial
this Video lesson. 9 1 fields 2 farm 3 primary 4 secondary
• When students are ready, ask them to improvise 5 fees 6 culture 7 coast 8 beach
conversations. You could ask them to practise again 9 leave 10 top
by changing roles, changing partners, or changing
information in their conversation. Practice makes
perfect, so it is a good idea to try out conversations
three or four times.
• As students speak, monitor closely and note any errors
you hear. In feedback, praise good language use, and
comment on any errors you noted.

Optional extra activity Write five or six useful words or

phrases from the lesson on the board and ask students to
include them when improvising conversations.

Review 4 123
 Ucalearn.com

9 Mind and body

2 Mix students so that they are working with
IN THIS UNIT, STUDENTS: someone new. You may wish to think carefully
• have conversations about a health issue someone about who you pair with who. You could pair
has stronger students with less confident students, and
• discuss ways they and government organizations tell the less confident students to interview their
can help prevent bad health partner using the questions. You could put stronger
• tell stories about an accident or injury students together then devote time to supporting
less confident students. In a monolingual class,
you could ask students to express themselves in
English and their first language. Ask students to
SPEAKING
decide what information to share – some may feel
AIM uncomfortable talking about themselves too much.
to set the scene and introduce the theme with a • Ask students to discuss the personalized questions.
photo; to get students talking about how they feel Go round the room and check students are doing
at different times of the year the task and help with ideas and vocabulary if
necessary.
Optional lead-in activity Tell students to look at the • Once you have given feedback on content, explore and
unit title and photo. Ask: What situations connected with develop the language students used.
this topic do you hope to practise? What words or phrases
connected with the topic of health do you already know? Optional extra activity Write three different months
on the board, e.g. February, May, August. Ask students in
1 Start by telling the class that in this unit they’re going pairs to brainstorm as many adjectives as they can think
to talk about health issues, give advice and make of that describe each month.
suggestions, talk about ways to prevent bad health,
tell stories and jokes about accidents and illness, and
TEACHER DEVELOPMENT 13: DIFFERENTIATION
practise giving instructions about medicine and cures.
Go to page 226 for information and advice.
• Ask students to look at the photo. Ask: What can
you see? Elicit a brief description of the photo, and
introduce any key words students might need (e.g.
DEVELOPING LEARNER INDEPENDENCE
snow, sunlamps, dressing gowns).
• Ask students to discuss the questions in small groups. AIM
Monitor and help with ideas and vocabulary if to think about how to set up a ‘buddy’
necessary. programme
• In feedback, ask different pairs to briefly tell the class If students are studying English in a country
how they interpreted the photo. Work with your where English isn’t spoken regularly, there is
students’ answers, then give them the information a good chance that they may barely speak
about what the photo shows (see the Culture notes in English outside of lessons. If you are only
below). teaching students once or twice a week, this
• Once you have given feedback on content, look at may be problematic.
good pieces of language that students used and pieces
A way of challenging this situation is to set up
of language students didn’t quite use correctly during
a ‘buddy’ programme. Students have to pair
the activity.
up with someone in their class (or in a different
class) and commit to using English together
Culture notes outside the classroom between lessons. Here is a
The photo shows a group of people at a health spa in way to manage this idea:
the Black Forest, Germany, in winter. They are getting
1 Ask students in an adult classroom to find a
light therapy to help them overcome depression caused
‘buddy’. Suggest they find someone who lives
by lack of sunlight. In northern countries (in particular
in the same area, has similar interests, and has
Scandinavia) where days are very short during winter,
similar availability to meet and talk. Finding a
a lot of people are affected by a lack of sunlight. It can
buddy can be a bit embarrassing, so you may
cause depression. SAD (Seasonal Affective Disorder) is
need to suggest pairings you think might work
a type of depression that comes and goes in a seasonal
well. If you have an odd number of students,
pattern, and makes people feel moody.
you will have to make one threesome.

124 Unit 9 Mind and body

 2 Tell buddies to sit together. Tell them to arrange a Answers
Ucalearn.com
time and place to get together between this lesson 1 sick, weak
and the next. This could be in person or online. 2 a fall, blood
3 Tell buddies to decide what to do together (in 3 breathe, tests
English) to practise between lessons. Here are 4 pills, suffer from
some suggestions: 5 aches, flu
a They could discuss homework or practise 6 allergies, sore
language from the lesson 7 caught, throat
b They could choose a story or article to read and 8 depressed, talk
use their meeting to talk about it
c They could interview each other about interesting Language notes
personal topics: family, job, hobbies, etc.
an allergy = when you feel ill from eating certain types of
As the course progresses, remind students to keep food (e.g. nuts) or being near certain substances
up the buddy programme. You could do this by Note the collocations: be / feel ill, well, tired, sick, weak,
setting tasks for buddies to do together, asking sore, depressed; catch a cold, (the) flu, a disease; have a
buddies what they discussed as part of the warmer cough, sore throat, symptoms
to your next lesson, and by changing buddies if
you think students are getting a bit bored.
TEACHER DEVELOPMENT 4: LEARNING AND
CHECKING NEW WORDS
Go to page 221 for information and advice.
TEACHER DEVELOPMENT 15: LEARNER
INDEPENDENCE
Go to page 226 for information and advice. 2 P Play the audio. Students listen and practise.
You could pause at difficult phrases, and model
phrases yourself to help students say them correctly.
• In feedback, ask students to say which phrases were
hard, and focus on them as a class. Comment on any
errors students made.
9A I’m not feeling well Audio script
1 sick, I was sick three times
weak, feel quite weak
Student’s Book pages 88–89
2 fall, he had a fall
blood, there was some blood
IN THIS LESSON, STUDENTS:
3 breathe, finds it difficult to breathe
• have conversations about a health issue someone has tests, have some tests
• practise listening to three conversations about 4 pills, have to take pills
health issues suffer from, suffer from different health problems
• give advice and suggestions 5 aches, my whole body aches
• ask and answer common questions about someone flu, have the flu
who is ill 6 allergies, he suffers from allergies
sore, gets red and sore
7 caught, I think I’ve caught something
throat, my throat feels sore
VOCABULARY Health issues
8 depressed, feeling a bit depressed
AIM talk, talk to someone
to introduce and practise words to describe health
issues Pronunciation notes
1 Ask students to look at the photo. Ask: What can you Note the main stress: allergies, depressed.
see? What health issues does the photo suggest? Note the difficult sounds: sore /sɔː/, throat /θrəʊt/,
• Ask students to read sentences 1 to 8 and choose ache /eɪk/, caught /kɔːt/.
and match pairs of words. Model the activity to get
Note the difference between the pronunciation of the
students started. For example, in 1, the context shows
noun breath /brɛθ/ and the verb breathe /briːð/ (both
the missing words are adjectives that go with be and
vowel and final consonant change).
feel. So, the answer is sick and weak.
• Ask students to compare and explain their answers in
pairs before discussing as a class. TEACHER DEVELOPMENT 5: DRILLING
• In feedback, deal with any vocabulary students are FOR PRONUNCIATION
not sure about. You could use dictionaries, or clarify Go to page 222 for information and advice.
yourself, using explanations, examples or mime.

Unit 9 Mind and body 125

3 Ask students to discuss the questions in pairs. Go B: I don’t think so.
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round the room and check students are doing the task, A: Still, you should go to the doctor. Just to be sure.
and help with ideas and vocabulary if necessary. B: Achh, you have to wait so long – and if it is flu,
• In feedback, concentrate on useful collocations that they’ll just tell me to rest and drink lots of water.
students suggest as well as meaning. A: True. You definitely ought to go home,
though. You don’t want anyone else to catch
Example answers it, whatever it is.
1 Ache collocates with many body parts: headache, B: I guess. And now we’re talking, I can feel
backache, stomach ache, toothache, earache. something in my throat. It is a bit sore.
2 Suffer from suggests pain that lasts or recurs, so A: Yeah, you’re obviously not well.
people suffer from recurring things like allergies, B: I know.
asthma, migraine, etc., but you can also suffer A: Go home, rest, drink lots …
from cancer, or other serious diseases. B: Yes, doctor!
3 In British English, I feel sick means you feel like
2 C: Are you OK? That was a bad fall.
vomiting – so, you might be sick if you eat bad
D: Yeah, I think I’m OK.
food, or have a stomach ache, or get too hot in
C: You’ve cut your head. There’s a bit of blood.
the sun. In US English, sick means ill.
D: Oh, right. I don’t know what happened there.
4 Someone might find it difficult to breathe if they
C: Maybe I should call an ambulance.
have asthma, get a panic attack, or the weather is
D: No, no, I’m OK. It’s not bleeding badly, is it?
too hot.
C: No, but why don’t you come and sit down here
5 You could take aspirin or paracetamol, drink lots
a moment. I’ll go and get something for it.
of water, eat fruit, go to bed and relax, take a
D: OK, thanks.
bath, wrap up warm, etc.
C: Just stay there. I’ll be back in a minute.
6 It could be a supportive friend, or a professional
person – a doctor, psychologist or counsellor. 3 E: Are you OK? You weren’t in class yesterday.
F: No, I had a really bad headache – I get them
sometimes.
4 Ask students to discuss the questions in small groups. E: Really? That’s not good. I have a friend who
Go round the room and check students are doing the suffers from that, too.
task, and help with ideas and vocabulary if necessary. F: Yeah?
• In feedback, ask students which health issues are the E: Have you been to the doctor about it?
most serious and why. F: Yeah, yeah. They’ve done tests, and there’s
nothing obvious.
LISTENING E: Right. So they don’t know what causes it?
AIM F: I mean, I know sometimes it’s stress – and
to practise listening for general understanding and I have allergies, so it might be that.
to recognize chunks of language in a listening text E: Right. It’s not nice for you, though.
F: No, but it could be worse. They don’t happen
5 Ask students to read the task. Play the audio. too often and they don’t last very long.
Students listen and note their answers. Ask students E: Well, that’s something, I guess.
to compare their answers in pairs. Then elicit answers
from the class and give feedback. 6 Ask students to work in pairs to say which
conversation they heard the sentences in. Play the
Answers
audio again. Students listen and check answers.
Conversation 1: slept badly; ache in legs and back; • In feedback, ask students to say what the sentences
maybe flu mean or refer to, and check any they are not sure of.
Conversation 2: a bad fall; cut head
Answers
Conversation 3: bad headache (caused by stress,
Conversation 1: b, c, h
allergies)
Conversation 2: d, g
Conversation 3: a, e, f
Audio script
1 A: Are you OK?
B: Yeah … no. I just slept badly. Language notes
A: Really? Do you suffer from that? to bleed badly = when lots of blood comes out
B: No. I’m usually a good sleeper. No, I just felt
it could be worse = an expression used to say that a
bad. I had this ache in my legs and back. It
problem is not so bad
was quite uncomfortable.
A: That’s not good. Have you taken anything for it?
B: I had some paracetamol, which helped. But Optional extra activity Ask students to practise
I still feel a bit … weak. saying the sentences from the audio. Tell them to read
A: Do you have a temperature? Maybe you’ve them out, then cover them up and see if they can
caught flu or something. remember them.

126 Unit 9 Mind and body

7 Ask students to discuss the questions in pairs. Go Ucalearn.com
Optional extra activity If you have fast finishers, or
round the room and check students are doing the if students need more practice, write up some other
task, and help with ideas and vocabulary if necessary. problems to give advice for on the board: I have a
• In feedback, ask students to share interesting stomach ache. I had a fall. I’ve been sick all night. Ask
experiences with the class. students in pairs to give each other advice.

GRAMMAR Giving advice G For further guidance and practice, see Grammar
reference 9A in the Student’s Book. It explains the
AIM grammar point in greater detail, and provides written
to check students’ understanding of how to use accuracy practice.
different structures to give advice
Answers to Exercises 1 and 2, Grammar
8 Read through the information in the Grammar box as reference 9A
a class. Then ask students to complete the sentences
1 1 Why don’t you join a gym?
individually. Organize the class into pairs to check their
2 You should put some cream on that rash.
answers. Monitor and note how well students can use
3 Perhaps you should eat less meat for a while?
the structures.
4 Why don’t you phone and make an
• In feedback, elicit the students’ answers. Then ask
appointment?
them to check in Grammar reference 9A.
5 Maybe you should drink a bit less coffee.
6 You really ought to say something about it.
Answers
1 should 2 ought 2 1 shouldn’t eat
3 should, Why 4 should 2 should watch
5 don’t 6 should 3 should do
7 to 8 ought, you 4 shouldn’t miss
5 should go, shouldn't (just) ignore
Language notes
Although these phrases have the same meaning, You DEVELOPING CONVERSATIONS
should and You ought to are used to offer stronger
Common questions about illness
advice than Why don’t you … ? They imply that the
speaker thinks the advice needs to be taken whilst Why AIM
don’t you … ? is used when the speaker merely has a to introduce and practise ways of asking common
good idea. Note though that the use of maybe in these questions about illness
sentences makes should and ought to less forceful.
10 Read through the information in the box as a class.
Students may need to be reminded to use to after ought
• Ask students to match each question to two answers.
but not after should.
Ask students to compare their answers in pairs.
The difficult vowel sounds in ought /ɔːt/ and should
/ʃʊd/ need to be practised by modelling and drilling Answers
the words. 1 b, f 2 c, e 3 a, d

11 Ask students to think of other possible answers for

TEACHER DEVELOPMENT 6: APPROACHES the questions in Exercise 10. In feedback, elicit answers
TO GRAMMAR and ideas, and discuss and accept or reject good or not
Go to page 222 for information and advice. so good ideas. You could write up some of the best
suggestions on the board.
9 Start by eliciting possible advice for the first situation
from the class. Once students have the idea, organize Optional extra activity Ask students to practise asking
them into pairs to prepare some advice. Monitor and and answering questions with answers they thought of
help students with ideas and vocabulary, and correct before moving on to the roleplay.
any errors. In feedback, you could elicit good examples
from the class or ask a few pairs to act out situations. CONVERSATION PRACTICE
AIM
Example answers
to practise language from the lesson in a free,
1 You should join a gym / do exercise / go jogging.
communicative, personalized speaking activity
2 You should see a doctor / count sheep / take a
sleeping pill / relax.
3 You should see a psychiatrist / talk about it with MEDIATION
friends. Mediating communication
4 You should see a doctor / have therapy / put your
In Exercise 12, if students select the second
foot up / put a bandage on it.
roleplay option, one student will have to act as
5 You should talk to your teacher / do more revision.
an intermediary – this involves translating words,
6 You should get a part-time job.
or explaining something that may be culturally

Unit 9 Mind and body 127

 different, or summarizing information concisely VOCABULARY Healthcare Ucalearn.com
from one language to another. If time allows, ask
students to repeat the roleplay so that each student AIM
gets an opportunity to act as the intermediary. to introduce and practise words to talk about
healthcare
Students may also have to facilitate
communication in delicate situations and 1 Lead in by writing healthcare on the board and eliciting
disagreements – so, helping out when people words and phrases students can think of. You could
disagree, establishing common ground, or trying put students in pairs to brainstorm as many words and
to resolve disagreements. phrases as they can in one minute. A possible list could
After completing Exercise 12, ask students to be: nurse, look after patients, hospital, take an aspirin,
reflect. Ask: What problems did you have in have surgery, call the doctor, take medicine.
translating for the non-English speaker? How did • Ask students to read sentences 1 to 8 and notice
you resolve those problems? the words in bold. Ask students to think about how
to explain or translate the words. Tell them to put a
question mark next to words they are not sure of.
TEACHER DEVELOPMENT 9: MEDIATION • Organize the class into pairs. Ask students to work
Go to page 224 for information and advice. together to discuss meaning. Tell students to use clues to
work out words they don’t know (e.g. the context, the part
of speech, similarities with words in their first language).
12 M First of all, ask students to decide whether to
• In feedback, elicit explanations and translations. Don’t
choose to do the roleplay in pairs or threes. Alternatively,
confirm answers yet, but encourage students to work
you may want to decide what will work best for your
as a class to suggest and discuss meanings.
class yourself, especially if it's a mixed nationality group.
Then organize the class into either pairs or threes 2 Students check answers in a dictionary or online. Think
depending on which roleplay the class have chosen to do. about how you want to instruct this task (see extra
• Give your students a few minutes’ preparation time. activity below).
Tell them to use their imagination if they can’t think • In feedback, ask students if they want to change any of
of a health issue they have recently had. Groups who the explanations or translations they made in Exercise 1.
are doing the three-person option should decide
on the relationships between the three people, for Example answers
example does the mediator know one or both of the 1 diseases: illnesses, examples include cancer, heart
people or are they a stranger? All students should get disease, hepatitis
a chance to take on the role of mediator if possible. 2 insurance: you pay money every month – if you are
• As students speak, go round and monitor, and note ill, it pays for your treatment
down any interesting pieces of language you hear. 3 prescription: note from doctor which says what
• At the end, look at good pieces of language that medicine you need
students used, and pieces of language students didn’t 4 taxes: money you pay the government – e.g.
quite use correctly during the activity. Show students income tax = a percentage of the money you earn
better ways of saying what they were trying to say. You goes to the government
could write some useful new phrases on the board with 5 treat: give you medicine or healthcare to make you
gaps and ask the whole class to complete the sentences. better
6 healthcare workers: doctors, nurses, anaesthetists, etc.
Optional extra activity Ask students to check and 7 developing new drugs: making new types of
explain the words below, then tell stories of times they medicines to cure diseases
have experienced some of the problems: a bruise, a cut, 8 mental health: the health or condition of someone's
a rash, a sprain, an itch, a burn. mind

Optional extra activity Discuss with students how

to look up words. They could, for example, use learner
9B Better healthcare dictionaries which give simple synonyms and definitions
and show the frequency of words. They could use a good
translation dictionary which will give clear examples to
Student’s Book pages 90–91 show the exact meaning of a word. They could look
online – Google Translate is a quick way of working
IN THIS LESSON, STUDENTS: out a word, and students can discuss whether it is a
• discuss ways they and government organizations good translation or not. If students have access to the
can help prevent bad health above dictionaries and online resources in class, ask
• share knowledge about how healthcare systems work them to work in groups to look up some of the words
• read and respond to an article about ways to from Exercise 2 in each resource. Tell them to compare
prevent bad health the different explanations and translations and discuss
• recognize the noun forms of words they know in which they think is: the most accurate; the easiest to
a text understand; the quickest to find.

128 Unit 9 Mind and body

TEACHER DEVELOPMENT 3: APPROACHES 5 Ask students to form nouns from theUcalearn.com
roots. Elicit
TO VOCABULARY the first answer to set an example. Tell students to
Go to page 220 for information and advice. find the words in the text if they are not sure about
answers.
• Ask students to compare their answers in pairs before
3 Ask students to discuss the sentences in Exercise 1 in discussing as a class.
small groups. Go round the room and check students
are doing the task, and help with ideas and vocabulary Answers
if necessary. 1 development 2 poverty 3 importance
• In feedback, ask students which health issues are the 4 organization 5 breath 6 movement
most serious and why. 7 loneliness 8 treatment

Optional extra activity Ask students to write five true

sentences about healthcare in their country using the Language and pronunciation notes
words in bold from this lesson. Notice the common noun suffixes: -ment, -ness, -ance.
In contrast, poor / poverty and breathe / breath are less
READING common ways of word-building from adjective / verb to
AIM noun.
to read for general understanding to match Notice and practise the stress on the longer words:
headings; to find and understand words in context development, importance, loneliness.

4 Start by asking students to look at the title of the

article and the photo. Ask: What do you think the 6 Start students off by reading the first question and
article is about? You may need to explain prevent eliciting from the class whether the writer makes this
(= stop something from happening) and save (i.e. save argument in the article.
lives). • Ask students to work with a partner to discuss and
• Ask students to read the six headings. Then tell them decide which questions are answered.
to read the article and match a heading to each • In feedback, elicit answers.
paragraph.
• Ask students to compare answers in pairs. In feedback, Answers
elicit answers from the class. 1, 3, 5, 7, 8

Answers
1 d 2 e 3 b 4 f 5 c MEDIATION
Mediating a text
a is not used
In Exercise 7, students have to express a personal
response to a creative text. They have to express
EXAM-STYLE SKILLS TASKS: their reactions, reporting their feelings and ideas
Matching headings to paragraphs in simple language. They have to state whether
Students at pre-intermediate level are asked to they liked a text or not and explain why in
match headings to paragraphs in a number of simple language.
common exams. Students also have to relay specific information
1 Ask students to read the headings first. in speech. In question 6, they have to consider
Use the headings to predict content and how they would summarize the information in
vocabulary. Ask: What will the text be about? the text for a specific third party.
What words will you read? After completing the exercise, ask students
2 Ask students to read the first paragraph, to reflect. Ask: How clearly did you and your
then scan the headings to see which match classmates express your views? What was similar
best. Point out that clues include using the or different about your views?
same or similar vocabulary, or summarizing in
the heading what is said in greater detail in
the text (e.g. good mental health / a healthy 7 M Ask students to work in pairs to discuss the
mind; improve the economy / creating more questions.
jobs with better wages). • In feedback, find out what your class thought of the
3 Ask students to read each paragraph in turn article and why. Talk about answers, surprising facts or
and scan the headings to find a match. issues students would like to raise.

Optional extra activity Ask your students to prepare

TEACHER DEVELOPMENT 11: DEVELOPING one extra question to test somebody else’s understanding
READING SKILLS of what they read.
Go to page 225 for information and advice.

Unit 9 Mind and body 129

SPEAKING Ucalearn.com
Language notes
AIM stuck = if it’s stuck, you can’t get it out
to practise discussing themes and ideas from the lesson
knock = hit or bang
8 Organize the class into small groups and ask them to burns = damage to your skin from fire or heat
discuss and agree on two sets of questions to discuss.
urgent = you must act immediately
• Give students a minute or two to prepare ideas before
speaking. You could monitor and help with vocabulary swallow = make something go down your throat
and ideas. operation = when you cut people open in a hospital to
• Students discuss in groups. You could ask one do surgery
student to lead the discussion. This student would be
responsible for asking the questions and making sure
everybody contributes. 2 Start by asking students to reread 1 (I have a
• In feedback, ask a few students to say what they found strawberry stuck in my ear) and to have a guess
out about classmates. at what might be the funny second part (called
the punchline in a joke). Elicit some suggestions
Optional extra activity Direct students to a well-known (e.g. Oh great – can I eat it? / Would you like a
and reliable news site or blog. Ask students to find a raspberry in the other ear? etc.). Ask students to
story or a set of views about healthcare to share with the scan a to h and decide which second part works
class. You could ask students to make a poster and use it best. If anyone suggests f, ask them to explain the
to present their ideas to the class. joke. If students are unsure, give the answer and
explain the joke.
• Ask students in pairs to match second parts to first
parts. In feedback, ask students to explain the joke (or
explain it yourself if they are unsure). Ask: Did you get
the joke? Is it funny?
9C Don’t worry. You’ll be fine.
Answers (with explanations)
1 f (We put medical cream on something that
Student’s Book pages 92–93 hurts; we often eat strawberries and cream.)
2 e (We may forget things after a knock on the
IN THIS LESSON, STUDENTS: head; the joke is that the doctor is saying ‘don’t
• tell stories about an accident or injury worry – forget about it’, but after a knock
• read and understand jokes about accidents and illness patients forget things anyway.)
• practise giving instructions about medicine and cures 3 h (The instructions meant ‘stand the can of soup
• practise hearing clues to new words in medical in water’– i.e. put the can in water – not stand
conversations yourself!)
4 b (The joke is that the spoon is poking the silly
person in the eye – take it out and he’ll be OK.)
VOCABULARY Accidents 5 a (Double meaning of patient: adjective means
good at waiting; noun means person who is ill
AIM or in hospital.)
to introduce and practise words connected with 6 g (Double meaning of change: it can mean when
accidents; to tell and appreciate jokes a situation gets better or worse, or it can mean
1 Start by telling (or writing on the board) a simple loose money you get in return after buying
Doctor Doctor joke to introduce the idea of jokes. something – coins.)
An example: Doctor! Doctor! I’m dizzy. / Hi Dizzy. My 7 c (Double meaning of in two places: here, it
name’s Dr Phillips. Ask: What’s the joke? Do you get means in two parts of your arm; the joke is that
the joke? Is it funny? the speaker thinks he means two geographical
• Ask students to look at the words in the box. Elicit the places.)
answer for 1. Then ask students to try to work out 8 d (All right means OK; the joke is that with no
which words go in each gap. left side, the speaker is also ‘all right’.)
• Ask students to compare answers in pairs before
checking as a class. In feedback, think of different ways Language notes
of checking any words students don’t know (e.g. mime
swallow and knock; explain that burns are caused Point out how many simple jokes like these are based on
by fire or heat). Alternatively ask students to look up double meanings of words (e.g. the double meaning of
words in dictionaries or online. patient). They are called puns.

Answers
1 stuck 2 knocked 3 burns 4 pain
5 urgent 6 swallowed 7 broken 8 operation

130 Unit 9 Mind and body

3 Ask students to discuss the questions in small groups. Go Answers to Exercises 1 and 2, Grammar
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round the room and check students are doing the task, reference 9C
and listen in to interesting ideas or use of language. 1 1 get
• In feedback, pick up on any interesting things you 2 come
heard, and find out which jokes the class liked the most. 3 don’t forget
4 Be
Optional extra activity Ask students to think of a short 5 Don’t take
funny joke in their language, and try to tell it in English.
2 2 Don’t whisper
Ask: Does it work in English? Why? / Why not?
3 Don’t fall over.
4 Don’t just sit there.
GRAMMAR Imperatives 5 Don’t run.
AIM 6 Don’t make so much noise.
to check students’ understanding of how to use 7 Don’t be so lazy.
imperatives to give instructions, advice and warnings 8 Don’t wait for me.

4 Read through the information in the Grammar box as LISTENING

a class. Then organize the class into pairs to discuss
the statements, and write T or F. Monitor and note AIM
how well students understand the rules. to listen for general and detailed understanding
• In feedback, elicit the students’ answers. Then ask 7 Give students a moment to read the information
them to check in Grammar reference 9C. and the options, and make sure they are clear about
what to listen for. Point out that there are three
Answers
conversations but five places, so there are two places
1 T 2 F (see notes below) 3 T 4 F
they don’t need. You could pre-teach any key words
students haven’t seen yet: a cure = a way of stopping
Language notes someone being ill; bend down = move your body down
so you can pick something up that is on the floor.
Meaning
• Play the audio. Students listen and match the correct
As well as instructions, imperatives can be used to give place to the number of each conversation. Ask
advice (Eat an apple – it’s good for you) or warnings (Watch students to compare answers in pairs.
out!) or make requests if used with please (Please help me).
Form Answers
Imperatives are straightforward to use in English as they are 1 d 2 e 3 b
the same as the infinitive form and don’t change depending
on formality or plurality. Students are likely to make errors Audio script
by over-applying rules from their own language. Watch 1 A: Are you OK?
out for errors such as putting you unnecessarily in front of B: Hic! Yeah, I’ve just got hiccups. Oh gosh! Hic!
imperatives or in using not instead of don’t. It’s really annoying.
A: Here. I know a cure. It never fails.
5 Elicit the first answer to get students started, then ask B: Hic.
them to work individually to choose the correct words. A: Take some water in your mouth, but don’t
Ask them to compare answers with a partner before drink it.
checking in feedback. B: Mmm.
A: Now put your fingers in your ears. Bend down
Answers and put your head between your knees and
1 Don’t take 2 Eat 3 Put 4 Don’t stop swallow the water slowly.
5 Don’t try 6 Wash 7 Don’t put 8 Let B: Mmmm?
A: Swallow the water!
B: Mmm.
6 Organize the class into pairs to practise imperatives A: OK. You can breathe now. Have you still got
in conditional sentences to give advice or make
them?
suggestions. You could start students off by eliciting
B: Um, no, no, I don’t think so.
or providing further examples for the first situation.
A: You see. It works every time.
Students continue until one person can't think of
B: Maybe, but I wouldn’t want to do it in front of
another way to complete the sentence. Then they play
everyone! People would think I was mad!
again using the next sentence starter.
• Monitor and correct any errors. Collect examples of 2 C: Yes, can I help you?
good language use to share with the class in feedback. D: Yes, I need something for this.
C: You have an upset stomach?
G For further guidance and practice, see Grammar D: Stomach, yes. It’s very bad.
reference 9C in the Student’s Book. It explains use C: In what way? Have you been sick? Does it hurt?
and form in greater detail, and provides written Is it diarrhoea?
accuracy practice. C: Sorry …di …?

Unit 9 Mind and body 131

 D: I mean, are you going to the toilet a lot?
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TEACHER DEVELOPMENT 10: DEVELOPING
C: Oh, yes, yes. It’s very bad. LISTENING SKILLS
D: But just to check. You haven’t been sick? Go to page 224 for information and advice.
C: No, but I’m very thirsty – and … I still … it’s a
problem.
D: I understand. It’s very unpleasant. You need
8 FS Ask students to read the information. Find out
if students already know the words.
these. They’ll stop the diarrhoea. Take two pills
• Play the audio. Students listen and note any key words
now and then one more if you go to the toilet
they hear. Then students discuss meanings in pairs.
and it’s still bad.
• In feedback, elicit definitions or translations.
C: OK.
D: OK, and because you are weak and thirsty, you
should probably take this. You mix it with water. Answers
C: Yes, yes. 1 hiccups (Hic and annoying help explain the word –
D: What flavour would you like? Orange or it’s when you make an involuntary and repeated
blackcurrant? hic noise)
D: Oh, orange. 2 diarrhoea (go to the toilet a lot – when it’s all a bit
C: Don’t take either for more than 48 hours. If by wet and loose)
Wednesday it’s still bad, go to the doctor. 3 stitches (a deep cut needs stitches – they are a
D: OK. way of sewing your skin back together)
C: That’s £11.49.
3 E: The burn’s not too bad. We’ll give you some Audio script
cream for it, but you’ll need some stitches in 1 Hic! Yeah, I’ve just got hiccups. Oh gosh! Hic! It’s
that cut. It’s quite deep. What happened? really annoying.
F: Well, I cut my head dancing with my son. 2 Have you been sick? Does it hurt? Is it diarrhoea?
E: I’m sorry? I mean are you going to the toilet a lot?
F: I was dancing with my five-year-old son and I 3 You’ll need some stitches in that cut. It’s quite
stepped on one of his toys and I fell and hit my deep. What happened?
head on the side of the table. Well, I cut my head dancing with my son.
E: Oh dear. What about the burn, then?
F: Well, my wife came in when she heard me 9 Give students time to read the three sets of notes
shout and while she was helping me stand up, and remember or guess missing words.
she knocked a cup of coffee off the table and it • Play the audio. Students listen and note answers. Ask
went all over my leg. students to compare answers in pairs.
E: Oh dear. I am sorry. I shouldn’t laugh!
F: Don’t worry. It was very stupid! Answers
E: Nurse, could you dress the burn after I’ve done 1 swallow, fingers in, knees
these stitches? 2 two pills, orange, thirsty, 48 hours
G: Of course. 3 toy, head, leg, cream

10 Ask students to work in pairs to discuss one of the

EXAM-STYLE SKILLS TASKS: questions. As students speak, go round and monitor,
Matching conversations to situations and note down any interesting pieces of language
Students at pre-intermediate level are asked to you hear.
match conversations to situations in a number of • Once you have fed back on content, explore and
common exams. develop the language students used.

To do this task effectively students at this level Example answers

need to do the following: 1 a bad back: take aspirin, stretch, lie down, have a
massage, take a warm bath
1 Read the situations mentioned in the task
2 a bad stomach: drink milk, drink water, don’t eat,
carefully and think what clues will help them,
eat bananas, ginger, rice, toast or figs, avoid fatty
for example, In a chemist’s: vocabulary like
food
take medicine, pills, twice a day; functional
3 a cold: eat fruit, drink orange juice, drink warm
phrases like Can you help me? I’m looking
water, take pills, go to bed
for …, I have a problem with …; language of
4 hiccups: hold your breath, drink water, experience
advice and recommendations like You ought
a big surprise (e.g. a loud noise)
to …, I’d recommend …
2 Listen carefully and note words and phrases that
help them guess the situation. Advise students
not to jump to conclusions – the same phrases
could be used in a chemist or hospital or with
friends – students will have to pull together all
the clues to reach the correct conclusion.

132 Unit 9 Mind and body

SPEAKING TASK Ucalearn.com
MY OUTCOMES
AIM
AIM
to practise language from the lesson in a
to reflect on what students have learned and
personalized, communicative speaking activity
on how to improve in a personalized speaking
11 Start by describing a real or imaginary accident of activity
your own. Tell students to look at the questions on the • Give your students time to read the questions and
page and listen to your description. When you have prepare things to say. You could tell students to
finished, ask students to say which questions were make a few brief notes.
answered. Check the meaning of recover (= get better). • Organize the class into pairs or small groups. Give
• Give students three or four minutes to prepare their students five to ten minutes to discuss the questions.
own descriptions, using the questions as a guide. • In feedback, ask a few pairs to tell the class what
Monitor and help with ideas and vocabulary. they said. Alternatively, you could have a class
discussion in which groups share the ideas they
MEDIATION have, and comment on each other’s ideas.
Mediating a text • Follow up by setting a task for homework. See the
In Exercise 12, students have to simplify Teacher development section for ideas. Following
or summarize a text to help someone else this activity, you could, for example, ask students
understand it. They have to recall and relay to make a list of questions to ask the class and
the key points of their first partner's text using teacher based on ideas that have come up with
clearer or simpler language. this reflection stage.

After completing Exercise 12, ask students

to reflect. Ask: How clearly did you and your TEACHER DEVELOPMENT 16: MY OUTCOMES
classmates get across the key points of your Go to page 227 for information and advice.
stories?
For further practice, use Communicative
activities 9.1 and 9.2 on pages 244–245.
12 M A good way of organizing this activity is to put
students in groups of four first, and move students
so they are sitting together. Split groups into pairs.
Students tell their own stories in pairs, then change
pairs within the group to take turns to tell previous
partner’s stories, then work with the person in the
group they haven’t yet spoken to in order to tell stories
one last time. When groups come together, they
should know each other’s stories well and be able to
agree on the best story.
• Monitor and note errors or examples of good language
use as students speak.
• Once you have given feedback on content, explore and
develop the language students used.

TEACHER DEVELOPMENT 8: FEEDBACK ON

CONTENT, LANGUAGE AND ERRORS
Go to page 224 for information and advice.

Unit 9 Mind and body 133

 Ucalearn.com

10 Places to stay
wanting to dive on the gulf’s coral reef, and diving
IN THIS UNIT, STUDENTS: contributes a lot to the local economy. Jordan, Israel,
• ask for and give information to book a place to stay Saudi Arabia and Egypt all have shoreline on the Gulf
• discuss summer holidays in childhood and how of Aqaba. There has been massive development along
things have changed the coastline over the last twenty years or so, and there
• explain problems on holiday and talk about how to is increasing concern about the damage caused to the
resolve them environment.

Optional extra activity Write on the board: The most

SPEAKING unusual place I’ve ever stayed. Then tell the class a short
story of an unusual place you have stayed at. Ask the
AIM
class what was unusual about it. Then ask students to
to set the scene and introduce the theme with a
share their own stories of unusual places to stay.
photo; to get students talking about how they
choose somewhere to stay on holiday
TEACHER DEVELOPMENT 1: INSTRUCTING
Optional lead-in activity Tell students to look at the Go to page 220 for information and advice.
unit title and photo. Ask: What situations connected with
this topic do you hope to practise? How useful do you
think the topics and language will be for you and why?

1 Start by telling the class that in this unit they’re going 10A Booking a room
to be learning how to describe places they have stayed
in, book somewhere to stay, and deal with problems
in hotels; students will talk about how places have Student’s Book pages 96–97
changed.
• Ask students to look at the photo on pages 94–95. IN THIS LESSON, STUDENTS:
Ask: What can you see? Elicit a brief description of the • ask for and give information to book a place to stay
photo, and introduce any key words students might • practise listening to a phone enquiry about a hotel
need. Key words are mountain, desert and resort and take notes
(= a place people go to on holiday which has lots of • practise giving and taking card payment details
facilities for tourists). • practise apologizing when giving bad news
• Ask students to discuss the questions in groups of four
or five. Monitor and help with ideas and vocabulary if
necessary. VOCABULARY Places to stay
Example answers AIM
1 People might expect: hotels, restaurants, nightlife, to introduce and practise chunks of language used
shops selling souvenirs, organized activities and trips to describe places to stay
2 Good: amazing scenery, warm climate, things to see
Bad: seems to be in the middle of nowhere, 1 Ask students to discuss the phrases in the box in pairs.
no facilities, not near a beach Start them off by eliciting the collocation to complete
the first sentence. In feedback, ask questions to check
2 Organize the class into pairs to discuss the personalized understanding: e.g. Are rooms cheaper in low season?
questions. In feedback, ask different pairs to briefly tell (Yes) If breakfast is included in the price, do you have
the class what they discussed. to pay more for it? (No)
• Once you have given feedback on content, look at
good pieces of language that students used and pieces Answers
of language students didn’t quite use correctly during 1 low season
the activity. 2 including breakfast
3 reduced rate
Culture notes 4 babysitting service
The photo shows a new resort being built on the Gulf of 5 put up the tent
Aqaba coast, at the northern tip of the Red Sea. It is a 6 provided meals
very popular holiday destination, particularly for tourists 7 real fire

134 Unit 10 Places to stay

 8 share a room
Ucalearn.com
6 c (guests sometimes share the kitchen and
9 heated pool prepare their own meals)
10 shower block 7 a (they have a living room)
11 basic furniture 8 c (because sometimes you have to share rooms in
12 free wi-fi hostels)
9 a (apartments are in a block and often have a
shared pool)
TEACHER DEVELOPMENT 4: LEARNING AND 10 b (the only place to have toilet and shower blocks)
CHECKING NEW WORDS 11 a (basic furniture, and it has a kitchen)
Go to page 221 for information and advice. 12 d (rooms and reception area)

2 P Play the audio. Students listen and practise. 4 Organize the class into small groups to discuss the
You could pause at difficult phrases, and model questions. In feedback, elicit any useful phrases and write
phrases yourself to help students say them correctly. them on the board. Work with students’ answers but
• In feedback, ask students to say which phrases were some ideas are given in the answer key. Ask students to
hard, and focus on them as a class. Comment on any order or categorize the examples in their notebooks.
errors students made.
Example answers
Audio script 1 a room, a bathroom, a dining area, a kitchen, a
1 low season, it was still the low season living room, a laundry room
2 including breakfast, a double room including 2 a single room, an en-suite room (with bathroom),
breakfast a family suite / room
3 reduced rate, a reduced rate for groups 3 room service, laundry, pick-up from the airport or
4 babysitting service, they had a babysitting service station, wake-up calls, valet parking, conference
5 put up the tent, difficult to put up the tent rooms, internet access
6 provided meals, they also provided meals 4 breakfast, meals, drinks, a packed lunch, car
7 real fire, had a real fire parking, flights, pick-up from the airport, tax, trips
8 share a room, have to share a room 5 for early booking, if you’re over-65 / retired, if you
9 heated pool, an outdoor heated pool had problems (e.g. noise, problems with heating),
10 shower block, toilet and shower block if the room you had booked wasn’t available, if you
11 basic furniture, quite basic furniture booked with a big group, if you are a regular visitor
12 free wi-fi, free wi-fi in the reception area 6 taking a tent down
7 In Europe, high season is in the summer, during
school holidays (July and August), at Christmas
Pronunciation notes
and at Easter. For skiing, high season is likely to be
Note the difficult sounds: reduced /rɪˈdjuːst/, share /ʃɛə/, February, near school holiday time.
shower /ˈʃaʊə/, furniture /ˈfɜːnɪtʃə/.
Wi-fi is pronounced /waɪ faɪ/. Note that the word may be 5 Organize the class into new pairs to discuss the
pronounced very differently in students’ first language (in questions. In feedback, find out in what ways the
French and Spanish, for example, people say ‘wiffy’). students’ experiences are different.

Optional extra activity Ask pairs to brainstorm facilities

TEACHER DEVELOPMENT 5: DRILLING FOR in a hotel (laundry, room service, gym, sun terrace, pool,
PRONUNCIATION etc.). Ask students to choose and order the top five
Go to page 222 for information and advice. facilities they would look for in a hotel.

3 Elicit one or two examples to get students started then LISTENING

ask them to work in pairs to match each sentence to
AIM
one of the places.
to practise listening for detail and taking notes in
• In feedback, ask students to justify their answers
short form
(see notes in brackets in the answer key below).
6 Read the information and ask students to look at
Answers
Antonio's notes. Ask a few open questions to focus
a = a rented apartment b = a campsite
them on the task: What information does Antonio
c = a hostel d = a hotel
want? Who is he going to the hotel with? What does
1 a (you don’t usually rent the other places for a ‘full payment’ mean? (if he has to pay all the money
week) before going to the hotel). You could pre-teach other
2 d (the only one that costs £80 a night and key words (see vocabulary notes below).
provides breakfast) • Play the audio. Students listen and note the
3 b (the provision of electricity is the clue here) information Antonio needs. Note that the information
4 d (none of the others usually provide babysitting) in brackets in the answer key is extra to the essential
5 b (the only place where you would put a tent up) information to be checked, but it is nice to see if
students have got it.
Unit 10 Places to stay 135
 Answers
Ucalearn.com
A: Right. OK. Well, let me just talk to my friends and
Triple rooms? No, only doubles (but should be I’ll call you back in a moment. What’s your name,
possible to put an extra bed in a double room). please?
How much? £110 a night for the room (including R: Jackie, but any of my colleagues can deal with the
child’s bed). booking.
A: Oh wait, sorry – the last last thing. Do we need to
With breakfast? No, not included (£125 with breakfast).
pay in full now?
Dates: Fully booked on the weekend of the 16th–17th R: Not in full, but we take a 10% deposit on a credit
but 10th–15th is possible. card.
Car hire: Yes, they have a partnership with a local A: So, if we have to cancel for whatever reason, we
firm (prices start from £45 a day). lose that money?
Parking: Yes (but £20 a day; also street parking R: I’m afraid so. The complete payment is made on
available nearby). arrival.
A: OK. Thanks. I’ll call back in a moment.
Full payment? Need to pay 10% deposit (on a credit
card when booking).
Vocabulary notes

Audio script Some key words to check before playing the audio
R = Receptionist, A = Antonio (or after if you prefer students to look at the audio script
R: Good afternoon, Hillborough Hotel. How can I to see the words in context):
help you? booking = reservation; when you have paid to have
A: Oh, hello. I’m thinking of booking a couple of a room
rooms, but I want to check some information first. availability = whether they have rooms free (i.e. available)
R: Sure. What would you like to know?
per night = each night
A: Er, well, do you have any triple rooms?
R: I’m afraid not. We only have doubles. fully booked = there are no free rooms
A: Oh, right. Is it possible to get a double with an reduced rate = lower price
extra bed? My friends have a small kid. deposit = the money you pay in advance to reserve a
R: Depending on other bookings, that should be fine. room – it is usually a percentage of the full price
A: And how much would that be per night?
R: For the room, that’s £110 per night. Note that in the UK, people use the following terms:
A: Sorry. Does that include the cost of the extra bed a single room (= one narrow bed); a double room (= one
or not? double bed); a twin room (= two single beds); a triple or
R: It does include it, yes. family room usually has one double and one single bed.
A: And breakfast is included, too?
R: I’m afraid not. It’s 125 with breakfast. What dates 7 Ask students to work in pairs to compare notes.
are you thinking of coming? Play the audio again so students can check and
A: Mmm, Tuesday the 12th to the 17th of August. confirm answers.
R: OK. Let me just check our availability. And you • In feedback, elicit further information from students.
want two rooms including the one with the child. You could also ask students to look at the audio script
A: Yes, us and another double room for my friends. to find more details.
R: Hmm, I’m afraid we’re fully booked that weekend
on the 16th and 17th. 8 Ask students to work in pairs to discuss the questions.
A: And what if we came the previous weekend? In feedback, elicit suggestions from different pairs
R: Saturday night is full, but from Sunday through to round the class, and open up interesting opinions and
Friday we currently have rooms available. experiences for class discussion.
A: So that’s the 10th till the 15th – including Friday
night? Optional extra activity Ask students to work in pairs
R: That’s correct. to read the audio script on page 202 and underline
A: OK. I’ll need to check with my friends about that. useful phrases they would like to learn. In feedback,
So, how much per night for both rooms? find out what words students have chosen, and check
R: 200 without breakfast and 230 with. their meaning. Encourage students to learn words that
A: OK, and one last thing. We’re thinking of renting collocate, not words in isolation, (e.g. make a payment,
a car. Can we get any reduced rates if we book not payment). Encourage students to share and justify
through the hotel? phrases they choose, and to collaborate together to
R: You can, actually. We work with a local hire firm. work out and explain meanings. Some useful phrases
The cost starts at £45 a day. in the audio script include the following: check some
A: OK. Great. Do you have parking at the hotel? information, fully booked, available, rent a car, make a
R: There is a car park, which is £20 a day, but there is payment, deal with the booking.
also some street parking nearby.

136 Unit 10 Places to stay

9 Start by asking students to read the form carefully, phone numbers. Two numbers together Ucalearn.com
are
and check they understand all the words. It is a good often said ‘double-six’ not ‘six-six’.
idea to show students a credit or debit card, and point 3 Students need to concentrate hard to listen
out the information on the card. If you have an adult and catch letters and numbers. Tell students
class, students could find the information on their own to be ready to change their answer – speakers
cards. Check security number (= the three numbers on sometimes correct themselves when saying
the back of the card) and expiry date (= the day when names and numbers.
the card stops working); contact number = a phone
number people can use to talk to you; digits = another
word for numbers. TEACHER DEVELOPMENT 10: DEVELOPING
• Play the audio. Students listen and note the details the LISTENING SKILLS
receptionist needs. Ask students to compare answers Go to page 224 for information and advice.
in pairs.
• In feedback, ask a student to write the key information
10 Start by asking students to make a note of some
on the board so the rest of the class can check.
imaginary card details. You could ask students to use
Answers the form in Exercise 8 as a model, or, if your students
are old enough to have a card of their own, you could
Name on the card: Mr A Pereira
ask them to use that as a model. Tell them to look at
Card number: 1003 6566 9242 8307 the numbers on their cards, and change a few details
Security number: 718 before doing the exercise.
Expiry date: 06 / 26 • Students take turns to ask for and give card details.
Monitor and prompt students to say letters and
Contact number: 0796 883 412
numbers correctly.

Audio script Optional extra activity 1 Do a name and number

R = Receptionist, A = Antonio dictation. Prepare a list of names and card numbers and
R: OK, so can I take your credit card details for the dictate them to the class. Find out who got them all correct.
deposit?
A: Sure. Optional extra activity 2 Alternatively, do a whispering
R: What kind of card is it? dictation. Whisper a sixteen-digit card number into the
A: Visa. ear of a student. That student whispers into a partner’s
R: And the name on your card? ear, and so on round the class. At the end, the last
A: Mr A Pereira. That’s P – E – R – E – I – R – A. student writes the number they heard on the board. If
R: OK. And the card number on the card? your class is large, do the activity in groups.
A: 1003 6566 9242 8307.
R: And the security number on the back of the card – DEVELOPING CONVERSATIONS
the last three digits there?
A: 718.
Apologizing
R: And the expiry date? AIM
A: 06 26 to introduce and practise using I’m afraid to apologize
R: And can I just take a contact number in case there
are any problems? 11 Read through the information in the box as a class.
A: Sure. 0796 883 412. • Ask students to work in pairs to prepare and practise
conversations. You could ask them to write one or
two conversations first, then improvise others. Or you
EXAM-STYLE SKILLS TASKS: could ask them to prepare responses in note form first,
Completing a form then work together to improvise conversations. You
Students at pre-intermediate level are asked to may wish to pre-teach some words: cancel = stop from
listen and complete information in a form in a happening; reject = say no to.
number of common exams. • Work with what students suggest, but if they are
stuck, some suggestions are given in the answer key.
1 Ask students to read and understand the
form first. Tell them to recognize the sort of
Example answers
information required. Here, it is names and
1 I’m afraid not. There’s a small charge for internet
numbers.
use in the hotel. But we are looking at getting free
2 Ask students to think about how the names wi-fi early next year.
and numbers will be expressed. For example, 2 I’m afraid so. The cancellation fee is £50. It’d be
an unusual name will be spelled out, so 10% of the original booking.
students need to think about how to say the 3 I’m afraid not. But it won’t be very cold at that time
alphabet. Numbers on cards are spelled out, of year. / But a swim there will certainly wake you up!
so 5-6-0, not five hundred and sixty. Speakers 4 I’m afraid not. We had a terrible accident a few years
often say ’0’ (oh) not zero, especially with ago, you see. / Health and safety regulations, you see!

Unit 10 Places to stay 137

 5 I’m afraid so. Maybe you should contact your bank. / trying to say. You could write some useful newUcalearn.com
phrases
Do you have any other cards you could use? on the board with gaps and ask the whole class to
6 I’m afraid not. But we do have tickets available for complete the sentences.
tomorrow. / But if you come back just before the show
starts, there may be some returns. You never know.
7 I’m afraid so. It would be a good time to visit some
of our museums. / But we do have plenty of indoor
activities.
10B Summer long
8 I’m afraid not. I’m terribly sorry. Not without the
permission of the manager, and she’s not here at Student’s Book pages 98–99
the moment.
IN THIS LESSON, STUDENTS:
Language notes • discuss holidays in childhood and how things have
I’m afraid is followed by a clause. I’m afraid so is used changed
to confirm and apologize. I’m afraid not is used to • tell each other about activities they do or used to
contradict and apologize. Note that they are used in a do on holiday
similar way to I hope so or I hope not. It is also possible • read and talk about a story about past summer
to say I’m afraid it isn’t or I’m afraid you would, etc. For holidays
example: Is it free? No, I’m afraid it isn’t. • discuss how they think the story will develop

12 Start by organizing students into groups of four or SPEAKING

five. Elicit one or two examples to get students started.
Set a time limit and find out in feedback which group AIM
got the most answers, and which group had the best to lead in to the topic of the lesson; to talk about
and the funniest. You could write up some of the best how holidays have changed
examples on the board. There are no fixed answers here, 1 Start by modelling the activity. Write the first sentence
but a few possible ideas are given in the answer key. on the board: It’s hotter here in the summer than it
was in the past. Ask: Do you think that’s true? Why? Is
Example answers
it a good thing or a bad thing? Why? Elicit a few ideas
I’m afraid the restaurant is fully booked this evening.
and comments around the class.
I’m afraid there’s a £10 charge for that. • Organize the class into pairs to discuss the other
I’m afraid that’s not possible. statements. You may wish to pre-teach afford to
I’m afraid we don’t have any record of your booking. travel = have enough money to travel (abroad).
• In feedback, ask different pairs to tell the class what they
I’m afraid we’re fully booked that weekend.
discussed. Once you have given feedback on content,
explore and develop the language students used.
CONVERSATION PRACTICE
Example answers
AIM
Work with students’ answers. However, here are a
to practise language from the lesson in a
few things that could be mentioned:
communicative speaking activity
Hotter now: It’s hotter because of climate change,
13 This is an opportunity to bring together several parts which is a bad thing.
of the lesson and for students to practise apologizing. Summer houses: It’s good because people are better
• Organize students into pairs and ask them to decide off and have more free time. It’s not so good because
on which roles to take, A or B. Give students four or resorts are over-developed and it’s too expensive for
five minutes to read the role cards, and to think of local people to buy property.
what to say.
Fewer tourists: It’s good because things are quieter.
• As students prepare, monitor and help with ideas
It’s bad because there is less money in the area and
and vocabulary. Prompt students to note questions
people have lost jobs.
if playing the customer role, and ways of apologizing if
playing the receptionist role. Cheaper travel: It’s good because more people can
• When students are ready, ask them to roleplay the enjoy going away. It’s not so good because it’s bad for
conversations. Then tell them to change roles and act the planet and makes popular places too busy.
out the second conversation.
• You could extend the activity by changing pairs so they Optional extra activity Ask students in their groups to
can re-enact conversations with different partners. say which types of holiday or days out they remember
• In feedback at the end, look at good pieces of going on as a child.
language that students used and pieces of language
students didn’t quite use correctly during the activity.
Show students better ways of saying what they were

138 Unit 10 Places to stay

GRAMMAR Used to • When students have ideas, ask them Ucalearn.com
to think how to
express them using used to. Put students in pairs or
AIM small groups to share ideas.
to check students’ understanding of how to use used • In feedback, elicit a few ideas from different pairs
to + infinitive to describe past habits or states that and groups, and write interesting sentences on the
have changed board. Refer back to the rules if students make
mistakes.
2 Read through the information in the Grammar box as
a class. Then organize the class into pairs to look at Example answers
the sentences and discuss the uses. Monitor and note I never used to like camping, but I love it now.
how well students understand the rules.
The place we used to go to has become very popular.
• In feedback, elicit the students’ answers. Then ask
It never used to be crowded before.
them to check in Grammar reference 10B.
I never used to go away on holiday in the summer
Answers when I was younger.
1 Past state that is different now. It’s wetter here in We used to build sandcastles on the beach.
the summer than it used to be in the past.
2 Here, come is present simple – it talks about
G For further guidance and practice, see Grammar
something that is always true – can’t change to reference 10B in the Student’s Book. It explains
used to. use and form in greater detail, and provides written
3 Here, visited is past simple and describes a past action accuracy practice.
that happened once – can’t change to used to.
4 Past habit that is different now: I didn’t use to go Answers to Exercises 1 and 2, Grammar reference 10B
abroad on holiday when I was younger. 1 1 used to
5 Past habit that is different now: Did you use to 2 used to
get bored in the summer holidays? I did. 3 didn’t use to / never used to
6 Past habit that is different now: The local council 4 used to
always used to organize activities for children. Do 5 didn’t use to / never used to
they still do it? 2 1, 3 and 5 are incorrect
1 I used to work
Language notes 3 I never used to have / I didn't use to have
5 we used to go
Make sure students understand that used to is used only
for things that happened repeatedly in the past and to
describe states in the past. We do not use it to talk about VOCABULARY Summer holiday activities
single events or actions, or to talk about things that still
happen now. AIM
to introduce and practise collocations used to
We use used to to emphasize that something was a habit
describe summer holiday activities
or that something happened regularly, and to talk about
situations that are no longer the same. It can convey a 4 Lead in by writing summer holiday activities on the
sense of nostalgia. The past simple can nearly always be board and asking: What do you do on your summer
used instead. holidays? Brainstorm ideas from students and write
The standard negative form is didn’t use to, but we also any interesting or useful language they suggest on
often use never used to. The question form is Did you the board. Check any good phrases with the whole
use to …?, though we often just use a past simple with class before moving on to the matching exercise.
a time phrase, e.g. Where did you spend your holidays Students may suggest: go swimming, lie on the
when you were a kid? beach, go for long walks, buy souvenirs, take lots of
Note the pronunciation of used to /ˈjuːstə/. The d is not photos.
pronounced and to is unstressed. • Ask students to match the two parts of the
collocations. Start them off by eliciting the first
match. In feedback, ask questions to check
TEACHER DEVELOPMENT 6: APPROACHES understanding, e.g. If you hang out with friends, do
TO GRAMMAR you relax and chat or do you work together? (relax
Go to page 222 for information and advice. and chat) If you collect stones, do you pick them up
and keep them? (Yes)
3 Start by eliciting ideas from students. Ask: Did you
Answers
go on holidays or on day trips when you were a kid?
1 g 2 a 3 d 4 c 5 e 6 h 7 b 8 f
Where did you go? What did you do? Do you still go
there? What do you do on holiday now? Is the place
different? In what ways?
TEACHER DEVELOPMENT 3: APPROACHES TO
• Give students a few minutes to think of and note other
VOCABULARY
things to say.
Go to page 220 for information and advice.

Unit 10 Places to stay 139

5 Ask students to work in pairs and discuss the common for people to have a summer house (or Ucalearn.com
dacha)
questions. Encourage students to use the collocations in these countries. In the past, in communist times, the
from Exercise 4. Once you have fed back on content, houses were very simple wooden houses in the country,
explore and develop the language students used. often without electricity or running water. Today, they are
more modern. Similarly, cars in Pavel’s youth were much
READING smaller than today.

AIM
to read a short story for general comprehension and Optional extra activity Write these words on the board
interpretation and ask students to find the words they describe:
leather wonderful neat wild
6 Lead in by asking students to look at the photo on
angrily smart tiny nightmare
page 99 and ask: Where do you think the story is set?
What do you think might happen?
• Ask students to read the story and think about their 8 Organize students into pairs. Students discuss the
answers to the questions. Ask them to compare their questions.
answers in pairs. Elicit answers from the class. • In feedback, elicit interesting answers and experiences
from different pairs.
Answers
1 It’s about a visit by a father and daughter to the Optional extra activity Ask students to discuss these
summer house (or dacha) where the father often extension questions. Do you think it is a good idea to go
went on holiday when he was young. back to places from your childhood? Would you like to
2 Pavel = father; Markéta = daughter; Karel was go back somewhere? Why? / Why not?
Pavel’s best friend when a boy; Martin was Pavel’s
younger brother; Hana is a girl from Pavel’s past –
Karel’s sister perhaps SPEAKING
AIM
7 Organize students into pairs. Students discuss whether to speculate about the story – what happened
the sentences are true or false. Students will have to before and how will the story continue
interpret and infer answers, so tell them to look at the
story closely to find information to justify their answers. 9 Organize students into new pairs. Encourage students
• In feedback, elicit answers and reasons from different to work with someone they don’t usually work with in
pairs. class.
• Ask students to work individually first to read the
Answers questions and prepare ideas. Then ask students to
1 T (the tiny car … very different to this car he rented share their ideas with their partner.
at the airport, with its big leather seats and air • In feedback, elicit and discuss some of the students’
conditioning) most interesting ideas.
2 F (The story lists other activities that they did: ran
after each other, climbed trees, collected fruits; Example answers
used to wash, catch fish and swim; sleeping out Work with students’ ideas, but here are some
under the stars) possibilities to use to prompt if students are
3 F (Instead of those two small wooden buildings, short of imagination:
there was now a smart, modern place with two Perhaps Hana was Pavel’s girlfriend, but he went
floors, surrounded by a large, neat garden) away without saying goodbye.
4 T (his last summer there … over twenty years ago) Pavel moved abroad to work so he couldn’t visit –
5 F (‘You’re joking!’ / ‘This is going to be a nightmare.’) perhaps his parents died and he didn’t want to
6 F (Hana doesn’t smile at Pavel.) return – perhaps he’s come back now because he
has a daughter and wants to show her where he
Language and culture notes was brought up.
You may want to use the context of the story to check Perhaps they’ll make up and stay with Hana.
these words: Perhaps they’ll sell the house to Hana, but be friends,
concentrate on = here, do or think about (with head down) and come to stay every summer.
Are we almost there? = a question kids ask five minutes
after leaving home – so humorous for Pavel
squeezed into the tiny car = here, pushed together DEVELOPING LEARNER INDEPENDENCE
because the car was so small AIM
big bad wolf = a reference to an English fairy story, The to encourage students to think about what to
Three Little Pigs, where the big bad wolf tries to blow read outside class
down the little pigs' houses If your students enjoyed the short story in this
The story is set in Eastern Europe. If your students are section, you may want to encourage them to
unfamiliar with the region, you might mention that it is read fiction outside class. It builds confidence

140 Unit 10 Places to stay

 and vocabulary, and is an easy and enjoyable Example answers
Ucalearn.com
way of gaining exposure to English. There are 1 lift was out of order: machine that carries people
plenty of graded readers at your students’ level from floor to floor is not working – the clue is
which can be found or purchased online. having to use stairs to go to the tenth floor
Here are things to do to support students in 2 air conditioning: machine that blows air into a
reading fiction for fun: room to keep the temperature right – the clue is
1 Bring in graded readers from the school library hot and can’t breathe because it is out of order
for students to look at, choose and discuss in a (i.e. it doesn’t work – it’s broken)
mingle activity. 3 check in to the hotel: officially signing your name
2 Ask students to design a poster and make a and getting the key in a hotel
presentation and recommendation of stories they 4 short of staff: staff are the people who work in a
have read. place (e.g. a hotel) – context shows that ‘short of’
3 Assign reading questions for students to answer means not enough, too few
after reading a story. 5 turn the heating on: if it’s really cold, ‘turn on’
4 Have short in-class reading sessions. Read the first must mean get it working
paragraph of a graded short story that can be 6 couldn’t find our booking: booking = reservation
found online. Then ask students to read the rest 7 microwave: machine for warming food; pans:
at home. metal things you put food in to cook it
5 Ask students to write mini book reviews and share 8 no direct flights available: there weren’t any
them with the class. flights – direct means without going through
another place on the way
9 overnight: during the night; was flooded: covered
TEACHER DEVELOPMENT 15: LEARNER in water
INDEPENDENCE 10 was blocked: water would not go down the sink
Go to page 226 for information and advice.
2 Ask students to rank the problems. You could start
students off by asking: Which problem seems really
bad? Which one is not so bad?
• In feedback, ask one pair to present their ranking. Ask
10C We’ll deal with it right away the rest of the class to say how and why they disagree
with some of the ranking.

Example answers
Student’s Book pages 100–101
Serious problems in a suggested order:

IN THIS LESSON, STUDENTS: (worst) It rained really badly overnight and part of the
• explain problems on holiday and discuss how to campsite was flooded.
resolve them A sink was blocked and it flooded the whole bathroom.
• practise listening to conversations about problems When we arrived, they couldn’t find our booking and
people have on holiday then I realized I’d booked for a different month!
• practise hearing time phrases
We decided to go very late, so when we booked
• say how and when they will deal with problems
there were no direct flights available.
Less serious problems in a suggested order:
VOCABULARY Problems on holiday (worst) It was really cold at night, but they said they
AIM couldn’t turn the heating on.
to introduce and practise chunks of language used I could hardly breathe because it was so hot in the
to describe problems on holiday room and the air conditioning was out of order.

1 Start by brainstorming problems people have on The lift was out of order and we had to carry our
holiday. Students may suggest: arguing, getting luggage up the stairs to the tenth floor.
bored, missing a train or flight, bad weather, etc. The flight arrived really early in the morning, but we
Write the most interesting or useful ideas on the couldn’t check in to the hotel till three in the afternoon.
board. They were really short of staff, so it took a long time
• Ask students to work in pairs to discuss the meanings to check in and they didn’t clean the rooms every day.
of the words and phrases in bold. Tell them to use the
When we got there, we found there wasn’t a
context, part of speech, their own knowledge, and any
microwave in the kitchen to heat up food, and no
similarities between English and their own language to
pans either.
work out and explain meaning.
• In feedback, check meanings and model the
pronunciation of words that are difficult to say.

Unit 10 Places to stay 141

LISTENING Ucalearn.com
B: But what about my connection in Miami?
AIM A: When you arrive there, our staff will explain
to practise listening for general understanding and your options. They’ll probably organize a flight
to listen for time phrases with another company, but it’s possible you’ll
have to stay overnight.
3 Ask students to look at the places, and check B: Really?
meaning. A hostel is a cheap hotel, often for young A: I’m afraid so. If that happens, they’ll take you to
people, where you share a room, and a bathroom, a hotel and provide food and drink, but as I say,
and often use the kitchen to cook your own food. You that might not be necessary.
could elicit words and phrases students expect to hear 4 A: Hi. Everything OK?
about each place (e.g. check in, double room = hotel; B: Not really. It was boiling in the room last night
tent, campfire = campsite; flight, luggage = airport). and you don’t have air conditioning.
• Play the audio. Students note the places where the A: I know, but it doesn’t usually get this hot here.
conversations take place. We have put a fan in there.
• Ask students to compare their answers in pairs before B: It’s not very strong, though, and when I
discussing in open class. Ask students what they heard opened the window the other girls in the room
that helped them reach their answers. complained the traffic was keeping them awake.
A: I’m sorry. I can’t help you with that.
Answers B: No, I guess not. Actually, what I came to tell you
1 a campsite is one of the sinks in the bathroom is blocked.
2 a rented apartment A: Is there water on the floor?
3 an airport B: No.
4 a hostel A: OK. I’ll have a look when I get the chance –
A hotel is not used we’re a bit short of staff today.

Pronunciation notes
Audio script
1 A: Excuse me, excuse me. You can’t light a fire here. Note that in conversation 1, the ‘h’ sound is often
B: But it’s only a small barbecue. On your website dropped in words such as have and here. This is common
it said it was fine. in many English dialects.
A: It is, but not here. The ground’s very dry and
tents could catch fire. We have a special area 4 FS Ask students to give you an example of a
for barbecues. time phrase with when or as soon as (e.g. when it’s
B: But there’s no space there. lunchtime, as soon as I’ve finished). Point out how they
A: I’m afraid it’s always busy at this time. You can be said quickly.
can book a barbecue place at the reception, • Play the audio. Students listen and write what they
though. We also sell wood and lighters. hear. Ask students to compare what they have written
B: And now? with a partner. Then play the audio again so students
A: I’m afraid you’ll have to wait till one becomes can confirm or add to their writing.
available. • In feedback, write answers on the board or ask students
B: Ugh! to check answers in the audio script. Point out and discuss
2 A: Hi, this Is Rena. We’re staying in your place. any problems (e.g. the weak stress on words like as and I,
B: OK, yes. How are you? You arrived safely, then. and the way words such as there and get run together).
A: We got a bit lost on our way, but we followed
your instructions to get the key and it was all Audio script and answers
very clear. 1 when we got here
B: Good. 2 as soon as I can
A: It’s lovely, and thanks for leaving the snacks – 3 till one becomes available
we were really hungry when we got here. 4 when you arrive there
B: Glad you like it. 5 when I opened the window
A: Actually, about the food. There were some eggs 6 when I get the chance
in the fridge, but we can’t find a frying pan.
B: Really? There should be one there.
A: We’ve looked in all the cupboards and we can 5 Ask students to read the questions and options
only find two big pans for pasta. carefully. Tell them to think about which answers they
B: Oh dear. I’ll bring one over as soon as I can. think are correct from the first listening.
Probably around six, after I get back from work. • Play the Exercise 3 audio again. Students listen and
3 A: I’m really sorry, sir. There are a lot of issues choose the correct options. Ask students to compare
today. Where are you travelling to? answers with a partner.
B: Miami, and then I’m getting a connection there • You could play the audio again if necessary. Pause so
to go to Madrid. students can catch and note answers.
A: Right. I’m afraid that flight is currently delayed • In feedback, write answers on the board and ask students
by three hours. to justify their answers by saying what they heard.

142 Unit 10 Places to stay

 Answers When and as soon as have similar meanings,Ucalearn.com
but as soon
1 b 2 a 3 c 4 b as suggests immediacy (e.g. compare I’ll give Joe the
letter when I see him. and I’ll give Joe the letter as soon
as I see him – I won’t delay!).
EXAM-STYLE SKILLS TASKS:
Multiple-choice options 8 Start by eliciting the answer for 1 from the class as a
model.
Students at pre-intermediate level are asked
• Students complete individually, then check with a partner.
to choose from multiple-choice options in a
• In feedback, elicit answers. Refer back to the rules if
number of common exams.
students make mistakes.
To do this task effectively, students at this level
need to do the following: Answers
1 Read the questions and options carefully 1 I’ll do it when I get the chance.
before starting, and make sure they fully 2 I’ll call you before I leave.
understand all the words. 3 You’ll have to wait until he gets back.
2 Listen carefully and note answers to the 4 As soon as it arrives, I’ll let you know.
questions in their own words. 5 I’ll deal with it after the game finishes.
3 Look at the questions and options again and 6 When I win the lottery, I’m going to buy a place by
decide which option best matches the answer the beach.
they noted. 7 I’d like to run my own business before I’m 30.
4 Remind students to listen for synonyms or 8 My mum’s thinking of going on a trip round the
slightly different ways of saying the same world when she retires.
thing (e.g. in conversation 1, the speaker says 9 I won’t see them till they visit again next year.
book a barbecue place at the reception), and
tell them to watch out for distractors (e.g. We
9 Start by eliciting examples from the class as a model.
also sell wood is not the same as He doesn’t
• Give students a few minutes to think of and note other
have enough wood).
things to say.
• When students have ideas, put them in pairs or small
groups to share ideas.
6 Organize the class into new groups of four or five to
• In feedback, elicit a few ideas from different pairs and
discuss the situations. Give students time to prepare
groups, and write interesting sentences on the board.
ideas first, and monitor to help.
Refer back to the rules if students make mistakes.
• In feedback, ask different groups to tell the class what
they discussed. Once you have given feedback on
Example answers
content, explore and develop the language students
1 As soon as I can, I’ll send you my number.
used.
2 After this course ends, I’m going to visit the US.
3 When I win the lottery, I’ll buy an island.
GRAMMAR Time clauses 4 The next time I go away on holiday, I’ll switch the
AIM tap off in the bathroom!
to check students’ understanding of how to use time 5 I’d like to climb a mountain before I die.
clauses when talking about things we’ll do in the 6 I’ll make dinner when I get home.
future 7 I won’t eat until you get home.

7 Read through the information in the Grammar box as G For further guidance and practice, see Grammar
a class. Then organize the class into pairs to look at reference 10C in the Student’s Book. It explains the
the examples and discuss the questions. Monitor and grammar point in greater detail, and provides written
note how well students understand the rules. accuracy practice.
• In feedback, elicit the students’ answers. Then ask
them to check in Grammar reference 10C. Answers to Exercises 1 and 2, Grammar
reference 10C
Answers 1 1 when 2 until 3 After 4 until
1 present 5 before 6 before 7 As soon as 8 when
2 future situation 9 as soon as
3 a future form (e.g. will + infinitive) 2 1, 3, 4, 6 and 7 are incorrect
1 before we make
Language notes 3 when we get
4 After you register
The key thing for students to recognize here is that we use
6 Unemployment will continue to rise
the present form in the clause after words like when and
7 until I see
as soon as, even when the clause refers to future time.
till / until = up to the point in time or the event mentioned
(e.g. We won’t see them till midnight / until the party).

Unit 10 Places to stay 143

SPEAKING TASK Ucalearn.com
MY OUTCOMES
AIM
AIM
to practise language from the lesson in a
to reflect on what students have learned and on
personalized, communicative speaking activity
how to improve in a personalized speaking activity
• Give your students time to read the questions and
MEDIATION prepare things to say. You could tell students to
Mediating concepts
make a few brief notes.
In Exercise 10, students have to get across their • Organize the class into pairs or small groups. Give
ideas, their thinking and their opinions to other students five to ten minutes to discuss the questions.
people in order to agree on a solution. • In feedback, ask a few pairs to tell the class what
they said. Alternatively, you could have a class
Students have to practise ways of facilitating
discussion in which groups share the ideas they
collaboration with peers: asking and answering
have, and comment on each other’s ideas.
questions, offering solutions, giving reasons,
• Follow up by setting a task for homework. See the
defining goals, reformulating questions and
Teacher development section for ideas. Following
highlighting issues, or summarizing main points.
this activity, you could, for example, ask students
After completing Exercise 10, ask students to to make a list of questions to ask the class and
reflect. Ask: Did you agree on a solution? How teacher based on ideas that have come up with
clearly did you justify your solution? this reflection stage.

10 M Start by suggesting a problem from Exercise 1 TEACHER DEVELOPMENT 16: MY OUTCOMES

and eliciting potential solutions (e.g. lift out of Go to page 227 for information and advice.
order – a porter could carry bags; could leave bags
in the foyer). For further practice, use Communicative activities 10.1
• Give students a few minutes to prepare ideas, using and 10.2 on pages 246–247.
the prompts as a guide. Monitor and help with ideas
and vocabulary.
• When students are ready, they act out their roleplay.
• You may choose to adapt this task by assigning one
of the ‘travellers’ the role of intermediary. They must
encourage the other traveller and the worker to WRITING 5
express their viewpoints and suggest solutions to reach
compromise and agreement. Giving holiday news
• Monitor and note errors or examples of good language
use as students speak.
Student’s Book pages 102–103
• Once you have given feedback on content, explore and
develop the language students used.
IN THIS LESSON, STUDENTS:
TEACHER DEVELOPMENT 8: FEEDBACK ON • practise writing postcards about a holiday
CONTENT, LANGUAGE AND ERRORS • talk about travel companions and what they do on
Go to page 224 for information and advice. holiday
• learn common phrases and patterns in postcards
• explain what’s good and bad about their experiences
11 Ask students to discuss the roleplays with a new
partner. You could use prompt questions to scaffold
students’ replies: What was the problem? What SPEAKING
solution did the worker offer you? Was the customer
AIM
happy with the solution? Why? / Why not?
to get students talking about the topic
Example answers
1 Lead in by asking: What is a postcard? Have you ever
Students may say things like: I did number 4 or I had
sent or received one?
the boiling room. / No I wasn’t happy – they didn’t
• Organize the class into small groups to discuss the
help. / Yes, I was happy – they gave me a fan. / They
questions. Explain souvenirs (= things we buy to
said sorry. / They gave me a refund / my money back.
remember holidays).
• In feedback, ask students to say what they found
out from their partners. Give some feedback on
good language that students used, and / or language
students didn’t quite use correctly. Show students how
to say what they were trying to say better.

144 Writing 5
 Example answers Answers
Ucalearn.com
Ways to communicate: holiday blogs, updates on social 1 Wish you were here
media sites, text messages, calls, postcards or letters 2 Hope you’re all well
Ways to remember holidays: buy souvenirs, keep old 3 Can’t wait to tell you about it
tickets and leaflets, take lots of photos and videos, 4 We are here in Panama / Here we are in Panama
buy books about the place, buy postcards, drawings 5 Looking forward to seeing you soon
or paintings 6 Greetings from Greece
7 Writing this in a café
8 Having a great time here in London
WRITING
AIM Language notes
to develop students’ ability to write a postcard about
Point out how articles, subjects and auxiliary verbs are
a holiday
missed out by asking students to say which are missing
2 Ask students to discuss the phrases and compare their and where in some sentences. For example:
ideas in pairs. [I’m] writing this quickly while [I’m] waiting to go on [a]
• In feedback, ask students to give reasons for their guided night tour of Bangkok by tuk tuk!
answers. The answer is Thailand – but students [I / We] Left Bangkok a couple of days ago and now [I’m /
could mention many countries with similar locations we’re] finally sitting here on a beach.
(e.g. Mexico, Sri Lanka, Malaysia) – so don’t confirm
answers yet.
• You may need to check more difficult expressions: USEFUL LANGUAGE Although and despite
ancient ruins = very old buildings that have fallen down
and are in bad condition; perfect sands = beautiful AIM
beaches; whitewater rafting = a sport in which people to practise using although and despite to introduce
travel down fast-moving rivers. contrasts

3 Ask students to read and note the answers, then 6 Read through the information box as a class.
compare their ideas in pairs. • Ask students to complete the sentences and check
• In feedback, point out that Greta and Sara are both in with a partner. You could elicit the first answer to get
Thailand. Then elicit students’ answers. students started.
• In feedback, ask students to justify answers by referring
Answers to the Useful language box.
2 Both feel the holiday is great. But Greta is enjoying
the adventurous activities, while Sara is enjoying Answers
relaxing on the beach. 1 Despite 2 although 3 despite
3 They agree about the great food and both enjoyed 4 Despite 5 Although 6 Although
whitewater rafting.
Language notes
Look at the forms used after despite:
4 Organize the class into small groups. Ask students to
read and discuss the questions. noun: Despite the rough sea, …
• In feedback, elicit ideas from different groups. noun + -ing: Despite the sea being rough, …
Ask students to change the sentence using although –
Optional extra activity Ask students to think
they will need to use a clause: Although the sea was
of five questions to ask somebody about holiday
rough, …
preferences (e.g. Do you like sitting on beaches or
walking in mountains / eating fast food or local food?). Note we can use in spite of instead of despite (it is
Students interview a partner and find out if they would followed by the same form: e.g. In spite of the rough
make a good holiday companion. sea, … ; In spite of the sea being rough, …).
We can use even though instead of although to show the
statement is very unlikely or surprising.
USEFUL LANGUAGE Postcard expressions
AIM 7 Ask students to complete the sentences individually.
to practise using postcard expressions Monitor and help with ideas and vocabulary.
• Ask students to compare answers in pairs.
5 Read through the information box as a class. • In feedback, ask students to share answers with
• Ask students to order words to make expressions and
the class.
check with a partner.
• In feedback, ask students to justify answers by referring
to the Useful language box.

Writing 5 145
 Example answers
Ucalearn.com
1 We went to the beach every day, despite the bad
weather / although the weather was bad. REVIEW 5 Video
2 We managed to catch our flight, despite getting up
late / although we got up late.
3 We decided to stay there, despite it being expensive Student’s Book page 104
/ although it was expensive.
4 I slept quite well, despite the noise in the street About the videos
outside / although the street outside was noisy. The two types of video in Outcomes are designed to
expose students to the sort of natural communication
8 Ask students to compare their sentences in small that they will encounter outside the classroom, with
groups and choose the funniest / unluckiest / most speakers from a wide range of language backgrounds.
interesting sentences. They are intended to be authentic examples of English,
• In feedback, ask students to share answers with the rather than perfect models. The accompanying activities
class. reflect this and aim to build students’ confidence in
understanding fast speech, different accents and English
PRACTICE as it is spoken in the real world. They can also be used
to build students’ confidence about their own ability
AIM in English, by showing them that you don’t need to
to practise writing a postcard to a friend or relative have completely accurate English as long as you can
communicate your message to your listener.
9 Start by brainstorming some typical ideas from
students under each heading (e.g. where you are
writing the postcard: by the pool; things you have
done: visiting ancient ruins, etc.). You could build up a
VIDEO Out and about
mind map on the board. AIM
• Ask students to work in pairs to build up their own to watch a ‘vox pop’ video in which three people
mind map of ideas. talk about problems while on holiday or travelling;
• Give students five minutes to prepare ideas. You could to notice accents which use a /s/ sound instead of a
ask students to compare ideas with another pair, and /θ/ sound
make suggestions to each other.
• Students write a postcard. You may wish to set this for 1 This video reviews the Unit 10 topic, so you could start
homework. If so, remind students to use the texts in by asking students to say what they remember about
Exercise 3 as models, and to incorporate despite and the conversations in Unit 10 or what phrases they
although into their sentences. remember from the unit.
• If you prefer to do the writing task in class, check out • Organize the class into small groups to discuss the
the advice in the Teacher development section. questions.
• In feedback, ask students to briefly share any
TEACHER DEVELOPMENT 12: DEVELOPING interesting stories they heard from their classmates.
WRITING SKILLS
2 Tell students they are going to watch the ‘Out
Go to page 225 for information and advice.
and about’ video in which three people talk about
problems while on holiday or travelling.
10 When students have completed their postcards, tell • Before playing the video, read through the
them to exchange with a partner, or to get together Understanding accents box with your class. Tell
with three or four other students to pass round and students that they may notice this pronunciation
read each other’s work. It is a good idea to use a feature in the video. If you’d like to explore this with
class notice board or blank wall space to display the your class further, see the Pronunciation notes.
postcards so students can easily access and read them. • Ask students to watch the video and note answers to
• Students read each other’s work and think about the the questions in Exercise 1.
questions. • Ask students to compare their ideas in pairs. Tell
students to discuss with their partner whether they
11 When students have read some of the postcards, put have had similar experiences, and to share anything
them in pairs to decide which holiday sounds the best. they remember hearing from the brief video.
• In feedback, ask students to share answers briefly with
the class. At this stage, just find out what students
heard – they will have a chance to listen again in more
detail later.

146 Review 5
 Video script 3 Ucalearn.com
Give students time to read sentences a–h.
Natalia: Yes, I used to have some problems, • Tell students to watch the ‘Out and about’ video again
especially travelling with my parents because we like and to match two sentences to each speaker.
to travel a lot and sometimes like the, the cultures • Ask students to compare their ideas in pairs.
and the language change, so we don’t know how • In feedback, elicit and show answers on the board.
to communicate with other people. Eh, also, like
Answers
we get lost a lot of times, eh, taking different buses
Natalia (Speaker 1): a, e
or different trains. And we almost, eh, like lost an,
Jack (Speaker 2): c, g
an airplane, a flight, eh, or we get confused to the
Caglar (Speaker 3): d, h
counters, like between the air, the, in the airport. It’s
Not needed: b, f
about like more the language, that type, that type
of problem that we have. Recently, I think probably 4 Organize the class into small groups. Ask students to
like, before pandemic, eh, we travel around Europe, read and discuss the sentences.
and we were like in, in a, we had to, we had to take • In feedback, elicit ideas from different groups.
a bus, eh, for example, I don’t remember, but it was
Tuesday at 11 . . . at 12 p.m. But eh, we take it on Optional extra activity Ask students to play Find
Wednesday because of the change of time. So, we someone who. Tell them to list eight travel problems (e.g.
have to pay more for that. And of course, the driver lost passport, missed train, fall ill on holiday, lost wallet,
was laughing at us. etc), then tell them to turn each problem into a Have you
Jack: Eh, no one time I travel, and I arrive the hotel ever? question (e.g. Have you ever lost your passport?).
and I talk about it ‘Oh, I have a reserved, a room, Students circulate, ask questions and find people who
a single room.’ They say, ‘Oh no’, but they say have had the problems.
reception, information, don’t have in documents. Say,
‘Oh no, we didn’t get you.’ But, but I say, ‘But my
credit card is paid already. You can see.’ and I show VIDEO Developing conversations
them. So, I spend maybe 30 hours, no, sorry, sorry, 30
AIM
minutes. And the receptionist say, ‘Oh, sorry, we see
to watch a ‘developing conversations’ video in which
it.’ I say (sigh of relief), so if I not say nothing, my, my,
two people talk about health problems; to give
my room is be . . . gone!
students practice in understanding fast speech
Caglar: Yeah, when I, when I studied at university,
we were going to camp and first two days it was so 5 This is a review of Lesson 9A. Lead in by asking
good, but after that rain starts, that’s why our tents some general questions. You could use the image
became wet, and we didn’t stay here more. And in the Student’s Book or pause the video just before
it was so far away from the centre. That’s why we the two people start talking. Ask: What can you see?
couldn’t go after the second day, Where are they? Explain that they are talking about
health problems. Ask: What questions could they ask?
• Tell students to watch the video and make brief notes. Tell
Pronunciation notes
them to note down any key words or phrases they hear.
You may wish to explore why some speakers may replace
one sound with another. It is common with both French Video script
and German speakers, for example, to make an /s/ sound A: Hey.
instead of a /θ/ sound. Start by asking whether speakers B: Hi.
of the students’ first language often do this. Then look at A: How are you doing? Are you OK?
reasons why students change the sounds. Here are some B: I’m all right. Could be better. My back is hurting
possibilities: quite a lot.
1 Sometimes a sound does not exist in a student’s first A: Oh no. What happened? Is everything OK?
language (e.g. the /θ/ sound), so they approximate to B: I hope so, but I spend too much time working
the nearest similar sound. from my desk. That’s probably not ideal.
2 Sometimes a sound in a student’s first language is A: Hmm. Have you tried to take some painkillers or
similar to two sounds in English (e.g. a sound that falls see a doctor?
between /ɪ/ and /i:/), so they use the same sound for B: I tried a few medicines, but they were not really
both. effective. I have to try maybe a better one. I’m not
3 Sometimes, it is hard to say a sound after another sure.
sound in a word – so students approximate. A: Hey, you know what works best for me?
B: No, tell me.
Recognize that English is an international language,
A: It’s to get up and go for a walk.
so students will come across many accents influenced
B: OK.
by a speaker’s first language, as well as many accents
A: Maybe we should go for a walk at lunchtime.
influenced by other factors such as nationality, age,
B: Ah, sure. Sounds good.
culture and regional variations. Encourage students to be
A: Yeah, that’s good.
open to and alert to the variety.

Review 5 147
 B: Yeah, let’s do that. They can look at their notes on Unit 9A or 10A, Ucalearn.com
or on
A: Good. I’ll see you on lunchtime then. this Video lesson.
B: OK. Sounds good. • When students are ready, ask them to improvise
A: I hope you, I, I hope you feel better in the conversations. You could ask them to practise again
meantime. by changing roles, changing partners or changing
B: Ah, thank you. I hope so too. information in their conversation. Practice makes
perfect, so it is a good idea to try out conversations
6 Ask students to compare their ideas in pairs. Play three or four times.
the video again if necessary, and pause the video at • As students speak, monitor closely and note any errors
points where students had problems understanding you hear. In feedback, praise good language use, and
information. comment on any errors you noted.
• In feedback, ask students to share what they heard.
Don’t worry about getting everything – just find out Optional extra activity Write five or six useful words or
how well students were able to follow the natural phrases from the lesson on the board and ask students to
conversation. include them when improvising conversations.

7 Ask students to read and discuss the questions with

their partner.
• In feedback, elicit ideas from different pairs.

8 FS Give students time to read sentences 1–8, REVIEW 5 Grammar and Vocabulary
and try to recall or guess what words are missing. You
could tell students to write in answers lightly in pencil.
• Tell students to watch the video again and complete Student’s Book page 105
the gaps.
• Ask students to compare their ideas in pairs. AIM
• In feedback, elicit and show answers on the board. to consolidate vocabulary and grammar from Units 9
and 10
Answers
1 you OK 2 be better 1 1 If 2 don’t 3 used
3 too much 4 the doctor 4 should / could 5 why 6 need
5 works best 6 at lunchtime 7 Spend 8 If / When 9 you’ll
7 do that 8 feel better 2 1 Where did you use to do that?
2 Why don’t you go and see a doctor about it?
3 Will you still be here when I get back?
Optional extra activity Here are a few things you can
4 What are you going to do after you finish
do with a video to vary the activity:
university?
1 Freeze frame at the start and ask students questions to 5 Who do you think I should ask about it?
set the scene and predict what the speakers might do 6 Why don’t you go and get some fresh air?
or say.
3 Students’ own answers
2 Freeze frame after someone asks a question – ask
4 1 usually go 2 have 3 went
students to predict how the other speaker might
4 Don’t 5 don’t 6 as soon as
respond.
3 Freeze frame on close-ups or interesting expressions or 5 1 I’ll call you when I get there.
actions – ask students how the speakers are feeling. 2 I never used to enjoy camping, but love it now.
4 Play the video with no sound – students have to recall 3 Don’t have any more of that coffee if you want
and say what they are talking about or actually saying – to sleep tonight!
students could even improvise the conversation while 4 I don’t think you should worry too much about it.
watching the silent video. 5 I never used to have allergies, but now I’m
older I have several!
6 Until I know for sure, I can’t do anything.
CONVERSATION PRACTICE 6 1 f 2 e 3 h 4 g 5 a 6 d 7 b 8 c
AIM 7 Health: a serious disease, a serious allergy, a slight
to practise conversations based on the Developing pain, a sore throat, an urgent operation
Conversations video and the Conversation Practice
Places to stay: a blocked sink, a heated pool, the
in 9A and 10A
low season, a reduced rate, the shower block
9 Ask students to work in pairs to choose a conversation 8 1 for 2 out 3 of 4 up 5 on, in 6 to, of
to prepare. Refer them to the Conversation Practice 9 1 sick 2 prescription 3 fall
in Unit 9A and Unit 10A of their Student’s Book. You 4 catch 5 down / depressed 6 suffering
could revise the language they use in each set of 7 mental 8 treatment 9 design
conversations. 10 talk
• Once students have selected a conversation, give them
five minutes to prepare and look for phrases to use.

148 Review 5
 Ucalearn.com

11 Science and nature

2 Organize the class into groups of four or five. Ask
IN THIS UNIT, STUDENTS: students to prepare ideas individually first. Go round
• discuss science and nature stories in the news the room and help with ideas and vocabulary if
• talk about unusual animals they’ve seen and necessary. When students are ready, ask them to take
animals in the news turns to talk about their experience.
• create news stories about science or nature • Once you have given feedback on content, explore and
develop the language students used.

Optional extra activity Ask students in pairs or groups

SPEAKING
to do some online research to find places in the world that
AIM are extremely sunny, windy, snowy, wet, stormy, freezing
to set the scene and introduce the theme with a cold or boiling hot. Ask students to present findings.
photo; to get students talking about the weather
and weather experiences
TEACHER DEVELOPMENT 2: ORGANIZING PAIRS
Optional lead-in activity Tell students to look at the AND GROUPS
unit title and photo. Ask: How important is it for you Go to page 220 for information and advice.
to be able to talk about science and nature? What
words or phrases connected with the topic can you
already use?

1 Start by telling the class that in this unit they’re going 11A Did you see the news?
to be learning how to talk about the weather, news
stories, animals, and scientists and research.
• Ask students to look at the photo on pages 106–107. Student’s Book pages 108–109
Ask: What can you see? Elicit a brief description of
the photo, and introduce any key words students
IN THIS LESSON, STUDENTS:
might need.
• discuss science and nature stories in the news
• Organize the class into pairs to discuss the questions.
• say what’s good / bad about recent news
Go round the room and check students are doing
• practise listening to four conversations about
the task and help with ideas and vocabulary if
science and nature in the news
necessary.
• respond to news and comments
• In feedback, ask different pairs to tell the class what
they discussed.
• Once you have given feedback on content, look
at good pieces of language that students used VOCABULARY Science and nature news
and pieces of language students didn’t quite use
AIM
correctly during the activity. Show students better
to introduce and practise verb + noun collocations
ways of saying what they were trying to say. You
on the theme of science and nature in news stories
could write some useful new phrases on the board
with gaps and ask the whole class to complete the 1 Lead in by asking students to look at the photo.
sentences. Ask: What can you see? What science news story
could this photo go with? Elicit ideas from the class.
Example answers
• Ask students to complete the sentences. Elicit the first
freezing, snow, a storm, windy
full sentence as an example. Ask students to compare
their answers in pairs before discussing them as a class.
Culture notes In feedback, use examples to check the meaning of
The photo shows a woman in Boston, Massachusetts, US, any words students are not sure of.
struggling with her umbrella in heavy winds as she walks
Answers
down a city street at night under heavy snowfall.
1 create 2 carry out 3 discover 4 solve
5 ban 6 reduce 7 predict 8 rise
9 control 10 destroy

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 Ucalearn.com
4 Organize the class into pairs to prepare ideas and
Language notes
examples. Elicit one or two ideas to get them started.
Point out how some verb + noun collocations are fixed: In feedback, build up a list of good ideas on the board.
e.g. carry out an experiment = do an experiment; solve
a problem = find the answer to a problem; temperatures Example answers
rise = they go up. 1 crime, pollution
2 a cure for cancer, new solar systems
3 your mind, the traffic
TEACHER DEVELOPMENT 4: LEARNING AND 4 good: poor housing, old documents;
CHECKING NEW WORDS bad: historical monuments, the rainforest
Go to page 221 for information and advice. 5 the cost of living, profits
6 using hosepipes, driving without seatbelts
2 P Play the audio. Students listen and practise. 7 amazing: antibiotics, X-rays, computers;
You could pause at difficult phrases, and model bad: atomic bombs, guns, mines, poison gas
phrases yourself to help students say them correctly.
• In feedback, ask students to say which phrases were Optional extra activity Extend Exercise 4 with a class
hard, and focus on them as a class. Comment on any dictionary task. Ask students in pairs to each research a verb
errors students made. from the box in Exercise 1 and to find five useful collocations
with that verb in their dictionaries. Tell students to use
Audio script
appropriate learner dictionaries. In feedback, ask different
1 create, create human skin
pairs to present their most interesting findings to the class.
2 carry out, carry out experiments
3 discover, discover life on other planets
4 solve, solve the problem
DEVELOPING LEARNER INDEPENDENCE
5 ban, completely ban smoking
6 reduce, reduce the chances of AIM
7 predict, scientists can now predict to think about how to use a learner dictionary
8 rise, rise by two degrees Encourage your students to research new words
9 control, control how you think and collocations with learner dictionaries, either
10 destroy, destroy the internet online or in book form, which use English to
explain words and provide a lot more information.
Pronunciation notes Ask students to find the following when looking
up a word in a learner dictionary:
Note the main stress on the second syllable with many
verbs: create, discover, reduce, predict, control, destroy. • part of speech
There is a tendency in English for stress to be on the • stress and pronunciation
first syllable of two-syllable nouns and the second • common collocations with the word
syllable of verbs. • synonyms and antonyms
• example sentences to show the meaning of the word
• frequency – how useful is the word they are
TEACHER DEVELOPMENT 5: DRILLING FOR looking up?
PRONUNCIATION
Go to page 222 for information and advice.
TEACHER DEVELOPMENT 15: LEARNER
INDEPENDENCE
3 Organize the class into groups of four or five to discuss
Go to page 226 for information and advice.
the news stories. Monitor and note how well students
use the new vocabulary. In feedback, point out any
errors students make with use and pronunciation. LISTENING
Example answers AIM
Work with students’ ideas. to listen for general understanding and to recognize
Some are clearly positive (e.g. 4) and others negative sentences used in a listening text
(e.g. 8 and 10).
5 Give students a moment to read through the four
Students may have varying views about the rest. topics. Check any words students aren’t sure of, and
For example, in 5, they may think it is good for check students know how to pronounce the words.
everybody’s health, or bad because it affects freedom Note the stress on discovery and environment.
of choice. In 6, it is good because going vegan will • Play the audio. Students listen and note their answers.
stop disease, but bad because students may not Ask students to compare answers before discussing in
fancy living on a vegan diet. feedback.
• In feedback, ask students to justify answers (see notes
in the answer key).

150 Unit 11 Science and nature

Answers
Ucalearn.com
• Play the audio again. Students listen and check their
1 Conversation 4 (could save millions of lives) answers or note where the phrases are from. Ask
2 Conversation 3 (more green spaces) students to compare answers before discussing in
3 Conversation 1 (plastic’s slowly destroying the sea) feedback.
4 Conversation 2 (new exercise pill)
Answers
1 Conversation 3 2 Conversation 4
Audio script 3 Conversation 1 4 Conversation 2
1 A: Did you read that article about plastic bags at 5 Conversation 4 6 Conversation 2
the bottom of the sea? 7 Conversation 3 8 Conversation 1
B: No. What’s that?
A: Well, they’ve found some plastic bags at the
Culture notes
bottom of the Mariana Trench – the deepest
part of the sea anywhere in the world. The Mariana Trench is in the western Pacific Ocean
B: Really? That’s awful! about 200 kilometres east of the Mariana Islands. It
A: I know. All that plastic’s slowly destroying the sea is about 11,000 metres deep, making it the deepest
and killing millions of fish and birds and stuff. oceanic trench on Earth. If you placed Mount Everest
B: They should really just ban them. inside it, its peak would still be underwater by more
A: Good idea. than two kilometres.
2 C: Did you see that story about this new
‘exercise pill’? DEVELOPING CONVERSATIONS
D: No. What’s that?
Responding to news and comments
C: So, they’ve found that exercise makes this special
thing in your blood – it’s like part of a protein, OK. AIM
D: Yeah. to introduce and practise using fixed expressions to
C: And it helps reduce the amount you eat. It respond to news and agree with comments, opinions
makes you less hungry. So, now they’re going and suggestions
to try and make it into a pill.
D: That sounds amazing. 7 Read through the information in the box as a class.
C: Yeah, it’s great. • Give students time to read through the sentences
and decide what they express. Ask them to compare
3 E: Did you see what they’re planning to do on
answers in pairs. Then feed back briefly and establish
the south coast?
what the sentences express.
F: No. What’s that?
E: It said on the news that they’re going to Answers
destroy some of the old factories there and 1 reporting news 2 opinion / comment
create a wildlife area instead. 3 suggestion 4 opinion / comment
F: Really? That’s great. 5 suggestion 6 reporting news
E: I know, right? 7 opinion / comment 8 suggestion
F: They should do more of that kind of thing
all over.
E: Definitely. We all need more green spaces.
8 Ask students to work individually to prepare responses.
You could elicit one or two possible responses to get
4 G: Did you see that story about this new way of students started.
transporting drugs that they’ve discovered? • Ask students to compare ideas in pairs.
H: No. What’s that? • In feedback, elicit, confirm and correct answers.
G: Well, they now know how to move them • Ask students to practise their conversations.
without them being affected by heat. In the
past, they got hot when they moved them Example answers (responses)
from place to place and that caused problems. 1 Really? That’s good news. We can play football there.
H: Oh, OK. 2 Yeah! I know. It’s a real shame.
G: Yeah. It said in the paper that it could save 3 Absolutely!
millions of lives. 4 I know! I’m really pleased.
H: Really? Well, it makes a change to hear some 5 Definitely! It’s a disgrace. They should ban it.
good news. 6 Really? How amazing.
G: Absolutely. 7 I’m not so sure (about that).
8 Definitely!
6 Organize the class into pairs to discuss where
the sentences are from and explain their decisions.
Students should be able to guess from both their Optional extra activity Ask pairs to add an extra line
memory of the first listening and from the words and to each two-line conversation in Exercise 8. Ask a few
context of the sentences. pairs to act out their three-line conversations for the
class.

Unit 11 Science and nature 151

 Example answers
Ucalearn.com
Language and pronunciation notes
Work with students’ answers. However, here are
Notice the exaggerated fall-rise intonation over Really?
some facts:
Notice the exaggerated rise-fall intonation over phrases
a polar bear: lives in the Arctic; eats fish, seals, etc.
like That’s interesting and I know and Absolutely.
a wild boar: lives in European forests; eats root
The more exaggerated and emphasized the rise-fall
vegetables, nuts, seeds, plants
or fall-rise intonation, the stronger the feeling, so the
exaggeration of Absolutely should be stronger than a leopard: lives in forests in Asia and Africa; eats
That’s awful, which, in turn, should be stronger than meat (antelopes, etc.)
I know. a turtle: lives in the ocean; some turtles are
carnivores (eat crabs, whelks, and conches), some
are herbivores (eat seagrass and algae)
CONVERSATION PRACTICE
a Capuchin monkey: lives in forests of Central and
AIM South America; omnivores and consume a variety
to practise language from the lesson in a free, of plant parts such as leaves, flowers and fruit, as
communicative, personalized speaking activity well as arthropods, molluscs, and a variety of small
vertebrates
9 Organize the class into pairs. Ask students to decide
who is A and who is B, and to read their files.
• Monitor and answer any questions about meaning. 2 Students work individually to complete the sentences.
• You could ask students simple focus questions to check Ask students to compare answers in pairs before
what they have read: Who found out about a new checking and confirming as a class.
insect? Who read a weather story? • At the feedback stage, ask students to check unknown
words in dictionaries, explain them to each other
10 Once students know their news stories, ask pairs to in pairs, or use the synonyms and definitions in the
practise. Encourage them to have a go three or four Language notes to check.
times – practice makes perfect. Tell them to take turns
to play each role. Listen for errors, new language or Answers
interesting conversations to use in feedback. 1 protect, attack
• In feedback at the end, explore and develop the 2 scared, avoid
language students used. 3 mess, dig
4 shy, hunt
TEACHER DEVELOPMENT 14: ASSESSMENT 5 escaped, taken back
Go to page 226 for information and advice. 6 shock, hide

Language notes
escape = get out
11B Wild in the streets protect = look after (in a dangerous situation)
attack = try to hurt you
Student’s Book pages 110–111 shy = here, animals that don’t like being seen by humans
hunt = try to catch and kill animals
IN THIS LESSON, STUDENTS: mess = when something is very untidy or dirty
• talk about unusual animals they’ve seen and dig = make a hole in the earth
animals in the news
scared = frightened
• look at different ways of describing animals
• read about people’s experiences of seeing unusual avoid = stay away from
animals shock = big surprise
• identify which parts of a text make certain points hide = go to a place where you can’t see or find them

VOCABULARY Talking about animals TEACHER DEVELOPMENT 3: APPROACHES

TO VOCABULARY
AIM Go to page 220 for information and advice.
to introduce words to describe animals

1 Start by asking students to look at the photos on 3 Ask students to work in pairs to think of animals to
page 111. Ask: What animals can you see? Which match to each sentence. Elicit the first answer to get
animals are ‘wild’? Elicit the names. students started. Elicit answers in feedback.
• Ask students to discuss the photos and questions in
pairs, before discussing as a class.

152 Unit 11 Science and nature

 Example answers 6 Organize the class into groups of fourUcalearn.com
or five to discuss
1 many animals including cows or wild boar the questions. Give students time to organize their ideas
2 most wild animals – wild boar, lynx, etc. and arguments first. Go round the room and check
3 moles, rabbits students are prepared for the task and help with ideas
4 racoon, lynx, mink, sable and vocabulary if necessary. Monitor and listen for errors
5 typical circus animals: elephants, lions, tigers, monkeys or good examples of language use to feed back on at
6 mouse the end.

Optional extra activity Ask students to find other

Optional extra activity Brainstorm names of animals to the words in the article that they aren’t sure of and to work
board. Write up as many as students suggest in one minute. out the meaning from the context. They could work in
Then ask students in pairs to write a sentence that describes pairs or small groups.
one of the animals. Students read out their sentences.
Classmates guess which animal they are describing. GRAMMAR Past perfect simple
AIM
READING to check students’ understanding of how to form
AIM and use the past perfect simple
to practise reading for general and detailed 7 Read through the information in the Grammar box
understanding as a class. Then organize the class into pairs to find
examples and discuss the rules. Monitor and note how
MEDIATION well students understand the rules of form.
Mediating a text • In feedback, elicit the students’ answers. You could ask
them to check in Grammar reference 11B.
In Exercise 4, students have to relay the main points
of a text to their partner in a clear, simple way. Answers
They also express a personal response to the text. it had walked (before it appeared in Norilsk; past simple)
After completing Exercise 4, ask students to I‘d heard (before last night when he went for a run;
reflect. Ask: Did you remember to include all the past simple)
important points when explaining your story to I‘d never seen any (before last night when he went
your partner? for a run; past simple)
this river had been very polluted (before they removed
4 M Start by asking students to look at the title, the the rubbish; past simple)
layout and the photos. Ask: What animals can you It had come out of the park (before she saw the
see? What type of text is it? (online article or blog) leopard; past simple)
What do you think the topic is?
• Organize the class into pairs. Ask students to decide
who is A and who is B. Ask students to read their Language notes
stories and then summarize them for their partner. Ask When telling stories, we use the past simple to narrate
students to decide which story is the most interesting events (e.g. I suddenly saw a big leopard at the side of
with their partner before discussing as a class. Ask the road), and we use the past perfect to refer back to
students in feedback to justify their answers. earlier events (e.g. It had come out of the park).

Answers • The past perfect is formed with the auxiliary verb have
Students’ own ideas in the past form (had / hadn’t) + the past participle
form of the main verb.
5 Model the activity by asking the class to find the • Timelines are often used to check the meaning and use
answer to 1. Point out that students need to look for of the past perfect. Note the example below, which
words or phrases with a similar meaning. you could incorporate into a board stage check:
• Organize the class into pairs to compare answers. Elicit The leopard came I saw the leopard.
answers in feedback, and ask students to justify their out of the park.
answers. Past -------------------X----------------------------X---------- Now
Answers
1 turtle (life has started returning to it) TEACHER DEVELOPMENT 6: APPROACHES
2 leopard (usually scared of people, and avoid us) TO GRAMMAR
3 wild boar (we now have thousands of wild boars) Go to page 222 for information and advice.
4 polar bear (it had walked hundreds of miles from
its normal home)
5 capuchin monkey (we thought he’d imagined it)
8 Elicit the first full sentence to get students started. Then
ask students to work individually to match the sentence
6 wild boar (They were making a terrible mess)
parts and say which verb form is used in the second
7 leopard (I stayed calm)
part of each sentence, and why. Students could also
8 leopard (sometimes attack and kill people)

Unit 11 Science and nature 153

 work in pairs to compare their answers. In feedback, Answers to Exercises 1 and 2, Grammar
Ucalearn.com
go through the answers and refer back to the rules and reference 11B
the Grammar reference if students cannot explain why 1 1 had seen
the different forms are used. 2 had read
• When explaining the answers, bear in mind that the 3 had left
past perfect is used when one event happens before 4 had been, hadn’t met
another. In 3d, the two halves are in the past simple and 5 had forgotten, had spent
the past continuous because the sentence describes two 6 had done, had cheated
situations that were true at the same time.
2 1 hadn’t been
Answers 2 had lived
1 b (pp because the rain happened the night before 3 had never been
the time in 1) 4 had had
2 e (pp because he didn’t feed them in the time before) 5 had found out, hadn’t got
3 d (pc – past continuous – because the cows and 6 had never tried
traffic jam happened at the same time)
4 a (pp because they forgot to close the window in SPEAKING
the time before)
5 c (pp because not seen in the time before) AIM
6 f (pp because the dog hadn’t had a walk in the to encourage students to share stories about animals
time before) in a free-speaking activity

10 Organize the class into pairs to prepare and tell

9 Elicit three or four ideas from the class for the first stories.
sentence to get students started. Then ask students • Allow a few minutes’ preparation time first, and
to work in pairs to prepare their sentences before monitor to help students with ideas and vocabulary.
comparing ideas as a class. • As students speak, go round and monitor, and note
down any interesting pieces of language you hear.
Example answers • Once you have fed back on content, explore and
1 … I hadn’t eaten all day. develop the language students used.
2 … he had been rude. /… her dog had died. /… she
had failed the exam. Optional extra activity Ask students to choose an
3 … because I hadn’t slept the night before. /… I’d animal, a country and an adjective at random – e.g. bear,
run all the way home. Australia, friendly. Tell them to put the words into their
4 … been abroad. / … fallen in love. / … read a book. search engine and find a story. Ask students to present
their story to the class.
Optional extra activity Write these sentences from
news stories in a list on the board:
Guards caught and arrested a pigeon in a jail.
Fishermen found a pet dog on a desert island.
A pet rabbit saved his elderly owners.
11C Science fact or science fiction?
Ask students what happened before each event. Elicit
one or two ideas for the first situation to get students Student’s Book pages 112–113
started. Then ask groups to brainstorm ideas. In
feedback, elicit suggestions. Work with the students’
ideas, and encourage them to be imaginative, and to use IN THIS LESSON, STUDENTS:
the past perfect. • create news stories about science or nature
• discuss scientists and science TV shows
The stories are true. Here are the actual answers:
• practise listening to a radio programme
The pigeon had flown over sixty kilometres to carry • find out if statements made on a radio programme
messages to prisoners at the jail. are true or not
The dog had fallen into the sea and had swum to the
island, and had survived by eating small animals.
The couple hadn’t turned off the gas, but the rabbit SPEAKING
detected the smell and woke its owners.
AIM
to introduce the theme of the lesson and listening
G For further guidance and practice, see Grammar text; to get students talking in a personalized
reference 11B in the Student’s Book. It explains use
speaking activity
and form in greater detail, and provides written
accuracy practice. 1 Organize the class into pairs to discuss the questions.
Monitor and note students’ answers. In feedback, point
out any errors or good use of language you noticed.

154 Unit 11 Science and nature

 Audio script
Ucalearn.com
Optional extra activity Write the names of three
famous scientists on the board and tell students to ask P = presenter, K = Karen (a scientist)
you questions about them. P: So, the first question today is from Johan Tholson,
who asks if it’s really true that we only use 10%
of our brains? Karen?
Culture notes
K: Well, this idea has been around for a long time.
Some anglo-centric scientists you might want to tell Since the early 20th century, it’s been the subject
students about (or ask them to research) include: Tim of many books, and more recently, the same idea
Berners-Lee (inventor of the world wide web), Persi appears in a Luc Besson film called Lucy. Now, the
Diaconis (mathematician), Jane Goodall (zoologist and idea that we could become much more intelligent
primate expert), Alan Guth (cosmologist) and Stephen if we use that secret 90% of our minds is exciting
Hawking (physicist). but, sadly, it’s 100% false.
P: That’s a shame!
K: Yep. But research shows that even when you
LISTENING just say a few words, way more than 10% of
the brain is used. In fact, scientists who map
AIM
the brain haven’t found any area – and certainly
to practise listening to confirm predictions and to
not 90% of it – that doesn’t affect thought or
pick out key words
movement or feelings in some way.
2 Organize the class into pairs to discuss the statements. P: You’ve killed my biggest hope for the future right
In feedback, find out what students think, but don’t there.
confirm or reject anything at this stage. Tell students K: Sorry.
the answers are in the listening. P: Oh well. Anyway, next is a question from Francesca
Wilkins, whose mum doesn’t like her chewing gum
3 Ask students to look at the sets of words. Check any and has told her that, if it’s swallowed, it stays in
unknown words: cloth = here, a piece of material we the stomach for ages. Is Mum right?
use to cover food; break down = here, break down K: She won’t thank me for saying this, but she’s not,
food means digest your food. no. My own parents told me it stayed inside you
• Organize the class into pairs to discuss the words and for seven years and I used to imagine this ball of
match them to statements. Elicit ideas in feedback. gum growing in my stomach. Now, it is true that
Don’t confirm or correct (the answers below are just it isn’t designed to be swallowed – and it’s also
for reference). true that your body can’t break down chewing
gum – but this doesn’t mean it stays in your body.
Answers It actually goes right through you and then comes
1b 2c 3a out in the bathroom like anything else.
P: A bit too much information, but thank you. So, next
4 FS Ask students to read the information. Briefly up, surely this one has to be a fact, Karen. Toby –
predict words that might go with some of the words in aged eight – asks ‘Is it true that mice like cheese?’
Exercise 3 (e.g. catch a disease, a wide choice). K: Thanks for the question, Toby. It’s a good one. As
• Play the audio. Students listen and note the phrases you probably know, cheese is often used when
they hear. Then students discuss answers in pairs. people are trying to catch mice. Maybe you’ve
• In feedback, elicit answers. seen it in Tom and Jerry cartoons, say. Actually,
• Ask pairs to think again about their predictions in though, mice aren’t that keen on cheese. They
Exercises 2 and 3, and say whether they have changed might eat it if there’s nothing else around, but
their mind and why. Confirm which group of words studies show that, if they are given a choice, they
goes with each story (see answers in Exercise 3). usually pick sweeter foods like fruit or chocolate.
P: Really? So I’ve been wrong all these years? Lucky
Audio script and answers I have a cat! So, where does this idea come from,
1 catch mice then?
2 given a choice K: Well, we don’t know for certain where this idea
3 covered in cloth started, but in the old days, before people had
4 much more intelligent fridges, they used to hang meat from the ceiling,
5 secret 90% but cheese was just covered in cloth, which made
6 research shows that it easier for mice to find and eat. During times of
7 growing in my stomach disease, people stopped eating cheese altogether
8 break down chewing gum because they believed that mice were attracted
9 stays in your body to it. In fact, it was probably just the easiest food
the mice could find!
5 Play the audio. Students listen and note answers.
Ask students to compare answers in pairs.

Answers
Fiction

Unit 11 Science and nature 155

6 Give students time to read sentences 1 to 6. Use Ucalearn.com
Check the verb refuse (= say no to). Be aware that English uses passive forms quite a lot (in
• Ask students to decide whether they think the particular when describing processes, in factual texts,
statements are true or false from what they remember and in formal writing) when other languages may use
from the first listening. other forms, such as reflexive verbs. It is not, therefore,
• Play the audio. Students listen and note or confirm always logical that a passive should be used. Explain that
their answers. we use the passive to make sentences impersonal or to
• Ask students to compare answers in pairs before emphasize the object, which receives the action, rather
eliciting answers in feedback. Ask students to justify than the subject.
their answers by saying what they heard.

Answers 9 Ask students to read the text quickly first for

1 F (around for a long time. Since the early 20th comprehension. You could ask students to summarize
century, it’s been the subject of many books, the experiments briefly in their own words.
and more recently, the same idea appears in a • Ask students to choose the correct forms. Ask students
Luc Besson film called Lucy) to compare their answers in pairs before feedback.
2 T (scientists who map the brain haven’t found
ANY area – and certainly not 90% of it – that Answers
doesn’t affect thought or movement or feelings 1 show 2 believed
in some way) 3 was given 4 predicted
3 F (It actually goes right through you) 5 broke 6 was then eaten
4 F (it isn’t designed to be swallowed) 7 was taught 8 said
5 F (given a choice, they usually pick sweeter foods 9 were pushed 10 changed
like fruit or chocolate)
6 T (I have a cat) 10 Ask students to rewrite the sentences. Elicit the
rewrite of the first sentence to get students started.
Culture notes • Ask students to compare answers in pairs before
eliciting or showing correct passive sentences.
Luc Besson (born 1959) is a French film director,
screenwriter and producer. Lucy is a 2014 science fiction
Answers
action film which stars Scarlett Johansson, who portrays a
1 The tests are repeated a number of times.
woman who gains psychokinetic abilities when a drug is
2 These animals were hunted until there were
absorbed into her bloodstream. It was a box office hit, but
none left.
criticized for its focus on the 10% of the brain myth.
3 Paper was invented in China around 2,000 years ago.
4 All our experiments are carried out in this room here.
7 Organize the class into pairs to discuss the questions. 5 All the machines in the house are controlled from
Monitor and note students’ answers. In feedback, point an app on my phone.
out any errors or good use of language you noticed. 6 The first drum machine was created in the 1930s.

GRAMMAR Passives
Optional extra activity 1 Point out how the auxiliary
AIM
verb be is left out in passive headlines. Then write this list
to introduce and practise the form and use of
of headlines on the board:
passives
Dog awarded medal by the King
8 Read through the information in the Grammar box as
Monkey arrested for stealing bananas
a class. Then ask students to look at the examples and
discuss the questions in pairs. Horse found in sports centre
Ask students to choose a headline and say what they
Answers think the story might be.
1 be + past participle (am / is / are + past participle;
was / were + past participle) Optional extra activity 2 Organize students into
2 Add not to make negatives: isn’t used, wasn’t used, small groups to share any stories they know from their
etc. Invert the subject and be to make questions. experience. You could suggest they talk about pets they
3 Often we don’t say or know who does the have had, or things they have seen online or on TV.
action – it is not important who does it. Suggestions include killer whales hunting in packs or
chimpanzees using tools.
Language notes
Form G For further guidance and practice, see Grammar
At this level, students may have problems remembering reference 11C in the Student’s Book. It explains use
irregular past participles (eaten, taken, written, etc.) and and form in greater detail, and provides written
accuracy practice.
manipulating the different forms of be. Provide lots of
accuracy practice to support them. Refer students to the
Irregular verbs list on page 188 of the Student’s Book.

156 Unit 11 Science and nature

 Answers to Exercises 1, 2 and 3, Grammar • Once students have shared ideas, askUcalearn.com
them to work
reference 11C individually again. Tell them to write their story. You
could set a short word limit (50 to 60 words) to make
1 2 Millions of junk emails are sent every month.
sure no one writes too much. Encourage students
3 It is usually made with lamb.
to think about how they will make the news report
4 The test can be taken online or at the exam
interesting and easy for their listeners (their classmates)
centre.
to understand.
5 Stricter limits on pollution were introduced last
• Depending on your class size, ask students to tell their
year.
story to the class, or organize students into groups to
6 Two men were arrested after a gun was found
tell stories. One way of organizing this activity is to put
in their car.
students in groups of four first, and move students so
2 1 a fund b was funded they are sitting together. Split groups into pairs. Students
2 a catch b are caught tell their own stories in pairs, then change pairs within
3 a broke b was broken the group to take turns to tell previous partner’s stories,
4 a Were (you) woken up b woke up then work with the person in the group they haven’t yet
5 a are (not) allowed b allow spoken to in order to tell stories one last time.
6 a gave b was given • Monitor and note errors or examples of good language
3 1, 3 and 6 are incorrect use as students speak.
1 How did the accident happen?
3 A dog suddenly appeared in front of me. 12 Ask students to work in pairs again. Tell them to
6 Those batteries didn’t last very long. discuss the questions.
• Have a brief feedback and find out which stories
students thought were the most interesting.
SPEAKING TASK • Look at good pieces of language that students used
when doing Exercises 11 and 12, and pieces of
AIM
language students didn’t quite use correctly during the
to practise language from the lesson in a
activity.
personalized, communicative speaking activity

TEACHER DEVELOPMENT 8: FEEDBACK ON

MEDIATION CONTENT, LANGUAGE AND ERRORS
Mediating a text Go to page 224 for information and advice.
In Exercise 11, students have to simplify or
summarize a news report to help someone else
understand it, which may involve translating MY OUTCOMES
information in a text into a language the person
AIM
they are talking to can understand.
to reflect on what students have learned and
Students have to relay specific information – i.e. on how to improve in a personalized speaking
tell their classmates what the key points are in activity
the text, using clearer or simpler language, or a
• Give your students time to read the questions and
different language.
prepare things to say. You could tell students to
After completing Exercise 11, ask students to make a few brief notes.
reflect. Ask: How well did you get across your • Organize the class into pairs or small groups.
news story? Give students five to ten minutes to discuss the
questions.
• In feedback, ask a few pairs to tell the class what
TEACHER DEVELOPMENT 9: MEDIATION they said. Alternatively, you could have a class
Go to page 224 for information and advice. discussion in which groups share the ideas they
have, and comment on each other’s ideas.
• Follow up by setting a task for homework. See the
11 M Start by asking students to read the list of
Teacher development section for ideas. Following
topics. Elicit a brief outline of two or three stories
this activity, you could, for example, ask students
students immediately think of, or suggest a story of
to make a list of questions to ask the class and
your own.
teacher based on ideas that have come up with
• Give students a few minutes to prepare an outline
this reflection stage.
story of their own. If you have internet access in the
class, you could make this a research task – students
find a story online, note its main details, and turn TEACHER DEVELOPMENT 16: MY OUTCOMES
it into a news story of their own. Alternatively, ask Go to page 227 for information and advice.
students to use one they remember reading or hearing
about. For further practice, use Communicative activities 11.1
• Put students in pairs to tell and expand on their stories. and 11.2 on pages 248–249.
Monitor and help with ideas and vocabulary.

Unit 11 Science and nature 157

 Ucalearn.com

12 On the phone
• In feedback, ask different pairs to tell the class what
IN THIS UNIT, STUDENTS: they discussed. Monitor and note errors or examples
• practise leaving and taking messages of good language use to feed back on at the end.
• tell stories about phone experiences Once you have given feedback on content, explore and
• roleplay reporting a crime develop the language students used.

Optional extra activity Ask students to show and

compare their phones in pairs. Ask them to find three
SPEAKING things that are similar and three that are dissimilar about
AIM their phones.
to set the scene and introduce the theme with a photo;
to get students talking about phones, old and new TEACHER DEVELOPMENT 2: ORGANIZING PAIRS
AND GROUPS
Optional lead-in activity Tell students to look at the Go to page 220 for information and advice.
unit title and photo. Ask: How often do you need to
speak English on the phone? How is it different to talking
to someone face-to-face? What ‘phone phrases’ do you
DEVELOPING LEARNER INDEPENDENCE
already know in English? What typical ‘phone phrases’ in
your language would you like to be able to say in English? AIM
to encourage students to think about managing
their own time to learn better
1 Start by telling the class that in this unit they’re going
to be learning how to talk about phones, leave and We’re all busy, and adult learners often find it
take phone messages, explain stories and report crimes. hard to fit in time to study. Ask students to look
• Ask students to look at the photo on pages 114–115. at the list of ideas for busy people below, and
Ask: What can you see? Elicit a brief description of ask them to decide which ones they could do to
the photo, and introduce any key words students help them improve their English:
might need. 1 Play recordings of English (from this course or
• Organize the class into pairs to discuss the questions. elsewhere) in the car when driving to work, or
Go round the room and check students are doing the in your headphones when you are at the gym.
task and help with ideas and vocabulary if necessary. 2 Write ten words to learn on pieces of paper.
• In feedback, ask different pairs to tell the class what Put them in your pocket and carry them round
they discussed. all day. In quiet moments, take them out and
• Once you have given feedback on content, look at say them. When you are sure you know a
good pieces of language that students used and pieces word, replace it with a new one.
of language students didn’t quite use correctly during 3 Keep a personal blog in English. Write three
the activity. Show students better ways of saying what sentences about your day every morning or
they were trying to say. You could write some useful every evening.
new phrases on the board with gaps and ask the 4 Change to English language settings on your
whole class to complete the sentences. phone. For example, use an English language
appointment diary.
Culture notes 5 Notice English around you. For example,
The photo shows old phones on display at the Museum of English on a street advertisement, or something
Alaska Transportation and Industry, in Wasilla, Alaska, US. you hear on a train. It’s amazing how much
English comes up even in a city where few
people speak the language very much.
2 Ask students to order the criteria for choosing a
6 Label things in your house with English words
phone, in order of importance. You might want to
and phrases using sticky notes. This doesn’t
pre-teach some of the words (security = how good
mean just writing ‘fridge’ on the fridge. Write
the phone is at stopping people from accessing your
something interesting like ‘a cool glass of
information).
milk’ or ‘it’s freezing in here’. Involve your
3 Organize the class into pairs to discuss their ideas. Mix the family or flatmates – who can write the best
pairs so that students are working with someone new. English language sticky notes?
• Go round the room and check students are doing the 7 Read something every day in English. Text a
task and help with ideas and vocabulary if necessary. friend to say what you read.

158 Unit 12 On the phone

 2 P Ucalearn.com
Play the audio. Students listen and practise.
TEACHER DEVELOPMENT 15:
LEARNER INDEPENDENCE You could pause at difficult phrases, and model
Go to page 226 for information and advice. phrases yourself to help students say them correctly.
• In feedback, ask students to say which phrases were
hard, and focus on them as a class. Comment on any
errors students made.

12A Can I leave a message? Audio script

1 picks up, he never picks up
2 died, my phone died
3 call back, Can I call you back later?
Student’s Book pages 116–117 4 voicemail, it went straight to voicemail
5 signal, it’s a really bad signal
IN THIS LESSON, STUDENTS: 6 line, busy, the line is always busy
• practise leaving and taking messages 7 message, have to message him
• talk about problems that happen on the phone 8 hung up, I just hung up
• practise listening to people leaving / taking phone 9 silent, I had my phone on silent
messages
• explain where people are Pronunciation notes
Note the pronunciation of signal / ˈsɪɡnəl /, message
/ ˈmɛsɪdʒ / and busy / ˈbɪzɪ/.
VOCABULARY Using phones
AIM TEACHER DEVELOPMENT 5: DRILLING FOR
to introduce and practise phrases that describe using PRONUNCIATION
phones Go to page 222 for information and advice.

1 Organize the class into pairs to match the two parts. 3 Organize the class into groups of four or five to discuss
Do the first as an example to get students started. In
the questions. As students speak, walk round and
feedback, elicit answers, and check any words that
monitor, and check any words students are still unsure of.
students are unsure of.
• In feedback, comment on any errors students made, or
• You could check by asking students to discuss
point out any really good examples students used.
meanings in pairs, and look up words they are unsure
of. You could also act out some of the words, using
your phone as a prop (e.g. mime hanging up; make LISTENING
beep noises to show a line is busy).
AIM
Answers to practise listening to and noting telephone messages
1 d 2 c 3 b 4 g 5 h 6 f 7 a 8 e
4 Lead in by telling students that they will hear
an informal conversation followed by a formal
Language notes conversation. Ask students to give you examples of
Note that there are a number of phrasal verbs used. formal and informal phrases in phone conversations.
You could point out examples that are transitive and If students are short of ideas, ask them to say whether
separable (call someone back) and examples that are Is Joe in? (informal) and Could I speak to Joe, please?
intransitive – i.e. they don’t take an object: pick up and (formal) are formal or informal.
hang up. Note that some of these phrasal verbs can • Play the audio. Students listen and note answers.
also be transitive, but have a different meaning (pick Ask them to compare their answers in pairs. In
something up, hang something up). feedback, elicit answers.
Other higher level transitive and separable words used in
this context are put me through and cut someone off. Answers
Conversation 1
pick up = answer a phone call
1 To ask someone to pass on a message to his friend
hang up = stop a call
Neil. He wants to change a meet-up time from
put me through = connect someone with another person seven to eight.
cut someone off = when a call is stopped 2 Poor signal
Conversation 2
TEACHER DEVELOPMENT 4: LEARNING 1 To speak to Jane – to say she’s already spoken to
AND CHECKING NEW WORDS her boss and he said the price is fine, so they can
Go to page 221 for information and advice. go ahead with the work. She wants Jane to phone
her when she gets back to sort out the details.
2 Has to wait to be connected, Jane not there and
does not pick up

Unit 12 On the phone 159

 5 Ask students to read the messages carefully.
Ucalearn.com
Audio script
1 A: Hey Brendan. What’s up? Ask them to predict what the missing information
B: Hey Liz. Is Neil there? He’s not answering his might be.
phone. • Play the audio again. Students listen and complete the
A: Hello? Hello? Can’t hear you very well. It’s a messages. Ask students to compare their answers in
bad signal. pairs. In feedback, elicit answers.
B: One minute. I’ll go into the kitchen. The
signal’s better there … Can you hear me OK Answers
now? 1 Brendan 2 seven
A: Yeah. That’s much better. 3 eight 4 Lincoln
B: Phew! Anyway, hi. I’m looking for Neil. 5 Price 6 details
A: Ah, he’s not up yet, I’m afraid. Is it urgent? 7 0772-651-118 8 away on holiday
B: No, it’s OK. Just tell him we’re meeting earlier –
at seven, not eight. And tell him he’s very lazy! DEVELOPING CONVERSATIONS
Twelve o’clock and still in bed!
Explaining where people are
A: Well, he was out late last night.
B: I see. So what time do you think he’ll be up? AIM
A: I imagine in about an hour. He didn’t get back to introduce and practise ways of explaining where
home till four. people are in phone conversations
B: Oh, right. Well, I’ll see him later. Thanks.
A: That’s OK. I’ll give him your message and 6 Read through the information in the box as a class.
get him to call you back. Meet at seven, not • Ask students to complete the conversations with the
eight. missing words. Ask students to compare answers in
B: Yeah. pairs. In feedback, drill key chunks of language to
A: Bye now. focus on pronunciation.

2 C: Good morning, DBB. How can I help you? Answers

D: Hello. Could I speak to Jane Simpson, please? 1 out 2 away 3 in 4 off 5 up 6 from
C: Of course. I’ll just put you through. (at would also be possible in 6, but is not in the box)
D: Thanks.
…
Language notes
C: She’s not picking up, I’m afraid. Let me just try
again. She’s out = she isn’t in the office just at this moment (i.e.
… she’s at lunch or busy, but will be back soon)
E: Hello. He’s away = he is absent from work (i.e. on holiday or ill)
D: Hi. Jane?
E: No, it’s actually Poppy. I’m afraid Jane’s out 7 Ask students to take turns to practise the different
visiting customers. Would you like to leave a roles in the conversation, and to continue each
message? conversation for a line or two, using their own ideas.
D: Yeah, could you tell her Diane Lincoln from Monitor and note how well students do. Pick up errors
ASL called? And that I’ve already spoken to my or examples of good language use to feed back on at
boss and he said the price is fine, so we can the end.
go ahead with the work. Can you ask her to
phone me when she gets back so we can sort GRAMMAR Yet, already, just and still
out the details?
E: Of course. Has she got your number? AIM
D: I’m not sure. Let me give it to you anyway – to practise using adverbs to emphasize the time
just to be on the safe side. It’s 0772-651-118. something happened or when we expect something
E: OK. 0772-651-118. And what was your name to happen
again? Sorry.
8 Read through the information in the Grammar box as
D: Diane Lincoln. L – I – N – C – O – L – N. So
a class.
when will she be back?
• Ask students to match adverbs to meanings in pairs. In
E: Probably later this afternoon. I think she said
feedback, go through answers or ask students to check
she was going for lunch with someone.
in Grammar reference 12A.
D: Oh, right. Well, I hope I can speak to her today
because I’m actually away on holiday from Answers
tomorrow. 1 c 2 b 3 a 4 d
E: Oh, right. Well, I’ll let her know. Bye!
D: OK. Thanks. Bye.

160 Unit 12 On the phone

Language notes G For further guidance and practice, seeUcalearn.com
Grammar
reference 12A in the Student’s Book. It explains the
Just (to show an action is recent) and already (to show grammar point in greater detail, and provides written
something happened sooner than expected) are often accuracy practice.
used in positive present perfect sentences and go
between the auxiliary and the main verb. Answers to Exercise 1, Grammar reference 12A
Yet (to show that something hasn’t happened, but we 1 2 I haven’t had time yet. I’ll do it tomorrow.
expect it to happen soon) goes at the end of negative 3 Have you spoken to the bank yet?
present perfect sentences. 4 He still hasn’t decided what to do with his life.
5 I’m afraid Lakshmi hasn’t come back yet.
Still is used with present forms and negative present
6 Don’t worry! I have already sorted out everything.
perfect forms. It shows that a situation has not changed.
7 She has just handed the work to me this second.
Note that in present perfect sentences it goes before the
8 He’s already made $1 million and he’s only 26!
auxiliary verb: e.g. We still haven’t gone there. It is often
used critically – implying that the situation should have
changed by now. CONVERSATION PRACTICE
If you have a monolingual class, it is a good idea to AIM
compare and contrast English with students’ first to practise language from the lesson in a free,
language here. Find out whether there is an exact communicative, personalized speaking activity
translation into the first language or whether the first
language uses different ways to express these ideas. 11 This is an opportunity to bring together several
parts of the lesson and for students to practise leaving
phone messages.
TEACHER DEVELOPMENT 6: APPROACHES
• Ask students to prepare their messages individually.
TO GRAMMAR
Monitor and help with ideas.
Go to page 222 for information and advice.
12 Organize the class into new pairs. Ask students
9 Ask students to choose the correct adverbs. Elicit the to look at the plan carefully. Tell them to use it to
first answer before they start as an example. help them do the roleplay. You could guide students
• Ask students to compare answers in pairs before through it first. For example, ask: Is your first
feedback. conversation formal or with a friend? Who speaks first?
(B – they answer the phone) What does A say? What
Answers phrases could you use?
1 already 2 still 3 just 4 yet 5 just 6 still • Build up a list of useful phrases from the audio on the
7 already 8 yet, still board: Can I speak to …? I’m sorry, but … Could you
tell her …? Could you let her know …? I’ll let her know.
• Students take turns to start a roleplay. As students
10 Start by providing two or three examples of true have prepared two messages each, they will need to
things about you using the prompts. Ask students to
act out four roleplay situations. Encourage students to
comment on your sentences by saying what surprises
repeat the roleplays – practice makes perfect – and tell
them. Point out that with the last prompt, students
them to use the plan at first, but to then try to have
don’t write about themselves (an example could be:
conversations without prompts.
My favourite team has just won the cup).
• Once students feel confident, ask a few pairs to act
• Ask students to work individually to prepare ideas.
out an exchange in front of the class. Listen for errors,
Monitor and help with ideas and vocabulary.
new language or interesting conversations to use in
• Ask students to share sentences in pairs, and to add
feedback.
extra details.
• In feedback at the end, explore and develop the
language students use.
Example answers
1 I haven’t travelled round the world / been to the
Arctic yet, but I’d like to one day. TEACHER DEVELOPMENT 7: DEVELOPING
2 I’ve already visited London quite a few times. SPEAKING SKILLS
3 I still haven’t passed my driving test. / I still don’t Go to page 223 for information and advice.
have a passport.
4 I’ve just bought a new car. / My favourite team
has just won the cup.

Optional extra activity Ask students to work in

pairs. Tell them to choose a sentence from Exercise 10
then write a three-line conversation which includes the
sentence they chose. Students act out conversations
for the class.

Unit 12 On the phone 161

 Answers
Ucalearn.com
1 c 2 d 3 a 4 c 5 c 6 a 7 b 8 d 9 a
12B Phone for help!
Language notes

Student’s Book pages 118–119 Here are some points to make in feedback:
Some expressions are just fixed: make a choice, do an
operation, take a photo
IN THIS LESSON, STUDENTS:
• tell stories about phone experiences We say answer a call but respond to a call
• make predictions about newspaper articles The answer in 4 is fine, not hurt or ill, because of the
• choose the best options to complete gaps in articles context – contrasting fine at first with unwell later.
• explore opposites of common adjectives had come – using the past perfect to refer back to
something that happened earlier

READING
AIM EXAM-STYLE SKILLS TASKS:
to read to check predictions and to work out the Multiple-choice cloze
meaning of words in context Students at pre-intermediate level are asked
to do a cloze test of this kind in a number of
1 Ask students to work in pairs to discuss the questions. common exams.
Make sure they understand that there are no correct
answers, they just need to think of possible ideas 1 Ask students to read the text to get an idea of
around the questions. Monitor and help students the topic, and for general understanding, first.
with vocabulary if necessary. You could have a brief 2 Ask students to look closely at the gaps and
feedback session and find out what students think, or work out the types of words they need to fill in.
you could just move straight on to the reading task. Ask: What part of speech is needed? Is it a noun,
• If your students are short of ideas, provide an example a pronoun, a verb, a preposition, a conjunction,
or ask questions. For example, say: Some people call an article? Is it a present or past verb?
the emergency number when they are locked out of 3 Ask students to eliminate options by trying
their house. That’s not necessary. Anyone have any them one by one. Find the words that not
other ideas? If students still don’t know what to say, only fit the words close by, but also fit the
don’t worry – they will find out when they read. context of the sentence and the whole text.
As well as part of speech and meaning, think
2 Ask students to read the articles and find the answers about collocation – sometimes the correct
to the questions in Exercise 1. Ask them to compare word is the word that goes with words in the
their answers in pairs before discussing as a class. sentence as a fixed or semi-fixed phrase.

Answers
1 a A number to call the emergency services. In the TEACHER DEVELOPMENT 11: DEVELOPING
UK it is 999. READING SKILLS
b They are calling about things that aren’t Go to page 225 for information and advice.
emergencies. Children are calling accidentally.
c They are using social media to make the public
aware of the problem and hopefully reduce 4 Organize the class into pairs to discuss the questions.
unnecessary calls to the emergency services. Go round the room and check students are doing the
task and help with ideas and vocabulary if necessary.
2 a He fell off his bike and hit his head.
• In feedback, ask different pairs to tell the class what they
b He needed to make a hole in the boy’s head. He
discussed. Use the opportunity to pick up on and check
didn’t have a medical drill.
any interesting phrases students use in their stories.
c He had never done the operation before, so he
phoned a colleague. Culture notes
3 a He was in a pub in England.
b A spider bit him. The emergency number for police, fire or ambulance in
c It was poisonous and thirteen centimetres long. the UK is 999. In the US, it’s 911. You could find out
d Experts used it to identify the type of spider and what the number is in your students’ countries.
find an antidote.
Optional extra activity Ask students to write an alternative
news story to those in the articles, based on what they
3 Ask students to work in pairs to choose the best word predicted when first answering the questions in Exercise 1.
for each gap. Elicit the first answer to get students
started. Encourage them to look closely at the context,
and to use their understanding of collocations and
fixed phrases to work out answers.

162 Unit 12 On the phone

VOCABULARY Forming negatives SPEAKING Ucalearn.com
AIM AIM
to introduce and practise using negative prefixes to to practise telling phone stories
make opposites
8 Ask students to choose one of the situations and then
V See Vocabulary reference 12B in the Student’s Book. prepare their story. Monitor and help with ideas and
vocabulary. You could write the prompt questions
5 Refer students to Vocabulary reference 12B. Read (When was it? Where were you? etc.) on the board to
through the information as a class and ask students to support and prompt students.
give you examples of negative words they know using
the different prefixes. 9 Organize the class into groups of four or five to tell
• Ask students to write the opposites. Elicit the first their stories. Monitor and note errors or examples of
answer to get them started. Organize the class into good language use to feed back on at the end.
pairs to compare their answers.
Optional extra activity 1 Tell your own phone story
Answers as a live listening. Include one ‘fact’ in the story that is
1 unnecessary 2 irregular 3 polite not true. At the end, ask the class to discuss and decide
4 inaccurate 5 unexpected 6 impractical which part of your story was not true.
7 fair 8 uncomfortable 9 common Optional extra activity 2 Ask students to research
10 impatient 11 convenient 12 unlucky funny stories which involve a phone online. Ask students
to present the story in their own words in the next lesson.
Language notes
Un- is the most common negative prefix, and in- is the
second most common. We use il- in front of adjectives
beginning with I (illegal, illicit), im- in front of adjectives
beginning with m or p (immature, impolite), and ir- in
front of adjectives beginning with r (irregular).
12C What a nightmare!

TEACHER DEVELOPMENT 3: APPROACHES TO Student’s Book pages 120–121

VOCABULARY
Go to page 220 for information and advice. IN THIS LESSON, STUDENTS:
• roleplay reporting a crime
6 Organize the class into pairs to discuss the questions. • practise listening to three phone calls connected
to crimes
Example answers • practise hearing past and present forms of verbs
1 Nurse, doctor, firefighter. • talk about different crime experiences
2 They say please and thank you, hold doors open
for other people. If they are impolite, they say rude
words, ignore people, push in front of people. SPEAKING
3 Bed (sleepless night), chair (bad back), situation
(you feel embarrassed). AIM
4 Common surnames in the UK include Smith, to introduce the theme of the listening; to get
Brown, Jones. students to talk about situations when they lost
5 In a queue (impatient people might get angry or something
push in); when your PC goes down or reboots
(impatient people might pull the plug out or hit
1 Organize the class into groups of four to discuss the
questions. Elicit one or two situations in which people
the monitor); when your granny is telling a story
lose things to get students started. Monitor and note
(an impatient person might interrupt).
errors and interesting uses of language.
6 I’m sorry, but I’m busy right now. / I can’t talk
• Once you have given feedback on content, explore and
right now, I’ll call you back later.
develop the language students used.

7 Organize the class into pairs to take turns to explain Example answers
the words. Tell students to give definitions, provide Here are some typical ways people lose things – you
examples or put words in a story to show the meaning. may wish to brainstorm these ideas in feedback and
teach the vocabulary (underlined):
Optional extra activity Ask students to pair negative You leave it somewhere (e.g. on the bus, in a café).
adjectives from this lesson with an example from their
Someone steals it. / A thief or pickpocket takes it.
own experience, e.g. my sister-in-law always phones
at an inconvenient time; I’m impatient when I’m in a You drop it somewhere (e.g. your phone falls out of
traffic jam. the bag).
You put it somewhere and can’t find it.

Unit 12 On the phone 163

 C: And I can give you a crime reference number
Ucalearn.com
Optional extra activity This is a good opportunity
for a live listening. Write: When? Where? Who? What? so you can contact your insurance company,
Why? on the board. Then tell a true story about losing if you have one.
something or being robbed from your own experience. K: OK. And what about my bag?
Students listen then provide answers to the question C: Well, it’s a big city and obviously we don’t have
prompts to retell the story with a partner. the people to go and look for the person who
did this, but if we do find anything, we’ll let
you know.
LISTENING
3 K = Kenji, R = Ruth
AIM
K: Hey, Ruth, it’s Kenji.
to practise listening for general and detailed
R: Hey, Kenji! How are you doing? I’m so sorry
understanding
your bag was stolen. I didn’t notice anyone
2 Ask students to read the information and the take it either – they were very quick!
questions. You could add more context – tell students K: Yes, they really were!
that Kenji is a Japanese student staying in London – R: So did you manage to deal with everything?
and get students to predict what may have happened K: That’s actually why I’m calling, Ruth. I’ve got a
to him. bit of a problem.
• Play the audio. Students listen and note their answers. R: Oh no! What’s up?
In feedback, elicit answers, and find out what students K: Well, I called the company that does the locks
heard. and I told them someone had stolen my bag
and that it had my keys in it, so I needed to
Answers get into my apartment.
1 He was in a café with a friend chatting, put his R: Right.
bag down by his side and (he guesses) someone K: And they said I’d need new locks fitted as
took it while he wasn’t looking. well – to be on the safe side. But then they
2 Call 1 to a bank; Call 2 to the police; Call 3 to a friend asked if I could prove my identity and address.
3 Call 1 to cancel bank cards; Call 2 to report the R: And?
crime; Call 3 to ask for a place to sleep K: Well, as I told them, everything was in
my bag. Then I said that I was renting the
property – I didn’t own it – and the owner
Audio script was actually abroad at the moment and
1 A = Bank staff 1, K = Kenji, B = Bank staff 2 I couldn’t contact her … because her
number’s in my phone!
A: Hello, Better Banking.
R: No! What a nightmare!
K: Oh, hello there. I need to cancel my cards,
K: I know. So to cut a long story short, they said
please. As soon as possible.
they couldn’t let me in – and so I need a place
A: OK, no problem, but I’m afraid I have to take
to sleep tonight!
you through security first. Can I get your full
name, please?
K: Um … oh, yes, of course. It’s Kenji Watanabe. Culture and language notes
That’s K – E – N – J … PIN number = personal identification number, a numeric
… password used to prove identity (particularly with credit
A: OK. You’ve passed security fine. I’ll just put or debit cards, where it is four digits, e.g. 2222)
you through to the right department. One
pass security = answer questions to prove who you are
moment, please.
… cancel your cards = stop the cards so nobody can use
B: Thanks for waiting. So, I’ve cancelled your them
cards and ordered new ones, and they’ll be a crime reference number so you can contact your
with you in the next three to four days. We’ll insurance company = the police give a number to show
also send you a new PIN number for each card. that you have reported the crime – this allows you to
K: Oh, that’s great. Thank you so much for your help. contact the insurance company to ask them to give
2 C = Police officer, K = Kenji money to replace things you have lost
C: OK. So can you just tell me how it happened? What a nightmare! = a way of saying ‘What a terrible
K: Yes. I was in a café with a friend and we were experience’
chatting and I put my bag down by my side and to cut a long story short = a way of saying that you
I guess someone took it while I wasn’t looking. aren’t going to tell the whole story – you’re just going to
C: And did you see what this person looked like? get to the main point quickly
K: Sadly not, no. I didn’t even realize it had
happened until we were leaving. But maybe
there were cameras there?
C: We’ll check and see.
K: Thank you.

164 Unit 12 On the phone

3 FS Ask students to read the information. You 5 Ask students to read the sentences Ucalearn.com
and decide on
could model the task by writing forms on the board, any answers they can remember from the first listening.
and saying them naturally (e.g. play / played; walk / Play the audio in Exercise 2 again. Students listen and
walked). Ask students what sounds they hear at the choose true or false and justify their answers. Ask
end of the past forms: /d/ and /t/. students to compare answers in pairs before checking
• Play the audio. Students listen and note forms they in feedback.
hear. Then students discuss answers in pairs. • You may wish to check the meaning of some language
• In feedback, elicit answers. You don’t need to correct used, either before this second listening, or at the end
at this stage as students will listen to the words in by using the context of the audio script. See Culture
context to check in the next exercise. and language notes above.

Answers Answers
1 a 2 b 3 a 4 b 5 b 6 a 7 b 8 b 1 T (for security)
2 F (they’re cancelled immediately)
3 F (talking to a friend in a café)
Audio script 4 F (didn’t even realize it had happened)
1 cancel 5 F (they just say ‘If we do find anything we’ll let
2 cancelled you know’)
3 send 6 F (the lock company couldn’t let him in)
4 happened 7 T (everything to prove his identity was in his bag)
5 looked 8 F (he rents it)
6 look
7 called
6 Organize the class into pairs to discuss what they
8 was
would do in the different situations. Students need
to manipulate would and could to do this exercise,
4 FS Play the recording. Ask students to listen and so model sentences with I’d … and I could … to get
check whether they hear present or past forms. students started (see example answers).
• Elicit answers in feedback. • Have a brief feedback session and elicit ideas.
• You could extend the activity by playing the recording
again as a dictation – students have to listen and write Example answers
whole sentences. Work with students’ ideas, but here are some
suggestions to use as prompts:
Answers 1 I’d call the lock company again. / I’d go to my
1 present 2 past 3 present 4 past friend’s house.
5 past 6 present 7 past 8 past 2 I’d report it for the insurance, but the police
wouldn’t do anything.
Audio script 3 I could keep a spare key and all my details in a
1 I need to cancel my cards separate place.
2 so I’ve cancelled your cards
3 we’ll also send you a new PIN number
GRAMMAR Reporting speech
4 So can you just tell me how it happened?
5 And did you see what this person looked like? AIM
6 go and look for the person who did this to introduce and practise ways of reporting speech
7 I called the company that does the locks
8 everything was in my bag
7 Read through the information in the Grammar box as
a class. Ask students to discuss the questions in pairs.
Monitor and note how well students understand the
Pronunciation notes uses.
-ed past endings are usually unstressed and reduced to a • In feedback, elicit the students’ answers. Then ask
barely pronounced /d/ or /t/ sound. After voiced sounds, them to check in Grammar reference 12C.
they are pronounced /d/ (e.g. cancelled, happened,
called). After unvoiced sounds, they are pronounced Answers
/t/ (e.g. looked). Note that students often try to over- 1 present continuous, past simple, will + infinitive,
emphasize endings, and sometimes inappropriately use present simple
/ɪd/ (e.g. look – ɪd). 2 past continuous, past perfect simple, would +
infinitive, past simple
3 Change from Do you have to if I had
TEACHER DEVELOPMENT 10: DEVELOPING
LISTENING SKILLS
Go to page 224 for information and advice.

Unit 12 On the phone 165

 Answers to Exercises 1 and 2, Grammar
Ucalearn.com
Language notes
As well as moving one tense back, we often change reference 12C
subject, object and possessive pronouns, and references 1 1 were installing
to time and place when reporting speech. Note how the 2 had tried
words change in the examples below: 3 had arrived
4 would be
‘I haven’t seen your brother here since yesterday.’
5 could offer
He said (that) he hadn’t seen my brother there since
6 hadn’t received, was
the day before.
We’ll help out next weekend. 2 2 I wanted to work for the company
They told us that they’d help out the following 3 my career goals were
weekend. 4 I spoke / had spoken to
5 I had gone to school
When reporting yes / no questions we use if or whether,
6 if I had had many other interviews
and the word order changes from that of a question to
7 if I had any questions
that of a statement. When reporting wh- questions we
use the wh- word in the reported speech. Note how the
words change in the examples below: VOCABULARY Reporting crimes
‘Do you have any money?’ AIM
I asked if they had any money. to introduce and practise phrases used when
‘How will you get there?’ reporting crimes
She asked how I would get there.
When reporting instructions or orders, we use tell 10 Ask students to complete the sentences. You could
(someone) to + infinitive. For example, Please wait elicit the first answer to get them started. Ask them
becomes She told me to wait. to compare their answers in pairs before discussing as
a class. In feedback, check new words, drill them for
pronunciation, and point out any difficult or interesting
8 Ask students to complete the reported speech. Elicit
areas of pronunciation. Get students to note and learn
the first answer to get students started. Tell them to
the words as collocations or expressions.
discuss their answers in pairs. Monitor and notice how
well students understand the uses.
Answers
• In feedback, elicit the students’ answers. If they make
1 grabbed, ran off
errors, refer them back to the rules in the Grammar
2 caught, permission
reference.
3 took out, demanded
4 broke into, stole
Answers
5 knocked down, hit
1 that had happened
6 pour, burn
2 needed to speak to his manager
3 had sent the cards
4 had had a few security issues with their Language notes
5 would need to wait for my grab = take something very quickly
6 would refund any money I’d lost
break into = use force to enter a building – e.g. break a
window
9 Ask students to select two situations and prepare knock down = here, hit with a car so you fall over
things to say. You could start them off by reporting a
problem that you have had, just to give students an Note the verb patterns: take out a knife or take a knife
idea of what to say. Set a time limit of five minutes for out; knock down a person or knock a person down;
students to prepare ideas, and monitor and help. catch someone doing something
• When students are ready, ask them to share their
stories in groups of four or five. Monitor and note how 11 Ask students to work in pairs to decide which crime
well students use reported speech. Feed back on errors is the most and the least serious. In feedback, elicit
or examples of good language use. ideas and reasons from different pairs.

G For further guidance and practice, see Grammar Example answers

reference 12C in the Student’s Book. It explains use All are quite serious. Students could argue the most
and form in greater detail, and provides written serious is 3 (because threatened with a weapon which
accuracy practice. could kill you), or perhaps 5 (because they could have
killed you) or 6 (because a lot of damage, and very
dangerous).

166 Unit 12 On the phone

SPEAKING TASK Ucalearn.com
MY OUTCOMES
AIM
AIM
to practise language from the lesson in a
to reflect on what students have learned and
personalized, communicative speaking activity
on how to improve in a personalized speaking
12 Start by reading through each point in the list and activity
eliciting one possible idea students might use for each • Give your students time to read the questions and
heading. prepare things to say. You could tell students to
• Ask students to work individually to prepare a crime story. make a few brief notes.
Emphasize that they can use their imagination or tell a • Organize the class into pairs or small groups.
true story. Monitor and help with ideas and vocabulary. Give students five to ten minutes to discuss the
• Organize the class into pairs. Students take turns to questions.
roleplay different conversations. When students play the • In feedback, ask a few pairs to tell the class what
person reporting the crime, they need to use the ideas they said. Alternatively, you could have a class
they prepared. Encourage students to turn the headings discussion in which groups share the ideas they
they used to prepare into questions (e.g. What kind of have, and comment on each other’s ideas.
crime was it? Did it affect you directly?). Monitor and • Follow up by setting a task for homework. See the
note errors and good examples of language use which Teacher development section for ideas. Following
you could focus on in feedback after Exercise 13. this activity, you could, for example, ask students
to make a list of things to revise based on their
discussion.
MEDIATION
Mediating a text
In Exercise 13, students have to relay specific TEACHER DEVELOPMENT 16: MY OUTCOMES
information – i.e. tell others what the key points Go to page 227 for information and advice.
are in the story they have heard, using clearer or
simpler language. For further practice, use Communicative activities 12.1
and 12.2 on pages 250–251.
After completing Exercise 13, ask students to
reflect. Ask: How clearly did you get across
the details of your story to your partner? How
well did you work together to understand each
other’s stories?
WRITING 6
TEACHER DEVELOPMENT 9: MEDIATION
Go to page 224 for information and advice. Making plans and arrangements
13 M Organize the class into new pairs. Students take Student’s Book pages 122–123
turns to tell their partner about the crime that was
reported to them when they were the police officer.
Monitor closely and make sure students are using IN THIS LESSON, STUDENTS:
reported speech correctly. • write an email giving information about a
• In feedback, at the end, write up errors you have meeting / an event
noticed during these activities, and ask students to • read and analyze an email giving information about
work in pairs to correct them. a school trip
• practise talking about timetabled activities
TEACHER DEVELOPMENT 8: FEEDBACK ON • look at useful expressions used in business emails
CONTENT, LANGUAGE AND ERRORS
Go to page 224 for information and advice.
SPEAKING
AIM
Optional extra activity Play Alibi. Organize the class
to get students talking about the topic
into groups of four or five. Choose two students to be
the criminals and two or three students to be the police in 1 Lead in by telling students to look at the cartoon
each group. Tell students that two people broke into the pictures and asking: What can you see? What is the
school and stole computers between 8 p.m. and midnight story about?
yesterday. The criminals have to invent an alibi (a story) • Organize the class into pairs to discuss the questions.
together of what they were doing from 8 p.m. to midnight. • In feedback, ask students to share ideas. Give some
The police prepare questions. The police then interview each feedback on good language that students used, and /
suspect separately (while the other suspect isn’t listening). or language students didn’t quite use correctly. Show
At the end, ask groups to get together. The police must say students how to say what they were trying to say
whether they found any holes in the students’ alibis. better.

Writing 6 167
 Example answers
Ucalearn.com
6 Ask students to complete the sentences then compare
a students and a teacher in a museum café eating answers with a partner.
cake and drinking coffee • In feedback, elicit answers and refer to the Useful
b two students standing up in front of the others language box to check understanding.
and their teacher – they are talking
c a guide taking the same group of students and Answers
their teacher around a big museum exhibition 1 is 2 leaves 3 don’t land 4 does, arrive
room full of information on protecting the planet 5 break 6 lasts 7 don’t start 8 does, end
d teacher standing outside a language school
looking slightly nervously at his watch as some 7 Ask students to prepare ideas then work with a
students gather in front of him partner to share sentences.

WRITING USEFUL LANGUAGE Useful expressions

AIM for business emails
to develop students’ ability to write an email about AIM
the plan for a meeting or event to practise using useful expressions for business
emails
2 Ask students to look at the email. Ask some focus
questions: Who is writing the email? Who is it for? 8 Read through the information box as a class.
What times can you see? • Ask students to find examples in the email. Elicit the
• Ask students to read the email and match the pictures first answer to get students started.
in Exercise 1 to the times / activities mentioned. • Ask students to compare answers in pairs before
• In feedback, ask students to give reasons for their answers. checking as a class.

Answers Answers
Picture a: 12:30–13:30 (lunch in the café) 1 the Subject line at the start of the email
Picture b: 15:00–16:30 (share what they learned) 2 Hi everyone
Picture c: 10:15 (a guide for the first part of the day) 3 We’re looking forward to seeing you on Saturday
Picture d: 9:30 (teacher waiting in front of the school) for our trip to the Science Museum.
4 Please find details below.
3 Ask students to complete the email. Elicit the first 5 Hope this is all clear.
missing word to get students started. 6 Let me know if you have any questions.
• Ask students to compare answers in pairs. 7 All the best, Leo
• In feedback, elicit answers from different pairs.
9 Ask students to order the words to make expressions.
Answers
• Ask students to compare answers in pairs.
1 meet 2 take 3 begins 4 move 5 give
• In feedback, elicit or show the answers. Ask students
6 continue 7 break 8 returns 9 share 10 ends
which phrases go at the start and at the end of an
email.
USEFUL LANGUAGE Present simple
Answers
for timetables
1 Hope this finds you well.
AIM 2 Hope to hear from you soon.
to practise using present simple for timetables 3 I’m looking forward to working with you.
4 I look forward to your reply.
4 Ask students to work with a partner to find forms in 5 I’m writing to let you know about next week’s
the email and discuss their uses.
meeting.
• In feedback, elicit the answer.
6 Please see the plan attached.
7 Please find the current sales report attached.
Answers
8 Let me know if you need any further information.
present simple; c

5 Read through the information box as a class and check PRACTICE

understanding of use of the present simple for definite
AIM
planned events.
to practise writing an email giving information
Language notes about the plan for a meeting or event

English only uses the present simple to describe 10 Start by reading the information, then brainstorming
impersonal, timetable events. Note that many other situations. Ask: What could the meeting or event
languages use the present simple more commonly as be about? What activities will it include? One model
a future form, so make sure students are aware of the situation at work could be a training day: students
restricted use in English. could think about what sort of training sessions

168 Writing 6
 there would be, and when breaks for coffee or lunch VIDEO Out and about Ucalearn.com
could be. One model situation at school or college
could be an open day for students: students could AIM
think about what presentations there would be, and to watch a ‘vox pop’ video in which five people talk
when breaks could take place. about using their phones; to notice accents which
• Ask students to work in pairs to make notes on their use a /d/ sound instead of a /ð/ sound
event, and its activities and timings. Monitor and help
1 This video reviews the Unit 12 topic, so you could start
with ideas and vocabulary.
by asking students to say what they remember about
• Give students five minutes to prepare ideas. You could
the conversations in Unit 12 or what phrases they
ask students to compare ideas with another pair, and
remember from the unit.
make suggestions to each other.
• Organize the class into small groups to discuss the
11 Students write an email. You may wish to set this questions.
for homework. If so, remind students to use the • In feedback, ask students to briefly share any
model text in Exercise 2, and to use the present simple interesting information they heard from their
to talk about timetabled activities in the future and classmates.
incorporate the useful expressions for business emails.
2 Tell students they are going to watch the ‘Out and
• If you prefer to do the writing task in class, check out
about’ video in which five people talk about problems
the advice in the Teacher development section.
when using their phones.
• Before playing the video, read through the
TEACHER DEVELOPMENT 12: DEVELOPING Understanding accents box with your class. Tell
WRITING SKILLS students that they may notice this pronunciation
Go to page 225 for information and advice. feature in the video. If you’d like to explore this with
your class further, see the Pronunciation notes.
12 When students have completed their emails, tell • Ask students to watch the video and note answers to
them to exchange with the partner they planned the the questions in Exercise 1.
event with. Students read each other’s work, focusing • Ask students to compare their ideas in pairs. Tell
on the use of the present simple, and find two things students to discuss with their partner whether they
that their partner did well and two things that they have had similar experiences, and to share anything
would change. It is important to encourage students to they remember hearing from the brief video.
be supportive and collaborative when commenting on • In feedback, ask students to share answers briefly with
each other’s work. the class. At this stage, just find out what students
• Ask students to read the comments on their work at heard – they will have a chance to listen again in more
the end, and to use the advice to revise and improve detail later.
their emails. Tell students to ask classmates if they are
unclear about any comments. Video script
Kenny: Sure. There’s lots of times where I run into
emergencies, especially for work, and it’s always good
to have everybody’s phone number and details with
me at all times.
REVIEW 6 Video Israel: Two, two weeks ago, I was walking to my
house here in Dublin and I saw three fox(es) together in
the street and I take my cell phone and I took a picture
Student’s Book page 124 of them.
Maari: Every time in here because, without my
About the videos phone, I can’t find a way or somewhere and I don’t
The two types of video in Outcomes are designed to know I, which bus I should, I should get. So, every
expose students to the sort of natural communication time I’m here.
that they will encounter outside the classroom, with Yeah, three weeks ago, my phone doesn’t working,
speakers from a wide range of language backgrounds. anything, so I can’t use uh Google or something. So,
They are intended to be authentic examples of English, I (was) lost. I went back to my school and use(d) wi-fi
rather than perfect models. The accompanying activities and I connect(ed).
reflect this and aim to build students’ confidence in
Patrick: Yeah, I mean I’ve broken it, dropped it in the
understanding fast speech, different accents and English
urinal, dropped it down the toilet. Never had it stolen
as it is spoken in the real world. They can also be used
– all the harm has always been self-inflicted.
to build students’ confidence about their own ability
in English, by showing them that you don’t need to Milena: Yes, I can. I was in Philadelphia in the
have completely accurate English as long as you can United States, and I was in the process of changing
communicate your message to your listener. from a European phone number into an American

Review 6 169
 one. Unfortunately, the SIM I’d just bought was
Ucalearn.com
Optional extra activity Ask students to show each
not working and so I luckily still had my European other the phone they use. Tell them to say what they like
number, and I was able to phone a friend who was and dislike about their phones.
on campus because I was in the middle of nowhere in
Philly. I had no idea where I was. So luckily my phone
worked. It was a bit expensive, but it made, you VIDEO Developing conversations
know, I made sure I was able to contact someone. AIM
One time when I was visiting my grandmother in to watch a ‘developing conversations’ video in which
Belgrade, my phone just stopped working on a bus two people talk about a recent news story; to give
and I was on my way to somewhere and I wasn’t students practice in understanding fast speech
sure where I was supposed to get off. So, I had to
basically ask the bus driver to tell me when to get off. 5 This is a review of Lesson 11A. Lead in by asking
And then a couple of lovely strangers were helping some general questions. You could use the image
me figure out the way because it was the first time in the Student’s Book or pause the video just before
for me in that area. So yeah, that was not the best of the two people start talking. Ask: What can you see?
times to be without a phone. Where are they? Explain that they are talking about a
news story. Ask: What phrases might they use?
• Tell students to watch the video and make brief notes. Tell
Pronunciation notes
them to note down any key words or phrases they hear.
You may wish to explore why some speakers may replace
one sound with another. It is common with Russian Video script
speakers, for example, to make a /d/ sound instead of a /ð/ A: So, have you watched anything interesting on TV
sound. Start by asking whether speakers of the students’ recently?
first language often do this. Then look at reasons why B: I did watch this really fun programme last night
students change the sounds. Here are some possibilities: about cats.
1 Sometimes a sound does not exist in a student’s first A: A programme about cats?
language (e.g. the /θ/ sound), so they approximate to B: Yeah. So, it was all about how cats are actually a
the nearest similar sound. lot more intelligent than people think.
2 Sometimes a sound in a student’s first language is A: Oh, OK. Well, in what way?
similar to two sounds in English (e.g. a sound that falls B: So you can teach them how to do tricks. They’re a
between /ɪ/ and /i:/), so they use the same sound for lot more sociable than people think they are. And
both. they also know their way home.
A: Oh really?
3 Sometimes, it is hard to say a sound after another
B: Yeah, yeah, yeah.
sound in a word – so students approximate.
A: Oh, OK. They can … they know their way home?
Recognize that English is an international language, B: Yeah. So, there’s this one story, on the
so students will come across many accents influenced programme, that’s about this Australian couple,
by a speaker’s first language, as well as many accents and they moved from the south of Australia to
influenced by other factors such as nationality, age, the north of Australia and they took their cat
culture and regional variations. Encourage students to be with them. After a week, this cat goes missing,
open to and alert to the variety. and then a year later they found out that the cat
has walked two thousand miles to the south of
3 Give students time to read sentences a–g. Australia to go home.
• Tell students to watch the ‘Out and about’ video again A: Oh my gosh! Two thousand miles!
and to match one sentence to each speaker. B: How crazy is that?
• Ask students to compare their ideas in pairs. A: That is, that is quite crazy!
• In feedback, elicit and show answers on the board.
6 Ask students to compare their ideas in pairs. Play
Answers the video again if necessary, and pause the video at
Kenny (Speaker 1): b points where students had problems understanding
Israel (Speaker 2): a information.
Maari (Speaker 3): d • In feedback, ask students to share what they heard.
Patrick (Speaker 4): f Don’t worry about getting everything – just find out
Milena (Speaker 5): c how well students were able to follow the natural
Not needed: e, g conversation.

4 Organize the class into small groups. Ask students to 7 Ask students to read and discuss the questions with
read and discuss the sentences. their partner.
• In feedback, elicit ideas from different groups. • In feedback, elicit ideas from different pairs.

170 Review 6
8 FS Give students time to read sentences 1–8, Ucalearn.com
and try to recall or guess what words are missing. You
could tell students to write in answers lightly in pencil. REVIEW 6 Grammar and Vocabulary
• Tell students to watch the video again and complete
the gaps.
• Ask students to compare their ideas in pairs.
• In feedback, elicit and show answers on the board. Student’s Book page 125
Answers AIM
1 anything interesting 2 last night to consolidate vocabulary and grammar from
3 more intelligent 4 how to Units 11 and 12
5 way home 6 a week
7 thousand miles 8 How crazy 1 1 had 2 where 3 if / whether 4 was
5 told 6 was 7 still 8 just
Optional extra activity Here are a few things you can 2 1 had never seen 2 finished it yet
do with a video to vary the activity: 3 was banned 4 I had left
1 Freeze frame at the start and ask students questions to 5 my car was stolen
set the scene and predict what the speakers might do 3 1 told 2 wanted
or say. 3 did that happen 4 You’ve
2 Freeze frame after someone asks a question – ask 5 haven’t received 6 what
students to predict how the other speaker might 7 I’m still waiting 8 is imported
respond. 4 1 We’ve only just left the house.
3 Freeze frame on close-ups or interesting expressions or 2 I suddenly realized I’d left my keys in my flat.
actions – ask students how the speakers are feeling. 3 I was stopped by the police as I was driving
4 Play the video with no sound – students have to recall home.
and say what they are talking about or actually saying – 4 The lions are usually fed at about three in the
students could even improvise the conversation while afternoon.
watching the silent video. 5 I knew we’d met before, but I just couldn’t
remember where.
CONVERSATION PRACTICE 6 They said the new battery would be here within
three or four days.
AIM
5 1 f 2 d 3 a 4 h 5 c 6 b 7 e 8 g
to practise conversations based on the Developing
Conversations video and the Conversation Practice 6 Science and nature in the news: destroy plastic,
in 11A and 12A discover a cure, escape from the circus,
temperatures rise
9 Ask students to work in pairs to choose a conversation Phones: bad signal, busy line, hang up, voicemail
to prepare. Refer them to the Conversation Practice
Crimes: break into, demand money, knock down,
in Unit 11A and Unit 12A of their Student’s Book.
run off
You could revise the language they use in each set of
conversations. 7 1 common 2 polite 3 unnecessary
• Once students have selected a conversation, give them 4 uncomfortable 5 Regular 6 unexpected
five minutes to prepare and look for phrases to use. 7 convenient 8 unlucky
They can look at their notes on Unit 11A or 12A, or on 8 1 silent 2 pick 3 answering 4 message
this Video lesson. 5 called 6 storm 7 windy 8 impossible
• When students are ready, ask them to improvise
conversations. You could ask them to practise again
by changing roles, changing partners or changing
information in their conversation. Practice makes
perfect, so it is a good idea to try out conversations
three or four times.
• As students speak, monitor closely and note any errors
you hear. In feedback, praise good language use, and
comment on any errors you noted.

Optional extra activity Write five or six useful words or

phrases from the lesson on the board and ask students to
include them when improvising conversations.

Review 6 171
 Ucalearn.com

13 Culture
IN THIS UNIT, STUDENTS: 2 Start by writing arts activities on the board, and eliciting
examples to show its meaning (e.g. music concerts,
• have a discussion about what film / series to watch dance, exhibitions of paintings or photos).
• explain their experiences and opinions of learning • Organize the class into groups of four or five. Ask
and making music students to discuss the questions. Go round the room
• do a survey about other people’s cultural interests and check students are doing the task and help with
and attitudes ideas and vocabulary if necessary.
• Once you have given feedback on content, explore and
develop the language students used.
SPEAKING
Optional extra activity Extend Exercise 2 into a mingle
AIM and a survey. Students go round and ask each other
to set the scene and introduce the theme with a about the arts in their city or region.
photo; to get students talking about theatre, acting
and performing, and the arts

Optional lead-in activity Tell students to look at the TEACHER DEVELOPMENT 2: ORGANIZING PAIRS
unit title and photo. Ask: What situations connected AND GROUPS
with this topic do you hope to practise? How well can Go to page 220 for information and advice.
you already talk about films, art and theatre?

1 Start by telling the class that in this unit they’re going to be

learning how to talk about theatre, films and TV, favourite
books, and music; they will talk about how things make 13A It’s supposed to be amazing
them feel and how long they’ve been doing things.
• Ask students to look at the photo on pages 126–127.
Ask: What can you see? Elicit a brief description of the Student’s Book pages 128–129
photo, and introduce any key words students might need.
• Organize the class into pairs to discuss the questions. IN THIS LESSON, STUDENTS:
Go round the room and check students are doing the • have a discussion about what film / series to watch
task and help with ideas and vocabulary if necessary. • practise listening to people deciding what to watch
• In feedback, ask different pairs to tell the class what • practise asking common questions to find out
they discussed. Use the board to build up a list of information about films / series
useful language you hear from students. • explain what they’ve heard about films / series
• Once you have given feedback on content, look at
good pieces of language that students used and pieces
of language students didn’t quite use correctly during
the activity. Show students better ways of saying what SPEAKING
they were trying to say. You could write some useful
new phrases on the board with gaps and ask the AIM
whole class to complete the sentences. to set the scene and introduce the topic by getting
students to talk about their own experiences of
Culture notes watching films and TV

The photo shows actors Massimo Arbarello and Paola 1 Start by asking students what streaming services are –
Bianchi performing as Orpheus and Euridice in Canto elicit a few examples. Ask: Which are popular in your
A Orfeo (The Song of Orpheus). They are members of country? Then organize students into small groups to
the Italian shadow theatre company Controluce and the discuss the questions.
event was staged at the Visions Festival of International
Visual Performance in Brighton, East Sussex, in the UK.
The Song of Orpheus is based on the passionate myth
of Orpheus and the Underworld. In Greek mythology,
Orpheus was a poet, musician and singer who descended
into the underworld of Hades, to recover his lost wife
Eurydice.

172 Unit 13 Culture

VOCABULARY Films and series Language and culture notes Ucalearn.com
AIM You may wish to explain to students that film and movie
to introduce and practise vocabulary connected with mean the same thing. In the UK, people are generally
films and series more likely to use film, though movie is becoming
increasingly common. In the US, people usually use the
2 You could start by asking students to read 1–8 and say word movie, though they may use film for more serious,
whether they know most of or a few of the words. Tell arty film types. Similarly, in American English, season is
students to decide which words they know, which they used for series.
don’t know and which they think they can guess.
Use examples to check the different types of film. You could
• Ask students to work in pairs to define or translate the
also check them with adjectives (e.g. comedy – funny;
words. You could then put pairs together with another
thriller – exciting; horror – scary).
pair to share definitions and help each other.
• In feedback, elicit definitions or translations, and check
any words students still don’t know. Optional extra activity Ask pairs to invent possible
movie titles for different genres of films. See if the rest of
Example answers the class can guess the genre from their imaginary titles.
Work with students’ definitions and translations.
You could use opposites to check some of the words:
slow = not fast-moving LISTENING
light = not serious (not heavy) AIM
silly = not serious (light means that a film is not to listen for general and specific understanding; to
serious or complicated and easy to relax and enjoy, listen for specific chunks of language in a text
whereas silly is a bit negative – it suggests that it
isn’t clever or serious; heavy can mean serious in a 5 Give students a moment to read through the
negative way – e.g. a bit boring, or about a subject information and questions.
that is depressing or sad) • Play the audio. Students listen and note their answers.
Ask students to compare their answers before discussing
A series is a TV programme that is divided into
in feedback.
different parts – episodes – so, there might be eight
one-hour episodes in a series. Answers
1 nine
TEACHER DEVELOPMENT 4: LEARNING AND 2 nothing – they give up
CHECKING NEW WORDS
Go to page 221 for information and advice.
Audio script
A: OK. So what do you want to watch?
3 Ask students to work in pairs to match sentences from B: I’m not sure. Do you want to have a look while I
Exercise 2 to the types of films or series. Elicit the first
make some tea?
match to get students started.
A: Sure, let’s see. Oh, Ozark – I still haven’t watched
• In feedback, elicit matches, and ask students to say
the last season!
what clues helped them work out the answer.
B: I’ve never seen an episode!
A: Ah, you should! It’s so good. I mean, it’s a bit
Answers
violent, but they’re great characters.
1 a 2 d 3 b 4 a/d/f 5e 6c
B: Maybe – but I’m not really watching any series at
7 a/b/d/f 8 a/d
the moment. I don’t have the time.
A: I know what you mean.
4 Ask students to work in pairs again to think of examples B: What films are there?
of the different types of films or series. Elicit some film A: Let’s see … um … Up in the Air – seen it, Heat –
types as an example. In feedback, work with students’ seen it, Titanic – seen it like, 60 times.
own ideas, but be ready to suggest some well-known B: Yeah, love it, but definitely not Titanic.
and current examples of your own. The answer key has A: Man Up – not seen it, but it’s not supposed to be
some famous examples that may be familiar to your very good.
students, depending on their background. B: Really? What’s it about?
A: It’s a British romcom about a couple on a blind date.
Example answers
B: Hmm. Who’s in it?
Work with students’ ideas but possible examples are:
A: Lake Bell and Simon Pegg.
a drama: Succession, Ozark, The Walking Dead B: Don’t know either of them.
a romantic comedy: Man Up, While You Were Sleeping A: Anyway, I don’t want to see it. How about
a musical: La La Land, Grease Infernal Affairs? I’d watch that again.
B: What kind of film is it?
a thriller: Jaws, Infernal
A: It’s a Chinese thriller. It’s set in Hong Kong.
a documentary: Planet Earth B: OK.
a horror film: The Shining, It

Unit 13 Culture 173

 A: It’s great – very exciting. It’s basically about a
Ucalearn.com
Titanic (1997): a romantic drama about the famous ship
police officer who’s acting as a criminal and a that sank in 1912. The movie stars Leonardo DiCaprio
criminal who’s acting as a police officer. and Kate Winslet.
B: Sounds a bit complicated ... Man Up (2015): a romcom in which a single woman
A: OK. Not that. Oooh, Roma – I loved that film. takes the place of a stranger's blind date, which leads to
B: Me too – it’s so beautiful. I think I need her finding the perfect boyfriend.
something lighter tonight though. I’m quite tired. Infernal affairs (2002): a Hong Kong action thriller film
A: True. It is a bit slow … maybe another night. co-directed by Andrew Lau and Alan Mak.
B: Definitely.
Roma (2018): Set in 1970 and 1971, Roma follows
A: La La Land?
the life of a live-in Mixteco housekeeper of an
B: Oh no! Why do people like that film?
upper middle-class Mexican family – it is a
A: It’s good! I guess it depends if you like musicals!
semi-autobiographical take on director Afonso
B: No, but even then ... the songs ... they’re just a
Cuarón's own childhood memories.
bit … blah.
A: Ahh, they’re great! And it’s romantic! La La Land (2016): In this musical romcom, a jazz pianist
B: We’ll have to disagree. falls for an aspiring actress in Los Angeles. It stars Emma
A: OK. What about In-touch-ables or Intouchables – Stone and Ryan Gosling.
I’m not sure how it’s pronounced. Actually, I’ve Intouchables (2011): After he becomes a quadriplegic
wanted to see that for ages. from a paragliding accident, an aristocrat hires a young
B: Don’t know it. What’s it about? man from the projects to be his caregiver.
A: Basically, it’s about this rich guy who becomes The other films mentioned are Up in the Air (a comedy with
disabled after an accident … George Clooney) and Heat (a crime drama with Al Pacino).
B: Sounds a bit heavy.
A: Wait! Give me a chance … He’s looking for
7 Organize the class into pairs to discuss the questions.
someone to help him and he employs this
Go round the room and check students are doing the
unemployed ex-criminal.
task and help with ideas and vocabulary if necessary.
B: It still sounds heavy.
• In feedback, ask different pairs to tell the class what they
A: No, it’s not, it’s not. It says it’s a comedy drama.
discussed. Once you have given feedback on content,
It’s supposed to be about their relationship – how
explore and develop the language students used.
they help each other.
B: OK. Optional extra activity Ask students to find and note
A: It’s had great reviews. interesting phrases in the audio script (e.g. Sounds a
B: Can we watch it in English? I’m not sure I want bit heavy). You could ask students to work in pairs to
to read subtitles. find four phrases, then use them to discuss a film both
A: I don’t think so. Why didn’t you say before? students know.
B: What was the first film you mentioned?
A: I give up – you look.
DEVELOPING CONVERSATIONS
Asking questions about films and series
TEACHER DEVELOPMENT 10: DEVELOPING
LISTENING SKILLS AIM
Go to page 224 for information and advice. to introduce and practise asking common questions
to find out more about a film or series
6 Start by asking students which films or series they 8 Read through the information in the box as a class.
know. You don’t need to describe them, but you could • Ask students to match questions and answers. Elicit
prompt students with information from the notes below. the first match to get students started, and point out
• Play the audio again. Students listen and match. Ask that they need to use lexical not grammatical clues to
students to compare their answers in pairs before help them match.
discussing in feedback. • Ask students to compare answers in pairs.
• In feedback, elicit answers.
Answers
1 b, e 2 c, g 3 c 4 g 5 f 6 e 7 a, d Answers
1 d 2 c 3 e 4 b 5 a

Culture notes
Language notes
Ozark (four seasons from 2017 to 2022): an American
crime drama television series. The series stars Jason Point out how we use ‘is it’ (verb be inverted with the
Bateman and Laura Linney as Marty and Wendy Byrde, a pronoun) in these questions. Students can think of other
married couple who move their family to the Lake of the questions to ask about movies using a similar common
Ozarks because they are forced to launder money for a question format: How long is it? How good is it? Where /
Mexican cartel. When is it set? What special effects are in it?

174 Unit 13 Culture

9 Organize the class into small groups. Give students one Ucalearn.com
G For further guidance and practice, see Grammar reference
or two minutes to prepare ideas. Students take turns 13A in the Student’s Book. It explains the grammar point
to interview different groupmates. in greater detail, and provides written accuracy practice.
• As students speak, notice how well they use common
questions, and note errors you could focus on in feedback. Answers to Exercise 1, Grammar reference 13A
• In feedback, find out who guessed best, and feed back 1 1 is supposed to be
on errors. 2 are supposed to play
3 is supposed to taste
GRAMMAR Be supposed to 4 is supposed to be / look
5 isn’t supposed to be
AIM 6 are supposed to have
to introduce and practise be supposed to + verb to 7 isn’t supposed to have
report what we have heard or read about something 8 is supposed to be / look
10 Read through the information in the box as a class.
• Ask students to complete the sentences. Elicit the first
answer to get students started.
CONVERSATION PRACTICE
• Ask students to compare answers in pairs. AIM
• In feedback, elicit answers. Then ask students to check to practise language from the lesson in a free,
in Grammar reference 13A. communicative, personalized speaking activity

Answers 13 This is an opportunity to bring together several

1 is parts of the lesson and for students to practise
2 is it supposed to be describing films.
3 plays • Ask students to prepare notes on their chosen films
4 don’t see or series in words or short phrases on a piece of
5 is still supposed to make paper or in their notebook. Monitor and help with
6 isn’t supposed to be ideas and vocabulary.
7 are supposed to do, are supposed to be • One way of supporting students is to write at
random five or six phrases from the lesson on the
board, and ask students to refer to and use them
Language and pronunciation notes if they can. Some suggested phrases: What’s it
We use supposed to + verb to say that we believe about? / It’s supposed to be brilliant. / It sounds a
something is probably true based on experience, bit heavy. / Who else is in it? / I’ve wanted to see
knowledge or information. It implies that the speaker has that for ages.
read a review or spoken to someone who has seen or • Once students have ideas, ask them to roleplay
heard the band / film, etc. under discussion. conversations in pairs. Encourage them to repeat
Note that there is another common use of supposed to, them three or four times – practice makes perfect. Tell
not taught here, meaning that something is planned or them to take turns to play each role. Listen for errors,
expected to happen in a certain way. We often use it when new language or interesting conversations to use in
things don’t in fact happen as we expected (e.g. Where’s feedback.
Jack? He was supposed to meet us here!). • In feedback at the end, explore and develop the
language students used.
Note the assimilation in the pronunciation of supposed
to – the /d/ sound is lost and the /z/ sound at the end of
suppose becomes a /s/ sound before to: /səˈpəʊstə/. TEACHER DEVELOPMENT 7: DEVELOPING
SPEAKING SKILLS
Go to page 223 for information and advice.
11 It is a good idea to organize groups of three or
four before doing this activity. Give students time to
prepare ideas. Optional extra activity Ask students to go online to
find out what’s on streaming platforms right now, and
12 Ask students to share their ideas with their
decide with a partner which film they will watch this
group. Monitor and note how well and accurately
weekend. For example, if they type ‘what films are on
the students use the new language, and correct
Netflix right now’ or ‘top ten films on Amazon Prime’,
errors as you hear them. In feedback, ask
students will find plenty to look at and think about.
students with interesting ideas to share them
with the class.

Optional extra activity Bring in photocopies of a page

from a ‘What’s On’ guide for your city, or a TV page
for one evening for your region, or show one of either
digitally in your classroom. Ask students in groups to
discuss the events or the programmes, using supposed
to if they haven’t experienced them personally.

Unit 13 Culture 175

 • In feedback, check words students are unsure of, Ucalearn.com
point
out interesting collocations, and drill hard-to-say words
13B Making sweet music for pronunciation.

Answers
1 read music 2 choir 3 orchestra 4 gave up
Student’s Book pages 130–131
5 took up 6 high level 7 interest 8 performed
9 high notes 10 voice 11 easy tunes 12 competition
IN THIS LESSON, STUDENTS:
• explain their experiences and opinions of learning
and making music Language notes
• share what they know about musical instruments Point out the phrases with phrasal verbs: give up
• practise reading and retelling a blog post about (learning) = stop doing it because it is too hard; take up
learning music an instrument = start learning it as a hobby.
• create a simple list of advice, based on the text
Useful collocations: lose interest; play a tune; join a band /
orchestra / group; reach the high notes = be able to sing
the really high sounds.
SPEAKING
AIM TEACHER DEVELOPMENT 3: APPROACHES TO
to introduce the theme of the lesson and reading text; VOCABULARY
to get students talking about musical instruments Go to page 220 for information and advice.
1 Organize the class into groups of four or five to discuss
the questions. Go round the room and check students 3 P Play the audio. Students listen and practise.
are doing the task and help with ideas and vocabulary You could pause at difficult phrases, and model
if necessary. If possible, in your classroom, ask phrases yourself to help students say them correctly.
students to use their phones to find photos of special • In feedback, ask students to say which phrases were
instruments they want to share with other classmates. hard, and focus on them as a class. Comment on any
Students may need photos, mime or their first errors students made.
language to pass on some of their ideas. Ask them to
use all of their linguistic resources to communicate. Audio script
• In feedback, ask different groups to tell the class 1 read music, know how to read music
what they discussed. Once you have given feedback 2 choir, joined a choir
on content, explore and develop the language 3 orchestra, in the school orchestra
students used. 4 gave up, gave up too easily
5 took up, took up the guitar recently
Example answers 6 high level, plays the flute to a high level
1 A possible list: piano, electric organ, guitar, violin, 7 interest, lost interest quite quickly
cello, drum(s), tambourine, flute, recorder, trumpet, 8 performed, performed in front of an audience
trombone, saxophone 9 high notes, reach the high notes
2 guitar, piano, recorder, violin 10 voice, has a great voice
11 easy tunes, play some easy tunes on the piano
12 competition, a lot of competition for places
Optional extra activity Before doing the speaking task
above, brainstorm and write up the names of as many
musical instruments as the class can think of (see the list Pronunciation notes
in the answers). You could do this competitively by asking
groups to make a list in one minute and finding out who Note the main stress: competition
has the longest list. Alternatively, you could show photos Note the tricky pronunciation of choir /kwaɪə/ (= a group of
of instruments and see how many students can name. singers) and orchestra /ˈɔːkɪstrə/ (= a group of musicians).
Tell students to refer to and add to the list on the board
as they do the speaking task.
TEACHER DEVELOPMENT 5: DRILLING FOR
PRONUNCIATION
VOCABULARY Music and learning Go to page 222 for information and advice.

AIM
to introduce and practise words connected to music
4 Ask students to read through the questions and
prepare personal answers to them. Then organize
and learning
students into pairs to ask and answer the questions.
2 Ask students to read each sentence carefully and • In feedback, ask different pairs to share anything
complete it with words from the box. Elicit the first interesting they found out about their partner with
answer as an example. the class.
• Ask students to compare their answers in pairs.

176 Unit 13 Culture

READING 8 Ask students to find File 11 on pageUcalearn.com
194 in the
Student’s Book. It provides a list of example
AIM
answers. Ask students to discuss the advice with
to practise reading for detail; to introduce and check
their partner.
words in context
• In feedback, at the end, find out what advice the class
5 Lead in by asking students to predict what the text is would add to the blogger’s list.
about from the title and photo. Then ask students to
read the blog post quickly to check their predictions. Example answers (from File 11)
• Ask students to read the sentences carefully then try to 1 Don’t start with the recorder! Find something that
work out where each sentence goes in the blog. Start sounds nicer.
students off by working out the first answer as a class. 2 Start with the music you like or want to play.
• Ask students to compare their answers in pairs before 3 Teaching music shouldn’t be about becoming a
discussing as a class. In feedback, ask students to professional.
justify their answers. 4 If kids show an interest, encourage them to get
better, but …
5 If they lose interest quickly, don’t worry. Let kids
Answers
get on with whatever else they enjoy doing.
1 h 2 b 3 f 4 d 5 a
6 We can all make music at any point in our lives.
7 It’s best to make music with others and perform.
8 Include everyone who wants to take part.
EXAM-STYLE SKILLS TASKS:
Adding missing sentences
SPEAKING
Students at pre-intermediate level are asked to add
missing sentences in a number of common exams. AIM
to talk about personal opinions and experiences of
Adding missing sentences to a text is a challenging
the topic in a free-speaking activity
exercise at pre-intermediate level. Support students
by showing them the first answer (1 h) and asking 9 Organize the class into pairs to discuss the questions.
what clues helped them find the answer: Give students time to organize their ideas and arguments
1 Context. Students need to look at the sentence first. Go round the room and check students are prepared
before and after the gap, then find a missing for the task, and help with ideas and vocabulary if
sentence that best matches the context. necessary. Monitor and listen for errors or good examples
2 Pronoun reference. Sentences before or after of language use to feed back on at the end.
may have pronouns that reference a noun in
the missing sentence, or vice versa. TEACHER DEVELOPMENT 8: FEEDBACK ON
3 Grammar. The same tense may be used in the CONTENT, LANGUAGE AND ERRORS
missing sentence as is used in the sentences Go to page 224 for information and advice.
around the gap.
4 Lexical matches and similarities. Look out
Optional extra activity If your students are from the
for words in the missing sentence that are
same country, ask them to work in small groups to come
the same as or similar to the words in the
up with a list of the top three songs of the last five years
sentences around the gap.
in their country. In feedback, find out if groups have the
same ideas, and agree on a class list.

TEACHER DEVELOPMENT 11: DEVELOPING

READING SKILLS
DEVELOPING LEARNER INDEPENDENCE
Go to page 225 for information and advice.
AIM
6 Ask students to look at the words and phrases in to encourage students to think about using
Exercise 2 again, and tell their partner which they online resources for self study
remember being used in the text. Tell students to It's estimated that 55.5% of all web content is
reread the blog post to check whether they predicted in English. So, encourage your students to start
correctly. accessing online content in English whenever
they can.
Answers
The blogger used: interest, competition, choir, guitar, Here are some things to suggest:
high notes, performed, gave up, voice 1 Ask your class to decide what they want
to improve on in English. Then suggest or
ask them to research English language sites
7 Ask students to work in groups to make a list. You that could help. This could include websites
could elicit one or two further examples, using the
specific to English language learning, which
imperative to get students started.
provide grammar practice, or reading or
• Ask students to share their ideas with the class. In
writing tasks, or it could be sites that students
feedback, build up a list of advice on the board.

Unit 13 Culture 177

 find interesting which they could use for LISTENING Ucalearn.com
listening or reading practice.
2 Ask your class what aspect of culture they want AIM
to find out about. Then tell them to find online to practise listening for general and detailed
material to help. For example, they can watch understanding
videos of favourite bands with subtitles in
2 Start by asking students to read the information. Check
English. They can read film reviews of films they
any unknown words. Then ask students in pairs to
like. They can find blogs about favourite writers.
guess which phrases might go with each person. Note
3 Ask your class to find similar content in
that there is no right or wrong answer at this stage. In
English to what they read in their first
feedback, elicit any interesting suggestions students have.
language. So, if they love reading about
• You may wish to check that students are clear about
celebrities, tell them to find celebrity news
what subject each of the four people will talk about.
in English. Ask them to compare who the
Write up this list before playing the audio:
articles talk about, and what they say.
Person 1: favourite band
4 Find out what your students’ hobbies are.
Person 2: favourite video game
Then ask them to find places online to go to
Person 3: favourite writer
read about their hobby, or make contact with
Person 4: favourite artist
other hobbyists.
Optional extra activity Pre-teach these key words that
come up in the audio: portrait (= a head and shoulders
TEACHER DEVELOPMENT 15: LEARNER
painting or photo); playlist (= a list of songs you like); novel
INDEPENDENCE
(= book with story); drawing (= pencil picture); gamer
Go to page 226 for information and advice.
(= somebody who plays video games a lot or professionally).
Ask students to say which words might go with each person.

3 Play the audio. Ask students to listen and

check ideas for Exercise 2. As an initial gist activity
13C I’m a big fan you could ask students what each person is talking
about – a favourite band, video game, artist or writer.
Ask students to compare their answers in pairs before
discussing in feedback.
Student’s Book pages 132–133
Answers
IN THIS LESSON, STUDENTS: 1 b, f 2 d, e 3 c, g 4 a, h
• do a survey about other people’s cultural interests
and attitudes Audio script
• practise listening to people talking about their 1 I’ve been a BTS fan for eight years now. It started
favourite artist, writer, etc. when I was ill in bed and a friend shared a playlist
• talk about artists, writers and creative people of K-pop videos to watch. At first, I wasn’t keen,
• ask and explain how long they’ve been doing but then I watched BTS performing Satoori Rap
something live on a talent show. They were different – their
singing, their energy, their style, everything. So,
then I went on the internet and listened to their
SPEAKING albums and found out more about them, how
they write their own songs and what the songs
AIM
mean. And I became a real ARMY, which is what
to introduce the theme of the lesson and listening
we call ourselves in this great community of
text; to get students talking about people they know
people who share a love for all things BTS.
1 Organize the class into pairs to use the questions to 2 I’m a keen gamer. I think I’ve been playing every
talk about people they know. Go round the room and day since I was about six. I started with Angry
check students are doing the task and help with ideas Birds™ on my dad’s old iPad, but then Minecraft
and vocabulary if necessary. came out. Wow. That was incredible. First you
• In feedback, ask different pairs to tell the class what they explore these different worlds, but then you can
discussed. Once you have given feedback on content, use your imagination and build your own. Then,
explore and develop the language students used. for about a year, Fortnite® replaced it as my
favourite, because some friends were playing it a
Optional extra activity Provide a live listening by lot. But I got bored of just shooting and killing and
describing somebody who you know – choose somebody went back to Minecraft. There’s so many ways to
interesting for being either unusually creative or a big fan play, you never get tired of it. It’s just very creative.
of a band or a singer. Ask students to tell you what they
3 I read a lot of history, politics, family dramas, crime
found interesting in your description.
novels, all kinds of things, I suppose. Claudia Piñeiro
has been my favourite writer over the last few

178 Unit 13 Culture

 years. I first picked up one of her books in a shop Audio script and answers
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because I just liked the cover and what it said on 1 for eight years now
the back. And when I read it, I loved it, because it 2 when I was ill
mixes being a good thriller with saying things about 3 since I was about six
relationships and society. Since then, I’ve read all 4 for about a year
her books. She’s won lots of prizes and some of her 5 over the last few years
books have been made into films. The films are OK, 6 since then
but I prefer the books. 7 since I was about five
4 I’ve wanted to be an artist since I was about 8 When I was in secondary school
five. I remember I did this drawing of our dog
and my parents were like ‘wow, that’s so good’
Pronunciation notes
and they kept showing it to their friends. I liked
the attention. When I was in secondary school, I In fast speech, students need to notice weak forms and
started doing paintings of friends and that’s my main stress and the way sounds join together at word
main interest now. My favourite painter is Kehinde barriers. For example, in the time phrase for eight years
Wiley. He does these incredible portraits of Black now, for and eight are hard to hear because of the weak
people with beautiful colourful backgrounds. form of for /fə/ and the way the /r/ at the end of for
Maybe you’ve seen the one he did of the US elides into the /eɪ/ sound at the start of eight.
president Barack Obama? As a person of colour, I Other areas where students may mishear: the unstressed
also love seeing people like me in a gallery. /ə/ sound in words like was, the and a; linking between
was and about, for and about; assimilation – notice how
the /t/ at the end of last is not pronounced in last few.
Language notes
this great community of people who share a love for 5 Give students time to read statements a–f. Then
all things BTS = here, community means a group with play the audio again. Ask students to listen and decide
similar interests on the answers. Organize students into pairs to discuss
and check their ideas. In feedback, ask students to
justify their answers.
Culture notes
K-pop stands for Korean Pop – it is a sugary, lively type of Answers
pop music from Korea, often featuring all-boy or all-girl a Speaker 2 b Speaker 1 c Speaker 4
teenage bands. d Speaker 2, 3 e Speaker 4 f Speaker 1
BTS is a South Korean boy band, with seven members,
who formed in 2010 and who co-write and co-produce
much of their own material. They are the best-selling EXAM-STYLE SKILLS TASKS:
How to identify speakers
K-pop band of all time, and have huge success in the US.
Claudia Piñeiro (born 1960) is an Argentine novelist Students at pre-intermediate level are asked to
and screenwriter, best known for her crime and mystery identify speakers in a number of common exams.
novels, most of which are best sellers in Argentina. To identify speakers effectively, students at this
Kehinde Wiley (born 1977) is an African-American level need to do the following:
portrait painter based in New York City, who is known 1 Read the task carefully first – and be clear
for his highly naturalistic paintings of Black people, about what they are listening for.
frequently referencing the work of Old Master paintings. 2 Listen to the first speaker, and note which
His painting of Barack Obama, the first Black American topics or statements they match to. Then do
president, is in the Smithsonian National Portrait Gallery. the same with the other speakers. At the end,
students will need to revise and rethink their
4 FS Ask students to read the information. Elicit or notes after listening to all the speakers.
show an example of a typical time phrase (e.g. since 3 Recognize that speakers won’t say exactly
Monday, for a year, when it was summer). what is in the task. Students may need to
• Play the audio. Students listen and note phrases they listen for synonyms or antonyms, or infer
hear. Ask students to compare answers in pairs. information. Model this as an example with
• In feedback, show answers, and ask students to say the first sentence. So, write They lost interest
whether they missed out or misheard words, and why. in something on the board. Read out what
Speaker 2 says: But I got bored of just shooting
and killing and went back to Minecraft. Elicit
that the answer is Speaker 2 – lost interest and
got bored say the same thing in different ways.

Unit 13 Culture 179

6 Give students time to choose a topic and prepare what 9 Start by providing two or three examples fromUcalearn.com
your
they want to say, then organize the class into groups own experience for the class as a model (e.g. I’ve been
of four or five to discuss their ideas. trying to book a holiday online; I’ve been thinking of
• As students speak, go round and monitor, and note buying a new car).
down any interesting pieces of language you hear. • Give students a few minutes to think of and note
• At the end, explore and develop the language things to say.
students used. • When students have ideas, put them in pairs or small
groups to share ideas.
GRAMMAR Present perfect continuous • In feedback, elicit a few ideas from different pairs and
groups, and write interesting sentences on the board.
AIM Refer back to the rules if students make mistakes.
to check students’ understanding of how to form
and use the present perfect continuous to talk about Example answers
activities that started in the past and are unfinished 1 I’ve been learning a new language.
2 I’ve been trying to buy a bike.
7 Read through the information in the Grammar box 3 I’ve been thinking of getting married.
and the example sentences as a class. Then organize 4 My sister has been travelling in Europe.
the class into pairs to answer the questions to confirm 5 My friends have been sending me messages.
their understanding of rules of use and form. Monitor
and note how well students understand the rules.
• In feedback, elicit students’ answers. Then ask them to G For further guidance and practice, see Grammar
reference 13C in the Student’s Book. It explains use
check in Grammar reference 13C.
and form in greater detail, and provides written
accuracy practice.
Answers
1 present perfect simple: have + past participle;
present perfect continuous: have + been + present Answers to Exercises 1 and 2, Grammar
participle (-ing form) reference 13C
2 since 1 1 I’ve been learning Chinese since I was eight.
3 for 2 I’ve been going to the gym every day for the
last two months.
3 How long have they been living together?
Language notes 4 He hasn’t been feeling well for a few days now.
The present perfect continuous form (have + been + 5 He’s been living in Milan since last year.
the -ing form of the verb, or present participle) is used 6 I’ve been trying to find a job for months.
with active verbs to talk about an action that began in 7 How long have you been playing the drums?
the past and continued to now. Its use emphasizes the 8 We haven’t been waiting for very long.
activity, its duration, and its effect on now, (e.g. We’ve 2 1 has been running since
been practising because we are about to do a concert). 2 has been conducting … for
It is also possible to draw a timeline on the board to 3 has been living … since
show how this form works: 4 has been writing … since
5 has also written
2019 Now
6 loved
Past _____l__X__X__X__X__X__X__X__X__l_____ Future
7 have been watching … since
I’ve been learning Turkish since 2019. 8 have been showing … since

TEACHER DEVELOPMENT 6: APPROACHES TO SPEAKING TASK

GRAMMAR AIM
Go to page 222 for information and advice. to practise language from the lesson in a personalized,
communicative speaking activity
8 Start by asking students to read the conversations
quickly for comprehension. Ask: Which one is about
10 Organize the class into new pairs. It is a good idea
for students to work together with a different partner
singing? Which is about making music? Which is about
to vary interaction and dynamics in the class. You could
dancing?
also put stronger and less confident students together,
• Elicit example answers for the first two gaps from the
so stronger students might help with ideas.
class as a model. Students complete each gap individually.
• Give students a few minutes to prepare their own ideas
• In feedback, elicit answers. Refer back to the rules if
for questions, using the example questions as a guide.
students make mistakes.
Monitor and help with ideas and vocabulary. If you
Answers prefer to give more guidance at this stage, follow the
1 long 2 been 3 been 4 for 5 have procedure below:
6 for 7 since 8 has 9 been 10 have 1 Brainstorm areas of culture to ask about: films, TV,
11 since 12 playing 13 For theatre, music, places to go, etc. Ask students to
choose an area to focus on.

180 Unit 13 Culture

 2 Ask pairs to decide whether to ask open questions or Ucalearn.com
TEACHER DEVELOPMENT 13: DIFFERENTIATION
closed questions.
Go to page 226 for information and advice.
3 Ask pairs to decide what they want to find out from
their survey. For example, they may want to find
out about what their class enjoy watching on TV, or MY OUTCOMES
whether their class know much about modern music.
4 Tell students to prepare questions based on the AIM
decisions they have made above. to reflect on what students have learned and
• As students prepare, monitor and help with ideas and on how to improve in a personalized speaking
vocabulary. activity
• Give your students time to read the questions and
MEDIATION prepare things to say. You could tell students to
Mediating a text and mediating concepts make a few brief notes.
• Organize the class into pairs or small groups. Give
In Exercise 11, students practise ways of students five to ten minutes to discuss the questions.
facilitating collaboration with peers: inviting • In feedback, ask a few pairs to tell the class what
others to speak, asking others to explain their they said. Alternatively, you could have a class
thinking, giving reasons, making suggestions, discussion in which groups share the ideas they
defining goals, and agreeing and disagreeing on have, and comment on each other’s ideas.
main points. They also need to decide on the • Follow up by setting a task for homework. See the
most important findings from their survey and Teacher development section for ideas. Following
how they will relay this information to the rest this activity, you could, for example, ask students
of the class. to make a list of five things to do online to use
After completing Exercise 11, ask students to and revise language from this lesson (e.g. check
reflect. Ask: How well did you reach agreement out film reviews in English).
on what things to include in your presentation?

TEACHER DEVELOPMENT 16: MY OUTCOMES

Go to page 227 for information and advice.
TEACHER DEVELOPMENT 9: MEDIATION
Go to page 224 for information and advice.
For further practice, use Communicative activities 13.1
and 13.2 on pages 252–253.
11 M When students are ready, ask them to carry out
the survey. A mingle is a good way to do this. Pairs
split, walk round the class and interview as many
people as they can in five minutes. They then sit with
their original partner to share findings.
• Ask pairs to prepare a presentation on their findings.
Encourage them to think carefully about what
information to include.
• Ask a few individuals to deliver their presentation to
the class. In a large class you could split students into
groups so that individuals make their presentation to
their group, not the whole class.
• Monitor and note errors or examples of good language
use as students speak at each stage of this task.
• Once you have given feedback on content, explore and
develop the language students used.

Unit 13 Culture 181

 Ucalearn.com

14 Stuff
Culture notes
IN THIS UNIT, STUDENTS:
The photo shows a work of art by camouflage or
• organize a picnic celebration and discuss what to take
concealment artist Liu Bolin. He lives and works in
• share opinions, experiences and ideas on the
Beijing, China. Liu’s art reflects how artists feel lost and
circular economy
unprotected by society.
• discuss gift-giving and choose presents for different
occasions
Language notes
We use stuff and things when we are referring to objects
SPEAKING that we don’t know the name of or can’t be bothered to
name. Things is always used for countable objects, and
AIM
stuff is usually uncountable. Compare: What are those
to set the scene and introduce the theme with a
things on the table? (i.e. a group of countable objects)
photo; to get students talking about rooms and
with: What’s that stuff on the table? (e.g. something spilt
objects in a house
or stuck to the table, e.g. orange juice, chewing gum).
Note, however, that stuff can also be used to talk in a
Optional lead-in activity Tell students to look at the
general way about a variety of things, belongings, etc.,
unit title and photo. Ask: What do you think we will talk
e.g. You can just leave all your stuff in the spare room. /
about in this unit? What sort of things are important to
I’ve put all the cleaning stuff in this cupboard.
you? What words or phrases connected with ‘stuff’ do
you already know?
2 Lead in by telling the class about three things you have
lost or broken, etc. Then give them a minute or two to
1 Start by telling the class that in this unit they’re going prepare their own ideas.
to be learning how to describe things when they don’t • Ask students to work in small groups to discuss ideas.
know what they are called; students will talk about Go round the room and check students are doing the
gifts and environmental issues. Check that students task and help with ideas and vocabulary if necessary.
know what ‘stuff’ means (see Language notes). • Once you have given feedback on content, explore and
• Ask students to look at the photo on pages 134–135. develop the language students used.
Ask: What can you see? Elicit a brief description of the
photo, and introduce any key words students might Optional extra activity This lesson is about describing
need. ‘stuff’, so bring in small and interesting objects
• Organize the class into pairs to discuss the questions. (ornaments, souvenirs, etc.) or ask students to bring
Go round the room and check students are doing the in ‘stuff’ of their own. There are plenty of extension
task, and help with ideas and vocabulary if necessary. games you can play with realia of this nature. Here are
• In feedback, ask different pairs to tell the class what some suggestions for how to practise the language in
they discussed. this lesson.
• Once you have given feedback on content, look at 1 Put an unusual object in a soft bag. Students pass it
good pieces of language that students used and pieces round and feel in the bag, or through the bag, and
of language students didn’t quite use correctly during describe what they felt and what they think the object
the activity. is. At the end, you reveal the object.
2 Give pairs an unusual object and ask them to think of
Example answers
how to describe it in detail. Collect all the objects and
Work with students’ ideas. Here are some
put them on the table. Students take turns to read out
suggestions:
their descriptions. The class guess which object is being
2 Perhaps he’s saying that: he has too much stuff / described.
he feels lost among all the stuff he has / he uses 3 Show an unusual ornament or souvenir and get the
stuff to hide his real self / he feels unnoticed or class to ask you about it, e.g. Where did you get it?
powerless What is it for? Why is it important to you?
3 Stuff includes: plastic bottles, various balls, 4 Hand out objects and get students to invent a story
sponges, a plastic shoe, drink cartons, plastic cups, about how they got them and why they are important.
metal cans, old wire or string, plastic wrappers, 5 Hand out everyday objects and ask students to rank
washing up gloves them according to different criteria (usefulness, price,
age, etc.).

182 Unit 14 Stuff

 • Organize the class into small groups to Ucalearn.com
discuss the
TEACHER DEVELOPMENT 1: INSTRUCTING
questions. Go round the room and check students are
Go to page 220 for information and advice.
doing the task, and help with ideas and vocabulary if
necessary.
• In feedback, ask different pairs to tell the class what
DEVELOPING LEARNER INDEPENDENCE they discussed.
AIM • Once you have given feedback on content, explore and
to encourage students to think about what develop the language students used.
makes a good language learner
Example answers
Ask students: What makes a good language
Work with your students’ answers.
learner? Elicit students’ ideas and suggestions.
Things people might take: picnic basket, tent, sleeping
Then write on the board or dictate the adjectives
bag, towels, change of clothes, big rug, knives, forks
and phrases below (1–8). Organize the class into
and bowls, things in plastic boxes, spare clothes.
small groups to discuss whether they think good
language learners have each of these qualities.
Follow up by asking which qualities they think VOCABULARY Things for trips and days out
are the most important, and which they have.
AIM
Good language learners are …
to introduce and practise language used to describe
1 outgoing
things for trips and days out
2 imaginative
3 realistic about what they want 2 Lead in by asking: What’s the difference between
4 ready to make mistakes a trip and a day out? (a day out means you go
5 good at analyzing things somewhere and come back home in the evening; a
6 very organized trip means you go away for more than a day). Other
7 self-critical phrases: a day trip, a weekend away, a city break, a
8 enthusiastic road / camping / short trip.
Which words and phrases describe you? • Ask students to match the words in the box to the
There are no correct or incorrect answers. pictures. Ask students to compare their answers in
However, arguably, all these qualities are useful. pairs before discussing as a class. In feedback, use
mime and examples to consolidate understanding.
You could also drill the words to practise the
TEACHER DEVELOPMENT 15: LEARNER pronunciation.
INDEPENDENCE
Go to page 226 for information and advice. Answers
a gas cooker b pump c knife and fork
d backpack e sun cream f bottle opener
g tissues h bin bag i folding chair
j Bluetooth® speaker k blanket l sleeping bag

14A What’s it called in English? Language and pronunciation notes

Bluetooth speaker = a speaker that uses Bluetooth
Student’s Book pages 136–137 technology so it doesn’t need to be connected by a
lead – popular on trips because the speakers are often
IN THIS LESSON, STUDENTS: strong box or tube-like things that you can place
• organize a picnic celebration and discuss what to take anywhere
• practise listening to people deciding what to take folding chair = you can make it go flat so it’s easy to put
to a festival in your car or carry
• explain to others the things they want or need
Note the pronunciation of the following hard-to-say
• suggest alternatives when they don’t have something
words: tissues /ˈtɪʃ u;z/, opener /ˈəʊp(ə)nə/.

3 Ask students to discuss the questions in pairs before

SPEAKING discussing as a class. In feedback, build up an order on
the board which reflects what the class as a whole use
AIM
the most and the least.
to get students talking about taking stuff with them
when going on a trip

1 Start by asking students to read the questions and

prepare things to say. Pre-teach picnic (= an outside
meal where people take food with them and sit on a
blanket), and organize a trip (= make plans).

Unit 14 Stuff 183

LISTENING R: OK. That sounds good. I’ll bring some of those
Ucalearn.com
AIM tissues to clean your hands – the wet ones.
to practise listening for general and specific A: OK, wet wipes, sure. Well, that’s everything,
understanding; to work out meaning from context I think.
R: Everything? No! What about the sleeping bag …
4 Introduce the situation, and ask students to read
the questions.
Optional extra activity Write the T / F comprehension
• Play the audio. Students listen and note the answers.
questions below on the board and ask students to listen
Ask students to compare answers in pairs. In feedback,
again and choose the correct answer:
elicit answers.
1 The festival is next week. T/F
Answers 2 Aisha has two sleeping bags. T/F
1 festival 3 They will spend three days and two nights at the
2 sleeping bag, tissues (wet wipes) festival. T/F
3 Rocío – ‘I’m also a bit nervous’ 4 Aisha wants to cook food at the festival to save
money. T/F
Audio script Answers
R = Rocío, A = Aisha 1 F 2 T 3 T 4 F
R: So, Aisha, the festival – it’s in two weeks, right?
A: Yeah. I can’t wait. Are you looking forward to it?
R: Sorry? 5 Ask students to discuss the words in pairs.
A: Are you looking forward to the festival? Are you Students may know the words – they may be similar
excited? There are so many bands I want to see. to their first language, already known, or they may have
R: Of course. It’s great, but I’m also a bit nervous. worked them out from the context of the first listening.
A: It’ll be fine. You’ll have a great time. Monitor and notice which words students know.
R: Yes, but we still need to organize things! • Play the audio again. Students listen and check. In
A: Oh, I see – I think we can do that next week. feedback, elicit answers, and point out how the words
R: But where are we going to sleep? are pronounced.
A: I have my tent and I have a spare sleeping bag
you can use. Language and pronunciation notes
R: I know, but what about … the thing that you put
mattress /ˈmætrɪs/ = heavy cloth filled with soft material
on the floor. You sleep on it.
or an arrangement of coiled springs, used as or on a bed;
A: Oh, a mattress. Yeah, I usually just use my yoga
or an airtight inflatable pad used as or on a bed
mat.
R: But that’s very uncomfortable. How do you sleep? cutlery /ˈkʌtlərɪ/ = generic knife, fork and spoon
A: It’s only a couple of nights. cool box = plastic box for food which keeps food cold
R: You don’t have one which you, um, how do you wet wipes = often used with babies, they are wet tissues
say inflar – you put air in it. that clean a mess
A: Ah no. Those air beds are so heavy and then you
have to take a pump – you know the thing you
use to blow it up – to put the air in. TEACHER DEVELOPMENT 10: DEVELOPING
R: I see. And what about eating – we’ll need a LISTENING SKILLS
cooker, right? Go to page 224 for information and advice.
A: I think we can manage without one. We can buy
food there instead – there are lots of stalls which
GRAMMAR Defining relative clauses
sell all kinds of dishes.
R: But that’s very expensive. AIM
A: Maybe a bit, but if we take a gas cooker, we’ll to check students’ understanding of how to form
also need to take gas and pans, plates, bowls, and use sentences with defining relative clauses
mugs, cutlery.
R: Cut … ? 6 Read through the information in the Grammar box as
A: Sorry, cutlery – you know knife, fork and spoon. a class. Then organize the class into pairs to decide on
And we’ll have to carry all this stuff. The place whether the statements are true or false.
where you camp is quite a long way from the car • In feedback, elicit the students’ answers. Then ask
park. them to check in Grammar reference 14A.
R: OK. I understand, but maybe we can take food
Answers
that we don’t need to cook – bread, cheese, fruit.
1 F 2 T 3 T
Do you have a, um, what do you call the thing to
carry – for cold food?
A: A cool box. No, but maybe we won’t need one.
It’ll be OK for, say, two days and then on the last
day we can buy something instead.

184 Unit 14 Stuff

 Ucalearn.com
• You could extend this activity into a competition. Ask
Language notes
groups to share and refine their definitions, and
The relative clauses presented here are all defining choose six to share with the class. They read out their
relative clauses, though students don’t need to know that definitions and other groups in the class have to write
at this point. They add important information about the the words they are defining. At the end, find out
thing or person that comes before, e.g. saying what it which group got the most answers correct.
does or what it is used for.
• Relative clauses use a relative pronoun (that, which, Example answers
who or where) to refer back to the noun (or person) in Unit 3: subway: a place where you can walk under a
the first clause. busy road
• In defining relative clauses (but NOT non-defining Unit 5: trainers: a type of shoes which you wear
relative clauses), that can replace who or which. In fact, when you do sport
that is much more common than which.
Unit 7: village: a very small town in the country
• In defining relative clauses, we can omit that, who or
where there are only a few houses
which, but only when the pronoun replaces an object.
Compare He’s a man that I know (object him replaced) Unit 9: healthcare workers: people who work in
and He’s a man who knows me (can’t omit subject). hospitals, clinics or ambulances
• Make sure students don’t make the common mistake Unit 13: horror film: a movie that has a lot of scary
of using both a relative pronoun and a normal moments
pronoun, e.g. It’s a pan which has a special handle,
not It’s a pan which it has a special handle.
Optional extra activity Ask students to talk about the
following:
TEACHER DEVELOPMENT 6: APPROACHES TO
• a person who is important to them
GRAMMAR
• an object which they bought on holiday
Go to page 222 for information and advice.
• a place where they spent their holidays when they
were young
7 Ask students to complete the sentences individually, then
check answers in pairs. In feedback, refer back to the G For further guidance and practice, see Grammar reference
grammar rules to make sure students have understood. 14A in the Student’s Book. It explains use and form in
• Follow up by asking students to say which sentences greater detail, and provides written accuracy practice.
can omit the pronoun (see answers).
Answers to Exercises 1, 2 and 3, Grammar
Answers reference 14A
1 that / which 1 1 who 2 that 3 where 4 who
2 that / who 5 which 6 where
3 that / which 2 2 Stureplan is a very trendy area where there are
4 where lots of nice shops and restaurants.
5 where 3 Sue Briggs was an English teacher who
6 that / who persuaded me to go to university.
7 that / which 4 Are they that couple who / that we met in the
8 that / which, that / which shopping centre yesterday?
9 that / who 5 This is that song which / that Daniella was
10 where talking about.
In sentences 1 and 8 (first part) you can omit the 6 Istanbul is a city where Europe and Asia meet.
relative pronoun. 7 What do you call those machines which / that
do the washing-up for you?
8 Ask students to suggest two or three words to define 8 I need to buy one of those things which / that
with relative clauses. Write the ideas on the board then you wear round your waist and keep money in.
elicit ways of defining them from your class (e.g. the 3 In Exercise 1, sentences 4 and 5 should be ticked.
flu – a word in Unit 9 – a disease which makes you In Exercise 2, sentences 1, 4, 5 and 8 should be
feel tired with a runny nose and high temperature). ticked.
• Ask students to work individually to prepare
definitions. Monitor to help with ideas, and prompt
DEVELOPING CONVERSATIONS
students to look in their Student’s Book to find good
ideas. They will need nouns to define, so suggest Explaining what you need and don’t need
vocabulary sections that feature many nouns. AIM
to introduce and practise ways of explaining what
9 Organize the class into small groups and ask students you need and don’t need
to take turns to read out their definitions with relative
clauses. 10 Read through the information in the box as a class.
• In feedback at the end, find out which students came You could copy out the frameworks of phrases on the
up with the best definitions of words. board, so students can easily refer to them when doing

Unit 14 Stuff 185

 the task that follows: We can manage without… We’ll Ucalearn.com
TEACHER DEVELOPMENT 9: MEDIATION
be fine without … We can … instead, We’ll just …
Go to page 224 for information and advice.
• Ask students to look at the objects, and prepare ways
of saying what they don’t need.
• When students are ready, organize them into pairs to 12 M Organize the class into small groups and ask
improvise conversations using the phrases. You could students to take turns to share and discuss their ideas.
ask a few pairs to act out a conversation for the class Encourage students to help each other when they
at the end. don’t know a word in English, by asking questions to
check understanding or providing the English word
Example answers if they know it. Monitor each group and note their
a sleeping bag: We can manage without one. language use, noting down any errors involving relative
a water bottle: We’ll just drink from the river. clauses which you could focus on at the end.
• You could also assign the role of group facilitator to
knives and forks: We can eat with our fingers instead.
one student in each group. Tell them that they are
sun cream: We’ll just stay out of the sun. responsible for ensuring everyone in the group gets
a folding chair: We’ll just sit on the floor. an opportunity to speak and for reporting the group’s
a Bluetooth speaker: We can play the guitar and sing ideas to the class at the end.
instead. • In feedback at the end, explore and develop the
language students used. Students may report back
on arrangements. They might vote on which sounds
Optional extra activity 1 Ask students to think of other the best, or on which is the most practical. They might
objects to talk about: towel, toothbrush, smartphone, etc. also look up words they described and explain them to
Optional extra activity 2 Make this a game. Tell the class.
students they can only take a tent, clothes and five other
objects with them on a camping trip. Students talk in
groups and decide on five objects to take which they
really need. 14B What a load of rubbish!
CONVERSATION PRACTICE
Student’s Book pages 138–139
AIM
to practise language from the lesson in a free, IN THIS LESSON, STUDENTS:
communicative, personalized speaking activity • share opinions, experiences and ideas on the
circular economy
11 This is an opportunity to bring together several parts • compare their habits in dealing with waste
of the lesson and for students to practise using relative
• re-tell and comment on a text about the circular
clauses.
economy
• Lead in by asking: Do you often have barbecues or
• talk about rules that support the environment
picnics to celebrate friends’ birthdays? What sort of
things might you take? What else do you have to think
about for the celebration?
• Ask students to prepare ideas individually. Encourage VOCABULARY Waste and recycling
students to avoid dictionaries, but think about how to
AIM
explain unknown words using phrases like the thing
to introduce and practise words for describing waste
which you use to …
and recycling

MEDIATION
1 Ask students to work in pairs. Tell them to use their
Mediating concepts knowledge, and their understanding of context, to
work out the phrases.
In Exercise 12, students have to get across their
ideas, their thinking and their opinions to other Example answers
people to reach an agreement. waste energy: use it in a bad way
Students have to practise ways of facilitating recycling: using something again to make new products
collaboration with peers: inviting others to separate: here, different coloured bins that are
speak, asking and answering questions, giving specifically for a type of material (e.g. plastic)
reasons, making suggestions, defining goals,
take out: take outside
reformulating questions, highlighting issues, or
summarizing main points. throw away: put in the rubbish because you don’t
need it
After completing Exercise 12, ask students to
emptied: made empty – there is nothing inside
reflect. Ask: What problems did you have in
getting across ideas? How did you resolve those collected: brought together
problems? buried: put in the ground

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 get rid of: synonym of throw away
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guarantee = makers give a guarantee that their product
will not break down – so a long guarantee suggests the
get a hole: a way of saying that thread in a jumper,
product is well-made and reliable
say, has come loose and there is a hole in it
an environmentalist = somebody who is interested in
lose a button: when a button falls off a coat or cardigan
caring for the environment
replace: get a new one
the Organisation for Economic Co-operation and
need a new part: need a new piece of machinery Development = an intergovernmental organization with
38 member countries, founded in 1961, to stimulate
2 Ask students to discuss the questions in small groups. economic progress and world trade
In feedback, elicit what students have in common, and
make sure students know all the words. 5 Ask students to cover the article, and take turns in
pairs to retell the information using the phrases as
Optional extra activity Ask students to think of or find prompts.
opposites for the verbs in this lesson. For example: save / • As students speak, listen closely and note aspects of
waste, take out / bring in, throw away / keep, emptied / the article some students may have missed.
filled up, lose / find, etc. Getting students to think of • In feedback, ask students to look at the article again,
opposites builds vocabulary. and report back on things they missed.

6 Organize the class into small groups to discuss the

READING questions and compare facts and views. In feedback,
AIM elicit ideas and open up anything interesting for class
to give students practice in reading for specific discussion.
information, and to summarize or rephrase
information in an article Optional extra activity Ask pairs or groups to come up
with a five-point plan to make their school or community
3 Lead in by finding out whether your students are familiar greener. Tell them to base it on the five Rs: recycle,
with the 3 Rs of reduce, reuse and recycle, and introduce reduce, reuse, repair, refuse.
two more to add to the mix: refuse and repair. Discuss
what each ‘R’ refers to, and elicit some examples: reusing
shopping bags in the supermarket, repairing an old bike,
GRAMMAR Talking about rules
refusing (saying no to) fruit in packaging. AIM
• Ask students to work in pairs to predict what the text to check students’ understanding of how to use
might say. Elicit ideas in feedback. must, have to or be allowed to to show that
something is a rule or necessary
4 Ask students to read the article and note the answers
to the questions. Ask students to compare answers in 7 Read through the information in the Grammar box
pairs before discussing as a class in feedback. as a class. Then organize the class into pairs to
• Check any unknown words in feedback (see Language discuss the statements and mark them true or false.
and culture notes below). In feedback, elicit the students’ answers. Then ask
them to check in Grammar reference 14B. Make sure
Answers students understand the very different meanings of
1 Students’ own answers. mustn’t and don’t have to.
2 The aim is to value everything we have and waste
nothing. Answers
3 Recycling makes things worse because people feel 1 F: must can be replaced by have to but mustn’t
better about buying things as they believe they’re can’t be replaced by don’t have to, the meanings
not creating more waste. are totally different: mustn’t means it is not
4 The European Union is planning to create new permitted / not allowed, whereas don’t have to
rules: companies will have to make their products means there is no obligation, it’s not necessary
last longer and give customers longer guarantees, (but you can do it if you want to)
repairs must be easier with parts that can be easily 2 T
replaced and companies provide replacements 3 T
while repairs are done. 4 T

TEACHER DEVELOPMENT 11: DEVELOPING Language and pronunciation notes

READING SKILLS Must and mustn’t are modal verbs. When followed by
Go to page 225 for information and advice. the infinitive without to, they can refer to the present or
future. Must has a similar use to have to, and they can be
Language and culture notes interchanged. However, we tend to use must when the
obligation is personal and have to when it is impersonal,
megapixel refers to the resolution (clarity) of camera e.g. a rule. Compare:
images – 40 megapixels means the camera has great
It’s Jo’s birthday – I must get her something.
resolution and can show fine details

Unit 14 Stuff 187

It’s Jo’s birthday – I have to get her something. (The Example answers
Ucalearn.com
implication is that the obligation is from outside – you 1 They are all good because they encourage
don’t necessarily want to get her anything.) repairing and reusing, except for 4, which
Mustn’t means it is not permitted / not allowed, whereas encourages buying new things, and (arguably)
don’t have to means there is no obligation, it’s not 3 because it is better to keep using old cars until
necessary (but you can do it if you want to). you can’t repair them.
The final /t/ in must and mustn’t is not pronounced 2 You must switch off lights in the home. You must
unless the following word begins with a vowel sound, or use energy-saving light bulbs. You must put your
unless the word comes at the end of a sentence. rubbish in the correct recycling bins. You mustn’t
throw away waste in the countryside. You mustn’t
Note that in sentences with must the main verb is the
drop litter.
most strongly stressed, but in sentences with mustn’t,
the first syllable of mustn’t is usually the most strongly
stressed. Optional extra activity 1 Write the following laws on
the board. Organize the class into small groups and ask
8 Ask students to choose correct answers. Do the first them to read the laws carefully. Ask students to work
as an example to get them started. Ask students to in groups to discuss how easy these laws would be for
compare their answers in pairs. people to follow. What other changes would be needed?
1 You must stop using any plastic by 2040.
Answers
2 Each person can only buy six new pieces of clothing
1 must / has to
each year.
2 weren’t allowed to (can’t use mustn’t in past)
3 Your phone must last for ten years.
3 don’t have to, must / will have to
4 You mustn’t throw away or recycle more than one
4 must
kilo of stuff each year.
5 had to
5 A family can only own one car.
6 must / have to (although have to is better because
6 Every local area should have a tool library where
it is an impersonal rule), mustn’t
you can borrow tools and get advice on repairs.
• Give students a minute or two to prepare ideas before
G For further guidance and practice, see Grammar speaking. You could monitor and help with vocabulary
reference 14B in the Student’s Book. It explains use and ideas.
and form in greater detail, and provides written • Students discuss in groups. You could ask one
accuracy practice. student to lead the discussion. This student would be
responsible for asking the questions and making sure
everybody contributes.
Answers to Exercises 1 and 2, Grammar • In feedback, ask a few students to say what
reference 14B conclusions their group reached.
1 1 must / have to
2 must / have to Optional extra activity 2 Ask students to do a class
3 don’t have to survey to find out whether classmates recycle, repair
4 don’t have to and reuse. Students in pairs think of questions to ask
5 must / have to (e.g. How often do you repair your clothes? Do you
6 must / have to, had to recycle boxes and bottles?). When students have five
7 had to, don’t have to questions, they circulate and ask their classmates, then
8 weren’t allowed to, had to sit with their original partner to prepare to present
2 1 have to pay a tax findings.
2 don’t have to come
3 mustn’t forget to Optional extra activity 3 Ask students to look online
4 must we be there and find out if anything is being done in their country /
5 had to get up local area about the circular economy:
• reducing things we buy and use
• repairing more things
SPEAKING
• reusing more things
AIM • recycling
to practise discussing themes and ideas from the
Report what students find to classmates.
lesson, and using language to talk about rules

9 Ask students to work in pairs to discuss ideas. In TEACHER DEVELOPMENT 7: DEVELOPING

feedback, elicit ideas from different pairs, and build up
SPEAKING SKILLS
a list of laws on the board.
Go to page 223 for information and advice.

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 Ucalearn.com
2 A: What should we get him as a leaving present?
B: Well he says he wants to get fitter, so I’m
14C Thank you so much thinking of some sports stuff like trainers or a
tennis racket?
A: Does he play tennis?
Student’s Book pages 140–141 B: Well, he likes watching it!
A: How about a mountain bike? He used to cycle
IN THIS LESSON, STUDENTS: to work, but his bike was stolen last year and
• discuss gift-giving and choose presents for different he hasn’t replaced it yet.
occasions B: That’s quite generous – can we afford that?
• tell each other about celebrations they have A: Well, it doesn’t have to be top of the range and
been to we can ask everyone at work to pay something.
• practise listening to different people talking about B: That’s true – there are a lot of us. Let’s do it.
gifts 3 A few years ago, I was on a first date and the
• describe gifts that they’ve received or would like to girl said she had a present for me. I was a bit
receive embarrassed and was thinking why didn’t I buy
her some flowers or a box of chocolates? She then
hands me a smooth round rock and she says,
SPEAKING ‘I want you to have something you’ll never forget
and can tell your children about’. I said ‘thanks’ to be
AIM
polite, but I actually thought it was pretty strange!
to introduce students to the theme of the listening;
Now, though, I have that rock on my desk to stop
to get students talking about presents
papers blowing away and that girl is my wife!
1 Organize the class into groups of four or five. 4 C: Your uncle left you a present.
Ask students to have a conversation about presents. D: Oh cool. What? That big box?
Monitor and note what students say and elicit C: Yep – he seemed quite pleased with it.
interesting experiences students have. Use the D: Oh …
opportunity in feedback to rephrase anything C: What is that? Is it supposed to be the Eiffel Tower?
students struggled to say and to suggest useful D: I think so.
words and expressions they were trying to say. C: Your uncle said something about how much
you like learning French.
LISTENING D: Well, French is cool, but this is so … ugly!
AIM C: You actually do need a light next to your bed.
to listen for general understanding and to practise D: I’m not having that in my bedroom! It’ll look silly.
retelling stories C: Well, we can’t throw it away.
5 My best friend Dietmar and I are both worried about
2 Give students time to read the situation and the the environment, so neither of us thinks we should
questions. Then play the audio. Students listen and note buy birthday presents just because society expects it.
answers to the questions. Ask students to compare their Instead, to celebrate each other’s birthdays, we just
answers in pairs before discussing as a class. arrange to do something nice together. This year
we went for a bike ride in the mountains. We also
Answers always recycle the same card we gave each other
Speaker 1: her own website the previous birthday, which is great, because we
Speaker 2: a mountain bike save paper and we never get older! The card always
Speaker 3: a smooth round rock says ‘Happy eighteenth birthday!’
Speaker 4: a light / lamp that looks like the Eiffel Tower
Speaker 5: nothing - they went for a bike ride in the 3 FS Ask students to read the task. Provide an
mountains, and he received the card they recycle example. Say: Put it down. Point out how it is barely
every year pronounced.
• Ask students to write 1 to 10 in their notebooks. Play
Audio script the audio. Students listen and tick the numbers when
1 My big sister usually gives me something for my they hear it. Ask students to compare answers in pairs,
birthday, but it’s not usually anything very original – a and play the audio again if necessary.
T-shirt or a book or something. This year was a bit • In feedback, show the ten phrases and find out how
different though. She sent me an empty chocolate well students did.
box with a small piece of paper inside. The paper • Follow up by asking students to write the six phrases
had a website address written on it. When I looked that use it.
up the address, I realized that the website was the
Answers
present! I love writing and my sister always says
1, 3, 5, 7, 8 and 9 contain it
more people should see my stuff. The site was called
Angela the Writer and she’d already posted one of
my short stories on there with a lovely design.

Unit 14 Stuff 189

 Audio script
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Language notes
1 but it’s not usually
Some difficult words in the audio script include:
2 was a bit different
3 hasn’t replaced it yet original = new and different
4 at work to pay realized = understood
5 actually thought it was a leaving present = a gift you give someone when they
6 blowing away leave their job
7 is it supposed to be
top of the range = top quality
8 throw it away
9 just because society expects it a first date = the first time you go for a meal or drink
10 which is great with someone
blowing away = moving and going away when it’s windy
Pronunciation notes
5 Ask students to work individually first to prepare their
In fast speech, it is often reduced from /ɪt/ to /ɪʔ/. This is ideas. Organize the class into pairs to discuss the questions.
a glottal stop. Instead of producing the full sound, the /t/ As students speak, go round and monitor, and note
is caught in the throat. down any interesting pieces of language you hear.
• At the end, elicit ideas, and explore and develop the
4 Ask students to read and discuss the options in language students used.
pairs first. Students should be able to narrow down
options from the first listening. Optional extra activity Write the following list on the
• Play the audio in Exercise 2 again and ask students to board and ask students to say which they would most
check answers. Ask them to compare answers again likely give their partner on a birthday and why. Ask which
with a partner. You could also, finally, let them check they would most like to receive: jewellery, flowers, socks,
in the audio script. In feedback, ask students what poems, books, shoes.
they missed.

Answers
VOCABULARY Compound nouns
1 c 2 a 3 b 4 c 5 b AIM
to introduce and practise compound nouns

V See Vocabulary reference 14C in the Student’s Book.

EXAM-STYLE SKILLS TASKS:
Multiple-choice options
6 Start by looking at the information in Vocabulary
Students at pre-intermediate level are asked to reference 14C as a class.
select multiple-choice options in a number of • Ask students to find combinations. You could elicit two
common exams. or three combinations to get students started.
• Ask students to compare their answers in pairs before
To do this task effectively, ask your students to
discussing as a class.
do the following:
Answers
1 Read the options carefully. This is not just a test
bicycle pump (frame)
of listening skills but also of reading skills. There is
birthday cake
a lot to read in multiple-choice questions, so ask
house plant
students to underline keywords in the questions
jewellery box
and make sure they understand the difference
mountain bike
between the options.
photo frame (book, box)
2 Think about how the answer could be expressed
recipe book
using synonyms or paraphrasing. Tell them that
sunglasses
they shouldn’t be just listening for exact matches.
water bottle (pump)
3 Take time to select the correct answer, not the first
one they hear. Remind students that just because
a word or phrase is mentioned, it doesn’t make it Language notes
correct. Note that the compund noun sunglasses is all one word.
4 Tell students not to get stuck on a question. They
When we use words for containers, the compound
need to make an educated guess then concentrate
noun describes the container. If we want to focus on the
on the next set of options.
contents of the container, we use the pattern: [container]
of [contents]. Notice the collocations to see the difference:
fill a water bottle, drink a bottle of water.

7 P Play the audio. Students listen and repeat.

• Ask students which words were hard to say, and
practise saying these words again.

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Audio script
MEDIATION
1 photo frame Mediating concepts
2 photo book
3 mountain bike In Exercise 12, students have to get across their
4 recipe book ideas, their thinking and their opinions to other
5 birthday cake people.
6 bicycle frame They have to practise ways of facilitating
7 bicycle pump collaboration with peers: inviting others to
8 sunglasses speak, asking others to explain their thinking,
9 jewellery box giving reasons, making suggestions, and
10 water bottle agreeing and disagreeing.
11 houseplant
After completing Exercise 12, ask students to
reflect. Ask: How did you reach agreement on
Pronunciation notes
what presents to give?
These words are hard to say: recipe /ˈrɛsɪpɪ/, jewellery
/ˈdʒuːəlrɪ/ and bottle /ˈbɒtəl/.
12 M Organize the class into groups of four or five to
discuss the best presents for the different situations.
TEACHER DEVELOPMENT 3: APPROACHES TO Explain that students should agree on a gift for each
VOCABULARY situation. You could write up some useful language
Go to page 220 for information and advice. for students to use on the board: What should we
get for … ? Why don’t we get … ? I think … would
8 Ask students to order the objects in Exercise 6. Elicit be better because …. I think it would be better to …
one or two things they would most like to get them That’s a good idea because …
started. • Monitor students as they discuss the different
situations, and note down any interesting pieces of
9 Ask students to compare lists in pairs before discussing language you hear.
as a class. • At the end, find out what each group decided to get,
and look at good pieces of language that students
10 Ask students to work in groups to make compound used and pieces of language students didn’t quite use
nouns. You could allow students to use dictionaries to correctly during the activity.
look for ideas. Set a time limit or ask groups to try to
be the first to think of ten. TEACHER DEVELOPMENT 8: FEEDBACK ON
• At the end, in feedback, brainstorm the best ideas CONTENT, LANGUAGE AND ERRORS
from the class to the board. Go to page 224 for information and advice.

Example answers
photo album, wedding photo, window frame, MY OUTCOMES
birthday card, birthday present, sun hat, mountain
AIM
range, houseboat, house party
to reflect on what students have learned and on
how to improve in a personalized speaking activity
Optional extra activity Ask students to think of a word • Give your students time to read the questions and
and look in a learner dictionary to find compound nouns prepare things to say. You could tell students to
using that word. make a few brief notes.
• Organize the class into pairs or small groups. Give
SPEAKING TASK students five to ten minutes to discuss the questions.
• In feedback, ask a few pairs to tell the class what
AIM they said. Alternatively, you could have a class
to practise language from the lesson in a free, discussion in which groups share the ideas they have,
communicative, personalized speaking activity and comment on each other’s ideas.
• Follow up by setting a task for homework. See the
11 Start by reading out the categories and eliciting
Teacher development section for ideas. Following this
examples to check students understand each category.
activity, you could, for example, ask students to make
For example, a typical present might be a book or
a list of questions to ask the class and teacher based
socks, an original present could be a personal website,
on ideas that have come up with this reflection stage.
a very generous present would be a mountain bike, a
present which isn’t bad for the environment could be an
experience present (e.g. a day out), hand-made could be TEACHER DEVELOPMENT 16: MY OUTCOMES
jewellery you make, a practical present could be gloves Go to page 227 for information and advice.
for a keen gardener.
• Ask students to read the situations individually and
For further practice, use Communicative activities 14.1
decide what to buy. Set a short three- or four-minute
and 14.2 on pages 254–255.
time limit so students don’t take too long.
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• In feedback, elicit answers and ideas from different
pairs, and agree as a class on the best examples.
WRITING 7 Example answers
1 A answers the question with good examples; B
Writing an article only writes 75 words.
2 A addresses the topic clearly and gives interesting
examples; B goes off topic, talking about their
Student’s Book pages 142–143
IN THIS LESSON, STUDENTS: friend Ivan, where they live, etc.
• write a simple article and consider ways to improve 3 A and B use a good range of vocabulary and A
their writing uses the widest range of verb forms; C uses a
• talk about their experiences of reading and writing limited range of verbs which are repeated.
articles 4 C is the best example; it has two appropriate
• read some short articles by learners and discuss paragraphs; A is a string of single-sentence
how they can be improved paragraphs and B does not use paragraphs.
• practise improving a text by linking ideas and using
paragraphs USEFUL LANGUAGE But and however
AIM
to practise using but and however to connect two
SPEAKING
opposite ideas or introduce surprising information
AIM
to get students talking about the topic 5 Read through the information box as a class.
• Ask students to complete the sentences, then compare
1 Organize the class into small groups to discuss the answers in pairs.
questions. • In feedback, elicit the answers and refer to the Useful
• In feedback, ask students to share ideas. Give some language box to check understanding.
feedback on good language that students used, and /
or language students didn’t quite use correctly. Show Answers
students how to say what they were trying to say better. 1 However 2 but 3 but 4 However

WRITING Language notes

AIM Although but and however have the same meaning, they
to develop students’ ability to write an article about are used differently. We tend to use however in written
music preferences English – it is more literary and formal in style. If we are
contrasting two long sentences, it is better style to use
2 Ask students to look at the two advertisements. Ask however.
some focus questions: What are the advertisements
asking for? Where will people be able to read the
articles? What different information do you need to
6 Ask students to prepare ideas individually then work
with a partner to share sentences.
write for each article?
• Ask students to take turns to ask each other the
Example answers
questions.
1 I think reading is important, but I don’t have much
• In feedback, ask students to tell the class what they
time to do it.
found out about their partners.
2 It’s supposed to be a horror movie, but it isn’t very
3 You could lead in by brainstorming types of popular scary.
music to the board. As well as students’ suggestions, 3 Going to concerts can be very expensive. However,
include and explain some of the genres that come up it is worth the money.
in the texts: rap, soul music, pop, rock, jazz, classical, 4 We planned to go and eat somewhere after the
reggaeton, hard rock, thrash metal. film. However, we were tired and it was late, so
• Ask students to read the articles and match them to we went home.
the tasks.
• Ask students to compare answers in pairs. 7 Ask students to work in pairs to rewrite the text. Start
• In feedback, elicit answers from different pairs. students off by eliciting a way of joining the ideas of
the first two sentences.
Answers • In feedback, ask a pair to read out their final text, and
A and B answer task 1 ask other students to suggest different ways of joining
C answers task 2 the ideas.
• When students have completed this task, ask them to
4 Start by reading through the criteria as a class. work in pairs to discuss what they notice about the
• Ask students to work in pairs. Tell them to look at the use of punctuation. Point out how we use commas:
three texts again and order them according to how we add a comma before but and so when they link
best they match the criteria.

192 Writing 7
 sentences (but not with because). However starts a • Ask students to read the comments on Ucalearn.com
their work at
sentence and is followed by a comma. the end, and to use the advice to revise and improve
their articles. Tell students to ask classmates if they are
Example answers unclear about any comments.
When people ask me what kind of music I like, I
find it very difficult to answer because music is my
life and I love all kinds of stuff. I’m a big rap fan.
However, I’m also keen on soul music and I also
quite like some pop, rock, jazz – even classical. REVIEW 7 Video
I always have my headphones on and the music
depends on what I’m doing, so I’ve created various
Student’s Book page 144
playlists. When I’m studying, I prefer some soul or
maybe jazz – something soft, but if I’m at the gym I
About the videos
have something with a strong beat because I like it
fast with high energy. I listen to rap when I’m on the The two types of video in Outcomes are designed to
bus or in bed because I want to concentrate on the expose students to the sort of natural communication
words. that they will encounter outside the classroom, with
speakers from a wide range of language backgrounds.
They are intended to be authentic examples of English,
Optional extra activity Ask students to improve texts B rather than perfect models. The accompanying activities
and C based on the assessment criteria in Exercise 4, reflect this and aim to build students’ confidence in
using but, however and other linkers. understanding fast speech, different accents and English
as it is spoken in the real world. They can also be used
to build students’ confidence about their own ability
PRACTICE in English, by showing them that you don’t need to
have completely accurate English as long as you can
AIM
communicate your message to your listener.
to practise writing an article about one of various
topics
VIDEO Out and about
8 Start by reading through the topics 1 to 4 with your
class. Check any key words (sense of humour = what AIM
makes you laugh). to watch a ‘vox pop’ video in which three people talk
• Ask students to work in pairs. Tell them to take turns about how much stuff they take when going away;
to ask and answer some of the questions, and to to notice accents which avoid using the /h/ sound at
decide which topic they want to write about. the start of words like hair

9 Ask students to find and sit with a new partner. Students 1 This video reviews the Unit 14 topic, so you could start
tell each other why they have chosen their topic. by asking students to say what they remember about
• Give students five minutes to prepare ideas. You could the conversations in Unit 14 or what phrases they
ask students to compare ideas with another pair, and remember from the unit.
make suggestions to each other. • Organize the class into small groups to discuss the
questions.
10 Students write an article. You may wish to set this for • In feedback, ask students to briefly share any
homework. If so, remind students to use linking words. interesting information they heard from their
• If you prefer to do the writing task in class, check out classmates.
the advice in the Teacher development section. To create
exam conditions, tell students they have approximately 2 Tell students they are going to watch the ‘Out and
20 minutes to complete their articles. This can be broken about’ video in which three people talk about how
down into 3–5 minutes’ thinking time, 10–15 minutes’ much stuff they take when going away.
writing time, 5–10 minutes’ editing, and then perhaps • Before playing the video, read through the
time to write out the whole thing again. Understanding accents box with your class. Tell
students that they may notice this pronunciation
TEACHER DEVELOPMENT 12: DEVELOPING feature in the video. If you’d like to explore this with
WRITING SKILLS your class further, see the Pronunciation notes.
Go to page 225 for information and advice. • Ask students to watch the video and note answers to
the questions in Exercise 1.
• Ask students to compare their ideas in pairs. Tell
11 When students have completed their articles, tell students to discuss with their partner whether they
them to exchange with a partner, or to get together have had similar experiences, and to share anything
with three or four other students to pass round and they remember hearing from the brief video.
read each other’s work. Students read each other’s • In feedback, ask students to share answers briefly with
articles and focus on the use of language. It is the class. At this stage, just find out what students
important to encourage students to be supportive and heard – they will have a chance to listen again in more
collaborative when commenting on each other’s work. detail later.

Review 7 193
 Ucalearn.com
Video script Answers
Andréa: Yes, um, I already did a lot of city breaks Andréa (Speaker 1): b, h
because it’s really relaxing to discover a new city and Jorge (Speaker 2): a, f
I like (to) travel around Europe for discover a new Diego (Speaker 3): e, g
European city. Actually, my favourite city maybe is Not needed: c, d
Rome because it’s a lovely place for … spend a lot of
time with your friend for … eat Italian food and visit 4 Organize the class into small groups. Ask students to
a lot of monuments. read and discuss the sentences.
Um, sometimes I spend just one week in a city, so I • In feedback, elicit ideas from different groups.
take a lot of clothes and some clothes for go to the
party with my friends. Some, some clothes for . . . go Optional extra activity Ask students to debate whether
to the beach and … or I like hiking too, so if it’s in a weekend away camping is more fun than a weekend
the city where I can practise a sport, I take also, my away in a nice hotel.
clothes for practise sport.
Jorge: Um yeah, with my friends. We like to, in VIDEO Developing conversations
summer, in Spain, the weather is very good. Too hot,
but it’s, it’s good for the festivals and we like to go AIM
camping and buy our, our food to share with other to watch a ‘developing conversations’ video in which
groups and different people in Spain and it’s very two people talk about which film to watch; to give
good to meet people and, and be more sociable. students practice in understanding fast speech
Yeah, my own tent and sometimes I share with my 5 This is a review of Lesson 13A. Lead in by asking
best friend or, or maybe not – depends, yeah. some general questions. You could use the image
Diego: Yes, a lot of times when I live in, in Colombia, in the Student’s Book or pause the video just before
I do a lot of camping because it’s really, really nice for the two people start talking. Ask: What can you see?
me to know different places and go to do hiking and Where are they? Explain that they are talking about
things like that. I really enjoy this. I really do that three which film to watch. Ask: What phrases might they use
or four times per month because I really enjoy that. to make suggestions or persuade?
Um, sometimes it’s really important for me, my boots, • Tell students to watch the video and make brief notes. Tell
because I really enjoy hiking and my packet with them to note down any key words or phrases they hear.
different things like food and my camera, but just,
just these things. The other things, for example, like Video script
my clothes, my jacket, and things like that. A: Let’s watch this one.
B: Which one?
Pronunciation notes A: It’s the new Top Gun.
B: Oh, they have a new one?
You may wish to explore why some speakers may avoid
A: Yeah.
pronouncing certain sounds. It is common with French
B: Who is in it?
speakers, for example, to drop the /h/ sound at the start of
A: Tom Cruise.
a word. Start by asking whether speakers of the students’
B: Ah, OK. And what is it about?
first language often do this. Then look at reasons why
A: So, he goes back to the airfield to train up all the
students change the sounds. Here are some possibilities:
new pilots for a mission.
1 Sometimes a sound does not exist in a student’s first B: Ah, OK. Hmm. I’m not sure.
language (e.g. the /θ/ sound), so they approximate to A: No?
the nearest similar sound. B: No. Actually I … let me check. OK, let me see the
2 Sometimes a sound in a student’s first language is options. Oh, that one. I think you’re going to like
similar to two sounds in English (e.g. a sound that this one. It is Sleepless in Seattle? It’s a classic.
falls between /ɪ/ and /i:/), so they use the same sound A: What kind of film is it?
for both. B: It’s a romcom.
A: Who’s in it?
3 Sometimes, it is hard to say a sound after another
B: Uh, Tom Hanks and Meg Ryan.
sound in a word – so students approximate.
A: OK. What’s it about?
Recognize that English is an international language, B: It’s about a single dad that lives with his son, and
so students will come across many accents influenced he wants to find a wife for his dad.
by a speaker’s first language, as well as many accents A: I don’t think I’m in the mood for a romcom.
influenced by other factors such as nationality, age, B: No?
culture and regional variations. Encourage students to be A: What … what about…
open to and alert to the variety. B: You’re going to like it!
A: What about … James Bond?
3 Give students time to read sentences a–h. B: Oh yeah, it’s, it’s quite good. I like James Bond.
• Tell students to watch the ‘Out and about’ video again A: Yeah! Everyone likes James Bond. Shall we watch
and to match two sentences to each speaker. this?
• Ask students to compare their ideas in pairs. B: Sure. Let’s watch then.
• In feedback, elicit and show answers on the board.

194 Review 7
6 Ask students to compare their ideas in pairs. Play Ucalearn.com
• As students speak, monitor closely and note any errors
the video again if necessary, and pause the video at you hear. In feedback, praise good language use, and
points where students had problems understanding comment on any errors you noted.
information.
• In feedback, ask students to share what they heard. Don’t Optional extra activity Write five or six useful words or
worry about getting everything – just find out how well phrases from the lesson on the board and ask students to
students were able to follow the natural conversation. include them when improvising conversations.

7 Ask students to read and discuss the questions with

their partner.
• In feedback, elicit ideas from different pairs.

8 FS Give students time to read sentences 1–8, REVIEW 7 Grammar and Vocabulary
and try to recall or guess what words are missing. You
could tell students to write in answers lightly in pencil.
• Tell students to watch the video again and complete Student’s Book page 145
the gaps.
• Ask students to compare their ideas in pairs. AIM
• In feedback, elicit and show answers on the board. to consolidate vocabulary and grammar from
Units 13 and 14
Answers
1 1 For 2 been 3 which 4 be
1 watch this 2 in it
5 watching 6 about 7 who 8 supposed
3 the options 4 going to
9 allowed 10 had 11 where 12 have
5 kind of 6 single dad
7 the mood 8 watch this 2 1 since 2 known 3 where
4 must 5 It’s supposed to be 6 –
7 You mustn’t
Optional extra activity Here are a few things you can
do with a video to vary the activity: 3 1 have been married for
2 aren’t allowed to
1 Freeze frame at the start and ask students questions to 3 mustn’t forget to
set the scene and predict what the speakers might do 4 has lost interest in
or say. 5 are supposed to be
2 Freeze frame after someone asks a question – ask
4 1 I’ve been wanting to see that for ages.
students to predict how the other speaker might
2 It’s just one of those things that happen
respond.
sometimes.
3 Freeze frame on close-ups or interesting expressions or
3 I don’t have to work tomorrow, so I guess I can,
actions – ask students how the speakers are feeling.
yeah.
4 Play the video with no sound – students have to recall
4 How long have you been working in the music
and say what they are talking about or actually saying –
industry?
students could even improvise the conversation while
5 He’s one of those people who can always make
watching the silent video.
you laugh.
6 It’s not supposed to take very long.

CONVERSATION PRACTICE 5 Students’ own answers

6 1 f 2 g 3 h 4 c 5 d 6 b 7 a 8 e
AIM
to practise conversations based on the Developing 7 Films: an exciting thriller, French subtitles, a light
Conversations video and the Conversation Practice romcom, a violent scene
in 13A and 14A Music: a bass guitar, a full orchestra, a low note,
a nice tune
9 Ask students to work in pairs to choose a conversation
Day trips: factor 50 sun cream, a pack of tissues,
to prepare. Refer them to the Conversation Practice
a small backpack, a warm blanket
in Unit 13A and Unit 14A of their Student’s Book.
You could revise the language they use in each set of 8 1 scary 2 acting 3 folding
conversations. 4 easily 5 competition 6 opener
• Once students have selected a conversation, give them 7 perform 8 imagination
five minutes to prepare and look for phrases to use. 9 1 silly 2 tunes 3 voice
They can look at their notes on Unit 13A or 14A, or on 4 mountain 5 pump 6 speaker
this Video lesson. 7 performed 8 album 9 slow
• When students are ready, ask them to improvise 10 heavy 11 audience
conversations. You could ask them to practise again
by changing roles, changing partners or changing
information in their conversation. Practice makes
perfect, so it is a good idea to try out conversations
three or four times.

Review 7 195
 Ucalearn.com

15 Money
$5: Abraham Lincoln; Lincoln Memorial
IN THIS UNIT, STUDENTS: $10: Alexander Hamilton; US Treasury Building
• roleplay a conversation about the economy $20: Andrew Jackson; White House
• try to persuade people to support a particular charity
$50: Ulysses S Grant; Capitol Building
• discuss the best way to react in different money-
related situations $100: Benjamin Franklin; Independence Hall

Optional extra activity If your students have bank

SPEAKING notes in their pockets or wallets, ask them to show them
AIM and say what people, places or events are shown.
to set the scene and introduce the theme with a
photo; to get students talking about bank notes
TEACHER DEVELOPMENT 2: ORGANIZING PAIRS
AND GROUPS
Optional lead-in activity Tell students to look at the unit
Go to page 220 for information and advice.
title and photo. Ask: What situations connected with this
topic do you hope to practise? What words or phrases
connected with the topic of money do you already know? DEVELOPING LEARNER INDEPENDENCE
AIM
1 Start by telling the class that in this unit they’re going to think about how to make your learners more
to be learning how to talk about the economy, use
proactive in lessons
time phrases to say when things happen, compare
prices, talk about money issues and problems, and say There is an expectation in many classrooms that
different kinds of numbers. teachers ‘teach’ and learners ‘learn’. Turn this on
• Ask students to look at the photo on pages 146–147. its head by handing over the responsibility to be
Ask: What can you see? Elicit a brief description of the proactive in the classroom to your learners. Here
photo, and introduce any key words students might need. are some suggestions:
• Ask students to discuss the questions in pairs. Monitor 1 Learner presentations
and help with ideas and vocabulary if necessary. Ask students to prepare presentations on topics
they are interested in. For example, students could
Answers talk about their families, jobs or hobbies, or could
The illustration on the obverse side of a $20 bill make a presentation on something they are good
shows the White House in Washington DC, official at or places they have visited. From time to time,
home of the President of the United States. All ask a student to deliver a presentation to the class
American banknotes show a US president on (with slides, or as a vlog if they prefer). The rest of
one side and a building or event that is famous in the class listen and ask questions at the end.
US history on the other (see Culture notes below). 2 Learner-led lead-ins
Ask one of your learners to prepare a lead-in to
2 Organize the class into pairs to work together to think a unit topic. This could be questions about the
of ideas. In feedback, ask different pairs to briefly tell topic, a personal story related to the topic, or a set
the class what they discussed. If you wish to extend of words relevant to the topic. The learner then
this task, put students in small groups and give them introduces the topic of a new unit and leads the
more time to think of and draw designs. discussion.
• Once you have given feedback on content, look at 3 Read and report
good pieces of language that students used and pieces Give students a text to read for homework, and
of language students didn’t quite use correctly during ask one student to present a report on the text in
the activity. the next lesson. It is the student’s job to summarize
the text, explain any difficult key words and offer
Culture notes a personal reaction to the text. This can lead to a
class discussion – find out what others think.
American bank notes show the following on the front
4 Vocabulary tests
and obverse sides:
Ask a learner to choose five or six words or
$1: George Washington; Great Seal of the United States phrases that they have learned recently. Tell them
$2: Thomas Jefferson; signing of Declaration of to prepare a vocabulary test for the rest of the
Independence class. They could give synonyms for definitions

196 Unit 15 Money

 and ask the class to write the words or phrases Ucalearn.com
cost of living = how much you spend on basic things like
they are describing, or they could prepare food, rent, etc. – high cost of living
contextualized sentences with gaps, and ask
salary = the money you earn every year from your
classmates to complete them with missing words
job – average (or typical) salary, high / low salary
or phrases.
5 Learner feedback exchange rate = how much you get if you change
Encourage your students to give each other one currency for another (e.g. dollars for euros)
feedback on language performance. Ideas include If there’s a lot of unemployment, a lot of people don’t
asking one learner to listen and take notes have jobs – it can rise (= go up) or fall (= go down)
during extended speaking activities, then using Note synonyms: rise / go up and fall / go down.
their notes to give classmates feedback on their
job security = how safe is your job? – can your employer
performance, and getting students to pass round
fire you easily?
written work, or put it on the class noticeboard,
so that they can each read each other’s work and
can correct or comment on it. TEACHER DEVELOPMENT 4: LEARNING AND
CHECKING NEW WORDS
Go to page 221 for information and advice.
TEACHER DEVELOPMENT 15: LEARNER
INDEPENDENCE
Go to page 226 for information and advice.
2 P Play the audio. Students listen and practise.
You could pause at difficult phrases, and model
phrases yourself to help students say them correctly.
• In feedback, ask students to say which phrases were
hard, and focus on them as a class. Comment on any
errors students made.
15A The cost of living Audio script
1 currency, our currency is very strong
Student’s Book pages 148–149 2 exchange rate, the exchange rate is terrible
3 cost of living, the cost of living is very high
4 unemployment, unemployment is very high
IN THIS LESSON, STUDENTS: 5 average salary, the average salary is about 35,000
• roleplay a conversation about the economy a year
• discuss good and bad things about the economy 6 job security, there’s no real job security
• listen to five people talk about the economy where 7 fallen, unemployment has fallen a lot
they live 8 went up, the minimum wage went up
• practise comparing prices

Pronunciation notes
VOCABULARY Talking about the economy Note the main stress: currency, unemployment, security
AIM Note the difficult sounds: exchange /ɪksˈtʃeɪndʒ/, average
to introduce and practise chunks of language used /ˈævərɪdʒ/ or /ˈævrɪdʒ/.
to describe the economy

1 Ask students to discuss the words in bold in pairs, and TEACHER DEVELOPMENT 5: DRILLING FOR
match the situations with the results. Start them off by PRONUNCIATION
eliciting the meaning of the first phrase, and its match, Go to page 222 for information and advice.
from the context. Point out how using the context can
guide students to a good understanding of any new
words. 3 Ask students to work with a partner to discuss good
• In feedback, check the meaning of the phrases by and bad results.
providing examples, or ask students to look up or • In feedback, elicit and discuss ideas.
translate words they are unsure of.
Example answers
• Follow up by pointing out collocations: a strong
1 A currency is strong when it is worth more relative
currency, high unemployment, average salary, and
to other currencies. When a currency is strong,
asking students to explain what the collocations mean.
you can exchange it for more money in weaker
Answers currencies, so you can go abroad more cheaply.
1 f 2 d 3 a 4 g 5 b 6 h 7 e 8 c However, goods that are exported are more
expensive for other countries to buy, so it can be
bad for businesses that mainly export goods. Costs
Language notes for tourists from other countries are higher, so it is
bad for tourism.
currency = money you use in your country
(e.g. euros, dollar) – weak / strong currency

Unit 15 Money 197

 2 If the exchange rate is terrible, you have less to 2 We don’t have much of a gap between rich and
Ucalearn.com
spend when you go abroad on holiday – and poor here, which is good, and average salaries are
prices seem very high; however, it is good for quite high, so most people get paid pretty well.
tourism to your country as visitors find your Also, workers are well protected by the law, so we
country cheap. have good job security. I guess that’s why people
3 If the cost of living is high, basic things like food often say we’re one of the happiest countries
are expensive to buy. Real incomes may fall, there in the world. It’s certainly not because of our
may be more poverty, people might have to work weather, anyway. That’s for sure.
longer hours, there might be social unrest. 3 I work for a big company and we’re currently
4 If unemployment is high, a lot of people don’t having quite a hard time because our currency
have jobs, which can lead to social unrest, high is so strong at the moment. I mean, I know it’s
costs of social benefits and more government good for people going on holidays abroad and
debt. Emigration might increase as people look it’s obviously cheaper if you want to buy foreign
for work in other countries; it may be good for goods, but for us, it’s a big problem. We sell a lot
employers who can easily find workers. in other countries, and the exchange rate means
5 If the average salary is higher, then the cost of that our product is much more expensive for
living is also likely to be higher. It probably means people paying in other currencies. We’re losing
that people feel better off and have more money sales and I’m not sure how we’ll manage.
to spend on luxury goods and services. High 4 I’m quite lucky, I guess, because the cost of
salaries might encourage immigration, which can living’s still quite low in my town. I used to work
be good for the economy. in the capital and things are much cheaper here.
6 Poor job security may lead to people changing I mean, eating out is half the price. You can get
jobs a lot, or being under stress to work harder. a three-course meal for about seven dollars here,
7 If unemployment has fallen, people will spend but a meal there costs more like fifteen or even
more and the economy should improve. There will twenty. Of course, people earn more there as
be more money to pay for services. well, but it soon goes. I think life is better here,
8 A rise in the minimum wage means poorer people to be honest. It’s where I grew up and life’s a bit
have a better basic living standard slower – not everything’s about work.
5 I won’t lie. Times are hard. Food prices have gone
up a lot over the last couple of years. I mean,
Optional extra activity Extend Exercise 3 by asking
basic things like bread and potatoes are much
students to say whether they think statements 1 to 8 are
more expensive than they used to be, and gas and
true or false in their country.
electricity are even worse! Prices are two or three
times higher than they were last year. I’m a teacher
LISTENING and a lot of my teacher friends have changed jobs
because they couldn’t afford to live on the money
AIM
they made. One funny thing, though, is that people
to practise listening for general understanding and
have started sharing ‘horror receipts’ on social media
for detail
– they post photos of receipts of super expensive
4 Ask students to read the information and food they bought on holiday at the seaside.
questions. Point out that the speakers come from
different countries around the world, so students will 5 Play the audio again. Ask students to note the
hear a range of accents. person then compare their answers with a partner. In
• Play the audio. Students listen and note answers. feedback, elicit answers from students.

Answers Answers
Positive: 2 (positive about economy – but not the 1 Speaker 2 2 Speaker 4 3 Speaker 1
weather), 4 (low cost of living) 4 Speaker 5 5 Speaker 3
Negative: 1 (negative about the economy, but
positive about other things), 3 (strong currency is 6 Organize the class into pairs to discuss the questions.
bad for business), 5 (rising prices make life hard) In feedback, elicit ideas and write any useful phrases
on the board.

Audio script Optional extra activity Ask students to work in pairs to

1 I’ve been here almost two years now, but I’m read through the audio script and underline three phrases
actually going to go back home in a few months’ they would like to learn. Ask students to say why they
time. Don’t get me wrong. I have enjoyed it here. selected the phrases.
I mean, the climate’s great, the food’s great and
I love the people – but the economy’s not doing
well at the moment. Unemployment’s gone up GRAMMAR Time phrases and verb forms
quite a lot since the start of the year, and people AIM
aren’t sure they’re going to have jobs in a year’s to check students’ understanding of how to use time
time, so it feels like a good time to leave. phrases and the verb forms they are usually used with

198 Unit 15 Money

7 Read through the information in the Grammar box as a Ucalearn.com
5 They are going to spend more on schools over
class. Then organize the class into pairs to match time the next five years.
phrases to the verb forms they are used with. Monitor 6 He lost his job three years ago.
and note how well students understand the rules. 7 Prices have gone up a lot since last year.
• In feedback, elicit the students’ answers. Then ask 8 I opened my first bank account when I was
them to check in Grammar reference 15A. Put some sixteen.
example sentences on the board if you think your class
needs more time to focus on these forms.
Optional extra activity Ask students to write their
Answers
own personalized sentences using time phrases from this
1 d 2 a 3 b 4 d 5 c 6 b
lesson. Alternatively, ask them to write five personalized
sentences (three of which are true, two of which are
Language notes false) and ask them to compare sentences with a partner
Understanding which time phrase goes with which and guess which of their partner’s sentences are false.
verb form helps students understand how to use the
form itself. For example, at the moment is used with DEVELOPING CONVERSATIONS
the present continuous specifically because that form is
Comparing prices
used to describe things happening now. Encourage your
students to make that link between time phrase and AIM
verb form. to introduce and practise ways of comparing prices
Note how phrases that describe ‘finished time in the past’
10 Read through the information in the box as a class.
(in the past, etc.) go with narrative tenses and used to,
Ask students to complete the sentences.
while phrases that describe ‘unfinished time’ (over the
• Ask students to work in pairs to compare completed
last few months / years, etc.) go with present perfect
sentences and add follow-up sentences. In feedback,
forms.
elicit and check answers. Go with students’ ideas for
the prices, which will depend on the country they are
TEACHER DEVELOPMENT 6: APPROACHES TO talking about.
GRAMMAR
Go to page 222 for information and advice. Example answers
1 suit, $100
2 packet, €2
8 Ask students to complete the sentences individually 3 can, $4
first, before comparing answers with a partner. 4 laptop, £80
Monitor and note how well students use the language, 5 A litre is twice the price in my country.
prompting them to self-correct. 6 A good pair of shoes costs …
7 A phone is much more expensive in my country.
Answers
8 A kilo costs …
1 is doing 2 has fallen
3 used to be 4 has gone up
5 are going to open 6 are, losing Language notes
7 are going to fall 8 used to be
You may need to revise comparative forms here
9 is getting 10 used to have
(see page 20 of the Student’s Book, 2C of the Grammar
reference). Remind students that we use -er with
9 Organize the class into groups to discuss the sentences.
one-syllable adjectives and more with adjectives of two or
Monitor closely and note errors or examples of good
more syllables. Remind them that we can use words like
language use that you could focus on in feedback.
much, a lot and far, and words like a little or
G For further guidance and practice, see Grammar a bit to intensify or weaken the comparative.
reference 15A in the Student’s Book. It explains the
grammar point in greater detail, and provides written
accuracy practice.
11 Organize the class into new pairs to prepare and
practise conversations. Depending on your class, ask
Answers to Exercises 1 and 2, Grammar them to write a conversation first before trying to
reference 15A improvise further conversations, or ask them simply
1 1 b, c, h, j 2 f, i 3 d, e, g 4 a, b, f to improvise conversations following the example.
Practice makes perfect, so encourage the students
2 1 The prime minister has lost popularity in the last
to repeat conversations and to spend lots of time
year.
getting their conversations right. Monitor and help
2 I spent / used to spend a lot more money in the
with ideas, prompting students to correct and
past.
improve.
3 I got a loan from the bank the other month.
• Once they have had lots of practice, ask some pairs to
4 The economic situation is getting worse at the
act out example conversations for the class.
moment.

Unit 15 Money 199

 VOCABULARY Charities Ucalearn.com
Optional extra activity Organize students into groups
to share their own experiences of price rises and falls. AIM
You could start them off by giving some examples from to introduce and practise words connected with
your own experience first. Ask them to tell each other charities
about very expensive / cheap places they know and give
examples. Are there any things that have risen or fallen in 1 You could start by brainstorming some famous
price over the last few years? charities to the board. An international list might
include: UNICEF, Save the Children, World Wide Fund
for Nature, Médecins sans Frontières, Red Cross,
CONVERSATION PRACTICE Cancer Research, Amnesty International.
AIM • Ask students to work in pairs to discuss the questions. In
to practise language from the lesson in a free, feedback, elicit any interesting experiences from students.
communicative, personalized speaking activity
2 Ask students to complete the sentences. Elicit the first
12 This is an opportunity to bring together several parts answer to get students started.
of the lesson and for students to practise talking about • Ask students to compare answers with a partner
the economy and quality of life. before discussing as a class.
• Organize students into pairs and ask them to decide
on which roles to take. Give students a few minutes Answers
to read their role cards and to think of what to 1 access 2 care 3 prisoners 4 danger
say. When students are ready, ask them to talk. Tell 5 zones 6 blind 7 army 8 homeless
them to change roles and act out the conversation a
second time. Language notes
• Here is a suggested way of organizing this preparation
Point out the fixed collocations here: end-of-life care,
and practice:
war zone, political prisoner.
1 Student A makes notes about the economy in their
country. What is the quality of life like and how is
the economy doing? (Tell them that they don’t need 3 Ask students to discuss the groups of people in pairs and
to be completely accurate, and that they can make how charities might help them. Tell students that they
up information.) Student B makes notes about the should just think of one or two things for each group.
country in File 14 on page 194 in the Student’s Book. • In feedback, ask some pairs to share their ideas. Ask
2 Pairs roleplay the conversation. students to say which two groups of people they are
3 Student B makes notes about the economy in their the most likely to support and why.
country. What is the quality of life like and how is
the economy doing? (Tell them that they don’t need Example answers
to be completely accurate, and that they can make 1 by paying for infrastructure
up information.) Student A makes notes about the 2 by paying for hospices and medical care; by
country in File 13 on page 194 in the Student’s Book. providing emotional support and counselling
4 Pairs roleplay the conversation. 3 by publicizing their cause and putting pressure on
• In feedback at the end, explore and develop the governments to act
language students used. 4 by financing care providers; by putting pressure on
government and police
5 by providing supplies and medical help
TEACHER DEVELOPMENT 7: DEVELOPING
6 by providing guide dogs, advice and help at home
SPEAKING SKILLS
7 by providing places to go for support; by providing
Go to page 223 for information and advice.
emotional support and counselling
8 by providing shelter and advice

TEACHER DEVELOPMENT 3: APPROACHES

TO VOCABULARY
15B A good cause Go to page 220 for information and advice.

Student’s Book pages 150–151 READING

AIM
IN THIS LESSON, STUDENTS: to read for general and specific understanding, and
• try to persuade people to support a particular charity recognize the use of numbers in a text
• discuss who different charities help and what they do
• read an article about five different charities 4 Give students time to read the points 1 to 5, and
• identify which points are made in the article check any unknown words: times of trouble = periods
of time when difficult things happen in the world;
twice the global average = 2 x the average number in
the world.

200 Unit 15 Money

• Ask students to read the introduction and discuss the Ucalearn.com
SPEAKING
points it makes with a partner.
• In feedback, elicit answers. AIM
to practise language from the lesson in a free,
Answers communicative, personalized speaking activity
1, 3, 5
8 Organize the class into pairs to choose a charity
and make notes. Allow a few minutes’ preparation
5 Ask students to read the options in 1 to 5. Point out time, and monitor to help students with ideas and
that only one statement is correct for each number. vocabulary.
• Ask students to read and choose the correct answers. • If you feel students may be short of ideas, brainstorm
• Ask students to compare answers in pairs before charities they could discuss and prepare notes on.
discussing as a class. In feedback, ask the class to Alternatively, ask pairs to go online to find a charity
explain and justify their views. and make notes about it.

Answers
1 b 2 c 3 a 4 b 5 c MEDIATION
Mediating concepts
6 Ask students to discuss the numbers in pairs. If In Exercise 9, students have to get across their
students can’t remember, tell them to find and ideas, their thinking and their opinions to other
underline the numbers in the text and discuss what people. They have to practise ways of facilitating
they refer to. collaboration with peers: asking and answering
• In feedback, ask the class to explain answers. questions, giving reasons, making suggestions,
persuading and summarizing main points.
Answers
1 around three in ten: In 2020, three in ten adults After completing Exercise 9, ask students to
around the world helped someone they didn’t reflect. Ask: How clearly did you and your
know by giving money to charity classmates make their argument? How did you
2 over 60,000: Médecins Sans Frontières staff work together to persuade and agree?
3 more than 70: countries where Médecins Sans
Frontières operates
TEACHER DEVELOPMENT 9: MEDIATION
4 almost 200,000: women helped by SEF
Go to page 224 for information and advice.
5 tens of millions: people visiting Wikipedia
6 almost 100,000: people who have now agreed
to change their diets and take one of Sinergia 9 M Mix pairs and ask students to present their charity
Animal’s vegan challenges. and persuade their new partner to support it. Remind
students that they should ask questions to encourage
Language notes their partner to explain their ideas. They should reach
an agreement about which charity to support. You
You may wish to check some of the more difficult could model the activity first and introduce a few key
language in the article: phrases students could use:
rising rents = the money you pay each month to live in I support … because …
a house or flat going up It’s an important charity because …
overcrowding = too many people in a house The main reason for supporting the charity is …
• As students speak, go round and monitor, and note
they don’t have access to finance = they don’t have easy
down any interesting pieces of language you hear.
ways of borrowing money from banks, etc.
loan = money you lend 10 Ask students to make presentations. Tell them to
reduce the suffering = make lower the pain or difficulties briefly describe the charity and why they want to
animals have support it. Have a class vote at the end and decide
which charity is the best to support.
• At the end, explore and develop the language students
TEACHER DEVELOPMENT 11: DEVELOPING used.
READING SKILLS
Go to page 225 for information and advice. Optional extra activity Ask students as a class or in
groups to think of ways to raise money for the charity
they have chosen. Suggestions they might come up with:
7 Ask students to discuss the questions in small groups do sponsored events, sell lottery tickets, knock on doors
of four or five. In feedback, elicit ideas and ask and ask for money, advertise, etc.
students to explain and justify their views.

Optional extra activity Ask students to research one

of the charities in this lesson online, and present three or
four interesting facts about the charity.

Unit 15 Money 201

 valuable = it costs a lot to buy (things can also beUcalearn.com
valuable for personal or cultural reasons)
15C Money, money, money! it’s worth … = it has this much value in money
spare cash = cash (money in notes and coins) that is
extra – I don’t need it right now
Student’s Book pages 152–153

3 Ask students to work in pairs to discuss the questions.

IN THIS LESSON, STUDENTS: In feedback, elicit any interesting experiences from
• discuss the best way to react in different money- students.
related situations
• talk about money and banks Example answers
• listen to four conversations where people deal with 1 a painting, an old vase or ornament, a rug
money problems 2 You can owe somebody a favour, time, gratitude,
• use specific information to decide if statements are loyalty, your success to (someone).
true or not 3 to pay a bill or debt, to buy something, to pay
someone
4 A friend or colleague may need it to pay for
VOCABULARY Money and banks something like a drink from a vending machine or
AIM a parking meter; a homeless person may ask for it
to introduce and practise words connected with in the street.
money and banks 5 by debit / credit card, by cheque, by online
transfer
1 You could lead in by writing money on the board and
asking students to think of as many words as they can
connected with money in one minute. Words could Optional extra activity Ask students to find an English
range from obvious ones like spend and expensive to language webpage belonging to a bank. Tell them to
personal ones like worrying or unimportant. Elicit ideas. note down as many money words and collocations as
• Ask students to work in pairs to discuss the questions. In they can from the page to share with the class.
feedback, elicit any interesting experiences from students.

Culture notes
LISTENING
AIM
In many countries, banking is changing. Local branches
to listen for general and specific understanding;
are closing and more and more people are banking
to listen to and notice phrases where the t is not
online. If this is your students’ experience, ask them about
pronounced
changes and whether they are a good or bad thing.
In the UK, one source says that a typical person spends 4 Organize the class into groups of four or five. Ask
30% of their income on housing costs (rent, mortgage, students to read and discuss the situations. Elicit ideas
bills, etc.), 15% on transport, 10% on food, 3% on briefly in feedback. You could start students off by
clothes, and 2% on phone use. brainstorming some ideas for the first situation before
asking them to discuss b to f.
2 Ask students to complete the sentences. Elicit the first
answer to get students started. Point out how context Example answers
and collocations can help students match words to a finding and paying rent, having to buy things like
sentences, e.g. the first missing word must be an a washing machine, having / not having a job to
adjective from the context, and must describe jewellery, earn money
so it’s valuable. b bill higher than expected, problems sharing the bill,
• Ask students to compare answers with a partner forgetting wallet or money, credit card not accepted
before discussing as a class. c losing money, being robbed, problems exchanging
money or accessing money from banks or bank
Answers machines, not understanding rates
1 valuable, worth d cost of living, cost of childcare, cost of clothes and
2 owe, pay me back equipment
3 transfer, account e only takes cash not cards, haggling over price,
4 coins, notes paying too much for something
5 change, cash f having no cash, needing to call bank, possible
online fraud
Language notes
Point out the use of direct and indirect objects with verbs
and phrasal verbs: owe me money, pay me back, transfer
from … to …
you owe me = you have to pay me

202 Unit 15 Money

5 Play the audio. Students listen and match each Ucalearn.com
G: Let me talk to your father, OK? Maybe we can
conversation to one of the situations. Two of the borrow some money from the bank.
situations are not used. F: Really? Oh, that’d be brilliant!
G: And you can pay us back over time, OK?
Answers
4 H: I’m afraid your card was cancelled because of
1 b 2 e 3 a 4 f
some irregular activity that we noticed.
I: Irregular activity? What do you mean?
Audio script H: Well, for instance, did you have lunch in
1 A: Yes, sir? Singapore last week?
B: Can we get the bill, please? I: No! I’ve never been there in my life.
A: Certainly. One moment. H: Right. Well, we think your details were
B: Thanks. probably stolen sometime last month and after
C: How much is it? that, someone started using it abroad.
B: Don’t worry. I’ll get this. It’s my treat. I: Really? How did they manage to do that? And
C: Are you sure? I don’t mind paying half. will I get a refund?
B: No, really. It’s fine. After all, I asked you out. H: We’re still trying to find out exactly what
C: Thanks. It’s really kind of you. happened, but we’ll refund any stolen money,
B: Oh no! and we’re sending you a new card today.
C: What’s up? You’ll then receive your new PIN number after
B: I’ve just realized I left my wallet in my other you get the card. They’re sent separately for
jacket. It’s got all my credit cards and cash in it! security reasons.
I’ll have to go and get it.
C: Don’t be silly. It’s too far to go. I’ll pay today.
B: Are you sure? I’ll pay you back as soon as I Pronunciation notes
can, I promise. Note that in conversation 3, the speaker often says me
C: No, it’s fine. Honestly. Oh! Wow! Right. That’s instead of my (I’ve got me rent to pay.). This is a very
a lot! I hope they accept my credit card! common speech habit.
2 D: That looks great on you.
E: Really? 6 Ask students to work in pairs to compare answers to
D: Yeah. Really suits you. I’d get that if I were Exercise 5, and discuss the questions. In feedback, ask
you – before someone else does. students to justify answers, but work with what students
E: Maybe. How much is it? say – they will have a chance to listen again in Exercise 8.
D: Well, it’s vintage 60s, you see.
E: Sorry? Answers
D: It’s very old. From the 1960s. It’s hard to find 1 discussion about who’s paying the bill and one
things like that in this condition. speaker left his wallet in a jacket; the other
E: Oh, yes. Well, it is very nice. So how much? speaker will need to pay by credit card, if the
D: Let’s call it 200. restaurant takes them
E: £200? Oof! 2 the price they ask is ridiculously expensive, and
D: Take it or leave it. It’s up to you. there is a mark on it; they haggle the price down
E: I like it, but look. It’s not in perfect condition. 3 a young adult wants to buy a car, but has no
There’s a mark here. money; his mum agrees to speak to his dad
D: OK, fair enough. So, let’s say 180. 4 the credit card has been cancelled because of
E: No, sorry. It’s still too much. Thank you. fraud (irregular activity online); a new card and PIN
D: OK, OK, wait a minute. The best price I can is being sent
manage is 150. If I sold it for any less, I’d
lose money. 7 FS Ask students to read the information. You could
3 F: It’d be worth every penny. And if I don’t buy it, model the task by writing an example on the board,
someone else will. and saying it naturally (e.g. Put that there). Ask students
G: So you’ve said, but a thousand pounds is a if they hear the /t/ sounds at the end of put and that.
thousand pounds – and we’re not made of • Play the audio. Students listen and write phrases they
money. hear. Then students discuss answers in pairs.
F: I know, but if I don’t have a car, then I’ll have • In feedback, elicit answers.
to keep getting the bus into town. And that’s
not cheap either. Prices have just gone up. Audio script and answers
G: Look, if we had the money, we’d be happy to 1 I’ll get this
lend it to you, but we don’t, so we can’t; and 2 What’s up?
anyway, you’re working now, so surely you can 3 that’s a lot
save up and get something yourself. 4 that looks great
F: I would if I could, Mum, honestly, but it’s just 5 find things like that
impossible! I’ve got my rent to pay, my food, my 6 let me talk to
travel costs. 7 What do you mean?
8 exactly what happened

Unit 15 Money 203

 3 Justify answers to show they know. Get students Ucalearn.com
Pronunciation notes
to say what they heard, and explain how this
The omission of the /t/ sound is an example of elision.
justifies their answer. Even if they get the answer
We do this to make things easier to say as it can be hard
wrong, discussing what they heard is revealing
to get our tongues round two consonant sounds – the
and helps them get better at doing this sort of
classic example is the reduction of I don’t know to
exercise. If students have lots of problems, let
I dunno. Elision is an important area in listening skills, as
them research answers in the audio script so they
learners are often unable to hear elided words correctly,
get better at knowing what to listen out for.
especially if they have little contact with English speakers.
Word-counting and dictations are two activities that
practise recognition, whilst at the production stage Language notes
drilling elided forms such as contracted forms is a
You may wish to check some of the more difficult
useful practice.
phrases and uses in the listening:
it’s my treat = I’ll pay for this as a kind of ‘gift’ to you
TEACHER DEVELOPMENT 10: DEVELOPING I don’t mind paying half = it’s OK with me if I pay for half
LISTENING SKILLS the cost of the bill
Go to page 224 for information and advice. What’s up? = What’s the problem?
vintage 60s = used to describe clothes from the 1960s –
8 Ask students to read sentences 1 to 8 carefully, here, vintage is a cool way to say old
and decide whether they think they are true or false
a mark = a small spot on clothing that is hard to remove
(from the first listening). You could ask students
to compare with a partner, and see what they can we’re not made of money = an expression meaning we
remember. aren’t rich – often used in an argument when you are
• Play the audio in Exercise 5 again. Students choose refusing to spend money
true or false, then check with a partner. PIN number = the secret number we use to make bank
• In feedback, elicit answers. Ask students to justify cards work
answers by saying what they heard. Point out how this and that are used as pronouns in
some of these phrases. For example, I’ll get this (= this
Answers bill), That’s a lot (= that amount of money on the bill),
1 F (one speaker pays; the other speaker says: I’ll That looks great on you (= that vintage jacket you are
pay you back as soon as I can, I promise.) wearing), find things like that (= that jacket you are
2 F (the woman says: Oh! Wow! Right. That’s a lot! wearing), that’d be brilliant
I hope they accept my credit card!) (= the idea of borrowing from the bank).
3 T (speaker says: It’s not in perfect condition.
There’s a mark here.)
4 F (salesperson says: The best price I can manage 9 Ask students to discuss the questions in groups of four
is 150, but the other speaker doesn’t agree or or five. As students speak, go round and monitor, and
disagree – the audio ends) note down any interesting pieces of language you hear.
5 T (mum says: If we had the money, we’d be happy • At the end, explore and develop the language students
to lend it to you, but we don’t, so we can’t. ) used.
6 F (mum says: You’re working now, so surely you
can save up …) Optional extra activity Ask students to discuss these
7 F (woman says: I’ve never been there in my life.) questions:
8 F (speaker says: we’re sending you a new card Do you ever buy second-hand clothes? Why? / Why not?
today. You’ll then receive your new PIN number Do you ever try to get good prices in markets? If so,
after you get the card. They’re sent separately …) what do you do? Are you good at it? Why? / Why not?
Have you heard any stories about bank details being
stolen or about any similar crimes?
EXAM-STYLE SKILLS TASKS:
How to do a true or false exercise
GRAMMAR Second conditionals
Students at pre-intermediate level are asked
AIM
to select true or false options in a number of
to check students’ understanding of how to use
common exams.
second conditional forms to talk about imaginary
To do this task effectively, students should: situations
1 Listen out for phrases that give the answer
10 Read through the information in the Grammar box as
using different words or ways of expression
a class. Then organize the class into pairs to look at the
than the true or false sentence.
sentence examples and complete the rules. Monitor and
2 Listen out for tone of voice as well as words,
note how well students understand the rules.
and then infer the answer. For example, in 2,
• In feedback, elicit the students’ answers. You could ask
the speaker says Oh! Wow! Right. That’s a
them to check their ideas in Grammar reference 15C.
lot! It suggests the bill is unexpectedly high.

204 Unit 15 Money

 Answers G For further guidance and practice, seeUcalearn.com
Grammar
1 past simple 2 present 3 would / wouldn’t reference 15C in the Student’s Book. It explains use
and form in greater detail, and provides written
4 were you
accuracy practice.

Language notes Answers to Exercises 1 and 2, Grammar

Note the form: reference 15C

If + past form, would + infinitive 1 2 e I’d be more willing to try camping if the
weather here was a bit better. = I’m not willing
would + infinitive if + past form
to try camping because the weather is bad.
Note that in formal English we often use were instead of 3 a It’s a nice hotel, but it’d be better if the rooms
was when expressing hypotheses, e.g. If I were you, I’d … were a bit more child-friendly. = It’s a nice
In modern usage, however, speakers often don’t bother hotel, but it’s not perfect because the rooms
with this distinction, and If I was / wasn’t … is accepted. aren’t very child-friendly.
Note the meaning: If clause (= if this unlikely or 4 f I think that if they opened a branch in
impossible situation happens) + result clause (this is the Brighton, it’d probably be a big success.
unlikely or impossible result). They’d make a lot of money. = As they don’t
Students may get confused about using a past form to have a branch in Brighton, it’s not a big
hypothesize about now or the future. Point out that English success and they don’t make a lot of money.
(unlike many languages) has no separate conditional form, 5 d I suppose that if I had a lot of money, I might
so goes one tense back (from present to past) to make a stay in a top hotel, but there are other things I’d
hypothetical situation unlikely or impossible. prefer to spend my money on. = I don’t have a
lot of money, so I won’t stay in a top hotel.
6 b If something like that happened to me, I’d
11 Elicit the first sentence from the class to get them
complain. I’d be really angry about it! =
started, then ask students to work individually to
Something like that hasn’t happened to me,
complete the sentences. Organize the class into pairs
so I won’t complain and I’m not angry.
to compare their answers before going through the
2 1 was
answers as a class. Write the answers up on the board.
2 I’d, wasn’t
Answers 3 were, wouldn’t have
1 wouldn’t wear, paid 4 It’d be, was
2 had, would take 5 would be, didn’t rain
3 would buy, weren’t / wasn’t 6 had, could
4 wouldn’t get, were / was 7 would, were
5 would (you) do, were 8 wouldn’t stay, were
6 would eat, reduced
7 would move, didn’t have SPEAKING TASK
8 would (you) live, could
AIM
to practise language from the lesson in a free,
Language notes
communicative, personalized speaking activity
Remind students that the past form of the modal verb
can is could. 13 Organize the class into new pairs to discuss the
situations. You could start them off by eliciting a few
ideas for the first situation. As students speak, monitor
12 Ask students to work individually to complete the and note errors or examples of good language use for
sentences with their own ideas. Monitor and help with feedback.
ideas and vocabulary, and prompt students if they
make grammatical errors.
TEACHER DEVELOPMENT 8: FEEDBACK ON
• Organize the class into groups to share their ideas. It
CONTENT, LANGUAGE AND ERRORS
is a good idea to model this activity first by saying two
Go to page 224 for information and advice.
or three sentences of your own. Monitor groups as
they speak and pick up on any errors with form and
meaning that you could go over at the end. Optional extra activity Write What would you do
if … ? on the board. Organize the class into groups of
Example answers about four. Tell each group member to take two small
1 climb up that ladder / run a marathon squares of paper and write an end to the question on
2 set up a charity / give it to my friends / buy the board on each piece of paper. Possible endings
a Ferrari could be: … you had three wishes? … you could live
3 buy that smartphone anywhere in the world? … you could change one thing
4 here … be on a beach about yourself? Place the squares in a pile in the middle
5 I’d want it to be somewhere with you of the group. Students turn over the first piece of paper.

Unit 15 Money 205

Each student gives an answer to the question. The group Ucalearn.com
decides who should win the piece of paper for giving the
best answer. Then they turn over and discuss the next
question.

MY OUTCOMES
AIM
to reflect on what students have learned and
on how to improve in a personalized speaking
activity
• Give your students time to read the questions and
prepare things to say. You could tell students to
make a few brief notes.
• Organize the class into pairs or small groups.
Give students five to ten minutes to discuss the
questions.
• In feedback, ask a few pairs to tell the class what
they said. Alternatively, you could have a class
discussion in which groups share the ideas they
have, and comment on each other’s ideas.
• Follow up by setting a task for homework. See the
Teacher development section for ideas. Following
this activity, you could, for example, ask students
to make a list of things to revise based on their
discussion.

TEACHER DEVELOPMENT 16: MY OUTCOMES

Go to page 227 for information and advice.

For further practice, use Communicative activities 15.1

and 15.2 on pages 256–257.

206 Unit 15 Money

 Ucalearn.com

16 Events
Culture notes
IN THIS UNIT, STUDENTS:
The photo actually shows dancers dressed as ancient
• describe parties they’ve been to
Aztecs performing a ritual dance in Mexico City’s Zócalo
• discuss important events from a particular year in
(main square) to celebrate All Saints' Day and the Day
history
of the Dead. Although now merged with Christian
• talk about an amazing day they’ve had
traditions, the festival has its origins in an Aztec festival
dedicated to the goddess Mictecacihuatl.

SPEAKING
2 Organize the class into groups of four or five. Ask
AIM students to discuss the questions. Go round the room
to set the scene and introduce the theme with and check students are doing the task and help with
a photo; to get students talking about special ideas and vocabulary if necessary.
events • Once you have given feedback on content, explore and
develop the language students used.
Optional lead-in activity Tell students to look at the
unit title and photo. Ask: What sort of events might be TEACHER DEVELOPMENT 13: DIFFERENTIATION
in this unit? What sort of things do people say at events? Go to page 226 for information and advice.
What ‘events’ phrases do you already know?

1 Start by telling the class that in this unit they’re going

to be learning how to describe different kinds of
parties and events, ask and answer linked questions,
explain major historical events in a country’s history,
16A Have a few friends round
say dates and talk about special days.
• Ask students to look at the photo on pages 154–155.
Student’s Book pages 156–157
Ask: What can you see? Elicit a brief description of the
photo, and introduce any key words students might
need. IN THIS LESSON, STUDENTS:
• Organize the class into pairs to discuss the questions. • describe parties they’ve been to
Go round the room and check students are doing • discuss different things that make parties
the task and help with ideas and vocabulary if good / bad
necessary. • practise listening to three conversations about
• In feedback, ask different pairs to tell the class what different parties
they discussed. • practise asking and answering linked questions
• Once you have given feedback on content, look
at good pieces of language that students used
and pieces of language students didn’t quite use VOCABULARY Describing parties
correctly during the activity. Show students better
AIM
ways of saying what they were trying to say. You
to introduce and practise ways of describing parties
could write some useful new phrases on the board
with gaps and ask the whole class to complete the 1 Ask students to work in pairs to brainstorm examples.
sentences. Elicit an example or two to get them started. In
Example answers feedback, elicit ideas and use definitions and examples
(See Culture notes on the right.) to show meaning.
1 The people look like traditional dancers. They are Example answers
dancing or performing, and they are probably a birthday party, a surprise (birthday) party, an
celebrating a special event or day. anniversary (party), a housewarming (party), a
2 It may be fun for people passing by, but it looks leaving party, a wedding reception, a launch party,
serious for the performers. a Christmas party, a New Year’s (Eve) party, a baby
shower, a children’s party, a fancy dress party, a
dinner party

Unit 16 Events 207

 Ucalearn.com
Here, like is a preposition and goes after the thing or
Language notes
person being asked about. Watch out for students
a housewarming party = a party to celebrate moving into making the error of trying to use How … ? instead of
a new house or flat What … like? It is possible to say How was the party?
a leaving party = a party when somebody leaves a job or How was the food? but it means Was it OK? or
a wedding reception = a party after a wedding Did you enjoy it? – it isn’t used to ask for a detailed
description.
a launch party = a party to celebrate a new product or
company
a surprise party = a party for somebody who didn’t know TEACHER DEVELOPMENT 4: LEARNING AND
it was going to happen CHECKING NEW WORDS
Go to page 221 for information and advice.
Optional extra activity If you have a multicultural class,
they may have particular cultural or religious celebrations Optional extra activity Ask students in pairs to think
that others won’t know about. Use the opportunity to of one more way of answering each of the questions in
get students to talk about parties in their culture. Exercise 2.

2 Start by asking students to read sentences a–j, noticing 3 P Play the audio. Students listen and practise.
the words in bold. Ask students to decide which words
You could pause at difficult phrases, and model
they know, which they think they know and which
phrases yourself to help students say them correctly.
they don’t know.
• In feedback, ask students to say which phrases were
• Ask students to work in pairs to explain words they
hard, and focus on them as a class. Comment on any
know to a partner. Tell students to use dictionaries to
errors students made.
check words they are unsure of, or monitor and explain
words yourself (see Language notes 1). Audio script
• Ask students to match each question to two answers. a warm, really warm and friendly
Elicit the answer to the first one as an example. If b hits, played all the hits
you think your students won’t know the structure c atmosphere, has a very special atmosphere
What … like? you will need to explain it at this stage d cold, unfriendly, a bit cold and unfriendly
(see Language notes 2). e buffet, they had a buffet
• Ask students to compare answers with their partner. In f cleared, cleared the dance floor
feedback, go through the answers and use definitions g event, the whole event was amazing
and examples to show meaning. h spoiled, that spoiled the rest of the evening
i options, vegetarian options
Answers
j held, they held it in an old castle
1 g, h 2 c, j 3 e, i 4 b, f 5 a, d

Pronunciation notes
Language notes 1
Note the stress in atmosphere, event, options.
warm = positive and friendly (opposite of cold)
buffet (a word of French origin) can be pronounced
hits = the most popular songs
/bəˈfeɪ/ or /ˈbu feɪ/.
atmosphere = the feeling (positive or negative) in the
room at a party
buffet = party food which is placed on a table so that TEACHER DEVELOPMENT 5: DRILLING FOR
you can serve yourself (help yourself) PRONUNCIATION
Go to page 222 for information and advice.
clear the dance floor = when a DJ (disc jockey) puts on
music that nobody likes or nobody can dance to, then it
clears the dance floor (everybody sits down) 4 Start by organizing students into small groups and
asking them to read the questions carefully and
spoil a party / event / evening = when something bad has
silently. One idea is to ask each group member to
a negative effect on something
choose two questions they would like to discuss with
options = choices classmates. Students can then take turns to ask a
hold (held) an event / party = have an event / party question and generate a discussion.
• In feedback, ask a few general questions to find out
Language notes 2 what students learned from their classmates.

We use What … like? to ask someone to describe

Optional extra activity Ask students to plan a party
something. If we ask about people, it specifically means
together. They must decide on a reason for a party, a
we want to know about their personality rather than
place to hold it, food to eat, music to play and things
their appearance.
to do.

208 Unit 16 Events

LISTENING Ucalearn.com
C: Oh, wow! So what was the party like? Was it
AIM good?
to listen for general and specific understanding; to D: It was great to begin with, yeah. All the other
listen for specific chunks of language in a text guests were lovely. Everyone was really warm
and friendly and very easy to talk to, but then
5 Give students a moment to read through the this guy I used to go to school with arrived.
information and questions. You could elicit example C: OK.
answers to make sure students understand the D: Yeah, I never used to get on with him, and
questions (e.g. 1 a birthday party, 2 Joe’s, 3 at his to make things worse, he was with someone
house, 4 a bit boring). You may want to pre-teach from my old office.
difficult words: what’s the occasion = what’s the reason C: Oh dear. So what did you do?
for the event (e.g. an anniversary); invite / have friends D: Well, it sort of spoiled the night for me, to be
round = ask friends to come for an informal event. honest. I didn’t stay much longer after that.
• Play the audio. Students listen and note their answers. 3 E: So, what did you do last night? Anything
Ask students to compare their answers with a partner interesting?
before discussing as a class. F: Yeah, I had a little dinner party.
E: Oh, really? What was the occasion?
Answers F: There wasn’t one. I just felt like inviting some
Conversation 1 friends round and cooking for them.
1 a wedding reception E: Nice. So, how did it go? Was it good?
2 one of her oldest friends F: Yeah, it was lovely. It was nice to see people
3 in a castle on the coast and chat.
4 amazing venue with good food and good music E: How many people came?
Conversation 2 F: Twelve.
1 a housewarming E: Wow! That’s a lot of cooking.
2 a friend’s F: I know! It took me ages to get everything
3 in a flat in a converted church ready.
4 great at first, warm, friendly people, then a guy E: Did you cook everything yourself?
the speaker used to go to school with arrived – E: Yeah.
spoiled the night F: You must be a good cook.
E: I don’t know about that! I just follow recipes.
Conversation 3
F: So what did you do?
1 a dinner party
E: Well, for starters, I did grilled aubergines
2 the speaker’s
covered in yoghurt and served with a slightly
3 at the speaker’s home
spicy sauce and then …
4 lovely

Audio script
6 Ask students to discuss the adjectives in pairs, and
decide what words they went with. Play the audio
1 A: Did you have a nice weekend?
again. Students listen and check answers.
B: Yes, it was great, actually.
A: Yeah? What did you do?
Answers
B: One of my oldest friends got married on
Conversation 1: old castle, big buffet, full dance floor
Saturday, so I went to the wedding in the
afternoon and then the reception later on. It Conversation 2: new flat, warm guests, old office
was really good. Conversation 3: little dinner party, everything ready,
A: Oh yeah? grilled aubergines
B: Yeah. They hired an old castle on the coast for
it. It was an amazing place. And they had a big 7 Ask students to discuss the questions in pairs. Go
buffet there, with really good food, and a DJ round the room and check students are doing the
and everything. task and help with ideas and vocabulary if necessary.
A: That sounds great. What was the music like? • In feedback, ask different pairs to tell the class what
B: It was good, actually. Much better than I was they discussed. Once you have given feedback on
expecting. They hired this guy who played loads content, explore and develop the language students
of old hits, so the dance floor was full all evening. used.
2 C: Did you do anything last night?
Optional extra activity Ask students to find and
D: Yeah, I did, actually. I went to a friend’s house-
note any other collocations that interest them from this
warming party. She’s just moved into this new
listening lesson.
flat. It’s an amazing place. The building it’s in
used to be a church.

Unit 16 Events 209

DEVELOPING CONVERSATIONS Ucalearn.com
Asking linked questions
AIM
16B Making history
to introduce and practise asking linked questions

8 Read through the information in the box as a class. Student’s Book pages 158–159
• Ask students to match the questions 1–8 to a–h. Elicit
the first match to get students started, and point out IN THIS LESSON, STUDENTS:
that they need to use lexical, not grammatical clues to • discuss important events from a particular year in
help them match. Ask them to compare their answers history
in pairs. In feedback, elicit answers. • describe different historical events
• read an article about things that happened in the
Answers year 2000
1 e 2 f 3 c 4 a 5 b 6 h 7 g 8 d • share information and thoughts about historical
events
Language notes
go on till = go on until (a certain time)
go according to plan = go in the way that people VOCABULARY Historical events
planned it AIM
How did it (the party) go? = we use go here to ask about to introduce and practise words to describe historical
how something happened (in a particular way); you can events
answer: it went well or it didn’t go very well at all
1 You could lead in by writing three or four decades on
the board which are famous for historical events which
9 It is a good idea to check that students are clear about
you think your students may know (e.g. 1940s, 1960s,
the need to make either positive or negative responses
1990s). Ask students to say what happened in the
before doing this activity. Model the conversation
world and / or in their country in those decades.
with a reliable student to show the class how to do
• Ask students to discuss the questions in pairs. In
it. Organize the class into new pairs to improvise
feedback, elicit opinions and examples, and find out
conversations.
how much your students know about history.
• Monitor and note how well and accurately the
students use the new language, and correct errors 2 Ask students to complete the sentences with the
as you hear them. In feedback, ask students with words in the box. Elicit the first answer to get students
interesting conversations to share them with the class. started. Tell students to use context to help them – for
example, the context of the first sentence suggests a
Optional extra activity Turn this into a mingle. verb in past form, so students need only look at verbs
Students walk round and improvise conversations with in the past tense in the box to find the answer.
four or five different students. • Ask students to check in pairs before discussing
answers as a class.
CONVERSATION PRACTICE • In feedback, check any words students are unsure of,
or ask them to use dictionaries to check.
AIM
to practise language from the lesson in a free, Answers
communicative, personalized speaking activity 1 reached 2 published 3 election
4 came out 5 murder 6 celebrated
10 This is an opportunity to bring together several parts 7 virus 8 shut down 9 arrested, protests
of the lesson and for students to practise describing
10 exploded 11 prison
parties.
• Ask students to prepare notes on parties they
remember in words or short phrases on a piece of Language notes
paper or in their notebook. Monitor and help with Encourage students to notice collocations: win an
ideas and vocabulary. election, solve a murder, break a rule, take part in a
protest, spend time in prison.
11 Once students have ideas, ask them to practise
conversations in pairs. Encourage them to repeat their
conversations three or four times – practice makes
perfect. Tell them to take turns to play each role. Listen
for errors, new language or interesting conversations
to use in feedback.
• In feedback at the end, explore and develop the
language students used.

210 Unit 16 Events

 Ucalearn.com
Culture notes Culture notes
Adele (born 1988) is a British R&B singer. 21 has sold over The British Queen Mother refers to the mother of Queen
31 million copies. All her albums are named after her age Elizabeth II. Her name was Elizabeth Bowes-Lyon before
when she released them: 19, 21, 25, and 30. she married the future King George VI in 1923. From
Tupac Shakur (1971–1996) was shot four times by an 1936 to her husband’s death in 1952, she was Queen of
unidentified assailant in a drive-by shooting in Las Vegas. the United Kingdom.
He is considered one of the most influential rap artists of all
time. 6 Ask students to work in small groups of four or five to
Jeanne Louise Calment was French and may have met Van answer the questions.
Gogh as a child. She died on 4 August 1997 after allegedly
living for 122 years and 164 days. Optional extra activity Ask students to choose a year
in their lifetime that is historically or personally important.
Martin Sheen (born 1940) is an American actor best known
Ask them to tell classmates why they chose that year and
for his leading role in the epic movie Apocalypse Now (1979),
what happened. You could ask students to go online to
and for his role as US President Josiah Bartlet in the television
research and present key historical events from the year.
series The West Wing (1999–2006).
Nelson Mandela (1918–2013) was imprisoned on Robben
Island as a political prisoner by the racist South African GRAMMAR Articles
Apartheid regime. After his release in 1990, he became AIM
president of South Africa in 1994. to check students’ understanding of how to use
articles
3 Ask students to work in pairs to prepare quiz
questions. Start by suggesting or eliciting one or two 7 Read through the information in the Grammar box as
extra example questions. If you have a multinational a class. Then organize the class into pairs to discuss
class, you could ask students to write five sentences the sentences. Monitor and note how well students
about the recent history of their country and understand the way articles work.
classmates have to guess if they are true or false. • In feedback, elicit the students’ answers. You could ask
them to check in Grammar reference 16B.
Optional extra activity If you have a mixture of
Answers
nationalities in your class, use the opportunity to get
1 It’s obvious which thing we mean – there’s nothing
students to tell each other a little about their country's
else it can be – and we use the with superlatives
history. Ask: What are the key dates? Who are the most
because there is only one.
important historical figures?
2 One of several examples – it’s not important at this
moment exactly which it is.
READING 3 It’s not important at this moment exactly which
AIM couple; it’s obvious which website we mean –
to practise reading for detail, and responding there’s nothing else it can be.
personally to information in a text 4 Obvious which we mean.
5 Obvious which thing we mean – there’s nothing
4 Start by writing 2000 on the board and asking else it can be – and we use the with superlatives
students what happened in that year. because there is only one.
• Ask students to read the introduction and discuss the 6 Could be one of several – it’s not important at
questions in pairs before discussing as a class. this moment exactly which it is; obvious which we
mean – there’s nothing else it can be.
Example answers
How much students know may well depend on your
students’ ages. Millennium parties and the Olympic
Language notes
Games may get a mention. Encourage students to Students often have significant problems with articles. This
share personal milestones (e.g. My first son was born). is because they aren’t used in their language (Russian or
Japanese, for example, don’t have articles at all) or because
5 Ask students to read the article and answer the they are used very differently (French and Italian use the
questions. You may like to ask students to use definite article with most nouns, so these students tend
different symbols to mark the events: to overuse the). A way of making students aware of how
I'd heard about this one before. English differs is to get them to translate example sentences
into their language and to comment on differences.
I didn't know this one.
Students need to get the hang of the basic rule for the
I'd like to know more about this one. and a – there is nothing else it can be (the) or it is one of
I found this one really interesting. several examples (a).
I've got no interest in this one at all. Other uses can be learned as fixed expressions (e.g. places:
the United States, the River Nile but Europe and London).
• Ask students to compare their answers in pairs before
discussing as a class.
Unit 16 Events 211
 Ucalearn.com
TEACHER DEVELOPMENT 6: APPROACHES Optional extra activity If you have fast finishers, or
TO GRAMMAR students need more practice, ask students to discuss why
Go to page 222 for information and advice. these phrases use a or the:
an old book / the best book
8 Elicit the first answer from the class to get students an island off the coast of Indonesia
started. Then ask students to work individually to
a meal fit for a king
choose the options before comparing with a partner.
a boring day / the day I met Jo
Answers
1 The best day of my life was the day I got married. SPEAKING
(we always use the with superlatives; only one
special day) AIM
2 The / A day I will never forget is when I met to practise language from the lesson in a free,
Mandela. (both possible – The if it is the only day communicative, personalized speaking activity
or A if you see it as one of many days you will 9 This is an opportunity to bring together several parts
never forget) of the lesson and for students to practise using articles
3 I’ve never seen a whale in the wild, but I’d love to. in a realistic context.
(there are many whales) • Ask students to choose a year and prepare ideas. You
4 I’d love to go to the US one day. (only one of could brainstorm a few suggestions to get students
these places; we use the with some countries – started. Monitor and help with ideas and vocabulary.
the US, the UAE, the UK, the Soviet Union) • Students may find it hard to remember specific events
5 I’m glad to say, I’ve never broken a bone. (we from a year, so encourage them, if you can, to go
have several bones) online to read and research information in their first
6 The / A new party won the last election here. language. Alternatively, they can use the Simple
(The if there was only one new party; A if there English Wikipedia site.
was more than one new party; there was only one
most recent election)
The party’s leader is quite young. (= the party that MEDIATION
won the election; there is only one) Mediating a text and mediating concepts
In Exercise 10, students have to simplify or
Optional extra activity Ask students to prepare true summarize texts they have researched. They
sentences using the prompts below, before comparing have to relay the key points of texts using clearer
with a partner. You could model a few examples of your or simpler language.
own to show students what sort of things to say.
Students also have to get across their ideas, their
1 The best day of my life was the day ... thinking and their opinions to other people. They
2 A day I’ll never forget is ... have to practise ways of facilitating collaboration
with peers: giving reasons, making suggestions,
3 I’ve never seen ...
persuading and coming to an agreement
4 I’d love to go to ...
After completing Exercise 10, ask students
5 I’m glad to say, I’ve never ...
to reflect. Ask: How clearly did you and your
classmates express your information? How did
G For further guidance and practice, see Grammar
reference 16B in the Student’s Book. It explains the you work together to agree on which events
grammar point in greater detail, and provides written were important?
accuracy practice.

Answers to Exercises 1 and 2, Grammar TEACHER DEVELOPMENT 9: MEDIATION

reference 16B Go to page 224 for information and advice.
1 2 the 3 a 4 the 5 the 6 a 7 the
8 a 9 the 10 The 11 the 12 an 13 the 10 M Ask students to work in small groups to discuss
and share information. In feedback at the end, find out
14 The
which event was the most important in each year that the
2 1 the Second World War students discussed. Once you have fed back on content,
2 a big celebration explore and develop the language students used.
3 a lovely cottage
4 an old friend Optional extra activity Ask students to write a timeline
with dates and information about a year in the life of
5 the next election
their country based on their ideas from the discussion.
6 a pilot
7 a great day
TEACHER DEVELOPMENT 7: DEVELOPING
8 a huge protest SPEAKING SKILLS
Go to page 223 for information and advice.

212 Unit 16 Events

 Audio script
Ucalearn.com
1 We call April the 21st Kartini Day. It’s the day that
16C A day I’ll never forget Raden Adjeng Kartini was born in 1879. She’s very
important in Indonesia because she fought for
women’s rights at a time when we were very much
Student’s Book pages 160–161 second-class citizens. She set up the country’s first
all-girls school and really helped to change the
country for the better. There’s still some way to go,
IN THIS LESSON, STUDENTS:
sure, but it’s important to remember her life and
• talk about an amazing day they’ve had
celebrate it every year.
• discuss dates that are important to them
• practise listening to five people describe special 2 My great-grandmother on my mum’s side was
events they’ve experienced Ukrainian. We never met, as she died before I was
• practise listening for specific information, dates born, but a few years ago my mum and I decided
and numbers to go on a trip to the village that she came from.
We spent a night in the house she’d been born
in, which was very moving. The people were very
SPEAKING welcoming and I felt a real connection with the
place. It was incredible – a day I’ll never forget.
AIM
to set the scene and introduce the theme of the 3 The tenth of January will always be a very special day
listening; to get students talking about special dates for me as it’s the anniversary of the day David Bowie
died. His death in 2016 was a real tragedy and I still
1 Organize the class into small groups to discuss the miss having him around and still feel his loss today.
questions. Go round the room and check students are He was an incredible person and touched the lives
doing the task and help with ideas and vocabulary if of millions of people all over the world. One of my
necessary. biggest regrets is that I never got to see him play live,
• In feedback, ask different pairs to tell the class what but after he died, I did fly from Poland to London to
they discussed. Once you have given feedback on see all the flowers and paintings and stuff that people
content, explore and develop the language students left in Brixton, where he grew up. That was amazing.
used. 4 When I was 23 or 24, I spent six months travelling
round south-east Asia. It was an amazing time in my
Optional extra activity Write three important dates life and I had lots of great experiences, but perhaps
from your life on the board. Ask students to guess why the day I remember best was when I climbed Mount
they are important and / or to ask you questions to find Kinabalu in Malaysia, one of the highest mountains
out why they are important. You could make it more in the region. We started climbing at midnight, with
challenging by saying that you can only say yes or no in a local guide, and we reached the peak just as the
response to their questions. sun was coming up. It was incredibly beautiful.
5 The 24th of March is a very special day for me, as it’s
LISTENING the anniversary of the day that I got my sight back.
Thirteen years ago, my eyes were damaged in an
AIM
accident at work and I was told I’d never see again.
to practise listening and note-taking; to listen for
However, two years ago, I agreed to have this special
chunks of language in a text
new operation. It was still in the experimental stage,
2 Play the audio. Ask students to listen and take but amazingly, it worked, and thanks to the team
notes. Ask students to compare answers in pairs that did the operation, I can now see my two kids. I’ll
before discussing as a whole class. always be grateful for that!

Answers 3 FS Ask students to read the information. Model

Speaker 1: The 21st of April, Kartini Day. It’s the day the weak /tə/ sound.
that Raden Adjeng Kartini was born in 1879. • Play the audio. Students listen and write what they hear.
Speaker 2: The day the speaker spent a night in the You may need to play and pause two or three times.
house her great-grandmother was born in. • Ask students to compare answers in pairs before
showing answers on the board.
Speaker 3: The 10th of January – the anniversary of
the day that David Bowie died (in 2016). Audio script and answers
Speaker 4: The day the speaker climbed Mount 1 helped to change the country
Kinabalu in Malaysia. 2 some way to go
Speaker 5: The 24th of March – the anniversary of the 3 decided to go on a trip
day that the speaker got his sight back thanks to an 4 never got to see him
operation. 5 fly from Poland to London
6 to see all the flowers
7 I agreed to have
8 thanks to the team

Unit 16 Events 213

4 Ask students to read sentences 1 to 10 carefully GRAMMAR Verb patterns (-ing form Ucalearn.com
or
and try to remember answers from the first listening. infinitive with to)
You could get students to work in pairs and see how
many they can answer together. AIM
• Play the audio in Exercise 2 again. Ask students to to check students’ understanding of how to use verb
listen and finalize their answers. Organize students into patterns accurately
pairs to discuss and check answers.
6 Read through the information in the Grammar box as
• If students have problems, play and pause. It may be
a class. Then organize the class into pairs to discuss
hard for them to pick out individual words, so try to
the correct pattern for each of the verbs in the box.
support them in listening intensively to catch them.
Monitor and notice how well students understand how
You could ask students to read the audio script to
to use verb patterns.
check answers at the end.
• In feedback, elicit the students’ answers. Then ask
them to check in Grammar reference 16C.
Answers
1 1879
Answers
2 all-girls
-ing form: avoid, can’t stand, enjoy, finish, mind, miss,
3 mum’s side
practise, recommend
4 a night
Infinitive with to: agree, arrange, decide, fail, hope,
5 the 10th of January
learn, offer, plan, promise, refuse
6 grew up
7 highest mountains
7 Elicit the first answer from the class to get students
8 at midnight
started. Then ask them to work individually to complete
9 The 24th of March
the sentences before comparing their answers with a
10 two
partner.

Answers
EXAM-STYLE SKILLS TASKS: 1 exploring 2 to have 3 to do
How to listen for key words, numbers 4 going 5 to take 6 to sell
and dates 7 talking 8 to return 9 spending
Students at pre-intermediate level are asked to 10 studying
listen for key words, numbers and dates in a
number of common exams.
8 Read through the topics with your class, and provide
two or three examples of your own to give students
To do this task effectively, students should: ideas (e.g. I decided to learn another language; I failed
1 Read the sentences carefully, and predict the to pass my driving test; I usually avoid ironing my shirts).
sort of information required. For example, in this • Ask students to prepare ideas individually. Monitor and
exercise, in sentence 1, the answer could be the help with vocabulary and check students are using
name of a place or it could be a year. forms correctly.
2 Listen and note key information they hear in
brief form. They can write it more fully and
9 Organize the class into pairs to talk.
• As students speak, note down errors, particularly with
neatly after listening. Tell students not to try to
the use of verb patterns, and do an error feedback
write too much – they will miss the next piece of
stage at the end of the discussion.
information.
3 Explain to students that the audio may express
G For further guidance and practice, see Grammar
information differently from the sentences.
reference 16C in the Student’s Book. It explains the
For example, the audio says, She set up the grammar point in greater detail, and provides written
country’s first all-girls school, but the sentence accuracy practice.
in the exercise says, She started the first
school in the country. Answers to Exercises 1 and 2, Grammar
Students should not be distracted by this – tell reference 16C
them to focus on the key piece of information 1 1 to take
they are trying to hear. 2 working
3 writing
4 speaking
TEACHER DEVELOPMENT 10: DEVELOPING
5 to drive, to be
LISTENING SKILLS
6 to meet, to come
Go to page 224 for information and advice.
7 to take, trying
8 working, to do
5 Organize the class into pairs to discuss the questions. 2 1, 3, 4, 5, 8 and 10 are incorrect
• As students speak, go round and monitor, and note
1 not to go 3 waiting 4 shopping
down any interesting pieces of language you hear.
5 travelling 8 looking 10 making
• At the end, explore and develop the language students
used.

214 Unit 16 Events

SPEAKING TASK Ucalearn.com
course. Share ideas with your students about
how they can keep improving their English. Here
AIM are a few ideas:
to provide communicative speaking practice in a
personalized activity 1 Use online study tools to reinforce the vocabulary
and grammar you have learned.
10 Give students four or five minutes to prepare ideas. 2 Join a conversation club or international group.
Monitor and help with vocabulary and encourage 3 Read books, magazines and blogs in English.
students to make brief notes to guide them when 4 Watch films and TV programmes in English – put
they talk. on English subtitles to help.
5 Make your online world English – use an English
11 Organize the class into new groups of four or five language browser, search for things on English
to practise. Students take turns to speak. Encourage language sites, follow English speakers you like or
others to ask questions to find out more about each admire on social media sites.
student’s special day. Monitor and note errors and 6 Keep in touch with friends from your course on
examples of good language use which you could focus social media.
on in feedback.
• In feedback, ask different groups to tell the class what
they discussed. TEACHER DEVELOPMENT 15: LEARNER
• Once you have given feedback on content, explore and INDEPENDENCE
develop the language students used. Go to page 226 for information and advice.

Optional extra activity Ask students to imagine they For further practice, use Communicative activities 16.1
witnessed special days in history. For example, they could and 16.2 on pages 258–259.
imagine they were present on VE Day in London (the
end of World War II) or the day their country became
independent, or the day the Berlin Wall fell. Ask students
to prepare answers to the questions in Exercise 10 and to
speak as if they were there at the event.
WRITING 8

MY OUTCOMES Inviting people to events

AIM
Student’s Book pages 162–163
to reflect on what students have learned and
on how to improve in a personalized speaking
activity IN THIS LESSON, STUDENTS:
• write a formal / informal email invitation
• Give your students time to read the questions and
• discuss different kinds of parties and events
prepare things to say. You could tell students to
• read two email invitations and discuss what makes
make a few brief notes.
them more / less formal
• Organize the class into pairs or small groups. Give
• look at formal and informal email phrases
students five to ten minutes to discuss the questions.
• In feedback, ask a few pairs to tell the class what
they said. Alternatively, you could have a class
discussion in which groups share the ideas they SPEAKING
have, and comment on each other’s ideas. AIM
• Follow up by setting a task for homework. See the to get students talking about the topic
Teacher development section for ideas. Following
this activity, you could, for example, ask students 1 Brainstorm a list of events or parties to the board,
to make a list of questions to ask the class and or ask students to work in pairs to make a list then
teacher based on ideas that have come up with brainstorm their best ideas to the board.
this reflection stage.
Example answers
Include: birthday party, Christmas party, New Year’s
TEACHER DEVELOPMENT 16: MY OUTCOMES Eve party, housewarming party, leaving party, beach
Go to page 227 for information and advice. party, children’s party, garden party, cocktail party,
wedding reception, fancy dress party, baby shower

2 Organize the class into pairs to compare lists and

DEVELOPING LEARNER INDEPENDENCE
discuss the topics.
AIM • In feedback, ask students to share ideas. Give some
to encourage students to think about how to feedback on good language that students used, and /
keep learning after their language course or language students didn’t quite use correctly. Show
students how to say what they were trying to say
For many students, reaching the end of the
better.
coursebook means reaching the end of the
Writing 8 215
WRITING USEFUL LANGUAGE Ucalearn.com
AIM Formal and informal language
to develop students’ ability to write a formal / AIM
informal email invitation to practise using formal and informal language in emails

3 Ask students to look at the emails. Ask some focus 6 Read through the information box as a class.
questions: Who is writing each email? Who is it for? • Ask students to work with a partner to decide whether
What is the subject? the phrases are more or less formal. Tell them to
• Ask students to read the emails and discuss the watch out for the formal level of language, the use of
questions with a partner. contractions and the use of passive structures.
• In feedback, ask students to give reasons for their • In feedback, elicit the answers, and refer to the Useful
answers. language box to check understanding.

Example answers Answers

Email 1: good to go as it is a fun barbecue by the MF: 1, 2, 9, 10, 12, 13, 15, 17, 18, 19, 20
beach with friends – only problem is you have to LF: 3, 4, 5, 6, 7, 8, 11, 14, 16
bring your own food!
Email 2: depends on whether you know and like Language notes
Simone – may feel you have to go – free food and
Point out how formal emails use long, passive
drink is good, but you are obliged to give money
constructions with no contractions (e.g. We are delighted
4 Ask students to work in pairs. Tell them to look at the to announce) whereas informal emails use shorter, more
emails carefully to find examples of formal and informal direct language (e.g. Give me a call).
language, and decide how formal each email is. You Low frequency words are used in formal emails: respond,
could elicit a couple of examples of contractions and regards, grateful.
long sentences to get students started. High frequency or colloquial words are used informally:
• In feedback, elicit answers from different pairs. Guide Hiya, Cheers, if you can instead of if you are able to.
students to make the connection between the use of
Some uses are conventions. For example, Dear Ms … and
certain items (e.g. contractions) and the type of email
Yours sincerely are opening and closing conventions of
(e.g. informal).
formal emails or letters, whereas using first names (Dear
Example answers Pete,) and Love, are typical of informal emails.

Email 1 is informal
7 Ask students to work with a partner to compare and
Contractions: It’s been so long; What’s; I’ve; I’m; It’s discuss answers.
etc.
Dashes (–) and exclamation marks (!): I've just moved Answers
into a new place in Bondi – I'm now at 15 Hall Street; 1 Dear Ms. Parker, Hiya, Dear Pete (= opening
I'm having a housewarming party next Saturday – greetings); We are delighted to announce, We’re
from 2 p.m. on; Bring your brother if you like – he’s having some friends round (= opening lines
always really funny! making invitations)
Direct questions: What’s new with you?
An emoji: smiley face emoji wearing sunglasses
USEFUL LANGUAGE If, when and unless

AIM
Email 2 is formal
to practise using if, when and unless in emails
Longer, more complex sentences: I am sure you would
like to join us in giving her a proper goodbye before 8 Read through the information box as a class.
she returns to France. • Ask students to match sentence halves, then check
answers with a partner. You could elicit the first match
More passives: You are invited; Drinks and snacks will
to get students started.
be served.
• In feedback, elicit the answers, and refer to the Useful
5 Ask students to work in small groups to discuss the language box to check understanding.
questions.
Answers
• In feedback, elicit answers from different pairs.
1 d 2 e 3 c 4 a 5 b

9 Ask students to complete the sentences, then check

answers with a partner. You could elicit the first
missing word to get students started.
• In feedback, elicit the answers, and refer to the Useful
language box to check understanding.

216 Writing 8
 Answers
Ucalearn.com
1 when 2 If 3 if
4 unless 5 when 6 unless REVIEW 8 Video
Optional extra activity Ask students to think of
different ways of ending the sentences below using if, Student’s Book page 164
when and unless:
About the videos
I’ll come to your party …
I won’t go to Joe’s leaving party … The two types of video in Outcomes are designed to
We’ll have the party outside … expose students to the sort of natural communication
that they will encounter outside the classroom, with
speakers from a wide range of language backgrounds.
PRACTICE They are intended to be authentic examples of English,
AIM rather than perfect models. The accompanying activities
to practise writing email invitations to a party or reflect this and aim to build students’ confidence in
event understanding fast speech, different accents and English
as it is spoken in the real world. They can also be used
10 Start by reading out the information and the task. to build students’ confidence about their own ability
Ask: What formal and informal events could you write in English, by showing them that you don’t need to
about? What information might be different in each have completely accurate English as long as you can
type of invitation? communicate your message to your listener.
• Ask students to work in pairs to make notes on their
events. Monitor and help with ideas and vocabulary.
• Give students five minutes to prepare ideas. You could
VIDEO Out and about
ask students to compare ideas with another pair, and AIM
make suggestions to each other. to watch a ‘vox pop’ video in which four people talk
about the economy; to notice accents which use a /v/
11 Students write an email. Tell students to decide who sound instead of a /w/ sound
is A, and who is B, and clarify which type of email they
need to write. You may wish to set this for homework. 1 This video reviews the Unit 15 topic, so you could start
If so, remind students to use the model texts, and to by asking students to say what they remember about
use formal or informal language. the conversations in Unit 15 or what phrases they
• If you prefer to do the writing task in class, check out remember from the unit.
the advice in the Teacher development section. • Organize the class into small groups to discuss the
questions.
TEACHER DEVELOPMENT 12: DEVELOPING • In feedback, ask students to briefly share any interesting
WRITING SKILLS information they heard from their classmates.
Go to page 225 for information and advice.
2 Tell students they are going to watch the ‘Out
and about’ video in which four people talk about the
12 When students have completed their emails, tell economy.
them to exchange with a partner, or to get together
• Before playing the video, read through the
with three or four other students to pass round
Understanding accents box with your class. Tell
and read each other’s work. Students read each
students that they may notice this pronunciation
other’s emails and focus on the use of language. It is
feature in the video. If you’d like to explore this with
important to encourage students to be supportive and
your class further, see the Pronunciation notes.
collaborative when commenting on each other’s work.
• Ask students to watch the video and note answers to
• Ask students to read the comments on their work at
the questions in Exercise 1.
the end, and to use the advice to revise and improve
• Ask students to compare their ideas in pairs. Tell
their emails. Tell students to ask classmates if they are
students to discuss with their partner whether the
unclear about any comments.
situation is similar where they are, and to share
anything they remember hearing from the brief video.
Optional extra activity 1 Ask students to write
• In feedback, ask students to share answers briefly with
responses to their partner’s invitation emails.
the class. At this stage, just find out what students
heard – they will have a chance to listen again in more
Optional extra activity 2 Ask students to compare
detail later.
invitations and say which they would like to go to,
and why.

Review 8 217
 Video script
Ucalearn.com
4 Organize the class into small groups. Ask students to
Lucía: It’s not too bad. It could be better. I’d say read and discuss the sentences.
people have enough to, to go by and live, you know, • In feedback, elicit ideas from different groups.
for food and housing, but maybe not enough for
travelling or buying lots of clothes. Optional extra activity Ask students to make a quiz
with questions about politics and the economy in their
Caglar: The economy of our country is not so good
country. Students try out their quiz on classmates.
because, you know, all over the world we have a
financial crisis. Especially in our country, we have a big
inflation – maybe one of the biggest inflations in all VIDEO Developing conversations
over the world, and, and our currency is not so good
AIM
in these times. It’s always decreasing.
to watch a ‘developing conversations’ video in which
Parker: I’m from Texas and Texas has always been two people talk about what someone did at the
a big place with a lot of its own things going on, weekend; to give students practice in understanding
so I think it’s actually been pretty resistant to like fast speech
economic fluctuations or things that have, that have
been bad. My parents still live there, and I visit them 5 This is a review of Lesson 16A. Lead in by asking
a lot and everybody I know has been relatively OK some general questions. You could use the image
compared to how bad it’s been in some places. in the Student’s Book or pause the video just before
Diego: The economy … I think it’s really hard. It’s the two people start talking. Ask: What can you see?
really hard at the moment. I think it’s the same in the Where are they? Explain that they are talking about
whole world, but in my country, the persons who what someone did at the weekend. Ask: What phrases
manage our country, they don’t spend a lot of money might you use to show interest in the story?
in the community, the persons that, that really need to • Tell students to watch the video and make brief notes. Tell
get help. For this reason, I think it’s, it’s really bad to them to note down any key words or phrases they hear.
… in, in this moment, but I think it’s in all the world.
Video script
A: Hey, how are you?
Pronunciation notes B: Hey, I’m great, thanks. How are you?
You may wish to explore why some speakers may replace A: Not so bad, thank you. How was your weekend?
one sound with another. It is common with German and Did you do anything?
Turkish speakers, for example, to make a /v/ sound instead B: Yeah, it was really good, thank you. I went for
of a /w/ sound. Start by asking whether speakers of the some birthday celebrations.
students’ first language often do this. Then look at reasons A: Oh, that’s nice. Where did you go?
why students change the sounds. Here are some possibilities: B: So, I went into London with a few friends. It was
my best friend’s 25th birthday. So, we started off
1 Sometimes a sound does not exist in a student’s first with some dinner and then we went dancing.
language (e.g. the /θ/ sound), so they approximate to A: That must be amazing. How was the food? What
the nearest similar sound. did you have for dinner?
2 Sometimes a sound in a student’s first language is similar B: It was really good, thank you. So, we went to a
to two sounds in English (e.g. a sound that falls between really nice, quaint Italian restaurant. I had a penne
/ɪ/ and /i:/), so they use the same sound for both. pasta, which was delicious. And then I had a really
3 Sometimes, it is hard to say a sound after another nice chocolate brownie for dessert.
sound in a word – so students approximate. A: Wow, Italian food and brownies. That must be
delicious! And you went dancing after?
Recognize that English is an international language,
B: Yes! Dancing lasted all night. So, we finished
so students will come across many accents influenced
dinner around 8 p.m. and then we headed out to
by a speaker’s first language, as well as many accents
some really nice venues and danced till … until
influenced by other factors such as nationality, age,
maybe around midnight.
culture and regional variations. Encourage students to be
A: That sounds like a really great weekend.
open to and alert to the variety.
B: Yeah, it was great, thank you. It was the best.

3 Give students time to read sentences a–g. 6 Ask students to compare their ideas in pairs. Play
• Tell students to watch the ‘Out and about’ video again the video again if necessary, and pause the video at
and to match one sentence to each speaker. points where students had problems understanding
• Ask students to compare their ideas in pairs. information.
• In feedback, elicit and show answers on the board. • In feedback, ask students to share what they heard. Don’t
worry about getting everything – just find out how well
Answers students were able to follow the natural conversation.
Lucía (Speaker 1): f
Caglar (Speaker 2): e 7 Ask students to read and discuss the questions with
Parker (Speaker 3): d their partner.
Diego (Speaker 4): g • In feedback, elicit ideas from different pairs.
Not needed: a, b, c

218 Review 8
8 FS Give students time to read sentences 1–8, Ucalearn.com
and try to recall or guess what words are missing. You
could tell students to write in answers lightly in pencil. REVIEW 8 Grammar and Vocabulary
• Tell students to watch the video again and complete
the gaps.
• Ask students to compare their ideas in pairs. Student’s Book page 165
• In feedback, elicit and show answers on the board.
AIM
Answers to consolidate vocabulary and grammar from
1 your weekend 2 Where did Units 15 and 16
3 few friends 4 for dinner
5 which was 6 dancing after 1 1 used 2 playing 3 in 4 the 5 a
7 around 8 great weekend 6 played 7 stand 8 would 9 use 10 a
2 1 used to go swimming
Optional extra activity Here are a few things you can 2 I would help you
do with a video to vary the activity: 3 recommended trying it
4 has fallen since
1 Freeze frame at the start and ask students questions to
5 for over six
set the scene and predict what the speakers might do
or say. 3 1 to meet, to stay
2 Freeze frame after someone asks a question – ask 2 has fallen
students to predict how the other speaker might 3 I’m going to visit
respond. 4 to get, cats
3 Freeze frame on close-ups or interesting expressions or 5 knew, I’d
actions – ask students how the speakers are feeling. 6 The, a
4 Play the video with no sound – students have to recall 7 when I was a kid
and say what they are talking about or actually saying – 8 a, the rent
students could even improvise the conversation while 4 1 To be honest, I avoid talking to him if I can help
watching the silent video. it.
2 Where did you learn to play like that?
3 He’s a computer programmer based in the US.
CONVERSATION PRACTICE 4 I need to finish writing this essay for school.
AIM 5 He always promises to help, but then he fails to
to practise conversations based on the Developing keep his promises.
Conversations video and the Conversation Practice 6 I’m currently living at home, but I’m planning to
in 15A and 16A leave after I graduate.
5 Students’ own ideas
9 Ask students to work in pairs to choose a conversation
to prepare. Refer them to the Conversation Practice 6 1 h 2 f 3 a 4 g 5 c 6 d 7 e 8 b
in Unit 15A and Unit 16A of their Student’s Book. 7 Money and banks: average salary, exchange rate,
You could revise the language they use in each set of notes, spare change
conversations. Historical events: election, murder, prison, protests
• Once students have selected a conversation, give them
Parties: big hits, buffet, vegan options, warm
five minutes to prepare and look for phrases to use.
and friendly
They can look at their notes on Unit 15A or 16A, or on
this Video lesson. 8 1 worth 2 valuable 3 blind 4 homeless
• When students are ready, ask them to improvise 5 cold 6 strong 7 high 8 political
conversations. You could ask them to practise again 9 1 published 2 event 3 atmosphere
by changing roles, changing partners or changing 4 went 5 fall 6 coming
information in their conversation. Practice makes 7 security 8 Unemployment
perfect, so it is a good idea to try out conversations
three or four times.
• As students speak, monitor closely and note any errors
you hear. In feedback, praise good language use, and
comment on any errors you noted.

Optional extra activity Write five or six useful words or

phrases from the lesson on the board and ask students to
include them when improvising conversations.

Review 8 219
TEACHER DEVELOPMENT BANK Ucalearn.com

The Teacher development section aims to describe basic a Use a mingle or mill. Students have to walk round and
principles of key areas of language learning, to suggest talk to three or four different people. It works well
different approaches and emphases, and to give practical when doing surveys or questionnaires, or conversation
advice for teachers on how to exploit the material on the practice activities.
Student’s Book page. b Use an onion. In a small class, arrange half the
students in a circle facing out and the other half in a
1 Teacher development: Instructing wider circle facing in. This means that each student
When explaining tasks to students, ask them to listen and is facing a partner. Students can then carry out a
focus on you first, instruct simply (use the imperative), pairwork activity before moving easily to a new partner
and try to show students what to do (for example, ‘front’ to repeat the activity.
the Student’s Book by holding it in front of you and point c Use speaking corners. Organize the class into three or
to the task you want students to do). Here are some four groups and send each group to a different corner
other tips: or part of the classroom. It works well for activities
1 Always do the first item as an example when doing when students have to present or summarize what
gap-fills, answering questions, etc. This shows students they do because it gives the students a sense that they
what to do and gets them started. have been sent off to achieve a task.
2 Act out tasks. If you want students to interview their
partner, act this out with a reliable student first.
3 Teacher development: Approaches to
Similarly, set up roleplays and other speaking activities
vocabulary
in this way. Chunks and collocations
3 When there is a particularly important part of the
Memorizing chunks of language as meaningful units
task that students need to do, use information check
reduces the strain on our working memory and makes
questions to check that students have heard this and
them more readily available and retrievable when needed.
understood. For example: Should you use a dictionary /
That is why Outcomes aims to expose students to
Google at this stage? (No) Are you talking to someone
language in chunks: fixed phrases (e.g. all of a sudden),
who read the same text as you or a different text?
collocations (e.g. give a presentation) and frames (e.g. If I
(same), etc.
were you, I’d …).
4 If appropriate for your classroom, use students' first
language to simply and effectively explain complex tasks. Support students by getting them to:
1 Notice and note new language in useable chunks (e.g.
2 Teacher development: Organizing get them to note down I work in IT not just IT).
pairs and groups 2 Learn a set of chunks as part of a lexical set linked to a
Outcomes aims to encourage lots of spoken interaction topic (e.g. do training, earn good money, work for the
between students by means of pairwork and groupwork. government) – this makes the words memorable and
However, this can become frustrating for students if they useable.
always end up with the same partner. That’s why it’s 3 Manipulate collocations and frames to broaden and
important to vary pairs and groups. personalize their vocabulary (e.g. I always work hard, I
never work late, I sometimes work overtime).
Here are some tips for varying pairwork:
• To encourage adult students to speak to different Language in context
people in the class and get to know them, mix up
pairs during the initial warmer or lead-in parts of the A great way of building passive vocabulary (i.e.
lesson. Use instructions like: find a partner you didn’t vocabulary you recognize but don’t use) is to use texts as
speak to in the last lesson, or: find a partner who has a resource for finding and learning new words in context.
been to the same famous place as you, to empower Outcomes encourages students to find chunks and
students to seek out new speaking partners. This builds phrases, and explore the words they are connected with.
relationships and class dynamics. Students get to recognize collocations and dependent
• On the other hand, don’t mix pairs for the sake of it. prepositions, and are asked to look for further examples,
Adult students often want to sit with a partner they and to think about which phrases they can learn and use.
are comfortable with when talking about grammar Support students by getting them to:
rules, doing vocabulary exercises or checking answers 1 Use the context of a text to work out the part of
to a reading text, for example. However, aim to change speech and likely meaning of a word or chunk and
pairs when the task is creative or productive. So, then check their ideas by translating or using a
students should have a new partner when they do a dictionary.
speaking or writing task. 2 Think about what words or phrases in a text they want
• When preparing to do a speaking or writing activity, to learn, remember and use.
ask students to prepare with one partner, then do the
activity with another partner. Tasks include: telling students to underline all the key
• Think about creative ways of doing productive tasks. words in a short text then look up the ones they don’t
It doesn’t always have to be pairwork. Here are three know; telling students to find five words or phrases in the
suggestions: text that go together – e.g. words connected by topic,

220 Teacher development bank

part of speech or type of phrase – before checking their Keeping a vocabulary notebook Ucalearn.com
meaning; telling students to select words or phrases to
Students need to be well-organized and rigorous in
remember then either telling a partner why they chose
their use of a vocabulary notebook in order to help their
them, or writing personalized sentences using them.
learning.
Using a dictionary and Google® Here are some tips on how to train your students to note
new language in ways that will aid their learning:
Here are suggestions of how to approach using them:
1 Make sure students don’t just write the word and a
1 Tell students to use context, their knowledge and
translation – students should include the word form,
guesswork to work out what a word means, and then
a definition or explanation of their own, an original
use a dictionary to check if they are right.
sentence, synonyms, and, if possible, any collocates
2 Tell students to use a learner dictionary to find more
or word families. Here is an example: good at (adj
than meaning – e.g. tell them to find and notice
+ prep) I’m not very good at swimming. I’m really
pronunciation, part of speech, an example of how to
good at art. The personalized example sentence
use a word, how commonly used the word is.
is a really useful and motivating way of recording
3 Tell half the class to check one set of new words in a
vocabulary.
dictionary, and the other half to check a different set.
2 Get students to write new entries by hand. They could
Students have to explain to a partner from the other
use different colour pens for verbs, adjectives and nouns.
half of the class what their words mean.
The physical act of writing helps memory retention.
4 Take time in class to talk about which dictionary
3 Students need to encounter new vocabulary
to use. You could bring in two or three learner
between six and twenty times before it enters
dictionaries and ask students to compare them before
long-term memory. Simply using a new word a few
deciding which one to use, or you could ask students
times in a lesson proves insufficient. Encourage this
to compare online dictionaries they use and find out
learning by getting students to revisit vocabulary
which is best.
to write sentences or paragraphs, and by setting
5 At low levels, the simplest and most direct way of
vocabulary tests so students have to revise.
explaining a word is through translation. If your
Encourage students to use apps like Quizlet, which
students have online access, encourage them to use
can be used at any time to practise any set of new
Google Translate. Show students how to look up
language.
small chunks and simple collocations on Google, help
4 Suggest a slim notebook for noting words down in
them use the device to translate phrases that they
lessons, and another notebook for neat copying.
want to use from their first language, and use it to
Students have to copy words from lessons into the
enable them to write and say new things. It improves
neat notebook, organizing words in sets according
student autonomy. It frees them up to find new ways
to topic or part of speech. ‘Copying’ and organizing
of expressing themselves.
words into another notebook or on cards is one way to
re-encounter words. It also allows students to think of
Active vocabulary
new personalized examples or add an extra collocation.
When students learn a new set of words or phrases, it Having an organized notebook may help students find
takes time and practice before they can recall and use the word when they need to.
them well. 5 Remember we can also revise words by trying to use
them or through reading. Getting students to write a
Support students by getting them to:
journal or make short videos or read simplified texts
1 Use new language in personalized sentences or stories.
or listen to podcasts on things that interest them, can
If students relate new words to their experience, it
all help them re-encounter words they know and see
makes them memorable.
them used in context.
2 Use vocabulary cards. Students write new words on
different cards (ideally in an example sentence), and 4 Teacher development: Learning and
keep the cards in two piles or packs – one of words checking new words
they know, one of words they don’t know. Students
keep looking at each card in the ‘don’t know’ pile until Outcomes provides lots of vocabulary exercises to learn
they are sure they have learned it. When students are new words and phrases. Ask students to do these
sure, they move the card to the other pile. Encourage tasks to learn basic meanings and then, as you get the
students to keep card records and regularly test answers from students, ask questions to check if students
themselves. understand words and how they are used.
3 Regularly revise and test new words. Fun ways include
vocabulary tests set by students themselves, writing Doing the tasks
up words and phrases from recent lessons and Some vocabulary tasks in Outcomes ask students to guess
asking students to use them to tell stories, or getting the meanings of words first from context and to suggest
students to make a crossword and set clues from a set a translation. Other exercises, like gap fills or matching,
of words. ask students to work in pairs to share their knowledge
4 Think about how they record words. (See the next (some students may know some words) or to use a
section). dictionary, the vocabulary builder or Google.

Teacher development bank 221

Checking meaning Ucalearn.com
4 If students have problems saying any words, drill them
yourself in open class. Show students how to say
As you go through the answers to a task, ask check
difficult sounds.
questions in English to check students have understood
the words and how they might be used. For example: Here are three techniques to support students when
doing the drilling yourself:
What’s the opposite of ‘leave halfway through’?
a Use fingers to show syllables in a word or phrase
What do people do if they are angry?
(e.g. say interesting and show three fingers for three
What might you say if you were pleased with something?
syllables – point to the finger with the main stress).
What might you ask if it’s boiling in a room?
b Use backchaining to focus on the rhythm of longer
Why might someone avoid a rough area?
phrases (e.g. if getting students to say a packet of
What else might people avoid doing?
crisps, say crisps and students repeat, then say of crisps
What examples of an artist can you think of?
and students repeat, then say a packet of crisps and
You might also ask about the grammar of words. students repeat).
For example: c Use gestures (not words) to get students to repeat and
practise (e.g. spread your hands apart to show you
What preposition follows ‘interested’?
want students to say whole phrases, roll hands over
What form follows ‘avoid’? ‘-ing’ or infinitive?
each other to show repeat, smile to praise, cup your
What’s the noun form of ‘argue’?
ear to show you want to hear).
Some exercises in Outcomes have questions like these
as a practice/check, but you can use these kinds of Prompt drilling
questions for checking at any time.
As a more challenging alternative to repetition drilling, ask
When students answer these questions or at other times students to practise pronunciation and form by drilling
you may need to (re)explain the meaning. In these cases from prompts. Here are a couple of ideas for providing
you might: word prompts to help your students do this (in these
• translate if you can examples, the language point is present simple questions):
• draw a picture 1 Write four or five sentences like these on the board:
• use mime Where / she / work / ? and What food / he / like / ?
• list examples Point to the questions and say them as complete
• give one or two example sentences. questions. Then point again and ask students to make
questions chorally and individually.
Remember that other practice and skills activities that
2 Write some question words (Where, What, How),
follow the Vocabulary sections will also test how well
some verbs (work, live, like, do) and some names of
students know a word.
students in the class on the board. Point to words
5 Teacher development: Drilling for and ask students to make questions chorally and
pronunciation individually. Then ask students to make and say their
own questions from the prompts.
Repetition drilling
6 Teacher development: Approaches to
Students need plenty of practice to get their tongue
grammar
round new words. Outcomes generally provides a
recording of one set of new words with collocations in An inductive approach involves students detecting, or
each unit. It is important to use this to provide initial noticing, patterns and working out a ‘rule’ for themselves
repetition practice. Here are some suggestions: before they practise the language. A deductive approach
1 When you ask students to listen and repeat after starts with the presentation of a rule and is followed by
the audio, ensure that students are not looking at the examples in which the rule is applied. Outcomes aims
words. You could ask them to close their books. This to allow the teacher the freedom to use either or both
way, students are concentrating on how the word methods.
sounds and attempting to imitate the pronunciation.
If they are reading the word at the same time, it can Deductive
distract from how accurately they say the word. Rules are simply stated in a Grammar box with examples,
2 Play the audio once and ask the class to repeat each which teachers can read through with students. The
word or phrase. Then play a second time and ask Language notes in the Teacher’s Book provide more
individual students or pairs of students to repeat. detailed notes and suggestions on ways of checking
3 Notice which words or phrases are hard to say. with a board stage (e.g. using concept check questions
Encourage students to say which are hard. Talk and timelines). The Grammar reference in the back of
about why (e.g. linking between words, difficult the Student’s Book also has a fuller explanation with
sounds, stressed and unstressed sounds). Note, plenty of examples which can be used to make a detailed
however, that the aim here is just broader presentation of the language.
comprehensibility, not perfect imitation of what
students hear on the audio. There is a lot of Inductive
variation among speakers of English, so don’t be
Clear contextualized examples of new language are
too hard on your students – as long as they are
provided in the Grammar box. Students are provided with
comprehensible, that is good enough.
a student-centred task which encourages them to work
222 Teacher development bank
out and complete rules from the examples. The Teacher’s Ucalearn.com
course of action or persuade someone of your view. Set
Book provides advice on typical errors and problems an aim for speaking tasks. You could:
to help you support students as they work out rules. a Tell students to find out whether they have
There is a Grammar reference section at the back of experiences or opinions in common.
the Student’s Book, which allows students to check and
b Give students a clear, specific aim when talking
confirm rules, and practise what they have studied.
(e.g. you have to find out three things).
7 Teacher development: Developing
speaking skills Scaffolding

In Outcomes, Lesson A of each unit ends with Conversation At pre-intermediate level, students often need ‘scaffolding’
Practice (a social or functional conversation, which the (i.e. a practised set of language to use, and clear, broken-
language and listening in the lesson directly supports and down stages to set up and build up the activity). This is
models). Lesson B of each unit ends with Speaking, a especially true when doing the Communicative practice in
fluency activity (which pulls together some of the language Lesson A. To support, you could:
and ideas of the section taught, and may also provide a Ask students to prepare conversations first in full
fluency practice of the grammar in the unit). Lesson C of written form or as notes (e.g. just noting phrases to
each unit ends with Speaking task, a more extended free- use). They could use their first language as part of
speaking activity. It has a goal and an intended outcome that preparation. Once students have practised a bit,
(e.g. to solve a problem or organize an event), and it they can turn over notes and improvise.
generally requires mediation by your students. It allows b Provide a class model. For example, you could model
students to draw on all the language resources they have what to say first, refer them to the model in the
available to them to successfully complete the task. audio, or you could brainstorm a model conversation
When carrying out these tasks, think about the following: to the board and drill it, or you could ask students to
model a conversation across the class in open pairs.
Personalization
Interaction
In general, the B and C tasks require students to give their
own opinions or share their own experiences. Making It is a good idea to vary interaction by mixing pairs and
personal responses by sharing experiences, ideas, thoughts, groups throughout the lesson. This is particularly true
and opinions is important – it is real because that is what when preparing and carrying out a speaking activity. You
we talk about in real life, and it means students have more can sometimes use pairwork, sometimes groupwork,
to say because they are talking about what they know. Be sometimes a class mingle or an open class discussion.
aware that not all students want to talk about themselves You could:
and their experiences, however. Personalization doesn’t a Ask students to prepare in pairs then change pairs to
have to be that ‘personal’! Students may prefer to talk do the activity.
about other people, or things in the news. In all cases, it’s b Ask students to prepare in groups, do the activity in
important to let students be free to talk for themselves and pairs or as a mingle, then go back to groups for the
say as little or as much as they want, while you listen and feedback stage.
support them, firstly as another human being and secondly
as a teacher providing the language they need. A focus while speaking; monitoring and feedback

Students sometimes think that chatting to a partner is a

Preparation
‘filler’ before moving on to the next part of the lesson.
The more you prepare, the better the outcome. To support This is especially true if the teacher doesn’t seem to be
this, incorporate a lead-in stage to generate ideas and listening. To avoid this, you could:
language. You could: a Set demanding time limits so students have to focus
a Brainstorm ideas from students first, and put key to get the task done in time.
phrases to use on the board. b Tell students what you are listening for as they speak,
b Ask students to share and prepare ideas in pairs. then monitor pairs or groups equally and notice what
c Ask students to do research online to prepare ideas they say.
and vocabulary. c Feedback on content (i.e. what students were talking
d Model the task by, for example, describing a personal about), then on errors and good use of language.
experience of your own as a live listening. d In feedback, reformulate student output by writing up
e At low levels, use the students’ first language (if you whole sentences they nearly said or could have but
can) to instruct and set up more complex activities. didn’t say. You could gap some of the sentences they
have tried to say and paraphrase the gaps to select
An opinion or information gap words from the whole class to complete them. This
way, students feel heard and feel the teacher is there
It is important to have an aim when speaking – this could to help them say what they wanted to say better.
be to simply find out what a partner thinks, but it also
could be (for example) to solve a problem, agree on a

Teacher development bank 223

8 Teacher development: Feedback on In feedback, elicit missing words and corrections Ucalearn.com
from the
content, language and errors whole class. This kind of elicitation is in itself motivating
as it involves the whole class, it’s quick and it is still
1 While students are speaking correction too. It recycles and reviews both the grammar
During a speaking activity, listen to what students are and some lexis you’ve already studied – in a holistic,
saying and don’t interrupt unless it is to respond naturally integrated, whole-sentence kind of way. The fact it
or show interest or to provide language students are comes from what students are saying is also motivating
trying to use but can’t. and more likely to stick. This kind of reformulation also
means you accept students will make mistakes with
While you are listening, you might also notice how well structures they’ve studied before, and gives them chances
students use new or revised language. all the time to go back over ground already covered.
Note where students are unable to convey meanings
easily, or where they are searching for a word. Students
9 Teacher development: Mediation
may say, ‘How do you say?’ or hesitate heavily or they Mediation is using language to help someone understand
may use their first language or a dictionary or they may something. As language users, we have to mediate in three
explain something rather than use a single word or situations: mediating a text (e.g. simplifying, translating or
expression. You might supply them the language at that giving an opinion about the text); mediating a concept (e.g.
point and/or note it down for feedback. collaborating in groupwork by asking questions, making
suggestions or giving reasons, or leading groupwork
2 After speaking by giving instructions or checking understanding), and
mediating communication (e.g. organizing how the
After a speaking activity, it is important to feed back on
discussion works, helping when people don’t understand
both content and language use. Here are three steps to
by translating, explaining or resolving disagreements).
successful feedback.
1 Feed back on what students talked about first. Give In Outcomes, mediation can happen in any pairwork,
the class an opportunity to say what they found out checking or speaking activity, but tasks which are
about each other, and/or to show that they completed structured to specifically encourage mediation are flagged
the task. Do this briefly. For example, ask a handful with the M icon in the Student’s Book. In the Teacher’s
of students to tell you the most interesting thing they Book, an explanation and task are provided to help you
found out about their partner. and your students focus on how they are practising
2 Feed back on how well your class used new or revised mediation.
language. In the feedback stage, you could write up on
Here are some ways of incorporating more mediation
the board any interesting or useful chunks of language
into your classroom when using Outcomes:
students used when doing the activity. You could also
1 Ask students to explain language and activities to each
write up phrases they didn’t use, but might have used.
other (mediating a concept).
Try to improve your students' language production by
2 Ask students to comment on what they read or listen
praising and reinforcing good use and making tweaks
to by summarizing it or explaining its main points to
and suggestions for better use.
each other (mediating a text).
3 Feed back on errors your students make. It is important
3 Set tasks for students when they do discussions or
at the end of an extended speaking stage to provide
debates – e.g. one student has to chair the discussion,
feedback on errors students make, particularly in any
one student has to make sure everybody contributes,
area you are focusing on.
one student has to summarize what was said
Two ways of providing feedback: (mediating communication).
1 At the end of the speaking activity, write four or five 4 Ask students to use translation to explain language
chunks or sentences on the board with errors you and texts (mediating a text).
noticed in them. Do this anonymously – don’t say 5 Ask students to talk about how they feel about
which student made the error. Ask students to work information in a text, or how it relates to their personal
in pairs to correct the errors. Go over any rules if experience (mediating a text).
necessary in feedback.
2 As students speak, listen and write up errors on the
board. Thus, if students are doing a quick five-minute 10 Teacher development: Developing
warmer on a Friday morning about what they’re up listening skills
to over the weekend, a board might end up looking Outcomes aims to allow practice of bottom up listening
like this: skills (e.g. recognizing aspects of fast speech) and top
I haven’t ............... decided yet. down skills (e.g. developing the ability to listen for
I ............... work tomorrow. gist or key information). It also incorporates practice in
exam-style skills tasks (e.g. practice in doing a true and
go to the launderette tomorrow and ............... my false activity).
washing.
clean my house up tomorrow. We have a cleaning rota Bottom up skills
and it’s my ..........!
Training students to recognize and hear words and
I’m not really sure. I ............... go swimming if the meaning in fast speech requires lots of practice.
weather’s nice. It’s depend.
224 Teacher development bank
Supplement activities in the Understanding Fast Speech A close reading task Ucalearn.com
or Listening section of the Student’s Book with some of
Students read more closely the second time. This may
these ideas:
involve tasks where they have to find specific pieces of
a Play a short section of a listening and ask students to information or infer meaning. In Outcomes, exam-style
note down all the words they hear. Put students in skills tasks such as putting missing sentences in a text
groups to share words and predict what the listening involve close reading. Some tasks are more open and
is about. engage critical thinking, discussion and mediation.
b Play or read out the opening sentence of the listening
as a dictation. Students listen two or three times and A language in context task
write it down. Tell them to practise saying it and/or
Students are sometimes asked to work out the meaning
predict content from it.
of words in a text they have read by looking at the
c Choose five or six short phrases or sentences from
context and matching words to synonyms or definitions,
an audio, each of which contain a key content word.
or by mediating meanings with translations, or by
Read them at natural speed. Students have to write
selecting words to use to retell what they have read.
the key word in each.

Note that ways of managing and developing exam-style A follow-up task

skills tasks are explored in the body of the notes in the
Students respond to the text in some way. They could say
Teacher’s Book every time a relevant activity comes up.
what they like, dislike or think about information in the
text, or they could share their own experiences and ideas.
11 Teacher development: Developing
Jigsaw readings
reading skills
Outcomes makes use of jigsaw readings, with a focus
Outcomes aims to exploit a variety of texts (blogs, articles,
on mediation. Students are given different texts to
quizzes, etc.) and encourages practice of a range of sub-
share and a task to go with it (such as having to
skills (skimming, scanning, close reading, etc.). It also
find particular information). The aim is that students
incorporates practice in exam-style skills tasks (e.g.
negotiate comprehension and language themselves
practice in how to match topic sentences to paragraphs).
while the teacher monitors, just as they would for a
Note the following typical stages. speaking task.

Note that ways of managing and developing exam-style

The lead-in stage
skills tasks are explored in the body of the notes in the
There are lead-in tasks which ask for opinions or Teacher’s Book every time a relevant activity comes up.
experiences of the topic. The aim is to create interest by
getting students to think about or show knowledge of 12 Teacher development: Developing
the topic, and to introduce useful language, including writing skills
pre-teaching any difficult content words in the text Product writing
students need to know.
Product writing focuses on the final product. It is a useful
Predicting content approach at low levels when students need to copy or
use simple base structures to support their writing, or
Some tasks encourage students to predict the content with formal texts like application letters when the text
of a text from any clues they have before they read. You required is repeatable.
can also do this yourself with other texts. For example, 1 Students read and comprehend a text.
students can predict from photos on the page, from 2 Students look at features of the text: its layout, useful
the title of the text, or from a handful of key words or phrases, etc.
phrases in the text which you could pull out and write 3 Students write a similar text using the model text as
on the board before students start reading. Predicting a base.
can be useful as it gives a teacher a chance to work from
students’ ideas and pre-teach language that may be Process writing
useful when dealing with the text.
Good writers plan and revise, rearrange and delete text,
A global task re-read drafts, and produce multiple drafts, before they
produce their finished document. In the classroom, a
Some simple focus tasks are set in the Student's Book to process writing approach attempts to reproduce this
encourage students to read quickly and get a flavour of process. Here are some things to remember:
what the text is about. This could be checking predictions 1 Allow lots of classroom time to fully explore the act
made, answering one or two factual questions, or getting of process writing. The final draft can be left for
the gist of a text by (for example) recognizing who it is homework but only if students have had lots of time
aimed at or what its tone is. Think about always setting working on earlier stages of their draft.
a simple focus task to make sure all students are focused 2 Start with a clear task and lots of ideas and vocabulary –
on the text from the outset. this could be a model text, a brainstorming session, or
a set of questions or headings for guidance.

Teacher development bank 225

3 Encourage lots of interaction and support between b Before doing a speaking activity, ask studentsUcalearn.com
to
students. This could be students working together to think about what they want feedback on. This could
brainstorm ideas or make notes. It should also be two be accuracy, pronunciation or even fluency or clarity.
or three stages in which students look at each other’s At the end, students feed back on each other’s
work and make comments, or suggest alternative performance.
words or ideas. It is the partner’s job to provide 2 Help learners use success criteria to identify what they
feedback and suggestions on the style and vocabulary have done well and what they need to focus on next.
of a fellow student’s piece of writing. Ask students They can then set personal goals. This could be, for
to check each other’s work by asking questions or by example, a checklist of questions to ask to see if they
comparing them to checklists. The more students get have completed a writing task appropriately (e.g. Have
involved with each other’s process writing, the better you used formal phrases?).
the final product. 3 Ask students to grade their own work. You can choose
4 Encourage students to be critical of their own work. whether to agree or not. After a while, students will
Make sure they respond to criticisms from their peers get good at saying whether their work is good or not
or to comments you make. Encourage the use of so good, improving or not improving.
dictionaries to get students to improve their vocabulary.
5 Respond naturally to the final draft that students Teacher assessment
produce. So, if they have written blog posts, put them
1 Be creative with tests. For example, have simple bite-
online and get other students to write comments
sized tests weekly to revise new material, ask students
online. Alternatively, pin written work to the classroom
to set their own tests, and tell you what they want to
wall and get students to read each other’s work and
be tested on.
respond to it naturally.
2 Incorporate tutorials or student counselling into your
13 Teacher development: course. This could be face-to-face or online. It could be
Differentiation a conversation or in written form (e.g. an email with
questions or an online chat). Ask open questions (e.g.
The best way of dealing with different levels in a What three things do you feel you want to improve
classroom is to avoid worrying too much about accuracy, over the next six months?) and periodically review
and instead focus on the human interest and personal progress.
exchange of your students. So, instead of testing explicit 3 Celebrate the small things. Encourage your learners
grammar knowledge, or ‘correct’ production of the to write down or say what they have achieved in
language, put your focus on the positive uses of language every class.
all students can share. Here are some suggestions: 4 Build confidence by showing students how much
1 Ask plenty of whole-class questions where you can they are learning. For example, at the start of a unit,
take ideas from the stronger students, reformulate show them a list of key vocabulary and ask them to
them and use them to help everyone. say which words they know. At the end of the unit,
2 Mix students up and don’t let pairs or groups get too show the same list and show how much they have
settled. Think about when it might be better to put learned.
stronger and weaker students together (e.g. when a
stronger student might help explain new vocabulary), 15 Teacher development: Learner
and when it might be better to have them apart (e.g. independence
stronger students may prefer to do a speaking task
Students sometimes attend lessons, and do homework
together so they can maximize their speaking time).
set, but otherwise don’t have any strategies for using or
3 Don’t let tasks drag. Keep changing focus and
improving their English inside or outside the classroom. In
interaction.
the Teacher’s Book, we have included activities which you
4 Re-tell interesting stories you hear ‘weaker’ students
can easily do with your students which will encourage
come up with.
them to think about how they learn, what they want to
5 Give clear round-ups to exercises where you check not
achieve, and to take responsibility for their own learning.
only what the answers are but clarify why the answers
The areas covered are:
are the answers.
1 Setting lesson goals: i.e. understanding what the lesson
14 Teacher development: Assessment aims are, and thinking about your own aims.
2 How you learn best: i.e. thinking about whether
Self and peer assessment you learn well by working individually or in pairs, by
1 Learners are much better at giving each other accurate learning rules or using language.
and sensitive feedback than we may think. You might 3 Categorizing new words: i.e. thinking about what to
sometimes want to incorporate these activities to give do with words you are learning.
them the opportunity to demonstrate it. 4 Learner journals: i.e. how keeping a journal can help
a Divide the class into groups of three (not pairs) to your learning progress.
do a speaking task. While Student A, for example, 5 Bite-sized testing: i.e. how you can stay motivated to
is talking, Student B will be listening attentively and learn by doing quick and regular tests.
encouragingly, and Student C will be taking notes in 6 Building on prior learning and life experiences: i.e.
order to give constructive feedback on language use thinking about how what we have done in the past
and errors. can help us learn now.

226 Teacher development bank

Note that learner independence tasks are included in Ucalearn.com
3 Try to break the lesson up into small chunks – ideally
each unit of the Teacher’s Book at relevant points where no more than 5–7 minutes – to keep students’
you might want to incorporate them into your lesson. attention from wandering.
4 Assign reading and writing activities before the live
16 Teacher development: My Outcomes session with recorded instructions provided to tell
The aim of the My Outcomes section is to get students to students exactly what to read or write, and what tasks
think about and reflect on what they have learned in the to do. This allows more time for interaction in the live
unit. By reflecting on learning, you own your learning. It meeting.
encourages students to think about aims and progress, 5 Take advantage of the technology available to expand
strengths and weaknesses, and likes and dislikes. It on the topics of the Student’s Book. For example, you
should give you useful insight into how they are finding could ask students to research a topic online and do
the course. a presentation as a warmer or lead-in. You could ask
students to go online to find ideas and arguments in
The aim of Question 1 is to say what you have enjoyed. preparation for speaking tasks.
The aim of Question 2 is to say what you have learned. 6 Use breakout rooms when students prepare, check
The aim of Question 3 is to say what you found answers or do speaking activities.
challenging. 7 Use programs like Google Docs to encourage students
The aim of Question 4 is to say what you will do to to collaborate in writing tasks.
improve. 8 Use the chat box to elicit or brainstorm ideas, or check
Some suggestions on how to use My Outcomes: language or answers.
1 Organize the class into pairs. Give students five 9 Use the engaging and impactful images in Outcomes
minutes to discuss the questions. Ask a few pairs to tell or elsewhere on the internet to get students interested
the class what they said. in topics.
2 Ask students to prepare their own answers at home
and post them as comments on your class online
noticeboard or webchat. Other students can add and
make comments.
3 Set it as a homework task, but make time in the next
lesson to discuss what students think in groups or as a
class.
4 After doing the activity, ask students to perform a task
based on their reflection. Here are some ideas:
a Brainstorm a list of what you have learned from
reflection
b Make a list of questions you want to ask about
your learning
c Make a five-point list of things to do to revise new
language
d Make a five-point list of things to do to try out the
new language
e Flick through the unit and choose a task to revise
(e.g. the vocabulary, the grammar, reread a text).
In the next lesson, ask students to say what they
revised, and how it helped them improve their
English.

17 Teacher development: Using

Outcomes in an online classroom
Using a Student's Book designed for face-to-face
teaching requires some forethought and creativity to
adapt activities. Here are some suggestions:
1 Master the technology. Whatever platform you are
using, make sure you are familiar with its features.
Being able to do the basics (e.g. put students in
breakout rooms, share your screen, etc.) will make the
learning more dynamic and interesting.
2 Plan lessons effectively by being selective about which
activities you do from the Student's Book. Think about
how to adapt them a little to make them work. Ask
these three questions to decide what to do: What can
students do on their own online? What can students
do in groups? What do students need the teacher for?

Teacher development bank 227

1.1 WHAT ARE YOU WORKING ON? Ucalearn.com

WEBB ANDERSON
Exciting new positions at WEBB ANDERSON. Apply now!

ENGINEER JOURNALIST
We’re looking for a junior engineer We’re looking for an experienced
to work on our new project in journalist to join our company magazine.
Africa. We are building a dam and a In the job, you will write articles about
bridge over the dam, and providing our company and staff for our monthly
water for millions of people. magazine and weekly online journal.

STUDENT A
You work in recruitment for Webb Anderson. You are going to interview candidates for the two
jobs. Prepare questions to ask them, using the prompts.
What / you / do / ?
Where / you / work / at the moment / ?
How long / you / work there / ?
What / hours / like / ?
What / work on / at the moment / ?
Why / you / want this job / ?

STUDENT B
Read the advertisements and decide which job you would like to apply for. Then complete your CV.
Use your imagination to make your CV exciting!

Curriculum vitae

Current position:

Qualifications:

Work experience:

Current projects:

Reasons for applying for the job:

228 Communicative activities © 2024 Cengage Learning, Inc.

1.2 DO YOU WORK LONG HOURS? Ucalearn.com

GROUP 1
1 a hard-working nurse
2 a well-paid accountant
3 a successful writer
4 an unemployed actor
5 an experienced barber

GROUP 2
1 a well-qualified teacher
2 a retired police officer
3 an inexperienced doctor
4 a hard-working lawyer
5 a well-paid IT consultant

GROUP 3
1 a successful artist
2 an unemployed salesperson
3 a busy bank manager
4 a retired doctor
5 an inexperienced zookeeper

GROUP 4
1 an experienced teacher
2 a well-qualified vet
3 a busy delivery driver
4 an unemployed editor
5 a hard-working electrician

© 2024 Cengage Learning, Inc. Communicative activities 229

2.1 COMPARATIVELY SPEAKING Ucalearn.com

STUDENT A
Complete the sentences so that they are correct in your opinion. Use (much / a bit) more … than,
(much / a bit) -er than, or (much / a bit) less … than. Then discuss whether you think the sentences
are true or false with your partner.
1 The south of Australia is ____________________________ (far south) the south of Chile.
2 Top basketball players are ____________________________ (well-paid) top footballers.
3 The Netherlands is ____________________________ (wet) England.
4 A Ferrari is ____________________________ (expensive) a Rolls Royce.
5 The Statue of Liberty is ____________________________ (high) the Eiffel Tower.
6 Cricket is ____________________________ (popular) baseball.

Answers to Student B quiz

1 Insurance company statistics show that drivers under 30 are much more dangerous than drivers over 70. People
over 70 make up 9% of drivers, but only 6% of driver casualties. Drivers under 30 make up 20% of drivers, but
over 35% of casualties.
2 India’s population is a bit smaller than China’s. India’s population is 1.40 billion, but China’s is 1.41 billion.
3 Ottawa, the capital of Canada, is colder than Nuuk, the capital of Greenland. Ottawa’s lowest temperature is
-37°C, but Nuuk’s lowest is -29.5°C.
4 F1 cars now are slower now than they were ten years ago. This is true. They are 4–8 seconds slower per lap than
in the mid to late 2000s.
5 The Atlantic is less deep than the Pacific. At one point, the Pacific is over 11,000 metres deep.
6 There are two buildings in China that are taller than any buildings in the US. China’s highest building, the Shanghai
Tower, is 632 metres high. One World Trade Center in New York City is 541 metres high.

STUDENT B
Complete the sentences so that they are correct in your opinion. Use (much / a bit) more … than,
(much / a bit) -er than, or (much / a bit) less than. Then discuss whether you think the sentences are
true or false with your partner.
1 Drivers under 30 are ____________________________ (dangerous) drivers over 70.
2 India’s population is ____________________________ (small) China’s.
3 Ottawa, the capital of Canada, is _______________________ (cold) Nuuk, the capital of Greenland.
4 F1 cars now are ____________________________ (slow) they were ten years ago.
5 The Atlantic is ____________________________ (deep) the Pacific.
6 There are two buildings in China that are _________________________ (tall) any buildings in the US.

Answers to Student A quiz

1 The south of Australia is less far south than the south of Chile. It is, however, further south than the north of
Chile!
2 Top basketball players are less well paid than top footballers. In 2023, footballers Lionel Messi and Cristiano
Ronaldo earned more than top basketball players LeBron James and Kevin Durant.
3 The Netherlands is much wetter than England. Amsterdam gets over 80 centimetres of rain every year.
4 A Ferrari is less expensive than a Rolls Royce. There are a lot of different prices you can get, but the price of a new
Ferrari starts at £166,000, and the price of a new Rolls Royce starts at £238,000.
5 The Statue of Liberty is less high than the Eiffel Tower. The Statue of Liberty in New York is 93 metres high. The
Eiffel Tower is much higher at 301 metres.
6 Cricket is more popular than baseball, mostly because it is very popular in India (1.40 billion people, remember!).

230 Communicative activities © 2024 Cengage Learning, Inc.

2.2 TELL US … Ucalearn.com

TELL US ABOUT TELL US WHY TELL US WHAT TELL US WHAT

START … the first time … you bought … you like (and / … you think of
you bought the phone you or dislike) about the clothes we’re
something have now. your shoes. wearing.
online.
GO FORWARD
TWO SPACES
FINISH
TELL US WHAT TELL US ABOUT
… you wore on … the most
your last holiday • The aim of the game is to move expensive
and why. round the board until you reach accessory or item
FINISH and win. To move you must of clothing you
toss a coin. If ‘heads’, move two have ever bought.
GO BACK
TWO SPACES spaces. If ‘tails’, move one space. GO BACK
ONE SPACE
TELL US ABOUT
• Each player places a counter on TELL US HOW
… a time when
START. … you usually
you or someone shop for clothes.
you know worked • The first player tosses the coin,
in a shop. moves their counter and tells the
GO FORWARD
group about whatever it says on the TWO SPACES
square.

• After talking, if the square tells them

TELL US ABOUT TELL US ABOUT
to move forward or back, they must
… something … a time when
you bought in
move their counter. you had to
a second-hand complain in a
shop • Play now moves to the next player. shop.
The game continues until someone
reaches FINISH and wins.

TELL US WHY TELL US ABOUT TELL US HOW TELL US ABOUT TELL US ABOUT
… you prefer to … a time when … you dress for … clothes you … your favourite
wear smart or you had a bad school or work have that have coat.
casual clothes. experience with and why. lasted a long
online shopping. time.

GO FORWARD GO BACK
TWO SPACES ONE SPACE

© 2024 Cengage Learning, Inc. Communicative activities 231

3.1 THE STORY OF AMELIA EARHART Ucalearn.com

STUDENT A
Read your story. Then ask your partner questions to find the missing information. Use the question
words in brackets.

Amelia Earhart
In December 1920, Amelia Earhart went to 1 ____________ (Where …?) with her father. She
was living 2 ____________ (Where …?) at the time and she was 23. She fell in love with
3
____________ (What …?) , and decided to be a pilot. She saved 4 ____________ (How much
…?) for flying lessons, and bought her 5 ____________ (What …?), which she called ‘the Canary’.
In May 1932, Amelia flew across 6 ____________ (What …?) from Canada to Europe. She landed
in Northern Ireland after a flight that lasted 7 ____________ (How long …?). In 1936, while she
was working at Purdue University, Amelia started planning 8 ____________ (What …?). In June
1937, Amelia and her co-pilot Fred Noonan flew from Miami to 9 ____________ (Where …?). On
2nd July, they took off from Lae and disappeared. Nobody ever saw Amelia Earhart again.

STUDENT B
Read your story. Then ask your partner questions to find the missing information. Use the question
words in brackets.

Amelia Earhart
In December 1920, Amelia Earhart went to an airfield with 1 ____________ (Who …?). She was
living in California at the time and she was 2 ____________ (How old …?). She fell in love with
flying, and decided to be 3 ____________ (What …?). She saved $1,000 for 4 ____________
(What …?), and bought her first plane, which she called 5 ____________ (What …?). In May 1932,
Amelia flew across the Atlantic from Canada to Europe. She landed in 6 ____________ (Where …?)
after a flight that lasted fifteen hours. In 1936, while she was working 7 ____________ (Where
…?), Amelia started planning a flight round the world. In June 1937, Amelia and her co-pilot Fred
Noonan flew from 8 ____________ (Where …?) to Lae in New Guinea. On 9 ____________
(When …?), they took off from Lae and disappeared. Nobody ever saw Amelia Earhart again.

232 Communicative activities © 2024 Cengage Learning, Inc.

3.2 NAME FOUR Ucalearn.com

WORKSHEET A

1 Name four things you can do in the centre in a few minutes.

2 Name four events that will start any time soon.

3 Name four places where you’ll find plenty of students.

4 Name four parts of your town or city where there aren’t many tourists.

5 Name four times of day when there isn’t much traffic.

6 Name four places where there aren’t many people.

7 Name four places to go in the evening if you haven’t got much money.

8 Name four souvenirs to buy if you’ve only got a bit of money.

WORKSHEET B

1 Name four places you can get to from here in a few minutes.

2 Name four things to do in the centre if there’s some heavy rain in the area.

3 Name four souvenirs to buy if you’ve got plenty of money.

4 Name four ways of travelling from here to the nearest big city if you haven’t got much time.

5 Name four parts of your town or city where there is a bit of trouble sometimes.

6 Name four things to do in your town or city if you’re a tourist and you’ve only got a few hours
before your flight home.

7 Name four days in a year when a lot of exciting things take place in your town or city.

8 Name four interesting places where there aren’t many people during the day.

© 2024 Cengage Learning, Inc. Communicative activities 233

4.1 FIND SOMEONE WHO … Ucalearn.com

Ask questions to find one person in the class for each experience.
Name

1 … has never eaten Chinese food. ____________________

2 … has cooked dinner for more than eight people. ____________________

3 … has decided to be a vegetarian. ____________________

4 … has eaten something which still had eyes. ____________________

5 … has complained in a restaurant. ____________________

6 … has felt ill because of something they ate on holiday. ____________________

7 … has been fishing or hunting and caught something

for lunch. ____________________

8 … has been to an extremely expensive restaurant. ____________________

9 … has made a traditional dish from their country. ____________________

10 … has bought a cookery book. ____________________

11 … has made their own pizza. ____________________

12 … hasn’t eaten enough food today. ____________________

13 … has cooked something for a competition. ____________________

14 … has eaten something really disgusting. ____________________

15 … has been to a really unusual restaurant. ____________________

16 … has worked in a restaurant or café. ____________________

17 … has gone 24 hours without eating. ____________________

18 … has cooked something that was a complete disaster. ____________________

234 Communicative activities © 2024 Cengage Learning, Inc.

4.2 WORLD MENUS Ucalearn.com

ITALIAN: ___________________________________ MEXICAN: ______________________________

Appetizers Appetizers
Artichoke dip (made from artichokes, parmesan cheese and Tortilla chips and salsa (crunchy chips with a salsa of
mayonnaise) chilli peppers, tomatoes, onions and lime)
_____________________________________________ _____________________________________________
_____________________________________________ _____________________________________________

Soups Soups
Minestrone (contains tomatoes, mixed vegetables and pasta) Tortilla soup (tortilla chips in a broth of tomatoes
_____________________________________________ and onions)
_____________________________________________
_____________________________________________
_____________________________________________
Pizza
Margherita (a classic – tomatoes, mozzarella cheese and basil) Mains
_____________________________________________ Chicken tacos
_____________________________________________
_____________________________________________
_____________________________________________
Pasta
Pesto (made of pine nuts, basil, garlic and parmesan cheese) Burritos
_____________________________________________ Steak
_____________________________________________
_____________________________________________
_____________________________________________
Desserts
Ice cream Desserts
_____________________________________________ Ice cream
_____________________________________________
_____________________________________________
_____________________________________________

VEGETARIAN: ______________________ WORLD CUISINE: __________________

Appetizers Appetizers
Garlic bread (crispy bread with a garlic butter) Dim sum (Chinese dumplings with seafood, chicken or
_________________________________________________ vegetables)
_________________________________________________
_________________________________________________
_________________________________________________
Soups
Soups
Tomato soup (fresh tomatoes and sour cream) Gazpacho (a cold Spanish soup made from tomatoes, peppers
_________________________________________________ and other salad vegetables)
_________________________________________________
_________________________________________________
_________________________________________________
Mains
Mains
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
Salads Salads
_________________________________________________ Green salad (salad leaves and French dressing)

_________________________________________________ _________________________________________________
_________________________________________________
Desserts
Ice cream Desserts
_________________________________________________ Ice cream
_________________________________________________
_________________________________________________
_________________________________________________

© 2024 Cengage Learning, Inc. Communicative activities 235

5.1 COLLOCATION DOMINOES Ucalearn.com

pitch swimming pool play tennis golf

course do dance football boots fishing

net swimming pool running shoes golf

clubs tennis court football pitch rugby

boots fishing lake tennis racket go

walking running track yoga studio support

a team tennis racket watch football throw

a ball play cards do yoga kick

a ball running track ride a bike football

236 Communicative activities © 2024 Cengage Learning, Inc.

5.2 MEETING UP Ucalearn.com

STUDENT A
Monday Tuesday Wednesday Thursday Friday
Morning: Morning: Morning: Morning: Morning:
go cycling do an exercise class do the washing up go to the gym work in the local shop

Afternoon: Afternoon: Afternoon: Afternoon: Afternoon:

wash my hair play five-a-side football have a picnic in the park go walking in the hills take out the rubbish

Evening: Evening: Evening: Evening: Evening:

go out for dinner go to Jo’s birthday watch basketball live go to French evening watch a football
party at the stadium class match on TV

STUDENT B
Monday Tuesday Wednesday Thursday Friday
Morning: Morning: Morning: Morning: Morning:
play golf do an exercise class wait for a call from go to the local go to the gym
the bank museum

Afternoon: Afternoon: Afternoon: Afternoon: Afternoon:

write an essay have a guitar lesson have a picnic in the park go ten pin bowling wash my hair

Evening: Evening: Evening: Evening: Evening:

go to dance class do the ironing have a singing lesson stay in to watch TV watch a basketball
match on TV

STUDENT C
Monday Tuesday Wednesday Thursday Friday
Morning: Morning: Morning: Morning: Morning:
do yoga do an exercise class clean the house go for a bike ride go to the post office
to post a letter

Afternoon: Afternoon: Afternoon: Afternoon: Afternoon:

play tennis wash the car go walking in the have a picnic in the watch a quiz show
hills park on TV

Evening: Evening: Evening: Evening: Evening:

go to the theatre to do an online course go to Samir’s tidy up my apartment watch a film on TV
see a play birthday party

© 2024 Cengage Learning, Inc. Communicative activities 237

6.1 WHAT WE HAVE IN COMMON Ucalearn.com

1 Choose three people below who are or have been important in your life. Think about how to ask
and answer the questions about these three people. You can make notes in the table.
2 Tell your partner which three people are important to you. Take turns to ask and answer
questions about these people. Complete the table with notes about your partner’s special people.

A a classmate D a flatmate
When and where / you / first meet? Where / you / live?
How / you / get to know each other? What / the place / like?
What / you / have in common? What / you / have in common?
You / still get on well? What / you / do together
How often / you / see each other now? What / you / like about them?

B a teammate E a colleague
When and where / you / first meet? Where / you / both work?
What sport or activity / do together? What / you / both do?
You / get on well? Why? / Why not? How / you / get to know each other?
What / you / have in common? How often / you / work together?
You / do other things together? What / you / have in common?

C one of your cousins F a little brother or sister

When and where / your cousin / born? When and where / he or she / born?
How / you / related? Is there a big age gap between you?
You / close when you were young? What / you / have in common?
What / you / have in common? What / you / do together?
How often / you see each other? How often / you / see each other?

My special people My partner’s special people

238 Communicative activities © 2024 Cengage Learning, Inc.

6.2 CLOSE TO YOU Ucalearn.com

Read about Jo’s family and friends. Who is she closest to? Who is she not so close to?
Key
you are very close
–––– you are quite close
you know the person well, but you are not close
you don’t know each other very well and you are not close

Cindy, my
my younger ex-flatmate Rob
sister Jill (from work)

Rachel my older
JO
(at the café) brother Jack

my nephew
Ben who lives my
my cousin mum
in Canada
Lucy

Now use the key to draw your friendship circle. Tell your partner about people in your circle.

© 2024 Cengage Learning, Inc. Communicative activities 239

7.1 NEW YEAR IN CHINA Ucalearn.com

Spring Festival, which is called ‘Chinese New Year’ in the West, starts in late January or in February
every year. It is China’s most important festival, but, if you want to be lucky or rich, you have to do
the right thing during the festival!
Read the sentences and decide if these are things you can or can’t, have to or don’t have to do during
the festival. Talk to your partner and tell them why you made your decision. Then check in the key.
1 You _________________ eat cooked rice.
2 You _________________ visit people in hospital.
3 You _________________ wash your clothes.
4 If you want to give money, you _________________ put it in a red envelope.
5 You _________________ decorate streets, buildings and houses with red.
6 You _________________ borrow money.
7 You _________________ eat porridge.
8 You _________________ wear white.
9 You _________________ buy presents for people you know who have a job.
10 You _________________ eat fish.
11 You _________________ wear red underwear.
12 You _________________ dress up and go to firework parties.

Key
1 You have to eat cooked rice for breakfast. People have cooked rice for the first meal of the year, in the hope that the
family will be rich for the whole coming year.
2 You can’t visit people in hospital. Traditionally, people think that it brings illness to the whole family.
3 You can’t wash your clothes. This washes away all your good luck.
4 If you want to give money, you have to put it in a red envelope. People often give money to children, and always in a
red envelope because red is the colour that brings money and luck.
5 You have to decorate streets, buildings and houses with red. Red is the lucky colour at Spring Festival so there are red
lanterns and decorations everywhere.
6 You can’t borrow money. People think this is unlucky during Spring Festival and it leads to debt.
7 You can’t eat porridge. Traditionally, people think porridge is a food for poor people, so, if you eat porridge at Spring
Festival, you’ll always be poor.
8 You can’t wear white. This is an unlucky colour.
9 You don’t have to buy presents for people you know who have a job. It is not typical to buy presents for people with
a job – they can buy their own!
10 You have to eat fish. If you eat fish, you’ll be lucky and rich.
11 You have to wear red underwear. Because red is a lucky colour, it is a good idea to wear it – everywhere!
12 You can dress up and go to firework parties. Of course you can! Spring Festival is a time for traditional celebrations.

240 Communicative activities © 2024 Cengage Learning, Inc.

7.2 STRANGE RULES Ucalearn.com

Read the rules and laws from around the world, and choose your response from the box. Then talk in
groups and decide which rules or laws are true.

I’m sure that’s right. I reckon that’s probably true. That might be true I guess.
That’s highly unlikely. That’s unbelievable!

1 Although Bangkok in Thailand has a hot climate, you can’t take your shirt off when driving. If
you do, you’ll have to pay a fine.

2 In Switzerland, you can’t flush the toilet after 10 p.m. That’s the law! So, remember that you
have to go to the bathroom early, or you’ll make the neighbours angry.

3 In Japan, you can’t take an umbrella inside your house. You have to leave it outside.

4 You can’t kiss on trains in France, but it is allowed on railway station platforms if you finish
kissing before the train arrives.

5 Children under the age of sixteen can’t play online games between midnight and 6 a.m. in
South Korea.

6 In the Italian city of Turin, you have to take your dog for a walk at least three times a day
by law.

7 You mustn’t forget your wife’s birthday! That’s good advice for anybody. But in Samoa, an
island nation in the South Pacific, it’s actually illegal to forget her birthday!

8 In California, they like having their streets clean and tidy. That’s why you can’t eat ice cream
while walking in its major cities.

9 In China, there is a law that says that grown children must visit their parents, although it
doesn’t say how often.

10 In India, you can only play music in your apartment if you write a letter or email to your
neighbours first. In the email, you have to say what type of music it is and when you will
play it.

© 2024 Cengage Learning, Inc. Communicative activities 241

8.1 THE EDUCATION GAME Ucalearn.com

START 9 If you do well, 10 Sometimes school FINISH

you’ll get A+. If you students are good,
do badly, you’ll get and sometimes they’re
D–. What are these bad – what are these
examples of? examples of?
G B

1 What do you call 8 If you study a subject 11 At some schools, 18 What’s another
a school that isn’t like art or photography everybody wears the verb that means finish
private? at college, we can say same clothes – what’s school?
S that you do a ... what? this called? L
C U

2 Between the ages of 7 What verb do we 12 What do you take 17 What qualification
five and eleven, you use to say that a at the end of your time do you get when you
go to school every day. teacher looks at a at school? leave university?
What type of school test and decides on E D
is it? whether the answers
P are right or not?
M

3 Your parents send 6 If we pass a test or 13 If you go travelling 16 What’s the missing
you to a private school. exams at college or after leaving school, verb? Everyone wants
What do they have to university, what do we we say that you take a to ________ into a top
pay? get? year ... what? university.
F Q O G

4 What type of school 5 Your teacher wants 14 What’s the name 15 What do you call
do you start going to to find out if you are of the place you go to the first twelve months
when you are eleven? good at a subject. study at after you leave at university? First …
S What does she set? school? what?
T U Y

Team A answers Team B answers

1 state 11 uniform 2 primary 12 exams
3 fees 13 off 4 secondary 14 university
5 test 15 year 6 qualification 16 get
7 mark 17 degree 8 course 18 leave
9 grades 10 behaviour

242 Communicative activities © 2024 Cengage Learning, Inc.

8.2 PRIMARY SCHOOL Ucalearn.com

What do you remember about primary school?

Tick the sentences that are true for you and rewrite sentences that are not true to make them true
for you. Add any interesting information.
Ask and answer questions about your primary school with a partner. Respond to your partner’s
answers and ask follow-up questions.

1 I had to start school when I was four.

___________________________________________________________________________________

2 I loved school right from the start.

___________________________________________________________________________________

3 My first teacher was really friendly – you could talk to her about anything.

___________________________________________________________________________________

4 We had to wear a uniform.

___________________________________________________________________________________

5 We could take toys or books from home to school.

___________________________________________________________________________________

6 We had to sit at desks all day.

___________________________________________________________________________________

7 We could play outside a lot of the time.

___________________________________________________________________________________

8 I was a very good student at primary school.

___________________________________________________________________________________

© 2024 Cengage Learning, Inc. Communicative activities 243

9.1 THE GOOD HEALTH MATCHING GAME Ucalearn.com

Look at the health problems (1–8). Read out the remedies from your cards and discuss which you
think is the best. Choose one answer for each problem. Then check using the answer card.

1 I’ve got a sore throat. 5 I’ve cut my finger (a bit).

2 I’m having a nosebleed. 6 I’ve got toothache.
3 I can’t stop sneezing. 7 I’ve got hay fever.
4 I’ve lost my appetite. 8 I’ve got a headache.

Student A Card Student C Card

1 Squeeze fresh lemon juice, mix with a little 1 A glass of fresh milk, straight from the
honey, and drink. farm, is great for your throat.
2 Take a metal spoon and hold it to the back 2 Lean forward and hold your nose gently.
of your neck until the bleeding stops. You’ll need to do this for at least ten
3 Boil water, add lemon juice and breathe in minutes.
the steam. 3 Hold your nose as long as you can without
4 Mix some ginger and salt and eat half a breathing.
teaspoon of the mix half an hour before 4 Add chilli pepper to your favourite food and
you are going to eat. eat a small amount as a starter before your
5 Place your finger in a glass of strong alcohol main meal.
and hold it there for five minutes. 5 Use ordinary soap and water to clean the
6 Drink ice cold water to stop the pain and cut, then hold your finger above your head.
keep your mouth clean – avoid warm or 6 Rub butter on the tooth and avoid washing
boiled water. it off until the pain stops.
7 Eat a spoonful of honey every day, which is 7 Avoid wearing sunglasses, which can
delicious as well as good for hay fever. increase the irritation in your eyes.
8 Eat lots of dairy products like butter, cheese, 8 Rub natural oils from herbs like mint or basil
and even chocolate. on your forehead.

Student B Card Answer card

1 B (Milk can make a sore throat or cough worse. Both
1 Mix cayenne pepper and sea salt in warm salt and lemon juice can kill bacteria, but neat lemon
water and gargle with it every fifteen juice is acidic and can make the soreness worse.)
minutes. 2 C (Neither the metal spoon nor the glass of water
will stop bleeding.)
2 Drink a glass of water while breathing in. 3 B (Garlic has natural antibiotic and antiviral
3 Crush a lot of garlic in a bowl and breathe properties, which can help with sneezing from a
cold.)
in the strong smell.
4 A (Ginger and salt are a good way to get your
4 Boil potatoes, add salt, pepper and water, appetite back. It’s good for stomach ache too.)
and eat a small amount from a bowl before 5 C (Holding your finger above your head stops
the bleeding. Alcohol cleans the cut but can be
your meal. irritating.)
5 Wrap a plaster loosely over the cut and 6 B (Onions kill the germs that cause toothache. Warm
water is better than cold, and butter isn’t good for
keep checking on it to see if it’s stopped
toothache.)
bleeding. 7 A (Honey is good. You should wear sunglasses to
6 Eat a raw onion or, if you can’t bite, place protect your eyes. Fish and mushrooms might be
good, but there is no scientific evidence.)
a piece of onion next to the tooth that 8 C (Mint and basil oil are good for headaches.
hurts. Dairy products and pickled vegetables can cause
7 Add lots of fish and mushrooms to your headaches.)

daily diet.
8 Pickled onions and cucumbers are great for
headaches.

244 Communicative activities © 2024 Cengage Learning, Inc.

9.2 WHAT HAPPENED TO YOU? Ucalearn.com

1 2

3 4

5 6

© 2024 Cengage Learning, Inc. Communicative activities 245

10.1 HOW CAN I HELP YOU? Ucalearn.com

In a café In a café
Student A Student B
You slipped on some food and hurt your You are the manager of a very busy café. You
leg. You saw someone drop the food twenty have to talk to a difficult customer who often
minutes ago and nobody cleared up the mess. comes to the café. This isn’t the first time this
Decide what you want the manager to do. person has complained about something.
Start the conversation. Decide how helpful you want to be.
1 2 3 4 5

In a hotel In a hotel
Student A Student B
You are at hotel reception and it is 2 a.m. You You want to watch a late-night horror movie
have to talk to a noisy guest who seems to on the Horror Channel. It’s not working even
stay up late watching movies. though you have paid for it. You want to
order a midnight snack from reception too.
Decide how helpful you want to be.
Start the conversation.
1 2 3 4 5

In a restaurant In a restaurant
Student A Student B
You have found an insect in your soup, which You are a waiter in an inexpensive restaurant.
is also a bit cold. Decide what you want the You have to talk to a difficult customer who
waiter to do about it. has already complained about the loud music.
Start the conversation. Decide how helpful you want to be.
1 2 3 4 5

On the night train On the night train

Student A Student B
You work on the night train. Passengers are You are on the night train. You are finding it
expected to make their own beds, and to difficult to make your own bed. It’s also very
think about other travellers in their cabin. You hot on the train and you want to open the
have a noisy passenger who is complaining. window. You’re hungry too.
Decide how helpful you want to be. Start the conversation.
1 2 3 4 5

In a hotel In a hotel
Student A Student B
You are staying on the tenth floor of a hotel. You are the manager of a hotel. The rooms on
Earlier today, you fell over and hurt your leg. the ground floor and first floor are big with
You want to change to a room on the ground beautiful sea views, so they are a lot more
floor. expensive than other rooms. You have to talk
to a customer who wants a better room.
Start the conversation.
Decide how helpful you want to be.
1 2 3 4 5

246 Communicative activities © 2024 Cengage Learning, Inc.

10.2 THEN AND NOW Ucalearn.com

STUDENT A
Read about Bridgeport-by-the-Sea in 1950. Prepare to tell your partner what the seaside town used
to be like.
Your partner has information about Bridgeport today. Find five things that have changed, and five
things that have stayed the same.

The Seaside Guide 1950

Bridgeport-by-the-Sea
A delightful seaside town with a small pier and a lovely harbour full of small
fishing boats. It has a sandy beach, and is easy to get to by train or by ferry from
the larger town of Newtby.
Bridgeport has one shop, one café and one hotel. Harry’s Café is at the end of the
pier, and you can buy fish and chips there. In the high street by the beach, there
is a small shop selling beach gear and ice cream, and the Royal Hotel, where you
can eat and stay the night. It’s expensive, so many visitors sleep under the stars
on the beach. Away from the beach, there isn’t much to do. There’s a park with a
historical fountain, tennis courts and a small lake. You can rent small boats to sail
round the lake.

STUDENT B
Read about Bridgeport-by-the-Sea. Prepare to tell your partner what the seaside town is like now.
Your partner has information about Bridgeport in 1950. Find five things that have changed, and five
things that have stayed the same.

Seaside Today
Bridgeport-by-the-Sea
A popular seaside town with a busy high street and a harbour where luxury yachts
can be seen. It has a great sandy beach. Sadly, the train service to Bridgeport
closed in the 1970s, but it is easy to drive to, or you can catch a regular ferry from
Newtby.
The Royal Hotel closed down in 1990, and is now part of a shopping and cinema
complex. There are many designer clothes stores in Bridgeport, and lots of cafés
and restaurants, including Harry’s Café which is in the High Street. It was once
at the end of the pier, but the pier fell down during a storm in 1974. There are
plenty of hotels too, but no campsite, and sleeping on the beach is not allowed.
Away from the beach, you can visit Bridgeport Park, which has a lake and a
historical fountain. Swimming and boating in the lake is prohibited, but you can
play tennis or go to the funfair.

© 2024 Cengage Learning, Inc. Communicative activities 247

11.1 WATSON – THE COMPUTER Ucalearn.com

STUDENT A
You and your partner have two versions of this science news story. Read your story, and prepare
questions to find out your partner’s information for the details in bold. Make a note of your
partner’s information. Then discuss with your partner which information you think is correct.

Watson

Watson is an artificially intelligent computer. It was designed by a team of

scientists at an American computer company between 2001 and 2006. It has

60 terabytes of memory and cost three million American dollars to build.

The computer was first developed to compete on a famous quiz show called

Jeopardy. On the show, contestants answer general knowledge questions

and win money. In 2006, the computer competed against three people who

were former winners on the show. Watson won the first prize – one million

American dollars! Today, Watson is used by doctors and nurses in hospitals to

help them diagnose illnesses.

STUDENT B
You and your partner have two versions of this science news story. Read your story, and prepare
questions to find out your partner’s information for the details in bold. Make a note of your
partner’s information. Then discuss with your partner which information you think is correct.

Watson

Watson is an artificially intelligent computer. It was designed by a team of

scientists at a Japanese computer company between 2006 and 2011. It has

16 terabytes of memory and cost six million Japanese yen to build. The

computer was first developed to compete on a famous reality TV show called

Pop Stars. On the show, contestants sing songs and win money. In 2011, the

computer competed against two people who were former winners on the show.

Watson won the first prize – two million Japanese yen! Today, Watson is used

by doctors and nurses in hospitals to help them diagnose illnesses.

248 Communicative activities © 2024 Cengage Learning, Inc.

11.2 RADIO NEWS SHOW Ucalearn.com

GROUP A

Giraffe Solves Maths Horse Rents City

Problem Centre Apartment

SNOW FALLS ON
TROPICAL ISLAND

Moon Turns Blue

Climbers Find Yeti

Robot Steals Mobile
Phone

GROUP B

Cow Buys Ferrari Sun Shines at Night

Bears Eat Out On

Burgers And Shakes

Whale Found ROBOT ANTS CARRY

in Swimming Pool OUT OPERATIONS

SCIENTISTS
DISCOVER NEW LIFE
IN HUMAN HAIR
© 2024 Cengage Learning, Inc. Communicative activities 249
12.1 PERSONAL QUESTIONS Ucalearn.com

STUDENT A
Ask your partner the questions and make notes of their answers. Then work in groups. Tell your
group what you found out about your partner.

1 How often do you go shopping? _______________________________

2 Where did you go on your last holiday? _______________________________

3 What are you going to eat for dinner this evening? _______________________________

4 What social media sites do you use, and how often? _______________________________

5 What kind of weather do you like the most? _______________________________

6 How many brothers and sisters do you have? _______________________________

7 What time did you get up this morning? _______________________________

8 How long have you been learning English? _______________________________

9 What are your favourite items of clothing? _______________________________

10 Where will you be living ten years from now? _______________________________

STUDENT B
Ask your partner the questions and make notes of their answers. Then work in groups. Tell your
group what you found out about your partner.

1 What did you do last weekend? _______________________________

2 How often do you go to the cinema? _______________________________

3 How many close friends do you have? _______________________________

4 What time did you go to bed last night? _______________________________

5 What’s your favourite food? _______________________________

6 When are you going to do your homework? _______________________________

7 How long have you lived in this town or city? _______________________________

8 What is your favourite type of music? _______________________________

9 How many cousins do you have? _______________________________

10 Where will you be working ten years from now? _______________________________

250 Communicative activities © 2024 Cengage Learning, Inc.

12.2 ROUND ROME Ucalearn.com

Friends Jack, Joe and Georgia are on holiday in Rome. They are walking round the city, starting at
the railway station. Look at the map, read the sentences, and work with a partner to say exactly
where Jack, Joe and Georgia are right now.

Spanish
Steps

Castel
Sant’Angelo
Railway
Station

Santa Maria
Maggiore

Pantheon

Piazza
Venezia
Piazza
Farnese

Roman
Forum

Colosseum

1 Joe still hasn’t visited Piazza Venezia.

2 Jack has already looked round Castel Sant’Angelo.
3 Georgia hasn’t seen the Colosseum yet.
4 Two of the friends have already been to the Pantheon.
5 Only one of the friends has got as far as the Colosseum.
6 Joe hasn’t visited the church of Santa Maria Maggiore yet.
7 Joe has just left the Spanish Steps.
8 Only one of the friends hasn’t been to Piazza Farnese yet.
9 Nobody has reached the church of Santa Maria Maggiore yet.
10 All three of the friends have already left the Spanish Steps.
11 The friends still haven’t got back to the railway station.
12 Only two of the friends have got as far as the Roman Forum.
13 Joe hasn’t got as far as Jack.
14 Two of the friends have visited and left Piazza Venezia.

© 2024 Cengage Learning, Inc. Communicative activities 251

13.1 HOW LONG HAVE YOU BEEN DOING THAT? Ucalearn.com

1 Look at the activities in the box below, and choose five activities that you do now or have done in
the past. Write them on the timeline in the ‘Me’ column, next to the time you started doing the
activity. If you no longer do the activity, write how long you did it for.

be a vegetarian belong to a film or book club do a martial art

do art or photography do dance classes do voluntary work
go to a gym make things play a musical instrument
play for a team read poetry sing in a choir
study a foreign language take part in outdoor try out new recipes
(not English) activities (cycling, walking)

Me Other students

More than ten years ago

Ten years ago

Five years ago

Two years ago

Last year

Six months ago

Last month

Last week

Today

2 Now interview people in the class and find people who have done the same activities as
you – but for longer. Use the question prompts below. Write their information in the timeline.

Do / Did you enjoy …? How long have you been …? / How long did you …?
How often do / did you do it? So, do you …? Who do / did you do it with?

252 Communicative activities © 2024 Cengage Learning, Inc.

13.2 ARE YOU MUSICAL? Ucalearn.com

STUDENT A
Complete the answer options with your partner. Then work with a new partner to ask and answer
the questions.
1 Do you listen to music when at work or studying?
a Always b Sometimes c Never
2 What do you listen to when you’re in the car?
a My favourite music or music station b Talk radio
c ______________________________________________________________
3 How many musical instruments can you play?
a More than one
b ______________________________________________________________
c ______________________________________________________________
4 Did you have music lessons as a child? If so – what happened?
a ______________________________________________________________
b ______________________________________________________________
c I quickly gave up!
5 How well can you sing?
a ______________________________________________________________
b ______________________________________________________________
c ______________________________________________________________

STUDENT B
Complete the answer options with your partner. Then work with a new partner to ask and answer
the questions.
1 When you get home, what do you switch on first?
a Music on the radio or my sound system b The TV or my laptop
c The vacuum cleaner
2 You’re invited to the theatre to see something. What would you choose?
a A musical or ballet b A play
c ______________________________________________________________
3 If somebody starts singing beautifully on the underground, what do you do?
a ______________________________________________________________
b ______________________________________________________________
c Get off the train.
4 How often do you sing?
a ______________________________________________________________
b Only in the shower
c ______________________________________________________________
5 You have expensive tickets to a world class opera. What are you going to do with them?
a ______________________________________________________________
b ______________________________________________________________
c ______________________________________________________________

© 2024 Cengage Learning, Inc. Communicative activities 253

14.1 RULES FOR LIVING Ucalearn.com

Read the rules for living and decide if you agree, partly agree or disagree. Then discuss your ideas in
groups and say why.
Around the house

You should clean the house properly at least once a week. agree partly disagree
That means dusting, vacuuming and mopping the floor. agree
If you want to live comfortably, you have to be tidy. That agree partly disagree
means putting cups and plates in the dishwasher as soon as agree
you’ve finished with them and putting clothes away too.
If you live with other people, you must have a rota so that agree partly disagree
everybody knows which jobs to do and when, and you must agree
share jobs equally.
You mustn’t put rubbish in the wrong bin. Make sure you agree partly disagree
put things you can recycle in the correct bin. We mustn’t agree
waste the world’s resources!
You have to iron clothes and bed sheets before you use agree partly disagree
them. There’s nothing worse than looking untidy. agree
You should clear out cupboards, fridges and freezers at least agree partly disagree
once a month. Throw out old tins and jars that are past agree
their sell-by date.
You mustn’t go to bed before the washing-up has been agree partly disagree
done. agree

Out and about

You mustn’t buy all your stuff from the big out-of-town agree partly disagree
supermarkets. You should shop locally and in markets, to agree
support local producers.
You should always take your own shopping bag when you agree partly disagree
go to the supermarket so that you don’t have to use the agree
plastic bags in the supermarket.
You mustn’t buy fruit and vegetables in packets. Always buy agree partly disagree
them fresh and loose. agree

You mustn’t eat in the street. agree partly disagree

agree
You should always look for clothes in second-hand shops agree partly disagree
before buying them new. agree
You must never drive to the local shops or supermarket if agree partly disagree
it’s close enough to walk, cycle or go by bus. Get fit and agree
protect the environment!
You shouldn’t eat fast food. It’s better to cook at home with agree partly disagree
fresh ingredients. agree

254 Communicative activities © 2024 Cengage Learning, Inc.

14.2 WHAT DO YOU THINK IT IS? Ucalearn.com

STUDENT A STUDENT B
1 corkscrew 1 scoop

a _______________________________ a _______________________________

b (correct definition) It’s a metal tool you b (correct definition) It is a metal or plastic
use to open a bottle. You move it round utensil that we use to get things out – for
and round and then you pull. example, ice cream out of a box.

c _______________________________ c _______________________________

2 strimmer 2 thimble

a _______________________________
a _______________________________
b _______________________________
b _______________________________
c (correct definition) It is used when you
c (correct definition) It’s a hand-held
sew things. You place it on your thumb to
machine that gardeners use to cut the
protect it from the sharp needle.
grass at the edge of the lawn.
3 pestle and mortar
3 mallet

a (correct definition) A mortar is a bowl and

a (correct definition) It’s a type of heavy a pestle is a hard object that you can use
hammer which you can use to hit things. to crush, grind or mix things.
The head is made of rubber or wood.
b _______________________________
b _______________________________
c _______________________________
c _______________________________
4 spanner
4 whisk

a _______________________________ a _______________________________
b _______________________________ b (correct definition) It is a metal tool. You
c (correct definition) It’s a metal kitchen place one end of the spanner round a
utensil. You use it to mix up food very nut and twist it to make it tight or loose.
quickly – eggs or cream, for example. c _______________________________

© 2024 Cengage Learning, Inc. Communicative activities 255

15.1 TRUE OR FALSE? Ucalearn.com

Complete the sentences about yourself. In each category, write three true sentences and one false
sentence. Use some of the verbs provided. Then share sentences with your partner, and guess which
of your partner’s sentences are false.
My finances

borrow buy earn invest owe save spend win

1 At the moment, I
2 Over the last few months, I
3 In a month’s time, I
4 In the last two years, I
My job or studies

apply for pass run sign study take train work on

1 Currently, I
2 Over the last six months, I
3 A year from now, I
4 At the moment, I
My travels or holidays

book cycle fly get stuck miss visit

1 Recently, I
2 Over the last couple of weeks, I
3 In a year’s time, I
4 In the last few years, I
My free time

do give up go go on play relax take up watch

1 Currently, I
2 In the last two years, I
3 In a few days’ time, I
4 A year from now, I
My relationships

call date fall out with get on with make friends with meet move in write

1 Currently, I
2 Over the last few months, I
3 In a month’s time, I
4 In the last five years, I

256 Communicative activities © 2024 Cengage Learning, Inc.

15.2 WHAT WOULD YOU DO? Ucalearn.com

Read the situations and think about what you would do and why. Then have a discussion in groups
and agree on the best response to each situation.
Situation 1
You are at an expensive hotel. Although you say you’d prefer to carry your bags because you’re
staying on the ground floor, a porter picks up your bags, carries them to your room for you and
puts out his hand for a tip. You give him five euros, but he just looks at you and holds out his hand
again.

Situation 2
At a railway station, somebody stops you and politely asks you to lend them forty euros. They say
they have lost their wallet and need a ticket to get home. The person is friendly. He promises to
return the money if you give him your email address.

Situation 3
You have booked a table for two by the window of the five-star restaurant in your city’s best hotel.
It is to celebrate your boyfriend or girlfriend’s birthday. When you arrive, the hotel apologizes
because the table is taken. A well-known celebrity has arrived and is sitting at your table with his
girlfriend. They take you and your partner to another table, a long way from the window, and offer
you a free drink.

Situation 4
You are visiting friends for the weekend, and staying a couple of nights in their house near the sea.
Last summer, they visited you in your house in the city centre, and you cooked for them. On the
first night at your friends’ house, they take you out to a lovely restaurant. When the bill arrives, the
waiter places it in front of you, and your friends don’t try to pick it up.

Situation 5
Somebody at work who you don’t know very well is doing a charity run to raise money for a cats’
home. You don’t particularly like cats, but you agree to sponsor your colleague for one euro a
kilometre just because everybody else in the office is doing the same. On Monday morning, the
colleague comes into work looking very pleased with herself. She has run forty kilometres!

© 2024 Cengage Learning, Inc. Communicative activities 257

 Ucalearn.com
16.1 THE HISTORY OF AMERICA SINCE 1900

The Wright brothers The first Ford motor car Walt Disney made his Bill Gates founded
made their first was manufactured in first long film – Snow Microsoft.
powered flight in the Detroit. White and the Seven
Wright Flyer. Dwarfs.

The pop star Michael The Wall Street Crash The US declared war Martin Luther King
Jackson died in Los took place and the on Japan and entered became leader of the
Angeles. Great Depression World War II. African-American Civil
began. Rights Movement.

President John American astronauts During a visit to Berlin, World War II

F. Kennedy was Neil Armstrong, Buzz President Reagan told ended when Japan
assassinated in Dallas, Aldrin and Michael Soviet Premier Mikhail surrendered to the
Texas while travelling in Collins became the first Gorbachev to tear Americans on the deck
an open car. men to land on the down the Berlin Wall. of an American ship.
moon.

Elvis Presley, the King of American athletes did President Richard Nixon MTV, the first 24-hour
Rock and Roll, died at not go to the Summer became the first and cable network
his home in Graceland. Olympics in Moscow. only President to resign dedicated to airing
from office. music videos, was
launched.

Mark Zuckerberg Nineteen terrorists Barack Obama became Musician John Lennon
and friends launched hijacked planes and the 44th President of was assassinated outside
the social media site crashed them into the the United States. a hotel in New York City.
Facebook. World Trade Center.

Key
The Wright brothers made their first powered flight in the Wright Flyer. December 1903
The first Ford motor car was manufactured in Detroit. October 1908
The Wall Street Crash took place and the Great Depression began. October 1929
Walt Disney made his first long film – Snow White and the Seven Dwarfs. December 1937
The US declared war on Japan and entered World War II. December 1941
World War II ended when Japan surrendered to the Americans on the deck of an American ship. September 1945
Martin Luther King became leader of the African-American Civil Rights Movement. 1955
President John F. Kennedy was assassinated in Dallas, Texas while travelling in an open car. November 1963
American astronauts Neil Armstrong, Buzz Aldrin and Michael Collins became the first men to
land on the moon. July 1969
President Richard Nixon became the first and only President to resign from office. August 1974
Bill Gates founded Microsoft. April 1975
Elvis Presley, the King of Rock and Roll, died at his home in Graceland. August 1977
American athletes did not go to the Summer Olympics in Moscow. July 1980
Musician John Lennon was assassinated outside a hotel in New York City. December 1980
MTV, the first 24-hour cable network dedicated to airing music videos, was launched. August 1981
During a visit to Berlin, President Reagan told Soviet Premier Mikhail Gorbachev to tear down
the Berlin Wall. June 1987
Nineteen terrorists hijacked planes and crashed them into the World Trade Center. September 2001
Mark Zuckerberg and friends launched the social media site Facebook. February 2004
Barack Obama became the 44th President of the United States. January 2009
The pop star Michael Jackson died in Los Angeles. June 2009

258 Communicative activities © 2024 Cengage Learning, Inc.

 Ucalearn.com
16.2 WORLD FESTIVALS

Read the texts carefully and prepare to ask and answer questions.

Mardi Gras
New Orleans’ Mardi Gras celebration will take place at the end of February this year. There will
be parades through the streets, with floats and people in fancy dress, and there will be parties
everywhere. And the fun doesn’t last for just one day – partygoers celebrate for a few days before
and after ‘Fat Tuesday’. Go to the area’s French Quarter for some of the wildest partying you’ve ever
seen. It’s the most historical part of the city, and the place where restaurants and places with live
music are open all night long. Be careful – there are thieves, especially at night, and places can be
expensive at Mardi Gras. It’s also a good idea to carry a large bag with you – people in the parades
throw lots of beads, sweets and other things from their floats – catch them and keep them as
souvenirs!

Holi
Holi is a traditional Hindu festival (also known as the festival of colours) that usually takes place in
March and celebrates the beginning of spring. Kathmandu, the capital of Nepal, is a great place to
experience Holi if you are a tourist because the city has lots of places to stay and eat, and there is
lots to see there in the three-day celebration. On the first day, people decorate wooden poles called
chir with colourful cloth and then burn them through the night to show that it is the end of the old
year. People also light bonfires on the second day, and on the third day huge numbers of people
come out onto the streets to join in a large fight! Colourful water balloons, paint and powders are
thrown on everyone and the city takes on a fun and exciting atmosphere. There is dancing, singing
and loads of great street food. Make sure you wear comfortable shoes and clothes you can wash!

La Tomatina
La Tomatina might just be the world’s most famous food fight. Spain’s tomato-throwing festival
takes over the village of Buñol each year on the last Wednesday in August, which, this year, falls
on the final day of the month. It dates back to the 1940s, when a group of noisy teenagers started
throwing tomatoes from a vegetable stall during a local parade. It was so much fun they decided
to do it every year! Today, La Tomatina has become internationally famous, and tens of thousands
of people, both locals and tourists, throw over 100,000 kilos of tomatoes at each other. A word of
advice – book somewhere to stay early as everywhere books up quickly for the festival, and leave
your best clothes at home!

© 2024 Cengage Learning, Inc. Communicative activities 259

TEACHER’S NOTES TO COMMUNICATIVE ACTIVITIES Ucalearn.com

1.1 What are you working on? • Organize your class into four groups. Ideally you want
about four or five students in each group. Give one
AIM to practise asking and answering wh- questions person in each group a card, and tell them to keep it
about jobs using the present simple or continuous secret. Each group should have a different card. If you
have a small class, use fewer cards. If you have a very
Activity type: pairwork
large class, use another set of cards, and duplicate one
Before the lesson: Photocopy one worksheet for every or two cards.
pair of students in the class. Cut along cut lines. • The aim of the game is for the group to ask the student
with the card lots of yes / no questions until they guess
Procedure: Write engineer and journalist on the board.
each job on the card. They start by asking questions to
Ask students the following: What do you do in your
guess job 1, then move on to ask questions for job 2,
jobs? What’s interesting about them? Would you like
etc. Set a five-minute time limit. Tell the students with
to do a different job? Why? / Why not? Elicit ideas.
the cards that they can look up any jobs they don’t
You could write any interesting phrases on the board
know, or ask you (without revealing the job to other
for students to use later.
group members!) before starting.
• Hand out a worksheet to each pair of students. Tell
• At the end of five minutes, say STOP and find out
students to read about the two different jobs and place
which group has managed to guess the most jobs.
this sheet on the table between them. Student A must
• Ask students with cards to pass on their card to
prepare questions to ask. Student B must decide which
someone in the next group. Make sure it is someone
job they would like to apply for and then complete
who didn’t have a card the first time. Repeat the game
their CV. Tell them to use their own name but to use
with new cards.
their imagination to invent a job history. Monitor and
help at this stage as students will need some help
with question forming (Student As) and ideas and 2.1 Comparatively speaking
vocabulary (Student Bs). AIM to practise making comparisons
• When students are ready, Student A interviews Student
B. At the end, Student A must decide whether to give Activity type: pairwork
Student B the job or not. Before the lesson: Photocopy one worksheet for every
pair of students in the class. Cut along cut line.
Extra: You could ask Student Bs to move one place round
the class in a clockwise direction after the first interview. Procedure: Write Australia and India, China and Chile
Student As then interview a new Student B. Move them on on the board. Ask students the following: What are they?
one more time and have a third interview. Then ask Student Where are they? Elicit answers. Then ask students to
As to choose who they would give at least one of the jobs compare the two places in as many ways as they can.
to after having interviewed three people. • Organize the class into pairs. Half the class are A
pairs and half are B pairs. Hand out the worksheets
to students in pairs, making sure that A pairs get
1.2 Do you work long hours? the same A worksheet, and B pairs get the same
B worksheet.
AIM to practise asking and answering yes / no • Tell students to read the incomplete sentences and
questions about jobs complete them so that they are correct in their opinion.
Activity type: groupwork It doesn’t matter if pairs disagree.
• When students have completed their sentences, mix pairs
Before the lesson: Photocopy the worksheet and cut
so that a Student A is with a Student B. Students take
out the four cards along the cut lines. If you have more
turns to read out their sentences. Their partner corrects
than four groups, photocopy more worksheets: you will
them or congratulates them for getting the sentence
need one card per group.
right. In the end, find out which students got the most
Procedure: Write the adjectives below on the board and correct answers.
check students know them:
experienced inexperienced well-qualified 2.2 Tell us …
unemployed retired hard-working busy
AIM to practise describing shopping experiences
well-paid successful
and things we buy
• Model the activity. Tell the class that you are thinking of
a job and one of the adjectives on the board (e.g. an Activity type: groupwork
experienced teacher, a successful doctor, an unemployed
Before the lesson: Photocopy the worksheet: you will
footballer). Tell students to ask you yes / no questions
need one game board per group. You also need a large
until they guess who you are. Brainstorm typical
coin per group.
questions they could ask: Do you work in an office /
outside / in a classroom? Do you work long hours? Do Procedure: Start by brainstorming phrases students
you work for yourself? Do you work with animals? Are can remember that are used to describe things we
you working at the moment? Did you go to university? buy (good quality, smart, thick, second-hand, in good
Remind them that you can only answer Yes or No. condition, etc.).
260 Teacher’s notes to communicative activities
• Organize the class into groups of four or five. Hand 3.2 Name four Ucalearn.com
out a worksheet to each group. Tell students to find a
counter (e.g. a rubber) and place it on START. AIM to practise talking about our town or city using
• Tell the class that the aim of the game is to move their quantifiers
counter round the board until they reach the FINISH
Activity type: groupwork or whole class activity
square and win. To move they toss a coin. If ‘heads’,
they move two spaces. If ‘tails’, they move one space. Before the lesson: For activity A and B, photocopy
• The first player tosses the coin, moves their counter the worksheet and cut along the cut line. You will need
and tells the group about whatever it says on the one photocopy per group of students. You won’t need
square. Tell students they have to talk for 30 seconds, photocopies for activity C.
and remind them to use phrases from the lesson. After
This is a quiz / questionnaire activity testing students’
talking, if the square tells them to move forward or
knowledge of their town or city, or the town or city they
back, they must move their counter. The second player
are currently in. Make sure you establish which place to
tosses the coin and moves, and so on until each player
talk about before students begin – it needs to be big
has had a go. The game continues until someone wins.
enough to suggest lots of ideas, and familiar enough
for students to have lots to say. If you are in a very small
3.1 The story of Amelia Earhart town, suggest students talk about the nearest big city.

AIM to practise asking questions to find out about a The activity can be done in a number of ways. Here are
story using past simple and past continuous three suggestions.

Activity type: pairwork Activity A: Groupwork

Before the lesson: Photocopy one worksheet for every Procedure: Organize the class into equal numbers of A
pair of students in the class. Cut along cut line. pairs and B pairs. Give A pairs worksheet A. Give B
Procedure: Write Amelia Earhart on the board. Ask pairs worksheet B.
students to tell you what they know about her, or ask • Tell pairs to read the statements on their worksheets
them to say what they would like to find out. carefully. Check any unknown words.
• Organize the class into pairs and hand out the A and B • Put A pairs with B pairs to make groups of four. Tell A
versions of the story to each pair. Tell students that they pairs to read their first Name four statement. B pairs have
and their partner have different versions. Give students a thirty seconds to think of four examples from their city.
few minutes to prepare questions to ask their partner to If they think of four good examples, they get 2 points. If
find the missing information in their story. Monitor and they think of only two or three they get 1 point. If they
help with past tense question forms. can’t think of any ideas, they get 0 points. Now B pairs
• When students are ready, tell them to take turns to ask read their first statement. A pairs think of four examples.
questions to find and write the missing information. Pairs take turns to read their statements and, at the end,
When they have finished, they can compare their add up points to check which pair has won.
written versions or check their answers with the • To revise the grammar, follow up by asking students why
answer key below. Student A answers are in bold in the quantifiers in bold are used in each statement.
the answer key, and Student B answers are underlined.
Activity B: Groupwork
Extra: Ask students to write their own gapped text, telling Procedure: Organize the class into groups of three or
a story about themselves. They could write any story, or if four.
they need some guidance, suggest that they write about • Hand out worksheet A or B to each group. Make sure
an amazing holiday they had. They should say where they there are an equal number of A and B groups. Tell
went and what they did, leaving gaps for dates, people, students to spend ten minutes thinking of, discussing
places, objects and ages. They then work in pairs, exchange and noting answers.
their texts and ask and answer questions to fill the gaps. • Ask A groups to share their answers with other A groups,
and B groups to share their answers with other B groups.
Answers
• In feedback, find out which groups had the most
In December 1920, Amelia Earhart went to an airfield
interesting answers.
with her father. She was living in California at the
• To revise the grammar, follow up by asking students
time and she was 23. She fell in love with flying,
why the quantifiers in bold are used in each statement.
and decided to be a pilot. She saved $1,000 for
flying lessons, and bought her first plane, which she Activity C: Whole-class activity
called ‘the Canary’. In May 1932, Amelia flew across
the Atlantic from Canada to Europe. She landed Procedure: You don’t need photocopies if you do the
in Northern Ireland after a flight that lasted fifteen activity as a whole class quiz.
hours. In 1936, while she was working at Purdue • Organize the class into groups of three or four.
University, Amelia started planning a flight round the • Read out the first Name four statement in the A
world. In June 1937, Amelia and her co-pilot Fred section. Groups have one minute to think of ideas.
Noonan flew from Miami to Lae in New Guinea. Elicit suggestions from the groups and award a point
On 2nd July, they took off from Lae and disappeared. to the best answer. Read out the second Name four
Nobody ever saw Amelia Earhart again. statement in the A section. Groups have one minute

Teacher’s notes to communicative activities 261

 to think of ideas again. Elicit suggestions and award a Ucalearn.com
• Tell each pair that they are about to open a restaurant.
point. Continue through the rest of the worksheet. You It can be Italian, Mexican, Vegetarian or World Cuisine.
can also use the statements in the B section if you have Tell pairs to decide which and to write the name of
time. At the end, find out which group got the most their restaurant at the top of the menu they choose.
points and announce the winner. • Tell students to work in pairs to add dishes to their
• To revise the grammar, follow up by asking students menu in the spaces provided. You could ask students
why the quantifiers in bold are used in each statement. to research dishes online. Tell them to include extra
information to say what is in the dishes they choose.
• When students have prepared menus, organize
4.1 Find someone who…
them in new pairs and ask them to roleplay waiter
AIM to practise asking for personal information and customer. The waiter hands over the menu. The
using the present perfect customer looks at the menu and orders dinner. Tell
customers to ask the waiter questions to find out more
Activity type: groupwork or whole class activity
about each dish as they order.
Before the lesson: Photocopy one worksheet for each • Switch pairs again. This time, ask students who played
student in the class. waiter to play customer.
Procedure: Ask open questions in class to model the • In feedback, at the end, find out which customers
activity. For example, Have you ever eaten Indian food? were happy with their order, and find out which menus
Oh really! When did you last eat Indian food? Did you were the most interesting.
go to a restaurant? Did you eat at home? Do you like
Indian food? 5.1 Collocation dominoes
• Hand out a worksheet to each student in the class
and ask them to read through the question prompts AIM to practise compounds and collocations in the
carefully. Check any problem words. Tell students to topic of sport
decide which are true for them and which not true. Activity type: groupwork
• Tell your students to prepare questions. If your class are
strong, they are ready to go. If less confident, you could Before the lesson: Photocopy one worksheet for every
ask them to write and practise the questions first. three students in the class. Cut up the worksheets along
• Ask the class to stand up and come to a part of the the dotted cut lines only to make dominoes (or bring in
classroom where they can mingle easily. If you have a scissors so students can cut them up).
large class, you could split the class into two groups to Procedure: Write football on the board and ask students
mingle. to make as many compounds and collocations as they
• Tell students to interview different people. For each can (football player, football pitch, play football, etc.).
question, they need to find and write down the name • Organize the class into groups of three. Place the
of one student, until they have found someone for dominoes in a pile face down on a table so that
each item. Tell students they can only spend one everyone in the group can reach them. Tell students to
minute with a person before finding a new partner. spread out and mix up the dominoes.
When they find someone who fits the category, they • Ask each student to choose four dominoes at random.
must ask at least one follow-up question to find more Tell them to hold them and keep them secret. Turn
information, and note the information so they can over one of the remaining dominoes and place it in the
report back to the class. Monitor and help. Prompt middle of the table.
students to speak and to move to different partners. • In a clockwise direction, students take turns to play
• End after ten to fifteen minutes, or when somebody a domino. They must place a domino next to either
has found a person for each question. Go through the end of the domino on the table to make a compound.
answers in feedback by asking Who questions (e.g. So, So, for example, if the first domino reads PITCH /
who has cooked dinner for more than eight people?). SWIMMING, they could add DANCE / FOOTBALL to the
front end, to make football pitch, or POOL / RUNNING
4.2 World menus to the rear end to make swimming pool. If they
haven’t got a domino they can use, they must pick up
AIM to plan a menu and practise ordering food
one of the remaining unused dominoes. When there
from a menu
are no dominoes left, they just miss a go.
Activity type: pairwork • The first player to use all their dominoes is the winner.

Before the lesson: You will need one photocopy per

pair of students. You could cut each photocopy into four 5.2 Meeting up
quarters along the cut lines (optional).
AIM to practise making plans and arrangements
Procedure: Ask students to look at the four skeleton using appointment diaries
menus: Italian, Mexican, Vegetarian, World Cuisine.
Activity type: groupwork or whole class activity
Ask: What sort of food might you find in each of these
restaurants? If you had a vegetarian restaurant, what Before the lesson: Photocopy the worksheet and cut
dishes would you include? If you had a restaurant with out the three diaries along the cut lines. You will need
dishes from all over the world, what dishes would you one photocopy for every three students.
choose? Elicit a few ideas.

262 Teacher’s notes to communicative activities

The activity can be done in a number of ways. Here are Ucalearn.com
which people they are ready to talk about (a flatmate,
two suggestions. a cousin and a little sister, for example) so that their
partner will know which set of question prompts to
Activity A: Groupwork use. Students take turns to ask and answer questions.
• At the end, ask students to summarize what their
Procedure: Organize the class into groups of three. Give
partner has in common with their three people, e.g.
each group a set of three appointment diaries. Tell
Paul gets on well with a friend from his basketball
students to decide who is A, B, and C. Each student
team because they are both very competitive and take
takes and reads the correct diary.
the game really seriously. He gets on well with his
• Tell students to notice when they are busy, and when
little sister because they both have the same sense of
they might be free (e.g. If it says ‘go out for dinner’,
humour, and they also both work in finance, etc.
they are busy, but if it says ‘wash my hair’, that is not so
important – they might be free). Tell them to think about
Extra: Instead of doing this activity in pairs, organize the
how to ask questions to find out what other students’
class into fours or fives to ask and answer questions.
plans are and to find out when they might be free.
• Students roleplay asking and answering questions
about each other’s plans for next week. Set a time 6.2 Close to you
limit. Students must find out everybody’s plans and
agree on a time and day to meet. AIM to practise describing friendship circles
Activity type: groupwork
Activity B: A mingle
Before the lesson: You will need one photocopy per
Procedure: Hand out appointment diaries to students at
student.
random round the class. Ask students to read diaries
and notice when they are busy, and when they might Procedure: Ask: Who are you close to in your family?
be free (e.g. If it says ‘go out for dinner’, they are busy, Which friends are you closest to and why?
but if it says ‘wash my hair’, that is not so important – • Give a worksheet to each student. Ask students to
they might be free). look at the key and check that they understand how
• Ask students to stand up, walk round, and talk to two the lines work. Tell them to look at Jo’s friendship circle
students with different diaries. So, Student A will have and think about the relationships shown.
to find and talk to a B, and a C. Tell them to ask and • Ask students to draw their own friendship circle. Tell
answer questions about plans with each partner until them to think of five to ten people to include. Tell
they find a day and time when they can meet. them to include people they are close to and not so
• At the end, ask As to sit down together, Bs to sit close to. There is space to draw on the worksheet, but
together, and Cs to sit together. Tell groups to tell you could allow students to use a larger piece of paper
each other when they plan to meet people from to draw if they wish.
other groups. Ask if they agreed on the same days • Organize the class into small groups of three to five
and times. students. Ask students to discuss their friendship circles
and ask each other about the people in them.
• In feedback, elicit from different students what they
6.1 What we have in common
found out about their classmates.
AIM to practise question formation and using
both and neither to talk about things you have in 7.1 New Year in China
common
AIM to practise can, can’t, have to and don’t have
Activity type: pairwork or groupwork
to do, and to find out about New Year in China
Before the lesson: Photocopy one worksheet for each
Activity type: pairwork or groupwork
student in the class.
Before the lesson: Photocopy one worksheet for each
Procedure: Start by writing classmate, teammate, cousin,
student in the class.
flatmate, etc. on the board and checking the words.
Explain that students can choose someone they knew Procedure: Ask students what they know about Chinese
well in the past, e.g. an old classmate or flatmate, or New Year.
someone they know now. • Hand out one worksheet to each student in the class.
• Ask a few questions in open class to model the task: Tell them to fold over the key so they can’t see it.
When did you first meet your classmate? Where did Read the introduction out loud and ask students to
you live? How often do you see each other? listen and follow. Organize students into pairs or small
• Hand out one worksheet to each student in the class. groups to work together to decide what to write in
Read instruction 1 out loud and ask students to listen each gap. You could do the first sentence as a class
and follow. Once they have chosen their three people, (for example, should it be You can’t eat cooked rice or
give them a few minutes to look at the question You have to eat cooked rice?).
prompts provided and to note down answers. • At the end, reveal the key, and go through the answers
• When students are ready, put them into pairs to ask and ask students which information was surprising.
and answer questions about their important people. WARNING: If you have Chinese students or China
Read instruction 2 out loud. Tell them to say first experts in your class, don’t insist on the answers as

Teacher’s notes to communicative activities 263

 what people say you can and can’t do in traditional Ucalearn.com
is a clue. If correct, it is Team A’s go again unless they
situations like this is not always the same as people’s have to miss a go, in which case Team B move to
actual experiences. square 4 and answer the next question. If incorrect,
they stay in the square and miss a go next time.
• The aim is for each team to move round the board,
7.2 Strange rules
answering odd or even questions, until they reach
AIM to practise reading and talking about strange square 17 or 18. Once they answer that question, they
rules move to the FINISH square and win the game.

Activity type: groupwork Answers

1 state 7 mark 13 off
Before the lesson: You will need one photocopy per
2 primary 8 course 14 university
student.
3 fees 9 grades 15 year
Procedure: Lead in by writing strange rules on the board 4 secondary 10 behaviour 16 get
and asking: Can you think of any strange rules or laws 5 test 11 uniform 17 degree
from your country? Elicit any suggestions. 6 qualification 12 exams 18 leave
• Give a worksheet to each student. Ask students to read
each rule or law and choose a response from the box.
• Organize the class into small groups of three to five 8.2 Primary school
students. Ask students to discuss their responses to
AIM to talk about school experiences; to practise
each rule and to decide which rules or laws are true
had to and could
and which are false. You could guide students by
telling them that three are actually false. Activity type: groupwork
• In feedback, elicit from different groups which they
Before the lesson: You will need one photocopy per
think are false and why. Then reveal the answers (see
student.
below).
• Follow up by asking groups to discuss why they think Procedure: Lead in by asking: What do you remember
the rules or laws were introduced. For example, People about your life at primary school?
have to wear shirts in Bangkok to stop accidents. • Give a worksheet to each student. Ask students to read
the sentences, and to tick ones that are true according
Answers to their own experience. Tell them to rewrite untrue
3, 8 and 10 are false sentences to make them true for themselves. Then ask
them to make brief notes of follow-up questions for
each statement.
8.1 The education game • Organize the class into pairs. Ask students to describe
their life at primary school and to ask and answer
AIM to practise vocabulary connected with the topic
questions.
of education
• In feedback, elicit what students found out about their
Activity type: team, pair and groupwork partner.
Before the lesson: Photocopy one worksheet for each
group of four students in the class and cut off the two 9.1 The good health matching game
answer key sections.
AIM to practise vocabulary connected with the topic
Procedure: Write education on the board and brainstorm
of health
as many words and phrases as you can connected with
the topic. Write them up on the board, but rub them Activity type: groupwork
off before playing the game. Before the lesson: Photocopy one worksheet for each
• Organize the class into groups of four. Hand out one group of three students in the class. Cut up the cards
worksheet to each group in the class. Tell groups to along the cut lines.
split into two teams of two and tell each team to place
a small counter on the START square. This could be a Procedure: Write on the board: I’ve got a cold, and ask
coin, button, or anything else flat and small. students: What should I do? Elicit as many suggestions
• Tell Team A that they will answer odd questions as you can (e.g. go to bed, buy tissues, get some
(1, 3, 5, 7, etc.) and tell Team B that they will answer aspirin). Try to elicit some more unusual suggestions of
even questions (2, 4, 6, 8, etc.). Each team will have to what to do.
check the other team’s answers, so give Team A a set • Organize the class into groups of three. Hand out
of Team B answers, and give Team B a set of Team A the cards so that one student has the A card, one
answers. the B card, and one the C card. Place the instruction
• Team A move their counter to square 1, read out the card with the list of illnesses face up, and the answer
question and say the answer. The letter in the square is card face down in front of the students. (If your class
a clue. If correct, it is Team B’s go. If incorrect, they stay doesn’t divide into three, have a group of two with the
in the square and miss a go next time. extra card face up, and / or a group of four in which
• Team B move their counter to square 2, read out the two students have the C card.)
question and say the answer. The letter in the square

264 Teacher’s notes to communicative activities

• Tell students that between them they have three possible (1 = unhelpful, 2 = not very helpful, 3Ucalearn.com
= quite helpful,
remedies to typical common illnesses, and they must 4 = helpful, 5 = very helpful).
discuss their remedies and decide which one is best. • Ask students to roleplay each situation.
• Student A reads out the problem: I’ve got a sore • When students have finished, ask students to say how
throat. Then they read out the suggested solution from helpful their partner was.
the A card. B and C then read out their suggested
solutions. Students then discuss which remedy they
10.2 Then and now
think is best and give reasons why.
• Once students have read out all eight illnesses, and AIM to do an information gap activity to practise
chosen the best remedy, they can check their answers used to; to revise summer holiday activities
on the answer card and find out which student got the
most answers right. Activity type: pairwork
Before the lesson: Photocopy the worksheet and cut it
9.2 What happened to you? in half along the cut line. You will need one photocopy
per pair of students.
AIM to extend talking about health, accidents and
Procedure: Lead in by writing seaside town on the board
treatments
and asking: Did you visit any seaside towns when you
Activity type: groupwork were a child? How are they different now to when you
were a child?
Before the lesson: You will need one photocopy per
• Organize the class into equal numbers of A pairs and
student (or, to save paper, one worksheet for each group
B pairs. Give A pairs worksheet A (Bridgeport in 1950).
of three students).
Give B pairs worksheet B (Bridgeport today).
Procedure: Start by organizing the class into groups of • Tell students to read their text carefully. You may wish
three. Give a worksheet to each student, or, to save to pre-teach some key words: pier (a long walkway that
paper, give one worksheet to each group. goes into the sea), harbour, beach gear. Tell pairs that
• Write the following questions on the board: they have to try to remember details, so ask them to
1 What happened to you? How? Why? take two minutes trying to memorize their texts.
2 What were you doing when it happened? • Organize the class into new pairs. This time, put a
3 How did you feel? student A with a student B. Tell students to turn over
4 What did you do about it? What treatment did you their texts.
get for it? • Ask students B to describe Bridgeport now. Ask
5 How long did it take to get better? students A to say how the place has changed since
6 How do you feel now? 1950. Encourage them to use used to to say how
• Ask students to choose a picture, and imagine it shows things were different in the past. Students have to find
something that happened to them. Ask students to five things that have changed, and five things that
prepare a story to describe their experience using the have stayed the same.
questions on the board. • When students have finished, tell them to read each
• Ask students to take turns to tell their stories. Ask other’s texts to confirm differences and similarities.
other students in each group to use the questions • In feedback, ask what the town used to be like and
on the board or their own questions to get more how it has changed now. Confirm differences and
information about their classmates’ stories. similarities.
• In feedback, find out which pictures students
described. Ask students to share the best and funniest Example answers
stories with the class. Different:
There used to be small fishing boats in the harbour;
now there are luxury yachts.
10.1 How can I help you? There used to be a pier, but it fell down in 1974.
AIM to roleplay problem situations You used to be able to get to Bridgeport by train.
There used to be one hotel; now there are lots of
Activity type: pairwork hotels.
Before the lesson: Photocopy one worksheet for each There used to be only one shop; now there are lots
student. of shops.
Harry's Café used to be at the end of the pier; now it
Procedure: Lead in by asking students what problems is in the High Street.
people might have in a hotel, café, restaurant or on a You used to be allowed to sleep on the beach; now
night train. you're not.
• Organize the class into A / B pairs. Ask students to You used to be allowed to sail on the lake; now
read the five situations. Ask students to say which role you're not.
they are playing in each situation. Check any words
The same:
students are not sure of.
the sandy beach, the ferry from Nearby, Harry’s Cafe
• Ask students to prepare individually. Tell the students
- the name, historical fountain in the park, lake in
who have to deal with the complaint that they must
the park
decide how helpful to be. Tell them to circle a number

Teacher’s notes to communicative activities 265

11.1 Watson – the computer other food, or an incident in which bears actually Ucalearn.com
go to
a burger bar). Set a two-minute time limit.
AIM to practise asking questions about a science • Ask students to choose the most interesting headline
news story and using passive forms and story they thought of. Tell them that they will
have to prepare a radio news bulletin on the story, and
Activity type: pairwork
present it to the class. In the bulletin, they will play
Before the lesson: Photocopy one worksheet for each the role of presenter, interviewer and expert / witness.
pair of students in the class. Cut the worksheets into two Explain that the presenter will introduce the news story
along the cut lines. and the interviewer will interview an expert or witness
about the story.
Procedure: Write Watson – the computer on the board.
• Ask students to choose who will play each role. Then
Ask the class to predict what the story might be about.
give students five minutes to prepare the script of their
• Organize the class into A / B pairs. Hand out one
story. Monitor and help with ideas and vocabulary.
version of the story to Student A and the other version
• When students are ready, pair an A group with a
to Student B. The details in bold are different in the
B group. The A group perform their radio bulletin.
two texts. Give students five minutes or more to read
The B group must watch and say what headline goes
their story and prepare questions to find out their
with the bulletin. The B group then perform for the
partner’s information, e.g. Where was the computer
A group. In a small class, you could have groups
designed? When was it designed? etc.
perform for the whole class.
• Then tell A / B pairs to ask and answer questions to
find the ten factual differences between their stories.
They should note their partner’s information between
12.1 Personal questions
the lines on their text. Then, they should discuss which AIM to practise reported speech
facts are correct.
• Ask students in feedback which pieces of information Activity type: pairwork and groupwork
they think are correct. Then read out the correct text. Before the lesson: Photocopy one worksheet for every pair
of students in the class. Cut into two along the cut line.
Answers
Watson is an artificially intelligent computer. It was Procedure: Start by asking three or four of the questions
designed by a team of scientists at an American round the class to model the task.
computer company between 2006 and 2011. It • Hand out the worksheets so each pair has a Student
has 16 terabytes of memory and cost three million A and a Student B section. Ask Student A to read
American dollars to build. The computer was first through the questions on his or her card, and ask B to
developed to compete on a famous quiz show do the same. Then ask students to take turns to ask and
called Jeopardy. On the show, contestants answer answer the questions, and make a note of the answers.
general knowledge questions and win money. In • When students have completed their interviews tell
2011, the computer competed against two people them to think about how to report the answers using
who were former winners on the show. Watson won said that and told me that. Monitor and help students
the first prize – one million American dollars! to prepare reported statements. However, do this
Today, Watson is used by doctors and nurses in orally. Don’t let students write down sentences – make
hospitals to help them diagnose illnesses. them think about how to prepare them in their heads.
• Organize the class into groups of four or five. Make
sure students are not with the partner they initially
11.2 Radio news show interviewed in their new group. Tell students to report
their findings, using reported speech, and to put the
AIM to present a radio news show about science findings together in order to make a report. In feedback,
and nature stories ask each group to report what they found out about
Activity type: groupwork other students. For example: Ana and Jorge said that
they went shopping every weekend, but both Paul and
Before the lesson: Photocopy the worksheet and cut it Sylvia said that they went shopping once every two
in half along the cut line. You will need one handout per weeks, and Gregor said that he never went shopping.
group of three students.
Procedure: Lead in by writing one of the headlines from 12.2 Round Rome
the worksheet on the board. Ask: Is it a funny headline?
AIM to practise present perfect with yet, already,
Why? What do you think the news story might be?
still and just in a puzzle solving activity
• Organize the class into groups of three. You need
equal numbers of A and B groups. Give worksheet A Activity type: groupwork
to A groups and worksheet B to B groups.
Before the lesson: You will need one photocopy per
• Ask students to read their headlines and decide what
student.
actually happened in each story. Explain that some
stories may have various interpretations (e.g. BEARS Procedure: Lead in by asking about the map. Ask:
EAT OUT ON BURGERS AND SHAKES could be bears What city is it? What does the line show? (the friends’
stealing from a café in a national park, or could be walking tour) What monuments and famous places do
research that shows bears prefer burgers and shakes to they visit?

266 Teacher’s notes to communicative activities

• Organize the class into pairs. Ask students to work 13.2 Are you musical? Ucalearn.com
together to read out the sentence clues and work out
where the friends are right now. Ask students to read AIM to practise talking about music using a
out the first sentence then make speculations before questionnaire
moving on to the next. This will maximize speaking.
Activity type: pairwork
For example, Joe still hasn’t visited Piazza Venezia .…
OK, so if he hasn’t been to Piazza Venezia yet, he Before the lesson: Photocopy the worksheet and cut it
hasn’t been to the Roman Forum either, and he hasn’t in half along the cut line. You will need one photocopy
reached the places after that … per pair of students.
• In feedback, elicit answers. Ask which clues helped the
Procedure: Lead in by asking: Are you musical? How do
most, and what problems students had trying to solve
you know?
the puzzle.
• Organize the class into equal numbers of A pairs
• Ask fast finishers to write clues that help say where
and B pairs. Give A pairs worksheet A. Give B pairs
another friend – Jeff – has got to so far.
worksheet B.
Answers • Ask students to read their five questions carefully. Point
Joe: Castel Sant’Angelo out that answer a means you are musical, answer b
Jack: Colosseum means you may or may not be musical, and answer c
Georgia: Roman Forum means you are not musical. Tell students in pairs to
prepare their own answer options. Once they have
completed their options, tell students to think about
and note down their answers to the questions.
13.1 How long have you been doing • Organize the class into new pairs. This time, put
that? students who prepared A with students who
prepared B. Tell students to take turns to ask and
AIM to practise asking about activities using how
answer questions, and note answers.
long …? and other questions
• Ask students to work together to find out how many
Activity type: mingle and groupwork points they got (you may wish to copy the key below
on to the board), and to decide whether they are
Before the lesson: Photocopy one worksheet for every
musical or not.
student in the class.
• In feedback, ask students whether they or their partner
Procedure: Ask students What hobbies do you have? are musical or not. Find out how musical your class is.
and follow up with How long have you been doing
that? or Do you enjoy it? Then ask: Have you done any Key
hobbies in the past that you don’t do now? How long a answers: 3 points
did you do it for? b answers: 2 points
• Hand out one worksheet to each student and explain c answers: 1 point
the timeline. Tell students to write any relevant Very musical = 13 to 15 points
activities listed on the worksheet next to the time they Quite musical = 10 to 12 points
started doing them. Not very musical = 6 to 9 points
• Point out the question prompts and elicit what Not musical at all = fewer than 6 points
students could say using the prompts.
• Ask students to stand up, walk round and interview
as many people as they can in ten minutes. Tell them 14.1 Rules for living
to find out as much as they can about each other’s
hobbies. Tell them that the aim of the activity is to find AIM to practise must, have to, mustn’t, should and
as many people as they can who have the same hobbies household objects
but have been doing them longer than they have. Activity type: groupwork
• As students mingle, join in and find out about their
hobbies by asking questions. In feedback, ask students Before the lesson: Photocopy one worksheet for every
to tell you what they found out. Find out which student in the class.
students have been doing each of the activities or Procedure: Write on the board: You should clean the
hobbies the longest. house properly at least once a week. Ask the class to
say whether they agree or not, and why. This models
Extra: Ask students to write a report about two or three the task. Encourage them to use the modal verbs in
people who have been doing activities for a long time. their answers, e.g. I don’t agree. I don’t think you have
to clean the whole house every week.
• Organize the class into groups of four (the odd three
or five is OK too). Hand out a copy of the worksheet
to each person in each group. Explain that it contains
‘rules for living’ – advice about how best to live and
to shop. Tell them to firstly work alone to circle agree,
partly agree or disagree in response to each situation.

Teacher’s notes to communicative activities 267

• When students have decided, ask one person in each Ucalearn.com
in each set. You could model this first by producing
group to read out the first situation and to ask Do you four sentences of your own, one of which is a lie, and
agree? Why? / Why not? The aim is to get each group asking students to guess which is the lie.
to discuss each of the situations and to explain why • Monitor and help students with ideas, making sure they
they agree or not. If possible, they should try to reach are using present perfect, present continuous and future
a consensus. Set a time limit of fifteen minutes. forms correctly. Make sure they are including a lie in each
• In feedback, ask each group to summarize what they section too.
found out about group members from the discussion. • Once students are ready, tell pairs to share their
sentences. Tell students to guess which of the four
sentences in each category is a lie.
14.2 What do you think it is?
Extra: Encourage students to ask follow-up questions
AIM to practise describing objects in a guessing
to test the truth of any statement their partner makes.
game and using relative clauses
For example, if they say, Over the last few months I have
Activity type: pairwork been investing in a company, ask Which company? How
Before the lesson: Photocopy the worksheet and cut it much have you invested? to test the possible lie.
in half along the cut line. You will need one photocopy
per pair of students. 15.2 What would you do?
Procedure: Lead in by writing the names of two or three
AIM to practise speculating about money situations
of the objects on the board and asking: Do you know
using second conditionals
what it is? What do you think it might be?
• Organize the class into equal numbers of A pairs Activity type: groupwork
and B pairs. Give A pairs worksheet A. Give B pairs
Before the lesson: You will need one photocopy per
worksheet B.
student.
• Ask students to read the names of their four objects
and the correct definitions carefully. Ask them to Procedure: Organize the class into groups of four or
make sure they know what the objects are – they five. Give out worksheets. Ask students to read the
could look them up if necessary. You may wish to five stories quickly and say which situations make them
pre-teach some key words used in definitions: utensil, angry. Check any difficult words: porter, tip, bill.
tool, crush, grind, nut. • Tell students to read the situations again, and think
• Explain the game What do you think it is? Students about what they would do and why. Give students a
must prepare two alternative, believable definitions for minute or two to note ideas, and monitor to help.
each of their four objects. When prepared, students • When students are ready, ask them to discuss the
will read out their three definitions, and another pair situations in their groups and say what they would
will have to guess which definition is correct. do. You could tell each group to agree on the best
• Students work together to prepare definitions. Monitor response to each problem.
and help with ideas. Encourage students to use relative • In feedback, ask students from each group to say what
clauses. was their best response.
• Pair A pairs with B pairs. Tell A pairs to say their first
word ‘corkscrew’ then read out their three definitions. 16.1 The history of America since 1900
B pairs must guess which definition is correct. If they
guess right, they get one point. Pairs exchange roles and AIM to practise historical vocabulary and dates
continue until they have guessed the correct definitions
of each word. Add up points and find out winners. Activity type: groupwork
Before the lesson: Photocopy one worksheet for every
15.1 True or false? group of four students in the class. Cut out the twenty
cards on each worksheet and have them ready in a pile
AIM to practise time phrases and the tenses that go for each group. Cut out the dates key which you will give
with them to one student in each group.

Activity type: pairwork Procedure: Ask students what historical events they
know from American history since 1900.
Before the lesson: Photocopy one worksheet for every
• Organize the class into groups of four and ask them to
student in the class.
decide which student will be the referee. Hand out a
Procedure: Write At the moment, I … and In a month’s pile of twenty cards to each group and give the key to
time, I … and ask students how they might complete the referee. Tell referees to deal four cards out to each
the sentences. Elicit a few ideas. of the other three players, leaving eight cards face
• Organize the class into pairs. Hand out one worksheet down on the table.
to each student in each pair. Tell students to work • The referee starts the game by taking a card from the
individually to complete each sentence in their own pile and placing it face up on the table. They read out
way but on the topic given and using some of the the historical fact and the year it happened from the
verbs given. They must make one sentence incorrect key (e.g. The US declared war on Japan and entered
World War II in 1941).

268 Teacher’s notes to communicative activities

• The first player then plays a card from his or her hand Ucalearn.com
and reads out the historical fact. They must decide
if the card goes before or after the card already
played – chronologically. So they could place the card
to the left of the card already played (if they think it
happened before 1941) or to the right (if they think it
happened after 1941). The referee corrects. If a player
incorrectly plays a card, they must take another card
from the pile of cards remaining.
• The next player has a go. This player can play a card to
the left, to the right or between the two existing cards.
• Students take turns to play cards across the table until
one student is able to use up all of his or her cards.

16.2 World festivals

AIM to practise talking about attending major
festivals
Activity type: pairwork
Before the lesson: You will need one photocopy per
student.
Procedure: Lead in by asking students what they know
about Mardi Gras, Holi Festival and La Tomatina.
• Organize the class into pairs. Give out worksheets. Ask
students to read about the three events, then ask their
partner questions about what they read to check their
partner understands the three texts.
• Tell half the class that they recently attended one
of the events. Tell them to think about exactly
what happened when they were there. Tell the
other half of the class to prepare questions to ask
classmates about the three events. Set a five-minute
time limit.
• When students are ready, make new pairs. Pair
students who prepared questions with students who
prepared to talk about their experience of an event.
Tell students to ask questions and find out about their
partners’ experiences.
• When students have finished, ask interviewers to
summarize what they found out about classmates’
experiences.

Teacher’s notes to communicative activities 269

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OUTCOMES
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Student’s Book with the Spark platform • • • • • • • • • • • • • • • • • 979-8-214-17926-1
Spark platform, Instant Access • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 979-8-214-17752-6
Split Edition A with the Spark platform • • • • • • • • • • • • • • • • • • • 979-8-214-17918-6
Split Edition B with the Spark platform • • • • • • • • • • • • • • • • • • • 979-8-214-17922-3
Split Edition A Spark platform, Instant Access • • • • • • • • • • 979-8-214-17921-6
Split Edition B Spark platform, Instant Access • • • • • • • • • • 979-8-214-17925-4
Teacher’s Book • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 978-0-357-03010-3
ELEMENTARY
Student’s Book with the Spark platform • • • • • • • • • • • • • • • • • 978-0-357-91716-9
Spark platform, Instant Access • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 978-0-357-91718-3
Split Edition A with the Spark platform • • • • • • • • • • • • • • • • • • • 978-0-357-91725-1
Split Edition B with the Spark platform • • • • • • • • • • • • • • • • • • • 978-0-357-91726-8
Split Edition A Spark platform, Instant Access • • • • • • • • • • 978-0-357-97850-4
Split Edition B Spark platform, Instant Access • • • • • • • • • • 978-0-357-97851-1
Teacher’s Book • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 978-0-357-91722-0
PRE-INTERMEDIATE
Student’s Book with the Spark platform • • • • • • • • • • • • • • • • • 978-0-357-91735-0
Spark platform, Instant Access • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 978-0-357-91737-4
Split Edition A with the Spark platform • • • • • • • • • • • • • • • • • • • 978-0-357-91744-2
Split Edition B with the Spark platform • • • • • • • • • • • • • • • • • • • 978-0-357-91745-9
Split Edition A Spark platform, Instant Access • • • • • • • • • • 978-0-357-97852-8
Split Edition B Spark platform, Instant Access • • • • • • • • • • 978-0-357-97853-5
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INTERMEDIATE
Student’s Book with the Spark platform • • • • • • • • • • • • • • • • • 978-0-357-91753-4
Spark platform, Instant Access • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 978-0-357-91755-8
Split Edition A with the Spark platform • • • • • • • • • • • • • • • • • • • 978-0-357-91762-6
Split Edition B with the Spark platform • • • • • • • • • • • • • • • • • • • 978-0-357-91763-3
Split Edition A Spark platform, Instant Access • • • • • • • • • • 978-0-357-97854-2
Split Edition B Spark platform, Instant Access • • • • • • • • • • 978-0-357-97855-9
Teacher’s Book • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 978-0-357-91759-6
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Split Edition A with the Spark platform • • • • • • • • • • • • • • • • • • • 978-0-357-91780-0
Split Edition B with the Spark platform • • • • • • • • • • • • • • • • • • • 978-0-357-91781-7
Split Edition A Spark platform, Instant Access • • • • • • • • • • 978-0-357-97856-6
Split Edition B Spark platform, Instant Access • • • • • • • • • • 978-0-357-97857-3
Teacher’s Book • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 978-0-357-91777-0
ADVANCED
Student’s Book with the Spark platform • • • • • • • • • • • • • • • • • 978-0-357-91789-3
Spark platform, Instant Access • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 978-0-357-91791-6
Split Edition A with the Spark platform • • • • • • • • • • • • • • • • • • • 978-0-357-91798-5
Split Edition B with the Spark platform • • • • • • • • • • • • • • • • • • • 978-0-357-91799-2
Split Edition A Spark platform, Instant Access • • • • • • • • • • 978-0-357-97858-0
Split Edition B Spark platform, Instant Access • • • • • • • • • • 978-0-357-97859-7
Teacher’s Book • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 978-0-357-91795-4
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Student’s eBook, with audio and video
Assessment Suite
Classroom Presentation Tool, with audio and video
Teacher Resources
Course Gradebook
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OUTCOMES
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EDITION

PRE-INTERMEDIATE
Teacher’s Book

Join the conversation.

Outcomes, Third Edition empowers learners to express themselves by developing
their ability to have natural conversations in English.

The Outcomes Teacher’s Book provides full instructional support for every lesson,
as well as extra activities, worksheets and comprehensive explanations of the
target language and pronunciation.

The Outcomes Teacher’s Book features:

• Teaching notes for all Student’s Book activities, with accompanying language,
pronunciation and culture notes, and suggestions for extra activities.

• A new Teacher Development Bank focused on practical ‘in the classroom’

advice, as well as regular tips in the notes on how to develop students’ skills
in learner independence, mediation and taking exams.

• Resources for lesson-planning and leading engaging classes, such as the Student’s
Book answer key, video and audio scripts, and communicative worksheets.

• Accompanying digital tools on the Spark platform that support every stage of
teaching and learning, including placing students at the right level, planning
and teaching live lessons, assigning practice and assessment, and tracking
student and class progress.

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CEFR correlation:
Outcomes Pre-intermediate is for students who are
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