English

PAUL SELIGSON
CAMILA ABREU
English

3
English
is an innovative four-level young adult series that quickly
teaches students to express themselves both accurately
and fluently, thus building their own identity in English.

SELIGSON
Components
Students Book Full Edition
Workbook Full Edition
Students Book & Workbook 3A Combo Edition

ABREU
Students Book & Workbook 3B Combo Edition
Teachers Book
Class CD
DVD (ID Caf)
Digital Book for Teachers
Learning Platform www.richmondenglishid.com

A complete easy-to-use teachers book with:

A thorough introduction explaining all features of the series
TEACHERS BOOK

TEACHERS BOOK

Step-by-step instructions including cultural and language notes

Complete answer key

Detailed information about all the song lines in the SB and WB

A great variety of optional activities

Plenty of useful tips for both novice and experienced teachers

Paul Seligson
With over 30 years of global teaching and teacher-training
experience, lead author Paul strongly believes we can accelerate
our students learning by acknowledging and embracing their
existing linguistic backgrounds and knowledge. This is exactly what
our groundbreaking series does. Welcome to English !

A1 A2 B1 B2 C1 C2

3
www.richmondenglishid.com

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 PAUL SELIGSON
CAMILA ABREU English

3
TEACHERS BOOK
T

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 Contents

Language Map ........................................................................................................................................................ 4

Introduction ............................................................................................................................................................. 8

Features Presentation .................................................................................................................................. 17

Unit 1 ........................................................................................................................................................................... 25

Unit 2 ........................................................................................................................................................................... 38

Review 1 ................................................................................................................................................................... 52

Unit 3 ........................................................................................................................................................................... 56

Unit 4 ........................................................................................................................................................................... 68

Review 2 ................................................................................................................................................................... 81

Unit 5 ........................................................................................................................................................................... 85

Review 3 ................................................................................................................................................................... 98

Unit 6 ....................................................................................................................................................................... 100

Review 4 ............................................................................................................................................................... 113

Unit 7 ....................................................................................................................................................................... 116

Unit 8 ....................................................................................................................................................................... 130

Review 5 ............................................................................................................................................................... 143

Unit 9 ....................................................................................................................................................................... 147

Unit 10 .................................................................................................................................................................... 161

Review 6 ............................................................................................................................................................... 175

Writing ..................................................................................................................................................................... 179

ID Caf ..................................................................................................................................................................... 183

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 ID Language Map
Question Syllabus Vocabulary Grammar Speaking & Skills

Do you know all your
Questions ending with
Asking questions to get to know someone
1 1.1 classmates? prepositions

How did your parents meet?
Relationships
Talking about relationships
1.2
Phrasal verbs
Talking about how your parents /
grandparents met

How many Facebook friends do Types of friends Review of Present tenses Describing your relationships
1.3 you have? Talking about your friends
When is the right moment to Personality adjectives Emphatic forms Describing your personality
1.4 settle down?
Talking about online dating

How much time do you spend
Reading for main ideas & specific information
online?
1.5
Which do you do more: listen or
Active listening phrases
Talking about funny / embarrassing /
speak? scary situations

How green are you?
Going green
Adjective formation suffixes
Creating an ad
2 2.1

How long have you been Present Perfect Continuous Asking & answering about personal habits
2.2 studying here?
Which is worse: flooding or
The environment
Present Perfect vs. Present Perfect
Talking about environmental problems
2.3 drought? Continuous in your city

Whats the best ad youve seen
Past Simple vs. Present Perfect
Interviewing your partner
2.4 recently? Simple / Continuous

Do you support any charities?
Endangered species
Expressing numerical information

2.5

Have you been feeling stressed
Encouraging or discouraging a friend
lately?
Review 1

Which city would you most like
Cities
Describing a city
3 3.1 to visit?
Was your weekend as fun as
Social conventions
Past Perfect
Talking about the rules where you live
3.2 youd hoped? Talking about a place youve been to

Does the traffic drive you crazy? Urban problems Conjunctions of contrast Talking about the problems in your city
3.3

Have you ever missed any
Active listening phrases
Past Perfect Continuous
Sharing stories about missing an important event
3.4 important dates?

How many pets have you owned?
Common sign phrases
Talking about rules & regulations
3.5 When did you last break a rule? Sharing stories about breaking a rule

Does your school system work
School life
Describing an ideal school
4 4.1 well?
Do / Get / Make / Take
collocations
Whats the ideal age to get into
College life
Too / Enough
Debating educational issues
4.2 college?
Talking about choosing a career

What do you regret not having U.S. / UK English Should have + participle Talking about regrets
4.3 done? differences

What would you have said if Third Conditional Imagining what would have happened
4.4 youd been late today?
Would you like to be a genius? Predicting & checking predictions

4.5

How do you deal with criticism?
Sympathizing & criticizing
Review 2
Are you a shopaholic? Money & shopping To + verb / For + noun Talking about shopping habits
5 5.1

Have you ever borrowed money U.S. money Discussing your views about spending money
from a relative?
5.2

Are you a good guesser?

Modals of possibility / probability
Speculating about your partners life
5.3

Have you ever bought a useless Word formation Order of adjectives Sharing shopping experiences
5.4 product? Creating an infomercial
Do you often buy things on
Supermarket
Talking about if you have ever succumbed to
impulse? supermarket psychology
5.5
When did you last complain in Shopping problems Making complaints & asking for a refund
a store?
Review 3

English ID 3 Teacher's Book 21x29.3.indd 4 11/21/13 12:33 PM

 Audio / Video / Pron.
Two friends talking about
speed dating
What three couples consider
important for a relationship
to last
Alisons descriptions
Two friends talking about
finding the right partner
Talking about a date
Quiz: Oh, no! Not another
green quiz!
Bottle ; clothes R
No impact man
Reduced form of have / has
Scientists opinions on global
climate change
Conversations about
products
A report: Species we may
never see again
Mass global extinction
Two best ways to change
peoples behavior
Asian H
Ritas tweets from Hong Kong
Students talk about their
hometowns
Juans & Sandras stories
Signs
Dialogs about regulations
Hey, teacher, those kids are
doing great!
Suffix -ate
Documentary about the
American education system
Interviews about career
choices
Shouldve vs. Shouldnt have
Dialogs about
procrastinating
Word stress (words with 3, 4
and 5 syllables)
Guess the Word!
Four dialogs
Shopaholics Anonymous
Statement of a shopaholic
Silent consonants
Competitive Dictation!
Laila talking to her friend
John
Five different extracts
Two friends talking about a
useless product
Dialogs about shopping
problems
English ID 3 Teacher's Book 21x29.3.indd 5
Reading / Writing
Celebrity gossip article
How many friends does one
person need?
Really desperate singles: online
dating profiles
Online dating sites
Writing an ad
Als blog
Headlines: Environmental news
from around the world
Ads
Different places to visit
Visiting Hong Kong for the first
time?
Article about New York
Understanding signs
Confessions about breaking
rules
Article about education: Hey,
teacher, those kids are doing
great!
Six ways to pick the wrong
career
Smarter than Einstein?
Quiz: Shopaholic? Who? Me?
Johns website
Two useless products Ive
bought!
Supermarket psychology
Common Mistakes Box
Questions ending with prepositions
Fall / Fell in love with & married to
Count on
Present Simple: a habit / a state
Emphatic forms with adverbs & the
auxiliary do
Present Simple vs. Past Simple
Let / leave & spend / waste
Present Simple vs. Present Perfect
Continuous
Present Perfect vs. Present Perfect
Continuous
Past Simple vs. Present Perfect
Simple / Continuous
Review 1
It has such beautiful architecture and
such friendly people.
Past Perfect: been vs. gone
Everywhere vs. / In every places
It vs. They
Prepositions & articles in time
expressions
Miss vs. Lose
Im afraid so. / Im afraid not. /
I dont think so.
Verb + noun combinations
Too vs. Enough
Graduate vs. Major
School vs. College
Should have + participle
Third Conditional
Shouldnt / wouldnt have + participle
Review 2
To + verb / For + noun
Lend vs. Borrow
The bank lent / loaned me $5,000.
Could vs. May vs. Might
This tablet is full of useful features.
Review 3
R Box & World of English
Prepositions at the end of questions
Expressions used when you need extra time
before answering a question
Cognates in Romance languages
Cyber verbs: friend, google, e-mail
Types of compound adjectives
Communicating time
Informal vs. formal language
Anectodes
Adjectives in English have only one form
No + C or U noun means not a or not any
Since vs. For
Ads often remove articles, auxiliary verbs or
subjects
Two ways to express small quantities
Over 10% of the sounds of spoken English is the
schwa //
To help remember pronunciation, create
sentences with rhyming sounds
Have is the third most common verb in English
By + past time expression + Past Perfect
In tweets, join words to save space
Though / although / even though
Them
Past tenses
Stress: penultimate vs. antepenultimate syllable
Suffix -ate
The differences between U.S. and UK English are
in pronunciation, spelling & vocabulary
The suffix -holic describes people who do things
compulsively
Prepositional phrases
gh is usually silent, but it can be pronounced
Ior J
Silent B, G and T
Grand / buck / quarter / dime
Letters T and D at the end of words
We often use extra phrases with it could be to
emphasize uncertainty
Portmanteau words: two words combined to make
a new word
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 ID Language Map
Question Syllabus Vocabulary Grammar Speaking & Skills

Are you addicted to TV?
TV genres & expressions
Talking about TV habits
6.1
6
Whats your favorite TV show?
Turn phrases
Restrictive Relative
Talking about famous people & entertainment
6.2 Clauses options
What are the last three movies you
Non-restrictive Relative
Describing movies
6.3 saw? Clauses
Where do you usually watch movies?
Movies & videos
As / Like
Making a list of movies & Internet clips
6.4 Creating a story for a movie

When was the last time you did

On / In
Understanding details
something crazy?
6.5 When were you last embarrassed? Expressing surprise

Review 4

Does technology drive you crazy? Car parts & phrasal verbs Talking about your habits
7.1
7
What was the last little lie you told?
Say vs. Tell
Reported Speech 1
Sharing stories about being deceived
7.2

Are you confident with technology? Operating machines Indirect questions Asking & answering questions about electronic
7.3 devices

Are machines with personality a good
Reported Speech 2
Talking about machines with personality
idea? Sending text messages

7.4

Do you spend too much time on social
Listening & note-taking
networks?
Discussing a book
7.5 Do you enjoy a good argument? Expressing your views

How important are looks?
Appearance
Reflexive pronouns
Talking about appearance
8 8.1

Do you like to hear gossip?
Modal Perfects
Making guesses
8.2
Have you ever cut your own hair?
Have vs. Get
Causative form
Talking about the things you do & the things you
8.3 get done
Do you have a lot of furniture in your
Furniture
Tag questions Checking information

8.4 room?
Is your listening improving?
Making predictions

8.5 Whats the hardest part of language Both / Either Expressing preferences
learning?

Review 5

Does crime often worry you?
Crime & violence
Review of verb families
Talking about crime
9.1
9 How could your city be improved Passive voice Talking about a citys transformation
9.2 quickly?

Where will you be living in five years

By
Future Perfect /
Discussing ways to protect yourself from cyber
9.3 time? Continuous crime

Have you ever been to court?
Crime & punishment
Deciding on the right punishment for crimes
9.4

What was your best birthday present
Identifying sarcasm
9.5 ever?
Talking about stupid crimes

Are you good at making excuses? Giving excuses

What makes you angry?

Moods
Binomials
Talking about temperament
10 10.1

Do you have any pet peeves?

Common expressions with
Gerunds
Talking about pet peeves
for & of
Role-playing an anger management session
10.2

How assertive are you? Verb + gerund or Testing your assertiveness
infinitive
10.3

Would you say you were bossy?
Phrasal verbs
Separable &
Talking about toxic people
10.4 inseparable phrasal
verbs
Whats your most common mistake in
Nouns + infinitive,
Proofreading
English? gerund or base form
Talking about your mistakes in English
Are you going to take an English Making recommendations
10.5
exam?

Review 6

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 Audio / Video / Pron.
Social TV
A TV critic talking about a
show
Radio quiz about Tim Burton
Pauses in speech
Dialogs about movies & videos
Tips & tricks to making a short
video
Telling a friend about a show
Lady Gagas interview
Stressed words
Two people on a road trip.
Five dialogs
But you said...
Ms. Harris talking to a help
desk
Bruce & Ann comparing their
cell phones
Ann talking to the cell phone
Interview
TV panel discussing The Dumbest
Generation
Introducing the next revolution
in beauty
Gossiping at a party
Mustve / cantve / mightve
Britney telling Courtney about
her birthday party
A language lesson
Two friends talking
A college lecture
What happened to the Gap logo
transformation
Two students leaving the
lecture
Five short interviews
Medelln, in Colombia
A radio show
Cybercrime
Crimes & punishments
Excuses
A couple talking about the
quiz
An anger management group
How assertive is Keith?
Three conversations
The best definition for toxic
friend
Recommendations for
improving your English
English ID 3 Teacher's Book 21x29.3.indd 7
Reading / Writing
Survey: TV or not TV?
Thought you knew what
trashy TV was?
Four curious movie facts
Media quiz
Urban Myth #89: The angry
auto maker
Article: But how was I to
know?
Ad: Too busy to learn a new
language?
Texts
Beauty and the beast?
TV review
Six extracts about crime &
violence
Article: The Medelln
miracle
Pop crime?
Crime doesnt pay. Especially
if youre a dumb criminal.
Quiz: What is your
temperament?
A dictionary definition
List: Last weeks top 10 pet People who suck their teeth really annoy me.
peeves
Test your assertiveness
Six ways not to learn English When you buy new shoes, try them on first.
better!
Messages on a website
Common Mistakes Box R Box & World of English
Compound nouns
Stream; trend / cyber buddies
That / Who vs. Which / That
Useful expressions
That vs. Which
Speech pauses
Insert pauses to signal additional information
Song vs. Music As vs. Like
Imperatives dont need a subject
Use on + digital / electronic media;
use in + paper
To show surprise, echo information using a
questioning intonation
Types of surprise
Review 4
Please turn it on. Double C is pronounced N or NV
Please turn on the computer.
Say vs. Tell
Say & tell are in the top 25 most common verbs
Excuse me, could you tell me where the Ways to ask someone to wait
station is?
Indirect questions
I asked him to help me.
Young people often use like in informal speech
I asked her not to be late. When the final sound is N, -ed is pronounced
W or G
The K in he, him & her is very weak or may not
be pronounced at all
It depends on a lot of factors.
Note-taking
People say this is true, but I disagree.
Point
She looks much better.
When the object is the same as the subject, use
She looks like a new woman. reflexive pronouns
He looked at himself in the mirror.
Dont stress suffixes in English
He might have gone to a party.
Students tend to avoid using modal perfects
because its easier to use adverbs
I usually get my hair cut at Curl up & Dye.
In causatives, have & get mean the same, but get is
Did you have your eyes checked last week? more common in spoken English
Tag questions are very common in spoken English,
but not in formal writing
Predicting what the speaker is about to say is a
useful listening strategy
I like grammar better than pronunciation.
I prefer English to French.
I think both MTV and VH1 rock.
Pizza or pasta? I dont want either for lunch.
Review 5
Rob vs. Steal
English verbs fall into four categories: Simple,
Continuous, Perfect, and Perfect Continuous
Last night a UFO was seen by millions of The passive voice is often used to move important
people, but the story has been ignored by information to the front of the sentence
the press.
I will graduate from college in 2018.
By
When we celebrate our next anniversary,
we will have been married for 50 years.
Think of / about me when Im in jail.
Tips to help you using prepositions
I think he should do 100 hours of
The pronunciation of -ed depends on the last
community service. sound in a regular verb
Tips for detecting sarcasm in writing
He will say / tell them hes sorry.
Humor vs. Mood
Binomials are pairs of words connected by a
Argue / Fight vs. Discuss conjunction or a preposition
A big thank you to each and every one
of you.
Dads afraid of not finding a new job.
Try to remember prepositions in personalized
phrases
Im afraid of flying.
The prepositions of, for & to are usually unstressed
Thank you for helping me with my project. and the o is pronounced 
Bills really worried about the deadline. If you use two verbs together, the second one can
I never leave home without charging my be either a gerund or an infinitive
phone first.
Please stop chatting on your phone at
lunch. Turn it off.
When a phrasal verb needs an object, sometimes
you can separate the verb and particle and
sometimes you cant
I have difficulty pronouncing new words.
I have trouble / difficulty using the Present
Perfect.
I find it easy to remember new expressions.
Review 6
11/21/13 12:33 PM
 Introduction
is Richmonds new four-level general American
English course for young adults. With an amazing
design, lots of interesting topics and opportunities for
personalization in all four levels, English will make your
students progress faster and be able to express their own
identity in English.
What do Young Adults Most Expect from an
English Course?
You might want to note down your own answers before
you read on.
Our research suggests that, above all, learners expect:
to become fluent listeners and speakers as fast as
possible;
confidence building, quick results, and a strong sense
of progress;
contemporary, interesting content, i.e., real-life, adult
relevance with lots of personalization;
overt teaching of grammar and vocabulary, a systematic
approach to pronunciation, plenty of skills practice, and
useful study tips;
an appropriate, adult teaching style combined with
very strong self-study elements, including autonomous
learning tools to speed up their learning;
valueboth for the time they invest and the money
they spend.
You will find all of these in and much more.
Welcome to English !
The Language-Friendly Course
Over four levels, takes young adult and adult learners
from Beginner (CEFR A1) to Intermediate (CEFR B1) levels
through rich contexts, careful selection and presentation
of useful new language, informative language tips,
insights, step-by-step rules, practice and, above all,
personalization to help students build their own identity
in Englishwith lots of laughter throughout! Hence the
title English .
Students are guided to express their own ideas and
personalities, and learn to be themselves in the
new language.
Methodology
English is in every sense a communicative course,
teaching learners to speak as fast as they can and
focusing on both fluency and accuracy. You will note,
for example, the large number of speech bubbles and the
Common Mistakes (with anticipated errors that should be
avoided) presented in each lesson.
Learners need to be given opportunities to express their
own ideas and opinions in comprehensible English as often
as possible. progressively adapts as the series evolves to
8
English ID 3 Teacher's Book 21x29.3.indd 8
reflect the best learning practices at each of the learners
advancing levels. Initially, English Starter relies on lots
of short question and answer exchanges supported by lots
of drilling in the Students Book, to be done in class. Then,
at the Elementary, Pre-Intermediate and Intermediate
levels, such drills become more discretionary, moving into
both the Workbook and the Teachers Book.
The same goes for the lexiswhere the initial simple
matching vocabulary to pictures becomes more abstract
and contextualizedand grammar, where spoon-feeding
is reduced as learners confidence and foreign language
learning experience grow.
English provides the tools to allow you, the teacher, to
incorporate your own pedagogical identity into the course,
as well as to emphasize what you think will be more
relevant for your learners.
Flexi-Lessons
English has a unique flexi-lesson structure because
one lesson is never enough to practice and consolidate all
of its content. gives students more opportunities than
most books to revisit, consolidate or extend what they first
learned in the previous lessons.
Rather than using a strict Present / Practice / Personalize
lesson format, students are often exposed to grammar in
one lesson, but only taught or drilled in formal rules in
the next one. It is important to notice that grammar is
sometimes presented in the Audio Script too, not just the
lesson itself. Frequently, there is something extra related
to the topic of the previous lesson in the next one.
Why? Because learning is not linear, it is circular and
repetitive. Constant and consistent recycling is essential
for memorization, making learning much more likely.
regularly builds bridges between lessons rather than
packaging lessons in artificially tidy units just to fit
a notional design. Besides, every lesson / institution /
teacher is different, with its own identity. A lesson
structure where there is little or no connection between
lessons is unlikely to foster efficient or optimum
learninghence our flexi-lessons.
An additional advantage is that students who missed a class
can have the lesson explained to them by those who were
there, providing a highly authentic information gap activity.
Our flexi-lessons also have multiple entry points for you to
choose from. You can begin with:
the lesson title question, to see what students can come
up with;
the suggested warm-up activity in the Teachers Book;
the Song line: hum, play, elicit it;
Common Mistakes , to highlight what to avoid right from the
start and to maximize opportunities to get things correct
throughout the class;
World of English , to provide a more interesting overview
and / or insights into the lesson;
11/21/13 12:33 PM
 5 box or the Grammar at the back, which also include
exercises for students to have extra practice (the key to
the Grammar is available on the Portal);
the books-closed presentation (either of main lexis
or grammar).
Of course, you can go straight to the first exercise. Take
a look at the colorful detailed presentation of the main
features of English on p. 17-24.
Key Concepts
English promotes the three friendlies: it is language-
friendly, learner-friendly and teacher-friendly.
Language-Friendly
English is not just another international series. It is
a language-friendly series, which embraces students
existing language knowledge and background, to help
them better understand how English works.
For example, word forms and grammatical concepts are all
familiar to young adult students, and helps them to see
how much and how quickly they can speak by transferring
these patterns into English, and also how to avoid all the
obvious traps.
Learner-Friendly
respects learners needs to be spoken to as adults, so
students learn to speak English as fast and reasonably as
possible. It also:
supports students, helping them avoid obvious errors in
form, word order and pronunciation;
uses cognates and familiar language concepts to enrich
texts and add depth and authenticity to language
exercises;
motivates students, as they discover they can recognize
a lot of English, even as beginners, which they already
have inside themselves;
offers a vast range of activities, resources and recycling
in order to ensure students have enough practice to
finally learn to speak English.
helps students to negotiate and build their own new
identity in English.
Teacher-Friendly
respects each teachers need to teach as they want to.
Some wish to teach off the page with little preparation,
others dip in and out, while others largely follow the
Teachers Book. All these options have been built into
from the start.
The flexi-lesson structure helps teachers to individualize,
personalize and vary classes, as well as focus on what is
important for them.
It also helps students in monolingual classes to stay in
English. Without ever forcing the first language (L1)
in class, shows what is common / different between
students L1 and English, helping them to more quickly
avoid the Common Mistakes that a learner from their L1
background would typically make.
The Teachers Book has a teaching-friendly visual
code, providing a straightforward quick route or a
substantially longer one. Everything that is essential
is clearly separated from all the optional extras, which
English ID 3 Teacher's Book 21x29.3.indd 9
can be read between the lines, as you can see in the
following example.
Tip For any listen and read activity, get students to shadow
the text, i.e., mouthing and quietly saying the words to
themselves, to connect with and feel the pronunciation.
Advantaging Monolingual Classes
Globally, most classes are monolingual, which was how
was conceivedto facilitate monolingual classroom
learning. The frequent lack of opportunity to speak English
locally means teachers need to maximize fluency practice,
getting students to use the language as much as possible
in class.
In monolingual classes, learners share both the same
L1 and most aspects of a culture, which a teacher can
exploit. They share similar advantages / difficulties with
English too, which should be a unifying strength for
anticipating problems and errors. Accelerating through
what is easier for learners and spending more time
on what is difficult sharpens classes to maximize the
learning potential.
Yet, rather than using these strengths to enable more
focused, localized pedagogy, they are often treated as
weaknesses. Most English courses avoid a lot of common
yet tricky words, phrases, notions, and structures, simply
because they are difficult to explain to students whose
language background is not the same. To our minds,
that impoverishes a students learning diet, reduces
opportunities to expand vocabulary quickly and can
actually slow down learning.
Adults need a radically different approach from
children, whose mother tongue is not yet established,
and who learn like sponges, absorbing all the English
you throw at them. Teens and adults minds are
different: they cannot help but translatementally at
leastand immediately resort to their mother tongue
when they cannot find the words to express their
thoughts in English. Rather than going against what is
natural, avoids this trap by gently embracing similar
items when appropriate, but without forcing active use
of L1, leaving that option up to you.
To paraphrase Penny Ur (2011), teachers should choose
procedures that lead to best learning by whichever
students theyre teaching (extracted from Vocabulary
Activities, Cambridge University Press, 2011). We believe
s formula can help native speakers of Spanish and
Portuguese learn both more comfortably and more
efficiently.
embraces students linguistic strengths. It helps
students to use what they know and helps you, the
teacher, to foresee these automatic transfers and focus
appropriately on them. With , students can easily enjoy
what is easy, and, at the same time, the more complex
issues can be made clearer for them.
Tip Especially with lower levels, prioritize, teach and, if
possible, display on your classroom walls words / phrases
students need to speak and interact in English from the start.
This increases their expectation to actually do so.
9
11/21/13 12:33 PM
 The Right Level of Challenge
treats adults with respect throughout, with the
appropriate degree of challenge. Here are four examples:
1. A question syllabus
Every lesson begins with a question as the title. This
provides one of the task-based elements of . Students
are set a challengein the form of a questionat the
beginning of class, which they learn to accomplish by the
end. This gives a constant sense of achievement crucial to
building and keeping confidence.
There are 60 questions in all, on audio and reviewed in the
last exercise of each of the Review lessons. These questions
can also form the basis for the oral test at the end of the
course. Tell students that if they learn to ask and answer
the 60 questions wellall of which they can see at a glance
in the Language Map on p. 4-7, they will have completed
the level successfully. You can also use the question
column in this map as the basis for a diagnostic test to
determine where to place new students.
2. A balanced approach to grammar
offers a rich grammar input, blending traditional and
newer approaches, not just the usual elicitation, charts,
and rules. It combines an innovative blend of:
inductive grammar, with students discovering patterns
and completing rules for themselves in and around the
lesson-page grammar boxes;
deductive grammar, through interesting facts about
language in the World of English boxes;
regular reminders of key rules, through the 5 box;
a discrete degree of contrastive grammar analysis, by
showing what not to say via Common Mistakes .
Plus, there is a full 20-page deductive grammar section
at the back of the Students Book, providing a page
of grammar accompanied by a corresponding page of
exercises for each unit. This can be done in class, when
necessary, or assigned as homework. The answer key is
on the Portal, so you do not need to get involved in more
markingunless, of course, you want to!
And there is a wide variety of extra grammar practice in
the Workbook, online and in the Tests, along with many
suggestions for oral drills in the Teachers Book.
3. It has to be personal
After providing the extensive oral and aural practice
that students need, each phase of every lesson in (and
many in the Workbook) ends with a MAKE IT PERSONAL
activity. Imagine language learning without adequate
personalization: it would be unpleasant as well as
pointless, a bit like trying to learn theoretical Latin!
This is how students take steps to build their English
identity. They learn to say a little bit more about
themselves each timewhether it is to ask and answer
personal information, to give or share opinions (which in
they do right from the start) or to role-play a situation,
dealing with a series of questions or problems, thus
growing both in confidence and knowledge. Successfully
making it personal is what makes students believe that
they can be, who they really are in English.
10
English ID 3 Teacher's Book 21x29.3.indd 10
4. Avoid common mistakes to speak better,
more quickly
You will quickly see that almost every lesson includes
Common Mistakes . This is a flexible resource to help
students and teachers anticipate and more quickly avoid,
review and remember typical learner errorswithout
reference to or use of L1. It is a key resource in fostering
accuracy of language form. The choice of errors is
based on extensive research and our combined teaching
experience worldwide, but, while obviously referring
to typical L1 transfer problems, they never force you
or your students to translate. On the contrary, unique
to , the point is firmly made without any need for
translation.
Course Structure and Components
Nowadays, many English courses tend to be too long, or
inflexible, meaning teachers have either to rush to get
through themdenying students the practice they need to
achieve an adequate degree of fluencyor start deleting
sections, leaving students frustrated and sometimes even
slightly cheated for not being allowed to use the material
they paid for.
was designed to be flexible, so you can tailor it to fit
your timetable. provides 80-100 class hours of teaching.
Has
ten core units, each comprised of five approximately
one-hour lessons, = 50 lessons of Grammar, Vocabulary,
Speaking and Skills;
ten optional video lessons, Caf, to be done at the end
of each unit = 60 lessons including the video;
six one-page Writing lessons, to be done in class and / or
at home;
five two-page Review lessons (in class and / or at home);
one two-page midterm Review game after unit 5;
Grammar: ten pages of Grammar Reference +
corresponding exercises + self-check answer key on
the Portal;
Audio Script: highlights features of pronunciation;
Sounds and Usual Spellings: a complete pronunciation
reference table (see Teachers Book Intro p. 14);
Workbook: one page of review and extra practice
material per lesson;
Phrase Bank: most important phrases per unit / topic;
Portal: includes a Teachers Area and a Students Area.
These can be accessed using the code that comes
with the book (see Teachers Book Intro p. 15);
Digital Book for Teachers: IWB version. For shorter-
length courses (of about 40-50 hours), we suggest you
use the Split editions of , which incorporate units 1 to
5 and units 6 to 10 both of the Students Book and the
Workbook. Use the midterm review as the basis for an
in-class oral test at the end of Split edition 3A, plus the
tests from the Test Studio.
11/21/13 12:33 PM
 Organization and Timing of a Unit
UNIT1 Approximate class time

Students
L1 L1 L2 L2 L3 L3 L4 L4 L5 L5 5-7 hours
Book

Every two units +

Review R1 R1 1-2 classes per review
midterm review

Writing Every two units W1 1 hour per writing

1 episode ID
Caf 1 hour per episode
per unit Caf 1

Homework 1 hour
5 pages per
Workbook WB1 WB2 WB3 WB4 WB5 per page. Not to be
unit
done in class

Students 1 hour per lesson.

Portal Not to be done in class

Workbook
(5 hours)

ID Caf
(1 hour)
W
(1 hour)
R
(1-2 hours)
SB
(5-7 hours)
Total hours of 1 unit (5-10) Total course hours (80-100)

Motivating Features
Classic song lines to hook language
Throughout , significant use of music is made in exercises,
cultural references, images, and, most obviously, the
authentic song lines situated at the top right of each lesson.
(Lessons 1-4 in the Students Book and lesson 5 in the
Workbook, because lesson 5 in the Students Book already
has two titles, one for Skills, the other for in Action.)
Why music? Besides being possibly the best, most
motivating and certainly most popular source of English
listening practice, most students, even beginners, have
picked up a lot of English words through songs. But often
they do not realize that they know them or the exact
meaning of what they are singing.
Unique to , the song lines have a direct link to each
lesson, whether to illustrate grammar, lexis or the theme,
and are designed to provide an authentic hook to help
students to remember the lesson, the language, or just
enjoy the puzzle of trying to remember the song itself. A
great warm-up for any lesson is to hum the melody or play
the song and see if students can remember the words.
Tip If students do not know / like or respond well to the songs
from which we have taken the song lines, a great homework
activity is to get them to research and suggest a better song
line which they like and which links to the lexis, grammar or
theme of any lesson.
In the Teachers Book step-by-step lesson plan, there is
background detail about the song, singer / band and date
of release, plus a tip for getting the most out of each song
line. There is also an instrumental extract of the songs,
available in the Teachers Area of the Portal, for you to use
when appropriate.
Tip As students progress and acquire more English, ask them:
What do you associate the song with? See what they come
up with, e.g., a moment, night, dance, movie. The possibilities
for personalization and genuine fluency practice are immense.
In lesson 5 in the Workbook, students are asked to look
back at the five songs in each unit and find the link to the
lesson as a way of reviewing the units in a fun way. The
answer is in the Workbook answer key.
11

English ID 3 Teacher's Book 21x29.3.indd 11 11/21/13 12:33 PM

 For both pedagogical and copyright reasons, we only
reproduced a small key section of the song, but that is
the aim: to hook part of the lesson in a memorable and
motivating way. Obviously, with your own classes you can:
get them to research the songs, singers / bands, find the
complete lyrics, translations, videos, etc.;
use snatches of the songs as tool for Warm-up, review,
listening for pleasure, an end of the lesson sing-along, etc.
We are sure you will enjoy this new resource!
Note We do not suggest you use these songs in full. Many
are not actually appropriate for the level when you look at the
complete lyrics, but the lines we have chosen are globally
famous and should be easy to identify and be sung by at least
some students.
Welcome to World of English
We teachers are used to talking about language with higher-
level students, but much less so at an Elementary level.
helps you to do so right from the start. World of English
boxesbuilt into most lessonstalk to students
respectfully, as insiders or language experts, which
of course they all are in their mother tongues. Easily
comprehensible, yet adult in tone, these boxes give students
interesting tips and facts about English and how to learn
it faster.
Teaches Cyber English
Information technology is responsible for many new English
words, most of which are now international. Cyber English
boxes regularly highlight and teach these contemporary words
and expressions. Research suggests this is one of the most
motivating aspects of language learning for all age groups.
Vocabulary
Vocabulary teaching is a particularly strong feature of
because of the variety of input and review options.
1. A built-in Picture Dictionary
The most popular way to teach / learn vocabulary is
through some kind of picture + key approach. Whether
flashcards, a picture story or any other resource, students
can determine the meaning from the visual input, without
the need to translate, and then cover and test themselves.
In , every unit begins with a contextualized, lesson-
integrated Picture Dictionary. Core vocabulary is presented
through various combinations of this basic four-step approach:
1. Match words / phrases to pictures.
2. Guess their pronunciation (from the stress / students
own linguistic experience and growing knowledge
of English).
3. Listen to the words in context and check / repeat as
necessary, immediately and / or whenever you want.
Students have the words individually on the Portal
audio, so they can listen to them in and out of context,
whenever they wish.
4. Cover and test yourself / a partner, either immediately
or any time later for review.
All review lessons begin by sending students back to the
Picture Dictionary elements in each unit to review and
remember words. Virtually none of the images in are
purely illustrative. Almost all of them are contextualized
and reworked to present, review and test vocabulary in our
unique Picture Dictionary System.
12
English ID 3 Teacher's Book 21x29.3.indd 12
Below you will find some forms to explore the Picture
Dictionary. The same suggestions can be used when
appropriate.
Students cover the list of words. In pairs, they take turns
pointing to the photos and asking and answering about
all the objects. Then they can exchange roles.
Students cover the short dialogs in in Action. They
look at the photos and read MAKE IT PERSONAL to act out
the five conversations in pairs.
Students cover the phrases. In pairs, they point to the
photos and ask and answer a question which depends
on the topic of the unit.
2. A cognate-friendly approach
s lexical syllabus is based largely on frequency due to
our comparative research into a variety of corpus studies.
However, is not exclusively based on frequency. We
have not limited our choices to what is common in native
speakers speech, as we are not trying to convert learners
into native speakers, but rather to help them to express
themselves, their ideas and identities as fast as they can
using all their existing linguistic resources.
Thousands of words with cognate relationships are
common to English and most Latin languages. Over 1,500
of these are very common. There are also thousands of
recognizable cognate-rooted words. By systematically
building them into , we feel we have created a unique
opportunity for students to progress more quickly and
more comfortably with English. Put simply, they can
both understand and produce more languageand more
interesting adult languagefaster.
Throughout their learning process, students make cross-
linguistic connections, so we have chosen to systematically
nurture this strategy throughout . It enhances both their
language awareness and their English lexical knowledge,
making learning more efficient.
prides itself on helping students to expand their
vocabulary quickly. Lexical presentations often separate
what is known / easy, whether from international English,
words already seen in the course, or near cognates, from
what is new / unfamiliar, to help students focus better.
Familiar words mainly require attention for pronunciation
and spelling, whereas the unfamiliar ones require more
effort to learn meaning. This provides a valuable additional
hook into students memory.
Significant stress or word formation patterns are regularly
highlighted to enable learning leaps. This can be seen
on 3, p. 15, where adjectives are learned. For example,
students learn some adjective suffixes (-able, -efficient and
-friendly)
consciously works on developing the confidence
students need to begin to guess how words might be
pronounced or spelled in English. Guessingbeing willing
to take a shot, bringing in words that are already known
and which might work well in Englishis a key learning
strategy often ignored.
Embracing cognates also allows more interesting and
more adult speaking and listening tasks, e.g., asking Any
coincidences / similarities / pronunciation surprises? What
do you have in common? Who is more assertive?, etc. The
authors all feel that a key lesson they have learned
from their many years of teaching is to let students use
their brains, and not be restricted by only seeing over-
simplified language.
11/21/13 12:33 PM
 Tip We do not suggest you drill all these words nor try to
make them all into active vocabulary. In most cases, cognates
are there just as passive vocabulary, actually helping students
to understand more. We see no point in hiding words from
students when they can cope with them, and indeed they
usually enjoy doing so. The words which become active differ
greatly from group to group and will always be your choice,
not ours. We are simply trying to give students access to more
adult language more quickly.
Skills
Speaking
teaches spoken English and prioritizes oral fluency.
Why? Because that is what monolingual classes in non-
Anglophone countries need / want most.
In order to learn both fast and well, students should be
given every opportunity to try to express their ideas and
opinions in comprehensible English. However, the on-
page skill heads focus only on Listening, Reading, and
Pronunciation. Why? Since every lesson is full of controlled
oral practice and personalized speaking opportunities even
within Grammar, Vocabulary and other skills sections, had
we put heads for Speaking, we also would have ended up
with double heads throughout the book! So, we have opted
to use speech bubbles on every page to indicate where
there is a Speaking task.
Listening
Statistics show Listening is approximately 45% of any
language (Speaking is 30%, Reading 16%, and Writing
9%). In other words, we spend almost half of the time
we are in contact with any listening. It is the primary
skill toojust think how babies learnand the one that
needs the most practice.
has a large amount of recorded material, around 200
tracks in the Students Book, together with 100 more tracks
in the Workbook, which are available on the Portal.
The audio is a mix of both authentic (for example, many
videos taken from YouTube) and scripted material. All of
it is available for learners on the Portal. In class, you can
pick and choose what to use and how many times students
need to listen, knowing that they can listen to all of it as
much as they like at home. There is at least one listening
activity in every Workbook lesson, as we strongly believe in
assigning aural homework.
Reading
provides students with substantial reading practice in
terms of:
amount: there is a lot to read in every lesson, from the
authentic song lines and World of English boxes to the
audio script at the back;
complexity of text: through selective use of cognates
to enrich texts. Compare, for example, the texts in
Starter with those in traditional course books. We have
used a very rich range of words, because knowing our
target students language allows us to select a syllabus of
words that are already familiar to them.
Most texts are from authentic sources, mainly the Internet,
magazines, and newspapers. Some are untouched, while
others are adapted to provide the best input for classroom
language learning.
English ID 3 Teacher's Book 21x29.3.indd 13
Writing
Research suggests the following formula is what most
teachers and students favor: writing is imposed where
necessary, but is not overly forced in class because class
time is precious. Rather, it is drip-fed throughout ,
when it is either essential or you consider it to be the
best pedagogical option. There are plenty of optional
supplementary writing exercises suggested lesson by
lesson in the Teachers Book.
The required writing syllabus is primarily covered by
the six writing lessons, at the back of the Students Book,
covering six different genres. Here students are given
a clear written model, a variety of tasks to analyze it,
specific writing tips and a structured model to draft
and check it, then send on to a classmate before finally
submitting it to you. The intention is to protect you, the
busy teacher, from having to dedicate time to excessive
marking of avoidable mistakes, as well as to help students
to be more in control of their own writing.
Skills and in Action
As you will immediately see, the fifth and final lesson in
each unit is different from the others. It has a different
background, is split in half and has two titles.
The first part, Skills, gives half a lesson on specific
reading or listening skills practice around an adapted
authentic text. At lower levels, we prioritize a variety
of reading skills, because it is generally difficult to get
students to read, and also because our listening focus is
so strong throughout the book. See the Language Map on
p. 4-7 for a list of sub-skills.
The second half of this final lesson in each unit, in
Action, provides contextualized functional practice,
usually dialog-lead and ending with a personalized role-
play, survey, or problem-solving situation.
Communicative functions are everywhere in , but we
felt it was necessary to have a specific functional outcome
in an authentic context to close each unit. Teachers and
students put such value on becoming communicative
competent in familiar situations, with increasingly natural
conversation strategies. See the Language Map on p. 4-7 for
a list of functions.
Pronunciation
A learning-friendly audio script
Audio Script section is not just a script to be read and /
or listened to with no clear focus. It is designed to provide
real training with listening and pronunciation: after all,
pronunciation is learned primarily through listening.
It aims to help students to learn to listen better as the
course progresses by focusing on features of pronunciation:
noticing sounds, stress, aspects of connected speech,
intonation, and spelling relationships;
spoken language (e.g., noticing discourse signals such
as fillers, pauses, repetition, self-correction, and
interruptions);
listening sub-skills, like inferring, predicting, identifying
main points in discourse, understanding attitudinal
meaning and all aspects of listening.
Again, it is flexible and both teacher- and learner-friendly.
All the tasks are noticing tasks, with different aspects to
focus on in each text. The tasks are always highlighted,
making them all free-standing to avoid the need for
teacher intervention, unless you wish to spend time here.
You can choose to do them in class, or students can do
them on their own.
13
11/21/13 12:33 PM
 It is a good idea for students to listen, read and notice the
audio script tasks as extra preparation before a role-play.
Rather than just listening (and reading) again and again,
trying to memorize dialogs before role-playing them,
these tasks give a clear focus for additional listening
and pronunciation practice before a role-play. The Audio
Script section brings relevant noticing tasks designed
both to make students think and to motivate them
towards pronunciation.
Tip An excellent homework activity is to ask students to
do the noticing tasks and then field any questions in the
next lesson.
Word stress is shown in pink only the first time a word
appears in either a word list or a reading text, but not in
rubrics, nor when it appears again either in the same text,
or later in the book. To include it every time would give no
sense of syllabus or progress to students. The whole ethos
of is to make students use their brains, not spoon-feed
them! We want them to think Ive seen this already and I
need to remember how to pronounce it.
Real help with all aspects of Pronunciation
Pronunciation should be taught rigorously because of its
basic role in communication. It allows us to understand
and convey meaning, and good pronunciation helps you
both to comprehend and to communicate better. However,
this is an area where teachers often struggle, and course
books have often failed to deal with it either systematically
or in a friendly way.
Pronunciation is at the heart of . New words are always
introduced in context, so students at least hear, for example,
nouns preceded by indefinite articles (a book, an apple), as
they usually would outside a classroom, and are trained to
pick them out in connected speech, rather than unnaturally,
one at a time. At the same time, all the basic listen and
repeat drills for new words, which so many students love
and need, are available in the Workbook, for them to drill
themselves outside class.
Phonetic symbols are occasionally used in lexical
presentations to highlight irregular sound and spelling
patterns, when experience shows learners will probably
otherwise get it wrong.
A significant breakthrough is the Sounds and Usual
Spellings table on p. 154-155. This gives two illustrated
model words for each of the 40 sounds in U.S. English
and access to the phonetic symbols.
Knowing all the potential sounds in a language sets a
ceiling on students guesses and builds confidence. If
students can learn those two words per sound, they should
be able to have a reasonable guess at the pronunciation
of words in a dictionary and begin to get comfortable
with using phonetics. Remember, learning to guess the
pronunciation of new words is a key skill.
The table also provides model words to illustrate the usual
spelling patterns for each sound. Sensitizing students to
sound-spelling combinations is a key part of learning how
to read, write and pronounce with confidence.
Initially, just provides example words, but as the course
progresses, the rules are made explicit to students. In
Starter and level 1, we model the usual spellings for
each sound in order to begin to familiarize students with
predictable spelling-pronunciation relationships. In levels 2
and 3, we also provide the exceptions, so this slowly builds
into a complete sounds-spelling reference. All of this aims
14
English ID 3 Teacher's Book 21x29.3.indd 14
to sensitize students to the patterns of English and develop
a sense for English.
However, we have left this page largely optional, only
sending students there from the Review lessons to learn
the model words for each sound. You, the teacher, should
do what you think works best with your students. While
you have the option of teaching the sounds and even the
symbols from this chart, does not force this, as it should
depend on individual teaching preferences.
The vowels chart on p. 154 of the Students Book is based on
Sound Foundations: Learning and Teaching Pronunciation, by Adrian
Underhill (Oxford: Macmillan Publishers Limited, 1994). This
format helps students to understand how the sounds are
produced in the mouth based on the opening of the jaw and
the spreading of the lips. See the illustration below.
lips spread lips rounded
closed
jaw
open
jaw
The organization of the consonants chart on p. 155 of the
Students Book is based on the articulation points used
for producing those sounds according to author / teacher
Robin Walker.
Both the vowels and consonants charts are laid out as a
map of the mouth, according to where in the mouth the
sounds are produced.
A unique feature is the highlighting of sounds that
are difficult for Spanish and Portuguese speakers. This
builds confidence, as these students immediately see
what is easy for them, but also motivates them to focus
and facilitates their efforts to learn what is hard for
them. Learning sounds which do not exist in their L1
largely involves breaking habits of a lifetime, finding new
articulation points and different combinations of muscle
movement, voicing, and breathing.
Note For students with other mother tongues, we suggest
you spend some time on the chart, marking it up for them in
the same way. A good resource for this is Swan, M. Learner
English, OUP, 2001, or, more recently, Hancock, M. English
Pronunciation in Use Elementary, CUP, 2003.
Standard American English is the chosen model for all
listen-and-repeat activities, but students are exposed
to a range of accents and types of English, both native
and non-native. We are all aware of the need to teach
International English, and is full of global accents for
this reason.
All new polysyllabic words are introduced in context, with
the stress highlighted for students in pink. We have chosen
the oral syllable according to the Merriam-Websters online
dictionary. In cases where the oral stress is not shown
there, we marked the real syllable, again according to
11/21/13 12:33 PM
 Merriam-Webster. Regularly marking stress on new words
(in the book and on the board) means you progress from
just teaching form and spelling to prioritizing teaching,
modeling and recording spoken language.
focuses right from the start on all aspects of connected
speech, and there are exercises in all components on
sentence stress, reductions, and intonation, particularly in
the Audio Script, as mentioned previously.
Learner Autonomy
Learner autonomy, sometimes also called learner
independence, is the ability of a learner to take charge
of his / her own learning. Autonomous learners have an
active role in their learning processes, which means they
make the most out of every learning opportunity, both in
and out of class.
There is never enough time for students to learn a
language in class, even if they were to come and be fully
attentive to every minute of every class. Nor is there
ever time for them to cover every exercise fully. That
means any good course has to be largely transparent to
students both in and out of class and give them effective
and efficient tools for autonomous study out of class.
Learners need to be able both to self-monitor and to self-
evaluate, or motivation becomes hard to maintain, and
success less likely.
is the most student-friendly course yet, as it is very
linguistically accessible to students. Every page is written
in concise, simple, cognate-friendly English to be easily
understood by students who have missed class.
Facilitates Autonomous Learning
Without adequate review, students are not going to learn much
at all. Throughout the course, they can look forward and back
to find interesting activities to practice on their own.
The regular Review lessons after units 2, 4, 6, 8 and 10
recycle key vocabulary and grammar, review and extend
the Common Mistakes , take them back to re-read and listen
again to selected texts, and finally revisit and answer all
the questions from the lesson titles.
also has a fully integrated Easy Autonomous Learning
program , mapped out as links to other sections,
when that option becomes the logical next step. Step-by-
step lesson plans in the Teachers Book also make it clear
which components can be used to further practice or
review core lesson contents.
The components of are:
the reference to the Grammar section after each
Grammar box;
the reference to the Workbook at the end of each lesson;
carefully scheduled links to the Writing lessons;
the Sounds and Spelling chart.
Plus all the optional noticing tasks in the Audio Script and
all the content on the Portal.
Students who regularly have to miss class should be trained
to use these routes to catch up. For example, how to:
use the Picture Dictionary pages to cover the words and
test themselves;
listen again to texts which they have read in class via the
audio on the Portal;
work on their own pronunciation using the pink
indication for word stress in all new polysyllabic words;
English ID 3 Teacher's Book 21x29.3.indd 15
do the Audio Script tasks and use the Sounds and
Spelling chart;
use the Word List and Phrase Bank from the Portal for
constant review, e.g., by recording, listening to and
repeating the Phrase Bank on their phones, in their
cars, etc.;
ask and answer the title questions, plus follow-up
questions;
look at and avoid the Common Mistakes;
investigate and sing the Song lines via the Internet, etc.;
enjoy all the features of the Portal.
We suggest you spend some class time taking students
through each of these features and regularly remind them
how much they can do with on their own.
English Learning Platform
Welcome to the English Learning Platform. This
resource consists of a Portal, a Virtual Learning
Environment (VLE) and the Test Studioa test generator.
This amazing blended learning tool has been developed
in parallel with the series and combines the best of
formal and informal learning to extend, review and
test core lesson contents. The full range of resources is
available to teachers and students who adopt any of the
English levels.
English Learning Platform will be regularly updated with
new features and content, and we believe both students
and teachers will enjoy and benefit from its content.
To access the platform, go to <www.richmondenglishid.com>
and use the access code that comes on the inside front
cover of the Students Book.
Website Format
Teachers Area: Download Grammar and Writing sections,
answer keys, teaching tips, and Common European
Framework (CEF) mapping documents. Teachers have
access to the VLE to assign tasks and track students
progress. You can also add your own activities, such as
tests created in the Test Studio.
The Test Studio is a test generator where you will be
able to create unit tests, review tests, end-of-semester
tests or tests for the whole book. You can choose to
include reading, listening, grammar or vocabulary tasks
in your tests. This tool allows you to create printable or
interactive tests that can be uploaded to the VLE. You
can also add them to your own Learning Management
System (LMS).
Students Area: Watch all Caf episodes and real
YouTube videos that are part of the core Students Book
material. Listen to all audio material from the Students
Book and Workbook. It is possible for students to
download useful lists of Common Mistakes , World of English ,
tips, and more. Launch the VLE with formal extra
practice. In the Students Area, students can keep up
with breaking news and access ready-made activities to
practice comprehension of current world news.
Workbook
In the Workbook, a single page corresponds to each
Students Book lesson, designed to consolidate and
reinforce all the main language. Exercises can be used in
class, e.g., for fast finishers or extra practice of specific
areas. It includes:
15
11/21/13 12:33 PM
 a variety of exercises, texts, and puzzles to scaffold,
continue practicing and extend the main Grammar and
Vocabulary of each lesson;
skills practice: at least one listening activity per lesson
to continue practicing the most important skill outside
class, plus plenty of short, juicy reading texts;
a drill per unit at lower levels;
cyber-tool references that encourage students to engage
with English beyond the Workbook itself;
an additional Song line for every 5th lesson;
a final check-back activity to revisit the Song lines
from each lesson in the Students Book unit, look for
a link with the language / topic of the lesson itself as
an additional fun way to review the unit and facilitate
memorization. The answer key for these and all the other
exercises is at the back of the Workbook, so you can use
it entirely for autonomous study if you wish.
Gives Students Their Own Phrase Bank
After dictionaries, phrase books are probably the worlds
most popular language learning tool. In a four-page section
at the back of the Workbook, provides a unique unit-
by-unit Phrase Bank of all the key phrases, expressions,
and exchanges students are expected to learn. To provide
context and reduce the need for translation, language is
grouped by theme.
Students are referred there after each unit to listen and review.
But of course, they can come at any timebefore, during or
after any lessonto look for phrases they wish to use.
It is a great resource to download and listen to when
working out or in a car, for example, or to mentally
translate until students feel they have acquired them.
Tip We have not forced students to translate, as that is your /
their choice, not ours. Perhaps you can suggest they write
any translations in pencil next to phrases they find difficult to
remember. Then, another day, they should cover the phrase in
English, look at the translations and try to remember the phrase.
Once students can do it, they should erase the translation to feel
a sense of progress. This encourages them to see translation as a
temporary rather than a permanent tool.
Videos
has an original blend of authentic and / or scripted video
in every unit. We have always included the instruction
Listen / Watch for any situations where a video player
is not available. If this is your case, we suggest you try to
16
English ID 3 Teacher's Book 21x29.3.indd 16
bring in some visual stills to support the listening, e.g., in
the form of a PowerPoint presentation, flashcards, etc.
Caf
The video is a fun potpourri of popular American sitcoms
used to present, review, consolidate and extend the main
language content and context of each unit.
There are ten independent episodes, which were specially
produced for English . The episodes focus on the context
of the unit and target the key elements to give students
further practice in real situations.
We suggest you watch and do these lessons at the end of
each unit, or whenever appropriate after that. Remember:
students can watch them on the Portal, so you can assign
them all for homework if you are pressed for time.
Besides the core unit videos, there are also extra units for
each level: one for Starter and two for each of the other levels.
Teachers Book
This book provides a complete step-by-step lesson plan for
every lesson from beginning to end, offering:
unit and lesson overviews;
detailed lesson aims;
a Warm-up for every lesson;
alternative, books-closed presentations for key new
structures where appropriate;
language and cultural notes;
background information about the song lines;
a vast number of teaching tips to bring variety to
your classes;
regular suggestions for both stronger and weaker classes
and for fast finishers;
ideas for extra writing and homework;
suggestions for IWB activities and extra material to bring
to class.
Digital Book for Teachers / IWB
The Digital Book for Teachers is a separate media with all
the pages of the Students Book.
Teachers can use this resource to promote variety in their
classes, so that students can see the images on the IWB
instead of looking at the book.
On the next pages you will find detailed information about
all the features of English .
11/21/13 12:33 PM
 Finally, an English course
Welcome to you can understand!

Famous song lines

illustrate language
from lessons.
Contextualized Picture
Dictionary to present
and review vocabulary.
Lesson titles are questions
you learn to answer
during the lessons.

Speech bubbles:
Common Mistakes models for speaking.
anticipate and
prevent your errors.

17

English ID 3 Teacher's Book 21x29.3.indd 17 11/21/13 12:33 PM

 World of English:
interesting facts 5 boxes: extra grammar
and study tips. and pronunciation rules.

Stimulating
Grammar practice.

Word stress in
pink on new words.
Easy Autonomous
Learning system
Make it personal: integrates
personalized speaking all components
to express your for comprehensive
identity in English. autonomous study.

18

English ID 3 Teacher's Book 21x29.3.indd 18 11/21/13 12:33 PM

 Authentic videos present Cyber English: the English
topics in real contexts. of digital technology.

Skills: extra listening in Action: communication

and reading practice. in common situations.

19

English ID 3 Teacher's Book 21x29.3.indd 19 11/21/13 12:33 PM

 Reviews systematically recycle language.

A midterm dynamic game reviews the language students have learned.

20

English ID 3 Teacher's Book 21x29.3.indd 20 11/21/13 12:33 PM

 Caf: sitcom videos to consolidate language.

A complete Grammar reference with exercises.

21

English ID 3 Teacher's Book 21x29.3.indd 21 11/21/13 12:33 PM

 Two illustrated key words
for each sound help Colored frames identify voiced
students memorize them. and unvoiced consonants.

Icons S and P highlight

difficult sounds for Spanish
and Portuguese speakers.

Extra examples of
common spellings Pictures illustrate
for each sound. how and where
sounds are produced.

22

English ID 3 Teacher's Book 21x29.3.indd 22 11/21/13 12:33 PM

 Audio Script activities to
consolidate pronunciation.

Portal: practice
activities, games,
extra audio, videos...
and more!

23

English ID 3 Teacher's Book 21x29.3.indd 23 11/21/13 12:33 PM

 Workbook to practice and consolidate lessons.

Phrase Bank to practice common expressions.

The opportunity
for you to learn English!

English ID 3 Teacher's Book 21x29.3.indd 24 11/21/13 12:33 PM

 1
Unit overview: In unit 1, sts review and practice Past and Present tenses. They
also study and use emphatic forms of auxiliaries and adverbs in the contexts of
relationships, friendships, personalities, online dating, and personal love stories.

Do you know all your classmates?

Lesson Aims: Sts review and learn questions to get to know new people via the contexts of speed dating and speed friending.

Function Language
Lesson 1.1

Asking and answering questions to get to know people quickly. Which soccer team do you and your family support?
Talking about / Listening to ways to meet new people. I dont know. Maybe by using a phone app.
Talking about advantages and disadvantages of speed dating. I guess one advantage is that you meet a lot of different people.
Taking part in a speed friending activity. Whats the most fun place youve been to? Hmm, let me think
Vocabulary: Fillers / Expressions for gaining time to think or answer: Well, lets see, Thats a good question, Thats a
difficult one.
Grammar: Prepositions at the end of questions.
Before the lesson: Write the lessons Song line (p. 5) on the board.

Warm-up Welcome sts and introduce yourself briefly. Get to 1 Listening

know sts names. Then, have them read the Song line on the
board. Ask: Have you heard this song before? Do you know the
song title? Who recorded it? Then, elicit sts opinions about
the Song line: Is this a nice way of introducing yourself?
Would you be impressed?
Song line:
Please allow me to introduce myself.
I am a man of wealth and taste.
Song: Sympathy for the Devil
Band: The Rolling Stones (UK)
Year: 1973
The song was also recorded by American band
Guns N Roses in 1994 for the soundtrack of the movie
Interview with the Vampire.
A Books open. Although sts are likely to look at the photos
on the page, do not explore them now, as they will be
covered later in the lesson (2B). Instead, have sts look at their
sets of questions from the Warm-up activity. Then, point to
the webpage on p. 4 and ask: Did you ask similar questions?
Allow time for sts to read and compare questions briefly.
Assign new pairs. Have sts in each pair use questions from
the webpage to interview each other. Classcheck by having
sts report their partners answers to the whole class. Ask:
What do you have in common? Any coincidences?
Tip To help sts get to know their own teacher (better), have
them take turns asking you a few of the questions they wrote
and the questions from the webpage on p. 4. Encourage them
to guess your answers now and then.

Ask the whole class: When you meet someone new, what
do you usually say about yourself? And what questions do
you usually ask? Elicit a few questions from sts. Then,
pair sts up and say: Think of five cool questions to get
to know someone quickly. Write them down on a piece
of paper. Have pairs work together to brainstorm five
questions and write them down. Circulate among pairs
and monitor their work.
Have pairs swap their sets of questions, or collect and
distribute sts slips of paper at random. Ask sts to
interview their partners with the swapped questions.
Classcheck by having sts tell the class what theyve
learned about their partners.
Invite sts to look at the questions again. Ask: In your
opinion, which is the coolest or best question to get to know
somebody youve just met? Have sts read their selected
questions aloud. For each question, ask the class: Would
you ask this question to make a new friend? What about on a
first date?
Personal answers.
B Point to A and ask the whole class: Are they all
interesting questions? Which one(s) would you not ask on a
first date? Have sts work in pairs to choose questions in A
they wouldnt ask on a first date. Classcheck.
Personal answers.
C Ask the whole class: Whats the best place to make
new friends? Then ask: Whats the best way to meet a new
girlfriend or boyfriend?
Pair sts up and have them think of five ways or places to
meet new people. Classcheck. Write Speed Dating on the
board and find out how much sts know about it. Then,
tell them they are going to hear two friends talking about
speed dating. Say: Listen and see if they mention the places
or ways you talked about. Play 1.1. Paircheck. Replay the
track if necessary. Classcheck.
25

English ID 3 Teacher's Book 21x29.3.indd 25 11/21/13 12:33 PM

 1.1
1.1 Notice the sentence stress and pauses.
M = Mika C = Carlos
M Got any plans for the weekend?
C Yup, going speed dating first time ever.
M Spee what?
C Speed dating. Like normal dating, but faster. You go to the
website, register, pay a small fee and write about yourself.
If they OK your profile, they send you to a place with lots of
potential partners.
M Oh, like dating roulette. And you get to talk to all the women?
C Yeah, all ten of them. In a restaurant, a bar or something.
The women sit down and wait; the men circulate. Yeah,
like human roulette. Only eight minutes per partner. Thats
the fun of it.
M So, uh, what kind of women are you attracted to?
C Me? Im, uh, not really looking for romance. Just, you
know, I wanna, I wanna make new friends.
M So for you its speed friending then?
C Hey, love the word. Yeah. Not ready for a serious
relationship yet.
Ways and places mentioned: speed dating, a website, a
restaurant, a bar, speed friending
D Say: Carlos has tried speed dating before. True or false?
Have sts write T or F next to number 1. Have sts work in
pairs to decide whether sentences 2-5 are true or false. Play
1.1 again so sts can check their answers. Classcheck by
writing the answers on the board.
1. F 2. F 3. T 4. F 5. F
E Ask the class: What do you think of speed dating? Would
you ever try it? Have a student read the opinion in the
speech bubble and then ask the class: Do you agree? Assign
new pairs and have them brainstorm three advantages and
three disadvantages of speed dating. Classcheck, involving
all sts in the discussion.
Personal answers.
F Tell sts they are going to listen to Carlos meet his
first date at the speed dating event. Have sts look at 1-4
and play 1.2 so they can complete the statements or
answer the questions. Paircheck. Replay 1.2 if necessary.
Classcheck.
1.2 Notice Z and silent Z.
J = Jenny C = Carlos
C Hi Youre uh, cant read your name tag, Janna,
Jenna Jenny! Jenny. Nice name!
J Yeah, whatever. And youre Carlos Who do you live with?
C Excuse me?
J Youre not one of those 40-year-old losers who live with
their parents, are you?
C Uh no. I live on my own and I Im 32. So, Jenny, tell
me What exactly are you looking for?
J Youll find out soon enough. Why dont we get started
then What do you want to talk about?
26
English ID 3 Teacher's Book 21x29.3.indd 26
C Well, gee, I dont know I, um
J Listen, Charlie. Can I call you that?
C Uh
J Yeah, Charlie. We only have eight minutes Do you have
your questions ready?
C You mean like a list or something? No, I
J Well, I do. First question. Whats the...
1. 32, on his own / alone 2. No, he didnt. 3. impatient,
impolite, objective 4. Personal answer.
2 Grammar: Questions Ending with Prepositions
A Elicit questions sts can remember from Carloss first
date. Point to number 1 and elicit the correct order of
words. Warn sts that there is an extra word that wont be
used to form the questions. Have sts reorder the words in
questions 1-3. Paircheck.
1. Who do you live with? are 2. What exactly are you looking
for? do 3. What do you want to talk about? speaking
Play 1.3 so sts can check their answers. Classcheck by
writing the answers on the board. Replay 1.3 for choral
repetition.
1.3
1 Who do you live with?
2 What exactly are you looking for?
3 What do you want to talk about?
Stronger classes Have sts mark sentence stress in questions
1-3. Tell them to underline the two or three most important
words in each question. It is useful to inform sts that the
most important words are the ones which carry the
meaningthe ones people would have to include in the
shortest possible text message. Monitor and help sts as
necessary. Then, have sts share their answers with the whole
class when you play 1.3 to check word order. Write sts
markings on the board and use them to conduct a choral
repetition as follows. Clap on each stress to make the stresses
more noticeable for sts.
1. Who do you live with?
2. What exactly are you looking for?
3. What do you want to talk about?
Read the 5 box with sts and have them circle the word to
correctly complete the rule for common English usage.
Classcheck. Read Common Mistakes and drill the correct
question, What do you spend the most money on?. Have
sts briefly ask and answer this question in pairs. Classcheck.
Elicit more questions ending in prepositions, such as, What
are you looking at? or Who do you work for?.
5 box end
B Focus sts attention on the photos on p. 4-5. Elicit all
the details sts can see or recognize. Say: Now were going to
listen to Carlos and Jenny getting to know each other. Whats
part 1 about? Have sts use the photos to make predictions.
11/21/13 12:33 PM

Play the first part of 1.4 and then pause the track. Ask:
Which photo are they talking about? (the photo of Disneyland).
Have sts write 1 on the photo. Play the rest of 1.4 so sts can
match the other photos to the remaining parts of the track.
Paircheck. Replay 1.4 if necessary. Classcheck.
Read the final question in B and ask sts to answer it in
pairs. Classcheck.
1.4 Notice the intonation .
J = Jenny C = Carlos
1 J First question Whats the most fun place youve been to?
C You mean like a city or something?
J Use your imagination.
C Let me think Probably uh Disneyland. I went
when I was a kid and theres this
J OK. Your turn.
2 C So, Jenny, tell me about your friends Who are
Which three people do you spend the most time with?
J Jojo, Barry, and Harry.
C OK. Are they your friends, co-workers or?
J My cats. I like cats better than most people, you know.
C Oh
3 C What about your parents? Who are you closer toyour
mom or your dad?
J Mom. Definitely. I havent spoken to my father in
years Dont want to talk about that.
C Oh, Im sorry.
J Dont be. Your turn.
4 C Hmm Gee, I dont know uh Whats something
you just cant live without?
J Hmm Thats a difficult one. My cell phone. Id die if
I lost it.
C Same here. My whole lifes in this cell phone.
5 J OK. My turn. What celebrity would you enjoy having
dinner with?
C Hmm Id have to say Megan Fox...
J Oh my God, me too! Shes the best. Ive seen all of her
movies.
C Really? Isnt she fantastic?
6 C So Speaking of movies, what was the last movie that
made you cry?
J Thats a good question Well, probably Hachi. I mean,
I know I love cats, but that dog was just so cute.
C No way! I cried like a baby watching that one too.
J Wasnt the last scene like the saddest thing youve
ever seen?
C Totally.
7 J Carlos, heres my next question Whats the one thing
youre most afraid of?
C Promise you wont laugh? The dark.
J The dark? Oh, thats kind of cute.
C You think so? When I was a kid, I used to
1. Disneyland (picture 3) 2. a woman and a cat (picture 2,
continued on p. 5 as picture 6) 3. a woman and her mother
(picture 4) 4. a woman and her cell phone (picture 8)
5. a man having dinner and thinking of Megan Fox (picture 5)
6. Hachi (picture 7) 7. a man in the dark (picture 1)
Personal answer.
English ID 3 Teacher's Book 21x29.3.indd 27
1.1
C Have sts complete the end of each question with an
appropriate preposition or leave it blank where there
should not be a preposition. Paircheck. Play 1.4 again so
sts can check their answers. Classcheck by writing the
answers on the board.
1. to 2. with 3. to 4. without 5. with 6. (blank) 7. of
D Invite a volunteer to ask you a question from C. Say:
(Roberto), ask me number 1, please. Start your answer
like this: Well, lets see I think it was Invite another
volunteer to ask you item 2 and use another expression
from World of English .
Read World of English with the whole class. Play 1.4
again and ask sts to check off any expressions they hear.
Classcheck. Refer sts to AS 1.4 on p. 156.
Tip To help sts relate their first language and English, ask the
class: Are there similar expressions in (sts mother tongue)?
Which ones do you use the most?
Let me think Thats a difficult one. Thats a good
question. Well...
E MAKE IT PERSONAL Ask sts to swap partners. Have the
new pairs take turns asking and answering questions 1-7
from activity C. Encourage them to use expressions from
activity D. Classcheck by having sts report their partners
answers to the whole class.
F Have sts work in the same pairs to prepare questions
with words from the box. Tell them that they will take part
in their own speed friending activity. Walk around and
offer help as necessary. Classcheck questions by writing
the answers on the board.
Possible questions: What are you good at? What are you
most impatient with? Is there anything or anyone youre
jealous of? Who would you never live with? / Who would
you enjoy living with? Which three things do you spend (the
most) money on?
G MAKE IT PERSONAL If possible, arrange desks in two
opposing rows so that each half of the class sits facing
the other. In a time limit of two minutes, have each pair
of sts facing each other take turns asking and answering
questions from F and other questions from this lesson.
Remind sts to use expressions from World of English . When
time is up, have one row of sts move down one seat and
restart the activity with the new pairings. Repeat the
procedure until sts have talked to at least three different
classmates. Then ask: How do you feel now about speed
friending? Did you have enough time to get to know people?
Finally, have volunteers list things they found out they
have in common with their classmates.
Workbook p. 4
ID Online Portal
Grammar p. 116
27
11/21/13 12:33 PM
 1.2
How did your parents meet?
Lesson Aims: Sts review the Past Simple and learn / practice phrasal verbs in the context of stories about love and relationships.
Function
Lesson 1.2
Listening to / Retelling a love story.
Reading / Listening to a celebrity gossip article.
Using phrasal verbs to talk about relationships.
Telling a family love story.
Vocabulary: To be attracted to, to fall out, to fall for, to get along well, to get back together, to split up, to get to know (someone)
better.
Grammar: Phrasal verbs, review of the Past Simple.
Before the lesson: If possible, arrange seats in a horseshoe (semicircle) shape or in a line.
Warm-up Tell sts that they are going to play a memory game.
Have them sit in a semicircle or stand in a line and explain the
rules of the game as follows: the first student in line says his /
her name and a (true) piece of personal information, e.g., Im
Francisco and Im an engineer. The next student has to repeat
that information and add some info about himself / herself,
e.g., Hes Francisco and hes an engineer. Im Joana and I live
in Sao Paulo. The third student might say, Hes Francisco and
hes an engineer. Shes Joana and she lives in Sao Paulo. Im
Lucas and Im single.
Give prompts to guide the first sts and model the activity.
Note that sts might tend to repeat a pattern, for example,
saying their occupation again (e.g., Im a doctor after the
previous student says Im an engineer). In order to avoid a
simple substitution drill, ask sts to change topics each time
or at least not to use the same type of information as the
previous classmate.
Monitor sts closely and correct their mistakes on the spot.
Encourage classmates to help sts who have difficulty
remembering the sentences. Be the last student in line, so
you memorize sts names and more info about themsts like
to see their teacher challenged!
3 Vocabulary: Relationships
A Point to pictures 1-6 and allow sts some seconds to
understand the story. Then ask: Is this a typical love story?
Is it familiar to anyone? Have sts work in pairs and match
pictures 1-6 to the correct phrases.
Ask sts to listen to the woman in the pictures telling the
story. Play 1.5 and ask sts to point to the picture being
talked about. Pause the track after each scene of the story
to check sts answers. Classcheck by writing the answers
on the board.
1.5 Notice the silent t and the connections with vowels.
I first met Adam two years ago. I was at a nightclub with
my friends and he, uh he started talking to me I think
he told me some really bad jokes or something. Anyway,
I was attracted to him immediately, uh-huh, he has this
really beautiful smile and well, we went out together a
few times and, you know, we got along really wellwe both
love dancing, so that really helped. I thought he was funny
and charming and interesting So different from my last
boyfriend! And, yeah, anyway, we started to spend more time
28
English ID 3 Teacher's Book 21x29.3.indd 28
Language
I first met Adam two years ago.
This couple broke up in 2002
If you fall out with someone you love, you should
My father met my mother when she crashed into his car one day.
together, hanging out, going to restaurants We talked about
everything and got to know each other really well. After a
few monthsmaybe three or fourwe decided to move in
togetherAdam lived in this cute little house near Union
Square. Things were great for the first few weeks. But then
well little things, you know. He didnt clean the place and
he used to invite his friends over every nightI was never
alone anymore, and we argued a lot and fell out over little
things like whose turn it was to do the dishes and stuff...
Eventually, after two months living together we, uh we broke
up. I actually made him leave his own house, I was so angry!
But then I started to miss him and I called him and we talked
about stuff and so we got back together again. I think I
I think Ive fallen for him again! How weird is that? But who
knows what our future will bring!
1. be attracted to (someone)
2. get along (well)
3. get to know someone better
4. fall out (with someone)
5. break up
6. get (back) together
Tip Ask sts to turn to AS 1.5 on p. 156 and do the AS task
with them. Play 1.5 again and have sts notice connected
speech. After that, ask sts to chorally repeat sentences with
underlined connected sounds, e.g., I first met Adam two
years ago or We went out together a few times.
B Have sts work with different partners. Elicit the Past
Simple forms of all the verbs in A. Then, have pairs work
together to retell the story from the pictures in A. Monitor
closely for accuracy. At the end, have six sts collaboratively
retell the story to the whole class.
Have sts work in pairs to answer the question Do you
know anyone who broke up and then got back together?.
Classcheck.
Personal answer.
Draw sts attention to Common Mistakes . Make sure they
use the correct past form of the verb fall and the correct
preposition for the verb marry.
11/21/13 12:33 PM

C Point to the celebrities in the photos and ask if sts
know their names. Have sts read the article and match the
couples 1-3 to the celebrities pictures. Paircheck. Play 1.6
to classcheck.
1.6
1 This couple broke up in 2002, after knowing each other
for many years. Some people say they fell out because she
was cheating on him with her choreographer.
2 They met in 1989, when she moved to the USA. They
started hanging out, moved in together and got married a
year later. They adopted two children, but as time went by,
they began to drift apart and eventually went their separate
ways. They got divorced in 2001.
3 This couple fell for each other in 1998, got married in
July 2000 and broke up five years later. Both went on to
date Hollywood stars. Rumor has it that theyre still not on
speaking terms to this day, although their two boys, David
and Rocco, spend time with both parents.
1. Britney Spears (b) and Justin Timberlake (bottom right photo)
2. Nicole Kidman (a) and Tom Cruise (bottom center photo)
3. Madonna (c) and Guy Ritchie (bottom left photo)
D Point to the first expression in bold in C and ask: What
does fall out mean? Refer sts to the definition chart and
have them write the present form of the verbs in bold from
C beside their correct definitions. Paircheck. Classcheck.
Cheat Drift apart
Hang out Fall for
Move in Break up
Read the Song line on top of p. 7 and ask if sts know the
song or the singer who recorded it. Highlight the use of the
phrasal verb fall in love (with) in the Past Simple.
Song line:
Well, let me tell you a story about a boy and a girl.
He fell in love with his best friend.
Song: Fall
Singer: Justin Bieber (USA)
Year: 2012
E MAKE IT PERSONAL Read World of English with the whole
class. Ask sts to work in pairs to complete sentences
1-5 with their own ideas, using phrasal verbs whenever
possible. Circulate and monitor their writing. Swap
partners. Have sts compare their sentences in their new
pairs. Classcheck by having sts say what ideas they had in
common and what they disagreed about.
Personal answers.
4 Listening
A Ask the whole class: What makes a relationship last?
Point to the items and ask: Which four items do you think are
most important? Tell sts they are going to watch and listen
to couples who have been together for more than 40 years.
English ID 3 Teacher's Book 21x29.3.indd 29
1.2
Play 1.7 and ask sts to check the items that are
mentioned. Replay 1.7. Paircheck. Classcheck.
1.7 Notice the false starts, repetitions and uh pauses.
Kathy I think be realistic that you, our expectations
sometimes are so high But most of marriage is lived
in between the ups and the downs And that its
hard work. And not all the time, but its hard work.
Gene Uh, I think one of the pieces of advice that my dad
gave me is Gene, always communicate. Always
talk, talk things out. And I really believe that
communication is so essential And that, uh, you
need to work out many different areas before you get
married. Uh, I think you need to talk about money
matters. I think you need to talk about child rearing.
I think religion is important. I think sex takes care of
itself... Pretty much At least initially. But I really do
think there are some topics or some areas that need
to be hashed out, otherwise its conflict.
Karl You gotta learn to, uh, give more than you take, or youll
never make it and, uh, that, thats the bottom line.
Bonnie And you need, you need to, you know, grow together,
uh, in what, in what you do Try new things, you
know. Go out and start skiing if you havent done
it, do it as a couple. Do things together, you know,
or as a family if you have a family. I think those are
important things too, you know. Dont you have your
own hobbies and your husband or spouse have
their own hobbies. Thats not a real good way
Bill Every time, if you have a disagreement or a problem, you
correct it before you go to bed. And, uh, then you
never wake up and, uh, with a carry-over. And, uh,
that hasto mealways been good advice. Im not
sure that Kay and I have always followed that, but,
uh, you know, most of the time we have.
Kay Id have to say those who play together stay together,
instead of going your own separate ways and doing
your own things.
facing lifes ups and downs
being flexible
communication
shared interests
solving problems quickly
B MAKE IT PERSONAL Divide the class into groups of three
or four and ask sts in each group to share their stories
about how their parents or grandparents met. You may
wish to model the activity and tell your own story to sts
first. Closely monitor sts stories for language accuracy and
remind sts to use phrasal verbs from the lesson. When they
have finished telling their stories, have each group choose
the most interesting story to tell the whole class.
Personal answers.
Workbook p. 5
ID Online Portal
Grammar p. 116
29
11/21/13 12:33 PM
 1.3
How many Facebook friends do you have?
Lesson Aims: Sts review and practice Present tenses through the contexts of watching and listening to a video of a book authors
lecture on friendship, and talking about their own friendships, Facebook friends, acquaintances, and so on.
Function
Lesson 1.3
Talking and reading about different types of friends.
Watching / Listening to a book author talk about friendship.
Listening to a woman talk about her Facebook friends.
Talking about a friend, an acquaintance, and a very close friend. Weve known each other since school.
Vocabulary: Acquaintance, to google (something), to e-mail (someone), to friend (someone).
Grammar: Review of Present tenses.
Before the lesson: Gather photos of celebrity friends from magazines.
Warm-up If the technology is available, show sts the website
<www.marieclaire.co.uk/celebrity/pictures/34342/17/
famous-hollywood-friends.html>, or other online photos of
celebrity friends, to gauge sts knowledge of celebrities
friendships. Alternatively, show sts similar photos from
magazines (see Before the lesson). As you show sts the photos,
ask: Did you know they were friends? Do you think they are
close friends? Do you think celebrities have a lot of friends?
5 Reading
A Books open. Point to the book cover and ask the
whole class: How would you answer this question? Tell
each other in pairs. Classcheck by having sts report their
partners answers.
Personal answers.
B Ask the class: Are all your friends close friends? Good
friends? Point to the four definitions and say: Here are four
different definitions of friends. Read them quickly and then
answer this question: What are acquaintances, friends, good
friends, and very close friends? Allow sts five minutes to
read the four definitions and answer the question. Tell
them not to worry about new words just yet.
Focus on Common Mistakes . Tell sts to observe the correct
use of the preposition on in the sentence I can only count
with on my family.
Tip Split the class into groups of four and assign each student in
the group a letter (A, B, C, or D), so that each group member will
read a different definition. Explain that st A should read the text
on acquaintances, st B should read about friends, st C should
read about good friends, and st D should read about very close
friends. Emphasize that sts should first read their assigned text
silently. Then, have sts tell their group what theyve read in their
texts. Encourage sts not to read from the definitions as they share
ideas, but to summarize the main concepts in their own words.
Stronger classes Sts who finish reading before their classmates
can use the Internet on their smartphones, tablets, or class
computer to look up the words traits and rely on an online
English dictionary. If technology is not available, hand out
30
English ID 3 Teacher's Book 21x29.3.indd 30
Language
Very close friends: the people you can really rely on.
So, if you look at the pattern of your relationships
Oops. I hardly know this one.
physical dictionaries. After you classcheck the reading
comprehension, ask these sts to share their vocabulary
findings with the whole class.
Classcheck sts overall reading comprehension of the four
definitions. Ask sts: Do you agree with all four definitions?
Do you have friends that fit all these categories? Have sts
work in pairs and guess the maximum number for each
type of friend. Do not play 1.8 yet. Tell sts they are going
to check their answers in C.
1.8 How many friends does one person need?
Acquaintances: These are the people whose names, faces
and traits you can memorize and remember when necessary.
According to Dr. Dunbar, 150 is the maximum number of
such connections your brain can manage.
Friends: These are the people who youre usually in contact
with, though not necessarily on a weekly or monthly basis.
Maximum number: 50.
Good friends: These are friends who you may hang out with
and probably do get along with, but if you have a serious
problem, theyre not necessarily people that you can count
on. Maximum number: 15.
Very close friends: The people you can really rely on or borrow
money from. Dunbar calls them the inner core. Marlene Dietrich
used to call them the friends you can call at four oclock in the
morning. Theyre like family in a way. Maximum number: 5.
Acquaintances: 150
Friends: 50
Good friends: 15
Very close friends: 5
C Write the following short matching exercise on the board
and ask sts to link each word to the correct definition. Then
ask: What happens when you throw a pebble into a pond?
pebbles small stones (e.g., on a beach)
ripples small waves
pond a very small lake
Point to the book cover in A and ask: Who wrote this book?
(Robin Dunbar). Tell sts they are going to watch / listen
to Dr. Dunbar talking about friendship. Remind them to
observe the artwork on the page showing the circles of
friends. Play 1.9 so sts can check their answers.
11/21/13 12:33 PM

1.9 Notice the schwa , the sentence stress and the
connections.
peoples imaginations in this particular context. Uh, in
the last year or two the way its, its sort of blossomed and
exploded and the fact that its become a kind of competition
to see how many friends, uh, you can have on your Facebook.
So its not uncommon for some people to claim three five
hundred friends, even a thousand, actually.
And the question is: Why is that the case? The simple answer
is, its Dunbars number. And I thank whoever created that
acronym, I have no idea know who did it, it just appeared out
of the blue on the Internet, a wonderful thing the Internet.
And it, it sort of, uh, took off, uh, but there we are. And that
number is around 150. Theres a lot of variation around that,
uh, to be, to be fair.
So, if you look at the pattern of your relationships, in this 150
as it were, what youll find is it actually consists of a series of
layers a bit like the ripples on a pond. If you drop a pebble
in a pond if... the pebble If you can imagine the layers,
the ripples going out are the layers of your relationships. And
as you go out you include more people, but youre including
relationships at a lower quality. And that ties up very closely
with the amount of time you spend with those people. So the
amount of time you spend with this inner core of about 5,
and thats another curious feature of it, is, the layers scale
in a very, very consistent pattern. So they, they occur at 5,
15, 50, 150. Then we know out beyond that, theres a 500,
theres a 1500.
Personal answers.
D MAKE IT PERSONAL Play 1.8. Have sts in pairs use the
infographic to explain Dunbars theory. Ask: How well do
these numbers describe your relationships? Do you agree with
them? Classcheck.
6 Grammar: Review of Present Tenses
A Point to the lesson title question on p. 8 and find out
which sts use Facebook, how many friends they have on it,
how often they log on to Facebook or other social networks
to contact friends, and so on. Ask: Are all your Facebook
friends close friends?
If appropriate, ask: Is Facebook just for young people? Do
you know anyone who is 70 and uses Facebook? Point to the
photo of Alison on p. 9 and say: Alison has more than 600
friends on Facebook. Do you think she knows all of them? Say:
Read what Alison says about her friends in sentences 1-5.
Whos her closest friend? Paircheck. Classcheck.
3 Tomiko
B Write sentence 1 from A on the board and underline
the Present Continuous verb: Mario and I are drifting
apart, I think. Ask the class: What verb tense is this?
Point to Present Continuous in the Grammar box and ask:
Is it something happening around now or is this a future
arrangement? Sts should write 1 in the correct box.
Have sts work in pairs to match the remaining items,
2-5, from A to their correct uses in the Grammar box.
Classcheck.
English ID 3 Teacher's Book 21x29.3.indd 31
1.3
Present Simple:
(5) a habit
(2) a state
Present Continuous:
(1) an activity happening around now
(4) a future arrangement
Present Perfect:
(3) the duration of present state
Direct sts attention to Common Mistakes and help them
relate their first language to English, asking the class
if the sentence Im liking is possible in their first
language. Explain that state verbs, such as like, know,
seem, want, and understand, are not usually used in
Present Continuous.
Stronger classes Point out to sts that, although the rule
says state verbs are not normally used in Present Continuous,
media and propaganda have used sentences such as Im
lovin it (McDonalds).
C Point to sentences 1-7 and say: Alison is describing more
Facebook friends. Have sts read the example sentence and
fill in the blanks in 2-7 with verbs from the box in the
correct tense. Paircheck. Play 1.10 to classcheck. Write
the answers on the board.
1.10 Notice R and .
Gd = granddaughter A = Alison
Gd Grandma, I didnt know you were on Facebook!
A Oh yes sweetie, grandmas not that old, you know. Would
you like to see my photos?
Gd Uh, OK.
A Well, lets see. Oh, you know Rachel, dont you? Shes
my next door neighbor. We get along really well. And this
is Gabriel. Hes been my dentist since I was twenty. Im
seeing him this afternoon.
Gd Grandma! Whos that?
A Oh, M.J. is some guy I met at the gym. He friended me
and I accepted, but I barely even know him. He seems
nice, though.
Gd Wow! Hes cute!
A Now, now dear. Im old enough to be his mother. Now
this is Robert. Robert and I used to be very close, but
I think were drifting apart.
Gd Oh! Thats Sheila! I know her. Wow, she looks so
young!
A Oh yes dear. Sheilas my oldest friend. Weve known
each other for fifty years. That was when we were
nurses together.
Gd Yeah, you look great in those uniforms. And whos this?
A Oh, thats Rupert. He has a huge crush on me. He says
he misses me after only a few days, but, honestly, he
bores me to tears. Oh, but this photo is Julie and Pam,
my pizza friends. We have a lot of fun together. As a
matter of fact, were having pizza tonight.
Gd Wow Grandma! Im really impressed. You really are on
Facebook!
31
11/21/13 12:33 PM
 1.3
2. has been / am seeing
3. know / seems
4. are drifting apart
5. have known
6. misses
7. have / are having
Go over Cyber English with sts and then write three
questions on the board: (1) How often do you e-mail your
partner / best friend? (2) Do you friend strangers on Facebook?
and (3) What will you find if you google your name? Have sts
ask and answer in pairs. Classcheck.
D MAKE IT PERSONAL Ask sts to think of four different
people: a very close friend, a good friend, a friend, and an
acquaintance. Have sts write down the four names.
1 Tell sts to answer questions a-f about each person.
Ask them to jot down notes in a chart, as in the
example below:
Weaker classes Elicit and write sentences on the board for
questions a-f for sts to use as a model. Then, allow sts time to
prepare their descriptions.
a) Ive known (Jos) for
b) We get along really well
c) We support the same soccer team We are crazy about
(the Red Hot Chili Peppers) We work together
d) He works with me Hes doing an MBA I think shes
living abroad
e) We speak to each other on Skype every day I never call
him on the phone
f) Were going to a dinner party next week Were planning
to go to the USA together
Have sts work with new partners. Sts in each pair should tell
each other about the people in their charts. The student who
listens should guess the level of friendship being described:
very close friend, good friend, friend, or acquaintance.
Monitor closely for accuracy and offer help as needed.
At the end, invite volunteers to tell the class about one
of their friends. Ask the group to guess what the level of
friendship is.

Alicia Jos Paulo Luisa Read the Song line on the top of p. 9 and find out if sts
a four years ten years ten years eight years know the song or the band. Ask: Could this Song line also be
the caption to a photo on Facebook? Do you think the song is
b well best friends well barely see her
about friendship?

Song line:
2 Model the activity yourself. Tell sts that you are going
Look at this photograph.
to describe a person and they will guess whether this Every time I do it makes me laugh.
person is a very close friend, a good friend, a friend, How did our eyes ever get so red?
or an acquaintance.
Song: Photograph
Say: Ive known Luisa for eight years or so. Were friends on Band: Nickelback (Canada)
Year: 2005
Facebook, but I barely see or speak to her. She is very close
to Jos, my best friend from college. I often see her at Joss
dinner or birthday parties, but we never sit together. I dont
really know what shes up to these days. Workbook p. 6
ID Online Portal
Ask sts to guess which part of the friendship circle Luisa
Grammar p. 116
belongs to (an acquaintance).

32

English ID 3 Teacher's Book 21x29.3.indd 32 11/21/13 12:33 PM


When is the right moment to settle down?
Lesson Aims: Sts look at compound personality adjectives in the context of online matchmaking services and describing oneself.
They also learn and practice emphatic uses of the auxiliary verbs do and does and some adverbs.
Function
Lesson 1.4
Reading profiles on a matchmaking website.
Describing people with compound adjectives.
Listening to women talk about men they see on a website.
Using emphatic forms to express opinions.
Vocabulary: Personality adjectives: easygoing, outgoing, thoughtful, knowledgeable, open-minded, fun-loving, adventure-seeking.
Grammar: Emphatic forms: auxiliary verbs do and does; adverbs certainly, definitely, sure.
Before the lesson: Write the following question prompts on the board:
Would you ever date somebody who
1. is not prepared to listen to new ideas?
2. is kind and thinks about other people?
3. is extremely intelligent or an expert on something?
4. is an older person who likes to do young things?
Warm-up Find out who in the class is single, married, etc.
Then ask: Is it easy to find a partner these days? Whats an
ideal partner in your opinion? Have sts work in pairs to take
turns asking and answering questions 1-8 on the board (see
Before the lesson). Encourage sts to ask follow-up questions and
extend the talk by asking Why? or Why not?. Classcheck.
7 Vocabulary: Personality Adjectives
A Start off the lesson with the Song line on the top of
p. 11. Ask if sts can recognize the song or the singers who
recorded it. Then, focus on the line a chance for folks to
meet and ask: Where do people usually go to make new
friends or find a partner?
Song line:
This is an invitation across the nation.
A chance for folks to meet.
Therell be laughin and singin
Song: Dancing in the Street
Singers: David Bowie / Mick Jagger (UK)
Year: 1985
This song was originally written by Marvin Gaye and others for
Motowns Martha and the Vandellas (USA, 1964). American
band Van Halen also recorded a version of it in 1982.
Ask: Do you think some people might prefer to meet others on
the Internet? Point to the website and ask the class: What
kind of website is this?
Focus on the website title, Really Desperate Singles, and,
if appropriate, find out who in class is in the same condition
(or is a desperate housewife, husband, and so on). Have sts
look at the postings and ask: What are these people writing
about? Why? Which nicknames are the most creative?
Point to the words in bold and have sts match them to
definitions 1-8. Paircheck. Classcheck.
English ID 3 Teacher's Book 21x29.3.indd 33
1.4
Language
Im a really outgoing kind of guy, with hundreds of friends.
Adventure-seeking man looking for like-minded, thoughtful woman.
Wow! He sure looks handsome!
I do believe that I definitely think
5. enjoys being alone?
6. likes doing dangerous or unusual activities?
7. is shy or reserved?
8. is stressed?
1. prepared to listen to new ideas = open-minded
2. kind; thinks about other people = thoughtful
3. intelligent; knows a lot about something = knowledgeable
4. a person with similar ideas and interests = like-minded
5. enjoys having a good time = fun-loving
6. likes doing dangerous or unusual activities = adventure-seeking
7. friendly; extroverted = outgoing
8. relaxed = easygoing
B Play 1.11 and have sts listen and read the texts in A.
Pause the track after each text and ask: What do you
think he really wants? Whats he looking for? Promote sts
discussion in pairs before you classcheck.
1.11 Really Desperate Singles
Adventure-seeking man looking for like-minded, thoughtful
woman who wants to settle down and start something
meaningful.
Im a really outgoing kind of guy, with hundreds of friends.
I live in uptown Manhattan, so Im always ordering take-out.
I need a girl who wouldnt mind cooking with me at least twice
a week. Im tired of eating out.
I am an easygoing kind of guy who enjoys hanging out with
someone special, watching movies, going out with friends.
Not really looking for anything serious right now.
Lonely, knowledgeable Yale graduate looking for some
fun. I speak seven languages and have a PhD in Medieval
Literature. If you think youre my type, dont hesitate to write.
Who knows, I might finally settle down with the right person.
Hi, how are you? I am a fun-loving single dad of a 5-year-old
daughter and a 7-year-old son, who are everything to me.
On Friday, they go to their mothers, so my weekends are
mostly open. I want to find Ms. Right and perhaps settle down.
Recently left prison (dont worry, just a little tax problem),
looking to start a new life. Want to meet financially stable,
open-minded, attractive and childless woman.
33
11/21/13 12:33 PM
 1.4
Personal answers.
C Have sts read the World of English feature about types
of compound adjectives. Pair sts up and ask them to
classify the bold adjectives from A as type 1, 2, or other.
Classcheck by writing the answers on the board.
Type 1: open-minded, like-minded
Type 2: fun-loving, outgoing, easygoing
Other type: adventure-seeking, thoughtful, knowledgeable
D MAKE IT PERSONAL Assign new pairs. Have sts say which
adjectives in A best describe themselves. One partner should
ask What are you like? and the other should answer.
Classcheck by having sts report their partners answers.
Personal answers.
8 Grammar: Emphatic Forms
A Tell sts they are going to listen to Anna talk to a friend
about a man from the website in A. Ask: Who are they
talking about? Play 1.12. Paircheck. Classcheck.
1.12 Notice  and  and sentence stress.
A = Anna B = Betty
B Oh my God, oh my God, look at this one. Wow! He sure
looks handsome.
A Hes gorgeous, but, honestly, Im not sure Id be willing to
take a chance on him.
B Why not?
A Betty, what do you mean why not? Look at the mans profile.
B OK, I know, but he does sound like he wants to start a new life.
A Not with me he wont. I dont need that kind of trouble,
thank you very much.
B You certainly are difficult to please, arent you? Nobodys
good enough for you.
A Hmm Well, I do appreciate his honesty, though. I mean,
he couldve lied or simply not mentioned it at all.
B So why dont you give the guy a chance then?
A Nope. This ones definitely not for me.
newchance
B Write two sentences on the board: He looks handsome.
and Wow! He sure looks handsome! Ask sts to compare both
sentences and raise the topic of emphasis.
34
English ID 3 Teacher's Book 21x29.3.indd 34
Point to the sentences in the Grammar box and ask: Which
words are being used for emphasis? Play 1.13 and pause
after each sentence so sts can repeat. Replay 1.13 and
ask sts to underline stressed words and, in the rule at the
bottom of the box, cross out the incorrect word. Paircheck.
Classcheck by writing the answers on the board.
1.13
a Wow! He sure looks handsome.
b You certainly are difficult to please, arent you?
c This ones definitely not for me.
d He does sound like he wants to start a new life.
e I do appreciate his honesty, though.
With emphatic forms, auxiliaries and adverbs are usually
stressed.
Read Common Mistakes with sts. Explain that after emphatic
auxiliaries we must use infinitive verb forms.
C Point to 1-5 and explain that Betty and Anna are
now talking about other men on the website. Have sts
fill in the blanks with the emphatic forms provided and
a suitable verb. Paircheck. Classcheck by writing the
answers on the board.
1. does look sheldonplus
2. do want Barry Young
3. sure looks kingofqueens
4. definitely looks Cute_Guy_22
5. does seem Lifestooshort33
D MAKE IT PERSONAL Ask: How do you go about online
dating? Have you tried it? Does it work? Have pairs of
sts read the six different opinions on online dating and
decide which ones they agree with. Sts in each pair should
compare and justify their views. Refer sts to the model
language in the speech bubbles and remind them to use
emphatic forms. Monitor pairs discussions closely and
take notes of any mistakes. Classcheck and provide sts
with correction and feedback on their performance.
Personal answers.
Workbook p. 7
ID Online Portal
Grammar p. 116
11/21/13 12:33 PM

How much time do you spend online? /
Which do you do more: listen or speak?
Lesson Aims: Sts practice Present and Past tenses to tell an anecdote and learn informal expressions to respond as active listeners.
Function
Lesson 1.5
Reading websites URLs and descriptions.
Answering online users questions.
Listening to friends talk about a blind date.
Telling an anecdote and responding actively.
Vocabulary: Matchmaking, whether, inner, tagline, shallow, Theyre done with it. Informal expressions for listening actively:
Oh dear!, Hang on a sec., You mean?, No way!, What happens next?, Go on.
Grammar: Making narratives more vivid with Present tenses.
Warm-up For a high-energy start, begin the class with rousing
drills. Follow the model below. Alternate from individual to
choral repetition.
T She looks beautiful Sure. She sure looks beautiful. Repeat.
Sts She sure looks beautiful.
T He seems like a nerd Does. He does seem like a nerd. Repeat.
Sts He does seem like a nerd.
T Now you. You are difficult to please Certainly.
Sts Youre certainly difficult to please.
T She is not intelligent Definitely.
Sts Shes definitely not intelligent.
T He isnt good-looking Definitely.
Sts Hes definitely not good-looking.
T I appreciate his honesty Do.
Sts I do appreciate his honesty.
T She loves him Does.
Sts She does love him.
T Theyre from Mexico Certainly.
Sts Theyre certainly from Mexico.
T He isnt open-minded Definitely.
Sts Hes definitely not open-minded.
T Im an easygoing and thoughtful person Sure.
Sts I sure am an easygoing and thoughtful person.
Skills: Reading for Main Ideas and Specific
Information
A Books closed. Ask: Can you remember what we talked
about last class? Elicit the topic of online dating. Then
ask: Can you tell me three common views or opinions
people usually have about online dating? Refer sts to
MAKE IT PERSONAL in 8D on p. 11 to refresh their memory
if needed.
Books open. Brief ly introduce the names of the
websites, have sts look at the images for each and elicit
guesses about the types of services each website is
likely to offer.
Personal answers.
English ID 3 Teacher's Book 21x29.3.indd 35
1.5
Language
www.crazyblinddate.com
This matchmaking service has very strict admission criteria.
No, you have to pay only once for a lifetime membership.
So... how did it go last night? You mean the date?
I get in the car and I see this huge mouse! Are you
serious?
B Have sts read the descriptions and match them to the
websites URLs in A. Remind sts that there is one extra
address that will not be used. Paircheck. Classcheck. Ask:
In your opinion, which sites are the most useful?
2 1 4
C Ask sts to cover the texts in B and listen to check their
answers. Play 1.14.
1.14
www.trekpassions.com
What couple argues about finances anymore? Here you can
find that special match who can debate whether Jean-Luc
or James T. was the better captain. From the home page:
A 100% free online community and Sci-Fi personals site
for science fiction lovers, including but not limited to lovers
of Star Trek and Star Wars. Its tagline is: Love long and
prosper!
www.darwindating.com
Yes, online dating can definitely be shallow. This
matchmaking service has very strict admission criteria. They
claim they match beautiful people only. And that doesnt
include inner beauty. On the site, they even have what
they affectionately call the Chimp Calculator to test your
unattractiveness level. What they promise is Online dating
minus ugly people.
www.scientificmatch.com
At $2,000 for a lifetime membership, this site guarantees that
it will find you a match based on physical chemistry. Their lab
analyzes your supplied DNA sample (immune system genes)
to find that perfect someone, and then destroys it after theyre
done with it.
D Point to the highlighted words and phrase in B. Elicit
what the first one (whether) means and ask sts to match it
to the correct synonym, if. Have sts match the rest of the
words to their synonyms. Paircheck. Classcheck and elicit,
then drill, pronunciation.
35
11/21/13 12:33 PM
 1.5
finished theyre done with it R She gets up and leaves.
if whether K What do you mean leaves?
inside inner R She says, Look, I dont think this is going to work out,
leaves some money on the table and walks away.
slogan tagline
K Just like that?
superficial shallow
R Just like that.
K Are you serious?
E Have sts work in pairs. Point to the questions posted R Yep. So there you go, one more disastrous date for my
online and tell sts they need to answer them as if they work collection. How bout that?
for the matchmaking agencies. Tell sts that they can find K Oh, dear. Well, dont let it get to you, Roberto. You know,
the answers in the texts in B. Classcheck by having three theres plenty of fish in the sea.
different sts share their answers with the whole class. R Yeah, yeah Oh well.

1. No, you pay $2,000 just once (for a lifetime membership) and
1. www.crazyblinddate.com
they will destroy your DNA sample after theyre done with it.
2. Yes, he thought she was gorgeous.
2. The Chimp Calculator will test your level of unattractiveness.
3. No, the woman left in the middle of the conversation.
3. Yes. Its for all sci-fi lovers, not just Star Trek or Star Wars fans.

B Read questions 1-6 with the whole class and elicit some
in Action: Listening Actively answers sts remember from the listening activity in A.
Replay 1.15 so sts can mark true (T) or false (F) for items
A Direct sts attention to the lesson title on p. 13. Elicit 1-6. Paircheck. Classcheck.
sts impressions by asking: What do you think you do more
often: listen or speak? (refer to sts native language as well). 1. F (Roberto and another woman met at a coffee shop.)
Read World of English with the whole class. Ask: Is this 2. F (He did.)
information new to you? 3. T
Tell sts that they are going to hear two friends talk about a 4. F (They talked a little.)
date. Say: Roberto went on a first date with a woman he met 5. T
online. Explain that Roberto used one of the websites listed 6. T
in Skills A. Invite volunteers to read questions 1-3 to the
whole class. Play 1.15 and have sts listen for the answers
to these questions. Paircheck. Classcheck.
C Point to the Formal vs. Informal chart and have sts try
to predict what Kelly says. Play 1.15 again so sts can
check their predictions. Replay or pause the track as
1.15 Notice the intonation .
necessary. Classcheck.
K = Kelly R = Roberto
K So How did it go last night? Read the 5 box with the whole class. Ask: Do we do the
R You mean the date? same in our language? Do we use shorter language when
K Yep. speaking informally?
R Well, we arranged to meet at Starbucks on 57th. You know,
Tip Ask sts to turn to p. 157 for AS 1.15 and do the AS
the cozy one
task: to notice the rising or falling intonation in the active
K Uh-huh.
listening expressions. Pause after each expression and
R I got there a bit late because of the traffic and Well,
encourage choral repetition.
anyway, I opened the door and, to my surprise
K Go on
R Theres this gorgeous woman sitting right in front of me, 1. You mean the date?
drinking coffee. I couldnt take my eyes off her. You see, I 2. Go on.
had no idea what she looked like, and boy, was she pretty. 3. Hang on a sec.
K Hang on a sec. You mean you hadnt seen her photo?
4. No way!
R No! You see, thats the thing with this site Ive been
5. What happens next?
usingyou dont know what the other person looks like
until you meet them face to face. You only know they will 6. What do you mean leaves?
be beautiful. 7. Are you serious?
K No way! 8. Oh, dear!
R Yeah, and thats the beauty of itthe surprise element,
you know.
D Pair sts and ask them to take turns saying 1-8. Have
K What happens next?
sts listen to the intonation in 1.16 first as a guide.
R Our eyes meet, we shake hands and, you know, try to break Monitor sts pronunciation closely. Encourage peer
the ice, talk about the coffee, the weather, the traffic
correction. Classcheck by having different sts say each of
K And then? the phrases in 1-8.
36

English ID 3 Teacher's Book 21x29.3.indd 36 11/21/13 12:33 PM


1.16
You mean the date?
Go on.
Hang on a sec.
No way!
What happens next?
What do you mean leaves?
Are you serious?
Oh, dear.
E MAKE IT PERSONAL 1 Have sts read World of English .
Ask: Do you ever use the Present tense to tell a story in (sts
mother tongue)? Help them reflect on the question with
some examples. Then, read Common Mistakes with the
whole class. Explain that Present tenses can make stories
more vivid. Tell sts a brief story about something youve
experienced or seen. Use Present tenses to model the
activity. For example, you might say: It all happened this
morning. Im walking to work, sleepy as I can be, when I see
an old friend from college sitting in a caf just before me I
think Wow That guy! We went to college together ten years
ago! And Im there thinking, Whats his name? Jos? Julio?
English ID 3 Teacher's Book 21x29.3.indd 37
1.5
Im sure it starts with J Is it Juan? Well, what if I just go
over there and say hello? OK, so I walk in his direction and,
as I get nearer, he looks at me, stands up and says (your
name)! Its me, Gustavo! From college! Phew! I wouldve
never remembered his namethank God he said it!
2 Pair sts up and invite them to take turns telling a story.
Allow pairs some time to think of their stories and write
down some notes. Explain that sts can also use one of
the pictures as a basis for inventing and telling a story.
Refer sts to the informal expressions in C and ensure
that they listen actively and respond to their partners
stories. Monitor pairs closely for accuracy and offer help
whenever necessary.
At the end, invite volunteers to tell their stories to the
whole class.
Workbook p. 8
ID Online Portal
Grammar p. 116
ID Caf Video p. 138
see TB Intro p. 8-16
37
11/21/13 12:33 PM
 2
Unit overview: In unit 2, sts learn and practice the Present Perfect Continuous via the
contexts of eco-friendly actions and sustainable lifestyles. They also have the opportunity to
compare this new verb tense to the Present Perfect Simple and the Past Simple.

How green are you?

Lesson Aims: Sts learn and practice adjectives with the suffixes -able, -friendly, and -efficient in the context of greener, more
sustainable lifestyles.

Function Language
Lesson 2.1

Reading / Taking a quiz on green actions. Leaving appliances on stand-by mode wastes energy.
Talking about how green people are. Do you have water-efficient faucets in your home?
Inventing and advertising new green products. With our new disposable clothes, you can
Vocabulary: Energy-efficient appliances, reusable cloth bags, water-efficient faucets, refillable water bottles, solar heating,
Styrofoam cups, household waste.
Grammar: Adjectives with the suffixes -able, -friendly, and -efficient.
Before the lesson: If possible, bring some realia to class to pre-teach some of the words from p. 14-15, such as bottled water, a
reusable cloth bag, an energy-efficient light bulb, and a Styrofoam cup.

Warm-up Take out the realia you have brought to class, or Teacher Energy-efficient light bulbs. Keiko.
objects already in the classroom, related to the words on p. 14- Keiko Photo 2, teacher.
15. Walk around the classroom, displaying or pointing to objects Teacher Thats it. OK. Household waste. Alwin.
one by one, and drill pronunciation without writing any words Alwin Household waste? Thats 5.
on the board. Have sts repeat after you, test their memory and Teacher Right again. A reusable cloth bag. Uh, Pierre.
ask questions such as: Is bottled water expensive in our city /
Pierre Thats photo 8.
country? What types of light bulbs do you use in your house?
Teacher Exactly. Now, photo 9. Everton.
Do you carry your groceries in a reusable cloth bag? How often
Everton Uh, photo 9. Appliances. Leaving appliances on
do you drink your coffee in Styrofoam cups?
stand-by.
Teacher Yes. OK, Priscila. Photo 3.
Priscila Thats solar heating.
1 Vocabulary: Going Green Teacher Solar heating, uh yes. OK, Eloisa. Photo 1.
A Books open. Point to the photos and elicit any Eloisa Thats bottled water.
vocabulary sts already know. Draw sts attention to the Teacher Bottled water. Bottled. And the last one then.
first bold word in the quiz (appliances) and elicit the correct Styrofoam cups must be
picture. Have sts work in pairs to match the remaining All sts Photo 6.
bold words in the quiz to photos 1-9. Say: Now, we are
going to listen to another teacher check this exercise with her appliances (9) (C)
students. Play 2.1. Paircheck. Classcheck. Have sts repeat
reusable cloth bag (8) (C)
words after you as you check answers, or replay 2.1 and
pause after the teacher says each word. fans (4) (C)
faucet (7) (C)
Point to photo 1 and write on the board: a bottle of water
and bottled water. Raise sts awareness of the fact that energy-efficient light bulbs (2) (C)
bottled water is an uncountable noun and that a bottle of solar heating (3) (U)
water is a countable noun. Point to photo 2 and ask: What is bottled water (1) (U)
it? Is it a countable noun?
Styrofoam cup (6) (C)
Have sts individually decide whether the nouns in photos household waste (5) (U)
3-9 are countable or uncountable. Ask them to write C or U
next to the bold words in the quiz. Paircheck. Classcheck.
B Point to the quiz in A and ask the whole class:
Whats this quiz about? Point to the Y, S, and N symbols
2.1
and say: Listen to the quiz, read and answer yes,
Teacher Leaving the faucet running. Carlos?
sometimes, or no. Play 2.2 and allow sts to take the
Carlos Uh, photo 7. quiz themselves.
38

English ID 3 Teacher's Book 21x29.3.indd 38 11/21/13 12:33 PM


2.2
Oh, no! Not another green quiz.
We all know what we should be doing, but how green have
you really gone?
1 Leaving appliances on stand-by mode wastes energy. Do
you always unplug your computer or cell charger when not
in use?
2 Americans throw away about 40 billion soft drink
aluminum cans and bottles every year. Do you recycle
bottles and cans at home?
3 Disposable plastic bags can take up to 1,000 years to
decompose. Do you reuse plastic bags or take a reusable
cloth bag when you go shopping?
4 Fans are about ten times more nature-friendly than air
conditioning. Do you use fans instead of A/C?
5 Leaving the faucet running when you brush your teeth
twice a day can waste almost 30 liters of water per day.
Do you turn the faucet off while brushing your teeth?
6 Energy-efficient light bulbs last up to ten times longer. Do
you use energy-efficient light bulbs in your house or office?
7 Solar heating can help you save as much as one-third of
your monthly power bill. Does your house or apartment
building have a solar heating system?
8 It takes more than 30 million barrels of oil a year to make
the plastic for the worlds bottled water. Do you use
refillable bottles for water at home?
9 A Styrofoam cup takes 500 years to decompose. Do you
use Styrofoam cups at work or home?
10 A typical American family produces 30 percent more
household waste than a typical Mexican family. Do you
separate organic and nonorganic household waste?
Personal answers.
Pair sts up and have them compare answers. Refer to
Common Mistakes to help them talk about their green habits.
Ask: Whos the greenest person in our class?
Read the Song line on the top of p. 15. Ask whether sts know
the song or the singer who recorded it. Ask them if anyone
knows the song to sing the line or hum it for the class.
Song line:
Heal the world.
Make it a better place for you
and for me and the entire human race.
Song: Heal the World
Singer: Michael Jackson (USA)
Year: 1992
C Drill the pronunciation of 1-3. Engage sts in choral and
individual repetition.
Write the highlighted suffixes, -able, -efficient, and
-friendly, on the board and elicit or present more examples
of adjectives with these suffixes, such as a sustainable
project, an adorable creature, a memorable moment,
a cost-efficient trip, fuel-efficient airplanes, user-
friendly software, a dog-friendly hotel, or a child-
friendly restaurant.
English ID 3 Teacher's Book 21x29.3.indd 39
2.1
Have sts match 1-3 to their definitions. Paircheck.
Classcheck by writing the answers on the board. Then ask:
Are there similar suffixes in (sts mother tongue)?
At the end, read World of English with the whole class and
ask whether sts have any questions.
3
2
1
D Read item 1 with sts. Elicit possible answers for item 2
and write the correct answer on the board. Invite sts to
create green phrases for items 3-7, adding -able, -efficient, or
-friendly to the adjectives provided. Ensure that sts notice
singular / plural prompts and use the indefinite article
when appropriate. Paircheck. Classcheck.
Have sts swap partners. Refer them to the model dialog
in the speech bubbles. Ask them to take turns asking and
answering questions about their homes, using phrases 1-7.
Monitor sts work closely for accuracy and offer help as
necessary. Classcheck by having sts talk about their
partners homes.
Tip For further practice, direct sts to Grammar on p. 119.
2. a fuel-efficient vehicle
3. environment-friendly detergents (also possible
environmentally friendly)
4. rechargeable batteries
5. energy-efficient appliances
6. a reusable water bottle
7. pet-friendly insecticides
2 Pronunciation
A Invite volunteers to name what they can see in both
pictures (a clock and a sock, a nose and a rose). Direct
sts attention to the underlined sounds. Pair sts up
and have the pairs write the words next to the correct
phonetic symbol. Play 2.3 so sts can check their answers.
Classcheck and drill pronunciation for all words.
2.3
Sock, clock. Bottle, cloth, product.
Nose, rose. Clothes, disposable, eco, program, solar,
Styrofoam.
Sock, clock: bottle, cloth, product.
Nose, rose: clothes, disposable, eco, program, solar,
Styrofoam.
Stronger classes Direct sts to the pronunciation chart on
p. 154 and have them practice saying word lists for sounds
 and R. After completing the classcheck, ask sts
to recite for the whole class some of the extra words they
remember from the pronunciation chart.
39
11/21/13 12:33 PM
 2.1
B Have sts work in pairs to come up with combinations of
the words in A that could make new product names, as in
the example disposable clothes. Monitor closely and offer
help whenever necessary. Classcheck by writing possible
answers on the board.
Possible answers:
Eco-product / program / clothes / bottle / etc.
Solar clock
Styrofoam product
C MAKE IT PERSONAL Read the example ad with sts.
Divide the class into small groups of three or four. Explain
40
English ID 3 Teacher's Book 21x29.3.indd 40
that sts should write a short ad for one of the products
they came up with in B. Walk around the class and offer
help and feedback whenever possible. Classcheck by
having groups swap ads or inviting volunteers to read their
ads to the class. Ask: Whose ad is the most convincing?
Personal answer.
Workbook p. 9
ID Online Portal
Grammar p. 118
11/21/13 12:33 PM

How long have you been studying here?
Lesson Aims: Sts study and use the Present Perfect Continuous to talk about recent habits and changes in their lives.
Function
Lesson 2.2
Watching / Listening to No Impact Man.
Talking about going green or no impact for a year.
Reading a blog post about one mans green lifestyle.
Interviewing a friend about recent habits or changes.
Vocabulary: Expressions: The list goes on and on, and stuff like that, and so on.
Grammar: Present Perfect Continuous.
Before the lesson: If possible, arrange seats in a horseshoe / semicircle shape or in a line.
Warm-up Tell sts to predict what a no impact man means.
As sts say what comes to their minds, write their ideas on
the board.
3 Listening
A Point to the poster and have sts read the DVDs title.
Ask the whole class: Is it a comedy or a documentary? Why
is it called No Impact Man? Allow sts some time to guess
and interpret the title. Then say: Lets watch the video and
check our guesses. Play 2.4. Classcheck.
2.4 Notice the silent letters.
It started out as an experiment. I wanted to see if I could leave
no impact on the environment for an entire year, and I asked
myself, Was it possible I could become a happier person by
reducing my impact on the environment? And the answer
I found out is a resounding yes. So I started by cutting out
garbage, taxis, throw-away coffee cups I eliminated tomatoes
in the middle of January, A/C in the dead of August, bottled
water from France, and new clothing from who knows where.
I saved money, lost weight, gained energy, improved my health,
spent more quality time with my family and friends, renewed
my relationship with my wife and discovered an overall sense
of freedom. I learned that, yes, sometimes less is more.
Its a documentary about a man who performed an
experiment: to have no impact on the environment for a year.
B Read sentence 1 with the group. Have sts read
World of English and elicit or provide more examples, such
as I have no money or There are no eggs in the fridge.
Ask sts to read the rest of the sentences and work in pairs
to decide whether statements 1-5 are true (T) or false (F).
Then, replay 2.4. Classcheck.
1. F (for a year)
2. T
3. T
4. T
5. F (he lost weight)
English ID 3 Teacher's Book 21x29.3.indd 41
2.2
Language
I started by cutting out garbage, taxis
I couldnt possibly survive without my car.
Ive been walking to work at least twice a week.
How long have you been reading this book? How long have
you been going there?
C Pair sts up and have them ask and answer the questions.
Encourage them to justify and explain their opinions.
Classcheck by having sts report their partners answers.
Personal answer.
4 Reading
A Focus on the website and ask: What kind of website is
this? Whats Al talking about? Allow sts some time to skim
through the text and answer. Say: Al has watched Colin
Beavens video (No Impact Man), and it has inspired him.
Point to men A, B, and C, just above the top right section of
the blog, and ask the class: How green is Als lifestyle now?
Say: Listen and read to find out. Play 2.5. Classcheck.
2.5
This morning I ran into an old friend on my way to work. He
could hardly recognize me. You look so different, he
said. Have you been working out or something? Well, yes,
Ive been working out like crazy every day, but I guess its the
something that has made the difference. You see, Ive been
trying to copy the idea I saw in a film called No Impact Man.
Its about a guy called Colin Beaven, who tries to have zero
impact on the environment for a year. So instead of simply
switching to energy-efficient light bulbs, buying eco-friendly
cleaning products, avoiding disposable cups and stuff like
that, he takes the whole thing to the next level: no TV, no
elevators, no public transportation, no household waste
The list goes on and on. No Impact Man has had such an
impact (!) on me that Clara and I are trying to green up our
lifestyles too. For example, Ive been walking to work at least
twice a week, taking the stairs, using recycled paper, and so
on. At home, were beginning to recycle, trying to unplug all
appliances, installing water-efficient faucetsyou name it.
And you know what? Clara and I have been feeling great lately.
But I think thats really as far as I can go. Id never be able to
give up TV, sell my precious car (which Ive only been driving
since Monday!), or buy used clothes. So my question is: Can I
make a difference, or am I wasting my time?
B
41
11/21/13 12:33 PM
 2.2
B Ask sts to go back to the text in A and identify key
points that justify their choice of green man B. Paircheck.
Classcheck.
Al has been walking to work at least twice a week, taking
the stairs, using recycled paper, and so on. At home, Al
and his partner are beginning to recycle, trying to unplug
all appliances, installing water-efficient faucets. But he
believes thats really as far as [he] can go. He says, Id
never be able to give up TV, sell my precious car (which Ive
only been driving since Monday!), or buy used clothes.
C Point to the text in A again and ask: What do these
highlighted expressions mean? Have sts swap partners and
work in pairs to guess or infer meaning from the text.
Classcheck.
All highlighted expressions mean etc.
D Point to Als last question in A, Can I make the
difference, or am I wasting time? Have sts read the model
sentences in the speech bubbles. Say: Now answer Als
question together. Ask sts to share their opinions in pairs
and then open the discussion to the whole class.
Personal answer.
Tip Refer sts to Writing Bank on p. 148.
5 Grammar: Present Perfect Continuous
A Books closed. Read sentence 1, Al probably has a gym
membership, and ask sts whether it is true or false. Do the
same for sentences 2-3. Then, reveal that all the sentences
are true.
Books open. Point to sentences 1-3 and ask sts to find and
underline evidence for each statement in the text in A.
Paircheck. Classcheck by writing the answers on
the board.
1. Ive been working out like crazy every day (line 3)
2. Ive been walking to work at least twice a week (lines
12-13)
3. which Ive only been driving since Monday! (line 17)
B Invite sts to work collaboratively to find out rules for
themselves. Have sts complete item 1 in pairs. Classcheck.
Point to the sentences on the board (see the answer key
to A) and ask sts: How would you classify these sentences?
Read Common Mistakes and the 5 box with the whole class.
Have sts go over item 2 and cross out option a, b, c, or d.
Classcheck.
Read the Song line on the top of p. 17 and ask if sts know
this song or the band that recorded it. Draw sts attention
to the example of Present Perfect Continuous in the line.
42
English ID 3 Teacher's Book 21x29.3.indd 42
Song line:
Someone told me long ago,
theres a calm before the storm.
I know, its been coming for some time.
Song: Have You Ever Seen the Rain?
Band: Creedence Clearwater Revival (USA)
Year: 1971
1. Sentences b and c emphasize the duration of an action /
state. Sentence a has a general meaning of lately.
2. d
C Point to the woman in the photo and say: Suzanas
also seen the video No Impact Man and is now trying to
go green. Draw sts attention to the prompts, and read
example 1 with the whole class. Help sts write sentence 2
with the prompts given. Remind sts that they should use
used to with a base verb to talk about habits in the past,
but that they should use the Present Perfect Continuous to
talk about Suzanas new habits. Paircheck. Classcheck by
writing the answers on the board.
2. She used to buy conventional appliances, but shes been
buying energy-efficient ones / appliances lately.
3. She used to use lots of disposable products, but shes
been trying to avoid them for the past few months.
4. She used to use a / her car every day, but shes been
leaving it at home twice a week since April.
5. She used to throw away household waste, but her kids
have been recycling it for the last two weeks.
6. She used to buy few eco-friendly products, but her
husband has been buying lots of them for some time now.
6 Pronunciation
A Point to sentence 1 and say: Listen to this question and
notice how the verb have is pronounced. Play 2.6 and
pause after the first question. Replay the track if necessary.
Say: Now listen to sentence 2. How do we pronounce has in
this case? Play the rest of 2.6. Classcheck.
2.6
1 How long have you been living alone?
2 How long has she been trying to go green?
Focus on connected speech and falling intonation symbols
on both sentences. Model the sentences with your own
voice and have sts repeat them chorally. Replay 2.6 for
choral and individual repetitions. Monitor closely to ensure
that sts produce weak forms of have / has.
B Point to the speech bubbles and say: Listen and read.
Play 2.7 and pause after the first question. Play the
prompt, I live near the park now, and pause the track. Say
or elicit the question starter Really? How long and allow
sts time to come up with the full question themselves.
Correct any mistakes on the spot and encourage good
pronunciationreduced forms of have / has, connected
speech, and falling intonation, as practiced in A.
11/21/13 12:33 PM

Resume 2.7 and pause after each reply. Choose different
sts to come up with the question individually, but have the
class chorally repeat each question after it is played and
checked in 2.7.
2.7
M = man W = woman
M Guess what! I go to the gym twice a week now!
W Really? How long have you been going there?
M I live near the park now, you know?
W Really? How long have you been living there?
M Susans going out with Paulo. Can you believe that?
W Really? How long has she been going out with him?
M Johns learning how to recycle glass.
W Really? How long has he been learning that?
M Rick plays the guitar really well.
W Really? How long has he been playing it?
I live near the park now, you know?
Really? How long have you been living there?
Susans going out with Paulo. Can you believe that?
Really? How long has she been going out with him?
Johns learning how to recycle glass.
Really? How long has he been learning that?
Rick plays the guitar really well.
Really? How long has he been playing it?
English ID 3 Teacher's Book 21x29.3.indd 43
2.2
C Have two volunteers read the model dialog in the
speech bubbles. Then model the activity yourself by asking
a student: Do you drive? If yes, ask: How long have you been
driving? Ask another student: How long have you been living
in (city)?
Invite a volunteer to ask you a question with one of the
verbs from the box, e.g., How long have you been working
as a teacher?
Have pairs of sts take turns asking and answering How
long have you been? questions with the verbs provided.
Monitor closely for accuracy and pronunciation. At the end,
progress to an open pair activity; that is, have two sts at a
time (preferably not two sitting together) ask and answer a
question while the rest of the group listens.
Personal answers.
Workbook p. 10
ID Online Portal
Grammar p. 118
Writing Bank p. 148
43
11/21/13 12:33 PM
 2.3

Which is worse: flooding or drought?

Lesson Aims: Sts study and practice Present Perfect vs. Present Perfect Continuous through the context of global warming and
natural disasters.

Function Language
Lesson 2.3

Reading / Listening to newspaper headlines. Floods in all parts of the world have been getting worse year
after year.
Talking about global warming and natural disasters. I think droughts are obviously caused by global warming.
Listening to scientists talk about the effects of global warming. The Earth has been getting warmer at a steady rate since 1998.
Talking about local natural disasters and problems. Officials say Amazon deforestation is not as bad as it once was.
Vocabulary: Floods, droughts, deforestation, poaching, threatened species, dumping, fossil fuels, rising sea levels.
Grammar: Present Perfect vs. Present Perfect Continuous.
Before the lesson: Write these verbs / expressions on the board: live, work, drive, study English, eat fast food, do exercises, read.

Warm-up Books closed. Have sts review and practice the C6 Officials say Amazon deforestation is not as bad as it
Present Perfect Continuous with an activity similar to 6C on once was.
p. 17, but with books closed this time. Have sts work with C7 Dumping of e-waste is on the rise in developing countries.
partners they dont usually sit next to. Point out the words C8 The UN has labeled the worlds rising sea levels
on the board (see Before the lesson) and tell sts they will be alarming.
asking questions with these words. C9 Poaching in Latin America has declined.
Model the activity by asking a student: Where do you live? Then
ask: How long have you been living in (neighborhood / city)? Have
another student ask you a question. Ensure that sts understand 2 1 7 3 6 8 9 4 5
that the follow-up questions will use How long? with Present
Drill pronunciation of the words in bold. Then ask: Are
Perfect Continuous. Explain that sts first need to ask about
there periods of droughts in our country? How severe are
present habits, e.g. Do you drive? or Are you reading anything
they? How long do they last? Wheres our e-waste being
at the moment?, before they ask How long have you been?
dumped? Can it be recycled? Do you think sea levels are rising
Monitor closely and take notes for delayed correction. Classcheck
because of global warming?
and give sts your feedback.

B Have sts work in pairs to answer questions 1-2. Monitor

7 Vocabulary: The Environment
A Books closed. If the technology is available, display
the photos from p. 18 with the Digital Book for Teachers.
Alternatively, google some photos of natural disasters. Write
Global Warming on the board and ask the whole class: In your
opinion, which photos are related to global warming? Allow
some time for sts to discuss the question in pairs. Classcheck.
Point to photo 1 (floods) and ask: Do you think floods are
caused by global warming? Have sts repeat the word floods
after you. Point to photo 9 (poaching) and ask: Is poaching
a problem in (your country)?
Books open. Have sts look at the headlines and match them
to photos 1-9. Paircheck. Play 2.8 so sts can check their
answers. Classcheck.
2.8 Notice  and N.
NR = news reader C = correspondent
NR Here are the headlines from our correspondents around
the world.
C1 Floods in all parts of the world have been getting worse
year after year.
C2 Droughts seem to be getting more and more severe.
C3 Countries like India are becoming less dependent on
fossil fuels.
C4 Threatened species list is getting smaller.
C5 Experts disagree on the causes of global warming.
and write down notes on sts performance and opinions.
Save feedback and corrections for after they finish their
discussions. Classcheck sts ideas and give them your
language feedback.
Personal answers.
8 Listening
A Ask the whole class: Should we worry about global
warming? How serious is it? Say: Some people believe theres
no global warming. Have sts read the six sentences that
express opinions about global warming. Point to the
sentences and say: Youll hear six scientists who totally
disagree with these opinions. Match each scientists opinion
on p. 19 to the corresponding counterargument. Play the
first scientist in 2.9 and then pause the track. Ask: Which
sentence is she talking about / disagreeing with? Classcheck.
Play the rest of 2.9. Paircheck. Replay the track if
necessary. Classcheck.
2.9 Notice the long and short pauses.
Argument A
A number of independent measures of solar activity indicate
the sun has actually cooled by a few degrees since 1960, over
the same period that global temperatures have been warming.
Over the last 35 years of global warming, sun and climate
have been moving in opposite directions.

44

English ID 3 Teacher's Book 21x29.3.indd 44 11/21/13 12:33 PM


Argument B
This is like saying that forest fires have happened naturally
in the past, so any recent forest fires cant be caused by
humans. It just doesnt make sense.
Argument C
Climate researchers have been publishing papers for years
saying that global warming is happening right now. Around
97% of researchers agree on this.
Argument D
The Earth has been getting warmer at a steady rate since
1998, and there are no signs of it slowing any time soon. In
fact, globally, the hottest 12-month period ever recorded was
from June 2009 to May 2010.
Argument E
Since the mid 1970s, global temperatures have been
increasing at around 0.2 degrees Celsius per decade.
However, weather imposes its own dramatic ups and downs
over long-term periods. This means we expect to see record
cold temperatures even during global warming.
Argument F
A large number of ancient mass extinction events have
been strongly linked to global climate change. Because the
worlds climate has been changing so rapidly, the way species
typically adapt (for example, migration) is, in most cases,
simply not possible.
1. c 2. f 3. a 4. d 5. b 6. e
B Pair sts up. Replay 2.9 and ask: Do you agree with the
scientist or with any of the counterarguments on the list in A?
Discuss in pairs. Classcheck by having sts report their
partners opinions.
Personal answers.
9 Grammar: Present Perfect vs.
Present Perfect Continuous
A Read the Song line on the top of p. 19 and ask whether
sts have ever heard the song or are familiar with the singer
who recorded it. Focus on the verbs in the line and say: Tell
me two different verb tenses in the line.
Song line:
Youve been talking in your sleep,
things you never say to me.
Tell me that youve had enough
Song: Just Give Me a Reason
Singer: Pink, featuring Nate Ruess (USA)
Year: 2013
Have sts read the first pair of sentences. Write them
on the board and ask: Which one is in the Present Perfect
Continuous? What about the other one?
Read the three rules in the Grammar box with the whole
group and refer sts to Common Mistakes for examples
showing that the Present Perfect and the Present Perfect
Continuous cannot always be used interchangeably.
Highlight the use of since and emphasize that state verbs
(e.g., know) are not used in Continuous tenses.
English ID 3 Teacher's Book 21x29.3.indd 45
2.3
Have sts match pairs of sentences a-c to grammar uses
1-3. Paircheck. Classcheck.
a. 2 Completed action process happening now
b. 1 No difference (can be used interchangeably)
c. 3 How much / many? emphasis on how long
B Point to the newspaper clippings and say: Look at
all this news about the environment. What are the main
topics? Allow sts to read briefly and then list the key
points (renewable energy, poaching, deforestation). Point
to the first story and elicit the correct answer. Have sts
read each clipping and circle the correct verb tenses.
Classcheck.
announced
been trying
found
been increasing / increased
looked OR been looking
lost
C MAKE IT PERSONAL Assign new pairs. Have pairs look at
the photos on p. 18 again and answer questions 1-3. Refer
them to the model dialog in the speech bubbles. Classcheck
sts ideas and provide them with language feedback.
Personal answers.
D MAKE IT PERSONAL Tell sts they are going to hear
five questions. Say: We are going to do dictation. Write
down the five questions you hear. Play 2.10. Replay the
track if necessary. Classcheck by writing the answers on
the board.
Have sts swap partners and take turns asking and
answering the questions. Monitor sts work closely and
take notes for delayed correction. Classcheck.
2.10
1 How long have you been living here?
2 Have you been studying English for long?
3 How long have you known our teacher?
4 Have you had much fun recently?
5 Have you been sitting on that chair for the whole lesson?
1. How long have you been living here?
2. Have you been studying English for long?
3. How long have you known our teacher?
4. Have you had much fun recently?
5. Have you been sitting on that chair for the whole lesson?
Personal answers.
Workbook p. 11
ID Online Portal
Grammar p. 118
45
11/21/13 12:33 PM
 2.4
Whats the best ad youve seen recently?
Lesson Aims: Sts continue to practice the Present Perfect Continuous in the context of advertisements. They also use and
compare Past Simple vs. Present Perfect and Present Perfect Continuous.
Function
Lesson 2.4
Reading ads and inferring the meaning of new expressions.
Listening to (dis)satisfied customers.
Retelling stories.
Role-playing interviews with dissatisfied customers.
Interviewing a friend on different topics.
Vocabulary: Retreat, up to, at least, lifes ups and downs.
Grammar: Past Simple vs. Present Perfect and Present Perfect Continuous.
Before the lesson: Write the following prompts on the board:
A ever travel by plane? B ever watch (name of a movie)?
Where fly to? Who watch it with?
When go there? When you watch it?
have fun? like it?
Warm-up Review Have you ever? and Past Simple
questions. Direct sts attention to the prompts on the board.
Elicit questions from the prompts. Drill pronunciation.
Divide the class into groups of three and have sts take turns
interviewing their group members using the questions on the
board. Sts may interview two people at the same time. Monitor
sts interviews closely for accuracy and correct any mistakes
on the spot. Classcheck answers and ask volunteers to share
any experiences they found that they had in common with
others in their group.
10 Reading
A Explore what sts can see in the photos and have them
guess what type of product is being advertised. Then, have
sts read the ads quickly to check their guesses.
Ask the whole group: Which promise(s) do you find hard to
believe? Why?
Personal answers.
B Point to the words in bold in A and have sts match them
to definitions 1-4. Paircheck. Classcheck. Then ask: Are any
of these words or expressions similar in (sts mother tongue)?
1. retreat
2. up to
3. lifes ups and downs
4. at least
C Point to the blanks in A and say: There are some phrases
missing in these ads. Look at 1-5 in C and fill in the blanks.
Paircheck. Classcheck.
Ad 1:
1. Tired of batteries that wont last
5. Offer limited to one unit per customer
46
English ID 3 Teacher's Book 21x29.3.indd 46
Language
Our meditation retreat will help you deal with lifes ups and downs.
Im taking it back to the store first thing tomorrow.
The battery has died twice, but only because
How long have you been learning Chinese online?
No way! How long have you been collecting iPods?
C eat Japanese food?
Where eat it?
When?
like it?
Ad 2:
3. Not looking your best
Ad 3:
2. Need some time out
4. No cell phones or tablets allowed
D Read World of English with sts to explain the concept of
ellipses. After reading the examples in the box, ask: Is there
such a thing in (sts mother tongue)? Do we also have ellipses
in our language?
Point to the ads in A and ask sts to find examples of
ellipses. Paircheck. Classcheck.
Ad 1:
(Are you) thinking of upgrading your phone?
(Are you) tired of batteries that wont last?
(The) introductory price (is) $59.
(The) offer (is) limited to one unit per customer.
Ad 2:
(Are you) not looking your best?
No physical exercise (is) required.
All major credit cards (are) accepted.
Ad 3:
(Are you) feeling stressed out?
(Do you) need some time out?
No cell phones or tablets (are) allowed.
E Have two different sts read the opinions from the
speech bubbles. Pair sts up and ask them to look at ads
1-3 in A and say which products theyd most and least
like to try. Monitor sts discussions closely and take notes
for delayed correction. Classcheck and then tell sts which
one youd most and least like to try yourself. Provide sts
with language feedback.
Personal answers.
11/21/13 12:33 PM
 2.4
F Say: Were going to listen to a conversation at a party. Z Oh yeah?
People are talking about one of these ads. (Point to A.) Play P Ive been using it for about an hour, and the battery has
conversation 1 in 2.11 and then pause the track. Ask: died twice.
Which ad are they talking about? Z No kidding! Talking, Facebooking, or what?
Say: Now lets listen to conversations 2 and 3 and match P Basically tweeting, plus a twenty-minute conversation. To
them to the correct ads in A. Resume 2.11. Paircheck. think I threw away the old phone! I had my old Nokia for three
Classcheck. years, and the battery life was so much better. Stupid me!
Conversation 2
2.11 B = Bruce T = Tom
Conversation 1 B No You see, I spent the whole month away from
Z = Zach P = Pedro Chicago just meditating, relaxing, and trying to find some
Z Hey Pedro, I tried to call you, like, five times. Dude, where peace of mind, you know?
were you? T Wow! But where exactly did you go?
P Ah Zach, sorry bro. Not my fault. Its this thing I bought B I went to a meditation retreat up in the mountains. I was
Z One of those green models? there for about a month, you know?
P Yeah, but, uh, Im taking it back to the store first thing T And?
tomorrow. B Im a brand new man.
Z Oh yeah? How come? T No way!
B Yeah. Never been happier.
Conversation 2
B = Bruce T = Tom Conversation 3
T Still working for Orange? L = Lorna B = Beth
B I quit last month. B Well, uh, my diets changed radically like, Im only eating
T Bruce! No! You loved that place. lettuce, seeds, oh, and nuts. Yeah, I adore nuts.
B Yeah. I worked there for over ten years. But, like, you see, L Sounds boring How long have you been following this diet?
I... I just couldnt handle the stress... B Well, lets see... I started right after Christmas, so that
T I know what you mean, sure. So, uh Have you found a makes what? Five months.
job yet? L Wow! Im impressed! So how much weight have you lost?
B Nope. B Are you ready for this? Two pounds!
T So, like, let me try a different question. Have you been L Oh, thats nice!
looking for a job? B What do you mean thats nice? Lorna, Ive been eating
B No You see, I spent the whole month away from bird food for five months and Ive lost two pounds! Two! Not
Chicago just meditating, relaxing and trying to find some three, not four. Two pounds!
peace of mind, you know? L Have you been working out too?
B Well, Im kind of starting next week maybe.
Conversation 3
L = Lorna B = Beth
L How come youre not eating anything Beth? 1. dissatisfied 2. satisfied 3. dissatisfied
B I cant Lorna. Im on Dr. Madens green diet.
L Oh, you mean the tall skinny guy, right? The one that was H Have sts swap partners. Tell pairs to guess or decide
on TV the other day? from memory whether sentences 1-6 are true (T) or false (F).
B Yeah, yeah thats the one... Make the activity feel like a competition and explain that
L So then, is it working? each correct guess is worth one point. Play 2.13 for the
B Well, uh, my diets changed radically like, Im only eating full conversations. Classcheck by writing the answers on
lettuce, and seeds, oh, and nuts. Yeah, I adore nuts. the board and have sts add up their points. Find out which
pair(s) of sts scored more points.

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

G Ask the whole group: How many customers were satisfied?

Listen to the second half of the conversations and check. Play
11 Grammar: Past Simple vs. Present
2.12. Classcheck. Encourage sts to say why each customer
Perfect Simple / Continuous
was satisfied or dissatisfied.
A Focus on the photos of Pedro, Bruce, and Beth and ask the
2.12 class: Do you remember what problem each of these people has?
Conversation 1
Draw sts attention to blanks 1-6. Explain that sts will need
Z = Zach P = Pedro
to fill in the blanks using Past Simple, Present Perfect,
P Yeah, but, uh, Im taking it back to the store first thing
or Present Perfect Continuous. Before they start, read
tomorrow.
Common Mistakes with the whole class. Sts should fill in
Z Oh yeah? How come?
blanks 1-6 with the correct verb tense. Paircheck. Play
P Man, the battery lifes ridiculous. 2.14 so sts can check their answers.
47

English ID 3 Teacher's Book 21x29.3.indd 47 11/21/13 12:33 PM

 2.4
2.14
1 Ive been using it for about an hour, and the battery has
died twice.
2 I had my old Nokia for three years, and the battery life was
so much better.
3 I worked there for ten years, but I just couldnt handle the
stress.
4 I went to a meditation retreat up in the mountains. I was
there for about a month.
5 My diets changed radically.
6 Ive been eating bird food for five months and Ive lost two
pounds!
1. ve been using / has died 2. had 3. worked
4. went / was 5. s changed 6. ve been eating / ve lost
Pair sts up and have partners take turns retelling what
happened to each customer, adding all details they
remember from the stories. Closely monitor sts stories
and offer help as necessary. Classcheck by having three
different sts retell one story each.
At the end, read the Song line on the top of p. 21 with the
whole class and ask if they know the song or the band who
recorded it.
Song line:
Well Ive been haunted in my sleep,
youve been starring in my dreams.
Lord, I miss you.
Song: Miss You
Band: The Rolling Stones (UK)
Year: 1978
B Elicit question 1 from sts. Sts write questions 1-5 using
the correct verb tenses. Play 2.15 to classcheck. Have sts
take turns asking and answering questions 1-5 in pairs.
Monitor closely for accuracy. Classcheck by having sts
report their partners answers to the whole class.
2.15
1 Have you found a job yet?
2 Have you been looking for a job?
3 How long have you been following this diet?
4 How much weight have you lost?
5 Have you been working out too?
48
English ID 3 Teacher's Book 21x29.3.indd 48
1. Have you found a job yet?
2. Have you been looking for a job?
3. How long have you been following this diet?
4. How much weight have you lost?
5. Have you been working out too?
Question: Personal answers.
C Focus sts attention on the pop-ups. Say: This is Raul.
Hes been studying Chinese with this website. Does he look
happy? Point to Tomiko and say: This is Tomiko. Do you
think shes happy with her pet alligator?
Assign new pairs and explain that sts are going to role-
play two interviews, with st A playing Raul and st B
playing Tomiko. Refer them to the prompts in the speech
bubbles and elicit some of the questions sts will need to
interview each other.
Monitor closely and offer help whenever necessary. Then,
ask sts to record one of the interviews on their cell phones
or other recording device, if available. Allow sts time to
listen to themselves. Then, invite volunteers to play their
recorded interviews for the class.
Personal answers.
D MAKE IT PERSONAL Explain that sts are going to
interview each other on one of the topics from the box.
Sts may choose the topic about which they would like
to be interviewed. Allow sts some thinking time to plan
their questions and even jot down some notes before they
actually start the activity.
Have sts work in pairs to interview each other using
questions from this lesson, especially questions with
Present Perfect Continuous, Present Perfect, and Past
Simple. Take notes while you monitor their work. At the
end, provide sts with language feedback and have them
report some of their partners answers.
Personal answers.
Workbook p. 12
ID Online Portal
Grammar p. 118
11/21/13 12:33 PM

Do you support any charities? /
Have you been feeling stressed lately?
Lesson Aims: Sts continue to practice the Present Perfect Continuous in the context of lifestyle changes and learn expressions
to encourage or discourage new ideas.
Function
Lesson 2.5
Listening to a report on threatened species.
Expressing numerical information.
Watching / Listening to a video about animal extinction.
Encouraging and discouraging people.
Talking about recent changes in your lifestyle.
Vocabulary: Vulnerable, extinction, woodpecker, whale, seal, golden lion tamarin, rhino. Encouraging and discouraging
expressions: Keep up the good work! Whats the point of? Why would you want to?
Grammar: Present Perfect Continuous.
Warm-up For a high-energy start, and more pronunciation and
grammar practice, begin the class with rousing drills. Follow
the model below. Alternate from individual to choral repetition.
T Eat less recently. Ive been eating less recently. Repeat.
Sts Ive been eating less recently.
T Work out more for the past two weeks. Ive been working
out more for the past two weeks. Repeat.
Sts Ive been working out more for the past two weeks.
T Walk to worklately. Ive been walking to work lately.
Repeat.
Sts Ive been walking to work lately.
T Now you. Avoid sugarfor the past few months.
Sts Ive been avoiding sugar for the past few months.
T Study Englishfor two years.
Sts Ive been studying English for two years.
T Save moneysince January.
Sts Ive been saving money since January.
T Look for a jobfor three months.
Sts Ive been looking for a job for three months.
T She.
Sts Shes been looking for a job for three months.
T Since April.
Sts Shes been looking for a job since April.
T Now, listen. Read this book. How long have you been
reading this book? Repeat.
Sts How long have you been reading this book?
T Live here. How long have you been living here? Repeat.
Sts How long have you been living here?
T Now you. Look for a boyfriend.
Sts How long have you been looking for a boyfriend?
T Go to the gym.
Sts How long have you been going to the the gym?
T Wait for me.
Sts How long have you been waiting for me?
T Practice English.
Sts How long have you been practicing English?
Skills: Expressing Numerical Information
A Books open. Explore the photos with sts and ask which
animals they can name. Refer sts to the names in the chart
to help them and ask questions such as: Where in the world
can we see giant pandas?
English ID 3 Teacher's Book 21x29.3.indd 49
2.5
Language
People have been killing this beautiful animal to make
medicine for hundreds of years.
How many giant pandas are left in the wild? Fewer than 2,000.
Twenty-five percent of our mammal species are at risk.
Way to go, Janet. Whats the use of buying an electric car?
Ive been trying not to eat too much.
Tip Drill animals names from the chart and have sts play a quick
memory game. Pairs of sts should cover the chart and test each
other, e.g., st A: Whats this?, st B: Thats a woodpecker.
Focus on the title above the photos (Species we may never
see again). Ask: Are all of these animals threatened species?
Draw sts attention to the numbers on each photo. Ask:
What do these numbers represent?
Point to the third column of the chart and read it with sts
(Number left in the wild). Explain that the phrase in
the wild means in the animals natural habitat, rather
than in zoos.
Read World of English with the whole class. Then say: Listen
to a report and complete the chart with the correct numbers.
(Point to the chart and the numbers on the photos.) Play
2.16. Paircheck. Replay the track if necessary. Classcheck
by writing the answers on the board.
2.16
Our planet has some amazing species, but too many of them
face extinction. Here are some of the rarest animals on Earth.
Perhaps the most famous rare animal is the giant panda.
In 2004, scientists found fewer than 2,000 pandas in the
bamboo forests of China, and there are only 300 pandas in
our zoos too. Imagine the world without pandas!
Next, one of the rarest marine animals. The Hawaiian monk seal
only lives in the ocean around the beautiful islands of Hawaii,
and fewer than 1,000 of these magnificent creatures remain.
OK, next up is the adorable golden lion tamarin from the
Atlantic forests of Brazil. There are only around 1,500 of them
left in the wild, although at least this number is now up from
just 200 in the 1970s. Way to go Brazil, keep up the great
work! Its not such good news for the mountain gorilla. Its
habitat in the mountains is also a war zone, and many gorillas
are killed. In fact, these gorillas were only discovered about
120 years ago, and now there are only about 800 left in the
African mountains.
Another ocean mammal in extreme danger is the northern
right whale. Because of hunting, fewer than 500 of these
extraordinary creatures are still alive.
A similar sad story is the Javanese rhino. People have been
killing this beautiful animal to make medicine for hundreds
49
11/21/13 12:33 PM
 2.5
of yearsand now there are approximately 50 left.
And the worst story of all. Due to loss of habitat, scientists
believe that there are very few ivory-billed woodpeckers in
the world, maybe even none. How awful is that? Come on
people! Wake up! Lets finally learn from this and try to save
what is left of our rich and varied wildlifebefore its too
late. Its now or never
2,000
1,000
1,500
800
500
50
possibly none
Tip Drill and write the model question on the board: How
many giant pandas are left in the wild? Elicit the answer,
Fewer than 2,000. Say the prompt: Mountain gorillas. Elicit
the question, How many mountain gorillas are left in the
wild?, and the answer, About 800.
Pair sts up and have them take turns asking and answering
questions about the number of animals left in the wild,
using the figures from the chart. Monitor their questions and
answers closely and correct any mistakes on the spot. At the
end, have all sts say the numbers chorally.
B Have sts use questions 1-3 to interview each other in
pairs. Have a student read the model answer from the
speech bubble for the whole group. Classcheck by having
sts share their most interesting stories with the class.
Personal answers.
C Tell sts theyre going to listen to / watch a video about
threatened species. Point to the text, and have sts work
in pairs to guess the answers, circling the best options.
Play 2.17 so sts can check their answers. Classcheck by
writing the answers on the board.
Ask the class: How does this information make you feel? Can
we do anything about it?
2.17
<www.youtube.com/watch?v=xBwdNpo9ja0>
We are living in the age of the sixth mass global extinction.
Experts warn that within the next 30 years, well lose
one-fifth of the entire species on the planet. And if trends
continue, well lose half our species in the next hundred
years. One-quarter of our mammal species are at risk of
dying out in the wild.
sixth
30
one-fifth = 20%
half = 50%
100
one-quarter = 25%
50
English ID 3 Teacher's Book 21x29.3.indd 50
in Action: Encouraging and Discouraging
A Tell sts that they are going to listen to / watch the rest
of the video. Ask: Which are the two best ways to change
peoples behavior? Then, have sts read 1-5. Play 2.18.
Paircheck. Classcheck.
Ask: Do you agree? Why or why not?
2.18 Notice I, Y and E.
<www.youtube.com/watch?v=-wx4FONMlEk&hd=1>
Are we failing to communicate? Have we forgotten what
first inspired our love of nature? All the evidence shows that
the single most important factor behind taking action is our
childhood experience. The wellspring of our commitment
comes from the emotional high we reach when in contact with
nature. But how can this wonder be harnessed to change
our behavior? Showing the loss of animals in faraway places
may pull a few heartstringseven attract donations. But
does it really change our behavior? What if we were able to
communicate to people the wonder of nature that surrounds
them and promote education that leads to awareness of
threatened species and the habitats they live in? In all parts
of the world, were beginning to see that public awareness
does lead to change, where people can see the benefits
from making their own contribution. Its not the depressing
accounts of the wildlife we are losing that moves us. Its awe
and wonder, enhanced by understanding, that can inspire us
to take action. Its love, not loss.
2, 5
B Read World of English with sts and have them practice
saying phrases 1-4. Play 2.19 so sts can check their
pronunciation. Replay 2.19 and pause after each phrase
for choral and individual repetition.
2.19
1 Are we failing to communicate?
2 our love of nature
3 the single most important factor
4 the loss of animals
All underlined letters are pronounced as //, schwa.
C Tell sts they are going to listen to five people who
watched the video and decided to take action. Ask sts to
listen and take notes. Ask: What have these people decided to
do? Play 2.20. Paircheck. Replay the track and classcheck.
2.20
1 Notice Z and O.
P = Phil L = Laura
P threatened species. Anyway, so Claire and I went on the
Internet, accessed WWF.com, and we adopted a whale.
L Phil, why would you want to adopt a whale?
P Well, we paid 50 bucks and they
L Oh Phil! Seriously. What is the point of spending money on
an animal you will never see? Lifes too short. Live a little.
P Honestly, Laura, dont you think
11/21/13 12:33 PM

2 Notice  and .
W = woman M = man
W so, anyway, guess what. Ive just created this brand-
new blog to try to raise public awareness and Ive been
getting a lot of hits
M Oh yeah? Lets have a look. Hmm Wow, Brenda, youve
put a huge effort into this. It looks really good. Keep up
the good work.
W Thanks a lot! Yeah, Im really pleased with it. I know it
isnt much, but I need to follow my heart. The gorillas
lives are on the line here. And you know what
3 Notice the connecting Z.
M = man
M1 and thats why, as I told you, we need to attract as
many donations as we can.
M2 Uhmm And how exactly are you planning to do that?
M1 Well, I dont know. Ive been thinking of going door to door.
M2 Door to door! Wow, you are determined! Good for you.
Dont give up!
4 Notice the connections.
M = man W = woman
M Honey, I have a little surprise for you.
W What?
M Look over there.
W Oh my God, dont tell me its that new electric car youve
been going on and on about.
M Yep. Bought it this morning. Wanna go for a ride?
W Honey, whats the use of buying that when you know
nothings gonna change? Look around you! This must be
the only electric car in the neighborhood.
5 Notice  and /s/.
W = woman
W1 so, since then, no more plastic bags. Ever. Ive been
using my own reusable bags whenever I go shopping.
W2 Every time? Way to go Janet! I wish I had that kind of self-
discipline.
1. Phil decided to adopt a whale (via WWF).
2. She created a blog to raise public awareness (about gorillas).
3. He decided to raise / collect donations.
4. The man bought an electric car.
5. The woman gave up plastic bags / has been using her
own reusable bags.
D Tell sts they are going to listen to the conversations
again. Say: You heard people talking to friends about their ideas
and actions to help the environment. How did those friends
react? Were they positive? Did they express encouragement or
discouragement? Draw smiley and sad faces on the board and
English ID 3 Teacher's Book 21x29.3.indd 51
2.5
ask sts to draw either one or the other next to conversations
1-5. Replay 2.20. Paircheck. Classcheck.
1. / 2. - 3. - 4. / 5. -
E Have sts read the discouragement and encouragement
phrases in the chart. Play 2.20 again so sts can listen
and complete the chart. Pause after each conversation,
replaying if necessary. Classcheck by writing the answers
on the board.
Encouragement: Discouragement:
the good work would you want
Good for you the point of
Way to go the use of
F Ask the class: When do you need encouragement? Point
to the topics and have a student read the model comment
in the speech bubble. Assign new pairs. Have partners
talk together about situations in which they usually need
encouragement and find out what they have in common.
Classcheck.
Personal answers.
G Have sts swap partners. Ask the new pairs to read the
motivational quotes and choose their favorites. Classcheck
by having sts talk about their partners views. Ask: Which
one is most inspiring for (partners name)?
Personal answer.
H Divide the class into groups of three. Ask all sts to
write down three things (real or not) that they have been
trying to change in their lifestyles recently. Read the model
sentence in the speech bubble to the whole class. Monitor
sts writing closely and offer help if necessary.
Within their groups, sts should describe what they have been
trying to improve, and partners should respond encouragingly
or discouragingly, using phrases from E. Classcheck by having
some volunteers tell the whole class what they have been
trying to improve, and have sts from other groups respond
with supportive or unsupportive phrases.
Personal answers.
Workbook p. 13
ID Online Portal
Grammar p. 118
ID Caf Video p. 139
51
11/21/13 12:33 PM
 R1
Grammar and Vocabulary
A Picture Dictionary. Pair sts up and have partners
test each other and review the main vocabulary items
in units 1 and 2. Monitor sts up closely throughout the
picture dictionary activities and correct vocabulary and
pronunciation on the spot.
Tip In order to provide sts with as much fluency practice
as possible, expand the activity into the mini-dialogs
suggested below.
Picture
Procedures
Dictionary
Have sts hide the words
in 3A with a notebook
or a sheet of paper.
Ask pairs to take turns
pointing to pictures 1-6
6 stages of a and saying the six stages
relationship, of a relationship.
p. 6-7 Stronger classes: Have
sts hide the words in
3A and retell the story
by using pictures 1-6.
Ask pairs to alternate
sentences.
Give sts a minute to
look at pictures 1-3 in
in Action E and
World of English .
Working in trios, each
student should choose
a picture and tell a funny
3 funny
story. Remind sts to use
stories, p. 13
Present tenses, as well as
this and these. As one
student tells a story, the
other sts in the group
should use informal
language from C to
respond and listen actively.
Have sts hide the quiz in
1A with a notebook or
10 green a sheet of paper. Pair sts
words, up and have them take
p. 14-15 turns pointing to pictures
1-9 and testing their
partner.
Ask sts to hide the
9 headlines in 7A with a
environmental notebook or a sheet of
problems, paper and work in pairs
p. 18 to test each other on
pictures 1-9.
Have sts cover the chart
in Skills A with a
notebook or a sheet
7 endangered
of paper and work in
animals, p. 22
pairs to name all the
endangered species on
the page.
52
English ID 3 Teacher's Book 21x29.3.indd 52
Review 1
Units 1-2
Mini-dialogs / Suggested
language
St A: (points to picture 1)
St B: Be attracted to
someone. (points to
picture 2)
St A: Get along well with
someone. (points to
picture)
St A: First, she was
attracted to the guy.
St B: In this picture, they
are getting along well.
St A: Then, they got to
know each other better.
St A: I finished shopping
at this supermarket. I put
the bags in the trunk and
Im ready to go but reusable cloth bag
when I open the door, I
see this huge mouse solar heating
St B: Hang on a sec, you
mean a real mouse?!
St C: Are you serious?
St A: (points to picture 1)
Whats this?
St B: Its bottled water.
(points to picture 2)
Whats this?
St A: Its an energy- fuel-efficient vehicles
efficient light bulb.
(points to picture)
St A: Whats picture 1? floods
St B: Floods. Whats
picture 5?
St A: Global warming.
St A: (points to picture)
What do you call this
animal?
St B: Golden lion tamarin.
What about this one?
St A: Thats the giant
panda.
Ask sts to turn to the
pronunciation chart on
p. 154. Focus sts
St A: How do you spell
attention on the list of
believe?
2 words for words for each vowel
St B: B-E-L-I-E-V-E.
each vowel sound, just below the
St A: Right. How do you
sound (not pictures. Model the
spell key?
the picture activity. Choose two
St B: K-E-Y.
words); say words for the sound L
St A: Thats right.
and spell and test the whole class
St B: Now you. How do
them, p. 154 by asking: How do you
you spell ear? How do
spell people? Tell sts to
you spell women?
choose two words (but
not the picture words)
and test their partners.
6 stages of a relationship:
be attracted to (someone)
fall out (with someone)
get along (well)
get (back) together
get to know someone better
break up
3 funny stories:
The lady got into the car and saw a huge mouse.
The man ran was running for the bus and he crashed into a
street light.
The man saw a UFO while he was driving.
10 green words:
rechargeable batteries
energy-efficient light bulbs
energy-efficient appliances
water-efficient faucets
environment-friendly detergents
reusable water bottles
pet-friendly insecticides
9 environmental problems:
droughts
dumping of e-waste
rising sea levels
global warming
poaching
deforestation
threatened species
fossil fuels
11/21/13 12:34 PM
 R1
7 endangered animals: 4. I dont get along well with people who are too arrogant.
giant panda 5. If my partner cheated on me, I wouldnt know what to do.
Hawaiian monk seal 6. When you want to get to know someone better, you
golden lion tamarin should go camping with them.
mountain gorilla 7. If someone wanted to get back together with me, theyd
have to be really romantic.
northern right whale
Javanese rhino Then, ask sts to change the underlined phrases to make
ivory-billed woodpecker true sentences about themselves. Monitor and offer help
if necessary. Pair sts up and have partners tell each other
2 words for each vowel sound (possible answers): their modified statements and find two things they have in
L beat, achieve common. Classcheck.
 ability, abolish, academic
 brook, crook Personal answers.
X zoo, zoom, fool
 Kenya, Netherlands D Direct sts to look at the phrasal verbs in 3D on p. 7.
 abbreviation, across Have them work in pairs, with each student miming three
U burn, heard different phrasal verbs for his / her partner to guess.
 aboard, according, crawl Classcheck.
 abnormal, abstract
Personal answers.
 butter, button, bucket
 lobster, because
E Ask sts to choose best options from a-c to complete
items 1-7. Paircheck. Classcheck by writing the answers on
B Have sts choose two prepositions from the three
the board.
options provided and insert them in the correct places in
questions 1-7. Play 1.1 so sts can check their answers.
1. a 2. b 3. b 4. c 5. a 6. a 7. b
Then, have sts swap partners and work in their new pairs
to ask and answer questions 1-7. Monitor and take notes for
delayed correction. Classcheck to find any answers sts had F The Animal in You! Read instructions 1-3 with the
in common and provide language feedback. whole class and ask sts to write down their answers.
Explain that in step 3 sts should combine the animals from
1.1 1 with the adjectives from 2, e.g., an easygoing lion.
1 So, do you want to talk about politics? Then, tell sts that the combinations are meant to reveal
2 Are you any good at cooking on a barbecue? their personality. Play 1.2 and have sts check the meaning
3 How much money do you spend on shoes in a year? of each combination. Classcheck and ask: Do you agree with
4 Do you get very jealous of your partner if they spend time the results?
with other people?
5 Are you afraid of having a serious relationship with 1.2
anybody? OK, now put each noun and adjective together. OK? So you
6 How many of your exes are you still in contact with? should have three combinations, for example, an imaginative
7 Do you rely on your mother for fashion advice? panda, an easygoing chicken or an outgoing whale. Right, so
lets find out what this means. Ready? The first combination
is how you see yourself. Your self-imageOK? The second
1. to (talk), about (politics)
combination is how other people see you. Yeah, thats what they
2. at (cooking), on (a BBQ) think of you. And, wait for it, the third combination is the truth,
3. on (shoes), in (a year) its how you really are. Thats you! Surprised? Or do you agree?
4. of (your partner), with (other people)
5. of (having a serious relationship), with (anybody) Personal answers.
6. in (contact) with
7. on (your mother), for (fashion advice) G Have sts fill in the blanks in sentences 1-5 with the
Present Perfect Simple or Present Perfect Continuous forms

C MAKE IT PERSONAL Have sts match items 1-7 to the

of the verbs provided. Paircheck. Classcheck.

correct endings in the column on the right. Classcheck.

1. has grown
1. I sometimes fall out with my parents over using the car. 2. has been campaigning
2. I often go to the mall to hang out with my friends after work. 3. has been raining
3. Im usually attracted to people who have a good sense 4. have never seen
of humor. 5. has been

53

English ID 3 Teacher's Book 21x29.3.indd 53 11/21/13 12:34 PM

 R1
H Point out the Common Mistakes box and tell sts that
there are two mistakes in item 1. Copy the sentence on
the board and elicit corrections from the whole class.
Tell sts that it is now their turn to correct the sentences.
Explain that sts should find the number of mistakes listed
in parentheses. Have sts work in pairs to correct sentences
2-10. Whenever sts are uncertain, encourage them to flip
back through p. 4-23 and check their answers in units 1
and 2. Classcheck by writing the answers on the board.
1. What sports are you good at?
2. When did you fall in love with her?
3. Jed was engaged for six years.
4. Who do you usually hang out with?
5. Sue thinks that Toy Story is a sad movie, but Paulo
doesnt agree.
6. She doesnt often eat meat, but she liked my
barbecue.
7. Dont leave your laptop on stand-by mode for too
long.
8. Leo has been living in Boston for two years.
9. We have known each other since 2008.
10. The tree in my garden has grown two meters since I
planted it.
Skills Practice
A Briefly elicit what sts remember about the blog
written by a man named Al who decided to try a
greener lifestyle after watching the documentary No
Impact Man. Pair sts up and play 2.5 from unit 2. Pause
after each paragraph to allow partners to tell each other
the paragraphs main ideas from memory. Classcheck
and play the next paragraph. Repeat the process for the
remaining paragraphs on the track.
Al met a friend, and his friend said he looked very different.
Al told his friend that he had been trying to copy the
attitudes of a man named Colin Beaven, from the film
No Impact Man, who tries to have zero impact on the
environment.
The film has had so much impact on Als life that he and
his wife have been trying to green up their lifestyles. The
changes include going to work on foot at least twice a week,
taking the stairs, and using recycled paper.
He wonders if he can make a difference or if he is wasting
his time.
Then, have sts answer questions a-d in pairs. Classcheck
sts answers.
Personal answers.
B Dictation. Draw sts attention to the pictures and tell
sts that they are going to listen to some facts about them.
Explain that sts should listen and write the numbers
they hear in the corresponding white circles below each
photo. Play 1.3. Paircheck. Replay 1.3 and classcheck by
writing the answers on the board.
54
English ID 3 Teacher's Book 21x29.3.indd 54
1.3
Amazing Facts!
Fact one: Are you afraid to swim in the ocean? Sharks kill 8 to
12 people a year around the world, but really they should be
scared of us. Scientists estimate that humans kill 100 million
sharks annually.
Fact two: In 1990, 43% of the global population lived in
poverty. By 2010, only 21% were living on less than $1.25 a
day. The United Nations hopes to end extreme poverty by the
year 2030. Lets hope they can!
Fact three: Edison Pena is one of the 33 miners who were
stuck in a Chilean mine for 69 days in 2010. Edison ran 6
miles a day when he was in the mine and one month after
escaping he ran the 42 kilometer New York marathon in just 5
hours and 40 minutes.
1. 8, 12, 100 million
2. 1990, 43(%), 2010, 21(%), ($)1.25, 2030
3. 1, 33, 69, 2010, 6, 1, 42, 5, 40
C Tell sts not to focus on the dialogs for now. Draw their
attention to the prompt for item 1 and model forming the
question. Have sts use the remaining prompts provided to
form questions 2-4. Paircheck. Play 1.4 so sts can check
their questions and fill in the blanks with the emphatic
words they hear. Classcheck.
1.4
M = man W = woman
1 M1 Do you have any nicknames?
M2 Not really, no. Although my brother calls me big
ears. Oh, it does annoy me!
M1 Aw! Thats mean! They used to call me potato at
school, but Ive absolutely no idea why.
2 W1 Whats the first thing you notice when meeting
someone new?
W2 Oh, Im definitely a shoe person. I always notice if
people have dirty shoes.
W1 Me, I dont notice clothes, but I do notice teeth. If they
have something in their teeth yuck!
3 W Are you more often optimistic or pessimistic?
M Oh, I dont know. I guess Im about fifty-fifty.
W No, you always seem so laid-back and happy. I think
youre a really positive person.
4 W If you could have only three electrical appliances at
home, what would they be?
M Hmm, difficult. Only three? Well, the first is my laptop.
I do use it almost every day.
W Lights? Do they count as an appliance? They sure are
important.
1. does, absolutely
2. Whats the first thing you notice when meeting someone
new?; definitely, do
3. Are you more often optimistic or pessimistic?; so, really
4. If you could have only three electrical appliances at
home, what would they be?; do, sure
11/21/13 12:34 PM

D Have sts swap partners and work in their new pairs
to act out dialogs 1-4 from C. Remind sts to stress the
emphatic words. When all sts have finished, tell them
to listen again and compare their sentence stress to the
stress used in the audio. Play 1.4 again. Classcheck.
Personal answers.
E Read the title of the article in F (Save the World, Save Your
Money!) with the whole class and have sts guess or predict
what the text will be about and what Boston500 involves.
Personal answers.
F Go over questions 1-5 with the class and ask sts to read
the text to find the answers. Paircheck. Classcheck.
1. Boston500 could help people save $100 a year on their
energy bills and create lots of new green jobs for the
community.
2. Thicker walls protect against high and low temperatures.
3. Solar panels do not usually generate enough energy for a
house.
4. Windows could be turned into solar panels to increase the
area of panels on a house.
5. Biodegradable waste is smelly.
G Have sts swap partners and ask: In what ways can we
save energy at home? Refer sts to the model text in the
speech bubble and then give sts two minutes to discuss
the question in pairs. Classcheck ideas.
Personal answer.
English ID 3 Teacher's Book 21x29.3.indd 55
R1
H MAKE IT PERSONAL Question time! Tell sts that they are
going to hear twelve questions, which are the lesson titles
from units 1 and 2. Ask them to listen and briefly write
down their personal answer to each question. Emphasize
that sts do not need to write the questions downonly
their answers.
Play 1.5. If necessary, pause after each question, but
only long enough for sts to jot down very brief notes, e.g.,
yes, no, etc.
Have partners look at the Language Map on p. 2-3 and
take turns asking and answering the lesson title questions
from units 1 and 2. Monitor sts work closely for accuracy
and encourage them to ask follow-up questions when
appropriate. At the end, ask sts how they felt performing
the task: Do you feel comfortable with all the questions?
Which ones are easy? Which ones are difficult?
1.5
Do you know all your classmates?
How did your parents meet?
How many Facebook friends do you have?
When is the right moment to settle down?
How much time do you spend online?
Which do you do more: listen or speak?
How green are you?
How long have you been studying here?
Which is worse: flooding or drought?
Whats the best ad youve seen recently?
Do you support any charities?
Have you been feeling stressed lately?
Personal answers.
55
11/21/13 12:34 PM
 3
Unit overview: In unit 3, sts learn Past Perfect and Past Perfect Continuous
in the contexts of getting to know new places and cultures, discussing urban
problems, and understanding, explaining and questioning rules.

Which city would you most like to visit?

Lesson Aims: Sts learn and practice adjectives and expressions to describe places.

Function Language
Lesson 3.1

Reading about famous cities. Youre at the heart of the city.

Identifying different text types. In a cybercafe, waiting for the rain to stop.
Describing cities youd like to visit. Well, Id really like to visit Sydney.
Using alliteration to memorize words. Ancient, Asian, skyscraper.
Vocabulary: Landmark, skyline, smog, slums, square, upscale, tourist spots, harbor. Expressions: Its the place to go, find my
way around, at the heart of.
Grammar: Review such, so, prepositions of place, some, and any.

Warm-up Have sts look back through p. 14-23 and, in Have sts focus on the words in bold in texts 1-4. Ask them
to match these words to photos a-g. Paircheck. Classcheck.
pairs, take turns asking and answering the lesson question
Then ask: What else can you see in the photos?
titles (How green are you? on p. 14, How long have you
been studying here? on p. 16, and so on). Monitor sts
square B skyscrapers C harbor D slums G
performance and take notes of any mistakes for delayed
fashionable neighborhood A skyline E smog F
correction. Classcheck.

B Point to text 2 in A and ask: What type of conversation is

1 Vocabulary: Cities
A Books closed. Ask: Which city would you most like to
visit? Elicit as many answers as possible and write the city
names on the board.
this? Is it an e-mail? Point to the answer choices and have
sts write 2 next to Friends talking on Skype. Have sts
match the rest of the texts in A to the correct text types.
Point out that there is one extra option that will not be
used. Paircheck. Classcheck.

Books open. Start off with the Song line on the top of (2) Friends talking on Skype.
p. 27. Ask: Do you remember this song? Whats the name of (4) A guide talking to tourists.
the band? Is that your idea of a paradise city?
(3) A vacation blog post.
Song line: (1) Friends playing a guessing game.
Introduction to a guidebook.
Take me down to the Paradise City,
where the grass is green Read Common Mistakes with sts and help them compare
and the girls are pretty. singular and countable forms of the same structure,
Song: Paradise City e.g., It has such a beautiful view and Hes such a
Band: Guns N Roses (USA) friendly person.
Year: 1988
C Have sts look at the underlined words and phrases
Point to photos a-g on p. 26-27 and the city names on the in the texts in A. Model the activity. Ask: Which phrase
board. Ask: Do you recognize any of your favorite cities in the means in the most important place? Instruct sts to copy
photos? Can you guess where these photos were taken? the phrases next to the correct definitions in the box.
Draw sts attention to texts 1-4 on p. 26. Say: You can read Paircheck. Classcheck.
about four different cities here. Read the texts briefly and
try to guess which cities these people are describing. Pair sts at the heart of
up and allow them a few minutes to read the texts and landmark
discuss their guesses with their partners. Play 3.1 and tourist spots
have pairs test their guesses for the names of the cities. find my way around
Allow pairs to make changes to their guesses if they wish.
its the place to go
Then, classcheck sts guesses, but dont tell them the
answers just yet. upscale

56

English ID 3 Teacher's Book 21x29.3.indd 56 11/21/13 12:34 PM


D Have sts look at photos a-g again. Say: Im going to
describe a photo, and then youre going to try to guess which
photo it is. As an example, describe photo d by saying: There
are many buildings in the background. You can see a bit of
water, it might be the sea or maybe a river Keep describing
more details in the photo until sts correctly identify it.
Refer sts to the model in the speech bubble. Have sts
repeat the activity in pairs. St A should describe a photo
and st B should try to guess it. Tell partners to alternate
roles. Monitor sts work closely and offer help if necessary.
Classcheck by having a few sts describe photos for the
whole class to guess.
Personal answers.
E Point to the texts in A again and ask: What about now?
Have you already guessed which cities theyre talking about?
Have sts recall the guesses they made earlier in pairs and
write them down, if they have not done so already. Then
play 3.2 so sts can check their answers. At the end, ask:
Any pronunciation surprises?
1. Beijing 2. New York 3. Rio de Janeiro 4. Mexico City
F Focus on the pronunciation symbol and illustrations
(a plane, a train). Ask: What sound is this? Next, elicit
the pronunciation for Asian and ask: Does it have the H
sound? Then, point to the word fashionable and ask: How
about fashionable? Does it have the sound H?
Explain that sts should cross out words in the box which
do not have the sound H. Paircheck. Play 3.3 so sts can
check their answers. Pause after each word if necessary.
English ID 3 Teacher's Book 21x29.3.indd 57
3.1
3.3
Htrain, plane. Asian, chaotic, dangerous, skyscraper,
stadium, sunbathe, upscale, volcanoes.
 man, fan, fashionable, flat, statue, traffic.
fashionable
flat
statue
traffic
Drill pronunciation for all the words in the box. Read
World of English with the whole group and have sts come
up with a phrase with at least four words from the box.
Classcheck.
G MAKE IT PERSONAL Pair sts up, or have them swap
partners. Explain that st A should describe a city without
mentioning its name and st B should try to guess it.
Partners should alternate roles.
Ask partners to tell each other about a city theyd like to
visit. Encourage them to give as many details as possible,
including tourist spots, weather, nightlife, the people, the
food, and everything else they know about the city.
Monitor closely throughout the activity and offer help
as needed. At the end, invite volunteers to tell the whole
class the reasons why theyd like to visit one of the cities
they chose.
Workbook p. 14
ID Online Portal
Grammar p. 120
57
11/21/13 12:34 PM
 3.2

Was last weekend as fun as you hoped?

Lesson Aims: Sts learn and practice the Past Perfect via the contexts of visiting a place for the first time, experiencing different
social conventions, and tweeting.

Function Language
Lesson 3.2

Taking a quiz and watching a video about a different culture. Its usual for people to shake hands and bow slightly.
Reading tweets about a visit to Hong Kong. He hadnt told me about bowing!
Reading about an exchange student in London. By the time my stay was over, Id learned my way around the city.
Delivering a one-minute monologue about a place you visited. Last year, I went to this amazing place, you know? Id never
been there before and
Vocabulary: Shake hands, bow slightly, push your way through, pour, blow on your soup.
Grammar: Past Perfect; by + past expression + Past Perfect.
Before the lesson: Prepare sets of cards with vocabulary from lesson 3.1, using the words and phrases below:
square smog find your / my way around
upscale harbor at the heart of (the city)
slums landmark tourist spots
skyline Its the place to go.

Warm-up Divide the class into groups of three. Give each front of the person that gave them. When eating with others,
group a set of premade cards (see Before the lesson). Have sts its important to be aware of important table etiquette. As a
take turns selecting a card and explaining its meaning in their courtesy, fill the tea cups of others before pouring your own
own words for the rest of the group to guess. Instruct sts to cup, even if their cups are not empty. When you need a refill,
begin by telling the group whether their card has a word or an keep the lid of the teapot half open, and the waiter will get
expression. Monitor closely and offer help when necessary. At the hint. Blowing on the soup is considered OK to cool down
the end, ask: Which word or phrase was the most difficult to the soup. After youre done, dont leave your chopsticks
guess? Which was the hardest to describe? standing straight up, as this signifies death. Leave them flat
on the table. Tipping is customarya service tip of 10% is
expectedand tip the server directly, as leaving a tip on
2 Reading the table is considered impolite. Now you know a little bit
more about Hong Kong. This is Rosanna Wilcox, informing
A Explore photos a-h and elicit as many details from you about Hong Kong.
them as sts can supply. Ask: What are people doing in photo
a? What about photo c? Use the pictures and descriptions to
Photos: Quiz:
pre-teach vocabulary sts will see in the quiz: hug, pour, blow
on your soup, leave a tip, chopsticks, bow, and shake hands. Have shake hands and bow g 1. usual
sts match photos a-h to the underlined words in the quiz. hug a 2. shouldnt
Classcheck. kiss them on the cheek c 3. say nothing
Then ask: How much do you know about Hong Kong? Are push your way through h 4. later
customs there very different from here? What about the pour b 5. bad
people? Read the quiz title with the whole class and ask:
blow on your soup d 6. friends
Has anyone ever been to Hong Kong?
chopsticks f 7. blow on your soup
Elicit the correct option for sentence 1, but dont give
leave a tip e 8. bad
sts the answer just yet. Have sts work in pairs to guess
what the customs in Hong Kong are and to circle the best 9. shouldnt
options for 1-9. Then, play 3.4 so sts can check their
answers. Classcheck. B Point to the quiz in A and ask: If you were going to Hong
Kong, which of these social conventions would be hard for you
3.4 Notice the short and long pauses. to adapt to? Have sts read the model in the speech bubble.
While people in Hong Kong are very familiar with western If necessary, write a model on the board: I think Id find it
culture, there are still unique social etiquettes that tourists hard (not) to
should observe. When greeting someone in Hong Kong, a
handshake is common, but do it with a slight bow. Kissing Pair sts up and have them discuss the question, using the
on the cheek and hugging is not practiced. It is OK to gently model in the speech bubble or the sentence starter on the
push your way through the crowd as Hong Kong is so densely board. Classcheck by having sts tell the class which social
packed; in fact, if someone says theyre sorry while navigating conventions would be difficult for their partners to adapt
the crowd, its considered impolite. When giving gifts, always to. Also, ask partners: What did you have in common?
give them with two hands. Do not give clocks as the Chinese
associate clocks with death. And gifts are never opened in Personal answers.

58

English ID 3 Teacher's Book 21x29.3.indd 58 11/21/13 12:34 PM


C MAKE IT PERSONAL Say: What about social conventions
here in (your city)? Have sts read the example sentence in the
speech bubble and refer them to the ideas in the box that
could help them write down their local social conventions.
Split the class into groups of three or four and ask sts to
think of rules for tourists who are visiting their city. Walk
around the classroom to monitor their work and offer help
as needed. Classcheck.
Personal answers.
3 Grammar: Past Perfect
A Start off reading Cyber English with sts. Ask: Do you use
Twitter? What do you tweet about?
Tell sts that they are going to read Ritas tweets. Say: Shes
in Hong Kong for the first time. Ask them to read the rubrics
and find out why shes there (to meet her in-laws).
Explain that Rita is tweeting about her experiences in
Hong Kong. Point to the text, and elicit what OMG means
(Oh my God).
Point to options 1-5 and have sts complete the text with
them. Paircheck. Play 3.5 so sts can check their answers.
Classcheck by writing the answers on the board.
He hadnt told me shed made Id never seen anyone do that
Id left on the table Id said sorry
B Do task 1 with the whole class. Point to and read the
sentence Hues mom gave me a gift that shed made. and
ask: What happened first? Have sts check the right answer.
Classcheck.
Draw a timeline on the board and pinpoint the two actions
happening in the past, as below:
She made the gift. She gave me the gift.
Read the rule for the Past Perfect with the whole class.
Focus on form, then elicit and write more example
sentences from A on the board (I had never seen He hadnt
told me, and so on).
Draw sts attention to the contracted form of had and
help them compare contractions with had and would,
as in Id never visited Hong Kong before vs. Id like to
visit Hong Kong.
Have sts do task 2 individually and match pictures a-b to
the correct sentences. Classcheck.
Grammar box: She made the gift.
a b
Read the Song line on the top of p. 29 with sts and ask if
they know the song or the singer who recorded it.
English ID 3 Teacher's Book 21x29.3.indd 59
3.2
Song line:
I knew you were trouble
when you walked in,
so shame on me now.
Flew me to places Id never been.
Song: I Knew You Were Trouble
Singer: Taylor Swift (USA)
Year: 2012
C Read Common Mistakes with sts and explain the
difference between the sentences. Have sts complete Ritas
tweets with the verbs from the box, using the Past Perfect.
Paircheck. Classcheck.
Go over World of English with the class. Ask sts if, in their
first languages, its possible to find the same verb twice, as
in, for example, I had had too much to eat.
had / d been had / d read hadnt told had / d finished
had / d committed had / d made
D Find out if any sts have been to or would like to visit
London. Tell them they are going to read about Brunos
experience as an exchange student in London. Have sts
read 1-7 and underline the correct verb tenses. Paircheck.
Classcheck by writing the answers on the board. When
checking the answer for number 6, read the 5 box with the
whole class.
1. thought 2. d gotten 3. spoke 4. d learned 5. were
6. d learned 7. d never driven
E MAKE IT PERSONAL Tell sts that they are going to play
a game called Mystery Monolog. Ask sts to prepare a
one-minute monolog. Have a student read the model in the
speech bubble. Read questions 1-6 with sts and explain
that they should use the answers to these questions in
Now their monolog. Allow sts time to work individually to
answer the questions and plan what they are going to say.
Pair sts up. Have st A deliver his / her one-minute monolog,
ask st B to wait until the end of the monolog to guess
the place or ask more questions. Then, sts should swap
roles. Monitor sts closely and offer help, especially during
individual planning. At the end, have a few volunteers
recite their monologs and ask the whole group to guess the
mystery places.
Personal answers.
Workbook p. 15
ID Online Portal
Grammar p. 120
59
11/21/13 12:34 PM
 3.3
Does the traffic drive you crazy?
Lesson Aims: Sts learn and practice the contrast conjunctions although and though in the context of urban problems in New York
City and in sts own city.
Function
Lesson 3.3
Reading and talking about urban problems.
Contrasting ideas.
Listening to people talk about problems in their hometowns.
Surveying people about how they feel about urban problems.
Vocabulary: Urban problems: roadwork, thieves, littering, lines, finding a parking spot, going through the red lights, potholes,
security checks, traffic jams. Expressions: It drives me crazy, I cant stand, I dont mind, It doesnt really bother me.
Grammar: Although, though.
Before the lesson: Write the following sentence starters on the board:
I did not have any money because
We couldnt get a cheap hotel room because
Shed already by the time I
Warm-up Divide the class into pairs or small groups and have
sts brainstorm endings for the sentence starters you wrote on the
board (see Before the lesson). Give groups a point for each ending,
and an extra point for each one that is original (i.e., an ending no
other group came up with). Remind sts to use the Past Perfect for
an event that happened before something else in the past.
4 Vocabulary: Urban Problems
A Explore the photos with sts and use the photos as a
visual aid to elicit the vocabulary in them. Point to one
image at a time and ask: Whats this? What are these people
doing? What can you see in this photo? For example, point
to the photo of the woman honking and ask: Whats she
doing? If sts dont know the word honking, write or say: Shes
honking (at somebody or something). Present the term with
a gesture and drill pronunciation.
Point to the photo of a man robbing a woman and ask:
Whats happening? What do we call this man? Elicit or say:
Hes a thief. Have sts repeat thief after you. Then ask: Is that
a common urban problem?
After covering all the photos and introducing as many new
words as possible, draw sts attention to the words in bold
in 1-10. Have sts match the words in bold to the photos.
Paircheck. Classcheck and drill pronunciation of all the
words in bold.
1. roadwork e
2. thieves f
3. littering d
4. security checks i
5. potholes a
6. stuck in traffic jams h
7. go through red lights g
8. parking spot j
9. honk c
10. lines b
60
English ID 3 Teacher's Book 21x29.3.indd 60
Language
People honk all the time
I think the worst problem by far is all the thieves.
Although I love this city, I cant stand the crime.
I dont mind the pollution. I think Im used to it.
Does the traffic drive you crazy?
.
Read the Song line on the top of p. 31 and find out whether
sts know the song or the band which recorded it. Ask: What
does jungle refer to? (a big city).
Song line:
Its like a jungle, sometimes it makes me wonder
how I keep from going under.
A-huh-huh huh-huh.
Song: The Message
Band: Grandmaster Flash and the Furious Five (USA)
Year: 1982
B MAKE IT PERSONAL Read Common Mistakes with the
whole class. Then ask: Did you know that New York City had
all these problems? What about our city? Have sts read the
model sentences in the speech bubbles.
Have sts work in pairs, looking at the photos in A and
listing the five most serious problems in their city. Instruct
pairs to discuss and decide on the order of importance
or relevance of the five problems. Closely monitor sts
discussions for accuracy and correct any mistakes on the
spot. Classcheck by comparing pairs lists of problems and
the order in which they listed the problems.
Personal answers.
5 Reading
A Ask: Are there many foreigners living in New York City?
Tell sts that they are going to read about the experiences of
non-native New Yorkers.
Read the speech bubbles from the Statue of Liberty with
the whole class. Have a look at what each foreign-born New
Yorker said and fill in the blanks with sentences 1-10 from
4A. Tell sts to fill in the blanks with the numbers only.
Paircheck. Play 3.6 so sts can check their answers.
Classcheck.
11/21/13 12:34 PM
 3.3

9 and 7 international students are from and what problems they

6 and 8
2
4 3.7 Notice O, U and K.
5 and 1
3 and 10
B Point to the texts in A and ask the whole class: Which
writers (or writer) described a problem that has gotten worse?
Classcheck and have sts write the answer to item 1. Then,
have sts identify the writers in A who described problems
2-4. Paircheck. Classcheck.
1. Rosa and Takako
2. Anton
3. Kurt
4. Jean Pierre and Lucy
C Ask: Whats your opinion about the impression of these
writers? How do they feel about living in New York? Point to
options 1-3 and have sts discuss in pairs. Classcheck.
Personal answers.
D Read World of English with the whole class. Have sts
find five examples in A and work in pairs to answer the
question What are they contrasting? Classcheck.
Examples:
Jean Pierre: Well, not that different from Paris, though.
This sentence contrasts driving manners in New York and Paris.
Lucy: You know what really drives me nuts, though?
This sentence contrasts heavy traffic, which she is used to,
and parking space, which is something that bothers her a lot.
Kurt: Although I love this city, I cant stand the crime.
This sentence contrasts the persons feelings regarding the city.
Rosa: Even though the post 9/11 trauma has passed, the
police have been in a constant state of alertness
This sentence contrasts the end of the 9/11 trauma with the
fact that there are still constant security checks.
Takako: Not anymore, though.
This sentence contrasts the fact that streets used to be
cleaner and now there is trash everywhere.
mention. Play 3.7. Paircheck. Replay 3.7 if necessary.
Classcheck by writing the answers on the board.
T = teacher S = student R = Raul To = Tomiko A = Andre
T Wow! Raul, how about you? Where are you from?
R Im from Lima.
S Oh, I have been there!
T And how do you like living there?
R Well its a huge city, you know The traffic jams drive
me crazy.
T Well, London has them too, you know Get ready!
R But I dont need to drive here, so you know...
T Lucky you. And is Lima a very polluted city?
R Oh, yes! But I dont mind the pollution. I think Im used
to it. But the traffic jams they make me want to scream.
T I see Tomiko, traffics a big problem in Tokyo too, I
imagine.
To Yes, but Im not from Tokyo. Im from Osaka.
T Osaka? Really? I lived there for a year. I love that city!
To Me too. And yes, Osaka has a lot of traffic and, you know,
people uh how do you say that? They, uh you know,
beep beep
T Honk?
To Yeah, drivers honk all the time.
R They do that in Peru too, especially the taxi drivers.
To But I live on the 45th floor, so Im OK with the noise. But
I cant stand the long lines. There are too much.... ah, too
many people and everywhere you go. You always have to
wait for everything.
T Yes, it is annoying, isnt it? And Andre, how about
Barcelona?
A Well, Barcelona Its uh
T Yes?
A Its a beautiful city But uh... its full of tourists and
where there are tourists, there are thieves.
T Oh, come on!
A Its true. The thieves make me so angry. I cant stand the
crime. But I find the tourists really annoying too. They
throw paper everywhere
T You mean theres a lot of litter on the streets?
A Uh-huh. But my neighborhood is really clean, so the
litteris that the word?
T Yes.
A The litter doesnt really bother me.
T Right. OK. Guilherme, how about you

E MAKE IT PERSONAL Tell sts to complete 1-4 using their

Raul Lima a. traffic jams b. pollution
imagination. Refer them to the model dialog in the speech
Tomiko Osaka a. honking b. lines
bubbles. When they have finished, ask them to work with
new partners to share and compare ideas. Classcheck by Andre Barcelona a. thieves b. littering
having sts talk about their partners sentences.
B Play 3.7 again and have sts draw sad (frowning) or
Personal answers. dont-mind (straight-mouthed) faces next to problems in A,
according to how annoying each speaker describes it to be.
Paircheck. Classcheck.
6 Listening
Raul a. traffic jams / b. pollution .
A Tell sts that they are going to listen to three
Tomiko a. honking . b. lines /
international students talking about their hometowns.
Point to the chart and ask sts to pay attention to where the Andre a. thieves / b. littering .

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English ID 3 Teacher's Book 21x29.3.indd 61 11/21/13 12:34 PM

 3.3

C Read the lesson title on the top of p. 30 and ask the 1. drives
whole class: Does the traffic drive you crazy? Point to the 2. annoy
words in the box and have sts complete sentences 1-6 3. go
with suitable options. Paircheck. Play 3.8 to classcheck
4. doesnt
sts answers.

3.8
E MAKE IT PERSONAL Create a class survey. Have
sts individually prepare three questions about urban
1 The traffic jams drive me crazy.
problems. Ask them to use vocabulary from this lesson and
2 I dont mind the pollution. expressions from C. Draw their attention to the prompts in
3 Im OK with the noise. the speech bubbles, which they can use as a model.
4 I cant stand the crime. Walk around the classroom, monitoring sts work and
5 I find the tourists really annoying. offering help as needed. Then, ask sts to stand up and
6 The litter doesnt really bother me. mingle, interviewing as many classmates as possible with
the questions they prepared. Monitor and take notes for
delayed correction.
1. drive
Classcheck by asking sts what kinds of answers were most
2. mind
common for each of the questions they asked. Provide sts
3. m with feedback on their performance and language use.
4. stand
Personal answers.
5. find
6. bother

D Read Common Mistakes with the whole group. Then, ask Workbook p. 16
ID Online Portal
sts to circle the best choices in sentences 1-4. Classcheck
Grammar p. 120
by writing the answers on the board.

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English ID 3 Teacher's Book 21x29.3.indd 62 11/21/13 12:34 PM


Have you ever missed any important dates?
Lesson Aims: Sts learn and practice the Past Perfect Continuous through the context of narratives, especially stories of missing
important events due to traffic jams.
Function
Lesson 3.4
Listening to sad stories about traffic jams.
Listening actively.
Retelling stories.
Telling a story about being stuck in a traffic jam.
Vocabulary: Expressions for listening actively: Oh, no! What do you mean? Youre joking! No wonder!
Grammar: Past Perfect Continuous.
Before the lesson: Write the following prompts on the board:
1. in this city drives me crazy. 4. What annoys me the most is
2. I cant stand people who . 5. I find
3. doesnt really bother me. 6. I believe the best solution for
Warm-up Review urban problems. Direct sts attention to the
sentence starters on the board (see Before the lesson) and
invite volunteers to complete the sentences with their own
opinion about urban problems in their city. Monitor closely for
accuracy and offer help if needed.
Then, have sts work in pairs and tell each other their
sentences. Ensure that sts pair up with classmates they dont
usually work with. At the end, classcheck similarities by asking
partners: What did you two find in common?
7 Listening
A Point to the pictures and ask: Whats his name?
Whats her name? Where are they from? Tell sts to work
collaboratively in small groups and make up one story for
Juan and another for Sandra, using what they can see in
the pictures. Classcheck their stories. Then play 3.9. Ask:
Were your guesses close to the real stories?
3.9 Notice how the similar sounds link.
Story 1
R = Rachel J = Juan
R You look a little bit depressed, Juan. Whats wrong?
J Yeah, well, last Thursday I had a job interviewthe third in
a week.
R You poor thing!
J You see, Id been trying to find a job as an architect for
months, without success, of course, but I was really
optimistic about that particular interview. Anyway, the big
day finally came, and, hmm, guess whatthere was a
massive, massive traffic jam on the main avenue.
R Oh, no!
J Yep, but, you know, I wasnt too worried, since Id woken
up at 5 and left home at 6 you know, just to be on the
safe side.
R Right. What time was the interview?
J 7:30.
R Seems more than enough, doesnt it?
English ID 3 Teacher's Book 21x29.3.indd 63
3.4
Language
A bus had gone through a red light and crashed into three cars.
What do you mean? No wonder!
When we finally got to the stadium, theyd been playing for well
over an hour.
I was going to the airport. Wed been away for two weeks
.
a bit annoying.
is .
J Well, thats what I thought. At 6:30, though, I was still stuck
in exactly the same place, so I turned on the local traffic
radio to see what was going on.
R And?
J Apparently, a bus had gone through a red light and
crashed into three cars. On the day of my interview!
R Oh, no! Did you make it in time for the interview?
J Hmm Guess what time I got there. 8:50!
R Youre joking! Gee! And how did it turn out?
J Surprise, surprise I didnt get the job Id been dreaming
of since I graduated! Darn it!
R Well, Im sure something better will come along and
next time be sure to rent a helicopter on the day of the
interview.
J Ha, ha, very funny.
Story 2
S = Sandra E = Ethan
S But I still havent found what Im looking for.
E I didnt know you liked U2.
S Oh, Im a huge fan. Im crazy about Bono.
E Really? Have you ever seen them live?
S Yep. Well, sort of.
E Uh? What do you mean?
S Well, when I heard they were coming to So Paulo, I bought
two tickets right away. Incredibly expensive, but I didnt care.
Anyway, I spent the next two months anxiously waiting for
the big daythe day Id been waiting for since I was sixteen.
E Wow!
S On the day of the show, my friend and I left work two hours
earlieryou know, just in caseand took a taxi.
E OK, go on...
S Well, after an hour we realized that the taxi had only moved
a few blocks, so both of us started to freak out.
E No wonder! Just a few blocks in one hour!
S Yeah, I know People were honking like crazy, but there
was nothing we could doeven the bus lanes were
jammed. You see, itd been raining nonstop, which kind of
explains all the chaos.
63
11/21/13 12:34 PM
 3.4
E So what happened in the end?
S Well, we abandoned the taxi, ran like crazy and, by the
time we finally got to the stadium, theyd been playing for
well over an hour. Thank God the security guards let us in.
E So you only caughtwhatthe last ten minutes of the
show?
S Only the last six songs! But that was the best half hour of
my life. I swear.
Juan had been trying to find a job as an architect for months
and he was going to his third job interview that week. He
was particularly optimistic about that interview, but on the
big day there was a massive traffic jama bus had gone model in the speech bubbles.
through a red light and hit three cars. Juan arrived late and
missed the interview.
Sandra had bought two tickets to see U2 and had been
waiting anxiously for two months to see them live. On the
day of the concert, she and her friend left work two hours
earlier and got a taxi to the stadium. They couldnt make it
on time, though. It had been raining nonstop and the traffic
jam was huge. They got out of the taxi and ran to the show,
but when they arrived, U2 had already been playing for over
an hour. She only saw the last six songs of the gig.
B Have sts work in pairs to decide whether sentences 1-4
are true (T) or false (F). Play 3.9 again so sts can check
their answers. Classcheck.
1. T 2. F 3. F 4. T
C Ask sts to go to AS 3.9 on p. 159 and copy the underlined
expressions next to their meanings in the chart. Paircheck.
Classcheck.
2. You poor thing!
3. No wonder.
4. ... how did it turn out?
5. Youre joking!
8 Grammar: Past Perfect Continuous
A Go over the Grammar box with sts and have them
answer questions a and b on their own. Paircheck.
Classcheck.
a. Yes. b. No.
B Ask sts to fill in the blanks in items 1-7 with the verbs
from the box. Ask them to use the Past Perfect or the Past
Perfect Continuous where appropriate. Remind them to
use contracted forms. Paircheck. Classcheck by writing the
answers on the board.
64
English ID 3 Teacher's Book 21x29.3.indd 64
1. d been trying
2. d woken up
3. d gone through
4. d been dreaming of
5. d been waiting for
6. d / moved
7. d been raining nonstop
C Have sts study World of English on their own. Then, ask
them to form new pairs. Point to the pictures in A and
explain that sts will retell both stories in pairs, using a
variety of past tenses. Before sts start, refer them to the
Monitor closely for accuracy and correct any mistakes
on the spot. At the end, invite volunteer pairs to
collaboratively retell stories 1 and 2 to the whole class.
Refer to the answer key in .
D Have sts revisit AS 3.9 on p. 159 to notice the
prepositions and articles in the highlighted expressions.
You may wish to write them on the board. Then, read
Common Mistakes with the whole class.
E MAKE IT PERSONAL Ask: Have you ever missed anything
important because of traffic? Ask each student to write
down notes about the story with the aid of questions 1-5.
Divide the class into small groups and have them share
stories and respond / listen actively to other group
members stories using expressions from C. Go over
Common Mistakes before sts begin. Classcheck. Ask: Which
was the saddest story? Which was the funniest?
Finish the lesson with the Song line on the top of p. 33. Ask
whether sts know the song or the singer who recorded it.
Ask: Do you agree with these words?
Song line:
You only get one shot,
do not miss your chance to blow.
This opportunity comes once in a lifetime, yo.
Song: Lose Yourself
Singer: Eminem (USA)
Year: 2002
Personal answers.
Workbook p. 17
ID Online Portal
Grammar p. 120
Writing Bank p. 149
11/21/13 12:34 PM

How many pets have you owned? /
When did you last break a rule?
Lesson Aims: Sts use language involving rules and regulations and practice narrative tenses by talking about a rule theyve broken.
Function
Lesson 3.5
Understanding rules and regulations.
Listening to people explain and question rules.
Reading confessions.
Confessing rules youve broken.
Vocabulary: Refrain from, pick up after, tow away, fasten, lifeguard, trespasser, under surveillance, on duty, at owners expense,
at your own risk.
Grammar: Review narrative tenses.
Before the lesson: Write the following questions on the board:
Which animal(s) would you consider keeping as a pet?
Which one would you adopt (i.e., give money to charity to help)?
Warm-up Show sts the questions on the board and have pairs
of sts discuss them. Classcheck by having sts report their
partners answers.
Skills: Understanding Rules and Regulations
A Books open. Focus on the lesson title question, How
many pets have you owned? Have sts take turns asking
and answering the question in pairs. Classcheck.
Point to and read the sign Speed limit 5 mph with the
whole class. Point to photos a-j and elicit the corresponding
photo for this sign. Ask sts to read the rest of the signs and
match the remaining photos to these signs. Paircheck. Play
3.10 to classcheck.
Have sts work in pairs to think of at least two possible
places where they might see each of the signs. Classcheck.
At the end, ask the class: Which four signs are intended to be
funny? Do you find them funny?
3.10
W = woman M = man
a W No! No, no, no, please not my car. I only parked for a
few minutes. I only went to the store.
M Dont even think about parking here. Unauthorized
vehicles will be towed away at the owners expense.
b M1 Hey! You cant come in here, this is private property!
Get him, Samson!
M2 Ahhhh!
M3 Trespassers will be prosecuted. If the dogs dont get
you first.
c M Smile! This building is under 24 hour surveillance.
d W Come on Harry. No Harry, not here. Come on Harry.
Not here. Oh Harry, OK then, here.
English ID 3 Teacher's Book 21x29.3.indd 65
3.5
Language
Please fasten seat belt while seated.
Im afraid you cant park here.
My wife used to get into trouble all the time at school for not
wearing the right uniform.
I was crossing the road when these police officers suddenly
stopped me and tried to give me a fine for crossing in the
wrong place!
Which one would you sponsor in a zoo?
Why?
M Attention dog guardians! Please pick up after your dog.
Thank you. Attention dogs! Grrrr woof. Good dog.
e M Swim at your own risk. The sharks will be delighted!
By the way, no lifeguards on duty here.
f M In order to maintain a relaxing environment, please
refrain from cell phone use.
g M1 Welcome aboard flight AA735 for Los Angeles.
M2 Please fasten seat belt while seated. Life vest under
your seat.
h M Speed limit five miles per hour.
i W Here boy. Here Harry. Here Harry. Harry!
M Dogs must be on leash.
j M Drink or smoke here and you will end up in jail!
a. Dont even think of parking here! Unauthorized vehicles
will be towed away at owners expense.
b. Trespassers will be prosecuted (if the dogs dont get you first).
c. Smile! This building is under 24hr surveillance.
d. Attention dog guardians! Please pick up after your dog.
Thank you. Attention dogs! Grrrr woof. Good dog.
e. Swim at your own riskthe sharks will be delighted! By
the way, no lifeguards on duty here.
f. In order to maintain a relaxing environment, please refrain
from cell phone use.
g. Please fasten your seat belt while seated. Life vest under
your seat.
h. Speed limit 5 mph.
i. Dogs must be on leash.
j. Drink or smoke here and you will end up in jail!
Funny signs: b, c, d, e
B Ask sts to match the verbs, people, and expressions in
the first column to their meanings in the second column.
Paircheck. Play 3.11 to classcheck.
65
11/21/13 12:34 PM
 3.5
Verbs:
Refrain from = avoid
Pick up after = clean up someones mess
Tow away = remove someones car using another vehicle
Fasten = close securely
People:
A lifeguard = someone who helps swimmers in trouble
A trespasser = someone who enters private property without
permission
Expressions:
Under surveillance = monitored
On duty = working
At owners expense = whoever owns it will pay the costs
At your own risk = although you know its dangerous
C Ask sts to look at B and choose two words or phrases
they wouldnt expect to see written in (1) a cybercafe, (2)
a hospital, (3) their favorite beach, (4) their English school,
and (5) a zoo. Walk around the class and offer help if
necessary. Classcheck.
Personal answers.
D MAKE IT PERSONAL Point to the rules in A again and
ask the class: Which rules are the most important? Pair sts
up and have them discuss important rules by taking turns
asking and answering these questions: Have you ever
broken any of these rules? and Would you ever break any
of these rules? Classcheck.
Personal answers.
in Action: Explaining and Questioning Rules
A Tell sts that they are going to hear four conversations
about the signs in Skills A. Instruct sts to listen and circle
the correct signs as you play 3.12. Paircheck. Classcheck.
3.12 Notice the intonation on questions .
Conversation 1
A Excuse me
B Hang on a second Julie. Yes?
A Oh, hi uh Meditation 102 is about to begin.
B Yeah, I know. Im in that group. Cant wait!
A Well, you see, we like to keep the school as quiet as
possible, so uh I was wondering could you continue
your conversation outside?
B Oh, Im sorry. Was I speaking too loud?
A Im afraid so.
B Im sorry. I didnt realize that. Julie, gotta go, Ill catch up
with you later.
Conversation 2
C Excuse me Excuse me, miss.
D Yes?
C Are you shopping with us?
D Well, no, not now. Why?
C Uh Im afraid you cant park here.
D What do you mean I cant park here? Says who?
C Just look at the sign over there.
D Oh, come on. Be reasonable. The parking lots nearly
66
English ID 3 Teacher's Book 21x29.3.indd 66
empty and I and I just need to cash a check at the
bank. Can I park here for just 10 minutes?
C Im afraid not.
D But Im starving. I can bring you a muffin on my way back,
how about that?
C Im sorry, miss. Our parking areas for patrons only. Theres
another parking lot right across the street and
D Well, I want to speak to the manager
Conversation 3
E How may I help you sir?
F What do you mean how may I help you? Cant you see
Im going for my morning run?
E Im afraid this is private property sir. You cant go beyond
this point.
F Since when?
E Since yesterday. Mr. Jobs just bought this whole area. You
see the gate?
F Well, Ive been jogging here since 1999, so this is my area
too. They cant just close it off like that.
E Sir, Im afraid Im going to have to ask you to step back.
Conversation 4
G Hmm excuse me.
H Yes?
G I was uh I was walking right behind you and I saw Well,
theres a little something you might have forgotten to do.
H What do you mean?
G Well, ask your dog.
H What? Oh Oh! Im sorry. Did I forget to clean up after Alfred?
G Im afraid so.
H My bad! Sorry again. How embarrassing. Well, thanks for
the heads up.
G No problem. Bye!
H By the way, Im Bruce. Your face looks familiar. Do you
1. In order to maintain a relaxing environment, please refrain
from cell phone use.
2. Dont even think about parking here. Unauthorized
vehicles will be towed away at owners expense.
3. Trespassers will be prosecuted (if the dogs dont get you first.)
4. Attention dog guardians! Please pick up after your dog.
Thank you. Attention dogs! Grrrr woof. Good dog.
B Ask sts: Which speakers dont accept the regulations
easily? Replay 3.12. Classcheck.
2, 3
C Elicit answers for sentence 1. Then, have sts fill in the
blanks for sentences 2-7. Play 3.13 so sts can check their
answers. Replay 3.13 and have sts listen and repeat,
copying the intonation.
3.13
1 Im afraid you cant park here.
2 Im sorry. I didnt realize that.
3 My bad! Sorry again.
4 What do you mean I cant park here? Says who?
5 Oh, come on! Be reasonable!
6 Im afraid so.
7 Im afraid not.
11/21/13 12:34 PM
 3.5

1. afraid / cant situations and signs as they can. Monitor pairs closely and
offer help whenever needed.
2. realize
3. bad At the end, invite volunteer pairs to role-play situations for
4. mean / Says the whole class. Ask the class to guess which sign is being
acted out.
5. come
6. so Personal answers.
7. not

Finally, have sts read Common Mistakes and go over the F MAKE IT PERSONAL Divide the class into small groups

sentences with them.
D Introduce photos 1-4 and have sts briefly describe
details they can see in each of them. Tell sts to read the
confessions and match them to photos 1-4. Play 3.14 so
sts can check their answers. At the end, ask: What rules
had these people broken?
of three or four and have sts in each group share stories
about breaking rules and getting in trouble for it (or not).
Monitor sts stories closely and take notes for delayed
correction. Classcheck by asking the groups to report
the funniest stories to the whole class. Provide sts with
language feedback at the end.
Personal answers.

3 1 2 4

E Have pairs of sts role-play a situation about one of the

Workbook p. 18
ID Online Portal
signs in A. Instruct sts to read the model dialog in the speech
Grammar p. 120
bubbles first. Allow pairs some time to plan what they
ID Caf Video p. 140
will say, if necessary. Encourage sts to act out as many

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 4.1
Unit overview: In unit 4, sts are presented with the should + have + participle
construction and the Third Conditional via the contexts of education systems, school and
college life, career choices, and regrets. Sts also learn and practice too and enough.
Does your school system work well?
Lesson Aims: Sts use language related to school subjects and discuss topics related to education systems.
Function
Lesson 4.1
Noticing and practicing pronunciation patterns.
Talking about school subjects.
Reading about Finlands school system.
Comparing an education system to your own.
Talking about your ideal school.
Vocabulary: School subjects. Expressions related to school life: take tests, get a low / high grade, get kicked out of class.
Grammar: Verb + noun collocations.
Warm-up Have sts review p. 26-35 and, in pairs, take turns
asking and answering the questions that form the lesson titles
in unit 3. Monitor closely for accuracy. Take notes not only of
sts mistakes, but also of their best answers, to provide them
with positive feedback as well. Classcheck.
1 Reading
A Books open. Write translation on the board. Elicit and
then mark the stress on the penultimate syllable. Read
World of English with sts. Then, ask sts to work in pairs to
come up with an example word for each suffix listed that
has the stress on the penultimate syllable (-sion, -tion, -ic).
Tell them to look for examples in units 1-3. Classcheck
and list sts examples on the board. Drill pronunciation
for all the words suggested by the group. Follow the
same process for the suffixes listed with stress on the
antepenultimate syllable.
Suggested words:
From unit 1: -sion expression, conclusion, passion, admission,
-tion question, relation, definition, emotion, attraction,
attention, communication
-ic graphic, emphatic, specific, optimistic
From unit 2: -sion omission
-tion conditioning, pronunciation, transportation, question,
action, duration, intonation, deforastation, population, dictation,
definition, conversation, meditation, interruption, collection,
information, extinction, donation, preposition
-ic plastic, organic, public, optimistic, pessimistic, topic,
electric
From unit 3: -sion impression, permission, confession
-tion observation, introduction, definition, pronunciation,
isolation, convention, transportation, contraction, action, pollution
-ic traffic, music, chaotic, public
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English ID 3 Teacher's Book 21x29.3.indd 68
4
Language
Expression, conclusion, passion.
I used to hate math cos the teacher couldnt explain it to us.
and 60% of its 5 million population are university graduates.
Students usually behave well there, but in my school they didnt.
Itd be a nice modern building.
B Point to the weekly schedule and elicit pronunciation
of a few of the school subjects. Have sts swap partners.
Then, ask pairs to practice saying all the school subjects
in the chart. Refer sts to World of English and correct any
mistakes on the spot. Classcheck and drill pronunciation
for all subjects.
Invite a volunteer to read the model in the speech bubble.
Have pairs of sts take turns saying how they feel about
each school subject in the schedule. Classcheck by having
sts report some of their partners opinions.
Read the Song line on the top of p. 37 with sts and ask:
Do you know this song? Who recorded it? Whats the song
about? If time allows, find the full lyrics online and explore
more parts of the song on education.
Song line:
All in all youre just another brick in the wall.
Song: Another Brick in the Wall
Band: Pink Floyd (UK)
Year: 1979
Personal answers.
C Read the title of the article and ask: Which country is this
text about? Have sts read the first part of the article and guess
the missing words. Paircheck. Then, play 4.1 so sts can
check their answers and allow them time to fill in the blanks
correctly. Ask the class: Were you surprised by this information?
Sweden
60
5
Finland
11/21/13 12:34 PM

D Ask: Why might Finlands education system be so
good? Have two sts read the model dialog in the speech
bubbles. Point to topics 1-8 and have sts discuss the
topics and make their predictions in pairs. Classcheck
sts ideas.
Personal answers.
E Play 4.2 as sts listen and read along to check the
predictions they made in D. Classcheck.
Point to the first word in bold and then direct sts attention
to photos 1-8 on p. 36. Ask: In which photo can you see
tuition fees? (photo 3). Have sts continue matching the
words in bold to photos 1-8. Classcheck.
tuition fees (3) behave badly (1) cheat on exams (4)
subjects (2) schedule (5) report card (8) fail a test (6)
one-on-one tutoring (7)
2 Vocabulary: School Life
A Model the activity. Ask: Do you do, get, make,
or take a class or tests? (take). Have sts check the
corresponding verb in the chart. Tell them to work
individually to check one verb for each school life item
on the right. Paircheck. Then, ask sts to look for the
correct answers in the text in E and Common Mistakes .
Classcheck.
English ID 3 Teacher's Book 21x29.3.indd 69
4.1
do get make take
9 a class / tests
9 a low / high grade
9 homework
9 kicked out of class
9 mistakes
9 well (in school)
B MAKE IT PERSONAL Ask sts to swap partners. Instruct
pairs to use photos 1-8 to compare school life in Finland
to their own countrys educational system. Refer sts to the
model in the speech bubble. Monitor pairs work closely
and correct pronunciation mistakes on the spot, but leave
other mistakes for delayed correction.
Classcheck ideas and give sts language feedback on their
performance.
Personal answers.
C MAKE IT PERSONAL Ask the class: Whats your idea of
a perfect school? Divide the class into groups of three and
have sts in each group share their views on what an ideal
school would be. Encourage them to use ideas from 1D.
Classcheck by having sts report their group members
opinions to the whole class.
Personal answers.
Workbook p. 19
ID Online Portal
Grammar p. 122
69
11/21/13 12:34 PM
 4.2

Whats the ideal age to get into college?

Lesson Aims: Sts practice too and enough in the context of school systems. They also learn vocabulary related to higher education.

Function Language
Lesson 4.2

Watching / Listening to the trailer of a documentary.
Debating school systems.
Reading a website about choosing a career.
Talking about career choices.
Vocabulary: Major, scholarship. Expressions related to college life: drop out of (college), get into (medical school).
Grammar: Too and enough.
Before the lesson: Write the following questions on the board:
Did you go to a public or private school? Where was (or is) it?
Did you have to wear a school uniform? What was it like?
Have you ever gotten into trouble because of a low grade?
In America, if you dont earn a lot of money, something went
wrong.
I think schools should make us feel special, as we all learn in
different ways.
All my friends will major in business, so thats what Ill do.
Id study gastronomy at the Sorbonne.
Have you ever been kicked out of a class?
Are your kids doing well at school?
Who was your favorite teacher? Which subject did he / she teach?

Warm-up Point out the questions you wrote on the board L Everyone expects us to be super heroes.
(see Before the lesson). Pair sts up and have them ask and M You have a fear from the parents that my kid needs to be
answer the questions. Ask sts to find three things they have in able to get a job.
common with their partners. Classcheck. N How do you expect us to do well when you cant even
make mistakes?
O Youre dedicating your whole life to your grades.
P You have to be smart, you have to be involved in arts.
3 Grammar: Too and Enough
Q I have soccer practice every day.
A Books closed. Ask: What do you remember about the R Plus the homework on top of that.
Finnish education system? Have as many sts as possible S Produce, produce, produce
participate, saying what they remember from the previous T Its impossible.
lesson. Ask: What about education in the USA? Is it good? U I couldnt cope.
Would you consider studying at an American university?

Books open. Point to the photo of the video and tell sts that mostly negative
they are going to watch the trailer of a documentary about
the U.S. education system. Set the video task by saying: B Replay 4.3 and ask sts to notice and check the four
Watch and decide if what you see and hear is mostly positive problems mentioned. Paircheck. Classcheck.
or negative. Play 4.3. Classcheck.
The USA My school
4.3 Notice the sentence stress. Too much homework. 9
<www.youtube.com/watch?v=Uem73imvn9Y&feature=player_> Too much pressure to get into a 9
A I cant really remember the last time I had a chance to go good university.
in the backyard and just run around. Overcrowded classrooms.
B Schools just so much pressure that every day I wake up Badly paid and demotivated teachers.
dreading it. Too much emphasis on tests and 9
C Im afraid that our children are going to sue us for stealing grades.
their childhoods. Too many extracurricular activities. 9
D I would spend six hours a night on my homework. Discipline problems.
E You have to get into the top schools. Not enough career counseling.
F You have to take tests and do interviews.
G Its gone way to the extreme.
H Were all caught up in it.
C Re-read the phrases in the chart in B and go over
the Grammar box with sts. Then, ask sts to read
I In America, if you dont earn a lot of money, something
Common Mistakes and match sentences 1-9 to the rules in
went wrong. the box. Paircheck. Classcheck.
J The pressure comes from the colleges, from the parents,
from the government, but it has to stop. Tip Remind sts that too means also at the end of
K You have to do well now, so you can get into a good college. sentences, as in sentence 6.

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 4.2

1. My school was very fun. I really enjoyed it. (rule 1)
2. Are there enough tables in your classroom? (rule 3)
3. It was a hard class / The class was too hard. I didnt
understand anything. (rule 2)
4. There was not enough time for relaxing. (rule 3)
5. I have a lot of / many friends at school. Its great fun. (rule 1)
6. My teacher is very helpful. Shes really friendly too. (rule 1)
7. This is difficult homework. / This homework is too
difficult. I cant do it. (rule 2)
8. This exercise was very easy. It wasnt challenging enough
for me. (rule 3)
9. I gave up Chinese because it was too difficult. (rule 2)
in -ate but pronounced as W, such as chocolate,
(il)literate, approximate, as opposed to verbs ending in -ate
and pronounced as HW, such as consolidate, approximate,
participate, illustrate.
B Ask: Do you think its easy to choose a career? What type
of mistakes can people make?
Read the Song line on the top of p. 39 with the whole
class and find out whether sts know the song or the
singer who recorded it. Explain that, in fact, the Song line
is about restarting a relationship, but it was chosen here
to illustrate the topic of career changes (i.e., quitting a job
or career and starting over).

Song line:
D MAKE IT PERSONAL Point to the second column in the
chart in B. Ask sts to work individually to check phrases Itll be just like starting over,
that are true according to their school experiences. Have starting over.
sts read the model comments in the speech bubbles before Song: (Just Like) Starting Over
they begin. After they have finished, pair sts and have Singer: John Lennon (UK)
them share facts about their schools. Classcheck. At the Year: 1980
end, ask: Did you find any similarities or big differences?
Read the websites title and introduction with sts. Draw
their attention to classic mistakes and typical examples
Personal answers.
listed on the website. Sts read the text and match the two
columns. Paircheck. Play 4.5 to classcheck.
E MAKE IT PERSONAL Have sts swap partners. Ask the
new pairs to discuss questions 1-5 on the topic of education. 4 5 2 1 3 6
Monitor closely and offer help as necessary. At the end,
open the debate to the whole class and have sts share their At the end, read the cartoon on p. 39 and ask: Have you or
ideas. Encourage them to agree or disagree and to justify anyone you know made these mistakes?
their views.
C MAKE IT PERSONAL Read sentence 1 with sts. Ask sts to
Personal answers. use the words and phrases from A to complete sentences
2-5. Paircheck. Classcheck.

4 Vocabulary: College Life 2. get into 3. major in 4. dropped out of 5. start over

A Focus on the words in bold and phrases in B. Have sts Go over Common Mistakes with the whole class. Then, have
match them to the correct definitions. Paircheck. Classcheck. pairs of sts take turns asking and answering questions 1-5.
Classcheck by getting sts to report their partners answers.
1. major in 2. start over 3. scholarship 4. get into
5. major 6. drop out of

Play 4.4 for sts to listen as they read World of English . Workbook p. 20
Drill pronunciation for all words in bold in the box, and ID Online Portal
elicit more examples of nouns and adjectives ending Grammar p. 122

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 4.3

What do you regret not having done?

Lesson Aims: Sts learn and practice should(nt) + have + past participle to talk about regrets in the contexts of career choices
and school life.

Function Language
Lesson 4.3

Listening to people talk about wrong career choices. He shouldve studied music instead of engineering.
Talking about regrets. I shouldnt have missed so many classes.
I shouldnt have told my boss she looked like a giraffe.
Vocabulary: Differences between American and British English: college vs. university, center vs. centre, neighbor vs. neighbour,
meter vs. metre, graduate.
Grammar: Should(nt) + have + participle.
Before the lesson: Prepare a list of 20 to 25 irregular verbs of your choice from p. 136-137. Before sts arrive, write the infinitive
form of the selected verbs on the board.

Warm-up After you greet sts, tell them that they are going to I Well, youre still young, you know. Have you thought about
play a game. Assign pairs. Point to the verbs on the board and starting over?
say: You have one minute to write down the past participle J Nah. Im way too old now. I shouldve gone to music school
forms of all the verbs on the board. When time is up, ask sts years ago.
to check their answers against the list of irregular verbs on I Well, I disagree. You see
p. 136-137. Sts score one point for each correctly spelled
participle. At the end, drill pronunciation for the past participle Conversation 2
forms of all the verbs on the board. I = interviewer Z = Zoe
I so, Zoe, youre attending college right now, is that
correct?
Z Uh-uh.
5 Listening I Freshman?
A Books open. Focus on photo 1 and elicit details from Z Nope. Im a sophomore.
the picture. Ask: Whats his name? What does he do? Does I And youve been thinking of dropping out. Whys that?
he look happy with his career choice? Do the same for photos Z Well, basically, journalisms not my thing. I shouldve
2 and 3. chosen another major.
I Right, but how can you be so sure that youve picked the
Tell sts: Youre going to listen to Justin, Zoe and George talk
wrong career?
about their career choices. Read the sentences with the whole
Z Well, for starters, I cant stand writing and
class and encourage sts to try to predict the missing words.
I Oh
Say: Listen to the interviews and fill in the blanks. Play 4.6. Z Yep. My writing really sucks. I can barely put two words
Replay the track if necessary. Paircheck. Classcheck by together.
writing the answers on the board. I I hear you, but um Did you enjoy writing at all when
you were in high school? I mean, theres got to be a reason
4.6 Notice the weak form . why you picked journalism.
Conversation 1 Z Well, I didnt want to lose touch with Kylie, Bonnie, Maria,
I = interviewer J = Justin and Tom.
I Right, so youre basically saying that you hate the work you do. I Excuse me?
J Well, Im not sure about hate. Z My best friends. They all wanted to study journalism, so
I But you dislike engineering? I hmmm I thought Id learn how to like it eventually.
J Yeah I guess. Im good at it, though. Guess I was wrong... Look, I know it was a stupid decision
I Oh, yeah? and I shouldve thought about it more carefully, but whats
done is done. So my question to you now is: Is it too late to
J People at work say Im really good at what I do, and they
switch majors?
must be right.
I Hmm. Yes and no. You see
I So Why exactly are you looking for a career change?
J Cause cause thats not where my heart is. I love music. Conversation 3
Always have, always will. I = interviewer G = George
I So how come you majored in engineering, Justin? I so what is it that you do exactly, George?
J Well, Dads an engineer and Im an only child Do the math. G Im a Roger, get out of here. I told you to wait outside,
I And youve never considered getting a degree in music, didnt I? Just go! Bad dog.
arts or something? I You were saying
J Nope. Dad wanted me to follow in his footsteps, but I G Im a dog walker.
shouldnt have listened to him. I Uh-uh.

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G The moneys not bad and I I like dogs. But Im 41 and
you know, the wife says there is no future in it.
I Did you attend university at all?
G One year. Then I dropped out. You see, I really enjoyed
college, but I just hated university, I didnt like being away
from my family. But now I guess Im paying the price. Every
day I wake up and ask myself: Should I have persevered a
little more?
I Well, yeah probably. But have you considered going back?
G Hmm Well, the thing is
1. music / engineering
2. journalism / cant stand
3. university / dog walker / likes
B Ask: Are there many differences between American
and British English? Elicit a few examples from sts. Have
sts complete the quiz, circling the correct flag for each
underlined word. Paircheck. Classcheck. Play 4.6 again
and ask sts to find out which person is British.
Quiz: UK, U.S., U.S., UK, U.S., U.S.
George is British (he says he enjoyed college, but hated
university).
Cultural note There are universities in the U.S., but they are
often referred to as colleges. The students are always called
college students, and they go to college. Students earning
advanced or professional degrees are usually called graduate
students. In the UK, the word college is sometimes used in the
names of secondary education institutions, but not for higher
education. Students at colleges in the UK are called school
students and they go to school.
C Read Common Mistakes with the group. Then ask: Do you
know anybody who had trouble choosing a career? Are they
happy now? Before sts answer, have them read the model
in the speech bubbles. Pair sts up and ask them to share
their stories with their partners. Classcheck.
Personal answers.
6 Grammar: Should Have + Participle
A Instruct sts to match the two halves of sentences 1-5.
Play 4.7 so sts can check their answers.
4.7
1 Dad wanted me to follow his footsteps, but I shouldnt have
listened to him.
2 Im way too old now. I shouldve gone to music school
years ago.
3 Basically, journalisms not my thing. I shouldve chosen
another major.
4 Look, I know it was a stupid decision and I shouldve
thought about it more carefully.
5 Every day I wake up and ask myself: Should I have
persevered a little more?
English ID 3 Teacher's Book 21x29.3.indd 73
4.3
3 2 4 5 1
Read the Song line on the top of p. 41 and ask: Do you know
this song? Who sings it? Draw sts attention to the regret
expressed in the line.
Song line:
Too young, too dumb to realize
that I should have bought you flowers
and held your hand.
Song: When I Was Your Man
Singer: Bruno Mars (USA)
Year: 2013
B Allow the class more autonomy at this stage and
encourage them to figure out the directions by themselves.
Ask sts to work in pairs, looking at sentences 1-5 in A and
answering questions a-c. Monitor sts work, offering help
only if requested. Classcheck and go over Common Mistakes
with the whole class.
Tip Replay 4.7 so sts can listen and repeat the sentences.
You may wish to pause in order to split sentences in two, so
sts can repeat one half at a time.
a. things that happened in the past
b. past participle
c. should + subject + have + past participle
C Ask two sts to each read one of the examples of regret
in the speech bubbles. Have the class look at p. 36 and ask:
Do you regret having done anything at school? Do you regret
not having done anything? Pair sts up and ask them to look
at photos 1-8 and tell each other their regrets using the
should(nt) + have + participle construction. Refer sts to the list
of irregular verbs on p. 136-137 for irregular participle forms.
Weaker classes Write the following sentence starter on the
board: I shouldve / shouldnt have + participle
Monitor closely and correct any mistakes on the spot.
Classcheck by inviting volunteers to report their partners
school regrets to the whole class. Remind sts that the
should + have + past participle construction does not change
for third person singular.
Personal answers.
7 Pronunciation: GY and GQWY
A Point to photo 5 and read the example sentence in
the speech bubble for sts. Have sts work in pairs to write
sentences for photos 1-6 using the should(nt) + have + past
participle construction. Classcheck and have sts choose
the funniest sentences in the class.
Personal answers.
B Play 4.8. Ask sts to listen for the real captions for
the photos in A and to notice that have is not stressed
when pronounced. Replay 4.8 for individual and
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11/21/13 12:34 PM
 4.3
choral repetition. Monitor closely for the non-stressed
pronunciation of have and correct mistakes on the spot.
4.8
1 I shouldnt have joined the army.
2 He shouldve bought some glasses.
3 He shouldnt have said that.
4 I shouldve chosen a different color.
5 We shouldve gotten a cat.
6 I shouldve had more driving lessons.
C MAKE IT PERSONAL Say: Weve all done things we
regretted later, havent we?
For item 1, point out the various topics. Have sts each
choose one and write down a brief story about it. Remind
74
English ID 3 Teacher's Book 21x29.3.indd 74
them to include at least one regret sentence using the
target language. Ask sts to include one lie in their story.
For item 2, split the class into groups of four or five. Within
the groups, sts should take turns telling their stories. The
other group members should try to spot the lie. Monitor
sts work and take notes for delayed correction.
Classcheck the lies sts have managed to spot and the most
interesting stories. Provide sts with language feedback.
Personal answers.
Workbook p. 21
ID Online Portal
Grammar p. 122
11/21/13 12:34 PM
 4.4

What would you have said if youd been late today?

Lesson Aims: Sts learn and practice the Third Conditional via the contexts of procrastination and talking about past events.

Function Language
Lesson 4.4

Reading funny quotes about procrastination. If it werent for the last minute, I wouldnt get anything done.
Talking about activities people often put off. I always put off doing the dishes, especially on weekends.
Listening to a dialog about procrastination. Hey Rick, have you finished that article yet? We have to start
printing in one hour.
Speculating about different outcomes of stories. If Id met an alien on the way to school today, Id have
Vocabulary: Procrastination, procrastinate, procrastinator, put off, postpone. Expressions of procrastination: do (things) at the
last minute.
Before the lesson: Write a list of the following activities on the board (or, if the technology is available, find photos online that sts
would associate with the following): doing the dishes, paying bills, doing homework, doing the laundry, shopping for food,
answering e-mails at work, waking up early, and any other activities people often find unpleasant.

Warm-up Display the photos or point out the list of activities model sentence in the speech bubble and have sts work in
pairs to discuss how long they usually put off the activities
on the board (see Before the lesson). Say: I do the dishes
in photos a-f. Classcheck and find out who procrastinates
every day, about twice a day, and I hate it! What about you? /
more in each pair of sts.
I shop for food once a week and I dont mind it. What about
you? Then, have sts work in pairs. Tell them to discuss how
a. do the dishes d. check his e-mails
often they do each activity and how they usually feel about
doing it. Ask partners to find at least three things they have b. organize his desk e. do his homework
in common. Classcheck. c. pay the bills f. be somewhere else
Question: Personal answers.

8 Listening C Tell sts that they are going to listen to six conversations
from the situations they saw in B. Play 4.9 and have sts
A Books closed. Play a quick hangman game on the board match conversations 1-6 to photos a-f from B. Paircheck.
with the word procrastination. When sts guess the word, elicit Classcheck and then ask sts to predict the ending of each
its meaning and what sts associate it with. Introduce some conversation.
topic-related verbs, such as put off and postpone. Then ask:
How often do you postpone until tomorrow things that could be 4.9
done today? Why do some people put off things until the last 1 Notice Z.
minute? Do you always do your homework at the last minute? A = Angie W = Wayne
Books open. Say: Here are some quotations about A What? No uh Wayne? Are you going to work by car today?
procrastination. Read and match 1-5 to the right halves. W Yeah... Why? Do you need it?
Paircheck. Classcheck. A No, no, but, uh You, you might wanna drive really really
slowly today.
Pair sts up and ask them to define the words in bold. Then,
W What do you mean?
have them choose the funniest and their favorite quotes.
A Well, see it for yourself.
Classcheck.
W Oh, no. No, no, no, no. Dont tell me theyve canceled
4 2 5 3 1 2 Notice Z.
B = Brenda S = Simon
Definitions: B Lornas pretty mad at you.
procrastinate = to delay doing something because you dont S Oh yeah? What have I done this time?
want to do it B What do you mean? Oh, no, you forgot, didnt you?
put off = to procrastinate S Forgot what?
procrastination = the act of delaying B Hello? Lornas e-mail? You read it, right?
procrastinator = somebody who delays S Youve gotta be kidding.
B You didnt?
get around to something = do something after a delay
(maybe after procrastinating or maybe because you have S Well, I Well, I saw that she sent it. I was going to read it
been busy) today and
3 Notice D and .
B Point to photo a and ask: What does he need to do? Have P = Petra R = Rick
the class look at the photos and identify what activity P Hey Rick, have you finished that article yet? We have to
people are putting off in each of them. Then, read the start printing in one hour.

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 4.4
R Uh Didnt I give it to you last week? S I shouldve checked my new messages No, no, I didnt!
P No Rick, you didnt and I need it now. I mean, if Id gotten the e-mail, I wouldnt have missed the
R OK, right It must be here somewhere. Maybe its on my desk. meeting, would I? Im not stupid!
P Yeah, or in a drawer, or in your bag. Rick, Ive told you a B Well, whats done is done.
thousand times. You need to be more organized. 3
4 Notice P and Q. P = Petra R = Rick
J = Jimmy M = mom P Rick, Ive told you a thousand times. You need to be more
M Do you know what time it is? organized.
J Mom, its not even midnight. Chill! R No, no, I know its here somewhere. I promise I havent lost it.
Ill get it to you right away. If Id cleaned up my office, I wouldnt
M Weve gotta talk about your grades. Just saw your report
have lost that report. What was I thinking? I knew I shouldve
card. Jimmy, Jimmy, youve gotta get your act together.
cleaned up this mess sooner. Now, where is that report?
Last night you, um, you spent the whole night in front of
the computer, chatting. You didnt do any school work. 4
J I shouldve turned off that stupid computer. J = Jimmy M = mom
J I shouldve turned off that stupid computer. So?
5 Notice L and .
M Well, you wouldnt have failed physics if youd done your
K = Karol H = Harry
homework, thats for sure.
H Hello sweetheart. Busy day?
J OK, Mom, I promise, I promise
K Busier than yours, thats for sure.
H Hey, hey, hey Whats wrong? 5
K Harry, would it kill you to help with the housework every K = Karol H = Harry
now and then? K Harry, would it kill you to help with the housework every
now and then?
6 Notice the sentence stress and .
H Mmm In a bad mood, are we? Guess we shouldve hired
F = Frank L = Louis that cleaner. Look, I wouldve done the dishes if youd
F Excuse me. Sorry, Im late. asked me to. Why didnt you?
L Man, you almost gave me a heart attack! Our presentation K I cant believe you have the nerve to say that. Since when
begins in ten minutes! do I have to ask for help? Well, Im asking you now. Heres
F Uh What presentation? the detergent. Have fun.
L Hello? The group project on climate change!
6
F Oh, yeah, of course...
F = Frank L = Louis
L Did you oversleep again?
L Did you oversleep again?
F Is it that obvious? I shouldnt have pressed the snooze button.
1. c 2. d 3. b 4. e 5. a 6. f L Yes, it is. And you know what? If you hadnt spent the
whole night partying, you wouldnt have overslept and we
D Have sts recall part 1 of the dialogs from 4.9 in C. wouldnt be in trouble now.
Then, read sentence 1 and elicit guesses by asking: Do F Youre beginning to sound a lot like my father! Dont worry.
you think the problem was money or time? Play the rest Were gonna do great.
of conversation 1 in 4.10, and then pause the track.
Classcheck. Have sts listen to the rest of 4.10 to check 1. time 2. meeting 3. report 4. physics 5. ask me to
the conversation endings and underline the correct 6. partying
words or phrases in bold. Classcheck.

4.10 9 Grammar: Third Conditional

1
A = Angie W = Wayne
W Oh, no. No, no, no, no. Dont tell me theyve canceled
A the car insurance. Yep. You forgot to pay. Again.
W Angie, listen, I swear I was going to. I swear. But you know
how crazy things have been in the office and
A Blah, blah, blah
W I wouldve paid that bill if Id had time. I swear.
A Well, you shouldve known better.
2
B = Brenda S = Simon
B You didnt?
S Well, I Well, I saw that she sent it. I was going to read it
today and
B Simon! The meeting was today! And you didnt go.
A Read the cartoon with sts. Ask: Did the man update his
antivirus? Elicit the answer (no) and have sts circle it in a.
Then, have sts answer items b-e and paircheck. Classcheck.
Read the Song line on the top of p. 43 with sts and check
if they know the song or any of the singers who have
recorded it.
Song line:
I would have given you all of my heart,
but theres someone whos torn it apart.
Song: The First Cut is the Deepest
Singer: Cat Stevens (UK)
Year: 1967
The song was also recorded by Rod Stewart (UK, 1977) and
Sheryl Crow (USA, 2003).

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English ID 3 Teacher's Book 21x29.3.indd 76 11/21/13 12:34 PM


a. no
b. yes
c. past
d. past participle
e. I had
B Read Common Mistakes with the whole class. Have sts
look at sentence 1 and refer them to activity 8D. Then, ask
sts to fill in the blanks in sentences 2-6. Paircheck. Play
4.11 to classcheck.
Tip For further practice, ask the group to go to Grammar on
p. 123.
2. d / have
3. cleaned up / lost
4. wouldnt / done
5. would have / had asked
6. hadnt spent / wouldnt have overslept
C Ask sts to cover the sentences in B. Have them turn
to the photos in 8B on p. 42 and, in pairs, try to say the
sentences from memory. Classcheck.
See answer key in .
D Have sts swap partners. Ask the new pairs to look at
situations 1-3 and write two Third Conditional sentences
for each of them. Walk around the classroom and monitor
sts work. Classcheck.
Possible answers:
1. If I hadnt gone to that party, I wouldnt have met that girl.
If I hadnt met that girl, I wouldnt have got married.
2. If the police had not stopped him, he wouldnt have lost
his license.
If he hadnt offered them a bribe, he wouldnt have gone
to jail.
3. If Sue hadnt taken the bus, she wouldnt have had her
ticket stolen.
If Sue hadnt bought a lottery ticket, she wouldnt have won.
E Tell sts that they are going to play the game If Stones!
Divide the class into groups of four. In each group, assign
two pairs: team 1 and team 2. If there is an odd number of
sts in class, assign one group of three with two people on
team 1 and one person on team 2.
Give each group two coins, one for team 1 and another
for team 2. Ask sts to set their coins just in front of the
first squareIf I hadnt come here today, I would have
Refer sts to the instructions on the page and demonstrate
tossing a coin and getting heads (to move one space) and
tails (to move two spaces).
English ID 3 Teacher's Book 21x29.3.indd 77
4.4
Tell sts that team 1 will start the game. Ask them to toss
their coin and move one (head) or two (tails) spaces. When
team 1 stops at a space, each student in the pair must
complete the sentence on it; that is, the team must come
up with two different endings for the prompt. Remind sts
to use Third Conditional sentences only. Explain that team 2
will check if the sentences are right or wrong. Then, it will
be team 2s turn to play. If one (or both) ending for the
sentence is not correct, sts have to wait one extra turn for
the other team to play.
In each group, teams 1 and 2 should play against each
other and alternate turns, moving across the board game
and making Third Conditional sentence endings. The team
to finish first is the winner.
Monitor groups closely and encourage peer correction. At
the end, elicit some of the sentence endings sts remember
from the game.
Personal answers.
F MAKE IT PERSONAL Assign new pairs. Have sts play
What would have happened if? Ask sts to look at D again
and instruct them to come up with a similar sequence of
at least three sentences about an event to create a story.
Read letter a, an accident that couldve been a lot worse,
and elicit an example sequence. Then, model the activity
by writing on the board: I put a flower vase on my window.
My cat started playing with it. The vase fell off on the street.
Nobody got hurt. I cleaned up the mess on the sidewalk. Leave
the model on the board for sts to use as a reference.
Allow pairs of sts time to think of sequences for contexts
b-f. Walk around the class and offer help if necessary.
Stronger classes Ask sts to look at their sequences and
create Third Conditional questions using What wouldve
happened if I had(nt) + participle? Tell sts to save their
questions to ask the whole class later, when sts read their
sequences to the group.
When all sts have finished, refer to your model sequence
on the board and elicit Third Conditional sentences
related to the sequence, e.g., If your cat hadnt played
with the vase, it wouldnt have fallen off the window /
this accident wouldnt have happened. / If you hadnt
put the vase on the window, your cat wouldnt have
played with it.
Invite sts to read their sequences to the class and have
the class come up with as many related Third Conditional
sentences as possible. Monitor closely for accuracy and
pronunciation, correcting on the spot, but also promoting
peer correction and collaboration.
Workbook p. 22
ID Online Portal
Grammar p. 122
77
11/21/13 12:34 PM
 4.5
Would you like to be a genius? / How do you deal with criticism?
Lesson Aims: Sts continue to practice should + have + past participle and Third Conditional through the contexts of predicting
and checking predictions and expressing sympathy or criticism.
Function
Lesson 4.5
Predicting information from text titles and headlines.
Reading an article about a young genius.
Listening to people sympathizing or criticizing others.
Telling a story and responding sympathetically or critically.
Vocabulary: Gifted, learn by heart, skip (high school), enroll (at university). Expressions of sympathy and criticism: It couldve
been worse, Will you ever learn? Whats done is done.
Grammar: Review should + have + past participle and Third Conditional.
Warm-up Use the title question on the top of p. 44 to
introduce the lesson topic to sts. Write the question Would
you like to be a genius? on the board and have sts discuss it in
pairs. To encourage sts to add more details, ask: Why? Why
not? What would you like to be able to do as a genius? What
special talent would you like to have?
Skills: Predicting and Checking Predictions
A Books open. Ask questions to introduce the text about
Jacob Barnett. For example, point to the title and headline,
Meet the 14-year-old who and ask: What might be special
about this boy? Point to the items in the box and have sts
work in pairs to make predictions about the story using
those ideas. Classcheck.
Personal answers.
B Assign roles A and B to the sts in each pair. Have st A
read paragraph 1 and st B read paragraph 2. Then, without
looking at the text, sts should share as much as they can
remember from what they have just read.
Play 4.12 as sts listen to and read along the first two
paragraphs. Pause the track before the third paragraph
starts. Then ask pairs: Did your partner forget to tell you any
important information?
Any ideas from paragraphs 1 and 2.
C Read items 1-3 with the whole group and elicit guesses
from sts. Then, have sts read the third and fourth paragraphs
quickly to check their guesses. If time allows, play the
rest of 4.12 for sts to listen and read along for the last
two paragraphs.
1. high 2. 8 3. has
D Point to the first word in bold in the text, gifted, and have
sts look at definitions 1-4. Ask: What does gifted mean?
(very talented). Then, instruct sts to match the words in
bold to their definitions in 1-4. Paircheck. Classcheck.
1. skipped 2. gifted 3. learn by heart 4. enrolled
78
English ID 3 Teacher's Book 21x29.3.indd 78
Language
Maybe the boy has an IQ of 5,000.
Meet the 14-year-old who might change the way we see the world.
Dont let it get you down.
You shouldve known better.
Its not the end of the world.
E Ask sts to swap partners. Have the new pairs take
turns asking and answering questions 1-3. Classcheck and
identify any similar views.
Personal answers.
F Point to the word theory in the chart and elicit the
correct pronunciation from the whole class. Draw sts
attention to the stressed syllables marked in pink and the
number of syllables of the words in each column. Have sts
work in pairs to practice pronunciation for all the words in
the chart. Play 4.13 to classcheck. Then, replay it, pausing
after each word for choral repetition.
4.13
three syllables theory, actually, constantly, easily
four syllables ability, incredibly, unusually, eventually
five syllables relativity, elementary, disability
G Tell sts theyre going to play Guess the Word. Explain
that they will guess the beeped words in sentences about
Jacob Barnett, the genius from the article in B. Tell them
that all the words are from the chart in F.
Play the first part of 4.14 and challenge sts to say the
missing word before it is actually said on the recording.
Sts must be fast; do not pause the audio track. Award one
point for sts who say the right word and two for sts who
say the right word with the correct pronunciation, placing
the stress on the correct syllable.
Play the rest of 4.14 and continue the game. The answers
are provided in the recording itself, at the end of each pause.
Tip If the number of sts is too large and it is difficult to hear
which sts are pronouncing the word correctly, divide the class
into two groups, team A and team B. Alternate turns, awarding
sts points to their teams.
4.14
1 His parents suspected he had a learning disability.
2 He has trouble sleeping because he constantly sees
numbers in his head.
11/21/13 12:34 PM
 4.5
3 By the age of three, Jacob could easily solve complex F Oh my goodness! Well, look, at least you didnt get hurt.
equations. [beep] It couldve been worse.
4 Jacob dropped out of elementary school. Conversation 2
5 At age eight, it was clear that his mathematical ability was
Jo = Josh B = Belinda
unusually high.
Jo Oh, no! Oh, no! Not again.
6 He joined Purdue University and eventually became a
B What?
paid researcher.
Jo Seven hours of work gone to waste.
B What?
1. disability 2. constantly 3. easily 4. elementary Jo Oh, you dont wanna know.
5. unusually 6. eventually B Know what?
Jo PC crashed again.
H Have sts swap partners. Ask them to hide the article B Dont tell me you had no backup. Josh, this is the third
about Jacob Barnett with a sheet of paper, their notebooks, time this year! [beep] You shouldve known better.
or their workbooks. Ask them to leave the first line of the Conversation 3
text visible and to cover the rest. G = Gina J = Jay
Explain that sts should work in pairs to read the first line G I thought this was a new car.
of the article and guess the first word of the following J It is.
line. Sts should then slowly slide the paper down to reveal G Oh uh so
only the next line of the text and check their guesses. J Worst thing Ive ever bought.
Direct sts to repeat the procedure with all the lines of the G Oh, no. Really?
article. At the end, ask pairs: Was it easy or difficult? How J Yeah, this is the second time its broken down. And dont
many did you get right? get me started on the price I paid.
G Oh Jay, what a shame! You used to love your last Focus.
[beep] Well, whats done is done. You can always get rid of
in Action: Sympathizing and Criticizing this one and get yourself a new model.
A Have sts look at the photos and elicit as many details as Conversation 4
possible by asking: Where are these people? What mightve D = David C = Carl A = Anna
happened? How do you think they feel? D God, I hate this one.
Tell sts that they are going to listen to four dialogs. Ask C What? No, you dont.
them to number photos 1-4 according to what they hear. D What do you mean? Look at this painting. My four-year-old
Play 4.15. Paircheck. Classcheck. couldve done better.
C David, shut up.
4, 3, 1, 2 A No, go on. Im listening.
D You know what I hate about it?
B Tell sts that they are going to hear the four A What?
conversations again. Point to the chart and explain that, D The use of colors. The whole things so primitive, you
for dialogs 1-4, sts should guess whether the missing know? How can they call this art?
(beeped) sentences in the conversations will express C Listen, what my friend means is that
sympathy or criticism. A Can you excuse me for a moment? Theres somebody Ive
Read both examples for dialog 1 in the chart: It couldve got to speak to.
been worse vs. Will you ever learn? Point to both C David, are you out of your mind? Shes the artist!
possibilities and say: Listen to the first conversation again D What? Oh my God. [beep]
and, when you hear the beep, guess which sentence will be C What were you thinking?
used. Explain that sts will have four seconds to say it. D But how was I to know?

Play 4.16 and elicit, or prompt sts to guess, the sentence

after the beep. Challenge them to do so within the pause in 1. It couldve been worse. 2. You shouldve known better.
the audio track. Pauses are followed by correct answers. 3. Whats done is done. 4. What were you thinking?

4.16 Notice the intonation of What. C Play 4.17 and ask sts to listen to all the sentences from
Conversation 1 the chart in B and copy the pronunciation and intonation
I = Iris F = Fiona they hear.
I Hi, sorry Im late. I missed the five oclock bus.
F What happened to your car? D Pair sts and have partners take turns saying phrases
I Oh, you dont wanna know. from B with the correct sympathetic or critical intonation.
F What? Monitor their pronunciation closely and correct any
I I drove into a tree. mistakes on the spot.
F What?
I Yep. I shouldve known better than to text and drive at the E Have sts swap partners. Ask pairs to discuss questions
same time. 1-4 for the situations from A. Before sts start, go over
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English ID 3 Teacher's Book 21x29.3.indd 79 11/21/13 12:34 PM

 4.5
the model sentences in the speech bubbles, as well as he / she should use as the basis for making up a story. St B
Common Mistakes . Monitor sts work and take notes for should listen and respond using phrases from B.
delayed correction. Classcheck. Have sts swap roles. Monitor and offer help if necessary. At the
end, ask: Who was the most sympathetic listener in your pair?
Personal answers.

F MAKE IT PERSONAL Assign roles A and B within pairs Workbook p. 23

and have sts read the instructions for their roles. For a ID Online Portal
change, you may ask sts to explain (to you) what they have Grammar p. 122
ID Caf Video p. 141
to do. St A should revisit p. 43 and look at activity 9F, which

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English ID 3 Teacher's Book 21x29.3.indd 80 11/21/13 12:34 PM


Grammar and Vocabulary
A Picture Dictionary. Pairwork. Sts test each other and
review vocabulary items learned in units 3-4. Throughout
Picture Dictionary tasks, monitor closely and correct
vocabulary and pronunciation on the spot.
Tip In order to provide sts with as much fluency practice as
possible, expand the activity into the mini-dialogs suggested
below.
Picture Procedures
Dictionary
Sts cover texts in 1A.
In pairs, sts take turns
pointing to pictures a-g
Features of a and saying seven city
city, p. 26-27 features.
Sts cover the text in 2A
and look at pictures
Social rules in a-h only. In pairs, they
Hong Kong, name the customs in the
p. 28 pictures from what they
remember to be usual or
unusual in Hong Kong.
Sts cover 1-10 on p. 30
and take turns naming the
Urban
urban problems (in New
problems,
York or their own city) in
p. 30-31
pictures a-h.
Ask sts to look at the
pictures in 7A and briefly
retell / summarize Juans the job interview.
and Sandras stories. St B: Sandra missed
Traffic stories,
p. 32
Give sts about half a
minute to look at the
signs in Skills A.
Rules / Signs,
Then, ask them to cover
p. 34
the signs and focus on
pictures a-j. In pairs, sts
say rules for each picture.
Sts cover the texts in
in Action D and, in
pairs, try to remember
stories from pictures 1-4.
Stories about
breaking
rules, p. 35
English ID 3 Teacher's Book 21x29.3.indd 81
Review 2
Units 3-4
Mini-dialogs /
Suggested language
St A: (points to picture a)
Whats this?
St B: Thats an upscale
neighborhood near / by
the beach. (points to
picture b) Whats letter b?
St A: Its a square. (points
to picture c) Whats
St A: Its usual for people
to shake hands and bow
slightly.
St B: When you greet
people, you shouldnt
hug them or kiss them on
the cheek.
St A: (points to picture a)
Some streets have
potholes.
St B: (points to picture b)
There are huge lines
everywhere.
St A: The man was stuck
in traffic and he missed
Its usual for people to shake hands and bow slightly.
most of a U2 concert
she had paid a lot
of money to go to
because she was stuck
in a traffic jam.
St A: (picture i) Dogs
must be on leash.
St B: (picture h) Speed
limit 5 mph.
St A: (picture c) Smile!
This building is under
24hr surveillance.
St A: (picture 3) The
guy was in Poland and
nearly got a fine for
crossing the road in the
wrong place.
St B: (picture 1) This
man was taking photos
in the countryside of
Egypt. Suddenly, two
soldiers appeared and
confiscated his camera
for photographing a
military installation.
Sts cover the text in 1E St A: (picture 1) The boy
and say school words / is behaving badly.
School phrases from pictures St B: (picture 2) These
words, p. 36 1-8. At the end, have sts are school subjects.
uncover the text to check St A: (picture 3) These
their answers. are tuition fees.
Sts use shouldve / St A: (picture 1) He
shouldnt have + Past shouldve obeyed the
Participle to say regrets rules.
Regrets, p. 41
of people in pictures St B: (picture 2) They
1-6. shouldnt have let the dog
appear in the photograph.
Sts look at pictures St A: (picture a) I
a-f in 8B and, in pairs, wouldve done the dishes
Third
say Third Conditional if youd asked me to.
Conditional
sentences about St B: (picture b) If Id
sentences,
situations / stories from cleaned up my office, I
p. 42
the pictures. Classcheck wouldnt have lost that
with 9B. report.
Sts go to Pronunciation St A: How do you spell
Chart on p. 154. Focus made?
on the list of words St B: M-A-D-E.
for diphthong sounds, St A: Right. How do you
at the bottom of the spell eight?
Words page. Model the activity. St B: E-I-G-H-T.
for each Choose two words for the St A: Thats right.
diphthongs, sound H and test the St B: Now you. How do
p. 154 whole class. Ask: How you spell pie? / How do
do you spell stay? Tell you spell buy?
sts to choose two words
(but not the picture
words / the first two) and
test their partners.
Features of a city:
Neighborhood, slums, harbor, skyline, smog, square,
skyscrapers.
Social rules in Hong Kong:
When you greet people, you shouldnt hug them and kiss
them on the cheek.
When youre walking through a crowd, you should gently
push your way through and say nothing.
When you receive a gift, its good manners to open it later.
Clocks make bad gifts.
When drinking tea, you should pour your friends cup first.
In Hong Kong its OK to blow on your soup.
Leaving your chopsticks straight up means bad luck.
After eating, you shouldnt leave a tip on the table.
Urban problems:
Roadwork, thieves, litter, potholes, traffic jams, lines,
security checks, noise, people go through red lights, it is
hard to find a parking spot.
Traffic stories:
The man was stuck in traffic and he missed the job
interview.
Sandra missed most of the U2 concert she had paid a lot of
money to go to because she was stuck in a traffic jam.
81
11/21/13 12:34 PM
 R2
Rules / Signs:
Dogs must be on leash.
Speed limit 5 mph.
Smile! This building is under 24hr surveillance.
Please fasten seat belt while seated. Life vest under your seat.
In order to maintain a relaxing environment, please refrain
from cell phone use.
Drink or smoke here and you will end up in jail.
Trespassers will be prosecuted (if the dogs dont get you first).
Attention, dog guardians! Please pick up after your dog.
Thank you. Attention dogs!
Swim at your own riskthe sharks will be delighted! By the
way, no lifeguards on duty here.
Dont even think of parking here! Unauthorized vehicles will
be towed away at owners expense.
Stories about breaking rules:
Crossing the road in the wrong place.
Taking photos of a military installation.
Wearing shorts to go into St. Peters.
Not wearing the uniform to go to school, not wearing the
correct shoes, not wearing a tie, dying her hair.
School words:
Tuition fees, behave badly, subjects, schedule, report card,
fail a test, one-on-one tutoring, cheat on exams.
Regrets:
He should have obeyed the rules.
They shouldnt have let the dog appear in the photograph.
She should have been more careful with her luggage.
She should have another pair of pants.
The dog shouldnt have had access to the toilet paper.
The man should have been more careful.
Third Conditional sentences:
I wouldve paid that bill if Id had time.
If Id gotten the e-mail, I wouldnt have missed the meeting,
would I?
If Id cleaned up my office, I wouldnt have lost that report.
You wouldnt have failed physics if youd done your homework.
Look, I wouldve done the dishes if youd asked me to.
If you hadnt spent the whole night partying, you wouldnt
have overslept
Words for each diphthongs (possible answers):
H stay, steak  oil, coin
D buy, height R know, toe
D mouse, town
B Get sts to fill in the blanks in 1-6 with the Present
Perfect, Past Simple, Past Perfect or Past Perfect
Continuous forms of the verbs given. Play 2.1 to check.
Classcheck by writing the answers on the board.
2.1
1 If you had done as I told you, you wouldnt have gotten
into trouble.
2 The teacher canceled the test because she hadnt
prepared it.
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English ID 3 Teacher's Book 21x29.3.indd 82
3 When we came out of the restaurant, my car was gone.
Someone had taken it.
4 The authorities discovered that the athlete had been using
drugs for months, so they disqualified him.
5 I would have made a cake if I had known it was your birthday.
6 I was really excited when I arrived in Barcelona. I had been
looking forward to it for ages.
1. had done / have gotten
2. canceled / had not (hadnt) prepared
3. came / was gone / had taken
4. discovered / had been using / disqualified
5. have made / had known
6. arrived / had been looking forward
C Divide the class into groups of three or four. Within
their groups, sts collaboratively tell a story using pictures
1-3. Draw sts attention to the model in the speech bubble
and instruct them to use a variety of verb tenses to tell
the story. Monitor and offer help. Then, play 2.2 for sts to
compare their narrative to the story in the audio.
2.2
M = man W = woman
M Well, they arrived at the festival, but it had been canceled.
W Yeah. I think it had been raining.
M Yeah. It looks like it. And then they all stayed in one tent.
W Uh-huh. The wind had taken the other tent.
M Unlucky, huh? And whats this picture? They look cold.
W Yeah, right. I guess they had been expecting hot weather
because they are wearing T-shirts.
Possible answer: They arrived at the festival, but it had been
canceled. Then, they decided to stay in a tent, but it started
to rain. The weather was very bad, it was raining a lot and
the wind was strong too. The wind destroyed their tent. They
ended up cold and wet and without a shelter.
At the end, ask: Have you ever had an experience like this?
Personal answers.
Tip Get sts to notice and underline the verbs in AS 2.2 on
p. 160.
M Well, they arrived at the festival, but it had been canceled.
W Yeah. I think it had been raining.
M Yeah. It looks like it. And then they all stayed in one tent.
W Uh-huh. The wind had taken the other tent.
M Unlucky, huh? And whats this picture? They look cold.
W Yeah, right. I guess they had been expecting hot weather
because they are wearing T-shirts.
D MAKE IT PERSONAL Ask sts to answer 1-5 according to
their opinion. Have two sts read the model dialog in the speech
bubbles. In trios, sts compare their views, 1-5. Classcheck.
Personal answers.
11/21/13 12:34 PM

E Read question 1 with the whole class and elicit the
most suitable answer from the options given. Sts match
1-5 to the appropriate answers. Paircheck. Play 2.3 to
check answers.
2.3
M = man W = woman
1 M Are we lost?
W Maybe. I think we shouldve turned left back there.
2 M1 That was a dirty game.
M2 I know! There shouldve been at least three red cards.
3 W1 Im sorry. I shouldnt have said that.
W2 I agree. But we all say stupid things sometimes.
4 M I cant believe I crashed my car.
W You really shouldve known better than to drive that fast.
5 M What! Vics going out with Jill?
W You didnt know? Forget I said anything. I shouldnt
have mentioned it.
5, 4, 2, 1, 3
F Sts correct Common Mistakes sentences 1-10. Call their
attention to the number of mistakes between parentheses.
Whenever sts are uncertain, encourage them to flick back
through p. 26-45 and check their answers in units 3 and 4.
Classcheck by writing the answers on the board.
1. Ive graduated in math.
2. If you had gotten up early enough, you wouldnt have
missed the bus.
3. Did you make many mistakes? No, I dont think so.
4. He loves traveling. He has been to every place in Europe.
5. L.A. is such a big city and the people are so nice!
6. Studying hard doesnt mean you will pass the test, but
it helps.
7. I feel bad. I shouldnt have eaten that old pizza.
8. You should have gone to the party last night.
9. He was angry because he had been waiting for 40
minutes before the police arrived.
10. People who go to Miami are often surprised because
they dont expect Spanish speakers.
Skills Practice
A Ask sts to go to p. 35 and look at stories in in Action D.
Tell sts to listen to and read the text and underline any
words that they find difficult to hear or understand. Play
3.14. Classcheck underlined words. Ask: Why are these
words difficult to understand? Go back to p. 47 and have sts
read options a and b. Replay 3.14 for sts to choose the
best answer according to their perception. Classcheck.
Personal answers.
B Tell sts theyll hear six extracts from videos in units
3 and 4. Play 2.4 for sts to listen and complete 1-6.
Paircheck. Replay if necessary. Classcheck by writing the
answers on the board.
English ID 3 Teacher's Book 21x29.3.indd 83
R2
2.4
1 Kissing on the cheek and hugging are not practiced.
2 Gifts are never opened in front of the person that gave them.
3 Fill the tea cups of others before pouring your own cup,
even if their cups are not empty.
4 In America, if you dont earn a lot of money, something
went wrong.
5 Everyone expects us to be superheroes.
6 You have to be smart, you have to be involved in the arts.
1. on the / and / are 2. are / in front of the / that
3. the / of / your / even if / are 4. if / a lot of / went
5. us to be 6. to be / to be / in
C Say: Lets practice pronunciation now. Tell sts to copy
the exact intonation of each sentence they hear. Play 2.5
for chorus repetition. If time allows, replay and get some
individual repetions.
2.5
1 Kissing on the cheek and hugging are not practiced.
2 Gifts are never opened in front of the person that gave them.
3 Fill the tea cups of others before pouring your own cup,
even if their cups are not empty .
4 In America, if you dont earn a lot of money, something
went wrong.
5 Everyone expects us to be superheroes.
6 You have to be smart, you have to be involved in arts.
Intonation from audio.
D Point to the picture and ask: Whos she? What does
she do? Where was she born? Then, ask sts to make two
predictions in pairs about Dakotas career. Classcheck.
Point to phrases 1-6 and the timeline just above the text.
Get sts to match phrases 1-6 to the correct circles in the
timeline. Classcheck guesses and ask sts to read the text
to check the correct chronology of facts. Classcheck by
writing the answers on the board.
3, 5, 1, 4, 6, 2
E Sts re-read the text in D and mark statements 1-6
as true (T), false (F) or not mentioned (N). Paircheck.
Classcheck.
1. N 2. F 3. F 4. T 5. N 6. F
F Sts compare the sounds of underlined letters in each of
phrases 1-3 and cross out the odd ones. Paircheck. Then,
ask sts to make sentences with the remaining words. Play
2.6 to check answers.
2.6
1 afraid apples Asia they volcano
2 crazy fashionable statue taxi traffic
3 away eight pair stay straight
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 R2
1. apples
2. crazy Possible answer: The fashionable taxi driver took
me to the statue avoiding the traffic.
3. pair Possible answer: Go straight ahead if I have to stay
away until eight.
Then, ask sts to make sentences with the remaining words
in 2-3, as the example in 1, In Asia they are afraid of the
volcano. Classcheck.
G Role play! Swap partners. In pairs, sts come up with
three social etiquette rules and write them down. Monitor
for accuracy and correct mistakes on the spot. Then, sts
swap rules with another pair.
In pairs, sts act out roles A and B. St A role-plays a tourist
breaking one of the social rules and st B explains the rule
and gives st A tips on whats appropriate / usual according
to the rule. Have sts swap roles once. Classcheck by having
a few pairs acting out the situations to the whole class.
Personal answers.
H MAKE IT PERSONAL Question Time! Tell sts theyre
going to hear twelve questions, the lesson titles from
units 3 and 4. Ask them to listen and write their personal
answers briefly onto their notebooks / a sheet of paper.
Ensure sts understand they dont have to write the
questions down, only their answers.
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English ID 3 Teacher's Book 21x29.3.indd 84
Play 2.7. If necessary, pause after each question, but not
for longget sts to jot down very brief notes.
Sts look at the Language Map on p. 2-3 and take turns
asking and answering the lesson title questions from
units 3 and 4. Monitor closely for accuracy and encourage
sts to ask follow-up questions when suitable. At the end,
ask them how they felt performing the task: Did you feel
comfortable answering all the questions? Which ones were
easy? Which ones were difficult?
2.7
Which city would you most like to visit?
Was your weekend as fun as youd hoped?
Does the traffic drive you crazy?
Have you ever missed any important dates?
How many pets have you owned?
When did you last break a rule?
Does your school system work well?
Whats the ideal age to get into college?
What do you regret not having done?
What would you have said if youd been late today?
Would you like to be a genius?
How do you deal with criticism?
Personal answers.
11/21/13 12:34 PM
 5
Unit overview: In unit 5, sts learn and practice modal verbs to talk about possibilities and express
uncertainty via the contexts of money and shopping. Sts also learn about adjective order and word formation.
Are you a shopaholic?
Lesson Aims: Sts learn strategies to remember prepositional phrases in the context of talking about money and shopping.
Function
Lesson 5.1
Reading a cartoon about a shopaholic.
Taking a quiz to discover if you are a shopaholic.
Listening to an interview for a community support group.
Interviewing a friend on consumer habits.
Vocabulary: Expressions about money and shopping: go window shopping, credit card statement, pay in monthly
installments, overspend, go on shopping sprees. Words with the suffix -holic: chocoholic, workaholic, shopaholic.
Grammar: Prepositional phrases: in debt, in installments, in trouble, in cash, on impulse, on sale, on a shopping spree.
Warm-up Ask sts to revisit p. 36-45 and, in pairs, take turns
asking and answering the lesson title questions in unit 4.
Monitor closely for accuracy and take notes of any mistakes
for delayed correction. Ensure that sts ask follow-up questions
when appropriate. Classcheck.
1 Vocabulary: Money and Shopping
A Books open. Point to the cartoon of Ms. Smith at the
doctors and ask sts to read it. Then, pair sts up and have
them answer questions 1-5. Classcheck.
Read World of English with the whole class. Drill the
pronunciation of all the words ending in -holic. Ask whether
any of the sts in class are chocoholics, shopaholics,
workaholics, and so on.
Suggested answers:
1. no 2. She wants to buy a bag. 3. no 4. Personal
answer. 5. Personal answer.
B Point to the words and phrases in bold and have sts listen
to 5.1 to match them to photos a-f on p. 48. Paircheck.
go window shopping b
bargain a
statement c
save f
in monthly installments e
go on shopping sprees d
C Read the quiz title, introduction, and scoring system
with the whole group. Have sts work individually to take
the quiz and add up their scores. Then, ask sts to find and
read their results in the quiz key. Have pairs of sts compare
their outcomes. Ask the class: So, are you a shopaholic? Do
you agree with your results?
English ID 3 Teacher's Book 21x29.3.indd 85
Language
You wont just die if you dont get that new designer handbag.
I cant resist a bargain.
Are you in debt?
Do you often just see things and buy them on impulse?
Tip Elicit pronunciation for all words with pink letters
in the quiz. Then, draw sts attention to the glossary just
below the quiz results.
Ask: How different would your quiz results be if you were
a billionaire? Link the idea to the Song line on the top of
p. 49 and ask whether sts know the song or the singer who
recorded it.
Song line:
I wanna be a billionaire so freaking bad.
Buy all the things I never had.
Song: Billionaire
Singer: Travie McCoy (USA)
Year: 2009
Personal answers.
D MAKE IT PERSONAL Have sts swap partners. Instruct
pairs to work together to read the model dialog in the
speech bubbles. Then, go over Common Mistakes with the
whole class. Ask pairs to look at photos a-f on p. 48 again
and ask questions to find out which partner is a more
compulsive shopper. Classcheck by inviting volunteer pairs
to share what they found out.
Personal answers.
2 Listening
A Say: Ms. Smith wants to join Shopaholics Anonymous.
Ask whether sts are familiar with groups and
organizations such as Alcoholics Anonymous, which are
intended to offer psychological help and support to addicts.
Show sts the Shopaholics Anonymous admission form and
have them quickly guess the answers to questions 1-5.
Play 5.2 so sts can check their guesses. Then ask: Does
Ms. Smith pass the interview?
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 5.1
5.2 Notice the rising intonation and Do you = GMX.
I = interviewer M = Ms. Smith
I Ms. Smith, welcome to our group. Its a pleasure to have
you with us. Uh You do know how we work, right?
M Yeah. A bunch of maniacs like me, we, um, get together
once a week and try to help each other.
I Well, uh, I wouldnt put it in those terms, but, basically
Yeah, thats the idea. Um, do you mind if I ask you a few
questions first?
M Sure. Go ahead.
I Thanks. The, uh, first question is really simple and
objective.
M Oh yeah?
I Uh-huh. Ms. Smith, are you in debt?
M Well, I am in debt right now, but its not that bad Like,
less than a thousand, I guess Anyway, my daughter will
lend me some money But, yes, Im in debt. Happy?
I OK. Thanks. Now, the second question is really important.
Itll show us if youre really, really trying to change Ms.
Smith, do you really think youre in trouble?
M Deep, deep trouble, young man.
I OK. Thats a good start. Third question Do you often just
see things and buy them on impulse?
M Do I buy things on impulse? Youre kidding, right?
I So thats a yes. OK Next Ms. Smith, do you prefer
to pay by credit card rather than in cash so you can
overspend? You see, credit cards create the illusion that
M Well, I hardly ever pay for anything in cash. I find credit
cards far more practical.
I OK. Ms. Smith, do you ever buy useless things just
because theyre on sale?
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English ID 3 Teacher's Book 21x29.3.indd 86
M Young man, I would buy a ruined castle if it was on sale.
Thats why Im here. This has got to stop. So, uh, did I pass?
I Oh yes, maam, youre in!
M Good! So, see you on Wednesday then?
2. yes 3. yes 4. yes 5. yes
B Ask sts to turn to p. 160-161 and read AS 5.2. Tell
sts to focus on the underlined questions and notice
their rising intonation, as well as contractions. Pair sts
up and have them practice pronouncing each of the
underlined questions. Monitor sts work closely and correct
pronunciation and intonation on the spot.
C MAKE IT PERSONAL Read the 5 box with the whole
class. Have sts swap partners. Ask the new pairs to hide
questions 1-5 in the shopaholic admission form in A,
leaving only the two first words of each question visible
(for example, Are you in 1 and Do you in 2). Have
partners interview each other and ask questions 1-5 from
memory. Monitor and encourage peer collaboration.
Classcheck by having sts report their partners answers.
Ask pairs: Did you both pass the interview?
Personal answers.
Workbook p. 24
ID Online Portal
Grammar p. 124
11/21/13 12:34 PM

Have you ever borrowed money from a relative?
Lesson Aims: Sts continue to practice money and shopping vocabulary and study the pronunciation of words with silent letters in
the contexts of helping shopaholics and discussing consumerism.
Function
Lesson 5.2
Listening to shopaholics talk about their problem.
Noticing / Pronouncing words with silent letters.
Discussing controversial statements.
Reading a blog with an unusual cause.
Vocabulary: Review and practice money and shopping words and phrases. Different ways to refer to U.S. money: buck, grand,
quarter, dime, dead presidents.
Grammar: Verbs: lend, borrow, loan.
Before the lesson: Write the following questions on the board:
When did you last buy something because it was on sale? What
was it? How much did it cost? Did you find it useful afterwards?
Do you save money every month? What for? / Why not?
Have you ever noticed a billing error on your credit card statement?
Warm-up To review vocabulary from the last lesson, have sts
work in pairs to ask and answer the questions you wrote on the
board (see Before the lesson). Ask partners to find two things
they have in common. Classcheck.
3 Listening
A Books open. Divide the class into groups of three and
assign roles A, B, and C for sts in each group. Tell sts that
they are going to listen to an interview with a shopaholic.
Explain that st A is responsible for answering question a,
st B for question b, and st C for question c. Advise sts to
take notes while they listen.
Play 5.3. Have sts share answers to their assigned questions
within their groups. Classcheck by asking sts to report
their partners answers.
5.3
S = Sarah W = woman
S Uh, hi there. Im Sarah and I have a shopping problem.
Ive had a job since I was 15, like six years, and I havent
saved any money at all, like, not a dime!
W So, can you tell me how the problem started?
S Uh, it hit me that I was a, that I had a shopping problem
when I was like $7,000 in debt. I had, like, credit cards
with so many stores, and I just paid for everything on the
cards, you know? But you know what? Most of the debt
isnt purchases. I mean, I have a LOT of stuff, but not
$7,000! I maybe only spent, you know, like threefour
thousand dollars on bags and shoes and things, but the
rest of the money, the rest of the debt is the percentage,
you know, the percentage the card company wants me to
pay, the uh... the interest I have to pay.
W And how did you feel?
S So, it started to get, like, a BIG problem, you know? Like, I
felt sick when I looked at my credit card statements and I
just didnt know what to do, I mean, how was I going to pay
that money? I started borrowing money from friends,
English ID 3 Teacher's Book 21x29.3.indd 87
5.2
Language
It hit me that I had a shopping problem when I was like
$7,000 in debt.
I have no doubt youll be able to pay off your debt.
Men often buy things they cant afford just to impress their
friends.
Im in serious debt and I need ten grand to pay it off. If you
help me, then someday someone might help you when you
need it.
How often do you go on shopping sprees? What type of
products do you buy?
What kind of products do you prefer to pay in monthly
installments?
$10 here, $20 there. But most times I just spent it again,
so that was no good. My friends told me I should ask my
dad, but I couldnt ask him to lend me money, coz he
would be so angry with me. You know, it was so terrible. My
relationships were breaking up, I was getting depressed,
you know, and behind it all just this huge debt, you know?
W Thats bad. So what did you decide to do about it?
S So, yeah, then I heard about Shopaholics Anonymous, and
I went to some meetings and got some help. And now, now
I think things are getting better, you know? Like, they told
me to contact all the credit cards and promise to pay and
I, uh, also I, uh, cut up my credit cards, that was REALLY
hard. And they helped me to make a plan, like, now I only
go to the mall once a month, can you believe that? And
I try to only spend $50 a weekI only use cash, so I put
$50 in my purse on Monday and thats it, no more for the
week. Well thats the plan, sometimes I spend a little more,
like at holidays and things, you know? But you know what
the big lesson I learned is? Dont buy what you cant afford.
Simple as that.
A. She bought many things on her credit cards, and the
interest is very high.
B. She was worried about telling her father. Her relationships
were breaking up and she felt depressed.
C. She contacted Shopaholics Anonymous. She cut up her
credit cards. She contacted the credit card companies.
She has a spending limit of $50 a week.
B Ask: How much did you understand (from listening to
5.3)? 70%? 80%? Say: Listen again and see if you can
understand more this time. Replay 5.3. Classcheck.
Personal answer.
C Ask sts to rejoin their groups from A and to use their
notes to decide whether sentences 1-6 are true (T) or false
(F). Paircheck. Classcheck.
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 5.2
1. F 2. T 3. T 4. F 5. F 6. F
4 Pronunciation: Silent Consonants
A Assign new pairs. Have sts practice saying words with
silent letters. Play 5.4 to classcheck. Replay 5.4 for
individual and choral repetition.
Ask sts to think of other words that also have silent
consonants. Allow them about a minute to think of and write
words down in pairs. Classcheck, keeping a record of sts
contributions on the board. At the end, drill pronunciation of
all words.
Tip If time allows, ask sts to turn to the list of irregular verbs
on p. 136-137 and look at past forms ending in -ght, e.g.,
taught, caught, thought. Drill pronunciation and have sts look
for more verbs with silent letters on these pages.
Suggested answers:
s(t) Christmas, whistle, wrestle, fasten (see lesson 3.5 Skills)
m(b) limb, climb, crumb, dumb, bomb
(b)t doubt, debt
(gh)t caught, taught, thought, might
(k)n knee, knight, know, knowledge
B Read World of English with the whole class. Point to
sentences 1-5 and tell sts there are two words with silent
letters in each sentence. Have sts find and cross out the
silent letters. Paircheck. Play 5.5 so sts can listen and
check their answers. Classcheck by writing the answers on
the board.
Have pairs of sts practice saying words with silent letters
from 1-5 at the same time. Before pairs begin, model the
activity with a student to demonstrate saying words together,
simultaneously. Monitor sts pronunciation closely and
correct any mistakes on the spot. At the end, have the whole
class say the words together. Signal or conduct the choral
recitation, e.g., at the count of three or by raising your hand.
1. I have no doubt youll be able to pay off your debt.
2. The traffic cop whistled and told me to fasten my seatbelt.
3. Its difficult to understand signs in a foreign language.
4. My neighbors daughter has moved out.
5. The police will climb the mountain to look for the bomb.
C Allow sts time to figure out the rules by themselves
and ask them to complete the 5 box in pairs. Refer them to
A and B. Classcheck.
Tip Raise sts awareness and prevent hypercorrection. Warn
sts that letters st do not always mean a silent t. Often, both
sounds are pronounced. Have sts compare custom, costume,
hamster, fast, and sister with the suggestions in A.
B is often silent before t and after m.
G is often silent before h and n.
T is often silent between s and e or le.
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English ID 3 Teacher's Book 21x29.3.indd 88
D Tell sts that they are going to play the Competitive
Dictation game. Explain that they will hear five sentences.
Working in pairs, they should write the full sentences with
the correct spelling. Play 5.6. Replay the track. Classcheck
by writing the answers on the board and checking whether
any pairs got all the words right.
5.6
1 So, do you come here often?
2 Mary had a little lamb, little lamb, little lamb
3 Hello and welcome to my castle.
4 I caught a terrible cold, so Ill have to stay home till
Wednesday.
5 Call the plumber! Quick! Oh, how could I be so dumb?
1. So, do you come here often?
2. Mary had a little lamb, little lamb, little lamb...
3. Hello and welcome to my castle.
4. I caught a terrible cold, so Ill have to stay home till
Wednesday.
5. Call the plumber! Quick! Oh, how could I be so dumb?
E MAKE IT PERSONAL Divide the class into groups of
four or five. Each student in the group should choose
two opinions to agree or disagree with, sharing his / her
reasons with the other group members. Encourage sts
to respond to and question their group members, and
refer them to the model sentences in the speech bubbles.
Monitor and take notes for delayed correction. Classcheck
sts opinions and provide sts with language feedback.
Personal answers.
5 Reading
A MAKE IT PERSONAL Ask: How often do you access the
Internet? Ask sts to list the five websites they visit most
often. Read the model sentences in the speech bubbles
with the group. Pair sts up and ask them to share and
compare their lists. Classcheck and try to discover the
most visited website among the sts in the class.
Personal answers.
B Point to the website URL in the direction line and ask
sts to dictate it for you to write it on the board. Ask: Whats
this site about? Have sts guess and discuss their guesses in
pairs. Classcheck sts guesses.
Personal answers.
C Ask sts to hide the text with a sheet of paper, their
notebooks, or their workbooks. Ask them to leave the first
line of the text visible and to cover the rest. Sts should
guess the first word in the next line and uncover the text,
line by line, to check their answers. Classcheck and ask:
How many words did you guess right?
Read World of English with sts. Tell them that they are
going to listen to the text as they read along and look for
examples of money references. Play 5.7. Classcheck.
11/21/13 12:34 PM
 5.2

dollar, debt, grand, credit card debt, salary, buying, store,
shopping sprees, borrow money, bank, pay, rent, spending,
buy, sale, Shopaholics Anonymous, lend me money, buck,
donate, $1, $2, donate, quarter, dime
Ask sts if they know the song mentioned by John in his
website. Point to the Song line on the top of p. 51 and, if
possible, play part of the songs video on YouTube.
D MAKE IT PERSONAL Assign new pairs. Have sts read
the directions for the activity. Ask partners to share their
opinions about John Smiths website idea and think of
somebody whos been in the same situation. Classcheck.
Personal answers.

Song line:
I had a job, but the boss man let me go. Workbook p. 25
He said Im sorry, but I wont be ID Online Portal
needing your help no more. Grammar p. 124
Song: I Need a Dollar
Singer: Aloe Blacc (USA)
Year: 2010

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 5.3
Are you a good guesser?
Lesson Aims: Sts learn about and use modal verbs in the context of speculating and expressing possibility and uncertainty.
Function
Lesson 5.3
Listening to someone speculating while on the phone with a friend. Youre telling me theres actually a chance your crazy idea
Talking about possibilities and probabilities.
Guessing about classmates lives.
Vocabulary: Phrases to emphasize uncertainty: Im not sure, but Who knows? I guess I dont know, but
Grammar: Modals for possibility and probability: must, cant, might, could.
Before the lesson: Write the following sentences on the board:
1. I hate borrowing money. People never pay me back!
2. The bank loaned me three grand at 5% interest a month.
3. I loaned $2,000 from the bank, and now I owe them $5,000!
Warm-up Review the differences in the meanings of the
verbs lend, loan, and borrow with a short activity. Show sts
the sentences you wrote on the board (see Before the lesson)
and ask them to find and correct three mistakes. Paircheck.
Classcheck.
1. I hate lending / loaning money. People never pay me back!
3. I borrowed $2,000 from the bank, and now I owe them
$5,000!
5. I forgot my pen at home. Can I borrow yours?
6 Listening
A Books open. Point to the man in the photo and say: This
is John Smith from the last lesson. Do you remember his blog?
What was it about? Elicit what sts remember about the
website www.savejohnsmith.com (see p. 51).
Point to the woman in the photo and say: Hes on the phone
with Laila. Read sentences 1-3 and have sts predict the
answers. Say: Lets listen to their conversation and circle the
correct choices. Play 5.8. Paircheck. Classcheck.
5.8 Notice -ous Vand -en QorQ
L = Laila J = John
L Hi John, its Laila. I saw your site.
J Pretty cool, huh?
L Are you insane? You cant be serious!
J Im dead serious. Savejohnsmith.com is my last hope.
L No way! You must be kidding!
J Look, you know how much I owe the credit card company,
dont you? Im out of work, Ive run out of money, Dad wont
help me and
L So you start begging online. Yeah, brilliant.
J Look, I overspent. Big deal. It could happen to anyone.
L Youre right. Im sorry, uh, its just that I mean, this is so
freaking unusual. My best friend has become some sort
of a virtual beggar!
J Well, Im not the first one, you know?
L Huh? What do you mean?
J Last week I read an article about this New York woman
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English ID 3 Teacher's Book 21x29.3.indd 90
Language
might work?
Who knows? It could work. You must be kidding.
Youre in shape. I think you might work out a lot in your free time.
4. Never loan money to family or friends.
5. I forgot my pen at home. Can I lend yours?
called Karyn Bosnak, thats right. Well, a few years ago,
when she was whatin her early 20s, she got into some
horrendous debt
L Sounds suspiciously familiar.
J Yeah Shed just finished college and was working as, uh,
as a talk show producer or something. Anyway, she lost
her job, kept on shopping, just couldnt stop, and uh
anyway, she ran up a huge debt. Massive debts. She owed
the credit card company more than 20 grand, I think. So,
long story short, heres what she does She creates a site,
writes an honest letter on the home pagejust like mine
and bingo! In a matter of days, the donations start pouring
in, from all over the world. Turns out she was able to pay
off her debt in 20 weeks.
L Wow! So youre telling me she got 20 grand from complete
strangers?
J No, no... It was actually 13K in donations and the rest
Well, I think she used her savings and sold some of her
stuff on eBay or something like that She actually wrote
a book about her experience, and then, um, another one,
now shes a famous writer, apparently They even made a
movie out of her last book.
L Incredible! I dont know what to say Now, seriously
Youre telling me theres actually a chance your crazy idea
might work?
J Why not? If the site worked for her, it could work for me.
Who knows?
1. bad 2. is 3. was
B Have sts briefly read sentences 1-6. Play 5.8 again and
ask sts to mark true (T) or false (F). Paircheck. Replay 5.8
if necessary. Classcheck.
1. F 2. F 3. T 4. T 5. F 6. F
C Ask: Whos Karyn Bosnak? If necessary, refer sts to AS
5.8 on p. 161. Write on the board, She ran out of money.
Ask: What does run out of money mean?
11/21/13 12:34 PM

Point to photos 1-3 and have sts work in pairs to decide
what each person has run out of. Classcheck.
1. He has run out of gas.
2. He has run out of time.
3. He has run out of milk.
D Have sts swap partners. Ask partners to discuss
questions 1-3 and try to find at least one opinion they
have in common. Have sts read the model dialog in the
speech bubbles before they start the task. Classcheck
by inviting sts to say what they remember from their
partners answers.
Personal answers.
7 Grammar: Modals of Possibility / Probability
A Point to speech bubbles 1-4 and ask sts to fill in the
blanks with one word. Paircheck. Play 5.9 so sts can check
their answers.
1. must 2. cant 3. might 4. could
Read the 5 box with sts and draw their attention to the
examples in speech bubbles 1 (You must be kidding),
2 (You cant be serious), 3 (might work), and 4 (It
could work for me). Play 5.9 again so sts can notice the
pronunciation of t and d before consonants. Lead the class
in choral repetition of the phrases.
5 box: consonant
Go over World of English with the whole class and elicit
which phrase is used in speech bubble 4.
Who knows?
Refer sts to the Song line on the top of p. 53 and share the
cultural note about the song and the band.
Song line:
I could be wrong, I could be right,
I could be black, I could be white.
Song: Rise
Band: Public Image Ltd (UK)
Year: 1986
Cultural note Public Image Ltd was a post-punk band formed
by John Lydon (also known as Johnny Rotten, former lead
singer of the Sex Pistols). The song Rise was written about
the apartheid that took place in South Africa in the 1980s.
B Have sts study 1-4 in A and check the correct
definitions in the Grammar box. Paircheck. Classcheck.
Read Common Mistakes with sts. Do a quick substitution
drill with correct sentences in the box. Say: It could rain
today. Repeat! Prompt May / Might to direct sts to change
the original sentence to It may / might rain today. Monitor
pronunciation closely for the application of the tip from
the 5 box on p. 52.
English ID 3 Teacher's Book 21x29.3.indd 91
5.3
Must Cant Might Could
Im almost sure this is true. 9
Im almost sure this isnt true. 9
Maybe this is true. 9 9
C Point to 1-6 and say: These are comments on Johns
website. Look at what people are saying Are they positive or
negative? Allow sts to quickly read the sentences.
Ask sts to fill in the blanks with must or cant plus a verb
from the box. Classcheck. At the end, ask: What would you
say to John? Have sts write a short comment they could
post on Johns blog. Then, ask sts to read their sentences
aloud to their peers.
1. cant be 2. must think 3. cant / telling
4. cant / expect 5. must have 6. must be
D Tell sts that they are going to play a guessing game.
Explain that they are going to hear some short extracts of
different conversations, and then they should guess the
answers to questions 1-6.
Ask sts to read the model guesses in the speech bubbles
and instruct them to use modals in their guesses for 1-6.
In addition, encourage them to use phrases from
World of English (see p. 52) when appropriate.
Read all the questions with sts and then play 5.10.
After each extract, pause to allow sts to discuss possible
answers in pairs. Monitor closely for the use of modal
verbs and encourage sts to share and compare their
guesses with the rest of the class. Classcheck in E.
5.10
1 What would you like for dinner, Rico? Tuna or chicken?
Oops, were out of tuna, Rico. Sorry.
2 Help! Somebody help! Oh my God. Not now. Im late for
work. Can anybody hear me?
3 I swear I did it Mrs. Andrews, I swear, but Bart ate it. I tried to
stop him, but I couldnt. It wont happen again, I swear.
4 [breathing]
5 OK done that. What should I do now? Really? Well, if
you say so OK, Ive closed the window, but I dont
understand How will that help?
Personal answers. Sts should guess using modal verbs.
E Have sts listen to the conversations in full and check
their guesses from D. Play 5.11 and classcheck.
5.11
A = Alberto L = Laura E = Ernie Mrs. A = Mrs. Andrews
T = Tony W = woman S = Susie M = man
1 A What would you like for dinner, Rico? Tuna or
chicken? Oops, were out of tuna, Rico. Sorry. You
poor baby!
2 L Help! Somebody help! Oh my God. Not now. Im late
for work. Can anybody hear me? Excuse me hi
Im stuck between
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 5.3
I the fourth and the fifth floor. Could you send
someone, please? Quick!
3 E I swear I did it Mrs. Andrews, I swear, but Bart ate
it. I tried to stop him, but I couldnt. It wont happen
again, I swear.
Mrs. A The dog ate my homework. Yeah, right. Pretty lame
Ernie. Pretty lame.
4 T [breathing]
W OK, great. Breathe in as you move your left leg, and
breathe out as you move your right leg to the left. Is
everybody OK? Now, feel the vital energy flowing to
your arms and hands.
5 S OK done that. What should I do now? Really? Well,
if you say so OK, Ive closed the window, but
I dont understand How will that help?
M Maam, I asked you to close the computer window
your browser, you knownot your living room window.
S My computer has no windows. Or doors. What are
you talking about?
Sample answers:
1. I think he might be talking to his cat.
2. She must be in an elevator.
3. He must be talking about his dog eating his homework.
4. I dont know. He could be doing yoga.
5. I think she might have a computer problem.
F Pair sts up. Ask them to look at statements 1-6 and decide
whether they are fact or fiction. Have two sts role-play
the model dialog in the speech bubbles for the whole class
and highlight the use of might, could, and the phrase Im not
really sure. Then, ask pairs to discuss 1-6. Monitor pairs
discussions closely and correct any mistakes on the spot.
Classcheck sts opinions first and then provide them with the
answer key.
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English ID 3 Teacher's Book 21x29.3.indd 92
Students should use modals to express whether they think
these are fact or fiction. The actual answers are as follows:
1. T
2. F
3. T
4. F (It is 75% water.)
5. T (if crying refers to tears) or F (if crying refers to a sound)
6. T
G MAKE IT PERSONAL Assign groups of three or four sts
randomly, or if you prefer, assign sts who usually sit away
from one another to take part in the same groups.
Point to the lesson title question on the top of p. 52 and
ask: Are you a good guesser? Explain that sts should guess
the answers to 1-6 for each of their group members. Allow
sts two or three minutes to read questions 1-6 and jot
down a few notes about their classmates.
When time is up, ask sts to read the model guesses in the
speech bubbles. Then, sts have to do the same and make
guesses about their classmates within the groups. Monitor
sts work and take notes for delayed correction.
At the end, ask: Whos the best guesser in your group? Why?
Provide sts with feedback on their performance, as well as
any necessary correction.
Personal answers.
Workbook p. 26
ID Online Portal
Grammar p. 124
11/21/13 12:34 PM
 5.4

Have you ever bought a useless product?

Lesson Aims: Sts look at and practice adjective order via the contexts of reading an article about infomercials and listening to
and talking about frustrating shopping experiences.

Function Language
Lesson 5.4

Reading an article about infomercials. As far as Im concerned, infomercials are an unappreciated

art form.
Reading / Listening to unsuccessful shopping experiences. here, for your enjoyment, are two of the most useless
gadgets Ive ever bought!
Talking about a frustrating shopping experience. I bought some very expensive sunglasses and left them in a taxi.
Writing an infomercial. Glamorize your look with these fashionable silver earrings.
Vocabulary: Word formation: Suffix patterns for adjectives, nouns, verbs, and adverbs.
Grammar: Adjective order.

Warm-up Ask sts to open their books to the pronunciation actually adverb
chart for vowel sounds on p. 154. If youre teaching Spanish currently adverb
speakers, have sts focus on the symbol (S); or focus on (P) if
enjoyment noun
your sts home language is Portuguese. Tell sts that sounds
have been marked with (S) or (P) when the phoneme is often useless adjective
mispronounced by speakers of that language. Have sts work in gorgeous adjective
pairs to find the vowel sounds marked with (S) or (P) and take remarkable adjective
turns pronouncing the words in the drawings, as well as some
tighten verb
of the words listed at the bottom of the page. Monitor their
pronunciation closely and correct any mistakes on the spot. freaky adjective
Ask: Which sounds are difficult for you (personally)?
Draw sts attention to the word classes in the box (adverb,
noun, adjective, verb). Have sts match the underlined
8 Reading words from the article to their correct meanings and copy
them into the box. Paircheck. Classcheck.
A Books open. Write the portmanteau word infomercial
on the board and challenge sts to infer its meaning. Point Tip At the end, drill the pronunciation of all the underlined
to World of English and play 5.12, asking sts to listen and words. Lead choral and individual repetition for each word.
read about words combined to make new words. If the
technology is available, google portmanteau words to
gorgeous, remarkable, freaky, actually, useless, enjoyment,
find more examples. Ask: Do you ever watch infomercials?
tighten, currently
Do you have a favorite?

Personal answers.
B Ask sts to read the introduction of Two useless products
Ive bought! and check the answer choice that best
describes the author of the article. Paircheck. Classcheck.
often disappointed with the products
E Pair sts up and have them answer the question. Refer
sts to the model dialog in the speech bubbles. Classcheck
by asking sts to share their partners opinions with the
whole class.
Personal answers.

F Point to the photos on the right side of the page again

C Play 5.13 as sts listen to and read the article in full. and ask: Which product was not mentioned in the article?
Have sts match two of the photos on the right to products Check whether sts can name the product being advertised
1-2 mentioned in the text. Classcheck. (a hair straightening iron, a straightener, or a flat iron).

1. man using a vacuum cleaner on his hair
2. woman wearing a mask
D Model the activity. Point to the first underlined word
in the article, actually. Point to the box of definitions and
synonyms and ask: What does actually mean?
Stronger classes Ask sts to look at the underlined words in
the article and classify them as adjectives, adverbs, verbs, or
nouns. Classcheck.
Tell sts that they are going to hear two friends talking
about this product. Say: Listen to the dialog and find out the
answer to this question: Was the woman happy about it? Play
5.14. Classcheck.
5.14 Notice the intonation of the echo questions.
M = man W = woman
M cant believe you bought one of those. You cant be serious.
W I swear. I bought it on impulse. It was pure madness, I know.
M You bet. Was it expensive?

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 5.4
W Expensive? It cost a fortune. I felt really guilty afterward, Paircheck. Play 5.15 to classcheck. Write the answers on
of course. the board to help ensure spelling accuracy.
M Buyers remorse, huh?
2. guilty 3. wonderful 4. disappointment
W Yeah, at the time it seemed like a wonderful product, but
5. actually / dangerous 6. hospitalized
It was such a disappointment.
7. assistance 8. fashionable
M Well, what would you expect from these awful infomercials?
W I know, yeah And this thing was like, actually quite Read Common Mistakes with the whole class and elicit other
dangerous.
adjectives ending in -ful, e.g., beautiful, meaningful, successful,
M Dangerous?
helpful, painful, colorful.
W Mmm, it nearly killed me.
M Killed you? What do you mean?
C MAKE IT PERSONAL Pair sts up. Ask pairs to look back
W Huh, it got stuck! And it, it wouldnt let go of my hair
at 1-8 in B and share similar experiences or talk about the
I swear And the temperature switch fell on the floor
last time they felt like that. Classcheck sts stories and ask
when I tried to turn it down.
partners: Whose experience was worse?
M Well, it couldve hospitalized, but not really killed you.
Come on!
Personal answers.
W I know, Im kidding Yeah. Anyway, the product stopped
working after a week or two and there was no technical
assistance at all. What a waste of money. 10 Grammar: Order of Adjectives
M But, uh, why on earth did you want to straighten your hair,
Liz? I love it the way it is. A Read the sentences in the Grammar box with sts and
W You do? Thanks. Well, it was fashionable at the time, encourage them to notice the adjectives. Ask: Which ones
I guess. are opinion adjectives? Then, have sts read and circle the
correct rule for adjective order. Classcheck.

She thought it was dangerous.

Tip For further practice, ask sts to complete the activities on
Grammar, on p. 125.

9 Vocabulary: Word Formation

Opinion adjectives usually come before facts.
A Direct sts attention to the words in bold in the article
on p. 54. Instruct sts to copy these words into the right
B Direct sts to read infomercials 1-7 and find five
column of the chart. Ask sts to underline suffixes that
mistakes in adjective order. Paircheck. Classcheck.
helped them identify the word class. Paircheck. Classcheck
by writing the answers on the board.
1. Correct.
Weaker classes For this activity, have sts work collaboratively 2. A miraculous Japanese knife that can cut
in pairs. through anything!
3. Correct.
4. Jeans that look fashionable, but feel like comfortable
Nouns Verbs Adjectives Adverbs
cotton pajamas.
enjoyment generalize useless seriously
5. An incredible metal accessory that creates gorgeous
solution tighten gorgeous apparently
hairstyles instantly!
ability purify remarkable shockingly
6. Glamorize your look with these fashionable
appearance rejuvenate freaky actually
silver earrings.
fitness currently
7. Throw out your ugly leather shoes and buy our fantastic
waterproof boots today!
B Focus on the example sentence 1. Ensure that sts
understand that they need to transform the root word C MAKE IT PERSONAL Have sts read the Song line on the
given by adding a suffix. Complete number 2 with sts. top of p. 55 and elicit or provide the names of the song
Then, ask them to fill in the blanks with the given words and band.
and appropriate suffixes.
Song line:
Tip Before sts start thinking of suffixes and filling in the
Im advertising love for free,
blanks, have them carefully read 1-8 and analyze which
so you can place your ad with me.
class of word (adjective, adverb, noun, or verb) they will need
Song: Hard to Handle
in each context. Ask them to make brief notes next to the
Band: The Black Crowes (USA)
sentences (adj., adv., etc.). After that, they can go back to the Year: 1990
beginning to transform the root words with the correct suffix This song was originally recorded by American singer Otis
and fill in the blanks. Redding in the 1960s.

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 5.4
With the whole class, read the product options in the box Tip Refer sts to the Writing Bank on p. 150. If time is
and have sts guess what each product is or could be about. available, go over some of the exercises with sts, or assign the
Divide the class into groups of three or four sts. Within page for homework.
their groups, they should collaboratively create a
30-second infomercial advertising one of the products. Personal answers.
Ask sts to use adjectives and phrases from the lesson.

Walk around the classroom and offer help whenever

necessary. When sts are ready, have groups present Workbook p. 27
their ads to the whole class. Ask: Which one was the most ID Online Portal
creative? Which was the funniest? Which products would Grammar p. 124
Writing Bank p. 150
you consider buying?

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 5.5
Do you often buy things on impulse? /
When did you last complain in a store?
Lesson Aims: Sts learn to name the five senses via reading an article about supermarket psychology. Sts also listen to and
role-play assistantcustomer dialogs about shopping problems.
Function
Lesson 5.5
Reading an article about supermarket psychology.
Talking about how supermarket strategies influence you.
Listening to customer and shop assistants dialogs.
Acting out dialogs about shopping problems.
Vocabulary: The five senses: sight, hearing, touch, smell, taste. Supermarket checkout, aisles, gadgets. Expressions related to
shopping problems: Im afraid your credit card has been declined. Wed be happy to exchange it for another one.
Warm-up Books closed. Ask sts who does the grocery shopping
in their house and where they usually shop. If necessary, explain
the word grocery. Encourage sts to describe the places they
mentioned, asking questions about the location / arrangement
of products.
Skills: Reading for Confirmation
A Books open. Ask: Have you ever heard about
supermarket psychology? Elicit possible definitions from
sts and then instruct them to read the introduction to the
article in C. Ask: Were your guesses correct?
Refer to the introduction again and ask Who are they?
Classcheck.
Personal answers.
They are supermarket managers.
B Ask: Can you name the five senses in English? Elicit or
teach the words sight, hearing, touch, taste, and smell.
Ask: How do you think supermarket managers might
assault our five senses? Have sts discuss the question in
pairs. Classcheck personal ideas.
Get sts to briefly read paragraphs 1-8 and identify
references to the five senses. Classcheck.
Personal answers.
C Tell sts that they are going to listen to the whole text
as they read along. Write two questions on the board:
(1) How do supermarkets make us spend more? and
(2) How can we avoid it? Then, pair sts and assign roles
A and B within each pair. Explain that st A should look for
answers in paragraphs 1-4, and st B should do the same
for paragraphs 5-8.
Play 5.16 as sts listen and read along. Allow time for
partners to exchange their text findings. Classcheck.
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English ID 3 Teacher's Book 21x29.3.indd 96
Language
whichever supermarket you go to, youll inevitably find the
same basic arrangement of products.
It doesnt work on me cause I only buy the basics.
Unfortunately, we cant give you a refund.
Why do you never have larger sizes? Im not coming here again!
Board:
1. They place the exit far from the entrance. They let you try
food and drinks. They put vegetables at the front of the store
to make you feel fresh and happy. They place everyday items
at the back of the store so that customers will walk past
lucrative items. They use food aromas to make customers
hungry. They place expensive items at eye level. They place
items to encourage children to ask for items. They play slow
music to encourage customers to walk slower.
2. Personal answers.
Draw sts attention to the glossary at the bottom right of
the article. Have sts match the bold words checkout, gadgets,
and aisles to photos 1-3. Classcheck.
Photos:
checkout c
gadgets a
aisles b
D MAKE IT PERSONAL Have pairs of sts take turns asking
and answering 1-4. Refer sts to the model in the speech
bubble. Classcheck and ask partners: Have either of you
succumbed to supermarket psychology?
Personal answers.
in Action: Shopping Problems
A Write shopping problems on the board and have the
class brainstorm the types of problems people can have
when purchasing goods.
Tell sts that they are going to listen to three conversations
about shopping problems. Ask Which were successful
shopping experiences? and play 5.17. Classcheck.
5.17 Notice ,  and the consonant clusters.
C = customer SA = store assistant
1 Choosing
SA Hello madam, do you see anything you like?
11/21/13 12:34 PM

C Oh, hi. Yeah, I like these shoes. Can I try them on?
SA What size do you take?
C Do you have a size ten in stock?
SA A ten? UhIm sorry madam, were sold out.
C Typical! Why do you never have larger sizes? Im not
coming here again!
2 Paying
SA Next, please Hello. Just the jeans and these two
T-shirts?
C Yes... No, sorry, this dress too.
SA OK, that looks very nice.
C Oh, its for my girlfriend.
SA Very nice. So thats $174.70. Cash or charge?
C Uh, charge.
SA OK. Swipe your card, please.
C Uh-huh.
SA Ah. Im afraid your card has been declined. Um, do you
have another card?
C Declined! But thats ridiculous! Its a new card, and I know
Im not over my limit. Your machine must be broken.
3 Complaining
C Hello, hello. Yes, Id like to return this TV. I bought it here
the other day and it doesnt work.
SA I see. Uh What seems to be the problem?
C Well, I bought it here the other day, uh Thursday, and
when I got it home, I took it out of the box and well,
you can see. This button is broken. Look, its coming off.
SA Oh, oh yes. Well, uh, unfortunately we cant give you a
refund, but wed be happy to exchange it for another
one.
C Oh, thats great. Thank you so much.
SA Sure, uh, I just need to see your receipt.
C Yes, of course. Uh, its in here somewhere. Here it is.
1. The store didnt have the correct size unsuccessful
2. The credit card was declined unsuccessful
3. The TV didnt work successful
B Point to the three shopping stages in the chart:
choosing, paying, and complaining. Read sentence 1
and elicit the correct ending in the second column. Then
ask: Who says that: the customer or the shop assistant?
Instruct sts to match sentences 2-10 to the correct endings
and then to write C for customer or SA for shop assistant.
Paircheck. Replay 5.17 to check answers. Classcheck by
writing the answers on the board.
English ID 3 Teacher's Book 21x29.3.indd 97
5.5
(5) SA (8) SA (2) SA (6) SA (7) SA (4) SA (10) SA
(3) C (1) C (9) SA
C Have pairs of sts hide the right-hand column in B and
role-play the three dialogs from memory. Then, ask sts
to act out the conversations again swaping roles. Monitor
pairs work closely and correct any mistakes on the spot.
At the end, invite a pair of sts to role-play the dialogs for
the whole class.
Refer to the answer key in .
D Have sts briefly read 1-3. Play 5.18 and ask sts to listen
and fill in the blanks with the missing verbs. Classcheck and
ask: Which one sounds more polite? Replay 5.18 and lead
choral repetition of each sentence.
1. do / have / coming
2. Declined / know / m / broken
3. like / return / bought / work
E Have sts swap partners. Ask pairs to choose one situation
from B and study AS 5.17 on p. 161 for a minute. Then, have
them close their books and act out their chosen dialog.
Monitor and encourage peer correction and collaboration.
At the end, invite volunteer pairs to act out their dialog from
memory for the whole class.
Refer to AS 5.17.
F MAKE IT PERSONAL Have sts swap partners once again.
In these new pairs, sts should choose one of situations 1-3
to act out. Ask sts to use sentences from B and D. Monitor
closely and take notes for delayed correction. Round off
the class with three different pairs role-playing one dialog
each for the whole group.
Personal answers.
Workbook p. 28
ID Online Portal
Grammar p. 124
ID Caf Video p. 142
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 R3
Review 3
Midterm
The 55 Seconds game is an extended collaborative
speaking game. Pairs play against each other as two teams
competing and scoring points.
Tip This is an opportunity for an oral evaluation of the class at
the end or midpoint of the course, depending on whether you
are using the split or the full edition. The aim is to generate
enough speech to give an oral mark. Monitor sts closely, so
you hear enough of each students speech to be able to award
a simple, impressionistic evaluation mark, for example:
A = Excellent
B = Very good
C = Good
D = Needs improvement
This can translate into a significant percentage20%, 30%, or
even moreof your overall evaluation score for each student.
To play the game, divide the class into groups of four. Each
group is divided by two teams of two. Within each pair, sts
should decide who is st A and who is st B. Groups can toss
a coin to decide which team starts the game.
Each of the five rectangles represents a unit, from unit 1
on the top left and continuing counterclockwise to unit 5
in the middle. There are four games in each unit square.
Explain to sts that they will have 55 seconds for each
game. One team monitors the time (55 seconds) while
the other team plays. Once both teams have played all
four games on a unit square, they should move on to the
next one. The winner is the first team to reach a total
of 55 points. They should shout out 55 finished! when
they get there.
To begin, team 1 should start at the square for unit 1
(top left), and team 2 should start at the square for unit 4
(top right). First team 1 and then team 2 should play
Count the Questions. Then, the teams should follow the
arrows to their next units and play Describe Discover.
Teams should continue following the arrows from one unit
to the next, playing the games in this order: first Count
the Questions, next Describe Discover, then Role-Play,
and finally Topic Talk.
Set up each game carefully the first time sts play it, so
they know how to play it (see the examples below). Point
out the instructions and scoring for each game under the
unit 4 square. Have sts read the instructions before they
start playing the game. To make sure they understand, ask
them to give an example of what to do each time.
Count the Questions
In this game, the opposing team chooses one of the small
photos for the other team to speak about and counts the
correct questions the sts are able to ask about it. St A asks
all the questions he / she can about the story behind the
photo. Each question scores one point, so the more correct
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English ID 3 Teacher's Book 21x29.3.indd 98
questions the student asks, the more his / her team scores.
St B answers st As questions however he / she likes, trying
to be as imaginative as possible. They score 1 point per
correct question. The sts on the other team make a note
of any questions they think are wrong and can challenge
them at the end. If any of the questions are found to be
incorrect, the team loses the point scored. Then sts swap
roles and repeat the process using a different photo.
For example, questions for the first photo in the unit 1
square might be the following: Whos the woman in the
photo? (The old lady on Facebook.) Is she sleeping? (No, shes
using a computer.) Is she alone? Whats she wearing? Is she
eating? Whats she thinking? Whats behind her? Sts may
make up any questions and answers they like; they do
not need to match or remember the story from the book,
as long as the question is accurate and the answer is
reasonable for the question.
Describe Discover
In this game, the opposing team chooses a noun, adjective,
or verb from the unit and whispers it to st A. Then, st A
must define and describe the word or phrasewithout
using the word itselffor st B, who listens, asks questions
and takes guesses until he / she identifies and says the
word. The team scores 5 points for a correct discovery
within the 55 seconds. Then sts swap roles and repeat the
process using a different word.
For example, if the word were speed dating, st A might say,
Its a noun. Its something you do with people you dont
know. You go to a special place and meet lots of new people
quickly. You ask questions and they ask you questions in a
limited time, until you meet a person you like...
Role-Play
In this game, teams act out the situations illustrated in the
large cartoons. Encourage sts to be creative! Give them 30
seconds to prepare and 55 seconds for the role-play itself.
First one team and then the other should act out the same
role-play. If they land on the same role-play twice, they
should swap roles. Sts should be familiar with the idea of
role-playing, as they have already done several role-plays
during the course.
Teams should calculate their points at the end of each
role-play. To score, teams begin with 10 points and lose:
1 point for each mistake the other team notices. (The
opposing team should note mistakes and tell the other
team at the end of the role-play.)
5 points each time they pause for 5 seconds or more. (The
other team should time this accurately.)
11/21/13 12:34 PM

Tip Before sts begin, you may wish to remind them of some
useful fillers and hesitation devices, e.g., uh, er, um, well, you
know, I mean, right, you know what I mean, where was I, so, as
I was saying, anyway, the thing is, actually, literally, basically.
Topic Talk
In this game, the opposing team chooses a topic from the
three listed in the blue box and counts the mistakes as sts
on the other team discuss the topic. In their discussions,
sts should ask questions, give opinions on the pros and
cons and generally say as much as they can that is
relevant in 55 seconds. Then, sts should swap roles and the
opposing team should choose a different topic for them to
discuss. Remind sts to use each topic only once.
English ID 3 Teacher's Book 21x29.3.indd 99
R3
Teams should calculate their points at the end of each
discussion. To score, teams begin with 10 points and lose:
1 point for each mistake the other team notices. (The
opposing team should note mistakes and tell the other
team at the end of the discussion.)
5 points each time they pause for 5 seconds or more. (The
other team should time this accurately.)
Monitor closely as sts play, resolve any questions about
what is or is not accurate and keep a running tally of
teams score to keep the games competitive and add to the
fun. If one group finishes very quickly, have them swap
partners and play again.
99
11/21/13 12:34 PM
 6.1

6
Unit overview: In unit 6, sts study restrictive and non-restrictive relative clauses in the
contexts of TV, movies, and videos. Sts also watch a How to video on how to make a movie
and write their own tip on a different How to topic using Imperatives.

Are you addicted to TV?

Lesson Aims: Sts learn various TV genres, expressions, and TV-related vocabulary and use this vocabulary to talk about their
personal viewing habits and programs in general.

Function Language
Lesson 6.1

Answering a survey on TV. Which kinds of TV shows are you into? How do you prefer
foreign TV shows: dubbed or with subtitles?
Listening to a father and daughter talk about the history of TV. The first TV I remember was in black and white, and it was
massive.
Talking about viewing habits. I often watch TV on my tablet in bed.
Vocabulary: TV genres: cartoons, soap operas, sports events, live gigs, medical drama. Compound nouns: billboards, talk shows.
Dubbed, subtitles, reviews, subscribe to, stream a show, trend on Twitter, cyber buddies, be into (something), be addicted to
(something).
Grammar: Review Present Simple for habits and routines.

Warm-up Have pairs of sts take turns asking and answering
the lesson title questions from unit 5 on p. 48-57. Encourage
sts to ask follow-up questions when appropriate. Monitor
pairs closely and take notes of interesting or creative
answers, as well as of the use of appropriate vocabulary and
grammar, so you can provide them with positive feedback at
the end. Classcheck.
B Point to the words in bold in question 1 in A. Ask: What
does it mean to be into something? Have sts look at that
part of speech and the definition in the box: verb really
like. Instruct sts to match the other words in bold and
phrases from A to the remaining definitions in the box.
They should write the glossary or base form of the words.
Paircheck. Play 6.2 so sts can check their answers.

8. billboards 7. reviews 5. subscribe to 1. be into

2. (be) addicted to 3. dubbed 4. subtitles 6. season
1 Vocabulary: TV Genres and Expressions
A Books closed. Invite sts to list the best TV programs on C Read World of English with the whole class and elicit and
local channels. Ask the whole class: In your opinion, which drill pronunciation for all the compound nouns in the box.
are the best TV programs on (sts nationality) channels? Ask: Can you think of any other compound nouns?
Think of at least five programs. Then ask: Which are the five
worst programs? Classcheck. Have pairs of sts take turns saying words from
World of English on their own. Monitor sts pronunciation
Discuss the genres of the TV shows sts mentioned by
closely for word stress and correct any mistakes on the
asking: What type of TV program is (name of show)? Is it a
spot. Classcheck by inviting volunteers to pronounce a
sitcom? Ask the same question about more local shows to
word for the class to repeat after them.
pre-teach some TV genres: game shows, cartoons, reality TV,
soap operas, documentaries, and news programs.
D MAKE IT PERSONAL Have sts take the survey in A
Books open. Focus on the photos on the top of p. 60-61 and
individually. Then, ask them to read the model dialog in
find out whether sts recognize any of the programs, people
the speech bubbles. Invite sts to work in pairs to compare
or characters. Point to photo a and ask: What type of TV
their answers to the survey. At the end, ask pairs: Did you
show is this? (talk show). Get sts to look at question 1 and
find any big differences in your opinions?
match photos a-i to the TV genres. Paircheck.

Play only question 1 in 6.1 and pause after each genre for Personal answers.
choral and individual repetition. Classcheck sts answers
to the matching activity by having them point to each
photo as the genre is named in the track. Resume 6.1 for 2 Listening
sts to listen to and read the rest of the survey.
A Focus on the lessons Song line on the top of p. 61
(h) cartoons (b) stand-up comedy (c) game shows and find out whether sts know the song or the band.
(e) medical drama (d) sitcoms (g) live gigs Ask: How often do you have the feeling that theres
(a) talk shows (i) reality TV nothing on TV?
100

English ID 3 Teacher's Book 21x29.3.indd 100 11/21/13 12:34 PM


Song line:
Theres nothing on the TV,
nothing on the radio.
That means that much to me.
Song: America
Band: Razorlight (UK)
Year: 2006
Go over Cyber English with the class. Then ask: What about
social TV? Have you ever heard about that? Tell sts that
they are going to listen to a conversation between a father
and a daughter to learn about social TV. Play 6.3 and ask
sts to check the correct answer. Paircheck. Classcheck.
Ask: What else did you understand?
6.3 Notice the sentence stress and weak forms.
D = daughter F = father
D Hey, did you have a TV when you were a kid, Dad?
F Yeah, believe it or not. TV has been around pretty much for
ever. But its changed a lot in my lifetime.
D What? TVs just TV, isnt it?
F No way! The first TV I remember was in black and white,
and it was massive. TVs now, you can put them on the wall
and they take up no space. When I was a kid, they were
like a piece of furniture.
D Huh.
F And the way you guys watch TV is very different from my
generation.
D I dont get it. What do you mean?
F Just think. When I was a kid, we watched TV together in
the evening as a family.
D Watch TV with your parents? Yuck!
F Yeah, really, and there was no choosing. We watched what
Mom and Dad wanted to watch! Now, you all just download
or stream everythingsitcoms, movies, news programs
and watch what you want, when you want.
D Live gigs, soaps, yeah, thats true, I guess. Uh, I mean,
I hardly ever watch TV in real time. Only big sports events.
English ID 3 Teacher's Book 21x29.3.indd 101
6.1
F Or in the car on long journeys You never speak to us!
Yeah, and TV is just about everywhere nowon tablets,
computers, smartphonesyou name it.
D Sure
F Hm, and even watching TV has changed.
D How? We still use our eyes
F Yeah, right, but instead of chatting to friends or family in
the same room, everybody uses their smartphones to chat
with their cyber buddies, you know, somewhere else.
D Oh, come on Dad! Thats social TV! Twitter is the best place
to talk about TV now.
F Uh-huh. But theres one thing Im sure of. The word
viewer will never mean the same again.
Its where TV meets social media.
B Have sts read sentences 1-5 and play 6.3 again.
Direct sts to listen and check the changes mentioned.
Paircheck. Classcheck.
2, 4, 5
C MAKE IT PERSONAL Have sts swap partners and ask and
answer questions 1-4 in their new pairs. Refer the class to
the model dialog in the speech bubbles. Classcheck and
ask: Is anyone addicted to TV?
Personal answers.
Tip If time allows, have sts walk around the classroom and
discuss questions 1-4 with as many classmates as possible, as
if they were doing a class survey.
Workbook p. 29
ID Online Portal
Grammar p. 126
101
11/21/13 12:34 PM
 6.2
Whats your favorite TV show?
Lesson Aims: Sts practice relative pronouns and form restrictive relative clauses in the context of expressing opinions about TV
shows and other well-known people or things.
Function
Lesson 6.2
Discussing the quality of TV and radio programs nowadays.
Reading about trashy old TV programs.
Listening to a TV critic talk about a show.
Defining new words with relative pronouns.
Expressing opinions about various things.
Vocabulary: Turn up, turn into, turn out, take turns.
Grammar: Restrictive relative clauses.
Warm-up Pair sts up and make sure each pair has a pen and a
sheet of paper. Explain that pairs will have one minute to write
as many TV genres as they can think of. Time the activity and
have all pairs start at the same time.
When time is up, ask pairs to count the number of TV genres
they listed. Have the pair with the longest list call out their
TV genres, as the rest of the pairs check similarities and add
any differences to their lists. Write the words on the board to
classcheck spelling. Drill pronunciation for all words.
At the end, have sts ask and answer the following questions in
pairs: Whats your favorite TV show? Why do you like it? What
channel is it on? What time is it on?
3 Reading
A Books open. Have sts discuss questions 1-3 in pairs.
Monitor their discussions and take notes for delayed
correction. Classcheck by having sts report their
partners answers to the whole class. Provide sts with
language feedback.
Personal answers.
B Read the articles title to the class and tell sts that they
are going to listen to and read information about old TV
shows. Draw sts attention to the definition of trashy and
the accompanying illustration in the bottom right corner
of the article.
Point to program descriptions 1-6 and instruct sts to
match these to the illustrations. Tell sts that there is one
extra illustration, which will not be used. Paircheck.
Play 6.4 to classcheck. Then, ask: Do you know any of
these programs? Have you ever watched them on cable TV
or online?
4, 2, 6, 1
3, 5, (blank)
C Point to the article in B and ask: Which show is not
fictional? Which three shows did the critics hate the most?
Have sts work in pairs to re-read the article and answer
the questions. Classcheck.
102
English ID 3 Teacher's Book 21x29.3.indd 102
Language
Over the last five years, do you think TV and radio shows have
gotten better or worse? Why?
Peace-loving family decides to keep their new pet.
If youre over 30, you might actually remember this one.
I think viewers means people that watch TV.
Its a movie that I cant stand.
Jerry Springer is not fictional. The critics hated 1 (My Mother
the Car), 3 (Manimal) and 6 (The Jerry Springer Show).
D Point to the phrases highlighted in yellow in the article in B.
Ask: What do these phrases have in common? (the word turn).
Point to question 1 and ask: Which turn phrase means
become? (turn into). Have sts answer questions 1-4.
Paircheck. Classcheck.
1. turn into 2. take turns 3. turns out 4. turns up
E Point to the extra photo in B and ask: What program do
you think this is from? Tell sts that they are going to hear a TV
critic talk about it. Read questions 1-4 with the whole class.
Play 6.5 and have sts listen for the answers. Classcheck.
6.5 Notice the fallings intonation when actually is at the
end.
DJ 1 right, and that brings us to our next show in todays
worst of the worst list.
DJ 2 Cant wait.
DJ 1 Well, our next show is one of the trashiest ever
produced. If youre over 30, you might actually
remember this one. Its called Cop Rock and
DJ 2 You mean cop as in policeman?
DJ 1 Yep. Cop Rock, and aired on ABC in the late 80s
No, no, no Make that early 90s. 1990, actually.
DJ 2 I wouldnt remember it. I was still a baby.
DJ 1 Yeah, right. Anyway, Cop Rock is about a group of
policemen whoare you ready for this?sing and
dance while theyre at work arresting criminals
and keeping the city safe. Kind of like Glee, you know,
but with cops instead of high school students. TV Guide
actually named it one of the worst shows ever and,
honestly, Im not surprised. Singing cops! Come on!
DJ 2 How many episodes were there?
DJ 1 Well, it lasted a whole season, actually. ABC spent a
lot of money on Cop Rock and they really wanted it to
succeed, but I guess America wasnt ready for singing
and dancing cops.
1. Cop Rock 2. 1990 3. singing and dancing police
officers 4. one season
11/21/13 12:34 PM

F Pair sts up and ask them to discuss questions 1-2.
Classcheck by having sts report their partners answers.
4 Grammar: Restrictive Relative Clauses
A Read item 1 and elicit the correct ending. Have sts
match the sentence halves and paircheck. Classcheck by
writing the answers on the board.
5, 6, 4, 2, 1, 3
Then, point out the cartoon and elicit possible endings for
the sentence starter, Thats the woman who Remind
sts to base their answers on the picture, but encourage
creative and silly answers.
Read the lessons Song line (p. 63) with the class and
elicit or tell sts the names of the singer / band who have
recorded the song. Draw sts attention to the use of the
relative pronoun who in the line.
Song line:
Oh no, not me. We never lost control.
Youre face to face with the man who sold the world.
Song: The Man Who Sold the World
Singer: David Bowie (UK)
Year: 1970
The band Nirvana (USA) recorded a cover version for their MTV
Unplugged in New York album and VHS in 1993.
Instruct sts to study the sentences they matched and check
the correct boxes in the Grammar box chart. Classcheck.
to describe / use whose that
people 9 9
things 9 9
Tip If time allows, have sts turn to Grammar on p. 127 for
further practice.
B Point to sentences 1 and 2 and ask: In which sentence
can we omit the relative pronoun that? Have sts answer
individually and paircheck. Then, tell sts to check their
answers in the Manimal review in 3B.
2. The professor has the ability to turn into any animal that
he wants to.
C Have sts fill in the blanks in sentences 1-5 with the
relative pronouns whose, that, or who. Tell sts that where
more than one pronoun is possible, they should write both
options. Paircheck. Classcheck. At the end, ask: Which two
sentences dont need a relative pronoun?
1. that / who OR that 2. whose 3. that 4. whose 5. that
Relative pronouns can be omitted in 3 and 5.
D Point to the underlined word viewers in the review of
The Jerry Springer Show in 3B and ask the class: What does
the word viewers mean? Model the activity first and then
have sts use the model phrase in the speech bubble to
English ID 3 Teacher's Book 21x29.3.indd 103
6.2
begin their answers. Have sts find the other underlined
terms in 3B and define them using relative pronouns.
Weaker classes Write the following model on the board: I think
lawyer means a (person / something) (whose / that / who)
Monitor sts sentences closely for accuracy and correct any
mistakes on the spot. At the end, invite volunteers to share
their definitions with the whole class.
lawyer = a person who gives legal advice
peace-loving family = a family who loves peace
professor = a person who teaches at college
engineer = a person who designs machines and large
constructions
laughter-inducing theme song = a theme song that makes
people laugh
theme song = the music that plays before and after a TV show
viewers = people who watch a show
violence-hungry audience = a group of viewers who want
violence
E MAKE IT PERSONAL Invite two volunteers to read the
model dialog in the speech bubbles for the class. Focus on
the 5 box and drill other possible endings for the model
sentence about Joss Stone, e.g., Shes a singer that most of
my friends are into. Shes a singer who Ive never even
heard of. Shes a singer I cant stand.
Model the activity. Pair up with a student and say: Youre
st A. Im st B. Point to the first item in row A (a singer /
group) and elicit an example from st A, e.g., the band U2.
Then, point to the 5 box and say: Its a band that Im getting
who tired of. St B should use the name of the band supplied by
9 st A to start the sentence, e.g., U2 is.
Have sts work with partners they dont usually get a
chance to talk to. Assign roles A and B within each pair.
Explain that st A should look at row A and give an example
of each item, i.e., the names of a singer / group, a song, a
TV show, and an actor. St B should look at the 5 box and
use phrases with relative pronouns to express opinions
about each example provided by st A.
Monitor pairs closely and offer help as necessary. Take
notes for delayed correction. Have sts swap roles, with st B
referring to line B, giving examples of a movie, a politician,
a scientist, and a website. St A should use phrases from the
5 box to express opinions about each example.
At the end, have sts suggest names of items from either A
or B and invite several volunteers to give their opinions on
the examples provided, using phrases from the 5 box.
Personal answers.
Go over Common Mistakes with the whole group. Reinforce
the use of that / who / which with sts. Tell sts to pay
special attention to the use of the prepositions at the end
of the sentences.
Workbook p. 30
ID Online Portal
Grammar p. 126
103
11/21/13 12:35 PM
 6.3

What are the last three movies you saw?

Lesson Aims: Sts study and practice inserting extra information with non-restrictive relative clauses through the context of
listening to and reading about blockbuster movies.

Function Language
Lesson 6.3

Reading about curious movie facts. James Cameron initially didnt want Titanic to have a theme song.
Adding extra information. George Clooney, who has starred in over 30 movies, also
played Batman in 1997.
Listening to a radio quiz about a movie director. Which American actor has starred in more than five Tim
Burton movies?
Writing questions for a movie quiz. Which superhero does Robert Downey, Jr., who Im really into,
play in the movies?
Vocabulary: Star (in a movie), sequel, plot.
Grammar: Non-restrictive relative clauses.
Before the lesson: Sts will work in groups of six. Prepare a set of six paper cards for each group. On each card, write the name of a
blockbuster movie or series: (1) Titanic, (2) Toy Story, (3) Avatar, (4) The Lord of the Rings, (5) Harry Potter, and (6) Pirates of the
Caribbean. Shuffle the cards in each set so that although groups will be guessing the same six movies, the movies will appear in
different orders, so sts wont be able to copy or guess answers from the movie being described at the same time by other groups.

Warm-up Divide the class into groups of six. Give one set of Song line:
cards (see Before the lesson) to each group. Explain that sts Near, far, wherever you are
should take turns picking up a card and saying what the story I believe that the heart does go on.
is about. The other sts in the group should try to guess the Song: My Heart Will Go On
movie title. The group that guesses all six movie titles fastest Singer: Celine Dion (Canada)
is the winner. Monitor and give suggestions, encouraging sts Year: 1997
to describe the plot and setting, but not allowing them to say
actors or characters names. Classcheck. Ask: Which movie
was the most difficult to guess?
C Point to phrases 1-4 and have sts choose the correct
phrases to fill in blanks a-d in B. Paircheck. Classcheck.

5 Reading
A Books open. Have sts work in groups of five or six
and prepare a list of the ten most successful movies of
all times. Sts can be in the same groups as the ones they
worked with in the Warm-up. Walk around the classroom
and offer help with movie titles in English. Classcheck.
a. 3 b. 4 c. 2 d. 1
Point to blank a in the first paragraph in B and ask: If I
read the sentence without phrase 3, will it still make sense?
Then, read the sentence without phrase 3. Do the same
with the sentences in B containing blanks b-d. Lead sts to
notice that phrases 1-4 could have been omitted. Write the
sentences on the board if necessary.

As of 2013, the ten most successful movies of all times

were Avatar, Titanic, The Avengers, Harry Potter and the
Deathly Hallows: Part 2, Iron Man 3, Transformers: Dark
of the Moon, The Lord of the Rings: The Return of the
King, Skyfall, The Dark Knight Rises, and Pirates of the
Caribbean: Dead Mans Chest.
Source: <http://boxofficemojo.com/alltime/world/>.
Accessed on November 5th, 2013.
B Have pairs of sts use a sheet of paper, their notebooks,
or their workbooks to cover the text, leaving only the first
line uncovered. Play the first line in 6.6 and pause the
track. Have sts work in pairs to guess the first word of the
following line. Ask sts to uncover the second line to check
their answers. Play 6.6 for one more line and repeat the
process. Continue through the text and then ask: How many
did you get right?
Read the Song line on the top of p. 65 and ask if sts
remember the theme song for the blockbuster movie Titanic
and the singer who recorded it.
104
6 Grammar: Non-Restrictive Relative Clauses
A Ask sts to study the sentences in B containing blanks
a-d and circle or underline the correct choices in the
Grammar box. Paircheck. Classcheck.
1. use
2. cant
3. always
4. extra
Tip Write the sentences below on the board and elicit the
difference between them:
1. Julia, whose mother is German, speaks four different
languages.
2. The woman whose mother is German speaks four
languages.
Classcheck. Explain that, in sentence 1, whose mother
is German is non-restrictive and only adds more detail.
Highlight the use of commas. Tell sts that, in sentence 2, the
same phrase is restrictive and the clause restrictsi.e.,

English ID 3 Teacher's Book 21x29.3.indd 104 11/21/13 12:35 PM


specifies or definesthe woman who is being talked about.
Refer sts to 4A in lesson 6.2 for examples of restrictive relative
clauses. Reinforce the use of commas in non-restrictive
relative clauses (as in sentence 1 on the board) and the absence
of commas in restrictive relative clauses (as in sentence 2).
Go over Common Mistakes with the whole group to teach the
concept of that vs. which.
Tip For more practice, direct sts to Grammar on p. 127.
B Ask sts to find and underline four other non-restrictive
relative clauses in the text in 5B. Remind sts that non-
restrictive relative clauses can also be at the end of
sentences, after a comma. Paircheck. Classcheck.
Paragraph 1: ... it was easier to master Navi than to fake an
American accent, which he had to do for the movie.
Paragraph 2: James Cameron, who also directed Titanic,
initially didnt want Titanic to have a theme song. and
Horner then played the song to James Cameron, who
immediately changed his mind.
Paragraph 3: In fact, it won all the Oscars it was nominated
for, which was a huge achievement.
C Read sentence 1 with sts and make sure they notice
the comma followed by a relative pronoun in the example.
Have sts connect sentences 2-4 following the pattern from
1 and using an appropriate relative pronoun. Classcheck.
2. The Witch of the West is played by Mila Kunis, whose
family is from Ukraine.
3. The main character, Oscar, meets Theodora, who falls in
love with him.
4. Oz the Great and Powerful was directed by Sam Raimi,
who also directed the first three Spider-Man movies.
D Read example 1 with the whole class and point out
the placement of the non-restrictive relative clause
(in between commas). Have sts connect sentences 2-4
following the pattern from 1 and using an appropriate
relative pronoun. Classcheck.
2. The Dark Knight, which was a box office success, got
more positive reviews than Batman Begins.
3. Heath Ledger, whose sudden death shocked the world,
played the Joker in The Dark Knight.
4. The Dark Knight Rises, which is the sequel to The Dark
Knight, was one of the most successful movies of 2012.
7 Pronunciation: Pauses in Speech
A Have sts look at items 1-3. Say: Youre going to listen to
a radio quiz about a movie director. His name is Tim Burton.
Have you seen any of his films? Play 6.7 and have sts circle
the correct answers. Paircheck. Classcheck.
6.7 Notice the h is weak in pronouns.
DJ and, remember, todays prize is two front row tickets
for Lady Gagas October show. Wow! This week weve
English ID 3 Teacher's Book 21x29.3.indd 105
6.3
been talking about filmmakers who have changed
American cinema. And we have Gloria on the line. Gloria,
hows it going?
W Im good, thanks.
DJ The first question is about Tim Burton, who many people
consider the finest filmmaker alive today.
W Oh my God, I love Tim Burton. I think hes the best.
DJ So, heres our first question Are you ready?
W I guess
DJ Which American actor has starred in more than five Tim
Burton movies?
W Thats easy. Johnny Depp.
DJ Correct! Tim Burton and Johnny Depp, who are also close
friends, have been collaborating since 1990.
W Oh, I love him too. Great actor.
DJ Second question In 2005, Tim Burton directed a
movie based on an old British novel. It was about
an eccentric guy who owned a factory. What did his
factory produce?
W Can you give me a clue?
DJ Well, its something that some people are addicted to.
W Oh, I know, I know. Chocolate.
DJ Did you say chocolate?
W Yep.
DJ Youre absolutely right. The movie, which only received
one Oscar nomination, is called Charlie and the Chocolate
Factory. Although its supposed to be for kids, I loved it!
Anyway, heres our third question. What color does Tim
Burton wear most of the time?
W What color does he like to wear? Oh Thats a tough one.
DJ OK Gloria. Times up.
W Well, theres a lot of blood in some of his movies, so I
think he likes red?
DJ Well, actually, no Tim Burton once allegedly said he
likes to wear black because hes too lazy to match up
different colors when hes getting dressed.
W Well, that makes sense. Most of his films are pretty dark,
arent they?
DJ Question 4 is about Steven Spielberg. Are you ready?
1. Johnny Depp 2. Chocolate 3. Black
B Read World of English with sts and explain that pauses in
speech are often represented by commas in written form.
Point to numbers 1-5 and ask: Where would you pause in
these sentences? Have sts insert slashes (/) to signal pauses.
Paircheck. Play 6.7 to classcheck. Then, write the answers
on the board.
1. This week weve been talking about filmmakers who have
changed American cinema.
2. The first question is about Tim Burton / who many people
consider the finest filmmaker alive today.
3. Tim Burton and Johnny Depp / who are also close friends /
have been collaborating since 1990.
4. Its something that some people are addicted to.
5. The movie / which only received one Oscar nomination / is
called Charlie and the Chocolate Factory.
105
11/21/13 12:35 PM
 6.3
At the end, ask sts to cross out the incorrect choices in the Explain that each team should write four different
5 box. Classcheck. questions, one for each clause in the speech bubbles.
Monitor sts work closely and offer help while they are
1. essential
preparing their questions.
2. periods
Have the teams in each group play against each other and

C MAKE IT PERSONAL Divide the class into groups of six.

take turns asking and answering questions. Monitor and

Within each group, sts should form two teams of three. take notes for delayed feedback. Classcheck.
Tell sts that they are going to write questions for a quiz to
test the other team in their group. Personal answers.

Model the activity by writing a model question on the

board, using one of the non-restrictive relative clauses
given in the speech bubbles, e.g., Which movie, which very
few people know, won the Oscar for best foreign movie in Workbook p. 31
2012? or Which superhero does Robert Downey, Jr., who Im ID Online Portal
really into, play in the movies? Grammar p. 126

106

English ID 3 Teacher's Book 21x29.3.indd 106 11/21/13 12:35 PM


Where do you usually watch movies?
Lesson Aims: Sts watch a How to video and use Imperative verbs to write their own tips on various topics.
Function
Lesson 6.4
Taking a media quiz.
Talking about videos and films you have seen.
Watching a How to video on how to make a movie.
Writing tips and advice for a How to video.
Vocabulary: Words related to movies and videos: prequel, shoot, views, cast, portray.
Grammar: Imperatives.
Warm-up Write viral video on the board and ask: Whats a
viral video? Have sts answer in pairs. Classcheck. Then, invite
the pairs to discuss the following questions: What is the best /
funniest viral video you have ever watched? Have you ever
uploaded a video on YouTube? If so, what was it about? Who
did you share it with? Encourage sts to give as many details as
possible, describing the video content. Classcheck by inviting
volunteers to share their partners answers with the class.
Cultural note A viral video is a video that becomes rapidly
popularworldwide or nationallyvia Internet sharing, usually
on websites such as YouTube or Facebook, or via e-mail. Such
videos often contain humorous, polemical, or gossipy content.
Up to 2013, Gangnam Style, by Psy, was the most watched
video of all time on YouTube, with over 1.7 billion views. The most
viewed amateur video of all time on the same website is the funny
Charlie bit my finger video, with over 500 million views.
Source: <www.youtube.com>.
8 Vocabulary: Movies and Videos
A Books open. Point to the photos in the media quiz and
ask if sts recognize any of the people, movies, or videos.
Have sts take the quiz in pairs. Play 6.8 so pairs can
check their answers. Classcheck and ask: How many did
you get right?
6.8
1 Which fantasy prequel to The Lord of the Rings did director
Peter Jackson shoot in New Zealand between 2011 and 2013?
Was it (a) Twilight, (b) The Hobbit, or (c) Narnia?
The answer is (b) The Hobbit.
2 Gangnam Style, the YouTube video with people dancing
like horses, became the first to have over one billion views.
What is Gangnam?
Is it (a) a type of dance, (b) spicy Korean food, (c) a rich
district in Seoul?
Of course, its (c).
3 The Expendables is an action movie about a group of
mercenaries. The cast includes many big names from this
genre. Can you name three of them?
Theres a lot of choice here. Some of their other movies
include Rambo, Terminator and Die Hard.
English ID 3 Teacher's Book 21x29.3.indd 107
6.4
Language
What is Gangnam? What role does Robert Pattinson play in the
blockbuster Twilight saga?
I heard a great song on YouTube last week. It was by
How to make a movie.
How to be green. Make sure you recycle all your trash. Always
use public transportation.
The big three are Sylvester Stallone, Bruce Willis, and Arnold
Schwarzenegger, but you could also have Jet Li, Jason
Statham, Dolph Lundgren, Mickey Rourke... the list goes on.
4 One of the biggest YouTube memes of 2013 was Harlem
Shake. There were over 33 hours of Harlem Shake clips
uploaded every day. What did people do in the videos?
Have you seen this clip? Do they (a) play basketball, (b)
sing, (c) dance?
They do a very, very strange dance.
5 British actor Andrew Garfield stars as which wall-climbing
superhero? In 2013, British actors starred as three famous
superheroes including Batman, Superman and Spiderman,
but which one is Andrew Garfield?
Andrew Garfield is Spiderman.
6 Andy Serkis, who was the gorilla in King Kong, had to learn
to move like a chimpanzee in which famous trilogy?
Was it (a) Star Wars, (b) Planet of the Apes, or (c) The Lord
of the Rings?
The answer is (b) Planet of the Apes.
7 What role does Robert Pattinson play in the blockbuster
Twilight saga? This romantic character loves blood, but
doesnt like going out in the sun.
Hes a vampire.
8 Which romance movie set in Ireland portrays a young
widow who receives messages from her dead husband?
All of the letters have the same ending. Is it (a) Lots of
Love, (b) Yours Sincerely, or (c) P.S. I love you?
Its (c) P.S. I love you.
9 Who directed and wrote the script for To Rome with
Love? He also starred in it with Penlope Cruz and Jesse
Eisenberg. Hes famous for his big glasses, but is this
director (a) Woody Harrelson, (b) Woody Allen, or (c)
Sheriff Woody?
Of course its Woody Allen, who has directed over 40
movies since his first in the 1960s.
1. The Hobbit
2. a rich district in Seoul
3. any three: Sylvester Stallone, Bruce Willis, Arnold
Schwarzenegger, Jet Li, Jason Statham, Dolph Lundgren,
Mickey Rourke
4. dance
5. Spiderman
107
11/21/13 12:35 PM
 6.4
6. Planet of the Apes
7. a vampire
8. P.S. I love you
9. Woody Allen
B Draw sts attention to the bold words in A. Have
sts match them to the correct definitions in the box.
Paircheck. Classcheck.
trilogy prequel shoot set in view cast clip role
star script
C Go over World of English with the whole class. Then,
ask sts to look at the quiz in A again and find and explain
three examples of as or like. Paircheck. Classcheck.
people dancing like horses (like = in a manner similar to)
Andrew Garfield stars as which wall-climbing superhero? (as = job)
Andy Serkis had to learn to move like a chimpanzee (like =
in a manner similar to)
D Tell sts that they are going to hear three conversations
about the videos and movies from A. Say: Listen and notice
which movies or videos they are talking about. Play 6.9
and have sts paircheck. Replay the track if necessary.
Classcheck.
6.9
1 Notice N.
A And its just such a powerful movie, you know, like how
science could destroy us eventually. I really think it
could be true.
B Yeah, like, some of the experiments they do on animals
now, its pretty sad. But didnt they use animals for the
movie too? I mean, thats bad as well, right?
A No, no animals. They are all actors, but they have
to wear this special suit when they shoot the movie.
It captures all the movements of the actor and then
they can add everything else with computers. Its
very clever.
B No way! So the actors actually move like that? They look
so real! Man, he should get an Oscar for that! Acting as
a chimpanzee! That is real acting!
2 Notice H.
C Bah! Ive got that song in my head again!
D Huh, I hate it when that happens. But that songs, like,
old now, right?
C I know, but I saw the music video again on a TV show
last night about the power of the Internet. It was funny
to see it again. It was such a cool video and the song is
so catchy!
D Huh, really? I didnt see that. But yeah, the video was
great, wasnt it? I mean, everybody learned to do that
dance, with the hands like this, and jumping up and
down. Hey, sexy lady.
C Thats more like the Macarena dance! Ay! Macarena
hu-hum!
108
English ID 3 Teacher's Book 21x29.3.indd 108
3 Notice ,  and J.
E Hey, Ive got this movie from iTunes, do you wanna
watch it with me?
F Uh... Whats it about? Its not filled with explosions like
that last one you got, is it?
E Uh... uh... Well, it might be. Its about some guys who
try to defeat a dictator, so I guess theres going to be a
lot of guns and fighting and...
F Oh, come on! You know Im not into action movies. I like
something with a bit of intelligence, you know?
E Duh, always the same. Why cant you just relax and
enjoy the fun? And it has all the great actors in it.
Planet of the Apes, Gangnam Style, and The Expendables.
E Say: Listen again. In which dialog do the speakers
disagree? Replay 6.9. Classcheck. Then ask: Which person
in dialog 3 do you agree with?
They disagree in dialog 3.
Personal answer.
F MAKE IT PERSONAL Read Common Mistakes with the
whole class. Ask sts to make a list of the last five movies or
videos (e.g., on YouTube) they saw.
Invite two volunteers to read the model dialog in the speech
bubbles to the whole class. Divide the class into groups of
three or four and have sts share their lists within the groups
and give their opinions about the movies and videos their
classmates have listed. Monitor sts discussions and write
down mistakes for delayed correction. Classcheck sts ideas
and provide language feedback.
Personal answers.
9 Listening
A Have sts read the lessons Song line on p. 67 and guess
the singer and song title.
Song line:
If we were a movie,
youd be the right guy and
Id be the best friend that
Song: If We Were a Movie
Singer: Hannah Montana (Miley Cyrus)
Year: 2006
Say: Imagine that youre going to make a movie now. Point
to the items listed and ask: How would these elements be
important to you? Pair sts up and have them read the model
dialog in the speech bubbles and discuss the elements in
the box. Classcheck.
Personal answers.
B Tell sts theyre going to watch and listen to some tips
on how to make a movie. Ask sts to see if any of their ideas
from A are mentioned. Play 6.10. Replay the video if
necessary. Classcheck.
11/21/13 12:35 PM

6.10 Notice the stress and weak forms.
Here are some tips and tricks to making a short video.
Plan your shoot. What is your video about? Sketch out your
idea. Think about what your topic will be and how many people
will be in it. What do you want the final video to look like?
Technologies. Decide what media you will be using: digital
camera, camcorder, webcam or mobile phone. Capture
your clips. Press the record button a few seconds before the
actual shoot. The professionals always say Keep it steady. If
possible, use a tripod. Take lots of shoots and still images
they might come in handy. Try not to cut off the top of the
subjects head.
Lighting. Shoot in a well-lit area. Make sure there is not a
bright light like the sun behind the subject. Before your final
recording, do a test shoot to check the lighting.
Length of shoot. Plan your script beforehand. Dont talk about
one topic for too long, as this may lose the viewers interest.
Keep the video short and simple.
Sound and audio. Its best to use an external microphone.
Always be conscious of background noise. Always do a sound
check before the actual shoot.
Copyright. If you are shooting outside, make sure you dont
capture anyone on camera without their permission. It can be
difficult to use images from the Internet, so be adventurous
and take your own. Always gather written permission from
your subjects.
Accessibility. To make your video accessible to all: Prepare
transcripts, use subtitles, record a voiceover if you are making a
video of still images. And remember, have fun making your video.
Personal answers.
C Tell sts that the notes in the text Tips and Tricks to
Making a Short Video are from a student who watched the
video. Have sts read the notes and predict the two missing
words in each blank. Then, play 6.10 again, so sts can
check their predictions. Classcheck.
How many / look like; digital camera / mobile phone;
record button / still images / cut off; Make sure;
your script / too long
Focus on the 5 box and elicit more examples of Imperatives
from the notes, e.g., Plan your shoot (vs. You plan your
shoot), Press the record button (vs. You press the record
button), and Dont talk about one thing for too long (vs.
You dont talk about one thing for too long).
D Point to the underlined words and phrases in C. Ask sts
to find the equivalent words and phrases underlined in AS
6.10 on p. 162. Paircheck. Classcheck.
in the end = the final
stop the camera from moving = keep it steady
be useful = come in handy
in advance = beforehand
English ID 3 Teacher's Book 21x29.3.indd 109
6.4
E Say: Lets look at more tips on how to make a movie. Read
item 1 with the whole class and match it to the correct
ending. Then, have sts match the rest of the sentences.
Paircheck. Classcheck.
3, 1, 5, 2, 4
Tip Draw sts attention to the use of Imperatives in
sentences 1-5. If time allows, elicit names of songs with
examples of Imperative verbs, e.g., Express Yourself
(Madonna), Dont Stop Believing (Journey), Dont Stop the
Music (Rihanna), Come as You Are (Nirvana), and others
that sts can remember.
Then, point to the topics in A and ask: How are sentences
1-5 related to the topics in A? Have sts work in pairs to
decide. Classcheck.
1. story
2. filming, light
3. permission
4. sound
5. filming
F Say: Now you are going to write your own tips for a
How to video. Instruct sts to choose only one topic from
the box and write at least five tips using the underlined
words and expressions in E. Have sts work in groups
of four. Walk around the classroom and offer help as
necessary. Classcheck by having groups read their tips to
the whole class.
Tip You may wish to have each group read their tips to the
class without stating the topic, and then ask the class to guess
which topic the tips are about.
Personal answers.
G MAKE IT PERSONAL Point to the pictures and read the
movie titles with the whole class. Have sts read the model
text and ask: Which movie title is this text about? (One
Wednesday Evening).
Divide the class into groups of three and have each group
choose a movie title and write a story for it. At the end,
invite groups to read their stories to the whole class and
award an Oscar to the best one.
Tip If your sts are enthusiastic about the idea, encourage
them to film their stories outside the classroomin English
and assign a day to view their productions in class.
Workbook p. 32
ID Online Portal
Grammar p. 126
109
11/21/13 12:35 PM
 6.5

When was the last time you did something crazy? /

When were you last embarrassed?
Lesson Aims: Sts practice listening for details and learn interjections and phrases to express surprise in the context of an
interview with Lady Gaga on The Late Show with David Letterman.

Function Language
Lesson 6.5

Talking about a TV interview. I think he asked her why she wears clothes like that.
Listening to two friends comment on a talk show. I cant get enough of Letterman. I think hes awesome.
Listening to people expressing surprise. She sleeps in an egg?
Practicing word stress in questions to express surprise. Youre making spaghetti?
Vocabulary: Interjections: Eek! Huh? Wow! Whoa! Phrases expressing surprise: What? Get out of here! My
goodness! Are you serious?
Grammar: Prepositions on and in for media: on Facebook, on a memory stick, in print, in a magazine.
Before the lesson: Write the following words on the board in three columns, as shown:
nice cool gorgeous ugly young old new fast cheap bus man book lady restaurant
intelligent delicious elegant slow little American Italian product kid website president
sophisticated interesting funny tall expensive watch food

Warm-up Review adjective order using the list of words on the
board (see Before the lesson). Tell sts that they should choose
one word from each column and have pairs of sts say or write
down as many meaningful combinations as they can think of in
two minutes, e.g., a gorgeous young lady, delicious Italian
food, an ugly little kid. (Note that sts should supply the
articles a or an as necessary.) If time allows, make the activity
competitive by awarding a point for each original combination
no other pairs came up with. Classcheck.
Stronger classes Challenge sts by asking them to use the
adjective phrases in full, contextualized sentences, e.g., I had
dinner at a sophisticated Italian restaurant last week, My nephew
is a cool little kid, My neighbor is an intelligent old man.
Skills: Understanding Details
J So do I. Im a huge fan. Hes a terrific host.
S Yeah, I can still remember the Lady Gaga interview a
while ago.
J Oh, yeah? Mmm Gagas not my thing. I like a song or
two, but thats about it.
S Yeah, me too. Born this Way isnt half bad. I actually kind
of like it. Anyway, Ill never forget that interview
J Why? What happened?
S This is how it goes... First he asks her about the last CD,
the tour you know, the usual.
J Right.
S Well, then he asks her to confirm or deny certain rumors
about her. You know, things like Is it true that you sleep in
an egg? or
J What? Get out of here! She sleeps in an egg?
S Well, rumor has it that she sleeps in an egg instead of a
double bed, but no one knows for sure.

A Books open. Focus on the image on the TV and ask:

Who are these people? (Lady Gaga and David Letterman);
What kind of TV program is this? (a talk show).
Read items 1-3 with sts and have them complete the task
in pairs. Classcheck.
Personal answers.
B Read World of English with the whole class and draw sts
attention to the use of the prepositions on / in.
J Really? Youre kidding, right?
S Its true. Its all over the Internet. Well, anyway He asks
her all these questions and she starts to get really mad.
The people around me start whispering and then, all
of a sudden
J What do you mean the people around you?
S I was actually in the audience. I got two tickets for my
birthday.
J No way! You were actually in the audience? You never told
me that!

Tell sts that they are going to hear a woman named Sue Live in the studio.
talking to a friend about the show in the photo in A. Play
6.11. Then, point to the answer choices in B and ask:
Where did Sue watch the interview? Paircheck. Classcheck.
C Point out the three illustrations and elicit what is
happening in each of them. Then ask: What do you think
happened during the interview? Listen and choose the best
6.11
picture. Play 6.12 for the rest of the dialog and have
S = Sue J = Joe
sts check the picture that best represents what took
S I cant get enough of Letterman. I think hes awesome. place. Classcheck.
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English ID 3 Teacher's Book 21x29.3.indd 110 11/21/13 12:35 PM


6.12
J = Joe S = Sue
J No way! You were actually in the audience? You never told
me that!
S Its true! So, as I was saying she gets really angry, gets
his script, tears it in half, makes a little paper ball and
J And then what?
S She eats it!
J My goodness! You mean she actually eats Lettermans script?
S Uh-huh.
J Are you serious?
S I swear its true. I couldnt believe my eyes. Just ask
Aliceshe was right next to me. And it was all over the
Internet at the time.
J So what happens next?
S Well, she throws it away, obviously.
J Well, at least she didnt swallow it. How did he react?
S Well, he was in shock too. But he kept his cool, made a
joke or two and the interview went on.
J Wow! I wish I couldve been there.
the second picture
D Allow sts time to briefly read sentences 1-8. Then,
explain that sts will listen to the full dialog and mark
the sentences true (T) or false (F). Play 6.13. Paircheck.
Classcheck.
1. T 2. F 3. T 4. F 5. T 6. T 7. F 8. F
E Assign new pairs and have them complete sentences
1-2 according to their personal views. Monitor and offer
help if requested. Then, have sts compare their sentences
with another pair. Classcheck.
Tip Refer sts to the lesson title question, When was the last
time you did something crazy? Have sts ask and answer this
question in pairs. Classcheck by inviting volunteers to report
their partners answers.
Personal answers.
in Action: Expressing Surprise
A Read number 1 emphatically, as if you were angry or
surprised, and prompt sts to fill in the blank. Encourage
them to use their intuition to guess the missing words in
items 2-5. Play 6.14 so sts can check their guesses. Replay
6.14 for choral repetition of these expressions. Encourage
sts to copy the intonation in the track, saying phrases as
emphatically as they can.
6.14
S = Sue J = Joe
1 S Well, then he asks her to confirm or deny certain rumors
about her. You know, things like Is it true that you sleep
in an egg? or
J What? Get out of here! She sleeps in an egg?
English ID 3 Teacher's Book 21x29.3.indd 111
6.5
2 S Well, rumor has it that she sleeps in an egg instead of a
double bed, but no one knows for sure.
J Really? Youre kidding, right?
3 S I was actually in the audience. I got two tickets for my
birthday.
J No way! You were actually in the audience? You never
told me that!
4 J And then what?
S She eats it!
J My goodness! You mean she actually eats Lettermans
script?
S Uh-huh.
5 J Are you serious?
S I swear its true.
1. out 2. kidding 3. No 4. My 5. Are
B Point to questions 1-3 and ask: Do you remember Sues
friends questions? Was he surprised with Sues story? Read
question 1 with sts and ask volunteers to say the sentence
aloud, copying the intonation they remember from the track.
Say: Listen to these questions again and underline the
most stressed word in each of them. Play 6.15. Paircheck.
Classcheck. Replay 6.15 for choral repetition.
6.15
1 She sleeps in an egg?
2 You were actually in the audience?
3 You mean she actually eats Lettermans scripts?
1. egg 2. in 3. eats
C Read World of English with sts and have them work in
pairs to practice saying the example sentences. Monitor
sts intonation closely and correct any mistakes on the
spot. Classcheck.
D Read the three answer choices for item 1 (Not your
sister? Not buying? Not pizza?) and tell sts that they
are going to listen to a dialog and check the question that
correctly represents the surprise in the conversation.
Play dialog 1 in 6.16. Paircheck. Classcheck. Play the rest
of 6.16 and have sts check the correct questions in 2-4.
Paircheck. Classcheck.
6.16 Notice the reductions.
1 A Wanna come on over for spaghetti tonight? Im cooking!
B No way! Youre making spaghetti?
A Well, theres always a first time.
2 C Im sick and tired of this SUV. Gonna buy a smaller car.
D Get out of here! You want to buy a smaller car?
C Yeah. Whats wrong?
3 E Janets turning 18 next week. Gonna get her a poodle.
F What? Youre going to get Janet a dog for her birthday?
E Huh-uh.
4 G Love this chocolate diet! Ive lost ten pounds in two weeks.
H No way! Youve lost ten pounds in two weeks eating
chocolate?
G Yeah. Isnt it amazing?
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11/21/13 12:35 PM
 6.5
1. Not your sister? 2. Not bigger?
3. Not a cat? 4. Not vegetables?
E Have sts turn to AS 6.16 on p. 162-163. Read the first
question aloud, but with a different intonation than the
one from the recording, e.g., Youre making spaghetti?
Have sts look at the answer choices for item 1 in D and
elicit the correct surprise question for this new intonation
(Not pizza?).
Explain that the meaning of the sentence changes
according to the word that is stressed. Practice another
intonation possibility for that same question with sts:
Youre making spaghetti? Elicit the correct surprise
question for this intonation from the answer choices for
item 1 in D (Not buying?).
In the same way, have pairs take turns shifting the word
stress within the same questions in AS 6.16 and guessing
which option in 1-4 in D best expresses the surprise. Sts
should focus on the words that are underlined in the AS
6.16 on p. 162-163.
Monitor sts word stress closely and correct any mistakes
on the spot. Classcheck by inviting volunteers to act out
different surprises with the same questions from AS 6.16
112
English ID 3 Teacher's Book 21x29.3.indd 112
and asking the whole class to say the correct surprise
question from D.
Surprise questions from should refer to words sts choose
to stress.
F MAKE IT PERSONAL Play 6.17 as sts listen to and read
World of English . Replay the track and have sts repeat
phrases from the box with the correct intonation.
Tell sts they are going to play a game called Surprise Me!
Have two sts role-play the model dialog in the speech bubbles
for the whole class. Ask the class to read the instructions for
roles A and B. Then, have pairs act out the roles. Remind sts
in role A to make up one false story or event.
Encourage sts to use surprise expressions from the lesson.
Monitor their role-plays closely and save corrections for
later. At the end, provide language feedback and invite
volunteers to act out their conversations for the whole class.
Workbook p. 33
ID Online Portal
Grammar p. 126
ID Caf Video p. 143
11/21/13 12:35 PM

Grammar and Vocabulary
A Picture Dictionary. Have sts work in pairs to test each
other and review the main vocabulary items in units 5 and
6. Monitor sts closely throughout the picture dictionary
activities and correct vocabulary and pronunciation on
the spot.
Tip In order to provide sts with as much fluency practice as
possible, expand the activity into the mini-dialogs suggested below.
Picture Procedures
Dictionary
Have sts hide the quiz in
1A with a notebook or
a sheet of paper. Pair sts
6 shopping
up and have partners take
phrases, p. 48
turns pointing to pictures
a-f and saying the six
shopping phrases.
Ask sts to look at pictures
1-3 in 6C and, in trios, say
3 run out
what people ran out of in
of phrases,
each situation.
p. 52
Have sts hide the article
in Skills C with a
notebook or a sheet of
3 supermarket
paper. Ask sts to work
words, p. 56
in trios to recall three
supermarket words from
pictures a-c.
Have pairs of sts hide
the TV genres in 1A with
9 TV genres, a notebook or a sheet
p. 60-61 of paper and take turns
naming the types of TV
shows in pictures a-i.
Ask sts to hide the text in
3B with a notebook or a
7 trashy TV sheet of paper and work
shows, p. 62 in pairs to recall the names
of the seven trashy TV
shows in the pictures.
Have sts turn to the
pronunciation chart on
p. 155. Focus sts attention
on the list of words for
consonant sounds, just
2 words for
below the pictures. Pair
each sound
sts up and explain that st A
in lines 1
should ask How do
and 2 of the
you spell? for two
consonants
words (but not the
chart (not
picture words) with each
the picture
consonant sound in line 1:
words),
S, E, P, and Z.
p. 155
Then, sts should swap
roles, with st B testing st A
on two words with each
sound in line 2: I, Y,
, and .
English ID 3 Teacher's Book 21x29.3.indd 113
Review 4
Units 5-6
Mini-dialogs /
Suggested language
St A: (points to picture a)
I cant resist a bargain.
St B: (points to picture b)
Most women like
window shopping. Do
you agree?
St A: (points to picture 1)
He ran out of gas.
St B: (points to picture 2)
He ran out of time.
St C: (points to picture 3)
He ran out of milk.
St A: (points to picture a)
Gadgets.
St B: (points to picture b)
Aisles.
St C: (points to picture c)
Checkout.
St A: (points to picture a)
This is a talk show.
St B: (points to picture b)
This is a stand-up
comedy.
St A: This is called My
Mother the Car.
St B: I guess this is Alf. from choices a-e. Have sts match items 1-5 to the correct
St A: Thats right. And I responses. Paircheck. Play 4.1 to classcheck.
think this is Manimal.
St A: How do you spell
open?
St B: O-P-E-N. D Have two sts read the model dialog in the speech
St A: Right. How do you
spell apple?
St B: A-P-P-L-E.
St A: Thats right. dialog, 2-5, in C. Monitor pairs work closely and offer help
St B: Now you. How do
you spell off? How do
you spell enough?
6 shopping phrases:
go window shopping, bargain, save (money), go on shopping
sprees, in monthly installments, (credit card) statement
3 run out of phrases:
run out of gas, run out of time, run out of milk
3 supermarket words:
gadgets, aisles, checkout
9 TV genres:
talk shows, stand-up comedy, game shows, sitcoms, medical
drama, soap operas, live gigs, cartoons, reality TV
7 trashy TV shows:
Small Wonder, Alf, The Jerry Springer Show, My Mother the
Car, Manimal, Barney & Friends, Cop Rock
2 words for each consonant sound (possible answers):
S open, top
E describe, able
P name, summer
Z where, square
I off, phone
Y five, have
 thank, nothing
 the, other
B Have sts place the words in bold in the correct order to
form adjective phrases. Tell them that one word is out of
context and should be crossed out. Paircheck. Classcheck
by writing the answers on the board.
1. comfortable hiking boots, strange
2. well-written romantic novel, short
3. exciting new video game, tasty
4. easy-to-use digital equipment, old
C Read item 1 with sts and elicit the correct response
1. d 2. e 3. b 4. a 5. c
bubbles and ask the whole class: Which dialog in C is this
about? (1d). Have pairs of sts write four more lines for each
if necessary. At the end, have at least four different pairs
act out a dialog for the whole group.
Personal answers.
E Tell sts that they are going to play the Feel n Guess
game. Divide the class into groups of four or five and
explain that sts will feel and guess objects in a bag. Make
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11/21/13 12:35 PM
 R4
sure all sts in each group take turns choosing and hiding
an object, and guessing an object hidden by another
student. Refer sts to the model dialog in the speech
bubbles before they begin. Classcheck.
Personal answers.
F Have sts read sentences 1-6 and add commas to the
underlined relative clauses where appropriate. Classcheck
by writing the answers on the board and then play 4.2
so sts can relate the pauses they hear to the commas they
have written. Then, replay the track for choral repetition.
Ask sts to copy the pauses and the intonation.
4.2
1 I love my MP3 player, which has over 2,000 songs.
2 I really like people who laugh easily.
3 Javier Bardem, who starred in No Country for Old Men, is
one of my favorite actors.
4 My son just graduated, which made me very proud.
5 Its difficult to find people who you can count on.
6 Id like to get a phone that takes better photos.
1. I love my MP3 player, which has over 2,000 songs.
2. I really like people who laugh easily.
3. Javier Bardem, who starred in No Country for Old Men, is
one of my favorite actors.
4. My son just graduated, which made me very proud.
5. Its difficult to find people who you can count on.
6. Id like to get a phone that takes better photos.
G MAKE IT PERSONAL Ask sts to rewrite the underlined
phrases in F to make true sentences about themselves.
Then, have sts compare their sentences in pairs.
Classcheck by having sts report their partners sentences.
Personal answers.
H Have sts review the information about word formation
and add two more words with the same endings to groups
1-10. Then, ask sts to mark the stresses of the added words.
Have sts compare their lists in pairs. Classcheck.
Possible answers:
1. fluently, quickly, lately
2. government, development, management
3. ambitionless, boneless, colorless, endless
4. abbreviation, education, abortion, acceleration,
acclimatization
5. mobility, flexibility
6. anonymous, adventurous, ambiguous, conscious
7. vegetable, editable, achievable
8. abbreviate, accelerate, accumulate
9. appropriateness, artificialness, attractiveness
10. abundance, accordance, ambulance, ignorance, distance
I Role-play. Have sts review the words ending in -holic
and act out roles A and B. St A should play a shopaholic,
114
English ID 3 Teacher's Book 21x29.3.indd 114
while st B asks st A about his / her habits and tries to help.
Monitor sts role-plays closely and make notes for delayed
correction. Then, classcheck and provide sts with language
feedback. Ask sts to swap roles as they act out helping a
chocoholic, a danceaholic, and a workaholic. At the end,
invite volunteer pairs to role-play one of their dialogs for
the whole class.
J Have sts correct sentences 1-10 in Common Mistakes .
Point out that sts should find the number of mistakes
listed in parentheses. Whenever sts are uncertain,
encourage them to flip back through p. 48-69 and check
their answers in units 5 and 6. Classcheck by writing the
answers on the board.
1. She went to the mall to meet her friends.
2. Rob lent me his phone.
3. I think that shirt looks good on you, you should buy it.
4. It must be difficult to be in debt.
5. When you pay with credit card online, you have to be careful.
6. People who talk in theaters annoy me.
7. Thats the house they live in.
8. Bruce Banner is a scientist who turned into Hulk.
9. Panama City, which is famous for the canal, is an
amazing city.
10. My favorite song is Whats my name? by Rihanna.
Skills Practice
A Ask sts to turn to p. 51 and hide the text in 5C with a sheet
of paper or a notebook. Looking only at the picture, sts should
work in pairs to try to recall John Smiths story. Classcheck.
Then, play 5.7 and ask: Did you forget any details?
Personal answers.
B Tell sts that they are going to hear five sentences from
units 5 and 6. Instruct them to quickly read sentences 1-5.
Focus on sentence 1 and say: Listen to the first sentence and
circle the correct choice. Play sentence 1 in 4.3 and pause
the track. Classcheck. Resume the track and have sts circle
the correct choices for sentences 2-5. Paircheck. Replay the
track if necessary. Classcheck.
4.3
1 Im dead serious. Savejohnsmith.com is my last hope.
2 Your machine must be broken.
3 Although its supposed to be for kids, I loved it!
4 You cant be serious.
5 Well, I am in debt right now, but its not that bad.
1. not joking 2. broke 3. likes 4. dont think you are
5. terrible
C Replay 4.3 for choral repetition. Encourage sts to
repeat the sentences with connecting sounds. Correct
pronunciation and intonation on the spot. Then, replay the
track for individual repetition.
11/21/13 12:35 PM

Sts pronunciation and intonation should match the track.
D Keep, Kill, Ignore. Tell sts that they are going to play
the game Keep, Kill, Ignore. Have sts work in trios.
Explain that in items 1-6, sts may choose to keep, kill
or ignore topics a, b, and c, according to their personal
views. Before sts begin, refer them to the model text in
the speech bubble. Monitor trios closely and take notes
for delayed correction. Classcheck sts opinions and
provide language feedback.
Personal answers.
E Focus sts attention on the title, Help on the Internet,
and elicit predictions about the content of the article. Have
sts briefly read questions 1-5 and ask them to read the text
to find the answers. Paircheck. Classcheck. Then, have sts
ask and answer question 6 in pairs. Classcheck.
1. GoFundMe has helped thousands of people to raise many
millions of dollars online for different personal causes,
like school tuition, rock bands, medical bills, volunteer
trips, business ideas, parties, travel expenses, and even
animals and pets.
2. Peg wants to do a volunteer job. She wants to raise
money to buy the flight ticket and pay for her food.
3. Her friends told her about GoFundMe.
4. Dan is Pegs friend.
5. No, you do not pay to try GoFundMe.
6. Personal answers.
F Point to the article in E and say: Now listen to the text.
While you listen, underline ten differences between the text
and the audio. Play 4.4. Paircheck. Replay the track so
sts can check their answers. Classcheck. Ask: How many
different expressions in this track mean the same thing?
English ID 3 Teacher's Book 21x29.3.indd 115
R4
In the text In the audio
1. rock bands sports teams
2. parties special events
3. for example for instance
4. for the flight and food to cover her expenses
5. writing your information typing a message
6. gives her some money makes a secure online donation
7. tell other people spread the word
8. get withdraw
9. the cash a deposit
10. lots of money thousands of dollars
Expressions 2-10 mean the same.
G Shopping Problems Role-Play. Have sts swap partners.
Ask sts to begin by thinking about the type of store in
which they want to set their role-play. Then, go over the
instructions for sts A and B with the whole class and have
two sts act out the model dialog in the speech bubbles.
Then, assign a st A and st B within each pair and have
pairs role-play the shopping problem. Monitor and take
notes of sts speech production for further comments. At
the end, give the group language feedback and invite a
volunteer pair to act out the dialog for the whole class.
Personal answers.
H MAKE IT PERSONAL Question time! Tell sts that they are
going to hear the twelve lesson title questions from units
5 and 6 in random order. Tell sts that you will pause after
each question so they can ask and answer it in pairs.
Play 4.5 and pause after the first question. Have sts ask
and answer the question in pairs. Encourage them to ask
follow-up questions when appropriate. Classcheck. Repeat
the same procedure for all the questions on the track.
Personal answers.
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 7
Unit overview: The main topics of unit 7 are phrasal verbs, reported speech, and indirect
questions. Sts also learn and practice the names of car parts, instructions for operating
machines, and phrases for expressing opinions.

Does technology drive you crazy?

Lesson Aims: Sts learn and use phrasal verbs to talk about cars and car parts.

Function Language
Lesson 7.1

Talking about machines and technology. I hate it when computers freeze while Im working on something.
Listening to / Reading about an urban myth. Rumor has it the head of a giant computer company once said
Describing and naming car parts. Its the front window of the car. Uh windshield, right?
Listening to two people on a road trip. Its raining. Switch on the wipers, for heavens sake.
Using phrasal verbs in conversation. Do you ever forget to switch things off in class? Have you ever
had to ask anyone to turn down the volume?
Vocabulary: Car parts: tire, hood, trunk, steering wheel, wipers, engine, clutch, brake, gas pedal, windshield. Phrasal verbs:
switch (something) on / off, turn (something) on / off, turn (something) up / down, speed up, slow down.
Grammar: Phrasal verbs and object pronouns.

Warm-up Have sts interview each other with the lesson title The owner of a computer company attacked auto companies.
questions from unit 6 on p. 60-69. Encourage sts to ask The criticism was that cars are old-fashioned, expensive,
follow-up questions whenever possible. Monitor their and inefficient.
discussions closely and write down mistakes and very good or
Ask: What do you think the director of the auto company
interesting answers for delayed feedback. To classcheck, say:
will say? Have sts work in pairs to guess the answer.
Tell me two things you have learned about your partner.
Classcheck sts guesses.

C Point to the title and tell sts they are going to find out
1 Reading what the director of the auto company said as they read

A Go over the cartoon with sts and have them work in

and listen to And if Computer Companies Made Cars.
Before sts look at the text, read questions 1-4 with the
pairs to ask and answer the title question on the top of
whole class. Tell sts not to focus on new vocabulary just
p. 72, Does technology drive you crazy? Classcheck.
yet. Play 7.2. Have sts discuss 1-4 in pairs. Classcheck.
Point to statements 1-4 and have pairs discuss and
complete them with their personal views. Refer sts to the Personal answers.
model dialog in the speech bubbles. Classcheck.

Personal answers. D Point to the first bold term in C, steering wheel. Draw
sts attention to photos a-h on p. 72 and ask: Where can
you see a steering wheel? (photo d). Instruct sts to match
B Write computer companies on the board, and elicit a few the words in bold in C to photos a-h on p. 72. Paircheck.
names, e.g., Microsoft, Apple, and so on. Write automotive Play 7.3 to classcheck.
industry on the board and elicit a few well-known auto
manufacturers, e.g., GM, Fiat, and so on. Then, ask the
whole class: Who has the most advanced technology, 7.3
computer or auto companies? M = man W = woman
1 M Let me help with your suitcase! Ill put it in the trunk.
Point to the artwork (a car coming out of a laptop), and
Whoa! Thats heavy!
ask sts to guess its meaning. Tell sts that they are going to
2 M Turn left at the next corner I said left, left, left. Turn
listen to the story of an urban myth involving computer
the steering wheel!
and auto companies. Say: Listen to and read the beginning of
3 W Hey! What was that?
the story. Who attacked whom? What was the criticism?
M Oh no, I think its the tire.
Play 7.1. Classcheck.

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 7.1

4 MCan I check the oil, maam? Cultural note Although the song contains several allusions to
WSure, yes, please. Ill open the hood. cars and car parts, Shut Up and Drive has noticeable sexual
5 MUh I think you got a problem with your engine. connotation in its lyrics, referring to a womans body as a car.
6 WHoney, I think youd better turn on the wipers.
7 MStop the car!
B Read the definitions in the box with the class. Point
WJeez! That stone broke the windshieldI cant see to the underlined phrasal verbs in 1C and have sts match
anything. them to the correct meanings. Paircheck. Classcheck.
8 M1 Listen to this beauty when I put my foot on the gas
pedal. switch off / turn off
M2 Whoa, dude, thats awesome!
slow down
9 W Look out, theres a dog in the road, hit the brakes!
turn down
10 M OK, first gear Foot on the clutch and into second.
Then, go over Common Mistakes with the whole class.
steering wheel d
tires a C Ask: Do you enjoy traveling by car? When did you last go
hood b on a road trip? Where were you going to? Tell the class they
engine f are going to listen to a conversation between two people
trunk c who are on a road trip. Have sts read questions 1-3 and
wipers e listen for the answers. Play 7.5. Paircheck. Replay the
windshield h track if necessary. Classcheck.
gas pedal g
brake g
7.5 Notice the stress in phrasal verbs.
clutch g
B = Barry L = Linda
Tip Drill pronunciation of all car parts. Then, reinforce the B How many hours till we get to Oakland?
word meanings by having sts cover words in C with a sheet L At least nine.
of paper, a notebook, or their workbook and testing the whole B Im hot.
group by asking Whats in photo a? What about b? and so on. L So turn on the air conditioning.
B Its broken, remember? I told you we needed to fix it, but
E Play 7.4 as sts listen to and read World of English . Then, you didnt listen.
ask them to find other examples of cc pronounced as NV L Well, dont turn it on then. Open the window or
in the text in C. Paircheck. Classcheck. something
B Linda, why exactly are you waiting to switch them on?
accidentally L Switch what on?
accept B The wipers, Linda. Its raining. Switch on the wipers, for
accelerate heavens sake!
L Do we need to? They make such a loud noise.

2 Vocabulary: Car Parts and Phrasal Verbs L You see that blue car?
B The Focus?
A Point to photos a-h on p. 72 again and say: Guess which
L Yeah. Its been following us for the past two hours or so.
car part Im describing. Pay attention to my description. Its
the front window of a car. (windshield). Have sts continue B Are you sure?
the activity in pairs, describing car parts from photos a-h L Positive. Speed up!
for their partners to guess. Ask each student to describe B What? I cant. This road is full of speed cameras.
four car parts. Monitor sts descriptions closely and offer L I dont care. Step on the gas pedal and speed up,
help if necessary. Correct pronunciation on the spot. Barry. Now.
Classcheck by having some sts describe car parts for the
L Thank God were almost there Oh Barry, I love that song.
whole class to guess.
Turn it up! Turn it up!
Focus on the Song line on the top of p. 73 and find out B You know I cant stand Beyonc.
whether sts recognize the singer and the song. L Would it kill you to turn up the freaking volume on the radio
Song line: for five minutes?

Cause its 0 to 60 in 3.5.

Baby, you got the keys, 1. Personal answer.
now shut up and drive... 2. air conditioning (a/c), window, wipers, gas pedal, radio
Song: Shut Up and Drive
3. It is hot in the car; the wipers make a loud noise; they are
Singer: Rihanna (USA / Barbados)
followed by a car; they disagree on the radio.
Year: 2007

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 7.1

D Have sts listen to the conversation again and note

Then, pair sts up and have them work with their new
partners to ask and answer items 1-6. Monitor pairs work
the opposites of the phrasal verbs from B. Play 7.5.
closely and take notes for delayed feedback. Classcheck by
Classcheck by writing the answers on the board.
having sts report their partners answers to the class.
turn on / switch on
speed up
turn up Workbook p. 34
ID Online Portal
Grammar p. 128
E MAKE IT PERSONAL Ask sts to fill in the blanks with
phrasal verbs from B and D. Classcheck.

1. switch OR turn / off 2. switch on OR turn on 3. turn up

OR turn down 4. speed up 5. slow down 6. up / down

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What was the last little lie you told?
Lesson Aims: Sts study and practice reported speech through the contexts of shopping and talking about the little lies people tell.
Function
Lesson 7.2
Talking about the little lies people tell.
Reading tips for holiday shopping.
Talking about shopping experiences.
Reporting what other people said.
Telling a story about a lie someone told.
Vocabulary: Gadget, launch, unlocked phone, warranty, keys (on a keyboard), carrier.
Grammar: Reported speech (1).
Warm-up Tell sts that they are going to play a game called
Draw and Guess in pairs. Give them a time limit of three
minutes, in which they should take turns choosing and drawing
car parts from p. 72 (steering wheel, tires, hood, engine, trunk,
windshield, wipers, gas pedal, brake, clutch) for their partners
to guess. Monitor for correct pronunciation of the names of car
parts. At the end, elicit all the words sts guessed, write them
on the board and drill pronunciation.
3 Reading
A Read the lesson title question, What was the last
little lie you told? Have sts ask and answer the question
in pairs. Encourage them to make follow-up questions to
elicit details, e.g., Who did you tell the lie to? Why?
Did it work? Classcheck by inviting volunteers to share
their stories.
Say: Now lets look at some other little lies. Point to
sentences 1-4. Read sentence 1 with sts and ask: Who
mightve told this lie? In what situation? Go over the model
in the speech bubble. Then, ask sts to read the sentences
in pairs, discuss who might have told the lies and why,
and then decide which one is the worst lie. Classcheck. At
the end, ask: Have you ever told any lies similar to these? Why?
Personal answers.
B Find out if anyone in class is a salesperson. Ask: Do
salespeople always tell the truth to customers? Tell sts that
promises a-f are quotes from salespeople. Read the first
one with the whole class and ask: What product is the
salesperson trying to sell? Explain that keys might refer to a
different keyboard on a laptop or a smartphone. Have sts
work in pairs to read b-f and guess the product being sold.
Classcheck sts guesses.
Personal answers.
C Tell sts to read the text before listening to the audio
and explain that they should match promises a-f from B to
tips 1-5 in the text. Remind sts that one promise in B will
be left out. Play 7.6. Paircheck. Classcheck.
English ID 3 Teacher's Book 21x29.3.indd 119
7.2
Language
Yeah, purple looks great on you!
The first one could be a salesclerk.
Buying a cell phone abroad can save you a few bucks, but
No, I guess Im just lucky when I buy things.
She told me that she would buy it.
The salesman said some of the keys were different.
This guy I met at a club told me he was single
2. b 3. d 4. c 5. a
Tip Pair sts up and have them practice saying the words with
pink letters in the text. Classcheck and drill pronunciation.
D Point out the underlined words and photos a-e in C and
ask sts to match them. Paircheck. Classcheck.
a. fake goods
b. keys
c. unlocked
d. gadget
e. screw
Point to the first bold word in tips 1-5 in C (launch) and elicit
its meaning. Have sts find the correct definition in the box
(3. verb, to put something on the market). Ask sts to match
all the other bold words in C to the correct definitions in
the box. Paircheck. Classcheck.
1. carrier 2. warranty 3. launch 4. bug 5. break down
At the end, ask pairs to discuss the question, Whats the
best tip in your opinion? Have sts follow the model in the
speech bubble, Id say tip 1, because
E MAKE IT PERSONAL Ask sts to fill in the blanks in
sentences 1-3 using words from D. Paircheck. Classcheck.
Then, have sts swap partners and take turns asking and
answering questions 1-3 in their new pairs.
1. warranty 2. carrier 3. launched
Tip Ask sts to go to Writing Bank on p. 151 for further
practice or assign the page as homework.
4 Grammar: Reported Speech (1)
A Tell sts that they are going to hear five conversations
about shopping problems. Play conversation 1 from 7.7
and then pause the track. Elicit the corresponding
paragraph in 3C. Play the rest of 7.7 and have sts
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 7.2
match each conversation to the correct paragraph in 3C.
Paircheck. Replay the track if necessary. Classcheck.
7.7 Notice the intonation / emotion on right.
1 Notice stress and schwas .
A God, it seems that for every five letters I type, one comes
out wrong.
B American keyboard layout, right?
A Well, the salesman said some of the keys were different,
but it was basically the same thing, blah, blah, blah. Yeah,
right! But how was I to know?
2 Notice stress and schwas .
C Oh Dad, youre wearing the watch I got you. How do you
like it?
D Well, Id like it better if it worked properly. I missed two
meetings last week. Do you have the warranty?
C Warranty? No, he didnt give me one.
D What? No warranty? Where did you get it?
C Well, there was a guy in the market selling this watch
really cheap. He said that it worked just as well as the
famous brand.
D In the market! So this isnt a Rolex?
C Uh no Maybe not. Oh no, look, it says Polex.
3 Notice D.
E Oh my God!
F What in the name of
E Oh no There goes my Christmas present.
F But how how did it happen? You didnt... you didnt
put it up yourself, right? Right?
E Uh Well, the delivery guy told me I could mount it on the
wall myself. How was I to know?
4 Notice and H.
G Paula, were OK, right? I mean, its just that Well, you
havent returned any of my calls.
H Sorry, didnt get your messagesyours or anybodys. My
phones dead.
G Dead?
H I bought it from this site and it came straight from the
States. Turns out I cant make or receive calls. Some sort
of network problem Which is odd, because on the site it
said Id be able to use it in any country Guess they were
lying. But how was I to know?
G Cant you get a refund or something?
5 Notice  and .
I One of these days I swear I will throw this tablet right out of
the window.
J Oh, come on! Its not so bad!
I Youre kidding, right? The screen sucks and the softwares
full of bugs. To think I couldve gotten a laptop! I bought it
on on impulse, I guess. The store manager said it had
just arrived and, you know, I couldnt resist it. But how was
I to know?
J Well, try to control yourself next time.
1. paragraph 5
2. paragraph 3
3. paragraph 2
4. paragraph 4
5. paragraph 1
B Ask sts to use pencil to fill in the blanks in sentences
1-5 with their predictions for what the correct words might
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English ID 3 Teacher's Book 21x29.3.indd 120
be. Play 7.8 so sts can check their guesses. Draw sts
attention to the use of the verbs say and tell in the track
and have them read Common Mistakes .
1. were
2. worked
3. could
4. would OR d
5. had / arrived
C Point to sentence a in 3B and have sts compare it with
sentence 1 in 4B. Emphasize that some of the keys are
different became were different in reported speech.
Have sts continue comparing sentences from 3B to their
reported-speech versions in 4B. Classcheck their findings.
Ask sts to read the rules in the Grammar box and cross out
the incorrect choices in items 1-3. Paircheck. Classcheck.
Go over the common collocations for say and tell in
World of English .
Direct sts attention to the Song line on the top of p. 75 and
find out whether they recognize the band or the song.
Song line:
Somebody told me you had a boyfriend
who looked like a girlfriend that I had
Song: Somebody Told Me
Band: The Killers (USA)
Year: 2004
Tip For further practice, refer sts to Grammar on p. 129.
1. remains the same
2. necessary
3. Said
D Read sentence 1 and ask a volunteer to change it into
reported speech, beginning with He said Have sts write
sentences using reported speech for items 2-5. Play 7.9 to
classcheck and write the answers on the board.
7.9
1 B American keyboard layout, right?
A Well, the salesman said some of the keys were different,
but it was basically the same thing, blah, blah, blah.
Yeah, right! But how was I to know? He said I would
learn fast. Guess he was wrong.
2 C Well, there was a guy in the market selling this watch
really cheap. He said that it worked just as well as the
famous brand.
D In the market! So this isnt a Rolex?
C Uh no Maybe not. Oh no, look, it says Polex. He
told me he was there every week and he could get me
video games too. Maybe we can ask him for a refund?
3 F But youre not a pro! Youre a doctor! Doctors dont
install TV sets. What were you thinking?
E But Look, he said it was easy and it would only take
ten minutes!
11/21/13 12:35 PM

4 H ... Which is odd, because on the site it said Id be able
to use it in any country Guess they were lying. But
how was I to know?
G Cant you get a refund or something?
H Oh yeaheasily. They told me that lots of people had
complained and so on.
5 J Well, try to control yourself next time.
I I know... But she said that these tablets usually sold
pretty quickly, so...
J You were afraid they would sell out?
I Bingo.
1. I would learn fast.
2. he was there every week and he could get me video
games too.
3. it was easy and it would only take 10 minutes.
4. me that lots of people had complained.
5. these tablets usually sold pretty quickly.
E Point to the first picture and ask: What do you think the
mother told the boy? Instruct sts to write or report what
they think the people in the pictures said, using the verbs
provided. Paircheck. Play 7.10 to classcheck and write the
answers on the board.
7.10
1 Notice  and X.
M = mother W = William
M William Bonney Junior! What is this?
W Its my school report, Mom.
M I know what it is! But you told me youd done well this year.
You wait til your father sees this.
2 Notice J and N.
V = Vanessa C = Chris
V Hi Chris. So good that you could come. Come in, come in.
C Hi Vanessa, yeah, its gonna be a great party. And this must
be Pickles. Whos a cute little dog then? Huh?
V Pickles. Pickles, no! Bad dog bad dog.
C Ow! Get it off! Get it off! Vanessa! I thought you said your
dog was friendly.
English ID 3 Teacher's Book 21x29.3.indd 121
7.2
3 Notice the contractions.
G = Geri J = Josh
G Hi Josh, uh, nice shirt.
J Geri, what is this? James Bond night?
G Josh, its a cocktail party, you are supposed to look smart.
J But but you told me the party was informal and
G No, I said a few friends and drinks, I didnt say wear
your beach clothes.
4 Notice L and .
A = Andy Z = Zoey
A Please leave your message after the beep.
Z Andy! Where are you? Im in the line and the movie is going
to start soon. Andy, you said that you wouldnt arrive late.
1. You told me youd done well this year.
2. You said your dog was friendly.
3. You told me the party was informal.
4. You said that you wouldnt arrive late.
F MAKE IT PERSONAL Read the model in the speech
bubble with the whole class and challenge sts to predict
how the story ends. Ask: Was it true or was the guy
deceiving her?
Tell sts to think of a time when somebody deceived
them. Read questions 1-3 to sts and give them some
time to prepare their stories, using answers 1-3 to
organize their ideas. Divide the class into small
groups and have the sts in each group share their
stories. Monitor sts stories closely and write down any
mistakes for delayed correction. Classcheck and provide
language feedback.
Workbook p. 35
ID Online Portal
Grammar p. 128
Writing Bank p. 151
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 7.3
Are you confident with technology?
Lesson Aims: Sts study and practice indirect questions via the contexts of asking for help operating machines, tourist
information, and further information about products.
Function
Lesson 7.3
Talking about technophobia.
Listening to a woman calling a help desk service.
Role-playing a dialog between a customer and a help desk
attendant.
Asking indirect questions.
Vocabulary: Verbs for operating machines: check, plug, unplug, push, press, click, scroll, set. Nouns for operating machines:
monitor, power cable, icon, button, F1 key, wall socket.
Grammar: Indirect questions.
Warm-up Say: Tell the person next to you three things
about your life. Explain that sts can talk about personal
experiences, jobs, family, plans for the future, etc., but one
of the three things must be a lie. Say: Tell your partner two
truths and one lie. To clarify, repeat the instructions or write
them on the board if necessary. Instruct sts to take notes on
their partners answers.
Have sts swap partners. In their new pairs, sts should report
to each other what their previous partners have said and work
together to decide which information was not true. Ensure that
sts use reported speech. Classcheck.
5 Vocabulary: Operating Machines
A Books open. Focus on the dictionary entry for
technophobia. Explain that a person can be a technophobe or
have a technophobic attitude towards technology. Ask the
class: Do you know anyone whos a technophobe? Classcheck.
Personal answer.
B Point to the woman in the photo and say: This is Ms.
Harris. What could she be having problems with? Play 7.11
and have sts listen to answer the question. Classcheck.
Then ask: How do you know? Elicit clues from the track
that helped sts correctly answer the question.
7.11 Notice middle and final t is weak or links to the
next sound.
M = Ms. Harris H = help desk
M and I just cant get it to workits probably broken.
I wonder if you can help me.
H OK, maam, first I need to know if your IX44 is still under
warranty. Do you remember when you bought it?
M Gee, I dont know In January January or February, I guess.
H Right. Hold the line, please. Yes, youre still covered. Now,
before we go any further, could you check the power cable?
Has it been properly connected?
M Mmm You mean the white cord?
H Yes. Plug it into the wall socket and make sure its
completely connected, OK?
M Let me check... Just a second, please. OK. What should I
do now?
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English ID 3 Teacher's Book 21x29.3.indd 122
Language
My sisters scared of machines, especially smartphones.
Check the power cable. Unplug the monitor cable from the
wall socket.
I cant get this remote control to work.
Push the power button.
Can you tell me if there is free Wi-Fi in the rooms?
I wonder if I could check out late.
H Push the power button.
M Push what?
H The power button. Uh Do you know where it is?
M Well, theres a blue button at the back Its kind of green
H Thats the one Im talking about. I need you to push it once.
M OK Hang on a second. OK. Done that.
H Now wait for the power light to go green.
M Light light Oh, here well Nothings happening.
H Hmm Thats funny. Hold on, please. Ms. Harris, Im
going to ask you to unplug the monitor cable from the wall
socket and start over.
M Sorry, didnt get that. Unplug what from where?
H The monitor is uh Its the little TV, you know?
M Oh, all right Just a sec Got it! Oh, its on, its on. Youre
a genius.
H Theres a, a message on the screen, correct?
M Yes.
H Can you tell me what it says?
M Uh It says Welcome.
H OK. Now, I want you to push the F1 key, click on the
welcome icon and scroll down to the bottom of the screen
and set the time and date.
M Key? Icon? What on earth are you talking about?
Her computer.
Clues: monitor, F1 key, icon, scroll, screen
C Ask: Do you remember the instructions Ms. Harris
received on the phone? Have you ever had a conversation like
this? Point to instructions 1-7 and have sts match the two
columns. Paircheck. Play 7.11 again so sts can check their
answers. Classcheck.
4, 1, 7, 6, 2, 5, 3
D Ask sts to cover the first column in C with a workbook
or a sheet of paper. Have them work in pairs to try to
remember the instructions in full. Classcheck.
E Go over World of English with the class. Then, ask sts to
turn to AS 7.11 on p. 163 and look for five more examples
of ways to ask someone to wait. Paircheck. Classcheck.
11/21/13 12:35 PM

Hold the line, please.
Just a second, please.
Hang on a second.
Hold on, please.
Just a sec.
F MAKE IT PERSONAL Have sts swap partners. Tell them
to read carefully all the instructions for roles A and B
and have pairs act out the situation. Encourage sts to use
language from C and E. Monitor pairs closely and offer
help when necessary. Then, have st A and st B in each
pair swap roles and act out one more situation. At the end,
invite volunteer pairs to role-play their dialogs for the
whole class.
Personal answers.
6 Grammar: Indirect Questions
A Have sts read World of English and look for examples
of indirect questions in AS 7.11 on p. 163. Then, draw
sts attention to the direct questions 1-4 and ask them
to copy the indirect questions from AS 7.11 next to the
corresponding direct questions from A on p. 76. Paircheck.
Classcheck.
1. Do you know where it is?
2. Do you remember when you bought it?
3. Can you tell me what it says?
4. I wonder if you can help me.
Draw sts attention to the changes in word order and
grammar in indirect questions 1-4, but dont explain the
rules just yet.
Point out the Song line on the top of p. 77 and find out
whether sts recognize the singer or the song. Focus on the
indirect question, Im wondering why I got out of bed,
and elicit the corresponding direct question, Why did I
get out of bed?
Song line:
My teas gone cold, Im wondering why
I got out of bed at all
Song: Thank You
Singer: Dido (UK)
Year: 2000
B Ask sts to compare the two columns in A and decide
whether rules 1-4 in the Grammar box are true or false.
Paircheck. Classcheck.
1. T 2. F 3. T 4. F
Read Common Mistakes with the whole class and, if appropriate,
ask: Do we have the same rules in our language?
Tip For extra practice, refer sts to Grammar on p. 129.
C Point to indirect questions 1-4 in A and say: Listen
carefully to questions 1-4 and repeat them. Play 7.12
English ID 3 Teacher's Book 21x29.3.indd 123
7.3
for choral and individual repetition. Listen for rising
intonation on questions 1-3 and falling intonation on
question 4. While sts are repeating the sentences, correct
any mistakes concerning intonation on the spot.
D Say: When we are, for example, staying at a hotel,
its more polite to ask or request something using indirect
questions. Show sts questions 1-6 and say: Rafael works
at a hotel in London, and these are tourists queries. Have
sts correct the indirect questions the tourists have made.
Paircheck. Classcheck by writing the answers on the board.
1. Can you tell me if there is free wi-fi in the rooms?
2. Could you tell me how many Starbucks there are in the
neighborhood?
3. Im taking five suitcases. I need to know how big the
rooms are.
4. Id like to know if the hotel accepts dogs. I cant leave
Fifi alone.
5. Do you know when this hotel was built? I cant stand old
buildings.
6. I wonder if I could check out latemaybe 4 p.m.?
E Have sts focus on the ad and ask the class: Are you too
busy to learn a new language? Point to Monicas indirect
questions 1-5 and have sts fill in the blanks to complete
them. Classcheck by writing the answers on the board.
1. when this method was
2. how many modules there are
3. if I should practice
4. how much the whole course costs
5. if I will become
Then, ask sts to use their imagination to predict the
answers in pairs. Classcheck their guesses.
F MAKE IT PERSONAL Ask sts to swap partners and assign
roles A and B in each pair. Explain that st A should come
up with four questions to ask st B about the product in
the first ad (a chair). Read the model in the speech bubble
with the class and instruct sts to use indirect questions.
Explain that st B should use his / her imagination to answer
st As questions. Allow pairs a minute to read the ad, study
the product, and plan their questions before they begin.
Monitor pairs closely and offer help as necessary. When sts
have finished, invite volunteer pairs to act out their dialogs
for the class.
Point to the second ad and explain that this time st B
should think of four questions for st A to answer. Repeat
the same process as for the first ad.
Personal answers.
Workbook p. 36
ID Online Portal
Grammar p. 128
123
11/21/13 12:35 PM
 7.4

Are machines with personality a good idea?

Lesson Aims: Sts learn and practice reporting questions, requests, and commands in the context of operating voice-activated devices.

Function Language
Lesson 7.4

Listening to two friends giving voice commands to their phones. Will the weather get worse?
Please call me an ambulance.
Discussing machines with personalities. How intelligent do you think voice recognition will become in
the future?
Reporting questions, commands, and requests. I asked my computer to read my new e-mail.
The GPS told me to turn left.
Vocabulary: Voice recognition, voice commands, voice-activated devices. Review words related to operating machines.
Grammar: Reported speech (2).
Before the lesson: Write the questions and prompts below on the board:
Wheres the restroom, please? Could you tell me
Can I speak to the school director, please? I wonder
Have you ever cheated on a test? Can you tell me
Is there Wi-Fi available for students here? Do you have any idea
Whats your favorite activity in class? May I ask you
Was there any homework from the last class? Do you remember

Warm-up Pair sts up and have partners take turns asking
and answering indirect questions based on the questions and
prompts on the board (see Before the lesson). Monitor closely
for accuracy and correct any mistakes on the spot. Classcheck
sts questions and answers.
Could you tell me where the restroom is, please?
I wonder if I can speak to the school director, please.
Can you tell me if you have ever cheated on a test?
Do you have any idea if theres Wi-Fi available for students here?
May I ask you what your favorite activity in class is?
Do you remember if there was any homework from the last class?
7 Listening
A Books closed. Ask: Can you operate your smartphone
using voice commands? What can you do with it? How often
do you use this feature? If possible, invite a student to
demonstrate how voice commands work or demonstrate
it yourself on your own phone.
Books open. Have sts turn to p. 72. Point to the photos of
the car parts and ask: What about cars? Which car parts can
you operate using voice commands? Refer sts to the model
text in the speech bubbles on p. 78 and have them discuss
the question in pairs. Classcheck.
Personal answer.
7.13
A = Ann B = Bruce
A Cool phone, dude.
B Thanks. Mom was like, Whats wrong with the one we
gave you last year? and I was like, Mom, that model is so
last year, so she got me this one for Christmas.
A You like it?
B Are you kidding? I love itespecially Justin.
A Justin?
B Yepmy, what do they call itpersonal assistant.
A Oh, speech recognition. Sweet. Does it, uh, tell the time,
check the weather, and stuff?
B Yeah, and much more. This morning I told Justin I was
boredwhich I wasand I thought he was going to, like,
ask me to repeat the command or whatever, and, guess
what, he asked if he bored me.
A Get out! No way! Man, this is, like, so cool.
B Then I asked him if he was hungry and he, uh, he was like,
Im a cell phone, not a person. Freaking unbelievable.
A Mine has voice recognition too, but its not so smart, you
know? Itll, like, make calls, set the alarm clock and stuff.
The other day I asked her to text someone and it took her,
like, three minutes to figure out what to do.
B Her?
A Mines not a dudeits called Alice.
Bruces phone is better at voice recognition.

D Go over questions 1-4 and replay 7.13 so sts can listen

B Have sts work in pairs, taking turns asking and again and answer the questions. Paircheck. Replay 7.13 if
answering questions 1-3. Classcheck by having sts report necessary. Classcheck.
their partners answers. Ask pairs: Which of you likes voice
recognition better? 1. his mom 2. Justin 3. No 4. Alice

Personal answers.
C Tell sts that they are going to hear Bruce and Ann
comparing their smartphones. Ask: Whose phone is better
at voice recognition, Bruces or Anns? Have sts listen to
answer the question as you play 7.13. Classcheck.
E Read World of English with the whole class. Then, play
7.13 again and ask sts to listen for and count the examples
of like in Ann and Bruces conversation. Classcheck.
There are eight examples of like in Ann and Bruces
conversation.

124

English ID 3 Teacher's Book 21x29.3.indd 124 11/21/13 12:35 PM


F Say: Now Anns going to talk to Bruces phone. Point to
questions 1-5 and ask: How many of these questions do you
think the phone will understand? How many will the phone
misunderstand? What will the phone reply in each case? Have
sts work in pairs to predict the answers. Classcheck sts
guesses. Then, play 7.14 and have sts check understood or
misunderstood for 1-5. Paircheck. Classcheck. Ask: Do you
think its funny? Has it ever happened to you?
7.14 Notice the weak h in he and him.
A = Ann B = Bruce J = Justin
A Dude, I so want to try Justin.
B Here, have fun.
A Sweet Justin, where am I?
J Im sorry, I dont know your name.
A And you said he was smart, right? I asked where, not who.
B He is smart, Im telling you. Give it another shot.
A OK. Uh Justin, will the weather get worse?
J It looks like rain tonight. Heres the forecast for the next
two days
A Wow Pretty awesome, dude. Justin
J Yes?
A Do you love me?
B AHAHAHnever tried to ask him that.
J Im not ready for that kind of commitment yet.
B Isnt he amazing?
A Oh my God, I love him, I love him! Mmm What can I ask
him now Justin, please call me an ambulance.
J OK. From now on I will call you an ambulance.
A What? No way! Uh Justin, make me a coffee.
J Ahem, Im just a phone.
B Dont you just love him?
A But was it, like, a joke? Or did he misunderstand me?
B I think he was kidding.
7.4
in G or W have -ed ending with the pronunciation LG
and add these pronunciations to the board. Then, drill
pronunciation for all the Past Simple forms on the board.
work worked W
happen happened G
play played G
cook cooked W
start started LG
need needed LG
Elicit the past form of ask and the pronunciation of its -ed
ending. Ensure that sts can pronounce VNW. Point to
sentences 1-3 and say: Listen and repeat. Play 7.15 twice
for choral and individual repetition.
Have sts circle the correct options to complete the rules in
the 5 box. Paircheck. Classcheck.
1. W
2. weak
3. weak
B Read World of English with the whole class. Then,
prepare sts for dictation. Play 7.16 twice and challenge
them to listen and write down five of Anns sentences.
Paircheck. Classcheck.
1. I asked where I was.
2. I asked if the weather would get worse.
3. I asked him if he loved me.
4. I asked him to call me an ambulance.
5. I told him to make me a coffee.
Tip Replay 7.16 for choral and individual repetition.

Understood Misunderstood
1. Where am I? 9 9 Grammar: Reported Speech (2)
2. Will the wheather get worse? 9
A Tell sts to look at the sentences in 7F and the five
3. Do you love me? 9
sentences they wrote down in 8B, then have them choose
4. Please, call me an ambulance. 9 Yes or No for the rules in the Grammar box. Paircheck.
5. Make me a coffee. 9 Classcheck.

1. no 2. yes 3. yes 4. yes 5. yes 6. yes

G MAKE IT PERSONAL Ask sts to swap partners. Have
them work in their new pairs to answer questions 1-3 and
talk about the items they discussed in B. Classcheck by
inviting volunteers to report their partners opinions to
the class.
Read Common Mistakes with the whole group and elicit or
provide examples of positive and negative commands with
the verb tell, e.g., I told her to close the door vs. I told her
not to close the door.

Focus on the Song line on the top of p. 79 and find out

Personal answers.
whether sts recognize the song or the group. Ask sts to
rewrite the line, making the commands negative.

8 Pronunciation: -ed Ending Followed by K Song line:

A Review the pronunciation of the Past Simple -ed ending. She asked me to stay and
Write a list of regular verbs on the board (work, happen, she told me to sit anywhere,
play, cook, start, need) and elicit the Past Simple form of so I looked around and I noticed
each. Then, cross out letter e where it isnt pronounced Song: Norwegian Wood
and write W or G according to the pronunciation of Band: The Beatles (UK)
Year: 1965
each verb, as shown below. Remind sts that verbs ending
125

English ID 3 Teacher's Book 21x29.3.indd 125 11/21/13 12:35 PM

 7.4
She asked me not to stay
she told me not to sit
Tip For further practice, refer sts to Grammar on p. 129.
B Read the first sentence with sts and explain that there
are two extra words in bold. Elicit the unnecessary words in
bold and the correct order of the remaining ones. Instruct
sts to continue crossing out the two extra words in bold and
reordering the remaining ones in each sentence. Paircheck.
Classcheck by writing the answers on the board.
Luke I asked my computer to read my new e-mail for, it
Sue I asked my phone if it would rain tonight and it said
will, for
Ron The GPS told me to turn left and for, if
Ian The stereo asked me what I wanted to listen to. did, want
Mitt I asked my GPS where I was and he told me not to
worry. am, to / for, don't
C Ask: What about the autocorrect function on your phone?
Do you use it? Does it cause you problems? Have sts read
Bruce and Anns texts and restate them as reported
speech. Clarify that Bruces texts are in blue and Anns are
in green. To model the activity, point to the first question
and say: Ann asked Bruce Elicit the completion of the
sentence (why he was late). Ask sts to use the reported
speech form with all the sentences in conversations 1-3.
1. Ann asked Bruce why he was late, and he said hed just
crashed his cat. Ann asked him what he meant, and he
said that he meant his car, not his cat. He said that he
hated autocorrect.
2. Bruce asked Ann if she was hungry and she said that she
wanted vegetarian blood. Then she said that what she
had meant to say was
3. Bruce asked Ann if she was going to the party and she
said she couldnt because she had broken her uncle. Then
she said that she meant But that it was still serious.
126
English ID 3 Teacher's Book 21x29.3.indd 126
D Read the model in the speech bubble with the whole
class and tell sts that they are going to make guesses about
the blanks in Ann and Bruces texts. Pair sts up and ask
them to use their imagination to discuss and fill in the
blanks in pencil for conversations 1-3. Then, play 7.17 so
sts can check and correct their answers.
7.17
1 Ann asked Bruce why he was late and he said he had
just crashed his cat, but what he meant to say was he
had just crashed his car.
2 Bruce asked Ann if she was hungry and she said she
wanted vegetarian blood, but what she meant to say was
she wanted vegetarian food.
3 Bruce asked Ann if she was going to the party and she said
she couldnt because she had broken her uncle. But what
she meant to say was she had broken her ankle.
2. food 3. ankle
E MAKE IT PERSONAL Pair sts up and give each pair of sts
two slips of paper. Have partners text each other, each
writing a message on a slip of paper and then swapping
them. Sts should then write replies on the slips of paper
and swap them again.
Have sts swap partners and give the new pairs two slips
of paper each. Have sts use the new slips of paper to
report to their new partners the previous conversation,
e.g., I asked (previous partner) what he / she was doing
on the weekend. He / She said he / she didnt know.
Invite volunteers to report their conversations to the
whole class.
Workbook p. 37
ID Online Portal
Grammar p. 128
11/21/13 12:35 PM

Do you spend too much time on social networks? /
Do you enjoy a good argument?
Lesson Aims: Sts practice taking notes and expressing views after watching a video and listening to a TV debate about a book
called The Dumbest Generation.
Function
Lesson 7.5
Viewing / Listening to an interview with an author.
Listening and note-taking.
Talking and taking notes about a video.
Listening to a TV debate.
Expressing your opinion.
Vocabulary: Trust, dumb(est), stupefy, jeopardize. Phrases for expressing views: We cant deny that Hold on a second, let me
finish, Yeah, I couldnt agree more, I totally disagree, Whats your point exactly? OK, point taken, Please, get to the point!
Grammar: Review speaking generically about topics (People say that Teenagers are usually). It depends on
Warm-up Divide the class into groups of five. Ask each group
to come up with five pieces of advice expressing dos and
donts for learning English, e.g., always do your homework,
dont miss classes, avoid texting or checking e-mails on your
phone during class, watch movies in English, take notes about
new vocabulary, dont be late for class, try to speak English
outside class, etc.
When groups have finished, ask each student to pair up with
a classmate from a different group. Have partners tell each
other their groups dos and donts. Classcheck by asking
sts to report their partners tips to the whole class. Encourage
them to use reported speech by asking: What did (partners
name) tell you to do? (e.g., Ana told me not to miss lessons
and to avoid texting in class.)
Skills: Listening and Note-Taking
A Books open. Direct sts attention to the book title and
have them read all they can on the book cover. Ask: What
do you think the book is about? Would you like to read it?
Read definition 1 and ask sts to find the matching word
on the book cover. Then, instruct them to find the correct
words for definitions 2-4. Paircheck. Classcheck.
1. trust 2. dumbest 3. stupefies 4. jeopardizes
B Have sts work in pairs to ask and answer questions
1-3 about the book in A. Play 7.18 so sts can check their
answers. Classcheck.
7.18 Notice Marks hesitation / repetition and Nicks
listening sounds.
M = Mark N = Nick
M What I dont understand is how, how is it that, on the 2001
NAEP history exam, 52% of high school seniors chose Nazi
Germany, Imperial Japan or Fascist Italy as our ally. Not the
Soviet Union.
English ID 3 Teacher's Book 21x29.3.indd 127
7.5
Language
Im here today with Mark Bauerlein, author of The Dumbest
Generation, a provocative new book that says the digital age
stupefies young Americans and jeopardizes our future.
visits to libraries + museums. Technology in teenage
bedroom: laptop, video game console, Blackberry.
Id never read that book.
Dont trust anyone under 30?
Young people are reading less and less.
We cant deny that the Internet needs to be more strongly
regulated. That may be true, but
N Hi, Im Nick Gillespie with Reason TV. Im here today with
Mark Bauerlein, author of The Dumbest Generation. A
provocative new book that says the digital age stupefies
young Americans and jeopardizes our future. In fact,
theres even a, uh, second uh, subtitle, which says dont
trust anyone under thirty. Mark, whats the premise of
the book?
M Digital culture uh, means, means this to most teenagers.
It doesnt open them up to the great big world of ideas
and artworks and, and, and documents and politics and
foreign affairswhich is all out there on the Internet, the
potential is there. Instead, it gives them what teenagers
really care about: other teenagers.
N Mmm hmm.
M Access to one another. Theyre not going to the Smithsonian
Institution website. When Nielsen Ratings examined the
most popular websites for young adults, nine out the top ten,
teenagers, nine out of the top ten were for social networking.
N Mmm.
M 55% of high school students spend less than one hour
a week reading and studying for class. They spend nine
hours a week social networking.
N Sure.
M And this, this is what brought me into this, this work.
Studies of leisure habits by, by young adults. And one thing
we can say is that the leisurereading people do,
young people do, the visits to museums that they do.
N Mmm hmm.
M The library visits that they do, those have gone down. And
thats, thats just natural, because the menu of leisure options
for young, for teenagers and young adults, has gotten bigger.
Reading is, is, is has a smaller portion on the menu
N Mmm.
M uh, that they have. And when you go into the average
fifteen-year olds bedroom now, its a multimedia center.
N Hmm.
M Yeah, therere a few books up there on the shelf. Theres
the laptop, the cell phone, video game console, Blackberry,
127
11/21/13 12:35 PM
 7.5
iPod, and all those diversions give them something a lot
more compelling
N Hmm mmmm.
M than the story of Anthony and Cleopatra and Caesar!
1. Over 30, because the subtitle of the book is Dont Trust
Anyone Under 30.
2. Social networks, laptop, cell phone, video game console,
Blackberry, iPod.
3. All topics except social networks.
C Find out about sts note-taking habits. Ask: How often
do you take notes in class? What about in work meetings or
college lectures?
Read World of English on note-taking. Then, have sts briefly
read notes 1-6 and replay 7.18 as they listen and fill
in the blanks. Paircheck. Replay the track if necessary.
Classcheck.
1. ideas, documents, politics 2. 90 3. 1 hr., 55 4. 9 hrs.
5. museums, libraries 6. laptop, cell phone, iPod
D MAKE IT PERSONAL Ask sts to swap partners. Have them
take turns asking and answering questions 1-4 in their new
pairs. Before sts begin, go over Common Mistakes with them
and invite two volunteers to act out the model dialog in the
speech bubbles for the whole class. Monitor sts work closely
and take notes for delayed correction. Classcheck and ask:
Did you find any strong differences of opinion?
Personal answers.
in Action: Expressing Your Views
A Tell sts that they are going to listen to a TV panel
discussing the book from Skills A, The Dumbest
Generation. Explain there are three people participating in
the show. Write their names on the board: Tom (T), Barbara
(B), and TV host (H).
Point to sentences 1-6 and tell sts that they are going to
listen and identify the person who made each point. Model
the task for sentence 1 by saying: Young people are (1)
reading less and less. Who says that, Tom, Barbara, or the
TV host? Tell sts to listen to the track and then write T,
B, or H for each point. Allow them a few seconds to read
points 1-6. Then, play 7.19. Paircheck. Replay 7.19.
Classcheck.
7.19 Notice the stress, pauses and .
H = host T = Tom B = Barbara
H which means, that, yeah, the website was most probably
hacked. Speaking of the Internet, I just got my hands on a
book by a guy called Mark Bauerlein and... well, the books
called The Dumbest Generation and basically it says that
Internet is making young people... stupid.
T Well, he has a point.
B Seriously, Tom?
T Yeah. I mean, we cant deny that teens are buying fewer
books and generally
128
English ID 3 Teacher's Book 21x29.3.indd 128
H How old are you, Tom?
T 22 Were not reading as much as people in their 30s or
40s, you know? I mean, bookstores like Borders are going
out of business week after week. I find that
B Well, it depends on what you mean by reading. Its Its
not that teens are reading less, its just that theyre reading
on their tablets... or e-readers, smartphones, or whatever.
My daughter, for example, has downloaded, what, 200,
300 titles and
H But how many of those has she actually read?
T Thats a good point.
B I dont know, but, you see, the point is reading has been
on the decline for
T Barbara, but dont you think
B Hold on a second, let me finish. Listen, people have
been reading less for at least 30 years, long before
the Internet ever existed. So, really, we cant blame the
Internet, can we?
H Hmm Well, you may agree or disagree, but he makes
some valid points, dont you think? Young people have
access to more information than we ever did, but, honestly,
how much are they actually learning? I mean, I was talking
to my son the other day and he thought Rome was a
country... a country! And hes a pretty smart boy, you know?
B My point exactly! The book says teens are getting
dumber I totally disagree. If anything, peoples IQs have
gone up, not down, over the past 90 years or so.
T Mmm That may be true, but dont you think theres
something wrong here? Romea country? Come on!
And you know what, I also think the, uh young people
are starting to avoid face-to-face contact because of the
Internet
B Yeah, I couldnt agree more.
T I mean, most of my friends spend hours and hours locked
in their rooms, chatting on Facebook. I mean, this cant
1. T 2. B 3. B 4. H 5. B 6. T
B Invite a volunteer to read the first supporting
argument to the class. Draw sts attention to points
1-6 in A and ask them: Which point in A relates to this
argument? (4). In the same way, sts should match the rest
of the supporting arguments to the other points in A.
Paircheck. Play 7.19 again so sts can check their answers.
Classcheck. Finally, ask the class: In your opinion, which
are the weakest arguments?
4, 5, 1, 6, 3, 2
C Read World of English with sts and lead them in choral
repetition of the three sentences in the box. Tell sts to turn
to p. 164 and underline five more examples of point in AS
7.19. Classcheck.
Well, he has a point.
Thats a good point.
The point is
He makes some valid points.
My point exactly!
11/21/13 12:35 PM

D Ask sts to fill in the blanks with the words from the
box. Tell sts that there are three extra words, which will
not be used. Play 7.20 so sts can check their answers.
Then, replay the track for choral repetition, pausing after
each sentence in the chart.
7.20
T = Tom B = Barbara
1 T Yeah. I mean, we cant deny that teens are buying fewer
books and generally
2 T Barbara, but dont you think
B Hold on a second, let me finish. Listen, people have
been reading less for at least 30 years.
3 B Well, it depends on what you mean by reading.
4 T Mmm That may be true, but dont you think theres
something wrong here? Romea country? Come on!
5 T I also think the, uh young people are starting to avoid
face-to-face contact because of the Internet
B Yeah, I couldnt agree more.
6 B My point exactly! The book says teens are getting
dumber I totally disagree. If anything, peoples IQs
have gone up.
cant
Hold
on
true
more
totally
English ID 3 Teacher's Book 21x29.3.indd 129
7.5
E MAKE IT PERSONAL Divide the class into groups of
three. Point to the sentences coming out of the megaphone
and ask groups to choose one of the topics. Within their
groups, sts should role-play a three-minute TV debate.
Ask sts to prepare before the discussion starts. Assign
roles A, B, and C within each group and then read the
instructions with the whole class. Clarify that st A should
agree with the statement chosen, st B should disagree,
and st C should begin the debate, take notes, and decide
whether st A or st B has the best arguments.
Encourage sts to come up with arguments to support their
views and to use language from C and D. Allow groups two
or three minutes for preparation before the debate. Then,
have all the groups start their debates at the same time.
Walk around the classroom and monitor, taking notes for
delayed correction. Classcheck by asking each groups st C
to report the outcome of the debate and briefly summarize
the arguments for each side.
Have sts swap roles A, B, and C within each group and
select a new topic. Restart the debate process. Repeat the
same procedures for monitoring and class checking.
Personal answers.
Workbook p. 38
ID Online Portal
Grammar p. 128
ID Caf Video p. 144
129
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 8.1

8
Unit overview: The main topics of unit 8 are modal perfects, tag questions,
reflexive pronouns, and vocabulary related to furniture.

How important are looks?

Lesson Aims: Sts look at and use reflexive pronouns and phrasal verbs in the context of discussing the importance of ones appearance.

Function Language
Lesson 8.1

Reading about a womans looks before and after cosmetic This month, Zoe Cowel tells us how she reinvented her looks.
surgery. I had the wrinkles of a 60-year-old
Talking about ones attitude toward ones own looks. Do you worry about putting on weight? Is there anything you
think you should cut out from your diet completely?
Watching / Listening to a TV commercial about a beauty Introducing the next revolution in beauty. Get ready to
product. experience a whole new you.
Debating the importance of appearance. I think talent is as important as appearance for celebrities.
Vocabulary: Wrinkles, dark circles (around ones eyes), cheeks, loose skin, chin, thin lips, eyelashes. Phrasal verbs: cut down
on, cut out, work out, take up, stick to.
Grammar: Reflexive pronouns.
Before the lesson: Before sts arrive, write the lessons Song line (p. 83) on the board.

Warm-up Have sts read the Song line on the board (see B Read Common Mistakes with sts and the model in the
Before the lesson) and find out whether they know the name of speech bubble. Say: Look only at the after photo and say
the song or the singer who recorded it. Ask: Do you consider whats different. Have sts work in pairs to complete the
vanity a positive or negative thing? activity. Classcheck.

Personal answer.
Song line:
Vanity! Its so good to be fabulous and glamorous.
We love ourselves and no one else.
C Read headings a-d with the class and explain the
meaning of the word miserable (for Spanish and Portuguese
Va-va-va-va-vanity.
speakers, it is a false cognate, meaning very unhappy).
Song: Vanity
Ask sts to read paragraphs 1-4 of Beauty and the beast?
Singer: Lady Gaga (USA)
quickly and match them to the corresponding headings in
Year: 2008
a-d. Give sts a time limit of four minutes. Play 8.1 so sts
can check their answers.

1 Reading a. 4 b. 1 c. 3 d. 2
A Books open. Focus sts attention on the question in the
lesson title: How important are looks? Elicit situations or D Pair sts up. Ask: Do you think Zoes happier now?
areas in life in which ones look might make a difference, Go over the model text in the speech bubble and have
e.g., finding a partner, getting a job, making friends, having pairs discuss the answer to the question. Classcheck sts
high self-esteem. guesses. Play 8.2 so sts can check their guesses.

Point to the woman in the photo. Ask a few questions

whose answers sts can find in the text, e.g., Whos this
woman? How old is she? What does she do for a living?
Focus on the womans before and after image and point
to numbers 1-7 on her face. Ask: What do we call number 1,
these lines we get as we grow older? Help sts find the first
word in bold in the text, wrinkles.
Point to the photo and the bold words in the text and say:
Read paragraph 1 and match the words in bold to numbers
1-7. Paircheck. Classcheck.
8.2
My friends say I look fabulous, with varying degrees of
enthusiasm. My husbandwhos in his mid 30ssays he
loves me just the same, not more, not less, and I think he
means it. At work, I finally got the promotion I had always
dreamed of. Happy coincidence? Who knows. Im certainly
feeling better about myself, which is something. But happier?
To be perfectly honest, Im not sure.
She feels better about herself, but shes not sure shes happier.

1. wrinkles 2. dark circles around my eyes 3. cheeks

E Instruct sts to re-read the text and decide whether
4. chin 5. loose skin 6. eyelashes 7. thin lips statements 1-7 are true (T) or false (F). Paircheck. Classcheck.
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Tip Alternatively, ask sts to close their books. Say: Were
going to play a game. Im going to tell you some information
about Zoe. Stand up if you think its true. Sit down, or remain
seated, if you think its false. Read sentence 1 and make
sure that sts have understood the game. Continue reading
the sentences one by one and have sts stand or sit to answer
without re-reading the text. Then, allow sts to open their books
and refer to the text to check their answers. Classcheck.
1. F 2. F 3. T 4. T 5. T 6. F 7. T
F MAKE IT PERSONAL Read questions 1-3 with the whole
class and have sts discuss them in pairs. Walk around
the classroom to monitor pairs discussions. Classcheck
sts opinions and provide them with feedback on their
performance.
Personal answers.
G If possible, use a small hand mirror to demonstrate
reflexive pronouns. Look at it and say: Im looking at myself
in the mirror. Write the sentence on the board and ask:
Whos looking? Who am I looking at? Then, give the mirror
to a student and have him / her look at himself / herself.
Say: He / Shes looking at himself / herself in the mirror. Ask:
Whos looking at the mirror? Whos he / she looking at?
Read Common Mistakes with sts. Then, have them read
and complete World of English . Ask sts to find five more
examples of reflexive pronouns in the text about Zoe.
Classcheck.
... tells us how she reinvented her looks and herself.
... when I looked at myself in the mirror.
... I decided to stop feeling sorry for myself...
... who had made a name for himself taking care of TV
celebrities.
But Ive promised myself that Im going to stick to my
exercise program...
H Draw sts attention to the underlined phrasal verbs
in the text on p. 82. Ask the class to match these phrasal
verbs to definitions 1-6. Paircheck. Classcheck.
1. cut down on 2. cut out 3. work out
4. stick to 5. put on 6. take up
I Have sts use the phrasal verbs from H to fill in the
blanks in sentences 1-5. Classcheck.
1. putting on 2. work out 3. cut out 4. cut down on
5. stick to
Read question 1 and model the answer and follow-up
question in the speech bubbles. Pair sts up and have them
take turns asking and answering 1-5. Encourage sts to ask
follow-up questions when possible. Classcheck.
2 Listening
A Point to the photo and ask: What product do you think is
being advertised? Have sts guess in pairs. Classcheck. Ask:
Do you think its a product for women only?
English ID 3 Teacher's Book 21x29.3.indd 131
8.1
Personal answer.
B Tell sts that they are going to watch / listen to a
commercial. Ask them to identify four words from the first
paragraph of the text 1A in the commercial. Play 8.3.
Classcheck.
8.3 Notice Q and .
Introducing the next revolution in beauty. Get ready to
experience a whole new you. Its you, perfected. Say
goodbye to fine lines and wrinkles and hello to full lips,
sparkling eyes, and lashes that never end. And thats just
the beginning. Transform your look the way celebrities do
with this beauty industry secret thats now available for the
first time ever. Introducing Fotoshop by Adobe. Finally look
the way youve always dreamed. The difference is clear. Just
one application of Fotoshop can give you results so dramatic
theyre almost unrealistic.
wrinkles, lips, eyelashes, eyes
C Point to the words listed and ask: Were these words
mentioned in the commercial? Have sts listen again and
number the words in the order they hear them. Replay
8.3. Paircheck. Replay the track if necessary. Classcheck.
5, 4, 7, 1, 3, 2, 6, 8
D Focus sts attention on the words in C and have them
work in pairs to mark the stressed syllable in each word. Ask:
Which word has the last syllable stressed? Classcheck. Ask: Do
you know why? Read the 5 box with the whole group and
highlight the suffixes -ion, -ence, -y, and -ic where they appear
in the list of words in C.
The word results has the last syllable stressed.
Because the other words finish with the unstressed suffixes
-ion, -ence, -y, and -ic.
E MAKE IT PERSONAL Divide the class into groups of
three. Review the phrases for expressing views on p. 81,
lesson 7.5, in Action D, and encourage sts to use them
in the discussion. Tell sts to express their opinions, agree
or disagree with other group members opinions, and
support and explain their views.
Weaker classes Allow sts time to prepare their arguments
before the discussion starts. Ask them to look at the language
from p. 81 and write down their views on the topics.
Have groups discuss sentences 1-3. Monitor and take notes
of any mistakes for delayed correction, as well as of
successful and adequate utterances for praise. Classcheck
by asking sts to report or summarize group members
opinions. Provide sts with language feedback.
Personal answers.
Workbook p. 39
ID Online Portal
Grammar p. 130
131
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 8.2

Do you like to hear gossip?

Lesson Aims: Sts study and use modal perfects in the contexts of gossiping about, apologizing to, sympathizing with, and
criticizing people based on what they have done.

Function Language
Lesson 8.2

Listening to people gossiping. Is that Debra? No way! I mean, Debra was, like, huge!
Reading gossip on phone texts. That mustve taken, like, ages! That cant have been easy.
Guessing what happened in various situations. The driver might have put his wallet on the car.
Apologizing, criticizing and sympathizing. That mustve been terrible.
What? You mustve lost your mind!
Vocabulary: Gossip. Expressions for apologizing, sympathizing and criticizing people: No way! You cant have done that!
Oops! I think I mightve said too much.
Grammar: Modal perfects.
Before the lesson: Write the following questions on the board:
1. Do you ever look for wrinkles when you look at yourself in the mirror?
2. Do you eat a lot of sugar? How difficult do you think cutting down on sugar would be for you?
3. Which sport would you take up if you had more free time?
4. Have you ever started a diet you couldnt stick to?
5. Do you know anybody who has completely reinvented his / her looks like Zoe, from the previous lesson?
What did he / she do?

Warm-up In order to review vocabulary from the last class,
have sts work in pairs to discuss the questions you wrote on
the board (see Before the lesson). Classcheck.
3 Listening
A Books open. Introduce the photo and elicit details from
sts by asking: Whats the occasion? Are these people friends?
What do you think the two people in the background are
doing? Play 8.4 so sts can check their guesses.
8.4 Notice Y and Z.
J = Julie D = Debra A = Andy
A Oh my God Julie, look over there! Is that Debra?
J No way! I mean, Debra was, like, huge!
A Yeah, I know We used to call her Oh, no, shes coming
this way. Hi Debra! How lovely to see you!
D Julie Andy Nice to see you both.
A You look so uh
D Slim? Yeah Ive lost a little weight. 50 pounds, in fact...
J 50 pounds? How did you do that?
D Well, I just cut down on alcohol, sugar and
A No cake? That cant have been easy!
J Andy! So, Debra 50 pounds! That mustve taken, like, ages!
D Well, youd be surprised Less than a year...
J So... Are you still working at the cake factory?
D Actually, I found a new job. Im the manager at an Apple
store. You know I always loved technology.
A Oh, manager? Well, I guess the new look may have
helped Who knows?
D Oh, thats Brad over there! Excuse me, I have to go.
A Why did she go? Was it something we said?
J Well, I dont know She might have thought we were
making fun of her.
Personal answers.
B Read statements 1-5 with the class and ask sts to
predict whether the statements are true or false. As they
have already listened to this conversation, some sts might
know the answers. Ask them to listen again to check.
Replay 8.4 and have sts listen and mark true (T) or false
(F) for statements 1-5. Classcheck.
1. T 2. T 3. T 4. T 5. F
C MAKE IT PERSONAL Focus sts attention on the lessons
title question, Do you like to hear gossip? Elicit the
meaning of the word gossip. Explain that the same word is
used both as a verb and as a noun, so a person who gossips
is also called a gossip, as well as the conversation about
ones private life itself.
Point to questions 1-4. Pair sts up and have them take
turns asking and answering questions about the topic.
Classcheck.
Personal answers.
4 Grammar: Modal Perfects
A Point to the four phones and ask: How often do you
gossip by phone? Which apps do you use to communicate with
friends? Ask sts to read the chats and insert lines a-d in
the correct conversations. Paircheck. Play 8.5 so sts can
check their answers.
1. d 2. a 3. b 4. c
Ask sts to study sentences a-d and circle the correct
options in the first two items in the Grammar box. Then,
have them complete the chart. Paircheck. Classcheck. Read
Common Mistakes with the whole class.
1. past
2. past participle

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 8.2

must cant might / Ask sts to identify each case: Which one shows sympathy?
have have may have Which one is an apology? Which one is an example of criticism?

Im almost sure this happened.
Maybe this happened.
Im almost sure this did not happen.
9 Tell sts that they are going to hear five conversations.
9 Instruct them to write C for criticism, A for apology, or S
for sympathy in the blanks next to items 1-5. Play 8.7.
9
Paircheck. Replay the track if necessary. Classcheck.

Tip For more practice, refer sts to Grammar on p. 131. 8.7

M = man W = woman
Draw sts attention to the Song line on the top of p. 85 and 1 M So, are we all set for Sunday?
find out if sts can sing the song or know its name and the W Huh? What do you mean?
band who recorded it. Say: This song was in a famous movie M Hello? Glorias birthday?
with Julia Roberts and Richard Gere. Have you ever seen it? W Oh! No one invited me...
(Pretty Woman).
M Oops. I, um, I think I mightve said too much. Sorry. I
thought you... I thought youd been invited.
Song line:
W Well, kinda looks like I wasnt, doesnt it?
It mustve been love, but its over now. 2 M Guess what?
It mustve been good, but I W What?
Song: It Must Have Been Love M Ive quit my job at the factory.
Band: Roxette (Sweden) W What? You mustve lost your mind! Youll never find a
Year: 1990
job like that. Not in a million years! How... how are we
The band released this single in Sweden in 1987, but it was only
going to make a living Harry?
relased internationally in 1990.
M Ive got it all figured outdont worry.
W Tell me youre kidding! No way! You cantve done that!
B Go over World of English with the whole class. Then, point You just cant.
to items 1-6 and say: Julie and Andy are gossiping at a party.
3 M1 Brenda kinda broke up with me.
These are their comments. Ask sts to rephrase the sentences
M2 Kinda?
using modal perfects. Do the first one with them to model
M1 Yeah. She said we needed some time apart and... stuff.
the activity. Have sts paircheck and then listen to 8.6 to
M2 Ouch. That mustve come as a surprise, huh?
check their answers. Write the answers on the board as well.
M1 You bet it did.
2. He must have given it up. 4 W1 Whats with the sad face?
W2 Ringo, he Ringo has gone to a better place.
3. They might have had an argument or something.
W1 Who? What?
4. He cant have bought it himself.
W2 Our Labrador. I found him dead in the garden last night.
5. He might not have gotten an invitation. W1 Oh... the dog. Im... Im so sorry. That mustve been
6. She cant have forgotten to buy one. / She might have left terrible.
it at home. W2 He was like family, you know?
5 M I mustve left a hundred messages in your voicemail.
Why didnt you return my calls?
C Point to photo 1 on the top right corner of p. 85 and W I was kinda busy. Sorry.
ask: What do you think happened? Guide sts to use modal
M Look, if its about last night... Im really sorry for
perfects in their answers, as in the model text in the
anything I mightve done. Really. I drank a little more
speech bubbles.
than I should and I kinda...
Divide the class into small groups and have the sts in each W Went wild. And I bet you dont remember anything.
group guess what happened in photos 1-6. Remind them M No... not really. What happened?
to form their guesses by using modal perfects. Sts should
avoid saying maybe or perhaps at this stage. Monitor closely
1. A 2. C 3. S 4. S 5. A
and offer help if necessary. Have each group join another
one to compare guesses. Classcheck.
B Have sts complete the sentences with the verbs
Personal answers. provided. Ensure that they use contractions. Play 8.8 so
sts can check their answers. Write the answers on the
board as well.

5 Pronunciation: Mustve, Cantve and Mightve 1. mightve done

A Write three simple sentences on the board to exemplify 2. mightve said
apology, criticism, and sympathy: 3. mustve lost
1. Im sorry, I didnt mean to offend you. 4. cantve done

2. You shouldnt have called her! 5. mustve come

3. I understand what youre going through. 6. mustve been

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 8.2
Draw sts attention to the phonetic transcriptions Monitor sts conversations closely for accuracy and
PVWY, NQWY, and PDWY and use these to pronunciation. Take notes for delayed correction. At
drill pronunciation. Replay 8.8 for choral and the end, invite volunteer pairs to act out their dialog for
individual repetition. another pair or for the whole class.

Personal answers.
C MAKE IT PERSONAL Have sts swap partners and work
in their new pairs to role-play a dialog about one of the
photos (1-6) on p. 85. Refer sts to the model dialog in the
speech bubbles and point out that this dialog is referring Workbook p. 40
to photo 6. Ask sts to use language from B and other ID Online Portal
Grammar p. 130
sentences with modal perfects.

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Have you ever cut your own hair?
Lesson Aims: Sts learn and practice causative forms in the contexts of listening to a teenagers party preparations and talking
about how self-sufficient one is at home.
Function
Lesson 8.3
Talking about birthdays.
Reading a TV review.
Listening to a girl talk about her birthday preparations.
Talking about activities people hire others to do.
Vocabulary: Straighten (ones) hair, have (ones) nails done.
Grammar: Causative form.
Warm-up Ask sts to stand up and form a line according
to the order of their birth month and day. Set the starting
(January) and the ending point (December) of the line in
the classroom. Encourage sts to mingle and ask classmates
Whens your birthday?, so as to find out where they should
stand in the line. Classcheck to make sure sts are in the
correct order. After that, have each student pair up with
the person standing next to him / her. Ask these pairs to sit
together for the following activity.
6 Listening
A Books open. Ask: Is your birthday an important date to
you? Point to questions 1-4 and have sts discuss them in
pairs. Classcheck.
Personal answers.
B Have sts briefly scan the text and say: This is a TV
review. Whats the name of the show? How do you think the
critic rated it? Ask sts to read the text. Classcheck.
The critic rated My Super Sweet 16 in a critical way and
does not recommend the TV program for teenagers.
C Tell sts that they are going to hear two teenagers
talking to each other. Say: Listen to Britney tell Courtney
about her birthday party. Read sentences 1-4 with sts and
ask them to write true (T) or false (F). Play 8.9. Paircheck.
Classcheck.
8.9 Notice s = V or ].
B = Britney C = Courtney
C Oh my God, oh my God, oh my God! You mean just like the
one on My Super Sweet 16?
B Yeah, but, like, a thousand times better Mom was like,
Sweetheart, why dont we have an ice-skating party?, and
I was like, Mom, that is so last year.
C Yeah, totally.
B So... Were having a movie party.
C Yay! Awesome!
B Therell be a massive outdoor screen by the pool and
Well, youll see. Itll be, like, the most fun youve ever had
Ever. I hope it doesnt rain.
English ID 3 Teacher's Book 21x29.3.indd 135
8.3
Language
Whats the most significant birthday?
My Super Sweet 16 shows you all the fun, glamour and
excitement
Dad hired a fashion designer and were going to have a new
dress made.
I usually have my car washed by someone else.
C Britney, this is so exciting! What will you be wearing?
B Dad bought me this pathetic pink dress and
C Yuk!
B Yeah, I know! So I told him, Dad! Hello? This is a movie
party, not a fairy tale!
C Duh!
B And I wanna look just like Demi Lovato.
C Yeah, who doesnt? Demi rules.
1. T 2. F 3. T 4. F
D Point to the photos and say: These activities were all in
preparation for Britneys party. Ask: Do you think she spent
a long time planning her birthday party? Have sts listen
to the dialog and number the photos in the order they
are mentioned. Play 8.10. Replay the track if necessary.
Classcheck.
8.10 Notice the silent letters.
B = Britney C = Courtney
B And I wanna look just like Demi Lovato.
C Yeah, who doesnt? Demi rules.
B So Dad hiredget ready for thisa fashion designer and
were going to have a new dress made.
C Specially for you?
B Of course.
C That is so cool! And your hair looks awesome! Tell me, did
you have it straightened?
B Yeah. I spent, like, 10 hours at the salon and I got my nails
done too Look!
C Oh my God, I would die for those nails So is
everything ready?
B No! Can you believe it? My parents are, like, so
incompetent. I mean, the pools dirty and Dad hasnt gotten
it cleaned yet. Hello? Does he expect me to do it? And
Mom cant cook, so we still need to have the cake made.
This is all so stressful! Im exhausted!
C Who wouldnt be?
B And, get ready for this, I signed all the two hundred
invitations myself. It took me, like, one hour.
C Humph! Like you had nothing better to do.
2, 4, 1
6, 5, 3
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 8.3
E Read the first half of the sentence in 1 and elicit the
correct ending from the second column. Instruct sts to match
sentences 1-6. Play 8.11 so sts can check their answers.
6, 5, 1, 3, 4, 2
F MAKE IT PERSONAL Have sts swap partners and take
turns asking and answering questions 1-3 in their new
pairs. Classcheck by inviting volunteers to report their
partners answers.
Personal answers.
7 Grammar: Causative Form
A Go over the rules in the Grammar box with sts. Point to
statements 1-6 in 6E and ask: Which activity did Britney do
(herself)? (sign the 200 invitations). Ask: Who did the other
activities? Which do you think was the most expensive? Then,
have sts look at pictures a-b and mark the corresponding
sentences in item 3. Classcheck.
1. Britney signed the 200 invitations.
2. Personal answers, e.g., Dad got the pool cleaned, I
think getting a fashion designer was the most expensive.
3. b, a
Draw sts attention to the lesson title question on the
top of p. 86: Have you ever cut your own hair? Have sts
answer in pairs. Then, write on the board: I usually have
my hair cut every two months. Ask sts: How often do you
have your hair cut?
Tip Ask sts to go to Grammar on p. 131 for more exercises.
Read the Song line on p. 87 with the whole class and ask:
Have you ever heard this song? Do you know who sings it?
Song line:
Now hes getting a tattoo,
yeah, hes getting ink done.
He asked for a 13 but they drew a 31.
Song: Pretty Fly (For a White Guy)
Band: The Offspring (USA)
Year: 1998
B Read World of English and Common Mistakes with sts.
Then, have them look at the photos in 6D and, in pairs,
recall the preparations for Britneys party, e.g., She had
her hair straightened, She got her nails done, and so on.
136
English ID 3 Teacher's Book 21x29.3.indd 136
Weaker classes Leave the following prompts on the board and
drill a few examples before sts begin working in pairs. Write:
have / hair / straighten
swimming pool / clean, cake / make
nails / do, dress / make, sing / invitations
Point to the first photo and ask: What did she get done for the
party? Write on the board and drill the sentence, She got her
hair straightened. Make sure sts understand that they need
to use the Past Participle form of the verb and elicit more
examples if necessary. Then, have sts in each pair take turns
describing the preparations for Britneys party. Classcheck.
Her dad hired a fashion designer and she had a new dress made.
She had her hair straightened.
She got her nails done.
Her dad had not gotten the swimming pool cleaned yet.
She still hasnt had the cake made.
She signed all 200 invitations herself.
C Have sts complete Britneys friends comments with
the causative form of the verbs provided. Paircheck.
Classcheck with 8.12.
1. get / done
2. had / made
3. is going to get / built
4. to get / redecorated
5. had / covered
D MAKE IT PERSONAL Read the activities with sts and
briefly ask if they enjoy doing them: Do you enjoy ironing
your clothes? What about washing your car?
Divide the class into groups of three. Ask sts: How
self-sufficient are you? Read and drill the three questions,
and have two sts read the model dialog in the speech
bubbles to the whole class. Then, have sts in each group
ask and answer questions and talk about the activities
listed. Monitor closely for accuracy and offer help
whenever necessary. Classcheck.
Personal answers.
Workbook p. 41
ID Online Portal
Grammar p. 130
Writing Bank p. 152
11/21/13 12:35 PM

Do you have a lot of furniture in your room?
Lesson Aims: Sts look at tag questions and learn vocabulary related to furniture in the contexts of having a room redecorated
and surprising a friend.
Function
Lesson 8.4
Listening to an English lesson on furniture.
Listening to friends talking about changes made in a room.
Asking and answering with tag questions.
Vocabulary: Bedside table, blanket, sheet, pillow, rug, lamp, floor, wall.
Grammar: Tag questions.
Warm-up Review names for the parts of a house. Make a
quick sketch on the board of a house floor plan, similar to
the one below. Alternatively, if technology is available, google
images of house floor plans that show beds in the bedroom,
an oven in the kitchen, and other items to elicit rooms and
furniture names. Ask the whole class: What room is this?
In addition, elicit the names of pieces of furniture sts might
know, e.g., bed, sofa, fridge, table, chair, TV, sink.
8 Vocabulary: Furniture
A Books closed. Ask: Do you have a lot of furniture in your
bedroom? Elicit or pre-teach vocabulary with simple line
drawings on the board or photos from the web of bedrooms
that contain pillows, a bedside table, a rug, and so on.
Books open. Focus on the two bedrooms on p. 88 and elicit
opinion from sts by asking: What do you think of these
bedrooms? Which bedroom would you like to live in? Why?
Tell sts that they are going to listen to an English lesson about
furniture. Say: The teacher is using one of these photos to teach
new words. Listen and decide which photo the class is looking at:
photo 1 or photo 2. Play 8.13. Paircheck. Classcheck.
English ID 3 Teacher's Book 21x29.3.indd 137
8.4
Language
Actually, we call it a rugR-U-G. The carpet covers the whole
floor, not just a small part of it.
I had the new bed made specially.
What about the rug? I mean, he loved that rug, didnt he?
You really like spinach, dont you?
Youve never been to Australia, have you?
8.13
T = teacher St = student
T OK, so in a room we have four What?
St1 Hmm people?
T No, you know what I mean. Where you hang pictures
St2 Oh, walls!
T Exactly. And between the walls, at the bottom You
know, where you stand, where you walk
St3 Ah! The floor And what do you call the thing opposite
the floor at the top of the room?
T Good question. Thats the ceilingC-E-I-L-I-N-Gbut
you cant see it in the picture.
St2 And whats that thing on the floor? A carpet?
T Actually, we call it a rugR-U-G. The carpet covers the
whole floor, not just a small part of it.
St2 OK.
St1 What about the table beside the bed? The thing with
the British flag, and the electronic stuff on top.
T Youve just said it.
St1 What? Flag?
T No, the table beside the bed is a DA-da table
St1 A what?
T A bedside table.
St1/2 Oh OK. And whats the white thing in the corner?
T Thats probably the lampyeah, its the lamp. And how
many pillows are there in this bedroom?
St1 How many what?
T You know The soft thing you put your head on to
sleep
St2 Ah three or four. How do you say that again?
T Pillow. And the white thing covering the bed is the
sh?
St1 Sheet!
T Yes, well done! Can you name the other thing on the
bed? The warm thing?
St2 No idea.
T Thats the blanket.
bedroom 1
B Point to item b in photo 1 in A and ask What do you
call letter b? (wall). Have sts match the rest of the items
to the correct words. Paircheck. Play 8.13 again so sts
137
11/21/13 12:35 PM
 8.4
can confirm their answers. Classcheck. Ask: Did the M Funny? I mean, your housemate goes away for two months
pronunciation of any of these words surprise you? Drill all and you turn his bedroom into into Disneyland!
the words.
B Oh, come on! Hell laugh, youll see.

bedside table c blanket g floor h lamp a

pillow f rug d sheet e wall b
C Read the model sentence in the speech bubble to the
whole class. Pair sts up and ask them to compare the
items in rooms 1 and 2 in A using words from B. Monitor
closely for pronunciation and correct any mistakes on the
spot. Classcheck.
Personal answers.
Barry wanted to play a trick on his housemate Tom. Barry
had the room redecorated while Tom was away.
C Go over row headings a-e in the chart as well as the
people listed in the column heads. Tell sts that they
are going to listen to the dialog again and check who
did what. Play 8.15 again. Have sts paircheck without
looking at each others books; that is, they must talk, as
in the model dialog in the speech bubbles. Ensure that
partners hide their books and check their answers by

D In pairs, sts should comment on who might live in each speaking to each other. Replay 8.15 so sts can check
their answers. Classcheck.
of the bedrooms in A. Refer them to the model text in the
speech bubble. Classcheck sts opinions.
Barry his friends a professional
Personal answer. a paint the walls 9 9
b paint the bedside table 9
c paint the lamp 9
9 Listening d make the new bed 9
A Tell sts that they are going to see if their guesses from e buy the new rug 9
8D were correct. Say: Listen to the owners of the rooms from
8A and see if you were right. Play 8.14. Classcheck.
D MAKE IT PERSONAL Have sts swap partners. Ask them
to take turns asking and answering questions 1-3 in their
8.14 Notice  and .
new pairs. Classcheck by having each student report his /
B = Barry M = Mick
her partners answers to the whole group.
B Dude, youve gotta come and see what weve done.
M Done what? I dont like the sound of this, Barry. You havent Personal answers.
done anything crazy, have you?
B No, no, its great. Come and have a look.
M Oh my God! This place looks so so... pink!
B I know! Its amazing, isnt it?
10 Grammar: Tag Questions
M But but This is Toms room, right? A Have sts look at the tag questions and read the
B Yeah! But with a few small changes sentences briefly. Play 8.16 as sts listen and fill in the
blanks with the tag questions provided. Classcheck.

Personal answers.
1. have you? 2. isnt it? 3. did you? 4. didnt he?
5. dont you?
B Have sts listen to the rest of the dialog. Ask: Why did
he change the room like that? Play 8.15. Classcheck. Then
B Ask sts to study the sentences in A and choose
ask: Do you think his housemate will really laugh? Will he
the correct options in the Grammar box. Paircheck.
like the changes?
Classcheck.

8.15 Notice O and Z. 1. question 2. the same 3. do, does, did 4. negative
M = Mick B = Barry
M Small? You didnt do all this yourself, did you? Tip For additional practice, refer sts to Grammar on p. 131.
B Well, no, not really. The guys helped me paint the walls
I took care of the bedside table and, uh Read the Song line on the top of p. 89 and ask sts if they
M Oh my God, you painted it pink. You mustve been out of know the song or the band who recorded it. Highlight the
your mind. tag question in the line for sts.
B I had the lamp painted too and... the bed, of course. I had
the new bed made specially. Song line:
M What about the rug? I mean, he loved that rug, didnt he? Two jumps in a week.
B Well, yes, but it didnt go with the new look, you know? So I bet you think thats pretty clever,
I bought him a new one. dont you boy?
M You know hes gonna kill you, dont you? Song: High and Dry
B No, come on, I mean, its only a joke! Hell see the Band: Radiohead (UK)
funny side! Year: 1995

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 8.4
C Go over World of English with the whole class. Explain T I dont know what to say.
that the same tag question can have different intonations
B Well Youre welcome!
depending on the speakers intention.
T This was Paulas idea, wasnt it?
B Well, lets just say that it was a gift from all of us
Tip Write have you? on the board and say number 1 from A
T Who needs enemies with a friend like you?
with rising intonation first, You havent done anything crazy,
have you? Sound as if you were unsure about the answer.
Mark the stress and intonation on the board as follows and There were four tag questions.
have sts repeat the phrase after you. Tom seemed upset at first but then laughed at the joke.

have you?
Then, say it again with falling intonation, so that sts can notice
E Ask sts to work in pairs and complete the tag questions
from memory. Then, play 8.17 again so sts can write the
the difference. Make it clear you only expect confirmation, that
sentences and check their answers.
is, you havent done anything crazy. Point out to sts that this
intonation can convey disappointment or even accusation.
But you said youd be back tomorrow, didnt you?
Erase the previous markings and illustrate falling intonation
You know I sleep here, dont you?
as follows. Have sts repeat the phrase with this intonation.
Youre not serious, are you?

have you? This was Paulas idea, wasnt it?

Have sts look at 1-5 in A. Ask them to mark or
according to the intonation used in the recording. Play
question 1 in 8.16 and pause the track so sts can mark
the intonation. Paircheck. Classcheck. Play the rest of 8.16
pausing after each question as sts listen and mark the
intonation. Paircheck. Replay 8.16. Classcheck.
1. 2. 3. 4. 5.
D Tell sts that they are going to hear Toms reaction when
he returns home and sees his new bedroom (photo 2 in A).
Ask sts to listen for two things: (1) How many tag questions
are asked? and (2) Was Tom upset? Play 8.17. Paircheck.
Replay 8.17 if necessary. Classcheck.
8.17
B = Barry T = Tom
B Hey, look whos here! Welcome home!
T Hi Barry. Man, its good to be back.
B But you said youd be back tomorrow, didnt you?
T Yeah but they canceled todays meeting thank God
n so here I am.
B So, how are things?
T Terrific. Lots of good news. Ill tell you later Man, its good to
be home. The hotel room was just What in the name of
B Surprise!
T Wait, wait, wait uh You know I sleep here, dont you?
B Yes, and I also know youre a huge Disney fan. So, voil!
T Yeah, but... but Pink? Really? Youre not serious, are you?
B Man, I knew you would love it!
F MAKE IT PERSONAL Have sts fill in the blanks in
questions 1-5 with the correct tag questions and then
answer a, b, or c about themselves. Classcheck.
1. dont you?
2. didnt you?
3. arent you?
4. have you?
5. did you?
Alternatives: Personal answers.
G MAKE IT PERSONAL Tell sts to transform 1-5 in F into
original questions by replacing the words in bold with their
own ideas, e.g., You really like spinach baseball, dont you?
Pair sts up and have them take turns asking and
answering the questions they came up with. Encourage sts
to use a variety of answers from F as well. Classcheck by
having each student report his / her partners answers.
Tip If time allows, have all sts stand up and mingle, asking
their questions to as many classmates as possible. Classcheck
and ask if there were any similar answers.
Personal answers.
Workbook p. 42
ID Online Portal
Grammar p. 130

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 8.5

Is your listening improving? /

Whats the hardest part of language learning?
Lesson Aims: Sts predict information in listening activities via the context of talking about famous logos. Sts also learn and
practice how to express preferences about English-learning experiences.

Function Language
Lesson 8.5

Comparing old and new logos. The new Myspace logo is weird, isnt it?
Listening to and predicting information. Hell mention something negative.
Hell talk about new users.
Comparing brands. I prefer Ray-Ban. Their designs are cooler.
Talking about English-learning preferences. Which one are you better at: grammar or vocabulary?
Vocabulary: Logo, makeover, college lecture, fortunately, however, in addition.
Grammar: Expressing preferences: prefer (something) to, like (something) better, both, either.

Warm-up For a high-energy start, begin the class with rousing
drills. Follow the model below. Alternate between choral and
individual repetition.
T You havent done anything crazy. You havent done
anything crazy, have you? Repeat.
Sts You havent done anything crazy, have you?
T You really like going to the beach. You really like going
to the beach, dont you? Repeat.
Sts You really like going to the beach, dont you?
T Now you. Youre from San Francisco.
Sts Youre from San Francisco, arent you?
T You arent from New York.
Sts You arent from New York, are you?
T You went to work yesterday.
Sts You went to work yesterday, didnt you?
T You didnt start learning English this year.
Sts You didnt start learning English this year, did you?
T You dont like fast food.
Sts You dont like fast food, do you?
T Shes from London.
Sts Shes from London, isnt she?
T He hasnt been to England yet.
Sts He hasnt been to England yet, has he?
T They were very friendly to you.
Sts They were very friendly to you, werent they?
Stronger classes Signal or prompt rising intonation (thumbs
up) or falling intonation (thumbs down) for each tag question.
Skills: Predicting
A Books open. Point to the old and new logos and have two
sts read the model dialog in the speech bubbles. Pair sts up
and have them look at the changes made to the logos in the
chart and discuss which ones they prefer. Classcheck.
Personal answers.
B Tell sts that they are going to hear the beginning of a
college lecture about logo makeovers. Ask: Which of these
topics do you think will not be discussed? Read topics with
sts and play 8.18 as they listen and decide which topic is
missing. Classcheck.
8.18
... the next couple of days. So today, as part of our image is
everything series, were going to be looking at the reasons
behind three different companiesglobal companies
altering their logos and how their target markets likedor
didnt likethe new versions. And trust me, some of the
stories are fascinating. Our very first
The cost involved.
C Go over World of English with the whole class. Then, tell
sts that they are going to make predictions as they listen
to someone lecturing about Myspaces and Starbucks
logos. Read sentence 1 with the class. Play 8.19 and pause
when you hear the first beep. Then ask: Will he mention
something positive or negative? Have sts underline their
guesses. Resume 8.19 so sts can check their answers.
Repeat the procedure for sentences 2-6, pausing the track
at each beep. Classcheck.
8.19
So, as most of you probably know, Myspace was by far the
most popular social networking site from 2006 to 2008.
At the time, it was worth, what, about 12 billion dollars...
Yeah... Things were going pretty well for Myspace. But
one day (beep) Facebook came along and, sadly,
Myspace started to shrinkprofits fell, people were fired,
and so on. So, heres what Myspace does: it radically
changes its logo. Now, do I like it? Well, obviously,
existing usersthe people who already access Myspace
wont have trouble remembering the name of the site.
However, (beep) if youre trying to attract new users,
you know, people who mightve never visited the site,
then that might not work. I mean, how do they type the
address? What name do they google? So, was this a good
idea? Hmm... (beep) Definitely not.
Now, take a look at the second slide... As some of you

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may know, in 2011, Starbucks celebrated its, uh, its 40th
anniversary. To mark the occasion, they mustve thought:
Hey, lets create a new logo and drop the words Starbucks
Coffee. Well, unfortunately, (beep) most Starbucks
customers were not crazy about the new logo... They
preferred the old one and didnt quite understand why
Starbucks took their name off. Well, personally, (beep) I find
the new green logo simple and elegant. You see, Starbucks
and its logo are well-known all over the world, and the green
circle well, the green circle speaks for itself. In other
words, (beep) the logo doesnt need to tell the world that its
Starbucks Coffeeeverybody knows that.
1. negative
2. new
3. doesnt like
4. didnt like
5. his opinion
6. explain what he said
D Ask: Do you know the clothes company called Gap? Tell
sts that this companys logo changed as well. Point to
the phrases and have sts work in pairs to guess the story
based on these phrases. Classcheck sts guesses. Play
8.20 to check.
8.20
M Now, moving on to our third story... and the last one
today... Gap released their new logo... yeah, the beauty
on the right a few years ago. They mustve tried to
create something modern and contemporary, but, boy,
were they wrong. The dark blue square on the left
certainly looked very traditional, didnt it? It was used for
more than... more than two decades, and most people
loved it. Then the new one comes along and, guess
what, everybody... hates it. In a matter of hours, there are
thousandsI mean thousandsof negative comments
on Facebook and Twitter. A few weeks later, Gap discards
the new logo, returns to the old one, and fires the
president. How about that? Honestly, I think they were
right to go back to the old one. Moral of the story? Well,
if it aint broke, dont fix it!
Personal answers.
E Read sentence 1 and elicit predictions by asking: How
many words are missing in this blank? Have sts guess the
number of words missing in the blanks in 1-3. Classcheck
sts guesses. Play 8.21 so sts can check their answers.
Replay the track if necessary.
Predictions: Personal answers.
1. they mustve 3 words
2. who mightve never 4 words
3. mustve tried to 4 words
in Action: Expressing Preferences
A Tell sts that they are going to play the Logo Game. Have
sts draw one logo for a hypothetical company in each of the
English ID 3 Teacher's Book 21x29.3.indd 141
8.5
categories 1-6. Tell them to use a blank sheet of paper to
draw a reasonably big and visible logo for each company.
Divide the class into groups of five and have sts within
each group compare their logos to see if any are the same.
Explain that sts score a point for each unique drawing. At
the end, ask: Whos the class Picasso?
Personal answers.
B Point to 1 in A and elicit the names of two actual sports
clothing companies, e.g., Nike and Adidas. Have sts write
these down and continue their list by adding two examples
of real companies for each of the categories 2-6 in A. Then,
ask sts to answer questions 1-3 about the companies they
listed. Classcheck.
Personal answers.
C Ask: Do you remember the college lecture in Skills B?
Say: Were going to hear two students who have just attended
the lecture. Lets hear what they say about it. Play 8.22 and
have sts listen to find out which logo both speakers like.
Paircheck. Replay the track if necessary. Classcheck.
8.22 Notice ,  and X.
G = Guilherme F = Fabi
G I love this class. It totally rocks.
F Yeah, its really good, isnt it? I wish wed had Professor
Ford last year.
G Yeah. Hes awesome.
F That Myspace logo is interesting, isnt it?
G Honestly, I think the new one sucks. I really do.
F Hmm... I kind of like it... It feels, I dont know, different...
What about Starbucks? Which one do you like better?
G I dont know... Both are OK, I guess, but I think I like the
old one better than the new one.
F Really? Oh, come on! It feels so... old, with the name and
all... Well, I dont really like either of them... Im tired of the
green mermaid.
G Now, maybe Im crazy, but remember the Gap logo?
F Uh-huh.
G I actually prefer the second one to the first.
F You mean the one that looks like it was drawn by a child?
G Exactly!
F You know what? Me too. They shouldnt have gone back to
the old one.
The new Gap logo.
D Have sts try to fill in the blanks for sentences 2-7 from
memory. Replay 8.22 so they can check their answers.
Classcheck.
2. sucks 3. better 4. Both 5. than 6. either 7. to
E Go over Common Mistakes with sts and have them
correct sentences 1-5. Paircheck. Classcheck.
Then, have sts swap partners. Ask: Do you agree with these
opinions? Have the new pairs look at 1-5 again and discuss
ideas with their partners. Classcheck.
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11/21/13 12:36 PM
 8.5

1. I think Meryl Streep rocks.
2. Both Facebook and Twitter suck, I think.
3. I like Firefox better than Internet Explorer.
4. Beyonc or Mariah Carey? Hmm I dont like
either of them.
5. I prefer cats to dogs. Actually, I cant stand dogs.
Opinions: Personal answers.
F MAKE IT PERSONAL Go over the chart and the model
question in the speech bubble with the whole class. Drill
possible questions sts can use to elicit information for
items 1-4, e.g., Which one are you better at? Which
one do you prefer? Do you prefer or? Personal answers.
Have sts work in groups of four, so they have three
classmates to interview. Ensure that sts write down notes
of their classmates answers on the chart. Monitor and
offer help if necessary.
Tip Alternatively, ask all sts to stand up and mingle with their
classmates until they have interviewed three classmates.
G MAKE IT PERSONAL Divide the class into groups of
four different from those they worked with in F. Have sts
work in their new groups to compare their findings from
F using the notes they have written down on their charts.
Classcheck.

Weaker classes Write these sentence frames on the board

and leave them there for reference during the activity.
Workbook p. 43
Tell sts that their answers should include at least three ID Online Portal
Grammar p. 130
of these words from the box: easy, fun, good at, helpful,
ID Caf Video p. 145
irritating, useful.

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Grammar and Vocabulary
A Picture Dictionary. Pair sts up and have partners test
each other and review the vocabulary in units 7 and 8.
Monitor sts closely throughout the picture dictionary tasks
and correct vocabulary and pronunciation on the spot.
Tip In order to provide sts with as much fluency practice
as possible, expand the activity into the mini-dialogs
suggested below.
Picture Procedures
Dictionary
Pair sts up and have them
hide the text in 1C on
p. 73 with a notebook
or a sheet of paper. Ask
8 car parts,
partners to take turns
p. 72
pointing to pictures a-h
on p. 72, asking and
answering questions
about car parts.
Have sts hide the text in
3C with a notebook or a
sheet of paper and look
5 common only at pictures a-e. Ask
objects, p. 74 sts to work in pairs to test
each other on the five
common objects shown
in the pictures.
Have sts report what
people said in situations
4 reported 1-4 in 4E.
speech
stories, p. 75
Ask sts to cover the
text about Zoe with a
7 face words, notebook or a sheet of
p. 82 paper. Have them work in
pairs to point to and name
the parts of Zoes face, 1-7.
Have sts say what
mightve, mustve, or
6 past cantve happened in
predictions, pictures 1-6.
p. 85
Tell sts to cover the
statements in 6E with
6 party a notebook or a sheet
preparations, of paper and, in pairs,
p. 86 try to recall the party
preparations from
pictures 1-6.
Have sts hide the words
in 8B with a notebook or
8 bedroom a sheet of paper and ask
items, p. 88 them to work in pairs to
test each other on the items
of furniture pictured in a-h.
English ID 3 Teacher's Book 21x29.3.indd 143
Review 5
Units 7-8
Mini-dialogs /
Suggested language
St A: (points to picture a)
Whats this?
St B: Thats a (flat) tire.
(points to picture b)
Whats letter b? 8 car parts:
St A: Its the hood.
(points to picture) (flat) tires, hood, trunk, steering wheel, wipers, engine,
St A: (points to picture a)
What are these?
St B: Theyre fake watches
or goods. (points to
picture b) Whats letter b?
St A: Thats a computer William Bonney, Jr. told his mother he was doing well this year.
keyboard. (points to
picture)
St A: (points to picture a)
William Bonney, Jr. told
his mother he was doing
well this year.
St B: (points to picture b)
Vanessa said her dog
was friendly.
St A: (points to number 1)
Wrinkles.
St B: (points to number 6)
Eyelashes.
The dog mightve jumped in the washing machine.
St A: (points to picture 1)
He mightve been examination.
robbed.
St B: (points to picture 2)
The owner mustve OR He cantve been happy with the employees performance.
dropped his / her
laptop.
St A: (points to the first
picture) Have your hair
straightened.
St B: (points to the
second picture) Have
the pool cleaned.
St A: Whats letter a? lamp, wall, bedside table, rug, sheet, pillow, blanket, floor
St B: Its a lamp. Whats
letter b?
St A: Its the wall.
Have sts turn to the St A: How do you spell
pronunciation chart on attractive?
p. 155. Focus sts St B: A-T-T-R-A-C-T-I-V-E.
attention on the list of St A: Right. How do you
words for consonant spell stressed?
sounds, just below the St B: S-T-R-E-S-S-E-D.
2 words
pictures. Pair sts up and St A: Thats right.
assign roles for st A and St B: Now you. How
for each
st B in each pair. Explain do you spell scissors?
consonant
that st A should ask, How do you spell has?
sound in lines
How do you spell?
3 and 4,
for two words with each
p. 155
consonant sound in the
third line of the chart.
Then, sts should swap
roles, with st B testing
st A on two words
with each sound in the
fourth line.
clutch / gas pedal / brake, windshield
5 common objects:
watch, keyboard, cell phone, GPS, screw
4 reported speech stories:
Vanessa said her dog was friendly.
Geri told Josh the party was informal.
Andy said that he wouldnt arrive late.
7 face words:
wrinkles, dark circles around (my) eyes, cheeks, chin,
(loose) skin, eyelashes, (thin) lips
6 past predictions (possible answers):
He mightve been robbed.
The owner mustve dropped his / her laptop.
He mightve passed vestibular, the Brazilian college entrance
The boss mustve received bad news from the head office.
He mustve dropped his cell phone.
6 party preparations:
have your hair straightened, have your nails done, have
the invitations signed, have the cake made, have the dress
made, have the pool cleaned
8 bedroom items:
2 words for each consonant sound (possible answers):
W stop, attractive
G adore, middle
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11/21/13 12:36 PM
 R5
Q tennis, one
O long, all
V kiss, science
] size, jazz
 action, special
 treasure, usual
B Ask sts: Are you superstitious? Say: Look at Sam Soccer.
Hes a soccer player and has a pre-match ritual. Point to the
first picture and have a student read the model text in the
speech bubble to the whole class.
Ask: Which activity did he do by himself? Emphasize that sts
should use the causative form for all the other activities.
Pair sts up and have them say each step of Sam Soccers
ritual using the prompts provided. Monitor sts work
closely and correct any mistakes on the spot.
Classcheck by inviting four volunteers to say one sentence
each. Write the answers on the board if necessary.
He has his uniform dry-cleaned.
He has his cleats checked.
He has his photo taken.
The different action is: He cuts his (own) hair.
C Role-play. Have sts swap partners. Tell them that
they are going to role-play an interview with Sam Soccer.
Assign roles for st A and st B in each pair. Refer sts to
the model dialog in the speech bubbles. Monitor sts
interviews and take notes for further correction. At the
end, invite a volunteer pair to act out the interview for
the whole class. Then, provide the whole group with
language feedback.
Personal answers.
D In order to convey the concept of a tongue twister,
write a model on the board: She sells seashells by the
seashore. Challenge sts to say it as fast as they can.
Then, tell sts that they are going to hear a tongue twister
with words a, b, and c from 1. Draw sts attention to the
underlined ending (-ed) and ask: Which sound is different: a,
b or c? Have sts listen and check their answer as you play
the first sentence of 5.1. Classcheck. Play the rest of 5.1
and have sts choose the different sound in sentences 2-3.
Paircheck. Classcheck.
5.1
1 I asked, then I parked, and then the problems started.
2 We accuse you of causing the accident. No excuses!
3 Should they accelerate, accommodate, or experiment?
1. started 2. accuse 3. accomodate
Replay 5.1 and have sts practice saying the tongue
twisters in pairs. Classcheck.
E Point to item 1 and elicit the correct order of words and
punctuation. Have sts reorder the words to make sentences
144
English ID 3 Teacher's Book 21x29.3.indd 144
for items 1-7, adding punctuation marks where appropriate.
Paircheck. Classcheck by writing the answers on the board.
1. Can you show me how this phone works?
2. Do you know where this bus stops?
3. I wonder if it will rain tomorrow.
4. You dont take sugar and milk.
5. You wont remember to send that e-mail, will you?
6. Could you tell me what this cable is for?
7. Do you know how to turn off this machine?
F Have sts work in pairs to guess what news the people in
pictures 1-2 have just received. Refer sts to the model in the
speech bubble before they begin. Classcheck sts guesses.
Personal answers.
G Have sts swap partners. Invite two volunteers to read
the model dialog to the whole class. Tell sts that they are
going to role-play short dialogs with the people from F.
Go over the instructions for st A and st B with the group.
Then, have pairs act out their mini-dialogs. Monitor and
offer help if necessary. Classcheck by inviting volunteer
pairs to perform their role-plays for the whole class. Then,
say: Lets listen to the real dialogs. How close were you? Play
5.2 to classcheck.
5.2
1
A = Anna F = Farhad
A Oh hey Farhad, look what I got!
F Huh? Uh... What is it?
A Its from the art college. Look, I think its about my
application.
F Cool! Well, open it, then.
A OK, OK, here it goes.
F And?
A They didnt like my portfolio.
F Oh, I, uh... So...
A They say, We regret to inform you that your application has
not been successful this year. Huh Well, thats that, then.
2
D = Dan S = Sarah
D Facebook update, Facebook update. Huh. Why do I never
get any actual e-mails anymore?
S Well, you know honey, people just write short messages,
you know, its quicker and...
D Oh, no way! Look at this one!
S Whats that?
D Oh, its Kim. She just got married. No way!
S Kim?
D Oh, shes, she was my first girlfriend, you know, back
in high school. Look, check out this photo. Doesnt she
look great?
S Oh! She looks, she looks really pretty. I like what shes done
with her hair.
Personal answers.
11/21/13 12:36 PM

H Ask sts to correct sentences 1-10 in Common Mistakes .
Point out that sts should find the number of mistakes
listed in parentheses. Whenever sts are uncertain,
encourage them to flip back through p. 72-91 and check
their answers in units 7 and 8. Classcheck by writing the
answers on the board.
1. I asked you not to turn it on.
2. Why didnt you tell me hello?
3. Could you tell me what it says?
4. Do you know where the mall is?
5. It depends on many things.
6. I dont know where he is. He mightve gone to work.
7. I had my nails done at the salon. Dont they look great?
8. Have you tested your brakes before the trip?
9. He likes cars more than motorbikes.
10. I prefer rock to pop. Really? I dont like either.
Skills Practice
A Books open. Ask sts to turn to p. 82. Allow them exactly
one minute to re-read Zoes text.
Books closed. Tell sts that they are going to listen to the same
text and practice taking notes. Explain that you will pause
the audio every 10 seconds, and sts should then write down
what they hear. Play 8.1, pausing after every 10 seconds.
At the end, replay 8.1 so sts can check the notes they have
taken. Classcheck and ask: How much did you get right?
Possible answers:
Seconds 1-10: Zoe did not like what she saw in the mirror.
She looked much older than her real age.
Seconds 11-20: She had put on a lot of weight.
Seconds 21-30: She decided to cut down on sugar and cut
out alcohol. She also went to beauty technicians to have
some lotions and face masks applied.
Seconds 31-40: Her last hope was to go to a surgeon. She
underwent a surgery and she had a painful recovery. Then,
she felt like a 48-year-old woman again.
Seconds 41-50: Finally, she quit smoking and joined the
local gym, where she goes at least three times a week. She
lost 15 pounds so far.
B Tell sts that they are going to listen to four extracts
from tracks they have heard in this level. Say: Count the
number of words you hear in each sentence. Emphasize
that sts should write down the number of words after
they hear each sentence. Play 5.3, pausing after each
extract for students to write down the number of words.
Paircheck. Classcheck.
5.3
1 I started to miss him and I called him.
2 Hues dad looked so surprised when I kissed him.
3 Can you tell me how the problem started?
4 The store manager said itd just arrived.
5 I wonder if you can help me.
English ID 3 Teacher's Book 21x29.3.indd 145
R5
1. 9 words 2. 9 words 3. 8 words 4. 8 words
5. 7 words
C Say: Now listen again and write the sentences. Replay
5.3 as sts listen and write down the sentences. Paircheck.
Classcheck by writing the answers on the board. Then ask:
Which words are the hardest to understand?
1. I started to miss him and I called him.
2. Hues dad looked so surprised when I kissed him.
3. Can you tell me how the problem started?
4. The store manager said itd just arrived.
5. I wonder if you can help me.
D Ask sts to list eight electronic devices they have,
putting the items in order from the most to the least
important. Pair sts up and have partners compare and
explain their choices. Refer the class to the model in the
speech bubble. Classcheck.
Personal answers.
E Have sts swap partners. Ask the new pairs to imagine
what each person is saying in the cartoons and role-play
the complete dialogs. Monitor sts sentences closely and
correct any mistakes on the spot. Then, ask two or three
pairs to join to form groups and have the sts in each group
compare their stories and choose the funniest. Classcheck
by inviting groups to share their funniest lines.
Personal answers.
F Focus sts attention on the article title and photograph.
Elicit opinions about how expensive the bathroom is and if
sts would enjoy having a similar one at home.
Point to sentences 1-7 and have sts read the text and
decide whether each sentence is true (T), false (F), or
not mentioned (N). Paircheck. Classcheck by writing the
answers on the board.
1. F 2. T 3. T 4. T 5. N 6. T 7. N
Ask: Have you ever had a bad experience with builders? Have
sts discuss the question in pairs. Classcheck.
Personal answer.
G MAKE IT PERSONAL Draw sts attention to the five topics
written in this exercise. Ask sts to write five questions,
one about each of the topics. Monitor their work closely
and correct as much as possible. Then, have sts stand
up and mingle. Explain that they should interview three
classmates using the five questions they wrote. At the
end, invite volunteers to tell the group the three most
interesting answers they heard.
Personal answers.
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 R5
H Role-play! Read the instructions for st A and st B with
the whole class. Assign new pairs and have sts act out
dialogs about items 1-3. Encourage them to swap roles for
each dialog. Classcheck and have three different pairs
role-play one dialog each for the whole group.
Personal answers.
I MAKE IT PERSONAL Question time! Tell sts that they are
going to hear the twelve lesson title questions from units
7 and 8. Tell them that you will pause after each question
so they can ask and answer it in pairs. Play 5.4 and pause
after the first question. Have sts work in pairs to ask and
answer the question. Encourage sts to ask follow-up
questions when appropriate. Classcheck. Repeat the
procedure for the remaining questions on the track.
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English ID 3 Teacher's Book 21x29.3.indd 146
5.4
Does technology drive you crazy?
What was the last little lie you told?
Are you confident with technology?
Are machines with personality a good idea?
Do you spend too much time on social networks?
Do you enjoy a good argument?
How important are looks?
Do you like to hear gossip?
Have you ever cut your own hair?
Do you have a lot of furniture in your room?
Is your listening improving?
Whats the hardest part of language learning?
Personal answers.
11/21/13 12:36 PM
 9
Unit overview: The main topics of unit 9 are a review of verb families, passive voice,
Future Perfect and Future Continuous, and vocabulary on crime and punishment.

Does crime often worry you?

Lesson Aims: Sts learn to talk about different types of crime. They also review and practice verb tenses they have learned so far.

Function Language
Lesson 9.1

Reading and identifying different text types. Violent murder of millionaire shocks Jacksonville.
Deciding which crimes are the most and least serious. To me, credit card fraud is the least serious crime.
Listening to people answer questions about crime. Ive been living in this neighborhood for, what, two years and
Ive never seen a robber.
Doing a class survey about crime. Most studentsfour out of five, actuallythink credit card
fraud has increased.
Vocabulary: Rob vs. steal. Crimes: murder, drug dealing, theft, robbery, burglary, kidnapping, bribery, credit card fraud, domestic
abuse, tax evasion, music piracy. Criminals: thief, robber, burglar, drug dealer, murderer, kidnapper.
Grammar: Review of verb families.

Warm-up Have sts work in pairs, taking turns asking and b M Hello sir, your license, please?
answering the lesson title questions from unit 8, p. 82-91. B Uh is there a problem?
Encourage sts to ask follow-up questions when appropriate. M You were driving well over the speed limit sir. 120 in a
Classcheck by inviting volunteers to report their partners 70 zone.
answers to the whole class. B Oh, Im sorry sir. Heres my license Look Oh
whoops, whats this? Oh, Ive dropped 100 dollars out
the window. Could you pick it up for me?
1 Vocabulary: Crime and Violence M Sir, Im going to ask you to get out of the vehicle
A Books closed. Write the lessons Song line (p. 95) on
W Bribery.
the board and find out whether sts know the song or the c W1 Hey! Thats my bag! Hey, stop! Thief! Help! Police!
singer who recorded it. Elicit the meanings of the words W2 A theft.
sheriff and deputy. d M1 Psst, what do you want?
M2 What have you got?
Song line: M1 Everything you need, bro.
I shot the sheriff, W Uh I think that is drug dealing.
but I did not shoot the deputy. e M Shhh! Good boy Quick, get out of here!
Song: I Shot the Sheriff W Burglary!
Singer: Bob Marley (Jamaica) f M We have your cat. We want 10,000 dollars, or you wont
Year: 1973 see him again.
W Thats a uh a kidnapping.
Tell sts that this lesson is about crime. Ask: Does crime
g M OK. Nobody moves, nobody gets hurt. Put the money
often worry you? Would you say we live in a safe city?
in the bag. Quick. Lets go.
Books open. Draw sts attention to the various types of text W Armed robbery.
on the page. Ask: Which one is a tweet? (4). Play 9.1 as sts
listen and read along. Have sts match extracts 1-6 to the
kidnapping f
correct text types as they listen. Paircheck. Classcheck.
burglaries e
4, 6, 2, 1, 3, 5 murder a
bribery b
B Point to the words in bold the texts in A. Have sts match drug dealing d
the words in bold to photos a-g. Play 9.2 so sts can check theft c
their answers. Classcheck and drill pronunciation of all the
robbery g
words in bold.

9.2 C Ask sts to hide the texts on p. 94 with their notebooks

or a sheet of paper and then try to complete the types of
W = woman M = man B = boy
crimes mentioned in 1-4. Paircheck. Then, allow sts to look
a (sound effects, then beep)
at the texts in A to check their answers. Classcheck and
W Thats a murder. drill pronunciation of these terms.
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 9.1
1. fraud 2. abuse 3. evasion 4. piracy
D MAKE IT PERSONAL Ask sts to list the three most and
least serious crimes from B and C. Divide the class into
groups of four and have sts in each group compare their
lists. Refer sts to the model text in the speech bubbles.
Classcheck.
Personal answers.
2 Listening
A Read the questions in the chart with the class, but do
not have sts answer them yet, as they will do so later in 3D.
Tell sts that they are going to listen to five people answering
these questions. Say: Listen to find out which question person
1 is answering. Play the first part of 9.3 and pause the
track after the first answer. Classcheck. Then, play the rest
of 9.3, as sts listen and match speakers 2-5 to the correct
questions. Classcheck.
9.3 Notice  and .
1 And I mean, its just not fair. Youre simply downloading a
song, for heavens sake! This is not theft! Youre not a thief!
Why should you go to prison? For using something thats
out there for the whole world to use? Just last month they
arrested this 19-year-old whod been downloading CSI
episodes. Thats so unfair! Thats why I really think songs,
books and music should be completely free. Also
2 So this ones kind of hard to answer, but, uh Gee, I dont
know, maybe armed robbery... Ive been living in this
neighborhood for, what, two years and Ive never seen a
robber. So, yeah, I mean, I never even think about it. I feel
pretty safe here, actually. By the way, this is really for a
school project, right? I mean, youre not going to share this
on the Internet or anything, are you?
3 Uh, yeah. Burglary. Our next door neighbors went away
for the weekend and someone broke into their house. I
was watching TV, you know, and I saw the whole thing. The
burglar was a woman in her 40syeah, a woman, a blonde
woman wearing a mask. I called the cops, but when they got
there, shed already left, you know? So, I wondered
4 Yeah, and call me a pessimist, but, really, I dont see
any way out. What are this generations values? No one
knows for sure. No wonder teens are turning to drugs more
and more, and I well, I think drug dealing is likely to get
worse as the years go by. And you know what? The new
legislation next year will probably make no difference. I
mean, sending drug dealers to prison is not enough. You
see Excuse me
5 Yeah. Well, not only me, but every mother in my
neighborhood. I mean, my husband and I are doing OK:
brand new car, nice house, weve just had a new pool
built So, you know, all eyes are on us. So, uh... I keep
telling my kids to, you know, just run if someone they dont
know gets too close Run as fast as they can, no matter
whoanyone can be a kidnapper in potential, you know?
Or, God forbid, even a murderer. So, yeah, thats something
that worries me. A lot. Oh, and heres something else
148
English ID 3 Teacher's Book 21x29.3.indd 148
Which of the crimes listed
Speaker 1 shouldnt be considered a crime?
Speaker 2 do you worry about the least?
Speaker 3 have / has affected someone you know?
Speaker 4 will probably increase in the next 10 years?
Speaker 5 do you worry about the most?
B Read Common Mistakes with the whole class. Explain
that the verb steal is used when the criminal carries items
or money away with him / her (or drives a stolen car away).
Say: When a bank is robbed, thieves steal money. Ask: When
a person is robbed, what do thieves usually steal? (money,
phones, watches, jewelry, and so on).
Tell sts that they are going to listen to the five speakers
again. Ask them to read sentences 1-5 briefly and play 9.3
again. Have sts mark sentences 1-5 true (T) or false (F) and
then correct the false statements. Paircheck. Classcheck.
1. T
2. F (He hasnt seen a robber in his neighborhood in two
years.)
3. F (A middle-aged woman broke into her neighbors
house.)
4. T
5. F (She has taught her kids to run if a stranger approaches
them.)
C Ask sts to go to p. 165 and identify different types of
criminals in AS 9.3. Classcheck by writing the answers
on the board and drill the pronunciation of the new words.
Ask: Whats the most common suffix?
Types of criminals: thief, robber, burglar, drug dealer,
kidnapper, murderer
Most common suffix: -er
3 Grammar: Review of Verb Families
A Play 9.4 as sts listen to and read World of English . Then,
ask sts to match columns 1-4. Paircheck. Classcheck.
1. continuous 2. perfect continuous 3. perfect 4. simple
Tip For exercises on verb tenses, refer sts to Grammar on p. 133.
B Write the first sentence from World of English on the
board: I study English. Point to prompts a-c and elicit the
changes to this sentence by saying: She. Sts should supply
the sentence She studies English. Write it on the board.
Re-read the original sentence and prompt the next change
by saying: The past. Sts should supply the sentence I
studied English. Then, elicit the negative and interrogative
forms of the sentences and write sts contributions on
the board. Instruct sts to do the same for the rest of the
example sentences from World of English . Paircheck.
Classcheck by writing the answers on the board.
11/21/13 12:36 PM

a. She studies English. / She is studying English. / She has
studied English. / She has been studying English.
b. I studied English. / I was studying English. / I had studied
English. / I had been studying English.
c. I dont study English. Do I study English? / I am not
studying English. Am I studying English? / I havent
studied English. Have I studied English? / I havent been
studying English. Have I been studying English?
C Ask sts to go back to AS 9.3 on p. 165 and name the
verb tenses in the underlined phrases using S (simple),
C (continuous), P (perfect), or PC (perfect continuous).
Classcheck.
Youre simply downloading a song C
whod been downloading CSI episodes. PC
I feel pretty safe here, actually. S
Our next door neighbors went away for the weekend S
I was watching TV C
shed already left. P
English ID 3 Teacher's Book 21x29.3.indd 149
9.1
teens are turning to drugs more and more C
The new legislation next year will probably make no
difference. S
my husband and I are doing OK C
weve just had a new pool built P
D MAKE IT PERSONAL Divide the class into groups of
three. Point to the survey in 2A and ask sts to interview the
other people in their groups with those questions. Have sts
take notes of their partners answers.
Then, assign new groups so that sts are each working
with a totally different set of sts. Have them work in
their new groups to compare their notes on the survey,
as exemplified in the speech bubble. Classcheck sts
survey results.
Workbook p. 44
ID Online Portal
Grammar p. 132
149
11/21/13 12:36 PM
 9.2

How could your city be improved quickly?

Lesson Aims: Sts look at and practice the passive voice in the context of talking about improvements made in the Colombian
city of Medelln.

Function Language
Lesson 9.2

Watching / Listening to information about changes made in the Medelln was recently named the worlds most innovative city.
city of Medelln.
Reading about how developments changed Medelln. These cable cars connect poor and middle-class Medelln,
both literally and symbolically
Talking about changes that could be made in ones own city. I really like the one about the importance of being proud of
your city. I mean
Reading tweets and quotations. @PedroH: Library parkwonderful idea. I really think they
should be adopted as a model for the rest of South America.
Vocabulary: Cable cars, escalators, civic centers, cartel, homicides.
Grammar: Passive voice.
Before the lesson: Prepare index cards with crime-related vocabulary from the last lesson. Write one type of crime on each
card, e.g., kidnapping, burglary, robbery, murder, drug dealing, music piracy, tax evasion, credit card fraud, domestic
abuse, bribery.

Warm-up Have sts play a guessing game in groups of four.
Give each group one set of cards (see Before the lesson) and
have them turn the cards face down. Explain that sts should
take turns drawing a card describing the crime for the rest of
the group members to guess. Each correct guess scores one
point for the student who guessed it right and one point for
the student who described it.
Monitor sts descriptions and guesses closely for accuracy and
pronunciation. At the end, find out who scored more points in
each group and provide sts with language feedback.
9.5 Notice Y and Z.
NR = news reader
NR Colombias second largest city has a new honor. Once the
home of violent drug cartels, Medelln was recently named
the worlds most innovative city by the Urban Land Institute
Michelle Begue reports on how the city went from one
of the most dangerous cities in the world to one of the
most innovative..
most innovative city

4 Listening B Point to photos a-c and use them to elicit or present the
A Books closed. Begin the lesson with the Song line on following vocabulary: cable cars, library, and escalators. Ask:
p. 97. Sing it if you can, or simply read it and ask sts to How do you think these developments have helped Medelln?
listen and guess the song and the band who recorded it. Have sts discuss this question in pairs. Classcheck.

Song line: Personal answer.

Sweet dreams are made of this, who am I to
disagree? I travel the world and the seven seas
Song: Sweet Dreams (Are Made of this)
Band: Eurythmics (UK)
Year: 1983
C Say: Watch and see if any of the points from your
discussion in B are mentioned. Play the second part of 9.6.
Classcheck.

Write the phrase I travel the world and the seven seas on 9.6 Notice the pauses and the stress.
the board. Ask: Which places would you most like to visit?
R = reporter
Have you ever been to Colombia? Elicit names of cities in
R Medelln was named the most innovative city of the world
Colombia and find out what sts know about the country.
and it was judged by eight different criteria, ranging from
Tip If your sts are Colombians, ask: Which cities in Colombia culture, livability to education and infrastructure. And
have you been to so far? Which ones would you like to visit? Medellns innovative public transportation has made it
stand out, not just with a metro and bus system, but also
Books open. Tell sts that they are going to watch a video using urban escalators and cable cars.
about a Colombian city called Medelln. Ask them to watch
With the arrival of public transportation in Medellns most
it and check the correct answer. Play 9.5. Paircheck.
marginalized communities, public spaces were
Classcheck.

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created, and, finally, government programs reached these
communities. Like this free state program for the youth of this
neighborhood that was once considered a dangerous slum.
The infamous neighborhood library parks are also part
of the recovery of public spaces in poor neighborhoods.
The books are for free, and the users of the metro system
can take and return as they wish. This month, Colombian
readers will enjoy an essay on Chinese literature, which will
make Medellns citizens not only innovative, but worldly.
Michelle Begue, CCTV, Medelln.
Personal answer.
5 Reading
A Have sts read the text quickly and then explain how
the developments pictured in photos a-c have helped
Medelln. Paircheck. Classcheck.
a. The MetroCable has helped to make violence rates drop,
connecting poor and middle-class parts of the city.
b. The library park is a civic center, where people socialize.
The text says socialization is crimes number one enemy.
c. The escalators have given people a sense of dignity and
pride. This might have had an impact on crime.
B Ask sts to re-read the text in A and classify statements
1-6 as being about the MetroCable (M), the escalators (E) or
the library park (L). Classcheck.
1. E 2. L 3. E 4. L 5. M 6. M
C Point to the boxes in the text in A. Tell sts that these
represent missing phrases. Have them match phrases 1-6 to
the correct boxes in the text. Paircheck. Play 9.7 so sts can
check their answers. Encourage sts to pay attention to the
pronunciation of the words with pink letters. Ask: Were there
any surprises concerning the pronunciation of these words?
6, 4, 5, 1, 2, 3
D MAKE IT PERSONAL Have sts swap partners and, in their
new pairs, re-read the last sentences of paragraphs 2-4
in A. Ask: Which one do you think best explains the citys
transformation? Would these things make a difference to your
city? Have sts discuss these questions in pairs. Classcheck.
Tip If, coincidently, you are teaching in the city of Medelln,
adapt the last question: Would these things make a difference
to other cities?
Personal answers.
English ID 3 Teacher's Book 21x29.3.indd 151
9.2
6 Grammar: Passive Voice
A Point to the underlined phrases in 1-6 in 5C. Tell sts
to study them and then cross out the incorrect options to
correct the rules for passive voice in the Grammar box. Sts
should also identify which rules are written in the passive
voice. Paircheck. Classcheck.
1. have, past
2. the present or past
3. For
Rules 1 and 3 are in the passive voice.
Go over World of English with the class and ask: Which
sentences are in the passive?
The passive voice is often used to move important
information to the front of the sentence.
Clauses can also be linked more clearly by using the passive.
Tip For further practice, refer sts to Grammar on p. 133.
B Ask sts to underline six more examples of the passive
voice in 5A. Paircheck. Classcheck.
1. Medelln used to be considered the worlds murder capital
2. a network of cable cars which was financed by the
citys public-private partnerships.
3. The system, which can only be found in this city, is so
good
4. Medellns first library park was built in 2007
5. eight new library parks have been built
6. and theyre used by thousands of people every day
Then, have sts fill in the blanks in the tweets with verbs
1-5. Paircheck. Classcheck. Pair sts up and ask them to
discuss the tweets and explain which points they agree or
disagree on. Classcheck sts opinions.
Tweets: 5, 2, 3, 1, 4
Agree / disagree: Personal answers.
C Read quote 1 with sts and elicit how to fill in the blank
with the verb provided at the end of the sentence. Have sts
form the passive voice of the verbs provided to complete
quotes 1-5. Play 9.8 so sts can check their answers.
1. were made
2. has been forgotten
3. was taught
4. be judged / are treated
5. be respected
151
11/21/13 12:36 PM
 9.2
Have sts work in groups of three to choose their favorite
E MAKE IT PERSONAL Have sts swap partners and play the
quote. Classcheck to find out which quote is the most
Passive Favorites game in their new pairs. Sts should ask
popular among sts.
questions in passive voice, using who or what. Refer them
to the model dialog in the speech bubbles. Elicit questions
Personal answer.
that sts will need to ask to play the game, e.g., Who was
your favorite movie directed by? Whats your favorite
D Read Common Mistakes with the whole class. Ask sts to dish made of? Who was your favorite goal scored by?
go to p. 95 and point to activity 2B. Have pairs of sts take Whos your favorite perfume produced by? and so on.
turns saying sentences 1-5 in the passive voice. Monitor After the game ends, classcheck by inviting volunteers to
pairs sentences closely for accuracy, and correct any share their answers to some of the questions.
mistakes on the spot. Classcheck by writing the answers
on the board. Weaker classes Drill several questions from the board game
before sts start playing.
1. Digital content should not be paid.
2. A robber was seen in the neighborhood last year.
3. Her neighbors house was broken into by a middle-
Workbook p. 45
aged man.
ID Online Portal
4. New laws will be introduced by the government next year. Grammar p. 132
5. Her kids were taught to shout if a stranger approaches them.

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Where will you be living in five years time?
Lesson Aims: Sts look at and practice the Future Perfect and Future Continuous through the contexts of talking about
cybercrime and life in twenty years time.
Function
Lesson 9.3
Listening to a radio show about cybercrime.
Talking about preventing cyberattacks on privacy.
Reading and making predictions about the future.
Vocabulary: Cybercrime, cyberattacks, threat, warning, carry out, spread, target.
Grammar: Future Perfect and Future Continuous.
Before the lesson: Write the following prompts on the board, grouping the inventions on one part of the board and the countries
on another:
pressure cooker railway piano
submarine quartz watch subway / metro
violin helicopter antibiotics
video game CD
Warm-up Have sts work in groups of three to guess the
nationalities of the people who invented the items written on
the board (see Before the lesson). Before they start, elicit the
nationalities of the countries on the board and encourage sts
to refer to the people of each country using, e.g., the Swiss,
the French, the Dutch, the Germans, and so on.
Model the activity by saying: I think the submarine was
invented by the French. Ask a student: Do you agree? Say:
I believe the piano was invented by the Italians. And you?
Elicit some guesses from sts and then have them work in their
groups to discuss the inventions and nationalities. Classcheck
guesses and then share the correct nationalities with sts.
Weaker classes Leave the model on the board and drill some
possible sentences. You may wish to use this sentence frame:
I think (invention) was invented by the (nationality).
The pressure cooker was invented by the French.
The railway was invented by the British.
The piano was invented by the Italians.
The submarine was invented by the French.
The quartz watch was invented by the Canadians.
The subway / metro was invented by the British.
The violin was invented by the Italians.
The helicopter was invented by the French.
Antibiotics were invented by the British.
The video game was invented by the British.
The CD was invented by the Dutch.
7 Listening
A Books open. Draw sts attention to the cartoon and have
them answer questions 1-4 in pairs. Classcheck.
Tell sts that they are going to listen to a radio show about
the case to check their answers. Play 9.9. Classcheck.
English ID 3 Teacher's Book 21x29.3.indd 153
9.3
Language
They can delete or change computer records, create
fraudulent documents, and sell classified information.
I try to create really difficult passwords.
Soon, most people will be working from home.
A cure for the common cold will have been discovered by 2020.
USA Netherlands Japan
Switzerland Germany Italy
Canada China UK
France
9.9 Notice the consonant clusters.
DJ They can delete or change computer records, create
fraudulent documents and sell classified information. And
theres nothing to stop them from one day saying I have
an idea. Why dont we overheat some nuclear reactors?
Welcome to the age of cybercrime. Experts predict that
by 2025 cyberattacks willve becomeare you ready for
thisthe worlds top threat. With us on set this morning
we have Deniz Kaya, author, consultant and technology
guru. Hell be telling us if we should take these warnings
seriously. But first, the shocking news about the tragic
1. The cartoon characters are at the student loans office.
2. The man hacked the system to lower his debt.
3. The man will be punished.
4. Personal answer.
B Have sts quickly read sentences 1 and 2 and ask them
to listen and fill in the blanks. Play 9.9 again and have sts
write the two numbers. Paircheck. Classcheck.
1. three 2. 2025
C Ask: How worried do you think Deniz Kaya is? Listen to
part two of the show and find out. Play 9.10. Paircheck.
Classcheck.
9.10
H = host D = Deniz
H Joining us now is Deniz Kaya, senior editor of Technology
Today, author of Dark Times Ahead and a regular TWAZ
contributor. Deniz, thanks for being here.
D Thanks for having me.
H So is it that bad?
D No.
H Oh yeah?
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 9.3
D Its catastrophic. And itll get much worse. 1. F 2. F 3. F 4. F 5. N 6. F
H Really?
D Im afraid so. F Have sts read sentences 1-5 and find the correct
definition for each of the bold words. Paircheck.
Deniz is very worried about this problem. Classcheck.

1, 2, 3, 5, 4
D Say: Deniz thinks cybercrime will only get worse in the
future. Look at these photos and think of three reasons
why cybercrime will get worse. Have sts work in pairs.
G Read World of English with the whole group. Then, ask
sts to turn to AS 9.11 on p. 165-166 and identify which use
Classcheck sts opinions and guesses. Then, play 9.11 so
of by (1-3) applies to each underlined phrase. Paircheck.
sts can check their answers. Ask: Any correct guesses?
Classcheck.

9.11 Notice M and Z. by the time theyre 20, 25 1

D = Deniz H = host
simply by visiting an infected site 3
D For starters, theres a new generation of hackers out there,
By December 2013 1
and some are as young as, what, 12, 13.
by that thing 2
H No way!
D Yeah, and theyre only kids, you know? But at some point by the end of the decade 1
you have to stop and ask yourselfwhats gonna happen by cybercriminals 2
to these kids? Will they have become big time criminals by by taking a few simple precautions 3
the time theyre 20, 25?
H Exactly.
H MAKE IT PERSONAL Ask: How do you protect yourself
D Heres another problem. Malware is getting more and more from cyberattacks? Have sts answer in pairs. Classcheck by
intelligent inviting volunteers to report their partners answers to the
H Whos Malware? A super villain or something? whole class.
D No, thats not a person. Malware refers to, uh, to all sorts of
viruses out there, you know? And some of them are pretty Personal answers.
scary. Have you heard of the Reveton virus?
H Yeah. The one you activate simply by visiting an
infected site? 8 Grammar: Future Perfect and Continuous
D Thats the one. By December 2013, one out of 50
computers in New York will have been infected by that A Point to sentences 1-5 in 7F. Have sts study the
sentences and complete the Grammar box. Read task 1 with
thing. Heres what it does: it locks your computer, and then
sts and explain that they should identify the tense and voice
it displays a fake FBI message saying youve been caught
of the sentence and then write the sentence number in the
doing something illegal Like downloading songs or
corresponding box in the chart. Paircheck. Classcheck.
something. So to unlock your machine
H Youre told you must pay a huge fine...
Future Simple Perfect Continuous
D using your credit card. Bingo But you know what
really worries me? More and more attacks will be carried Active 4 1 2
out wirelessly, and we wont be protected. Viruses will Passive 3 5 (blank)
spread across multiple devices very, very easily. Theyll
jump from phone to phone... and then from phone to Play 9.12 and have sts listen and repeat the sentences.
laptop and then to tablet Emphasize the use and pronunciation of the contractions.
H Over wireless networks Ask sts to complete the rules in task 2 by filling in the
D Exactly. So you might be walking down the street blanks with the words provided. Paircheck. Classcheck.
and bang! And you know, theres actually some data
suggesting that by the end of the decade 20% of all world 2 a. Perfect, have
smartphones will have been targeted by cybercriminals. b. Continuous, be
And thats an optimistic estimate.
H Wow. But is there anything we can do to protect ourselves? Read the Song line on the top of p. 99 and focus on the
D Yep. Theres all sorts of trouble you can avoid by taking a phrase Ill be watching you. Ask: Is this active or passive
few simple precautions. voice? Is it Future Perfect or Future Continuous?

Song line:
Personal answers. Every breath you take,
every move you make,
E Go over statements 1-6 with the class. Replay 9.11 as Ill be watching you.
sts listen and mark each statement true (T), false (F) or not Song: Every Breath You Take
mentioned (N). Paircheck. Replay the track if necessary. Band: The Police (UK)
Classcheck by writing the answers on the board. Year: 1983

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 9.3
Tip If time allows, ask sts to turn to Grammar on p. 133 for 1. a 2. e 3. d 4. c 5. b
additional practice.
Read item 1 and elicit a complete sentence from the class.
Have sts write sentences for 1-5 using the Future Perfect or
B Point to the five careers of the future and briefly name
the Future Continuous. Classcheck.
them with sts (privacy manager, nanomedics, book-to-app
converters, 3D printing engineers, and turbine specialist).
1. Soon most people will be working from home.
Have sts fill in the blanks with the verbs provided, using 2. We will have stopped global warming by 2030.
the Future Perfect or the Future Continuous in the active
voice. Classcheck. 3. A cure for the common cold will have been discovered
by 2020.
1. will have lost 2. will be using 3. wont be reading 4. In the next few years most people will be driving
4. will have doubled 5. wont have stopped electric cars.

Ask: What will you be doing in ten years time? Read

5. By the end of the decade free Wi-Fi will have been
Common Mistakes with the whole class. Then, pair sts implemented everywhere.
up and have partners tell each other their plans and
predictions for their own future, following the model in the D MAKE IT PERSONAL Ask sts to hide sentences 1-5 in C
speech bubble. Classcheck.
with a notebook or a piece of paper and look only at photos
a-e. Go over the sentence starters provided and elicit or
Tip There is a difference in meaning in the sentences with
give examples for each, e.g., Im pretty sure that people
in and the sentences with by. Draw sts attention to the
will be working from home in the future.
difference. The sentence I will graduate from college in
2018 is not wrong, but it has a different meaning from I Have sts swap partners and work in their new pairs to make
will have graduated from college by 2018. The first sentence predictions using the language and photos on the page.
means that the person will finish college in 2018. The
Monitor pairs closely and take notes for delayed correction.
second sentence means that the person will have finished
Classcheck and provide sts with language feedback.
college by that year, which means he / she will finish college
before that year.

C Tell sts that they are now going to look at optimistic

Workbook p. 46
ID Online Portal
predictions for the future. Have sts match 1-5 to photos
Grammar p. 132
a-e. Classcheck.

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 9.4

Have you ever been to court?

Lesson Aims: Sts learn and use vocabulary on crime and punishment in the contexts of reading, listening to, and talking about
breaking the law and being taken to court.

Function Language
Lesson 9.4

Reading a story about a student who listened to loud music. The neighbors werent too happy, of course, and they called
the police.
Listening to two unusual punishments for crimes. Everyone will be arrested unless I get that phone now!
Talking about celebrities crimes. In 2006, Axl Rose was ordered to pay a huge fine after biting a
mans leg.
Deciding what punishment is best. I think the old lady should be sentenced to at least 10 years.
Vocabulary: Crime and punishment: be charged with, be ordered to, be sentenced to, be sent to jail, be released, be taken to court.
Grammar: Prepositions. Review of Passive Voice.
Before the lesson: Write the following questions on the board:
Do you often play music at a loud volume at home? In your car? Why or why not?
Do you have any noisy neighbors? Have you ever complained to them about it?
Can people be punished for playing music too loudly in your city?

Warm-up Point out the questions on the board (see Before M4 We find the defendant guilty.
the lesson) and have sts discuss them in pairs. Classcheck by M1 He was sentenced to three days in jail
asking sts to report their partners answers. M4 fine and three days at the local penitentiary.
M1 and had to pay a $1,000 fine. But for whatever
reason the judge gave him an alternative: listen to
9 Vocabulary: Crime and Punishment classical music for 30 hours. Easy choice, right? Not for
Michael. After 20 minutes of Mozart and Beethoven, he
A Books open. Point to the pictures and ask sts to hide chose the original punishment.
the text with a notebook or a sheet of paper. Say: What
happened? Look at the pictures and guess the story in pairs.
Classcheck sts guesses. Then, have sts quickly read the text Pictures:
to check their guesses. Ask: Were you close to the real story? Left to right, top to bottom:
The first picture is not used.
Personal answers. sent to jail
released
B Focus on the words in bold and phrases in the text and charged with
ask sts to match them to the pictures. Tell sts that not all taken to court / acquitted
pictures depict a word in bold or phrase and that some taken to court / convicted
pictures may show more than one word or phrase. Play sentenced / fine
9.13 to classcheck. Then ask: What kind of music would be The last picture is not used.
a punishment for you? Question: Personal answer.

9.13
M = man W = woman
C Have sts work in pairs to retell the story from the
pictures only, without reading the text. Encourage sts to
M1 Back in July, 22-year-old Chicago student Michael Lewis
use new vocabulary (be sent to jail, be released, etc.). Monitor
decided that he wanted to listen to rap in his car. In the
middle of the night, really loud. Oh, with his windows their stories closely and offer help as necessary. Classcheck
down, naturally. The neighbors werent too happy, of by inviting volunteers to retell different parts of the story.
course, and they called the police. Michael was sent to
jail for the night, but was released the next day Personal answers.
M2 Get out of here!
M1 free as a bird to terrorize the neighborhood again! A
week later, more rap music at 2 a.m. This time, Michael 10 Listening
was charged with disorderly conduct
M3 Young man, this is your crime.
A Point to pictures 1-2 and have pairs of sts guess what
crimes the people are being punished for. Play 9.14 so sts
M1 and taken to court, but there was no evidence against
can check their answers.
him, so Michael was acquitted.
W We find the defendant not guilty.
M1 Free as a bird, again. Third week, more rap. Trouble is, 9.14 Notice the connections and U.
there was a police car patrolling the neighborhood. So NR = news reporter
Michael had to face the judge again, but this time things NR1 It was an ordinary morning in San Franciscos District
got serious: Michael was convicted. Court, and then, without warning, someones cell

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 9.4

phone rang and broke the silence. Judge Robert -ed is clear -ed links
Rather didnt like what he heard: Whose phone is 9
ringing? Bring it to me now! Nobody did. Everyone 9
will be arrested unless I get that phone now! Again,
9
no one confessed. Judge Rather wasnt kidding: all
9
forty-four people present were charged with disturbing
the peace and sent to jail. After suffering in prison for 9

a couple of hours, they were released, of course. But 9

the judge was permanently removed from office for
abusing judicial power. In a recent interview, he said
he had been under a lot of stress.
NR2 Last month, 42-year-old Joe Montana woke up and
decided to get himself into trouble. On his way to
work, he passed four police officers and called all of
them pigs. Montana was arrested for disrespecting
an official, taken to court and, to his wifes despair,
convicted. But heres the unusual part: Joe Montana
was given a choice. He could be sentenced to a week
in jail or stand on a street corner next to a 400 lb pig
for two hours. As if this was not bad enough, he would
have to wear a T-shirt that said Not a police officer.
Joe chose the pig.
1. A man called four police officers pigs.
2. A phone rang in San Franciscos District Court and, as
nobody confessed to owning the phone, the judge sent all
the people present to jail.
B Briefly read the phrases with sts and ask them to listen
again and identify which phrases are about story 1 and which
are about story 2. Tell sts that there is one extra phrase. Play
9.14 again. Paircheck. Classcheck.
Story 1: charged with, sent to jail, were released
Story 2: sentenced to a week, taken to court
Extra phrase: ordered to stop
C Go over World of English and Common Mistakes with the
whole class. Then, ask sts to turn to AS 9.14 on p. 166
and underline 13 different prepositions in each story.
Classcheck by writing the answers on the board.
Story 1: in (multiple uses), without, to (multiple uses), with,
after, for (multiple uses), of (multiple uses), from, under
Story 2: up, to (multiple uses), into, on (multiple uses), of,
for (multiple uses), in, next to
Tip Replay 9.15 for choral repetition.
E Tell sts to look at items 1-5 and write complete
sentences using the Simple Past in the passive voice. Play
9.16 to classcheck and write the answers on the board.
Then, pair sts up and have them try to recall similar
stories about celebrities. Classcheck.
1. In 1977 Bill Gates was arrested for driving without a license.
2. In 2006 Axl Rose was ordered to pay a huge fine after
biting a mans leg.
3. In 2007 Lindsay Lohan was sentenced to 10 days
community service.
4. In 2009 an Indian TV star was sent to jail for kissing
actor Richard Gere.
5. Paris Hilton was arrested for possessing drugs at the
South Africa World Cup. The charges were dropped later.
F MAKE IT PERSONAL Divide the class into groups of four
and ask groups to look at the crimes in the headlines and
discuss possible punishments for each of them. Encourage
sts to use vocabulary from p. 100. Monitor closely
and take notes for later correction, so that you do not
interrupt sts thoughts. Correct prepositions on the spot.
Classcheck ideas.
Personal answers.
End the lesson with the Song line on the top of p. 101. Ask
whether sts know the song and the band. Then, elicit sts
interpretation of the lines meaning.
Song line:
Breaking rocks in the hot sun.
I fought the law and the law won.
Song: I Fought the Law
Band: The Clash (UK)
Year: 1979
The song was written by Sonny Curtis and first made popular by
the band The Bobby Fuller Four in 1966.

D Review pronunciation of -ed endings with the 5 box. Personal answer.

Show sts the chart and have them predict the sounds
of -ed + vowels and -ed + consonants in connected
speech. Play 9.15 and have sts listen for whether -ed
is pronounced clearly or linked to the following sound. Workbook p. 47
Sts should mark the chart accordingly. Replay 9.15. ID Online Portal
Grammar p. 132
Paircheck. Classcheck.

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 9.5
What was your best birthday present ever? /
Are you good at making excuses?
Lesson Aims: Sts learn how to identify sarcasm in writing and look at and practice phrases for making excuses.
Function
Lesson 9.5
Reading and identifying sarcasm.
Listening to people giving excuses.
Acting out excuses.
Vocabulary: Expressions describing people: a man of principles, self-proclaimed. Phrases for giving excuses.
Grammar: Review of say vs. tell.
Before the lesson: Write the following questions on the board:
Will you have saved enough money to buy a new car
by this time next year?
Will you have finished your English course five years
from now?
Warm-up Review the Future Perfect and the Future Continuous
by pointing out the questions on the board (see Before the
lesson) and having sts discuss them in pairs. Classcheck.
Skills: Identifying Sarcasm
A Focus on the text title, Crime doesnt pay. Especially
if youre a dumb criminal. Elicit predictions about the
text. Tell sts that they are going to read stories about four
not very brilliant criminals. Have them read the stories.
Refer sts to 1B and 1C on p. 94-95 and ask them to use the
vocabulary on these pages to name the crimes described
in paragraphs 1-4. Paircheck. Classcheck.
1. robbery
2. kidnapping
3. theft
4. burglary
B Read the four titles with the whole class and have sts
match them to stories 1-4 in A. Classcheck.
1. Old enough to break the law.
2. Nope, it never happened.
3. Too much information.
4. Unintended call.
Ask: How do you think stories 1-4 end? What will happen
next? Have sts work in pairs to make predictions. Then,
classcheck sts guesses and play 9.17 to check.
9.17
Crime doesnt pay. Especially if youre a dumb criminal.
1 Old enough to break the law. Twenty-four-year-old Harry
Zimmerman walked into the local convenience store with a
gun and told the cashier to put all the money in a bag. On
158
English ID 3 Teacher's Book 21x29.3.indd 158
Language
giving her one-year-old son a relatively inexpensive $40,000
birthday party.
Go away or Ill call the police. Wait a minute. This is not
what it looks like!
Its not what it seems! Just hear me out!
By this time next week, what important thing will you
have done?
What will you be doing tomorrow between 8 and 9 p.m.?
Will you be working in 20 years time?
his way out, Zimmerman saw a bottle of scotch behind the
counter and told the cashier to put it in the bag too, which
the woman refused to do because she suspected he might
be under 21. So, to prove his age, Zimmerman, a man of
principles, showed her his drivers license, took the bottle
and ran away. A few minutes later, he was arrested. Guess
what? The cashier had called the police and given them his
name and address.
2 Nope, it never happened. Forget the dog ate my
homework. Todays kids have infinitely better ideas. Like
22-year-old Brazilian student Susan Correia, for example,
who was charged with reporting a false crime. One day
Susan called her mother in tears and told her that shed
just managed to escape from an old deserted house, where
three armed men had held her captive for a whole day. In
despair, her mother called the police, who soon discovered
that Susan had actually spent the day at a friends house.
At the police station, Susan admitted that she faked the
crime because she hadnt studied for a test at school and
didnt want to disappoint her mom. Again. Nice try, Susan.
3 Too much information. Rashia Wilson, from Tampa, Florida,
was sentenced to 22 years in prison for buying a $70,000
sports car and giving her one-year-old son a relatively
inexpensive $40,000 birthday partyyou know, just like
the ones your parents used to throw. Unfortunately, the
self-proclaimed queen of fraud (yes, thats what she called
herself. Subtle, huh?) took lots of photographs revealing
how shed been using taxpayers money and, believe it or
not, posted them on her Facebook page! For the whole
world to seeand that includes the police.
4 Unintended call. Todays ultra smart criminal award comes
from Fresno, California. 911 operator Christina Roberts
received a very unusual phone call. She heard a male voice
saying I dont think theres anybody home, followed by the
sound of glass being broken. A few seconds later, another
one asked Wheres the safe? It didnt take her long to
realize what was going on. Two men were breaking into a
house and one of the burglars had accidentally dialed 911
maybe his phone was in his back pocket. Pure genius.
11/21/13 12:36 PM

C Play 9.18 as sts listen to and read World of English .
Draw sts attention to the underlined phrases in the text
in A and have them mark S (sarcasm) or N (no sarcasm) for
each. Paircheck. Classcheck.
to prove his age N
a man of principles S
infinitely better ideas S
In despair, her mother called the police N
a relatively inexpensive S
just like the ones your parents used to throw S
subtle, huh? S
ultra smart criminal award S
It didnt take her long to realize what was going on N
D MAKE IT PERSONAL Pair sts up and have them discuss
1-4 with regard to the stories in A. Refer sts to the model
answer in the speech bubble. Classcheck by inviting
volunteers to comment on their partners answers.
Personal answers.
in Action: Giving Excuses
A Read the headlines with sts and make sure that they
understand each one. Tell the class to listen to dialogs 1-3
and match each dialog to the correct headline. Tell sts that
there are two extra headlines, which will not be used. Play
9.19. Paircheck. Classcheck.
9.19
1 W
H = husband W = wife B = burglar
H Honey, is Brian home?
W No, he said he was going to sleep over at Oh my God.
Jeff, theres a
H Shush! Get the phone!
B Hey, uh, hi! Nice house.
W Go, go Go away or Ill call the police.
B Wait a minute. This is not what it looks like!
H Oh, thanks for telling me. What a relief!
B Just hear me out! I just
2 D
F = father D = daughter
F Do you have any idea what time it is? Your mother and
I were worried sick ab Wait a second Are those my
car keys?
D What?
F Jennifer, what are you doing with my keys?
D Dad, uh, its not what youre thinking.
F Oh, thats good news. Cause I was starting to think my
teenage daughter had stolen the family car.
D Its not what it seems. I swear. I was, uh, I was
3 F Sir, Im going to have to ask you to get off the plane.
F = flight attendant P = passenger
F Excuse me sir, were about to take off. Im gonna have to
ask you to put your bag in the luggage compartment.
P1 Uh, no, its fine here, thank you.
F Sir, Im afraid this is
English ID 3 Teacher's Book 21x29.3.indd 159
9.5
P2 Hey, is that bag moving?
P1 What? No, its not. Of course not.
P2 Yes, it is. Somethings just moved in that bag.
P1 Hold on, I can explain.
F Sir, Im gonna have to ask you to
1. Burglar Falls Asleep on Victims Couch
2. 14-year-old Driver Scares Jacksonville
3. 70-year-old Arrested for Flying with Snake
B Tell sts that, in the next track, each of the criminals
in A will try to give an explanation for what they were
doing. Read the model in the speech bubble to the whole
class. Say: Guess their excuses. Have sts discuss in pairs.
Play 9.20 so they can check their guesses. Classcheck.
Read Common Mistakes with the whole class. Explain the
difference between say and tell.
We use say + what was said (He will say he is sorry). We do not
need to know who received the message. We use tell followed
by who received the message. (He will tell them hes sorry).
9.20 Notice the connections.
1
H= husband W = wife B = burglar
W Go, go Go away or Ill call the police.
B Wait a minute. This is not what it looks like!
H Oh, thanks for telling me. What a relief!
B Just hear me out! Please! I just I just stopped by for a
quick snack. You see, Im out of work and...
No! I dont want to hear it! Get out!
2
F= father D = daughter
F Jennifer, what are you doing with my keys?
D Dad, uh, its not what youre thinking.
F Oh, thats good news. Cause I was starting to think my
teenage daughter had stolen the family car.
D Its not what it seems. I swear. I was, uh, I was just
checking out your MP3 collection.
F Yes, of course you were. I mean, thats just the kind of
music youre into, isnt it?
No, but, but Dad You dont understand.
F No ifs and buts Jennifer. I dont want to get a phone call
from the police. You stay out of my car unless youre with
me. Do you hear me?
D Yes Dad, but
F No!
3
F= flight attendant P = passenger
P2 Yes, it is. Somethings just moved in that bag.
P1 Hold on, I can explain.
P1 Lucys just six months old, shes not dangerous at all.
Look!
P2 Oh well, that makes me feel much better. Thank you.
F Now sir, please stand up and come with me.
P1 OK, OK. But really, she wouldnt hurt anybody, I promise.
159
11/21/13 12:36 PM
 9.5

Personal answers. Have sts read the instructions for roles A and B and
encourage them to use language from C. Monitor closely
and offer help only if requested. Then, invite volunteer
C Have sts complete excuses 1-5. Play 9.21 to classcheck. pairs to act out their dialogs for the whole class.
Replay 9.21 for choral repetition.
Have sts swap roles and role-play a situation from a
different photo. Repeat the same procedures for monitoring
1. like 2. hear 3. thinking 4. seems 5. Hold on
and classchecking.

D Pair sts up. Point to the No Excuses poster and ask: Personal answers.
Do you ever say any of these excuses? When? Have sts
discuss their excuses in pairs. Classcheck.

Personal answers. Workbook p. 48

ID Online Portal
E MAKE IT PERSONAL Point to the photos of different Grammar p. 132
ID Caf Video p. 146
situations and ask sts to choose one of them to role-play.

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 10
Unit overview: The main topics of unit 10 are moods, binomials, separable and
inseparable phrasal verbs, and verbs followed by gerund or infinitive.

What makes you angry?

Lesson Aims: Sts look at and practice binomials and vocabulary on moods in the context of talking about how they feel in
various situations.
Lesson 10.1

Function Language
Taking a quiz about moods. Do you ever wake up feeling grumpy?
Talking about what one does in different moods. How often do you yell at people when youre angry?
Listening to people taking a quiz. Hey, whats that supposed to mean? I have my ups and downs,
but Im pretty stable right?
Talking about what affects ones mood. I get really grumpy when Im on a diet.
Vocabulary: Grumpy, fed up, in a good mood, yell at (someone), swear.
Grammar: Binomials: step by step, ups and downs, each and every, more or less, little by little, sick and tired, peace and quiet,
again and again, sooner or later.

Warm-up Ask sts to look at the lesson title questions from interpretations of the song line. Ask: What type of person is
unit 9, p. 94-103, and take turns asking and answering them this? Have you ever had a boyfriend or girlfriend like this?
in pairs. Encourage sts to ask follow-up questions when
Song line:
appropriate. Classcheck by inviting volunteers to report their
partners answers to the whole class. Youre hot then youre cold,
youre yes then youre no,
youre in and youre out,
youre up and youre down.
1 Vocabulary: Moods Song: Hot n Cold
A Books open. Focus on photos a-g and elicit how some Singer: Katy Perry (USA)
of the people might be feeling. Encourage sts to use words Year: 2008
they already know, e.g., happy, angry, sad, etc.
Ask: And you? What type of person are you? Tell sts that
Point to the words in bold in the quiz in A. Have sts match they are going to take a quiz to find out. Play 10.2 as sts
the bold words to photos a-g and the illustration of the listen to and read the quiz in A. Instruct them to answer
cucumber to the left of the questions. Paircheck. Play 10.1 yes or no for each question.
to classcheck.
Personal answers.
10.1
At the end, have sts calculate their own score according
a grumpy
to the instructions in the top right corner of the quiz and
b yell read what their results mean. Read the model comment in
c swear the speech bubble to the whole group. Pair sts up and have
d in a good mood partners comment on their results. Classcheck.
e fed up
f moody C Go over Common Mistakes with sts and find out if the
g short-tempered example sentences could be true for some of them. Point to
and cool as a cucumber photo c and ask: How often do you yell at people when youre
angry? Elicit and drill more How often? questions based
on photos a-g.
a. grumpy b. yell c. swear d. in a good mood e. fed up
f. moody g. short-tempered Have pairs of sts take turns asking and answering How
Illustration: cool as a cucumber often? questions about photos a-g. Monitor and take
notes for delayed correction. Classcheck.
B Read the Song line on the top of p. 105 and ask whether
sts know the song or the singer who recorded it. Elicit Personal answers.

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English ID 3 Teacher's Book 21x29.3.indd 161 11/21/13 12:36 PM

 10.1

2 Listening C Do you ever yell at people? No. Youre kidding, right?

G Carlos, when did I ever yell at someone? Tell me!
A Tell sts that they are going to hear a couple talking
C Whoa, whoa. OK, forget I said anything. Youre really,
about the quiz from 1A. Say: Listen and tell me which three
really calm.
answers they disagree on. Play 10.3. Paircheck. Replay
10.3 if necessary. Classcheck.
Do you ever get fed up with activities and people you
10.3 Notice M and . actually like?
C = Carlos G = Gloria Do you ever swear at other drivers?
G What are you doing home so soon?
Do you ever yell at people?
C Good to see you too! What are you doing?
G Some silly quiz
C Cool as a cucumber, occasionally moody or chronically
B Quickly read statements 1-6 with sts. Play 10.3 again
for sts to listen and mark true (T) or false (F) for each
short-tempered Hmm, thats interesting. But, uh, do you
statement. Paircheck. Classcheck.
really need to take a test to find out?
G Hey, whats that supposed to mean? I have my ups and
1. T 2. F 3. T 4. T 5. F 6. F
downs, but Im pretty stable right?
C Uh
G I mean, this yoga class that Im taking Dont you think C Have sts read World of English on their own. Then,
that you know, little by little Im learning how to relax? read sentence 1 and elicit a possible word to fill in the
C Yeah, sure. So, lets see Do you wake up feeling blank. Play 10.4 and pause after sentence 1 to check
grumpy yes Yeah, Id have to agree with that. the answer. Instruct sts to fill in the remaining blanks in
sentences 2-6. Paircheck. Play the rest of 10.4 so sts can
G You know Im sick and tired of waking up early, Carlos, how
check their answers.
can I possibly not feel grumpy? I mean, come on, 5:30 in
the morning!
1. downs 2. little 3. tired 4. quiet 5. again 6. later
C I know! Youre a monster before 7.
G Im not a monster. I just I need some peace and quiet in Go over Common Mistakes with the class and explain that
the morning, thats all. binomials always have the same order. Ask: Are 1-6 true for
C Do you ever get fed up with activities and people you you? Read the model text in the speech bubble and have sts
actually like What do you mean no? Youre fed up with discuss sentences 1-6 in pairs. Classcheck.
your job!
G Well, yeah, but the question is about stuff I like. And I dont Personal answers.
like working as a secretary.
C But you used to, right? D MAKE IT PERSONAL Have sts recall the lesson title
G Well, yeah, I used to, but not anymore. Would you like question on the top of p. 104. Then, point to the phrases
some coffee, Mr. Harrison? Your wifes on line 2, Mr. listed and ask: Which of these items affect your mood the
Harrison! Blah, blah, blah, blah, blah. I just I hate doing most? Choose the top three.
the same things again and again
Divide the class into groups of four. Refer sts to the model
C ... and again and again. Yeah, I get it. You need variety.
dialog in the speech bubbles. Have them work in groups to
G Yeah. Sooner or later Ill need to start looking for a new job.
compare things that affect their moods and to choose the
I just know that.
most influential factor for the group. Classcheck.
C Four... Do you ever swear at other drivers? Yep, thats right.
You do.
Personal answers.
G How would you know that?
C Ive been told.
G What?
C Its a small neighborhood, Gloria. Workbook p. 49
G Well, but you cant blame me, can you? I mean, you know ID Online Portal
exactly what its like to drive in L.A.! Grammar p. 134

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Do you have any pet peeves?
Lesson Aims: Sts study and use gerunds and prepositions in the contexts of pet peeves and anger management.
Lesson 10.2
Function
Reading and talking about top ten pet peeves.
Listening to an anger management session.
Role-playing an anger management session.
Vocabulary: Common expressions with for and of: afraid of, thank you for, apologize for, accuse of, tired of.
Grammar: Gerunds.
Before the lesson: Write the following prompts on the board:
Sooner or later Ill have to Learning English is more or less
I hate again and again. Little by little
Im sick and tired of I have my ups and downs, but
I need some peace and quiet
Warm-up Ask sts to use the prompts on the board (see Before
the lesson) to make true sentences about themselves. Pair sts
up and have partners tell each other their sentences and find
two things in common. Monitor closely for accuracy and offer
help when appropriate. Classcheck.
3 Grammar: Gerunds
A Books open. Have sts read the lesson title question and
the dictionary entry for pet peeve. Ask: Does it annoy you
when people chew gum with their mouths open? Then ask:
Do you have a pet peeve? Read the model answer in the
speech bubble and have sts ask and answer the question
in pairs. Classcheck.
Personal answers.
B Draw sts attention to the online survey. Read the website
title with sts and have them fill in the blanks with phrases a-f.
Paircheck. Play 10.5 so sts can check their answers.
10.5
and that does it for us tonight. But before we go, heres
the moment youve all been waiting for: last weeks top 10
pet peeves. Yes, we asked and you voted! So, here are last
weeks results. At number 10, with 871 votes, people who
suddenly open the door without knocking. Yepweve all
done that before, havent we? Number 9, people who enjoy
eating popcornat the movie theater! Number 8, with a little
over 1,000 votes, people who keep using the word likelike,
all the time, like theyre 16-year-olds. At number 7, with 1,234
votes, people who dont return phone callswhich, well, I
find sort of annoying. Number 6, people who honk instead of
ringing the bell when they come to pick you upespecially
late at night. Hate that too. Number 5, students who try to
please the teacher by asking lots of questions after the lesson
is overhmm I kind of used to be a little like that. Number
4oh, I hate this onepeople who ask, Can I ask you a
question? before asking. Number 3, with exactly 1,700 votes,
people who avoid looking you straight in the eye when youre
talking to themwe all know people like that, dont we? The
next one kind of surprised meI didnt expect to see it at the
English ID 3 Teacher's Book 21x29.3.indd 163
10.2
Language
I cant stand being the first to arrive at a party.
They say Im too impatient and theyre probably right.
Mario, welcome to the group. What brings you here?
top. At number 2, we have not knowing who a text message
came fromoh, those strange numbersI hate them. And
finally, at the top spot this week, with as many as 1,809 votes,
being the first one to arrive at a partywhich, you know, is
just so embarrassing, isnt it? You open the door just to
2. d 4. a 5. f 6. b 9. e 10. c
C Tell sts to underline all verbs ending in -ing in 1-10 in B.
Ask them to study the sentences and match them to the
gerund rules in the Grammar box. Paircheck. Classcheck.
Then, ask sts to reorder the words in task 2 to make a rule
for negative gerunds. Classcheck.
a. 2
b. 8, 9
c. 5, 6, 7, 10
Rule: Form the negative by adding not before the gerund.
Go over Common Mistakes with the whole class.
Tip If time allows, refer sts to Grammar on p. 135.
D Point to the first prompt and model the activity by
saying: I cant stand being the first to arrive at a party. Give
sts the sentence starter I dont like and elicit I dont like
being the first to arrive at a party. Then, prompt sts with
I dont mind and doesnt bother me. Clarify that sts
should use gerunds with all prompts for this activity.
Pair sts up and have partners use the prompts provided to
discuss 1-10 in B. Monitor closely and correct any mistakes
on the spot. Classcheck sts opinions.
Personal answers.
E MAKE IT PERSONAL Have two sts read the model dialog
in the speech bubbles. Divide the class into groups of three.
Ask the groups to use sentence frames 1-4 to write more pet
peeves and then choose the groups favorite. Classcheck.
Personal answers.
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 10.2
4 Listening
A Have sts read the Song line on the top of p. 107 and
ask whether they know the song or the band. If possible,
play the beginning of the song on YouTube to refresh sts
memory. Elicit possible interpretations of the phrase when
I feel heavy metal.
Song line:
I got my head checked by a jumbo jet.
It wasnt easy, but nothing is, no.
Woo hoo! When I feel heavy metal. Woo hoo!
Song: Song 2
Band: Blur (UK)
Year: 1997
Focus on the cartoon and ask: What type of class is this?
Explain the concept of anger management to sts. Ask: What
are the sts names? (Jim, Mia, Julia, and Vince.)
Tell sts that they are going to listen to part of this anger
management class. Point to pet peeves 1-10 in 3B and
explain that each student will mention one pet peeve. Say:
Listen to find out who mentions what. Play 10.6. Paircheck.
Replay if necessary. Classcheck.
10.6 Notice MX and X.
C = coach Mi = Mia J = Jim V = Vince Ju = Julia
C the last time we met. So, anyway, lets give a warm
welcome to someone whos joining our anger management
group for the first timeand thats, well, everybody except
Julia. Mia, welcome aboard.
Mi Hi.
C Uh, Mia, why are you here?
Mi My names Mia and my friends they well, they say
Im too impatient and theyre probably right. Like, if I
call and leave a message If I dont hear from them in a
couple of hours, I get really mad and yell at them and
a few minutes later You know, I really want to change,
cause Im afraid of losing my friends.
C OK, Mia. Listen, I want to thank you for being so honest
thats the spirit! Jim, would you like to introduce yourself?
J No.
C Excuse me?
J Im sorry. I didnt mean to be rude. Its just that Im, like,
really shy I cant stand speaking in public and I just, I
dont like to expose myself and I get, like, a little aggressive
in social situations. My girlfriend accuses me of being
antisocial... Thats why she told me, like, to come here.
C I see. Could you give us an example?
J Like, say its your birthday You, like, invite me over and
you say at nine. I get there, like, at nine and theres nobody
there. I get, like, really furious.
C Interesting. Thank you, Jim. OK Uh, next on the list is
Vince, hi. Why dont you tell us what brought you here?
V Oh, thats easy. Its people like Jim that brought me here.
C Excuse me?
V I dont mean to be arrogant, but Im sick and tired of
hearing that kind of English How old are you? Like, 12?
J Oh, Im sorry! I apologize for upsetting your sensitive ears,
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English ID 3 Teacher's Book 21x29.3.indd 164
Mr. Perfect Grammar.
Ju Hey, thats no reason for getting mad!
C Exactly, Julia, thank you for
Mi Excuse me, is this?
Ju Hey, didnt your mother ever teach you any manners?
C Julia! Gentleman! Please! Remember: youre responsible
for controlling your anger, little by little, step by step.
J But how can I, like
V Oh no, not again! Like, like, like, like!
C Gentleman! Listen, there are many ways of doing that. One
of them is to accept that each person is different And its
OK to be different, you know? For example
Mia 7 (Bad phone habits, like not returning texts or phone
calls immediately.)
Jim 1 (Being the first to arrive at a party.)
Vince 8 (When people keep using the word like.)
Julia 10 (People who suddenly open the door without
knocking.)
B Have sts quickly read statements 1-5. Play 10.6 again
as sts listen and circle the correct options. Paircheck.
Classcheck.
1. isnt
2. agrees
3. sociable
4. sarcastically
5. slowly
5 Vocabulary: Common Expressions with
For and Of
A Have sts look at extracts 1 and 2. Ask them to listen
and pay attention to how the prepositions of, to, and for
are pronounced in each of the sentences. Play 10.7. Have
sts read the 5 box and circle the correct rule. Classcheck.
Replay 10.7 for choral repetition.
unstressed
B Ask sts to fill in the blanks in sentences 1-6. Play 10.8
so sts can check their answers as you write them on the
board. Then, replay 10.8, pausing after each sentence
for choral repetition. Monitor closely for pronunciation of
weak forms of prepositions.
1. of
2. for
3. tired of
4. reason for
5. responsible for controlling
6. ways of doing
C Pair sts up and read Common Mistakes with the whole
class. In pairs, sts should use the prompts provided to
guess what the people in the photos are saying. Classcheck
sts ideas. Play 10.9 so they can check their guesses. Ask:
Were you right? Were you close?
11/21/13 12:36 PM

10.9 Notice V, ] and 
1 A = Ann C = Chris S = Sheila
A Chris! Is this the report for the end of year? Is this it? I
cant show this to the directors!
C Well, sorry, but Sheila didnt give me the figures in time.
A Chris! Its no good saying Sheila didnt give you the figures.
You know you are responsible for collecting them.
S Hang on a minute, Chris. Are you accusing me of not
doing my job properly?
C Whoa, whoa, theres no reason for yelling. Lets sit down
and see what we can do.
2 B = bride G = groom
B I cannot believe that you said that. To my mother, Jose,
my mother.
G Well, that hat did make her look like a big orange, you
have to admit it.
B Jose! Stop it! You should apologize for saying that or were
never going to
G Oh, or what? Or were never going to get married? Im sick
and tired of hearing that, and well its a bit late now, isnt
it?
3 G = grandmother Gd = granddaughter
G Oh but Im afraid of pressing the wrong button. I
mean, what if I lose everything?
Gd Oh, you wont. Look, its easy. There are two ways of
saving things. You can press control and S, here Look.
Or you can click this button in the top corner, here. Easy,
see, and now everything is saved.
G Oh, you are clever! Now, what happens if I press this button?
English ID 3 Teacher's Book 21x29.3.indd 165
10.2
You know you are responsible for collecting them.
Are you accusing me of not doing my job properly?
Theres no reason for yelling.
You should apologize for saying that
Im sick and tired of hearing that
Im afraid of pressing the wrong button.
There are many ways of saving things.
D Play 10.10 as sts listen to and read World of English .
Have them look at the phrases in A and B and complete
the mind map for prepositions for and of. Paircheck.
Classcheck.
For mind map: responsible (adjective), apologize (verb),
reason (noun)
Of mind map: afraid (adjective), accuse (verb), ways (noun)
E MAKE IT PERSONAL Divide the class into groups of
five. Within their groups, sts should elect a coach for
an anger management session. Other sts should play
the roles of angry people, choosing pet peeves they need
to learn how to deal with. Refer sts to the model text
in the speech bubbles to get them started. Monitor and
offer help if requested. Classcheck by asking: Whos the
angriest student?
Workbook p. 50
ID Online Portal
Grammar p. 134
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 10.3
How assertive are you?
Lesson Aims: Sts study and practice verbs followed by gerunds and / or infinitives via the context of assertiveness.
Lesson 10.3
Function
Listening to a student from an assertiveness training school.
Reading / Taking an assertiveness test.
Responding to critical situations.
Vocabulary: Assertiveness, assertive.
Grammar: Verb + gerund or infinitive.
Before the lesson: Write the following questions on the board:
1. Are you afraid ___ flying?
2. Do you apologize ___ arriving late?
3. What are you responsible ___ at work? At home?
4. What are your favorite ways ___ relaxing after
work or school?
Warm-up Show sts the questions on the board (see Before
the lesson) and ask them to fill in the blanks with a suitable
preposition. Classcheck. Then, have sts take turns asking and
answering 1-7 in pairs. Classcheck.
1. of 2. for 3. for 4. of 5. for 6. of 7. at
6 Listening
A Books open. Have sts read the lesson title and ask what
the lesson is about. If English-to-English dictionaries are
available, hand out one per group of five sts and have them
look up the word assertive. Alternatively, ask sts to look
up the word online on their smartphones. Classcheck sts
findings. Then ask: How assertive do you think you are?
Draw sts attention to the cartoon and have them discuss the
answers to questions 1-4 in pairs. Classcheck.
Personal answers.
Tip The teacher has misspelled assertiveness and no one is
telling him because the class is full of nonassertive people.
B Point to the black-haired student in the cartoon in A
and say: This is Keith. Listen to him talking to a co-worker.
How assertive is he? Play 10.11. Classcheck.
10.11 Notice the stress.
A = Ayla K = Keith
A Oh Keith! Im so hungry! Keith, you dont have anything
I could eat, do you?
K Uh well I have an apple in my bag, but
A Oh, thank you Keith. Youre an angel.
K Uh OK. So Why are you so hungry?
A Oh, I left home early this morning.
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English ID 3 Teacher's Book 21x29.3.indd 166
Language
No! My counselor told me about this, I have to stand up
for myself!
An uncle you meet regularly at family dinners is very critical of
your looks and your career. You
Id start telling the guy hes wrong. Id try talking and see if
it worked.
5. When did you last make up an excuse ___ not doing
homework?
6. Have you ever been accused ___ doing something you
didnt do?
7. Are you good ___ making new friends?
K Without having breakfast?
A Yeah. Well, I want to lose some weight, you know? So Im
cutting down on carbohydrates too.
K Wow. Uh Dont you feel hungry during the day?
A Yeah. I mean, its not even noon and Ive started feeling
hungry already. Speaking of which Keith, wanna go out for
an early lunch?
K Uh well, I uh
A Oh, come on Keith. My treat
K Oh, but theres this huge report and uh I have to finish
it and oh, theres so much to do and, uh Veronica
said she wants it on her desk by 5. Its uh, its got me really
worried
A Oh Keith. Youre always worried about something. Cant
you take an hour off and then continue doing whatever it is
that youre doing when we get back?
K But, but Ayla, I might lose my job if I mess up this report,
and, and Veronica said
A Oh, dont worry. Thatll never happen. Come on, lets go.
K But, but I mean look at those clouds. I mean, what if it
starts to rain?
A You mean what if it continues to rain, right? Come on Keith,
grab your umbrella and lets go.
K No! My counselor told me about this, I have to stand up
for myself! Ayla, Im fed up with being told what to do. Im
staying here and finishing this report for Veronica and
and Ayla? Oh.
Personal answer.
C Go over Common Mistakes with sts to review
prepositions followed by gerunds. Elicit the correct order
for the words in 1. Remind sts to change the verb forms.
Have sts repeat the same process for sentences 2-5. Play
10.11 again so sts can check their answers as you write
them on the board.
11/21/13 12:36 PM

1. Ayla left home without having breakfast.
2. She wants to lose weight by reducing carbohydrates.
3. Keiths worried about finishing the report on time.
4. Hes afraid of losing his job if he writes a bad report.
5. Keiths fed up with being told what to do.
D Play 10.12 as sts listen to and read World of English . Ask
sts to turn to AS 10.11 on p. 167 and look for more examples
of verbs that can be followed by either a gerund or an
infinitive.
Ive started feeling hungry already. / Ive started to feel
hungry already.
I mean, what if it starts to rain? / I mean, what if it starts
raining?
7 Grammar: Verb + Gerund or Infinitive
A Point to the test Keith took when he joined the course and
tell sts that there are phrases missing. Have sts place phrases
a-f in the correct blanks. Paircheck. Play 10.13 to classcheck.
a, d, e, b, c, f
B Ask sts to look at the test in A once again and work in
pairs to decide which response is the most assertive for
situations 1-3. Classcheck.
Then ask: What would your personal response be to each of
these situations? Have partners tell their answers. Then,
classcheck by asking sts to report their partners answers
to the whole class. Ask: Were your answers similar?
Personal answers.
C Have sts look again at sentences a-f in A. Ask them to
underline the gerunds and circle the infinitives after the
verbs stop, try, and remember. Classcheck.
stop showing up for these family dinners
stop to talk to her
hell probably try to find a way to get the money
try crying or something
instead, you write a Remember to call Jane note
hey, I remember lending you some money a while ago
Then, sts refer to underlined and circled verbs from a-f
in A to complete the Grammar box rules with -ing (for
gerunds) or to (for infinitives). Paircheck. Classcheck.
Stop + -ing
Stop + to
Try + to
Try + -ing
Remember + -ing
Remember + to
Read Common Mistakes with the whole class. Draw sts
attention to the use of verb + -ing as in Please stop
English ID 3 Teacher's Book 21x29.3.indd 167
10.3
chatting on your phone at lunch. Another point to be
highlighted is the correct position of the preposition in a
sentence. Sts should pay special attention to the fact that
the preposition comes before the object as in Turn it off.
Draw sts attention to the Song line on the top of p. 109
and see if sts know the song or the band that recorded it. If
one of the sts remembers the song, ask him / her to sing or
hum the melody for the class.
Song line:
Dont stop believin,
hold on to that feelin,
streetlight people.
Song: Dont Stop Believin
Band: Journey (USA)
Year: 1981
Tip If time allows, ask sts to go to Grammar on p. 135 for
further practice.
D Briefly introduce photos a-d and invite sts to tell you
what they think is happening in each of them. Tell sts that
they are going to listen to three conversations, each related
to one photo. Explain that there is one extra photo, which
will be left out. Ask: Whats conversation 1 about? Listen
and find out. Play 10.14 and pause after conversation 1.
Classcheck. Then play the rest of 10.14. Classcheck.
10.14
1 Ive been trying to reach you for hours! Where have you
been...? Well, anyway Im stuck near the M5 Yeah,
about ten inches or more Yeah, Ive tried that
Yeah, that too Of course Ive tried setting the car to
winter mode, but that didnt work. What do you mean try
to stay calm? Im freezing to death!
2 I know, I know I tried to call you, but my battery
died Im sorry Another 40 minutes or so I was
running out of gas, so I had to stop to fill up the tank Its
true, I swear. Hey, stop yelling! Its not my fault! What do
you expect me to do? Get home on foot?
3 You said theres a gas station after the bridge, right?
So I think I might be lost. I mean, I dont remember ever
being here I cant. I didnt remember to bring the GPS,
so Im using an old map No, I dont have any of those
apps on my phone Come on, dont laugh. Can you
1. b 2. a 3. d
E Have sts fill in the blanks in sentences 1-6 with the
gerund or infinitive of the verbs in parentheses. Replay
10.14 so sts can check their answers as you write them on
the board.
1. to reach
2. setting
3. to fill up
4. yelling
5. being
6. to bring
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11/21/13 12:36 PM
 10.3
Then, ask sts to hide sentences 1-6 with a notebook or a for delayed correction. Classcheck and provide sts with
sheet of paper. Pair sts up and have them try to remember language feedback.
all six sentences by looking at the photos. Classcheck.
Personal answers.
F MAKE IT PERSONAL Have sts swap partners. In their
new pairs, sts should tell each other what they would do
in situations 1-5. Point out the model text in the speech
bubbles and encourage sts to use the sentence frames Workbook p. 51
ID Online Portal
in their answers. Monitor pairs discussions closely for
Grammar p. 134
accuracy and encourage peer correction. Take notes

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Would you say you were bossy?
Lesson Aims: Sts study and practice separable and inseparable phrasal verbs through the context of toxic friends and how to
deal with them.
Lesson 10.4
Function
Watching a video podcast about toxic friends.
Talking about what good friends are supposed to do.
Reading about ways not to learn English better.
Vocabulary: Phrasal verbs: lift (somebody) up, bring (somebody) down, come down with (something), figure (something) out,
boss (somebody) around, stick to (somebody / something).
Grammar: Separable and inseparable phrasal verbs.
Before the lesson: Write the following questions and verbs on the board:
1. During class, how often do you stop
the phone or text somebody? (answer)
2. Do you always remember your phone before
going into the movies or theater? (turn off)
3. Have you tried the online exercises
on the Portal? (do)
Warm-up Show sts the questions on the board (see Before
the lesson) and ask them to complete the sentences with the
gerund or infinite form of the verbs provided. Classcheck. In
pairs, sts take turns asking and answering 1-6. Classcheck.
1. to answer
2. to turn off
3. doing / to do
4. eating
5. reading
6. to do
8 Listening
A Books closed. Write toxic friend on the board and ask
sts to work in pairs to guess the meaning of the phrase.
Classcheck sts guesses.
Books open. Read definitions 1-3 with the class and have
sts check the one they think best describes a toxic friend.
Play 10.15 so sts can check their answer. Then ask: Who
do you think suffers more from this problem: men or women?
10.15
Any true relationship between friends or significant others
should be one between equals: you give and take equally.
One persons needs arent met over anothers. Friends and
partners are supposed to give you energy and lift you up when
youre down and want the best for you. But sometimes we
get into relationships that drain energy from us. These are
toxic relationships and they can negatively affect all aspects of
our lives. On this weeks WellCast, were going to tell you how
you can tell if youre even in a toxic relationship. And then
were going to help you extricate yourself from that unhealthy
situation, pronto!
English ID 3 Teacher's Book 21x29.3.indd 169
10.4
Language
And then were going to help you extricate yourself from that
unhealthy situation, pronto!
Friends and partners are supposed to give you energy and lift
you up when youre down.
I never try to guess the meanings of new words. I always look
them up.
4. Is there anything youd like to stop
? (eat)
5. Do you remember a cartoon last
class? What was it about? (read)
6. Will you remember todays
homework? (do)
definition 2
B Have sts quickly read statements 1-6. Replay 10.15 and
ask sts to check the points they hear. Paircheck. Replay 10.15
if necessary. Classcheck. Then, elicit sts predictions about
what they are going to hear in part 2.
1, 2, 3, 5, 6
C Tell sts that part 2 gives viewers / listeners step-by-step
tips on how to deal with toxic friends. Point to the chart and
ask sts to read 1-6 briefly. Pre-teach the literal meaning of
doormatshow a real one or google images of itand tell sts
that they are going to hear this word in the recording.
Play part 2 of 10.16 and have sts match the two columns
in the chart. Paircheck. Classcheck. Ask: What does
doormat mean in this context?
10.16 Notice the pauses.
Step 1: Diagnose the relationship. How do you know if a
friend or partner is bringing you down? Well, in much the
same way that you know youre coming down with a cold. Toxic
relationships come with symptoms. When youre around this
person, how do you feel? Here are a few other questions you
should ask yourself if youre thinking you might be in a toxic
situation: Does my friend put me down all the time? Are they
jealous when I spend time with others? Do they constantly bring
up parts of me that they want to change? Do they take more
than they give? Am I only doing the things that they want to do?
Step 2: Recognize your role in the relationship. As Eleanor
Roosevelt once said, Nobody can make you feel inferior
without your consent. All right, look, you know we got that from
The Princess Diaries, obviously. Moving on. Listen, you have
autonomy in every relationship in your life. If a friend or partner
is stealing your sunshine, you need to figure out what youre
doing to allow them to do this. Are you being a doormat? Are you
putting this persons emotional needs ahead of your own health?
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 10.4
Step 3: Start to build boundaries for this relationship. Does 1. lift (sb) up 2. bring (sb) down
your friend invite themselves over at all hours of the night? 3. boss (sb) around 4. figure (sb / sth) out
Are they constantly bossing you around? Are they always
5. stick to (sth) 6. come down with (sth)
borrowing money from you? Once you know the boundary that
you want to set, stick to it! Draw your line in the sand.
C Have sts fill in the blanks with phrasal verbs from B.
Step 4: Recognize that you cant change other people, but
Paircheck. Pair sts up and have them ask and answer
you can stop being a doormat. If youve determined that a
questions 1-5. Classcheck by inviting a few volunteers to
friendship or relationship is toxic, you know that you have to
share their answers.
change the nature of that relationship. Start by spending less
time with that person and do your best to detach yourself
1. brought (you) down
emotionally. Setting boundaries will hopefully help you begin
to phase this relationship out. 2. came down with
3. figure out, figure (it) out
Step 5: Get a second opinion. Especially if youre emotionally
vulnerable, the best thing you can do is surround yourself 4. stick to
with people who love you and who want you to be happy and
healthy. Use them as a lifeline during this time.

Step 6: Above all else, look out for yourself. Studies have
shown that people with low self-esteem are far more likely
to find themselves in toxic relationships. You will never be
treated with love and respect unless you absolutely believe
that you deserve these things. Remember: you teach people
how to treat you. So do yourself the favor of loving yourself!
10 Grammar: Separable and Inseparable
Phrasal Verbs
A Play 10.18 as sts listen to and read World of English .
Then, instruct sts to write S (separable) or I (inseparable)
next to sentences 1-6 in 9B. Paircheck. Classcheck.

1. S 2. S 3. S 4. S 5. I 6. I
3, 5, 4, 6, 1, 2
Read Common Mistakes with the whole group.
D Have pairs of sts summarize the advice given in 10.15
and 10.16 using the four pictures in C. Classcheck.
Tip If time allows, ask sts to turn to Grammar on p. 135 for
additional practice.
Personal answer.
B Have sts read the Song line on the top of p. 111 and
E MAKE IT PERSONAL Have sts swap partners and discuss identify the phrasal verbs in the line. Ask sts if these
the questions in their new pairs. Read the model text phrasal verbs are separable or inseparable.
in the speech bubble with the whole class before pairs
Song line:
begin talking. Monitor pairs discussions and take notes
for delayed correction if needed. Classcheck by inviting You know you make me wanna shout!
volunteers to share their stories or examples and provide Lift my heels up and shout,
language feedback. throw my head back and shout
Song: Shout
Personal answers. Band: The Isley Brothers (USA)
Year: 1959

9 Vocabulary: Phrasal Verbs Lift up, throw back. Both are separable.

A Read sentence 1 to sts and elicit the letter of the Tell sts to re-read the quiz on p. 108, then find and underline
corresponding picture (d). Have sts match statements seven phrasal verbs. Instruct them to write S (separable) or I
2-6 to the correct pictures. Paircheck. Play 10.17 to (inseparable) for each occurrence. Paircheck. Classcheck.
classcheck.
showing up I
1. d 2. c 3. e 4. f 5. b 6. a broken up with I
cheating on her I
B Ask sts to underline all the phrasal verbs they can find dont pick the phone up S
in sentences 1-6 in A. Classcheck. Then, have them match hang up S
the phrasal verbs to the correct definitions. Paircheck.
pay you back S
Classcheck. Ask: How many of these definitions are literal
meanings? (none of them). keep putting it off S

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C Tell sts that they are going to read about six ways not
to learn English better. Ask them to fill in the blanks in
sentences 1-6 with the correct particle(s) from the box and
the object pronoun it or them. Classcheck by writing the
answers on the board. At the end, ask the whole class: Do
you agree that these are all bad habits?
1. them up
2. it off
3. it off
4. it out
5. up for them
6. to them
English ID 3 Teacher's Book 21x29.3.indd 171
10.4
D MAKE IT PERSONAL Have two sts read the model dialog
in the speech bubbles. Divide the class into groups of
four and have sts work in their groups to ask and answer
questions using the phrasal verbs from C. Allow sts some
time to prepare and make notes before they begin talking.
Monitor groups discussions closely and write down
mistakes for delayed correction. Classcheck and provide
language feedback.
Workbook p. 52
ID Online Portal
Grammar p. 134
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11/21/13 12:36 PM
 10.5

Whats your most common mistake in English? /

Are you going to take an English exam?
Lesson Aims: Sts study and practice how to proofread and correct pieces of writing. Sts also learn how to make
recommendations in the context of reflecting and talking about their own progress as language learners.
Lesson 10.5

Function Language
Proofreading and correcting mistakes. I am felt really lost. Do you know about if
Talking about your own mistakes in English. What are your most common mistakes?
Listening to a teachers recommendations. How about learning make an effort instead of effort?
Role-play teacher-student dialogs. Try to avoid reading slowly all the time.
Talking about your own English and making recommendations. Have you thought about paying attention to the th sound in movies?
Vocabulary: Proofreading, find it hard / difficult to do (something), have (no) trouble doing (something), be comfortable doing
(something). Expressions for making recommendations: Have you thought about? How about? A good way is
Try to focus on
Grammar: Review of verbs and expressions followed by gerunds and infinitives.
Before the lesson: Write the following questions on the board:
1. Are you pleased that youre about to finish one more level of the course?
2. Do you think youve made the most of the course so far? Why / why not?
3. Briefly summarize a memorable lesson you had this term. What was it about? Did you enjoy it?
4. Do you think you should or could have studied more?
5. How much do you think your English has improved since the beginning of this course?

Warm-up Start off the lesson by chatting to sts about how they Message 1:
feel on (or about) the last day of class. Point out the questions 1. My names Bruna, Im have twenty-three years old
on the board and have sts discuss them in pairs. Classcheck. I never to become fluent.
2. Ive studied English for four years, and
I will never become fluent.
Skills: Proofreading 3. she says its only a matter of time.
4. I thinking I (will) never
A Have sts read statements 1-6 and write S (similar to
Message 2:
me) or N (not like me) for each one. Divide the class into
1. I am felt really lost.
groups of four. Have two sts read the model dialog to the
Do you know about if
whole class. Then, go over Common Mistakes with them. Ask
2. but listening is a nightmare.
sts to work within their groups to compare their marks for
Do you know if there is anything
sentences 1-6 and find out which is the most difficult skill
among the learners in their group. Classcheck.
3. Once I spent two weeks in London
4. I can do to improving (improve) my listening?
Personal answers. Message 3:
1. who she is a teacher
B Point to the website and ask: Whats this page about? she told me do not to worry about
(English learning experiences and tips). Read the webpage 2. When I read, I try to understand
introduction with sts. Tell the class that there are six she told me not to worry about
sentences missing from the website. Point to 1-6 in the 3. worry about all the new words.
chart in A and have sts place each one in the correct blank 4. but people saying this is a bad habit.
on the website. Paircheck. Classcheck.
D Books closed. Tell sts that they are now going to listen
1, 5, 3, 6, 4, 2
to the texts from B. Before sts listen to the audio, ask: How
different is listening from reading? Play 10.19. Then, ask
C Ask sts to find the mistakes described in 1-4 in each them to open their books. Play the track again and check
message in B. Walk around the classroom and offer help their answers. Classcheck.
when requested. Paircheck. Classcheck. If possible, use the
Digital Book for Teachers to display the page and highlight 10.19
the answers in the text. 1 My names Bruna, Im twenty-three years old and Im from
Bucaramanga, in Colombia. Ive studied English for four
Tip If time allows, ask sts to complete Writing Bank on years, and some things are easy, but others are very hard!
p. 153, or assign it as homework. For example, I think Im good at grammar (I love rules!),

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English ID 3 Teacher's Book 21x29.3.indd 172 11/21/13 12:36 PM


but when I have to interact with other people, I have
trouble expressing my ideas and I hesitate a lot. My
teacher says that Ill get better; she says its only a matter of
time. But sometimes I think I will never become fluent.
2 Im Byung-Sang, from Seoul. I have studied English since I
was a little boy, but, to be honest with you, I dont like English.
I can communicate well, Im comfortable writing in
English (especially e-mails), but listening is a nightmare. I
have a lot of difficulty understanding native speakers. Once I
spent two weeks in London and I felt really lost. Do you know
if there is anything I can do to improve my listening?
3 When I read, I try to understand each and every word on
the page, but people say this is a bad habit. I have a friend
who is a teacher and she told me not to worry about all
the new words. But, honestly, I find it hard to read fast,
for general comprehension. What do you think? Theres
another problem: How can I use the new vocabulary? I
have no trouble remembering new words, but its hard for
me to use them. Any suggestions? Omar, from Istanbul.
Personal answer.
E MAKE IT PERSONAL Divide the class into groups of three.
Have the sts in each group take turns asking and answering
questions 1-4. Encourage them to take notes of their
partners views. Classcheck by inviting volunteers to report
their partners answers.
Personal answers.
in Action: Making Recommendations
A Ask: Do you ever practice English online? What are your
favorite websites to practice your English? Have sts answer
in their groups. Sts can be in the same groups from the
previous activity. Classcheck.
Tip If possible, suggest a few websites you particularly like
and find useful for sts level.
Personal answer.
B Tell sts that they are going to listen as the teacher
from the website in Skills B makes recommendations
for Bruna, Byung-Sang, and Omar. Ask sts to listen and
check the two recommendations given to each student.
Play 10.20. Paircheck. Replay the track if necessary.
Classcheck.
10.20
Welcome to English for all, the podcast for students who want
to improve their Englishfast! Last week we asked you to tell
us about your strengths and weaknesses, your successes and
your frustrations So Today weve chosen three messages
to read on the air. The first onewhere is it? Oh, herewas
written by Bruna, a listener from ColombiaHi Brunawho
says shes good at grammar, but finds it hard to express
herself fluently. Listen, your English sounds fantastic and,
you know, maybe youre much more fluent than you think
Anyway, heres what I think you should do: Try to focus on
English ID 3 Teacher's Book 21x29.3.indd 173
10.5
expressing your ideas fluently instead of speaking 100%
correctly all the time. Cause, you see, the more you stop
to think about what youre going to say next, the more you
hesitate. And remember: People will still understand you if
you make a few mistakes. And heres another suggestion:
Have you thought about asking a friend to practice with you
for a few hours a week? You probably have at least one or
two friends who speak some English, right? So think about
it: You can have fun and improve your English at the same
time without having to, I dont know, live abroad or anything.
Thanks for writing Bruna.
Our second message comes from South Korea. Our listener
says he has trouble understanding spoken English Yeah,
thats a common problem. Byung-Sang, listen, I have two
suggestions. First, listen to as much English as you can
outside the classroom. For example, a good way of practicing
is watching Internet videos on sites like YouTube, Dailymotion,
and so on, at least every other day, for about an hour or so.
Religiously. Turn the subtitles on and off sometimes too. But
be sure to choose a variety of videosboth more and less
challenging, OK? And who knows, you might even learn a
new expression or two! And heres the second suggestion:
If you want to improve your listening, you should consider
giving pronunciation a little more attention. Yeah, Im serious.
Research has shown that students with good pronunciation
tend to be much better listeners. How about that?
And our final message comes from Omarwheres he from?
oh, Turkey, wow. Omar says hes not comfortable reading
quickly, for, uh, for general comprehension. Omar, listen, your
friend is right: reading too slowly is not always a good idea. For
example, if you take an international exam, youll need to be
able to read fast, without a dictionary. So heres what I think
you should do: Next time you approach a text, read it once
quickly first. Then, if necessary, read it again, more carefully,
looking for information you need. But try to avoid reading
slowly all the time. And about your vocabulary question, heres
something that might help: learn words together. For example,
how about learning make an effort instead of effort? Or
take a course rather than only course? Our brains like
these kinds of associations, you know?
Well, that does it for us tonight. In the next episode, well be
talking about
Bruna 2, 3 Byung-Sang 1, 3 Omar 1, 3
C Point to the chart and say: Try to remember more of the
teachers recommendations and match these two columns.
Play 10.21 so sts can check their answers. Classcheck.
Replay the track and ask sts to repeat sentences 1-6.
Correct intonation on the spot.
1. Try to focus on expressing your ideas fluently.
2. Have you thought about asking a friend to practice with you?
3. A good way of practicing is watching Internet videos.
4. You should consider giving pronunciation a little more attention.
5. Try to avoid reading slowly all the time.
6. How about learning make an effort instead of effort?
D Pair sts up. Ask them to hide the second column of
the chart in C with a notebook or a sheet of paper. Have
partners take turns saying 1-6 as full sentences from
memory. Monitor for accuracy and intonation. Encourage
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 10.5
peer collaboration and correction. At the end, ask: Which
sentence was the most difficult to remember?
Personal answers.
E Have sts role-play a student-teacher dialog based on the
students messages and the teachers podcast. Ask them to use
language from Skills B and in Action B and C. Monitor
them and offer help whenever necessary. Then, ask sts to swap
roles and role-play the dialog one more time. Finally, invite
volunteer pairs to act out their dialogs for the whole class.
Personal answers.
F MAKE IT PERSONAL Focus on the headings Strengths,
Weaknesses, and Action plan on the chart. Review the
examples provided for each section. Then, ask sts to think about
their own English and write notes in each of the columns.
Divide the class into groups of four. Ask sts to tell their
group members what their strengths and weaknesses
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English ID 3 Teacher's Book 21x29.3.indd 174
are and what action plan they thought of. Explain that
sts should listen to their classmates and make more
recommendations to help, as in the model comments in
the speech bubbles. Have two sts read this model to the
whole class before sts begin their discussions. Then, have
sts in each group share their ideas and try to help one
another. Monitor and offer help if necessary. Classcheck.
Round off the lesson with World of English . Congratulate sts
on their achievement and encourage them to keep up the
good work!
Personal answers.
Workbook p. 53
ID Online Portal
Grammar p. 134
ID Caf Video p. 147
Writing Bank p. 153
11/21/13 12:36 PM

Grammar and Vocabulary
A Picture Dictionary. Pair sts up and have partners test
each other and review the vocabulary in units 9 and 10.
Monitor sts closely throughout the picture dictionary tasks
and correct vocabulary and pronunciation on the spot.
Tip In order to provide sts with as much fluency practice as
possible, expand the activity into the mini-dialogs suggested below.
Picture Procedures
Dictionary
Have sts hide the texts in
1A with a notebook or a
sheet of paper. Ask them
7 crimes,
to work in pairs, taking
p. 94-95
turns pointing to pictures
a-g and naming seven
types of crime.
Have sts look at the
pictures in 7D and, in trios,
make predictions about
cybercrime in the future.
3 cybercrime
risks, p. 98
Have sts make optimistic
predictions about
5 optimistic pictures a-e in 8C.
predictions,
Stronger classes: Ask sts
p. 99 to hide the prompts on
the left with a notebook
or a sheet of paper.
Ask sts to hide the text
about Michael with a
notebook or a sheet of
paper and, in pairs, retell
Michaels the story based on the
story, p. 100 pictures.
Have sts role-play the
situations in in Action E.
5 explanation Encourage sts to alternate
stories, roles, ask for and give
p. 103 explanations, and use
phrases from in
Action C.
Have sts hide the quiz in
1A with a notebook or a
sheet of paper and ask
8 mood
How often? questions St B: Every day. How
words and
about the moods in
phrases,
pictures a-g.
p. 104-105
English ID 3 Teacher's Book 21x29.3.indd 175
Review 6
Units 9-10
Mini-dialogs /
Suggested language
St A: (points to picture a)
Murder.
St B: (points to picture b)
Thats bribery.
St A: (points to picture c)
This is theft. Whats d?
St A: Attacks will be
carried out wirelessly,
and we wont be
protected.
St B: Viruses will spread
across multiple devices
very easily.
St C: Twenty percent
of all the worlds 7 crimes:
smartphones will have
been targeted.
St A: (points to picture a)
Soon, most people will
be working from home.
St B: (points to picture e)
We will have stopped
global warming by 2030.
St A: Michael decided
to listen to loud rap
music in his car in the
middle of the night.
St B: The neighbors By the end of the decade, free Wi-Fi will have been
called the police and he
was sent to jail.
St A: Yeah, but he was
released the next day.
Then We will have stopped global warming by 2030.
St A: Hey, what do you
think youre doing?
St B: Its not what it A young student from Chicago decided to listen to loud rap
seems! I was just music in his car in the middle of the night. The neighbors
St A: How often do
you wake up feeling
grumpy?
his neighborhood, so Michael had to face the judge again. This
about you?
St A: Only if I dont get
enough sleep.
St B: How often do you
yell at people?
Ask sts to look at the St A: You were
pictures in 5C and responsible for preparing
3 dialogs,
p. 107
role-play three different the final report.
dialogs based on them. St B: Are you accusing
me of?
Have pairs of sts hide St A: (points to picture e)
statements 1-6 in 9A with Come down with a
7 phrasal
a notebook or a sheet cold.
verbs,
of paper and take turns St B: (points to picture c)
p. 110-111
saying the phrasal verbs Bring you down.
pictured in a-f.
Ask sts to turn to the St A: How do you spell
pronunciation chart on quick?
p. 155. Focus their attention St B: Q-U-I-C-K.
on the list of words for St A: Right. How do you
2 words for consonant sounds, just spell ache?
each sound below the pictures. St B: A-C-H-E.
in lines 5 Pair sts up and explain St A: Thats right.
and 6 of the that st A should ask st B St B: Now you. How do
consonants How do you spell? you spell kitchen? How
chart (not for two words (not the do you spell future?
the picture picture words) with each
words), consonant sound in the
p. 155 fifth line of the chart. Then,
sts should swap roles, with
st B testing st A on two
words with each sound in
the sixth line.
murder, bribery, theft, drug dealing, burglaries, kidnapping,
robbery
3 cybercrime risks:
Attacks will be carried out wirelessly, and we wont be
protected.
Viruses will spread across multiple devices very easily.
Twenty percent of all the worlds smartphones will have
been targeted.
5 optimistic predictions:
Soon, most people will be working from home.
implemented everywhere.
In the next few years, most people will be driving electric cars.
A cure for the common cold will have been discovered by 2020.
Michaels story:
called the police, and he was sent to jail. He was released the
next day. A week later, he played loud rap music again, at
2 a.m. Then he was charged with disorderly conduct and
taken to court. There was no evidence against him, so he was
acquitted. The third time he did it, there was a police car in
time he was convicted. He was sentenced to stay three days in
jail and pay a $1,000 fine. Michael had an alternative: listening
to classical music for thirty hours. Michael tried, but he quit
after twenty minutes and chose the original punishment.
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 R6

5 explanation stories: D MAKE IT PERSONAL Have sts read questions 1-5

A woman stealing a product in a supermarket. and choose the correct verb form, infinitive or gerund.
Classcheck. Pair sts up and have them take turns asking
A man jumping off a window.
and answering 1-5. Monitor sts work and correct any
A person dressed as a panda bear. mistakes on the spot. Classcheck by inviting volunteer
A lipstick kiss on a mans shirt collar. pairs to tell the class any answers they have in common.
A student cheating on a test.
1. to have 2. being 3. learning 4. camping
8 mood words and phrases: 5. to wash / eating
grumpy, yell, swear, in a good mood, fed up, moody,
short-tempered, cool as a cucumber
E Tell sts that they are going to listen to three dialogs. Say:
3 dialogs: Pay attention to the phrasal verbs you hear and match verbs
Chris did not get the figures in time to prepare the final 1-7 to the particles. Allow sts a few seconds to look at the
report. verbs and particles. Then, play 6.1. Paircheck. Classcheck.
Jose told his wifes mother that she looked like a big orange
in that hat. 6.1
A girl is teaching someone two different ways to save a file 1
in a computer. R = Ron H = Hanna
R Hey Hanna, what are you reading?
7 phrasal verbs:
H Oh, hi Ron. Oh, this. Its a book Ralph lent me. He said it
lift (sb) up, bring (sb) down, come down with, figure (sb / was really good, but I just cant get into it.
sth) out, boss (sb) around, stick to (sth), try (sth) on R Huh, so, whats it about?
2 words for each sound (possible answers): H Well, uh, thats just it. Ralph said it was a really interesting
N back, quick detective story but theres no crime, not much story line,
nothing really. I just cant figure it out.
J leg, guess
R Hmmm Well, maybe itll turn out better than you think,
 single, bank you know, keep reading!
K unhappy, who 2
W kitchen, future L = Lenny S = Sue
G generous, bridge S Lenny? Have you changed something Your hair or
U married, write something?
M university, uniform L Nope, not my hair. But Im on this diet right now. Ive lost a
little weight.
S Ah! That must be it! Yeah, you look really good!
B Ask sts to rewrite 1-6 using the passive voice. L Oh, thanks Sue. You know, its pretty hard to stick to it,
Paircheck. Classcheck by writing the answers on the there are so many things I cant eat, but, you know, it really
board. As you correct each sentence, ask sts which unit it lifts me up when I hear things like that. So thank you.
refers to. S No problem! Yeah, stick to it Lenny, dont give up!
3
1. In the show Alf, Gordon Shumway was looked after by a
family. (unit 6) J = Jackie B = Beth
J What is it Beth? You look kind of miserable. Youre not
2. If cars were made by computer companies, the
coming down with anything, are you?
commands would be located in the trunk. (unit 7)
B Oh, I dont think so No, its this work. Ive got so much to
3. Check that the computer is connected to something. (unit 7)
do and so little time. I just dont know what to do. Its really
4. Barbie was allowed to appear in Toy Story 3 (by Mattel). bringing me down.
(unit 6)
J Oh Beth, you poor thing. Look, tell me its none of my
5. Do you think more technology will be voice-operated / business, I dont want to boss you around or anything, but
operated by voice in the future? (unit 7) you really need to look out for yourself. Take a break or
6. Britneys party is being held outside. (unit 8) something, you know?
B Yeah Jackie, maybe youre right. But then when will I finish
this work?
C Read sign 1 with the class and elicit the correct
preposition from sts. Tell them to complete signs 1-6 with
to, for, or of. Paircheck. Classcheck. 1. boss around 2. bring down 3. come down with
4. figure out 5. get into 6. lift up 7. stick to
1. to 2. of 3. for 4. of 5. for 6. for
Replay 6.1 and ask sts to listen for one additional phrasal
Then, have sts talk in pairs and discuss where they would verb in each dialog. Paircheck. Classcheck by writing the
most likely find each sign. Classcheck sts guesses. answers on the board.

Personal answers. 1. turn out 2. give up 3. look out for (yourself)

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F MAKE IT PERSONAL Have sts write down positive or
negative predictions about what life will be like twenty
years from now. Monitor sts predictions closely for the
correct use of future tenses.
Invite two volunteers to read the model dialog in the speech
bubbles to the whole class. Then, have sts compare their
predictions in pairs. At the end, ask: Any different opinions?
Personal answers.
G Have sts correct sentences 1-10 in Common Mistakes .
Point out that sts should find the number of mistakes
listed in parentheses. Whenever sts are uncertain,
encourage them to flip back through p. 94-113 and check
their answers in units 9 and 10. Classcheck by writing the
answers on the board.
1. They tried to rob the shop, but didnt steal anything.
2. This photo was taken secretly and has been shown on
the Internet.
3. Hurry up! By the time we get to the theater, the movie
will have started.
4. People shouldnt go to prison for thefts.
5. Do you worry about not passing the final exams?
6. Remember to lock the doors after leaving.
7. I like people who smile all the time.
8. Do you want to go out with me to a party tonight?
9. Im good at speaking, but I have difficulty understanding.
10. Is it easy to use prepositions correctly?
Skills Practice
A Ask sts to turn to p. 102. Inform them that the stories
there are not complete. Tell sts that they are going to listen
to and read the four stories in Skills A. Ask them to
underline any words that are difficult to understand as
they listen. Play 9.17. Classcheck.
Personal answers.
Then, have sts look at p. 115 again and answer questions
a-d about each underlined word. Classcheck.
Personal answers.
B MAKE IT PERSONAL Divide the class into groups of
three. Have sts work within their groups to discuss items
1-5, deciding which option (a-c) is the worst and justifying
their opinions. Monitor sts discussions and take notes for
delayed correction. Classcheck their opinions and provide
language feedback.
Personal answers.
C Point to the article and ask: Whats the text about?
Then, have sts order the paragraphs. Tell sts to ignore the
blanks for the moment. Paircheck. Classcheck by writing
the answers on the board.
English ID 3 Teacher's Book 21x29.3.indd 177
R6
3, 5, 2, 1, 4
D Have sts complete the article in C with the correct
tense of the verbs provided. Additionally, ask sts to write
down the name of the verb tense and whether it is in the
active or passive voice. Classcheck by writing the answers
on the board.
had been opened Past Perfect, passive
had been stolen Past Perfect, passive
started Past Simple, active
was found Past Simple, passive
will be held Future Simple, passive
was held Past Simple, passive
was occupied Past Simple, passive
hid Past Simple, active
have been Present Perfect, passive
was given Past Simple, passive
has never been found Present Perfect, passive
E Ask sts to complete sentences 1-5 about themselves.
Walk around the classroom and monitor for accuracy.
Have sts compare their sentences in pairs. Ask them to
find at least two things in common. Classcheck similarities
between pairs by asking: What did you find in common?
Personal answers.
F Have sts order the pictures in the story 1-5. Play 6.2 to
classcheck.
6.2
William Watts was a thief. One day he was stealing some
jewels from a shop and set off the alarm. The police arrived
at the shop before William had finished, so he quickly
jumped out of the window and ran away. Unfortunately
for William, he turned the wrong way and saw the police
station in front of him. He stopped running and tried to act
naturally, but he was arrested. He was taken to court and
convicted of burglary. When the judge read the sentence,
William started to cry.
Checkboxes clockwise from top: 3, 2, 5, 4, 1
G Dictation. Tell sts that they are going to hear six
extracts from F. Say: Listen and write down the six
sentences. Play 6.3. Paircheck and replay in case sts
havent caught all the words. Classcheck by writing the
answers on the board.
6.3
1 The police arrived at the shop.
2 He jumped out of the window.
3 He turned the wrong way.
4 He stopped running.
5 He was convicted of burglary.
6 He started to cry.
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 R6
1. The police arrived at the shop.
2. He jumped out of the window.
3. He turned the wrong way.
4. He stopped running.
5. He was convicted of burglary.
6. He started to cry.
Then say: Now listen and repeat, making the connections.
Replay 6.3 for choral repetition.
Sts should connect the portions in bold of each sentence:
1. The police arrived at the shop.
2. He jumped out of the window.
3. He turned the wrong way.
4. He stopped running.
5. He was convicted of burglary.
6. He started to cry.
H MAKE IT PERSONAL Write pet peeves on the board and
elicit a definition for this term. Tell sts that they are going
to listen to five pet peeves and then discuss them in pairs.
Ask: How do these pet peeves make you feel? Have two sts
read the model dialog in the speech bubbles. Then, play
6.4 and pause after the first pet peeve. Allow sts time to
discuss it in pairs. Classcheck. Follow the same procedure
for the remaining pet peeves on the track.
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English ID 3 Teacher's Book 21x29.3.indd 178
6.4
1 Pet peeve one chewing gum loudly.
2 Pet peeve two people who are late.
3 Pet peeve three people who crack their fingers.
4 Pet peeve four loud dogs at night.
5 Pet peeve five people who dont speak clearly.
Personal answers.
I Role-play. Read the instructions for st A and st B with
the whole class. Assign new pairs and have sts act out
dialogs about the pet peeves. Encourage sts to swap roles
for each dialog. Classcheck and invite four pairs to
role-play one dialog each for the whole class.
Personal answers.
J Question time! Tell sts that they are going to hear the
twelve lesson title questions from units 9 and 10. Pair sts up
and say: After each question, Ill pause, and then you should
tell each other the opposite of your normal answer. Have two
sts read the model in the speech bubbles for the whole
class. Then, play 6.5 and pause after the first question.
Have sts answer this question in pairs. Encourage then to
ask follow-up questions for fun. At the end, classcheck by
inviting volunteers to share the funniest answers.
Personal answers.
11/21/13 12:36 PM
 Writing
Writing 1 A Report
A Books closed. Ask: Whats a report? Why do people
usually write reports? In what situations? Have you ever
written one at work or school? What was it about?
Books open. Focus sts attention on Ninas report and ask:
Whats her report about? Whats the aim of it? Go over the
reports introduction with the whole class. Then, point
out the topics above the report. Tell sts to read the topics
and mark each one + (most popular practices) or (least
popular practices). Paircheck. Classcheck.
using solar energy
reusing bags
+ separating domestic waste
+ recycling containers
B Say: Ninas report is divided into five parts. Which are
they? Have sts identify and name each of the headings in A.
Point at the five questions and ask: Which heading describes
the survey? Have sts match each question to the correct
heading from 1-5. Paircheck. Classcheck.
2, 5, 1, 3, 4
C Point to sentences 1-6 and say: These sentences were
written by students. Are they appropriate to include in a
report? Draw sts attention to the tips for writing a report
in Write it Right! on the top right corner of p. 148. Have sts
read the tips and mark sentences 1-6 as A (appropriate) or I
(inappropriate). Paircheck. Classcheck.
1. I 2. A 3. I 4. I 5. A 6. I
D Read item 1 with the class and ask: Which part of
the report is this? Ask sts to read items 1-8 and mark
them as I (introduction), R (reporting an observation),
G (generalizing), M (making a recommendation), or S
(summarizing). Paircheck. Classcheck.
1. I 2. S 3. S 4. R 5. G 6. I 7. S 8. M
E Show sts the draft and ask: Whats this report about?
Tell them that there are nine mistakes: five words with six
spelling mistakes, two in style, and one in punctuation.
Instruct sts to find and correct all nine mistakes. Classcheck.
This report is based on the recent findings about
tourists expectations in our city. According to the people
interviewed, our main problem is adequate accommodation.
Tourists complained they cannot find enough family rooms
or rooms with air-conditioning. They also recommended a
committee is organized to be responsible for offering better
information and making suggestions for tourists.
F MAKE IT PERSONAL Ask sts to work in pairs to prepare
five questions for a class survey. Tell pairs to choose one
of the topics provided. Monitor sts work and offer help if
necessary. Then, invite sts to stand up and mingle as they
use their questions to interview their classmates about
the topic they chose. Remind sts to take notes of their
English ID 3 Teacher's Book 21x29.3.indd 179
classmates answers, as they will use these to write their
reports in G.
G Your turn!
Before. Working with the same partners as in F, sts should
gather information and draw a conclusion from their class
survey.
While.
1 Have sts individually write the recipients name, their
own name, and the subject of the report, following the
model in A.
2 Ask sts to write a first draft and give shape to their
reports using the headings from A and expressions from D.
Monitor and offer help at this stage. Then, have sts write
their full reports in 100-180 words.
After. Have sts work in pairs and ask partners to swap
reports and read each others work to paircheck and spot
any mistakes in style, punctuation, grammar, or spelling.
Then, ask sts to revise their writing at home and send it to
you via e-mail.
Writing 2 A Narrative
A Point out the model narrative and ask: What type of text
is this? (A narrative.) Who wrote it? (Stef Stiller.) Have you
ever taken part in a magazines competition?
Ask sts to quickly read the story and choose the photo that
corresponds to the story. Paircheck. Classcheck.
photo 1
B Refer sts to the narrative in A and ask: How many
paragraphs are there? (four). Point out the list of questions
and ask: Which paragraph, 1-4, answers each question?
Paircheck. Classcheck.
2, 1, 1, 1, 3 / 4, 4, 2, 1
C Have sts re-read the narrative in A and mark each
verb as PS (Past Simple), PC (Past Continuous), or PP (Past
Perfect). Classcheck by writing the answers on the board.
hadnt had (PP) / was (PS) / had never done (PP) / decided (PS) /
arrived (PS) / was (PS) / met (PS) / was (PS) / had never
skied (PP) / reassured (PS) / looked (PS) / found (PS) / gave
(PS) / kept (PS) / happened (PS) / was going (PC) / fell (PS) /
broke (PS) / had turned (PP) / stuck (PS) / visited (PS) /
brought (PS) / fell (PS) / decided (PS) / was (PS)
D Go over Write it Right! with the whole class. Then, have
sts look for nine time phrases in the model narrative in A.
Classcheck and ask: Can you find any others?
Time phrases: for a long, long time; before; last; after; when;
the following day; never; then; while
Question: every day
E Have sts fill in the blanks in sentences 1-5 with the
time expressions from the box and the correct Past form
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 Writing
of the verbs provided. Paircheck. Classcheck by writing the
answers on the board.
1. After, went
2. Occasionally, travels / traveled
3. happened, ago
4. Finally, decided
5. helped, while, recovered / was recovering
F Tell sts that sentences 1-5 in E are actually sentences
that are missing from Stef Stillers story in A. Show sts the
five boxes in the story. Have sts match sentences 1-5 from E
to their correct positions in the narrative in A. Paircheck.
Classcheck.
3, 2, 4, 1, 5
G Read item 1 with the whole class and elicit the correct
options. Have sts circle the correct options in each bold
pair in items 1-5. Paircheck. Classcheck.
1. so, beautiful
2. so, slowly
3. such, special
4. completely
5. such, friendly
H Your turn! Tell sts that they are also going to submit a
vacation narrative for Innovation magazines competition.
Go over both title options with sts and ask them to choose
one for their composition of 100-180 words.
Before. Have sts write a first draft with the main events
in their story. Tell them that their composition should
be three paragraphs long. Advise them to plan their
writing by answering the questions in B and planning the
information they want to include in each paragraph.
While. Remind sts to apply the tips from Write it Right!
and to write their narrative in three paragraphs.
After. Have sts swap compositions for peer checking and
help. Then, collect their work for more detailed marking.
Writing 3 An Advertisement
1. totally, surprised
2. safe
3. efficient
4. regularly, wonderful
5. successful
6. completely, energetic
D Read item 1 with the class and elicit the correct
answer. Then, have sts read 1-5 and circle the best
adjective order in each bold pair. Paircheck. Classcheck.
1. beautiful long
2. perfect new
3. an attractive young
4. small pink
5. strong new
E Your turn!
Before. Tell sts that they are going to write an ad about a
product of their choice. Suggest that sts look at lesson 5.4
for ideas. Have sts plan their writing by first listing five
adjectives to describe the product. Then, have them answer
these questions: Who is it for? How can you sell it best?
While. Remind sts to come up with a catchy sentence to
begin their ads. Remind them to follow the tips from Write
it Right! and to plan a good ending phrase. Tell sts that
their ads should be 130-150 words long. Monitor and offer
help when requested.
After. Divide the class into groups of four. Have the sts
in each group swap ads and decide which products they
would buy. Classcheck sts opinions and then collect their
writing for marking.
Writing 4 A Complaint E-mail
A Books open. Point to the photo of Julio Cruz and ask: Is
this guy happy? What happened to him? Allow sts some time
to quickly read Julios e-mail and find out his reasons for
complaining. Then, have sts re-read the complaint e-mail
and mark statements 1-6 true (T) or false (F). Paircheck.
Classcheck by writing the answers on the board.

A Have sts look at the Easy Fit! ad and mark true (T) or 1. F 2. T 3. F 4. T 5. F 6. T
false (F) for statements 1-5. Paircheck. Classcheck.
B Point to Julios e-mail and ask: Whats the aim, or
1. F 2. F 3. T 4. T 5. F
purpose, of each paragraph? Have sts match the purposes to
paragraphs 1-4 in A.
B Read the four tips in Write it Right! with the whole
class. Then, ask sts to match rules a-d to highlighted 4, 1, 2, 3
phrases 1-15 in the ad in A. Paircheck. Classcheck by
writing the answers on the board. C Read Write it Right! with the class. Then, have
sts match phrases 1-6 to blanks a-e in A. Paircheck.
1. b 2. a 3. c 4. c 5. d 6. d 7. b 8. a 9. a
Classcheck.
10. a 11. b 12. b 13. b 14. a 15. d
1. a 2. e 3. b 4. (not used) 5. c 6. d
C Have sts fill in the blanks in sentences 1-6 with
the adverb or adjective forms of the words provided. D Read sentence 1 with the group and ask: Is this
Classcheck by writing the answers on the board. appropriate in a formal e-mail? Ask sts to re-read Julios
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 Writing
e-mail in A and find the formal equivalent of each
sentence, 1-5. Paircheck. Classcheck.
1. your service has been completely inadequate
2. I contacted your online support
3. they always seemed uninterested and unwilling to help
4. you advertise top quality
5. must insist on receiving a full refund
E Your turn!
Before. Say: Imagine you had problems with a product you
bought. Tell sts that they will be writing a four-paragraph
e-mail in 120-180 words. Have sts make notes for their four
paragraphs, which should correspond to purposes 1-4 in B.
While. Have sts write their complaint e-mail. Remind
them to follow the tips from Write it Right! and to use
formal language. Be available for any queries sts might
have while writing.
After. Asks sts to swap partners. Have partners swap
e-mail addresses and send their complaint e-mails to each
other for feedback. Then, ask sts to send you a final copy
via e-mail or to submit a paper copy.
Writing 5 An Opinion Essay
A Have sts look at Damirs essay and ask: How many
paragraphs can you see? Is this essay written in a formal or
an informal style?
Point to the three title options. Ask: Whats the best title for
Damirs essay? Have sts read the titles and choose the best
one. Paircheck. Classcheck.
Beauty: the Good and Bad Sides
B Refer to Damirs essay in A and ask: How did Damir
organize his text? Point to structures 1-3 and have sts
choose the text organization Damir used. Paircheck.
Classcheck.
structure 3
C Read Write it Right! with the whole class. Then, draw
sts attention to the highlighted conjunctions in the model
essay in A and ask sts to match the conjunctions to items
1-6. Paircheck. Classcheck.
1. It is usually said that; On the one hand
2. On the other hand
3. In addition to that
4. For instance
5. To sum up
6. Consequently
D Have sts match phrases 1-5 to the equivalent
conjunctions in the right column. Paircheck. Classcheck by
writing the answers on the board.
4, 5, 2, 3, 1
English ID 3 Teacher's Book 21x29.3.indd 181
E Ask sts to choose the correct option, a-c, for each
statement, 1-5. Paircheck. Classcheck.
1. a 2. c 3. c 4. a 5. c
F Your turn! Write the essay title on the board: You
Have to Spend a Lot of Money to Look Good. Ask the whole
class: Do you agree? Have sts discuss the statement in pairs
for about two minutes. Then, classcheck sts opinions.
If possible, brainstorm and write on the board a list of
arguments for and against.
Before. Ask sts to make their own notes of arguments for
and against the statement in the essay title. Tell sts to use
one of the structures in B to organize their text.
While. Have sts write a four-paragraph essay of 120-180
words. Remind them to follow the tips from Write it Right!
and to avoid repeating conjunctions, varying them as
much as possible.
Tip If you are assigning the essay for homework, advise sts to
turn off the spell check on their computers while they write.
After. If sts are writing their essays in class, have them
swap essays for peer checking. If they are writing their
essays at home on a computer, they should now turn on
spell check to see how many words they misspelled. Have
sts count and check the variety of conjunctions before
handing in their essays.
Writing 6 A Movie / Book Review
A Books closed. Ask the class: Have you seen any of the
Harry Potter movies? Did you like them? Why or why not?
What about the critics? Were they positive about the movie
when it was released?
Books open. Have sts read the review and circle the correct
answers in 1-4. Paircheck. Classcheck. Ask: Do you often
read movie reviews before going to the movie theater?
1. book
2. dramatic
3. doesnt include
4. four
B Point at the model review in A and ask: How many
paragraphs are there in this review? (five). Then ask: In which
paragraph does the reviewer recommend or not the movie?
Have sts match the questions to paragraphs 1-5. Paircheck.
Classcheck.
5, 3, 2, 4, 1
C Read the first point in Write it Right! (on extreme
adjectives) with the whole class. Then, ask sts to find
five extreme adjectives in the review in A that have the
meanings listed in items 1-5. Paircheck. Classcheck and
drill pronunciation for all five adjectives.
1. terrific 2. ancient 3. gorgeous 4. fanatical 5. intriguing
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 Writing
Then, read the second point in Write it Right! with the
class and draw sts attention to the highlighted names in A
that are used as adjectives.
D Read the rest of Write it Right! (on the punctuation
of nonrestrictive clauses) with the class. Have sts read
the short review of Slumdog Millionaire and insert three
commas, two periods, and one question mark in the
correct places. Sts should also capitalize where necessary.
Paircheck. Classcheck.
Slumdog Millionaire, which is a movie, is about the Indian
version of the popular Who Wants to Be a Millionaire? TV show.
Dev Patel plays Jamal Malik, a former street-kid who has a job
making tea at a call center. He surprises all of India by entering
the show as a contestant and getting all the questions right. Is
he a fraud or a genius? Thats the question everybody asks.
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English ID 3 Teacher's Book 21x29.3.indd 182
E Your turn!
Before. Tell sts that they are going to write a five-
paragraph movie review in 140-180 words. Ask them to
choose a movie or a book they have seen / read and / or
know reasonably well. Remind them that they can also
search online for information about the movie / book. Have
sts make notes for their five paragraphs. Each paragraph
should answer one of the questions in B.
While. Have sts write their reviews. Encourage them
to follow the tips in Write it Right! and to use an
informal style.
After. Pair sts up and have partners swap reviews to
paircheck and add information to each others reviews if
they have seen the movie too. Then, have sts hand in their
reviews for marking.
11/21/13 12:36 PM
 ID Caf
Unit 1 He Said, She Said 1. out
2. about
Before watching 3. about
A Focus sts attention on the characters in the picture. If sts 4. out
have already studied with a previous level of English , find
5. out
out whether they remember the characters names. Ask:
Who are they? What are they doing? 6. about

Then ask: Why do you think Rory is calling Genevieve? Have 7. over
two sts read the model dialog in the speech bubbles. Ask sts 8. about
to work in pairs to predict the story. Classcheck sts guesses. 9. up, up
Personal answers. 10. on

B Start off by eliciting the pronunciation of words with
pink letters (words 1, 3, 5, and 6). Then, drill pronunciation
for words 1-6.
Read the first definition with the whole class and elicit
the correct word. Have sts match words 1-6 to the correct
definitions. Paircheck. Classcheck.
D Draw sts attention to the sentences in C and say:
There are eleven phrasal verbs here. What are they? Have sts
match the phrasal verbs in C to the seven definitions in D.
Paircheck. Classcheck.
10, 4, 7, 5, 9 (break up), 1, 9 (end up)

4, 6, 3, 5, 2, 1 After watching
A Have sts swap partners. Ask them to work in their new
While watching pairs to answer questions 1-4 from memory. Classcheck.

A Tell sts that they are going to watch and listen to Rory 1. a musician
calling and asking Genevieve out. Ask: Where do you think 2. cousins
hell take her? A party? A romantic dinner?
3. a friend
Have sts quickly read all nine statements. Explain that
4. to a party
they should check the statements they hear in the video.
Play Video 1. Paircheck. Classcheck.
B Read sentence 1 and elicit the correct form of have to
Theyre meeting at the Lexington Theater. fill in the blank. Have sts complete sentences 2-6 with the
August told Andrea that Rory likes Genevieve. appropriate forms of have or have to. Paircheck. Classcheck
by writing the answers on the board.
Genevieve and Rory dont have anything in common.
Genevieve breaks up with boyfriends in one month. 1. have
Andrea thinks Genevieve and Rory might have chemistry. 2. have
3. have
B Tell sts that they are going to watch the video again 4. has
as they order events, 1-7. Replay Video 1. Paircheck.
5. have to
Classcheck by writing the answers on the board.
6. are having
5, 1, 3, 4, 7, 6, 2
C MAKE IT PERSONAL Ask sts: Do you think their date
C Read sentence 1 with the whole class and elicit the will be a success? Will they get along well? Have two sts
correct preposition. Have sts fill in the blanks in sentences read the model dialog in the speech bubbles to the whole
2-10 with about, on, out, over, or up. Paircheck. Classcheck by class. Then, have sts work in pairs to answer questions
writing the answers on the board. and make predictions about Rory and Genevieves date.
Classcheck.
Tip If time allows, classcheck sts answers by playing Video 1
with subtitles. Personal answers.

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 ID Caf
Unit 2 Down to Earth
Before watching
A Show sts the picture and say: Do you remember Daniel?
What do you think he has been doing? Have sts answer the
question in pairs. Refer them to the model text in the
speech bubbles. Classcheck sts guesses.
Personal answer.
B Elicit vocabulary from the pictures and help sts match
them to items 1-5. Classcheck.
5, 4, 2
3, 1
Have sts work in pairs to guess the pronunciation of
the words with pink letters. Then, classcheck and drill
pronunciation for all the words. At the end, ask: Which of
these have you actually seen in real life? Have sts answer in
pairs. Classcheck.
Personal answer.
C MAKE IT PERSONAL Point to the pictures in B and ask
the whole class: Which of these are endangered species? Say:
Work in pairs and think of three ways we can help endangered
species. Invite a volunteer to read the model text in the
speech bubble before sts begin. Encourage sts to take notes
on their ideas. Classcheck.
Personal answer.
While watching
A Read questions 1-4 with sts and say: Now were going
to watch Daniel and find out what hes been doing. Watch
the video and choose the correct answers. Play Video 2.
Paircheck. Classcheck.
1. In a studio.
2. Global warming.
3. A reporter.
4. Endangered species.
B Go over the four categories in the chart with the whole
class. Make sure sts understand each of the four questions.
Draw sts attention to the words and phrases in the box
and have sts place them in the correct categories as
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English ID 3 Teacher's Book 21x29.3.indd 184
they watch Video 2 once again. Paircheck. Classcheck by
writing the answers on the board.
1. canopy, jungles, rain forest
2. jaguars, people, tamarin monkeys, toucans
3. driving cars, overusing electricity, throwing glass and cans away
4. recycling, turning off lights, walking
C MAKE IT PERSONAL Have sts swap partners. Ask the
whole class: What about you? Have you ever participated in
green recycling programs? What kind of things have you
done to help the environment? Have sts take turns asking
and answering these two questions in their new pairs.
Classcheck.
Personal answers.
After watching
A Instruct sts to decide whether each statement 1-6
is true (T) or false (F), based on what they remember
from the video. Paircheck. Replay Video 2 if necessary.
Classcheck by writing the answers on the board.
1. T 2. F 3. F 4. T 5. F 6. T
B Have sts fill in the blanks in sentences 1-6 with the
Present Perfect or Present Perfect Continuous forms of the
verbs provided. Paircheck. Classcheck.
1. has / been
2. have / known
3. Has / been studying
4. has taken OR has been taking
5. have been causing
6. has been going on / have been
C MAKE IT PERSONAL Have two sts model a dialog, with
st A reading the question in the direction line and st B
reading the model answer in the speech bubble. Ask all sts
to swap partners. Have sts work in their new pairs to take
turns asking and answering questions about actions they,
their friends, and the government have been taking to
help the environment. Monitor sts dialogs closely and take
notes for delayed correction. Classcheck and provide sts
with language feedback.
Personal answers.
11/21/13 12:37 PM
 ID Caf
Unit 3 Global Swarming B Go over the topics and cities in the chart with the class
and replay Video 3 as sts check the features mentioned for
Before watching each place. Paircheck. Classcheck.

A Write the following list of words on the board: capital, Buenos Mexico New Quebec
coast, landmark, scenery. Underline the first letter of each Aires City York City
(and the first two letters of coast). Point to the top right architecture 9 9
picture and ask: Whats this? (a coast). Instruct sts to write cafs 9
Co in the box provided. Have sts identify the rest of the chaotic 9
pictures and mark them accordingly. Paircheck. Classcheck. good public 9
transportation
Clockwise from top left: S, Co, C, S, L, L
historic landmarks 9 9 9
Draw sts attention to the adjectives in the box. To scenery 9 9
model the activity, point to the first picture and say: traffic 9 9 9
This is amazing scenery. Have sts work in pairs to make unpredictable weather 9
combinations of adjectives and places to express their
opinions. Classcheck.
After watching
Personal answers. A Have sts choose the correct answers to questions 1-4
from memory. Paircheck. Classcheck.
B MAKE IT PERSONAL Have sts work in pairs. Ask them to
use the vocabulary from A to describe their favorite place 1. Their mother was a photojournalist.
or landmark to their partner. Refer them to the model text 2. To visit his grandparents.
in the speech bubble. Classcheck by inviting volunteers to
3. More than he could name.
report their partners answers to the whole class.
4. Cities buzzing with people.
Personal answer.
B Have sts fill in the blanks in sentences 1-4 with the
While watching Past Simple or the Past Perfect form of the verbs provided.
Paircheck. Classcheck by writing the answers on the board
A Tell sts that Rory is planning his vacation, and August or, if time allows, replay Video 3 with subtitles.
and Andrea are trying to help him decide where to go.
Have sts quickly read the statements and ask them 1. thought
to watch the video and check the statements that are 2. had spent
mentioned. Play Video 3. Paircheck. Classcheck. 3. showed
August and Andrea had lived in many places before they 4. had lived
moved back to the U.S.
Silicon Valley is the home of the computer nerds.
C MAKE IT PERSONAL Have sts swap partners. Ask: Whats
your city like? Had you lived anywhere else before you moved
Rory has never been to Quebec City before. here? Have sts work in their new pairs to ask and answer
Andrea and August lived in Buenos Aires. the questions. Refer them to the model text in the speech
Mexico City and New York are very crowded. bubble. Classcheck by inviting volunteers to report their
Rush hour in Mexico City is similar to New York. partners answers to the whole class.

Montreal has lots of little cafs. Personal answers.

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 ID Caf
Unit 4 AIQ: Artificial Intelligence
Quotient!
Before watching
A Point to the picture and ask: Whos this? Whats in
the large envelope? Have sts make predictions in pairs.
Classcheck sts predictions and tell them that they will
find out the correct answer when they watch the video.
Then ask: What does August do? What are his interests?
Point to the robot on Augusts desk and ask: Whats this?
Do you think its Augusts creation?
Personal answers.
B Ask sts to match words 1-6 to the correct definitions.
Help them with any words that are unfamiliar to them.
Paircheck. Classcheck.
4, 5, 1, 2, 6, 3
Then, ask sts to guess the pronunciation of the words that
contain pink letters. Classcheck and drill pronunciation of
all words.
C MAKE IT PERSONAL Read the instructions with the
whole class and have two sts read the model dialog in the
speech bubbles. Then, have sts discuss the questions in
pairs. Classcheck by inviting volunteers to comment on
their partners answers.
Personal answer.
While watching
A Have sts quickly read the choices and questions 1-2.
Play Video 4. Paircheck. Classcheck.
1. brilliant, genius, IQ, Einstein.
2. cell phone, heat, electricity, Internet
Ask: So, whats in the large envelope?
In the envelope there is the letter informing that August is a
finalist in the Artificial Intelligence design competition and a
$25,000 scholarship.
B Go over sentences 1-4 with the class and have sts
briefly predict the answers. Replay Video 4 and have sts
fill in each blank with the correct verb in the correct form.
Paircheck. Replay Video 4 with subtitles so sts can check
their answers.
1. answered / gone
2. kicked out / arguing
3. had / opened
4. calculated / sent
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English ID 3 Teacher's Book 21x29.3.indd 186
C Ask: What about Augusts invention? How does the
program work? Tell sts that they are going to watch the
video again and put steps 1-5 in order. Replay Video 4
without subtitles. Paircheck. Classcheck.
3, 4, 5, 2, 1
D Divide sts in pairs and have them come up with
hypotheses for what would have happened to August if
he hadnt been a finalist and what will happen to him
next. Ask a volunteer to read the model text in the speech
bubble. Classcheck by inviting some volunteer pairs to
share their ideas with the whole group.
Personal answers.
After watching
A Have sts mark each statement 1-6 as true (T) or
false (F). Paircheck. Classcheck by writing the answers
on the board.
1. T
2. F (Rory thinks August is Einstein.)
3. F (August is waiting to hear about the result of an
Artificial Intelligence contest.)
4. T
5. T
6. F (August is a finalist for a scholarship for $25,000.)
B Have sts work in pairs to check all the correct options
to answer questions 1-2. Classcheck.
1. Hes not confident. Hes worried about the outcome.
2. He wont open the letter.
C Say: Look at the first sentence. Why do we say it? To
change the subject? To speculate about the past? Have sts
mark the purpose of each sentence as C (to change a
subject), E (to express regret), G (to get a subject back on
track), R (to reassure), or S (to speculate about the past).
S, E, R, C, G, S
D MAKE IT PERSONAL Pair sts up and tell them that they
are going to talk about past regrets and experiences.
Encourage sts to use the expressions from C. Ask two sts
to read the model dialog in the speech bubbles for the
whole class. Then, have partners share their regrets and
past experiences. Monitor sts discussions closely and take
notes for delayed correction. Classcheck and provide sts
with language feedback.
Personal answers.
11/21/13 12:37 PM
 ID Caf
Unit 5 Shop Around
Before watching
A Books closed. Display a picture of a person operating a
sewing machine. If technology is available, do some online
research for pictures showing someone operating a sewing
machine. Point to the picture and ask: Whats he / she
doing? Pre-teach and drill the meaning and pronunciation
of the noun sewing machine and the verb sew VR. Ask:
Can you sew? Do you sew your own clothes? Would you like
to? Or do you prefer to buy clothes in a store?
Books open. Point to pictures 1-4, and have sts match them
to the correct definitions. Paircheck. Classcheck.
4, 3, 1, 2
B MAKE IT PERSONAL Have sts work in pairs, taking turns
asking and answering the questions. Refer sts to the model
text in the speech bubbles. Monitor pairs closely and offer
help if necessary. At the end, invite a few volunteers to
report their partners answers to the class.
While watching
A Tell sts that they are going to watch Andrea, Genevieve
and Lucia talking about clothes. Ask: Do these women like
clothes? If appropriate, ask the women in class: How often
do you buy clothes? Then, ask the men the same question
and compare.
Go over the chart with the class, and have sts check A
(Andrea), G (Genevieve), or L (Lucia) for each description as
they watch the video. Play Video 5. Paircheck. Classcheck.
A G L answers on the board.
Has beautiful, sophisticated clothes. 9 1. probably
Needs beautiful, new clothes. 9
Likes to wear dark clothes. 9 D
Works with demanding actors. 9 the model dialog in the speech bubbles for the whole
Used to be a mad shopper. 9
At the end, ask Whats Andreas business idea? Whats her partners to find at least one thing they have in common.
website about?
Personal answers.
English ID 3 Teacher's Book 21x29.3.indd 187
B Have sts quickly read questions 1-3 and the options for
each. Replay Video 5 as sts watch and check the correct
answers. Paircheck. Classcheck.
1. Working with actors. / Shooting a film. 2. Anxious.
3. Make her own clothes. / Stop shopping.
C Write the following questions on the board for sts to
discuss in pairs:
1. What kind of people might be interested in Andreas website?
2. What are the benefits?
3. Would you use it?
Have partners take turns asking and answering the
questions. Refer them to the model text in the speech bubbles
and offer help if necessary. Classcheck sts opinions.
Personal answers.
After watching
A Have sts match adjectives 1-7 to the nouns in the right
column, using the same combinations as the speakers in
the video used. Paircheck. Classcheck or, if time allows,
replay Video 5 with subtitles.
7, 1, 3, 5, 2, 4, 6
B Have sts fill in the blanks in sentences 1-5 with the
adjectives from the box. Classcheck by writing the answers on
the board.
1. tired 2. smart 3. different 4. brilliant 5. red or purple
C Ask sts to fill in each blank with the correct adverb
from the box. Paircheck. Classcheck by writing the
2. actually 3. seriously 4. definitely
MAKE IT PERSONAL Invite two volunteers to role-play
class. Then, have sts swap partners. Ask the new pairs to
talk together about their taste in clothes and colors. Ask
Classcheck and ask: Any surprises?
Personal answers.
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 ID Caf
Unit 6 Best in Show
Before watching
A Have sts work in pairs. Point to the pictures as well as
descriptions 1-6 and ask: Do you know all these shows and
characters? Have sts work in pairs to match the pictures to
the descriptions. Classcheck.
Clockwise from top left: 4, 6, 1, 5, 3, 2
B MAKE IT PERSONAL Ask: Which characters in A do you
know? Have you actually seen them on TV or in movies?
What kind of movies and TV series do you like? Refer sts
to the model text in the speech bubbles, then have them
discuss these questions in pairs. Classcheck.
Personal answers.
While watching
A Say: August, Lucy and Andrea are getting ready for a
party. What kind of party is it? Play the first 50 seconds of
Video 6, as sts listen and answer the question. Classcheck.
Its a costume party.
Have sts quickly read the statements and ask them to
check the ones they hear and see in the video. Play Video 6
from beginning to end. Paircheck. Classcheck.
Andrea looks like Lady Gaga and Morticia Addams.
The party will be full of nerds and geeks.
For a costume party, you dress as a character that you
really like.
Andrea thought dubbed TV shows were hilarious.
Diana Prince is Wonder Womans alter ego.
B Instruct sts to order events 1-7 as they watch the video
again. Play Video 6. Paircheck. Classcheck by writing the
answers on the board.
3, 2, 6, 1, 7, 4, 5
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English ID 3 Teacher's Book 21x29.3.indd 188
C Have sts mark statements 1-6 as true (T) or false (F),
then have them correct the false statements. Paircheck.
Classcheck, or replay Video 6, so sts can check their
answers.
1. T
2. F (First, Lucy tries on a long straight black wig.)
3. T
4. T
5. F (August didnt win because he didnt have enough
muscles.)
6. T
After watching
A Have sts fill in the blanks in August and Lucys
conversation with who or that. Paircheck. Classcheck.
1. who 2. who 3. that 4. who 5. who
B Point to phrases 1-5 and elicit the person in the video
who says each one. Then, have sts match phrases 1-5
to the speakers tone and attitude as seen in the video.
Paircheck. If necessary, and if time allows, replay Video 6.
Classcheck.
3, 4, 1, 5, 2
C Play 20 questions! Tell sts that they are going to play the
game 20 Questions. Have them swap partners and play
the game in pairs. Explain that st A should choose a famous
person. St B should ask st A up to 20 Yes / No questions
to try to guess who the famous person is. Refer sts to the
model text in the speech bubbles before they begin.
Monitor sts questions for accuracy and take notes of any
mistakes in question formation for delayed feedback. At
the end, classcheck and ask: How many questions did you
have to ask before you guessed correctly? Then, provide sts
with language feedback.
Personal answers.
11/21/13 12:37 PM
 ID Caf
Unit 7 The Road NOT Taken
Before watching
A Have sts look at the words in the box and ask: Which
words do you think are similar in (sts mother tongue)? (For
example, sts may note that express and transmission may
have cognates in their mother tongue.) Read sentence 1
and elicit the correct answer. Ask sts to fill in the blanks
in sentences 2-5 with the correct words from the box.
Encourage sts to focus on words they already know,
either from their mother tongue or from their previous
knowledge of English. Paircheck.
1. express
2. transmission
3. tow truck
4. commuter
5. shocks
Then, have sts match sentences 1-5 to the pictures.
Classcheck.
2, 1, 5, 4, 3
B MAKE IT PERSONAL Read the questions with the whole
class and have sts take turns asking and answering them
in pairs. Refer sts to the model text in the speech bubble.
Classcheck by inviting volunteers to report their partners
stories to the whole group.
Personal answers.
While watching
A Tell sts that August, Rory, and Daniel are preparing
dinner for six people. Say: They are expecting three
ladies to come over for dinner. Ask: Who do you think
they are? Have sts guess the names of the three female
characters. Classcheck by playing Video 7 from the
start to 00:01:30. Then, pause the video and ask for sts
predictions: Whos coming for dinner? What are they
having for dessert?
Personal answers.
Have sts read questions 1-3 and the answer choices for
each. Play Video 7 from the start to 00:03:43 and have sts
listen and answer the questions. Paircheck.
1. He asked if they needed him to pick up anything else.
2. Her car had broken down.
3. He said theyd have to cross back over and go back the
other way.
English ID 3 Teacher's Book 21x29.3.indd 189
B Ask: Do you remember what went wrong with Genevieves
car? Have sts read the answer choices then ask them to
watch a short snippet of the video to find out. Play Video 7
from 00:02:00 to 00:02:35. Paircheck. Classcheck.
It had a problem with its shocks; it needed a new
transmission.
C Say: Theyre having fruit salad for dessert, right? But
what about dinner? Point to the answer choices and
encourage sts to predict the answers. Then, continue
playing Video 7 from the point you paused in B until the
end. Have sts check the correct foods as they listen.
Note Rory comments about his microwave at the end, but
he means it will be useful for late comers. He didnt serve his
friends a microwave dinner.
bread, chicken, potatoes
After watching
A Have sts fill in the blanks in sentences 1-5 with the
verbs provided. Paircheck. Classcheck.
1. asked
2. called
3. wondered
4. told
5. offered
B Have sts swap partners and work in their new pairs to
answer How long? questions 1-4. If time allows, replay
Video 7 so sts can check their answers. Classcheck.
1. 45 minutes
2. 2 hours
3. a bit
4. 20 minutes
C MAKE IT PERSONAL Read the model text in the speech
bubble with the whole class. Ask sts to think of a time they
planned somethinge.g., a party, a dinner, or a movie with
friendsthat didnt work out for some reason. Allow sts
a couple of minutes to think of an experience and write
down a few notes about it. Then, group sts in trios and
have them share their stories in their groups. At the end,
ask each group to choose a story to tell the class.
Personal answers.
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11/21/13 12:37 PM
 ID Caf
Unit 8 Small Talk and Smartphones B Replay Video 8 and ask sts to order events 1-6 in
the order in which they appear in the video. Paircheck.
Before watching Classcheck by writing the answers on the board.
A Focus sts attention on picture 1 and its caption. Elicit 3, 1, 5, 6, 2, 4
the correct verb and form from the whole class. Have sts
complete the rest of the phrases with the correct forms of
the verbs provided. Paircheck. Classcheck.
C MAKE IT PERSONAL Have sts swap partners and work in
their new pairs to answer the questions about texting and
1. done smartphones. Classcheck.
2. done
Personal answers.
3. cleaned
4. tuned up
After watching
5. fixed
6. done
A Tell sts to read statements 1-6 and mark each one true
(T) or false (F) then have them correct the false statements.
B MAKE IT PERSONAL Point to the pictures in A and ask: Paircheck. If time allows, replay Video 8 so sts can check
Do you get these services done? Have you ever gotten them their answers. Classcheck.
done? Invite two volunteers to read the model dialog in
1. T
the speech bubbles. Have sts work in pairs to talk about
activities 1-6 in A. Monitor sts discussions closely and 2. T
correct any mistakes on the spot. Classcheck. 3. T

Personal answers. 4. F (Zoey got a call about a job she applied for this
summer.)

While watching 5. F (Lucy asked someone to answer her phone because

shed just gotten her nails done.)
A Elicit the names of the characters in the picture. Tell sts 6. T
that the characters are at a beauty salon. Have them quickly
read statements 1-8, and ask them to fill in each blank with B Have sts match sentences 1-9 to the correct meanings.
the correct form of either get or get + past participle. Play
Paircheck. Classcheck.
Video 8 so sts can check their answers. Paircheck. Classcheck.
5, 7, 8, 3, 6, 4, 2, 1, 9
1. get / done
2. getting C Role-play! Tell sts to work collaboratively in pairs to
3. getting / done create a dialog about a recent experience. Explain that sts
4. get / done dialogs should include at least two of the phrases in B.
5. gotten Monitor pairs work and offer help if necessary. Then,
6. got have partners role-play their dialogs. At the end, invite

7. getting / done volunteer pairs to act out their dialogs for the whole class.

8. got Personal answers.

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 ID Caf
Unit 9 A Knight at the Museum
Before watching
A Point to the photo and ask: Where are Rory and August?
What do you think theyre going to do? Have sts discuss the
questions in pairs. Classcheck sts predictions and tell
them that Rory and August are at a museum.
Personal answers.
B Say: There are many types of museums in the world. Point
to and, with the whole class, read the different types of
museums listed in the headings of the chart.
The text that August tried to send to Zoey was not sent.
Zoey was lost in the museum and rescued by Paolo.
Today is the last day the film on black holes will be shown.
B Have sts read 1-5 and tell them to fill in the blanks
with verbs in passive voice as they watch and listen to the
video once more. Play Video 9 again. Paircheck. Classcheck
by writing the answers on the board.
1. was / fascinated
2. were / discovered
3. were focused

Elicit the meaning of armor (coverings or hard clothes to 4. was lost

protect soldiers in battle) and explain that soldiers used 5. was gone / was given
to wear armor made of metal. Ask: Where do you think
we could see armor? In an art museum, a natural history After watching
museum, or a planetarium? Have sts check the correct
column in the chart. Then, have sts continue marking the A Have sts choose the best answer from a-c for each
chart, checking the appropriate type of museum for each question 1-6. Paircheck.
exhibit. Paircheck. Classcheck.
1. a 2. c 3. c 4. b 5. a 6. c
Exhibit Art Natural Planetarium
Museum History B Point to the chart and say: Look at these phrases from
Museum the video and decide if theyre describing an experience,
Armor 9 describing likes or dislikes, or making a suggestion.
Black holes 9 Classcheck.
Dinosaurs 9 Describing Describing Making a
Gemstones 9 an likes or suggestion
Mammals 9 experience dislikes
Mummies 9 Its my first time at 9
Sculptures 9 I was fascinated by 9
Lets go see 9
C MAKE IT PERSONAL Pair sts up and ask: What was the One minute I was
most interesting exhibit youve ever seen? Tell your partner. 9
and the next
Refer sts to the model dialog in the speech bubbles. Maybe we should 9
Classcheck. Do you want to go see
9
Personal answers. an exhibit on?

C Role-play! Have sts swap partners. Tell the new

While watching
A Tell sts that they are going to watch a video of Rory
and August at the museum. Add that Genevieve is coming
too. Have sts quickly read all the sentences and explain
that they should check the statements that are mentioned
as they watch and listen to the video. Then, play Video 9
as sts watch, listen, and check the statements that are
mentioned. Paircheck. Classcheck.
Its museum week and August was given two free tickets.
Rory has never been to the museum before.
Rory has been fascinated by dinosaurs since he was a child.
Genevieve says mummies are kind of creepy.
pairs to imagine that they are art critics visiting a
museum. Have them find photos on their phones or
on any page of the book and work together to make
artistic comments about them. Before pairs begin, invite
two volunteers to read the model dialog in the speech
bubbles to the whole class.
Monitor pairs discussions and take notes for delayed
correction. At the end, invite volunteer pairs to act out
their dialogs for the whole group. Then, provide the class
with language feedback.
Personal answers.

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 ID Caf
Unit 10 Mad Men
Before watching
A Say: Were going to watch a video of Daniel, Rory, and
August. The girls wont show upits girls night out. Ask: Do
you think the guys are going to feel happy being alone?
Personal answer.
Have sts read expressions 1-6 and work in pairs to match
them to the correct definitions. Classcheck.
4, 3, 2, 5, 1, 6
B MAKE IT PERSONAL Invite two volunteers to act out the
model dialog in the speech bubbles for the whole class.
Pair sts up and have partners tell each other whether they
have ever felt like doing or have done the actions described
in 1-6 in A. Monitor pairs discussions and offer help if
necessary. Classcheck.
Personal answer.
While watching
A Go over questions 1-4 and the answer choices with
sts. Ask them to check the correct answers as they watch
and listen to the video. Play Video 10. Replay the video if
necessary. Classcheck.
1. cry their eyes out; watch a chick flick; do their hair;
shop; get their nails done; sit in a spa; complain about
men; gossip; laugh at men
2. That Paolo is always the hero.
3. sit in an office; talk about your life
4. Sitting on the bench during a soccer match.
B Tell sts to order events 1-10 as they watch the video
once again. Allow sts some time to read the statements,
then replay Video 10. Paircheck. Classcheck.
9, 1, 4, 7, 2, 6, 5, 8, 3, 10
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English ID 3 Teacher's Book 21x29.3.indd 192
C Ask: Do you remember what Daniel said about his ideas
and the science foundation? Point to sentence 1 and elicit
the correct answer. Classcheck. Have sts fill in the blanks
in sentences 1-7 with the words and phrases from the box.
Paircheck. If time allows, replay Video 10 so sts can check
their answers. Classcheck.
1. using
2. chasing after
3. experience, jumping, brooding, moping around
4. Competing
5. complaining
6. boxing
7. Beating
After watching
A Have sts read sentences 1-5 and mark each one true (T)
or false (F), then have them correct the false statements.
Paircheck. Classcheck by writing the answers on the board.
1. T
2. T
3. F (Daniel thinks video games are a good solution.)
4. T
5. T
B Pair sts up and ask: Which of the three male and female
characters do you like best? Why? Have sts discuss the
question with their partners. Classcheck.
Personal answer.
C MAKE IT PERSONAL Ask: Which ways of reducing stress
did the guys find in the video? (boxing, playing video games).
What about you? How do you work out anger or stress? Invite
two volunteers to read the model dialog in the speech
bubbles. Then, have sts discuss the question in pairs.
Classcheck.
Personal answers.
11/21/13 12:37 PM
 English
PAUL SELIGSON
CAMILA ABREU
English

3
English
is an innovative four-level young adult series that quickly
teaches students to express themselves both accurately
and fluently, thus building their own identity in English.

SELIGSON
Components
Students Book Full Edition
Workbook Full Edition
Students Book & Workbook 3A Combo Edition

ABREU
Students Book & Workbook 3B Combo Edition
Teachers Book
Class CD
DVD (ID Caf)
Digital Book for Teachers
Learning Platform www.richmondenglishid.com

A complete easy-to-use teachers book with:

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TEACHERS BOOK

TEACHERS BOOK

Step-by-step instructions including cultural and language notes

Complete answer key

Detailed information about all the song lines in the SB and WB

A great variety of optional activities

Plenty of useful tips for both novice and experienced teachers

Paul Seligson
With over 30 years of global teaching and teacher-training
experience, lead author Paul strongly believes we can accelerate
our students learning by acknowledging and embracing their
existing linguistic backgrounds and knowledge. This is exactly what
our groundbreaking series does. Welcome to English !

A1 A2 B1 B2 C1 C2

3
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00_CAPA_TB3_TNC3.indd 1 11/26/13 12:42 PM