English

British English Edition

3
TEACHER’S BOOK

Paul Seligson
CAMILA ABREU

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 No unauthorised photocopying.

58 St Aldates All rights reserved. No part of this book may be reproduced, stored in
Oxford a retrieval system or transmitted in any form by any means, electronic,
OX1 1ST mechanical, photocopying, recording or otherwise, without the prior
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ISBN: 978-84-668-2199-5 have no control over the content of these websites, which may change
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Publishers: Ruth Goodman, Sandra Possas
Content Development: Paul Seligson
ID Café and Grammar Section: Pamela Vittorio
Editors: Jennifer Wise, Candice Henry, Cristina Cesar,
Jennifer Li Stevens
Assistant Editors: Olivia McGrath, Ed Prosser,
Sarah Pollard, Nathália Horvath
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Art Editor: Fabiane Eugenio
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Layout: HL Studios, Arbore Editoração
Digital Content: Jennifer Wise, Jemma Hillyer,
Luke Baxter
Photo: Guchi81/Shutterstock
We would like to thank the following reviewers for their valuable feedback, which
has made English ID possible: Adriana Rupp, Ana Beatriz Medeiros de Souza, Brian
Lawrence Kilkenny, Clara Haddad, Denise Almeida, Deyvis Sánchez, Diva Maria
Abalada Ghetti, Elisabeth Blom, Frank Lício Couto, Henrick Oprea, Isabela de
Freitas Villas Boas, José David Ramos Solano, José Olavo Amorin, Juliana Tavares,
Kathleen M. Johnson Scholl, Kátia Andréa da Silva Falcomer, Lilian Leventhal, Louise
Potter, Luzia Colferai Araujo, Lycia Lourenço Lacerda, Maria Cecília Pérez Gamboa,
Maria Luiza Guimarães Carmo, Maria Rute Leal, Mauro Vieira, Pamela Vittorio, René
F. Valdívia, Ronaldo Mangueira Lima Junior, Silvana Sanini, Sueli Monteiro, Suzy
Teixeira de Almeida, Thais Musa.
Paul Seligson would like to express his incalculable gratitude to all his family,
friends, fellow teachers, ex-students, co-authors and the entire Richmond team,
without whom ID could never have happened.
The Publisher has made every effort to trace the owner of copyright material; however,
the Publisher will correct any involuntary omission at the earliest opportunity.

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n
ic,

Contents
ge
may
ercise
ID Language Map ..................................................................................................................................................  4

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

ch Features presentation ................................................................................................................................... 17

an
ria Unit 1 ............................................................................................................................................................................ 25
de
es, Unit 2 ............................................................................................................................................................................ 38
se
oa, Review 1 .................................................................................................................................................................... 52
né
zy Unit 3 ............................................................................................................................................................................ 56

ly, Unit 4 ............................................................................................................................................................................ 68

m,
Review 2 .................................................................................................................................................................... 81
er,
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

ID Café ...................................................................................................................................................................... 179

Writing ...................................................................................................................................................................... 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 ➤➤ T
1 1.1 classmates? prepositions s

➤➤ How did your parents meet? ➤➤ Relationships ➤➤ Talking about relationships ➤➤ W

1.2 ➤➤ Phrasal verbs ➤➤ Talking about how your parents / im
grandparents met to
➤➤ How many Facebook friends ➤➤ Types of friends ➤➤ Review of present tenses ➤➤ Describing your relationships ➤➤ A
1.3 have you got? ➤➤ Talking about your friends
➤➤ When is the right moment to ➤➤ Personality adjectives ➤➤ Emphatic forms ➤➤ Describing your personality ➤➤ T
1.4 settle down? ➤➤ Talking about online dating fi
➤➤ 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 / ➤➤ T
speak? scary situations

➤➤ How green are you? ➤➤ Going green ➤➤ Adjective formation – suffixes ➤➤ Creating an advert ➤➤ Q
2 2.1 g
➤➤ B

➤➤ How long have you been ➤➤ Present perfect continuous ➤➤ Asking & answering about personal habits ➤➤ N
2.2 studying here? ➤➤ R
➤➤ Which is worse: flooding or ➤➤ The environment ➤➤ Present perfect vs present perfect ➤➤ Talking about environmental problems ➤➤ S
2.3 drought? continuous in your city c
➤➤ What’s the best advert you’ve ➤➤ Past simple vs present perfect ➤➤ Interviewing your partner ➤➤ C
2.4 seen recently? simple / continuous p
➤➤ Do you support any charities? ➤➤ Endangered species ➤➤ Expressing numerical information ➤➤ A
n
2.5 ➤➤ M
➤➤ Have you been feeling stressed ➤➤ Encouraging or discouraging a friend ➤➤ T
lately? p
Review 1
➤➤ Which city would you most like ➤➤ Cities ➤➤ Describing a city ➤➤ A
3 3.1 to visit?
➤➤ Was your weekend as fun as ➤➤ Social conventions ➤➤ Past perfect ➤➤ Talking about the rules where you live
3.2 you’d hoped? ➤➤ Talking about a place you’ve been to

➤➤ Does the traffic drive you mad? ➤➤ Urban problems ➤➤ Conjunctions of contrast ➤➤ Talking about the problems in your city ➤➤ S
3.3 h
➤➤ Have you ever missed any ➤➤ Active listening phrases ➤➤ Past perfect continuous ➤➤ Sharing stories about missing an important event ➤➤ Ju
3.4 important dates?

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

➤➤ Does your school system work ➤➤ School life ➤➤ Describing an ideal school ➤➤ H
4 4.1 well? ➤➤ Do / Get / Make / Take
collocations
d

➤➤ What’s the ideal age to start ➤➤ University life ➤➤ Too / Enough ➤➤ Debating educational issues ➤➤ S
4.2 university? ➤➤ Talking about choosing a career ➤➤ T
➤➤ What do you regret not having ➤➤ UK / US English ➤➤ Should have + participle ➤➤ Talking about regrets ➤➤ In
4.3 done? differences c
➤➤ S
➤➤ What would you have said if ➤➤ Third conditional ➤➤ Imagining what would have happened ➤➤ D
4.4 you’d been late today? p
➤➤ Would you like to be a genius? ➤➤ Predicting & checking predictions ➤➤ W
a
4.5 ➤➤ G

➤➤ How do you deal with criticism? ➤➤ Sympathising & criticising ➤➤ F

Review 2
➤➤ Are you a shopaholic? ➤➤ Money & shopping ➤➤ To + verb / For + noun ➤➤ Talking about shopping habits S
5
➤➤

5.1

➤➤ Have you ever borrowed money ➤➤ British money ➤➤ Discussing your views about spending money ➤➤ S
from a relative? ➤➤ S
5.2 ➤➤ C

➤➤ Are you a good guesser? ➤➤ Modals of possibility / probability ➤➤ Speculating about your partner’s life ➤➤ L
5.3 Jo
➤➤ F

➤➤ Have you ever bought a useless ➤➤ Word formation ➤➤ Order of adjectives ➤➤ Sharing shopping experiences ➤➤ T
5.4 product? ➤➤ Creating an infomercial u
➤➤ 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 ➤➤ D
a shop? p
Review 3

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 Audio / Video / Pron. Reading / Writing Common Mistakes Box R Box & World of English
➤➤ Two friends talking about ➤➤ Questions ending with prepositions ➤➤ Prepositions at the end of questions
speed dating ➤➤ Expressions used when you need extra time

before answering a question

➤➤ What three couples consider ➤➤ Celebrity gossip article ➤➤ Fall / Fell in love with & married to ➤➤ Cognates in Romance languages
important for a relationship
to last
➤➤ Alison’s descriptions ➤➤ How many friends does one ➤➤ Count on ➤➤ Cyber verbs: friend, google, email
person need? ➤➤ Present simple: a habit / a state
➤➤ Two friends talking about ➤➤ Really desperate singles: online ➤➤ Emphatic forms with adverbs & the ➤➤ Types of compound adjectives
finding the right partner dating profiles auxiliary do
➤➤ Online dating sites

➤➤ Talking about a date ➤➤ Present simple vs past simple ➤➤ Communicating time

➤➤ Informal vs formal language
➤➤ Anectodes
➤➤ Quiz: Oh, no! Not another ➤➤ Let / leave & spend / waste ➤➤ Adjectives in English have only one form
green quiz!
➤➤ Bottle /ɒ/; clothes /ǝʊ/

➤➤ No impact man ➤➤ Writing an advert ➤➤ Present simple vs present perfect ➤➤ No + C or U noun means not a or not any
➤➤ Reduced form of have / has ➤➤ Al’s blog continuous ➤➤ Since vs for
➤➤ Scientists’ opinions on global ➤➤ Headlines: Environmental news ➤➤ Present perfect vs present perfect
climate change from around the world continuous
➤➤ Conversations about ➤➤ Adverts ➤➤ Past simple vs present perfect simple ➤➤ Adverts often remove articles, auxiliary verbs or
products / continuous subjects
➤➤ A report: Species we may ➤➤ Two ways to express small quantities
never see again
➤➤ Mass global extinction

➤➤ Two best ways to change ➤➤ Over 10% of the sounds of spoken English is the
people’s behaviour schwa /Ə/
Review 1
➤➤ Asian /eɪ/ ➤➤ Different places to visit ➤➤ It has such beautiful architecture and ➤➤ To help remember pronunciation, create
such friendly people. sentences with rhyming sounds
➤➤ Visiting Hong Kong for the first ➤➤ Past perfect: been vs gone ➤➤ Have is the third most common verb in English
time? ➤➤ By + past time expression + past perfect
➤➤ Rita’s tweets from Hong Kong ➤➤ In tweets, join words to save space

➤➤ Students talk about their ➤➤ Article about New York City ➤➤ Everywhere vs in every place ➤➤ Though / although / even though
hometowns ➤➤ It vs they ➤➤ Them
nt ➤➤ Juan’s & Sandra’s stories ➤➤ Prepositions & articles in time ➤➤ Past tenses
expressions
➤➤ Miss vs lose

➤➤ Signs ➤➤ Understanding signs

➤➤ Dialogues about regulations ➤➤ Confessions about breaking ➤➤ I’m afraid so. / I’m afraid not. /
rules I don’t think so.
➤➤ Hey, teacher, those kids are ➤➤ Article about education: Hey, ➤➤ Verb + noun combinations ➤➤ Stress: penultimate vs. antepenultimate syllable
doing great! teacher, those kids are doing
great!
➤➤ Suffix -ate ➤➤ Six ways to pick the wrong ➤➤ Too vs enough ➤➤ Suffix -ate
➤➤ The British school system career ➤➤ Graduate vs study
➤➤ Interviews about career ➤➤ School vs university ➤➤ The differences between UK and US English are in
choices ➤➤ Should have + participle pronunciation, spelling & vocabulary
➤➤ Should’ve vs Shouldn’t have

➤➤ Dialogues about ➤➤ Third conditional

procrastinating
➤➤ Word stress (words with 3, 4 ➤➤ Smarter than Einstein?
and 5 syllables)
➤➤ Guess the word!

➤➤ Four dialogues ➤➤ Shouldn’t / wouldn’t have + participle

Review 2
➤➤ Shopaholics Anonymous ➤➤ Quiz: Shopaholic? Who? Me? ➤➤ To + verb / For + noun ➤➤ The suffix -holic describes people who do things
compulsively
➤➤ Prepositional phrases

➤➤ Statement of a shopaholic ➤➤ John’s website ➤➤ Lend vs borrow ➤➤ ‘gh’ is usually silent, but it can be pronounced
➤➤ Silent consonants ➤➤ The bank lent / loaned me $5,000. /f/ or /g/
➤➤ Competitive dictation! ➤➤ Silent B, G and T
➤➤ Grand / quid / fiver / tenner

➤➤ Laila talking to her friend ➤➤ Could vs may / might ➤➤ Letters T and D at the end of words
John ➤➤ We often use extra phrases with ‘it could be’ to
➤➤ Five different extracts emphasise uncertainty
➤➤ Two friends talking about a ➤➤ Two useless products I’ve ➤➤ This tablet is full of useful features. ➤➤ Portmanteau words: two words combined to make
useless product bought! a new word
➤➤ Supermarket psychology

➤➤ Dialogues about shopping

problems
Review 3

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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 ➤➤ What’s your favourite TV programme? ➤➤ Turn phrases ➤➤ Restrictive relative ➤➤ Talking about famous people & entertainment
6.2 clauses options
➤➤ What were the last three films you ➤➤ Non-restrictive relative ➤➤ Describing films
6.3 saw? clauses
➤➤ Where do you usually watch films? ➤➤ Films & videos ➤➤ As / Like ➤➤ Making a list of films & Internet clips
➤➤ Creating a story for a film
6.4

➤➤ 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 mad? ➤➤ 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
➤➤ Have you got a lot of furniture in your ➤➤ Furniture ➤➤ Questions tags ➤➤ Checking information

8.4 room?
➤➤ Is your listening improving? ➤➤ Making predictions

8.5 ➤➤ What’s 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 city’s transformation
9.2 quickly?

➤➤ Where will you be living in five years’ ➤➤ By ➤➤ Future perfect / ➤➤ Discussing ways to protect yourself from
9.3 time? continuous cybercrime

➤➤ 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
➤➤ Have you got any pet hates? ➤➤ Common expressions with ➤➤ Gerunds ➤➤ Talking about pet hates
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 friends
10.4 inseparable phrasal
verbs
What’s 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. Reading / Writing Common Mistakes Box RR Box & World of English
➤➤ Social TV ➤➤ Survey: TV or not TV? ➤➤ Compound nouns
➤➤ Stream; trend; cyberpals

➤➤ A TV critic talking about a ➤➤ Thought you knew what ➤➤ That / Who vs which / that ➤➤ Useful expressions

show trashy TV was?

➤➤ Radio quiz about Tim Burton ➤➤ Four curious movie facts ➤➤ That vs which ➤➤ Speech pauses
➤➤ Pauses in speech ➤➤ Insert pauses to signal additional information
➤➤ Dialogues about films & videos ➤➤ Media quiz ➤➤ Song vs music ➤➤ As vs like

➤➤ Imperatives don’t need a subject

➤➤ Tips & tricks to making a short

video
➤➤ Telling a friend about a TV ➤➤ Use on + digital / electronic media;
programme use in + paper
➤➤ Lady Gaga’s interview ➤➤ To show surprise, echo information using a

➤➤ Stressed words questioning intonation

➤➤ Types of surprise

Review 4
➤➤ Two people on a road trip ➤➤ Urban Myth #89: The angry ➤➤ Please turn it on. ➤➤ Double C is pronounced /k/ or /ks/
auto maker ➤➤ Please turn on the computer.

➤➤ Article: But how was I to ➤➤ Say vs tell

➤➤ Five dialogues ➤➤ Say & tell are in the top 25 most common verbs
➤➤ But you said... know?
➤➤ Ms Harris talking to a help ➤➤ Advert: Too busy to learn a ➤➤ Excuse me, could you tell me where the ➤➤ Ways to ask someone to wait
desk new language? station is? ➤➤ Indirect questions
➤➤ Bruce & Ann comparing their ➤➤ I asked him to help me. ➤➤ Young people often use like in informal speech
➤➤ Texts
mobile phones ➤➤ I asked her not to be late. ➤➤ When the final sound is /k/, -ed is pronounced

➤➤ Ann talking to the mobile phone /t/ or /d/

➤➤ The /h/ in he, him & her is very weak or may not

be pronounced at all
➤➤ Interview ➤➤ It depends on a lot of factors. ➤➤ Note-taking

➤➤ People say this is true, but I disagree.

➤➤ TV panel discussing The Dumbest
Generation
➤➤ Introducing the next revolution
in beauty
➤➤ Point
➤➤ Beauty and the beast? ➤➤ 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. ➤➤ Don’t stress suffixes in English

➤➤ Gossiping at a party
➤➤ Must’ve / Can’t’ve / Might’ve
➤➤ Britney telling Courtney about
her birthday party
➤➤ A language lesson
➤➤ Two friends talking
➤➤ A university lecture
➤➤ What happened to the Gap logo
transformation
➤➤ Two students leaving the
lecture
➤➤ He might have gone to a party.
➤➤ TV review ➤➤ I usually get my hair cut at Curl up & Dye.
➤➤ Did you have your eyes checked last week?
➤➤ I like grammar better than pronunciation.
➤➤ I prefer English to French.
➤➤ I think both MTV and VH1 rock.
➤➤ Pizza or pasta? I don’t want either for lunch.
➤➤ Students tend to avoid using modal perfects
because it’s easier to use adverbs
➤➤ In causatives, have & get mean the same, but get is
more common in spoken English
➤➤ Question tags are very common in spoken English,
but not in formal writing
➤➤ Predicting what the speaker is about to say is a
useful listening strategy

Review 5
➤➤ Five short interviews ➤➤ Six extracts about crime & ➤➤ Rob vs steal ➤➤ English verbs fall into four categories: simple,
violence continuous, perfect, and perfect continuous
➤➤ Article: The Medellín
➤➤ Medellín, Colombia ➤➤ Last night a UFO was seen by millions of ➤➤ The passive voice is often used to move important

miracle people, but the story has been ignored by information to the front of the sentence
the press.
➤➤ I will graduate from university in 2018.
➤➤ A radio show ➤➤ By
➤➤ When we celebrate our next anniversary,
➤➤ Cybercrime
we will have been married for 50 years.
➤➤ Think of / about me when I’m in jail.
➤➤ Crimes & punishments ➤➤ Pop crime? ➤➤ 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
➤➤ Crime doesn’t pay. Especially ➤➤ Tips for detecting sarcasm in writing

if you’re a dumb criminal.

➤➤ Excuses He will say / tell them he’s sorry.
➤➤

➤➤ A couple talking about the ➤➤ Quiz: What is your Humour vs mood

➤➤ ➤➤ Binomials are pairs of words connected by a
quiz temperament? ➤➤ Argue / Fight vs discuss conjunction or a preposition
➤➤ A big thank you to each and every one of you.

➤➤ Dad’s afraid of not finding a new job.

➤➤ An anger management group ➤➤ A dictionary definition ➤➤ Try to remember prepositions in personalised
➤➤ List: Last week’s top 10 pet ➤➤ People who suck their teeth really annoy me. phrases
➤➤ I’m afraid of flying. ➤➤ The prepositions of, for & to are usually unstressed
hates
➤➤ Thank you for helping me with my project. and the o is pronounced /Ə/
➤➤ Bill’s really worried about the deadline.
➤➤ How assertive is Keith? ➤➤ Test your assertiveness ➤➤ If you use two verbs together, the second one can
➤➤ Three conversations ➤➤ I never leave home without charging my be either a gerund or an infinitive
phone first.
➤➤ Please stop chatting on your phone at

lunch. Switch it off.

➤➤ Six ways not to learn English ➤➤ When you buy new shoes, try them on first.
➤➤ Toxic friends ➤➤ When a phrasal verb needs an object, sometimes
better! you can separate the verb and particle and
sometimes you can’t
➤➤ Messages on a website

➤➤
Recommendations for ➤➤
I have difficulty pronouncing new words.
improving your English ➤➤ I have trouble / difficulty using the present
perfect.
➤➤ I find it easy to remember new expressions.

Review 6

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 Introduction
is Richmond’s four-level general international
English course for young adults. With an amazing
design, lots of interesting topics and opportunities for
personalisation 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:
➤➤ tobecome 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 personalisation;
➤➤ overtteaching 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;
➤➤ value – both 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,
personalisation to help students build their own identity
in English – with 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
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reflect the best learning practices at each of the learner’s
advancing levels. Initially, English Starter relies on lots
of short question and answer exchanges supported by lots
of drilling in the Student’s 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 Teacher’s Book.
The same goes for the lexis – where the initial simple
matching vocabulary to pictures becomes more abstract
and contextualised – and 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 emphasise 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 practise 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 / Practise / Personalise
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 (AS) 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 memorisation, 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 learning
– hence our flexi-lessons.
An additional advantage is that students who missed a lesson
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 Teacher’s Book;
➤➤ the Song line: hum, play, elicit it;
➤➤ Common Mistakes , to highlight what to avoid right from the
start and to maximise opportunities to get things correct
throughout the lesson;
➤➤ World of English , to provide a more interesting overview
and / or insights into the lesson;
22/12/15 17:34
 ➤➤ R  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 colourful detailed presentation of the main
features of English on pp. 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 recognise
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 teacher’s 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
Teacher’s Book. All these options have been built into
from the start.
The flexi-lesson structure helps teachers to individualise,
personalise 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 Teacher’s 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
650443 _ 0008-0016.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 conceived – to facilitate monolingual classroom
learning. The frequent lack of opportunity to speak English
locally means teachers need to maximise 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 maximise the
learning potential.
Yet, rather than using these strengths to enable more
focused, localised 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 student’s 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 translate – mentally at least – and
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 they’re teaching’ (extracted from Vocabulary
Activities, Cambridge University Press, 2011). We believe
’s formula can help native speakers of other languages
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, prioritise, 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
22/12/15 17:34
 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 challenge – in the form of a question – at the
beginning of each lesson, 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 revised 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 well – all of which they can see at a glance
in the Language Map on pp. 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, tables,
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 R  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 Student’s 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
marking – unless, 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 Teacher’s 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
personalisation: 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 time – whether 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 themselves, who they really are in English.
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650443 _ 0008-0016.indd 10
4. A
 void 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 errors – without
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 either have to rush to get
through them – denying students the practice they need to
achieve an adequate degree of fluency – or 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;
➤➤ tenoptional video lessons, Café, to be done at the end
of each unit = 60 lessons including the video;
➤➤ sixone-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 chart (see Teacher’s Book Intro p. 14);
➤➤ Workbook: one page of revision and extra practice
material per lesson;
➤➤ Phrase Bank: most important phrases per unit / topic;
➤➤ Portal:
includes a Teacher’s Area and a Student’s Area.
These can be accessed using the code that comes
with the book (see Teacher’s Book Intro p. 15);
➤➤ DigitalBook 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 Student’s 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.
22/12/15 17:34
 Organisation and Timing of a Unit
UNIT1 Approximate class time

Student’s
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
Café 1 hour per episode
per unit Café 1

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

Student’s 1 hour per lesson.

Portal Not to be done in class

Workbook
(5 hours)

ID Café
(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 Student’s Book and lesson 5 in the
Workbook, because lesson 5 in the Student’s 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 realise 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 Teacher’s 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 Teacher’s 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, film. The possibilities
for personalisation 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
answers are in the Workbook answer key.
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 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:
➤➤ getthem 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 less advanced levels.
helps you to do so right from the start. World of English
boxes – built into most lessons – talk 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 international
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,
photos, 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 contextualised, lesson-
integrated picture dictionary. Core vocabulary is presented
through various combinations of this basic four-step approach:
1. Match words / phrases to photos.
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 contextualised
and reworked to present, review and test vocabulary in our
unique ‘Picture Dictionary System’.
12
650443 _ 0008-0016.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 dialogues in in Action. They
look at the photos and read MAKE IT PERSONAL to act out
the five conversations in pairs.
➤➤ Studentscover 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
recognisable 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 language – and more
interesting adult language – faster.
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. Guessing – being willing
to take a shot, bringing in words that are already known
and which might work well in English – is 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
have you got 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.
22/12/15 17:34
 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 prioritises 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 personalised 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 too –
just think how babies learn – and the one that needs the
most practice.
has a large amount of recorded material, around 200
tracks in the Student’s Book, together with around 100
more tracks in the Workbook, which are available 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.
Writing
Research suggests the following formula is what most
teachers and students favour: writing is imposed where
650443 _ 0008-0016.indd 13
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 Teacher’s Book.
The required writing syllabus is primarily covered by
the six writing lessons at the back of the Student’s Book,
covering six different genres. Here students are given
a clear written model, a variety of tasks to analyse 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 to 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 prioritise 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
pp. 4-7 for a list of sub-skills.
The second half of this final lesson in each unit, in
Action, provides contextualised functional practice,
usually dialogue-lead and ending with a personalised role-
play, surveys 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 pp. 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.
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,
13
22/12/15 17:34
 trying to memorise dialogues 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 ‘I’ve 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 pp. 154-155. This gives two illustrated
model words for each of the 40 sounds in British English
and access to the IPA 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. Sensitising 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 familiarise 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
to sensitise students to the patterns of English and develop
a ‘sense’ for English.
14
650443 _ 0008-0016.indd 14
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 Student’s 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 organisation of the consonants chart on p. 155 of the
Student’s 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.
➤➤ Aunique feature is the highlighting of sounds that are
difficult for non-native 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 mother tongues other than Spanish
or Portuguese, 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 British English is the chosen model for most
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. Regularly
marking stress on new words (in the book and on the
board) means you progress from just teaching form and
spelling to prioritising teaching, modelling and recording
spoken language.
22/12/15 17:34
 ➤➤ 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 lesson. Nor is there
ever time for them to cover every exercise fully. That
osed means any good course has to be largely transparent to
jaw 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
pen understood by students who have missed class.
jaw
facilitates autonomous learning
Without adequate revision, students are not going to learn
much at all. Throughout the course, they can look forward and
back to find interesting activities to practise on their own.
The regular Review lessons after units 2, 4, 6, 8 and 10
recycle key vocabulary and grammar, revise 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 Teacher’s Book also make it clear
which components can be used to further practise or
revise 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 lessons 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;
➤➤ do the Audio Script tasks and use the Sounds and
Spelling chart;
➤➤ use the Word List and Phrase Bank from the Portal for
constant revision, e.g., by recording, listening to and
650443 _ 0008-0016.indd 15
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
English Learning Platform is a resource consisting of a
Portal, a Virtual Learning Environment (VLE) and the Test
Studio – a 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 content. 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 Student’s Book.
Website Format
Teacher’s 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).
Student’s Area: Watch all Café episodes and other
videos that are part of the core Student’s Book material.
Listen to all audio material from the Student’s 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 Student’s Area, students can keep up with breaking
news and access ready-made activities to practise
comprehension of current world news.
Workbook
In the Workbook, a single page corresponds to each Student’s
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:
➤➤ avariety of exercises, texts and puzzles to scaffold,
continue practising and extend the main Grammar and
Vocabulary of each lesson;
➤➤ SkillsPractice: at least one listening activity per lesson
to continue practising the most important skill outside
class, plus plenty of short, juicy reading texts;
15
22/12/15 17:34
 ➤➤ a drill per unit at lower levels; We suggest you watch and do these lessons at the end of
➤➤ cyber-toolreferences that encourage students to engage each unit, or whenever appropriate after that. Remember:
with English beyond the Workbook itself; students can watch them on the Portal, so you can assign
➤➤ an additional Song line for every 5th lesson; them all for homework if you are pressed for time.
➤➤ a final check-back activity to revisit the Song lines Besides the ten core unit videos, there are also two extra
from each lesson in the Student’s Book unit, look for Café videos for this level available on the Portal. The videos
a link with the language / topic of the lesson itself as use American English but notes are given to point out any
an additional fun way to review the unit and facilitate differences in vocabulary, pronunciation or spelling.
memorisation. The answer key for these and all the other
exercises is at the back of the Workbook, so you can use Teacher’s Book
it entirely for autonomous study if you wish.
This book provides a complete step-by-step lesson plan for
every lesson from beginning to end, offering:
gives students their own Phrase Bank ➤➤ unit and lesson overviews;
After dictionaries, phrase books are probably the world’s
➤➤ detailed lesson aims;
most popular language learning tool. In a four-page section
at the back of the Workbook, provides a unique unit- ➤➤ a Warm-up for every lesson;
by-unit Phrase Bank of all the key phrases, expressions, ➤➤ alternative,
books-closed presentations for key new
and exchanges students are expected to learn. To provide structures where appropriate;
context and reduce the need for translation, language is
➤➤ language and cultural notes;
grouped by theme.
➤➤ background information about the song lines;
Students are referred there after each unit to listen and revise.
➤➤ avast number of teaching tips to bring variety to
But of course, they can come at any time – before, during or
your classes;
after any lesson – to look for phrases they wish to use.
➤➤ regularsuggestions for both stronger and weaker classes
It is a great resource to download and listen to when
and for fast finishers;
working out or in a car, for example, or to mentally
➤➤ ideas for extra writing and homework;
translate until students feel they have acquired them.
➤➤ suggestions for IWB activities and extra material to bring
Tip We have not forced students to translate, as that is your / to class.
their choice, not ours. Perhaps you can suggest they write
any translations in pencil next to phrases they find difficult to Digital Book for Teachers / IWB
remember. Then, another day, they should cover the phrase in The Digital Book for Teachers is a separate medium
English, look at the translations and try to remember the phrase. containing all the pages of the Student’s Book.
Once students can do it, they should erase the translation to feel
Teachers can use this resource to promote variety in their
a sense of progress. This encourages them to see translation as a
classes, so that students can see the images on the IWB
temporary rather than a permanent tool.
instead of looking at the book.

Café On the next pages you will find detailed information about
all the features of English .
These are fun videos consisting of ten independent episodes,
which were specially produced for English . The episodes
present, review, consolidate and extend the main language
content and context of each unit and target the key elements
to give students further practice in real situations.

16

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 Finally, an English course
Welcome to you can understand!

Famous Song lines

illustrate language
from lessons.
Contextualised picture
dictionary to present
and revise 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

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 World of English:
interesting facts R 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
personalised speaking
all components
to express your
for comprehensive
identity in English.
autonomous study.

18

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 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

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 Reviews systematically recycle language.

A midterm dynamic game reviews the language students have learned.

20

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 Café: sitcom videos to consolidate language.

A complete Grammar reference with exercises.

21

650443 _ 0017-0024.indd 21 23/12/15 09:49

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

Icon ! highlights difficult

sounds for non-native speakers.

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

22

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 Audio Script activities to
consolidate pronunciation.

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

23

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 Workbook to practise and consolidate lessons.

Phrase Bank to prastise common expressions.

The opportunity
for you to learn English!

650443 _ 0017-0024.indd 24 23/12/15 09:49

 1
Unit overview: In unit 1, sts review and practise 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 football team do you and your family support?
Talking about / Listening to ways to meet new people. I don’t 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. ‘What’s the most fun place you’ve been to?’ ‘Hmm, let me think…’
Vocabulary: Fillers / Expressions for gaining time to think or answer: ‘Well, let’s see’, ‘That’s a good question’, ‘That’s a
difficult one’.
Grammar: Prepositions at the end of questions.
Before the lesson: Write the lesson’s 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:
P lease 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 film
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 have you got 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 they’ve
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 you’ve 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 wouldn’t ask on a first date. Classcheck.
Personal answers.
C  Ask the whole class: What’s the best place to make
new friends? Then ask: What’s 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.
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 1.1
 1.1 Notice the sentence stress and pauses.
M = Mika  C = Craig
M Got any plans for the weekend?
C Yep, 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. That’s
the fun of it.
M So, er, what kind of women are you attracted to?
C Me? I’m, er, not really looking for romance. Just, you know,
I wanna, I wanna make new friends.
M So for you it’s ‘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: Craig 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 Craig 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 /w/ and silent /w/.
J = Jenny  C = Craig
C Hi… You’re… er, can’t read your name tag, Janna,
Jenna… Jenny! Jenny. Nice name!
J Yeah, whatever. And you’re… Craig… Who do you live with?
C Excuse me?
J You’re not one of those 40-year-old losers who live with
their parents, are you?
C Er… no. I live on my own and I… I’m 32. So, Jenny, tell
me… What exactly are you looking for?
J You’ll find out soon enough. Why don’t we get started
then… What do you want to talk about?
26
650443 _ 0025-0037.indd 26
C  ell, I don’t know… I, erm…
W
J Listen, Charlie. Can I call you that?
C Er…
J Yeah, Charlie. We only have eight minutes… Have you got
your questions ready?
C You mean like a list or something? No, I…
J Well, I do. First question. What’s the...
1. 32, on his own / alone  2. No, he didn’t.  3. impatient,
impolite, objective  4. Personal answer.
2 Grammar: Questions ending with prepositions
A  Elicit questions sts can remember from Craig’s first
date. Point to number 1 and elicit the correct order of
words. Warn sts that there is an extra word that won’t 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 meaning
– the 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 R  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?’.
R  box end
B  Focus sts’ attention on the photos on pp. 4-5. Elicit all
the details sts can see or recognise. Say: Now we’re going to
listen to Craig and Jenny getting to know each other. What’s
part 1 about? Have sts use the photos to make predictions.
22/12/15 17:38

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 = Craig
1 J First question… What’s the most fun place you’ve been to?
C You mean like a city or something?
J Use your imagination.
C Let me think… Probably… er… Disneyland. I went
when I was young and there’s 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, colleagues 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 to – your
mum or your dad?
J Mum. Definitely. I haven’t spoken to my father in
years… Don’t want to talk about that.
C Oh, I’m sorry.
J Don’t be. Your turn.
4 C Hmm… I don’t know… er… What’s something you just
can’t live without?
J Hmm… That’s a difficult one. My mobile phone. I’d die
if I lost it.
C Same here. My whole life’s in this mobile phone.
5 J OK. My turn. What celebrity would you enjoy having
dinner with?
C Hmm… I’d have to say Megan Fox...
J Oh my God, me too! She’s the best. I’ve seen all of her
films.
C Really? Isn’t she fantastic?
6 C So… Speaking of films, what was the last film that made
you cry?
J That’s 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 Wasn’t the last scene like… the saddest thing you’ve
ever seen?
C Totally.
7 J Craig, here’s my next question… What’s the one thing
you’re most afraid of?
C Promise you won’t laugh? The dark.
J The dark? Oh, that’s really sweet.
C You think so? When I was young, I used to…
1. Disneyland (photo 3)  2. a woman and a cat (photo 2,
continued on p. 5 as photo 6)  3. a woman and her mother
(photo 4)  4. a woman and her mobile phone (photo 8) 
5. a man having dinner and thinking of Megan Fox (photo 5)  Workbook p. 4
6. Hachi (photo 7)  7. a man in the dark (photo 1)
Personal answer.
650443 _ 0025-0037.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, let’s 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 tick 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…  That’s a difficult one.  That’s 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 you’re
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.
ID Online Portal
Grammar p. 116
27
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 1.2
How did your parents meet?
Lesson Aims: Sts review the past simple and learn / practise 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 on 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 the line
says his / her name and a (true) piece of personal information,
e.g., I’m Francisco and I’m an engineer. The next student has
to repeat that information and add some info about himself /
herself, e.g., He’s Francisco and he’s an engineer. I’m Joanna
and I live in São Paulo. The third student might say, He’s
Francisco and he’s an engineer. She’s Joanna and she lives in
São Paulo. I’m Lucas and I’m 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., I’m a doctor after the
previous student says I’m 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 memorise sts’ names and more info about them – sts 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, er… he started talking to me… I think he
told me some really bad jokes or something. Anyway, I was
attracted to him immediately, mmm-hmm, he has this really
beautiful smile and… well, we went out together a few times
and, you know, we got on really well – we both love dancing,
so that really helped. I thought he was funny and charming
and interesting… So different to my last boyfriend! And, yeah,
anyway, we started to spend more time together, hanging out,
28
650443 _ 0025-0037.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.
going to restaurants… We talked about everything and got
to know each other really well. After a few months – maybe
three or four – we decided to move in together – Adam
lived in this sweet little house near Union Square. Things
were great for the first few weeks. But then… well… little
things, you know. He didn’t clean the place and he used
to invite his friends round every night – I was never on my
own anymore, and… we argued a lot and fell out over little
things like whose turn it was to do the washing up and
stuff... Eventually, after two months living together we, er…
we broke up. I actually made him leave his own house, I was
so angry! But then I started to miss him and I rang him and
we talked about stuff… and so we got back together again. I
think I… I think I’ve fallen for him again! How weird is that?
But who knows what our future will bring!
1. be attracted to (someone)
2. get on (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 answers.
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.
22/12/15 17:38

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 T his couple broke up in 2002, after knowing each other
for many years. Some people say that 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. Rumour has it that they’re 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 centre 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 table 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 the 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:
ell, let me tell you a story about a boy and a girl.
W facing life’s ups and downs
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.
650443 _ 0025-0037.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 it’s
hard work. And not all the time, but it’s 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 it’s conflict.
Karl You gotta learn to, uh, give more than you take, or you’ll
never make it and, uh, that, that’s 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 haven’t 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. Don’t you have your
own hobbies and your husband or spouse have
their own hobbies. That’s 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 has – to me – always been good advice. I’m not
sure that Kay and I have always followed that, but,
uh, you know, most of the time we have.
Kay I’d have to say those who play together stay together,
instead of going your own separate ways and doing
your own things.
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
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 1.3
How many Facebook friends have you got?
Lesson Aims: Sts review and practise present tenses through the contexts of watching and listening to a video of a book author’s
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. We’ve known each other since school.
Vocabulary: Acquaintance, to google (something), to email (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>, accessed on 7th August 2014, 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. Emphasise that sts should first read their assigned text
silently. Then, have sts tell their group what they’ve read in their
texts. Encourage sts not to read from the definitions as they share
ideas, but to summarise 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 in an online
English dictionary. If technology is not available, hand
30
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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.
out print 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?
Have you got 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 memorise 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 you’re 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 on with, but if you have a serious
problem, they’re 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
o’clock in the morning. They’re 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.
22/12/15 17:38

 1.9 N
 otice the schwa /ə/, the sentence stress and the
connections.
… people’s imaginations in this particular context. Er, in
the last year or two the way it’s, it’s sort of blossomed and
exploded and the fact that it’s become a kind of competition
to see how many friends, er, you can have on your Facebook.
So it’s 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, it’s Dunbar’s 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, er, took off, erm, but there we
are. And that number is about 150. There’s a lot of variation
around that, erm, to be, to be fair.
So, if you look at the pattern of your relationships, in this
150 as it were, what you’ll 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... 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 you’re 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 that’s another curious
feature of it, is, the layers scale in a very, very consistent
pattern. So they, they, they occur at 5, 15, 50, 150. Then
we know out beyond that, there’s a 500, there’s a 1,500.
Personal answers.
D  MAKE IT PERSONAL Play  1.8. In pairs, have sts use the
infographic to explain Dunbar’s 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‘ve got
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.
Who’s 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.
650443 _ 0025-0037.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 ‘I’m 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 ‘I’m
lovin’ it’ (McDonald’s).
C  Point to sentences 1-7 and say: Alison is describing more
Facebook friends. Have sts read the example sentence and
complete the gaps 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 /ǝʊ/ and /ɒ/.
Gd = granddaughter   A = Alison
Gd Gran, I didn’t know you were on Facebook!
A Oh yes, sweetie, Granny’s not that old, you know. Would
you like to see my photos?
Gd Er, OK.
A Well, let’s see. Oh, you know Rachel, don’t you? She’s
my next-door neighbour. We get on really well. And this
is Gabriel. He’s been my dentist since I was 20. I’m
seeing him this afternoon.
Gd Gran! Who’s that?
A Oh, M J is some chap I met at the gym. He friended me
and I accepted, but I barely even know him. He seems
nice, though.
Gd Wow! He’s attractive!
A Now, now, dear. I’m old enough to be his mother. Now
this is Robert. Robert and I used to be very close, but
I think we’re drifting apart.
Gd Oh! That’s Sheila! I know her. Wow, she looks so…
young!
A Oh yes, dear. Sheila’s my oldest friend. We’ve known
each other for 50 years. That was when we were nurses
together.
Gd Yeah, you look great in those uniforms. And who’s this?
A Oh, that’s 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, we’re having pizza tonight.
Gd Wow, Gran! I’m really impressed. You really are on
Facebook!
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 1.3

2. has been / am seeing Weaker classes   Elicit and write sentences on the board for
3. know / seems questions a-f for sts to use as a model. Then, allow sts time to
prepare their descriptions.
4. are drifting apart
a) I’ve known (John) for…
5. have known b) We get on really well…
c) We support the same football team… We are crazy about

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 email 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 table, as in the
example below:
Lesson 1.4
(the Red Hot Chili Peppers)… We work together…
d) He works with me… He’s doing an MBA… I think she’s
living abroad…
e) We speak to each other on Skype every day… I never phone
him…
f) We’re going to a dinner party next week… We’re 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 tables. 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 John Paul Loise 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:
 odel the activity yourself. Tell sts that you are going
2M
L ook 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 or How did our eyes ever get so red?
an acquaintance.
Song: ‘Photograph’
Say: I’ve known Loise for eight years or so. We’re friends on Band: Nickelback (Canada)
Year: 2005
Facebook, but I barely see or speak to her. She is very close to
John, my best friend from uni. I often see her at John’s dinner
or birthday parties, but we never sit together. I don’t really
know what she’s up to these days. Workbook p. 6
ID Online Portal
Ask sts to guess which part of the friendship circle Loise
Grammar p. 116
belongs to (an acquaintance).

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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 practise 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: W
 rite 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? What’s 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 recognise 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:
T his is an invitation across the nation.
A chance for folks to meet.
There’ll 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
Motown’s 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.
650443 _ 0025-0037.indd 33
1.4
Language
I’m 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? What’s 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.
I’m a really outgoing kind of guy, with hundreds of friends.
I live in uptown Manhattan, so I’m always ordering takeaway.
I need a girl who wouldn’t mind cooking with me at least
twice a week. I’m tired of eating out.
I am an easygoing kind of guy who enjoys hanging out with
someone special, watching films, going out with friends.
Not really looking for anything serious right now.
Lonely, knowledgeable Cambridge graduate looking for some
fun. I speak seven languages and have a PhD in Medieval
Literature. If you think you’re my type, don’t 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 mother’s, so my weekends are
mostly open. I want to find Ms Right and perhaps settle down.
Recently left prison (don’t worry, just a little tax problem),
looking to start a new life. Want to meet financially stable,
open-minded, attractive and childless woman.
33
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 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
adjective(s) in A best describe(s) 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 /ʃ/ and /ʧ/ and sentence stress.
A = Anna  B = Betty
B Oh my God, oh my God, look at this one. Wow! He sure
looks handsome.
A He’s gorgeous, but, honestly, I’m not sure I’d be willing to
take a chance on him.
B Why not?
A Betty, what do you mean ‘why not’? Look at the man’s profile.
B OK, I know, but he does sound like he wants to start a new life.
A Not with me he won’t. I don’t need that kind of trouble,
thank you very much.
B You certainly are difficult to please, aren’t you? Nobody’s
good enough for you.
A Hmm… Well, I do appreciate his honesty, though. I mean,
he could’ve lied or simply not mentioned it at all.
B So why don’t you give the guy a chance then?
A Nope. This one’s 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
650443 _ 0025-0037.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.
Lesson 1.5
 1.13
a Wow! He sure looks handsome.
b You certainly are difficult to please, aren’t you?
c This one’s 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
complete the gaps 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
22/12/15 17:38

How much time do you spend online? /
Which do you do more: listen or speak?
Lesson Aims: Sts practise 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, ‘They’re 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 – Really. She really looks beautiful. Repeat.
Sts She really 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 You’re certainly difficult to please.
T She is not intelligent – Definitely.
Sts She’s definitely not intelligent.
T He isn’t good-looking – Definitely.
Sts He’s 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 They’re from Mexico – Certainly.
Sts They’re certainly from Mexico.
T He isn’t open-minded – Definitely.
Sts He’s definitely not open-minded.
T I’m an easygoing and thoughtful person – Really.
Sts I really 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 in the last lesson? 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.
650443 _ 0025-0037.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 doesn’t
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 analyses your supplied DNA sample (immune
system genes) to find that perfect someone, and then
destroys it after they’re 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
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 1.5

finished – they’re done with it R She gets up and leaves.

if – whether K What do you mean ‘leaves’?
inside – inner R She says, ‘Look, I don’t 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, don’t let it get to you, Roberto. You know,
the answers in the texts in B. Classcheck by having three there’s 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 they’re 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. It’s 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 table 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 necessary.
 1.15 Notice the intonation  .
Classcheck.
K = Kelly  R = Roberto
K So… How did it go last night? Read the R  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 cosy 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 There’s this gorgeous woman sitting right in front of me, 1. You mean the date?
drinking coffee. I couldn’t 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 hadn’t seen her photo?
4. No way!
R No! You see, that’s the thing with this site I’ve been using
5. What happens next?
– you don’t know what the other person looks like until
you meet them face to face. You only know they will be 6. What do you mean ‘leaves’?
beautiful. 7. Are you serious?
K No way! 8. Oh, dear!
R Yeah, and that’s the beauty of it – the 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.
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 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 you’ve
experienced or seen. Use present tenses to model the
activity. For example, you might say: It all happened this
morning. I’m walking to work, sleepy as I can be, when I see
an old friend from university sitting in a café just before me…
I think ‘Wow… That guy! We went to uni together ten years
ago!’ And I’m there thinking, ‘What’s his name? Jean-Luc?
650443 _ 0025-0037.indd 37
1.5
Julio? I’m sure it starts with J… Is it Josh? 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)! It’s me, Gustavo! From university!’… Phew! I would’ve
never remembered his name – thank 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 Café Video p. 138
see TB Intro pp. 8-16
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 2
Unit overview: In unit 2, sts learn and practise 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 practise adjectives with the suffixes -able, -friendly and -efficient in the context of greener, more
sustainable lifestyles.

Function Language
Lesson 2.1

Reading / Doing a quiz on green actions. Leaving appliances on stand-by mode wastes energy.
Talking about how green people are. Do you have water-efficient taps 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 taps, refillable water bottles, solar heating,
polystyrene 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 pp. 14-15, such as bottled water, a
reusable cloth bag, an energy-efficient light bulb and a polystyrene cup.

Warm-up   Take out the realia you have brought to class, or Teacher  nergy-efficient light bulbs. Keiko.
E
objects already in the classroom, related to the words on pp. Keiko Photo 2, Miss.
14-15. Walk around the classroom, displaying or pointing to Teacher That’s it. OK. Household waste. Alwen.
objects one by one, and drill pronunciation without writing Alwen Household waste? That’s 5.
any words on the board. Have sts repeat after you, test their Teacher Right again. A reusable cloth bag. Er, Pierre.
memory and ask questions such as: Is bottled water expensive Pierre That’s photo 8.
in our city / country? What types of light bulbs do you use in Teacher Exactly. Now, photo 9. Everton.
your house? Do you carry your groceries in a reusable cloth Everton Er, photo 9. Appliances. Leaving appliances on
bag? How often do you drink your coffee in polystyrene cups? stand-by.
Teacher Yes. OK, Priscila. Photo 3.
Priscila That’s solar heating.
1 Vocabulary: Going green Teacher Solar heating, er… yes. OK, Eloisa. Photo 1.
Eloisa That’s bottled water.
A  Books open. Point to the photos and elicit any Teacher Bottled water. Bottled. OK, photo 4. Giovanni?
vocabulary sts already know. Draw sts’ attention to the Giovanni Fans, Miss.
first bold word in the quiz (appliances) and elicit the correct Teacher Yes. And the last one then. Polystyrene cups
photo. Have sts work in pairs to match the remaining bold must be …
words in the quiz to photos 1-9. Say: Now, we are going to All sts Photo 6.
listen to another teacher check this exercise with her students.
Play  2.1. Paircheck. Classcheck. Have sts repeat words appliances (9) (C)
after you as you check answers, or replay  2.1 and pause
reusable cloth bag (8) (C)
after the teacher says each word.
fans (4) (C)
Point to photo 1 and write on the board: a bottle of water tap (7) (C)
and bottled water. Raise sts’ awareness of the fact that
energy-efficient light bulbs (2) (C)
bottled water is a non-count noun and that a bottle of water
solar heating (3) (U)
is a count noun. Point to photo 2 and ask: What is it? Is it a
count noun?
bottled water (1) (U)
polystyrene 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:
 2.1 What’s this quiz about? Point to the Y, S and N symbols
Teacher L eaving the tap running. Frank? and say: Listen to the quiz, read and answer ‘yes’,
Frank Er, photo 7. ‘sometimes’, or ‘no’. Play  2.2 and allow sts to do the
quiz themselves.
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 2.1
Have sts match 1-3 to their definitions. Paircheck.
 2.2
Classcheck by writing the answers on the board. Then ask:
Oh, no! Not another green quiz.
Are there similar suffixes in (sts’ mother tongue)?
We all know what we should be doing, but how green have
you really gone? At the end, read World of English with the whole class and
1 Leaving appliances on stand-by mode wastes energy. ask whether sts have any questions.
Do you always unplug your computer or mobile phone
charger when not in use? 3
2 The British throw away about five billion soft drink 2
aluminium cans and bottles every year. Do you recycle
1
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 D  Read item 1 with sts. Elicit possible answers for item 2
cloth bag when you go shopping? and write the correct answer on the board. Invite sts to
4 Fans are about ten times more nature-friendly than air create green phrases for items 3-7, adding -able, -efficient or
conditioning. Do you use fans instead of AC? -friendly to the adjectives provided. Ensure that sts notice
5 Leaving the tap running when you brush your teeth twice singular / plural prompts and use the indefinite article
a day can waste almost 30 litres of water per day. when appropriate. Paircheck. Classcheck.
Do you turn the tap off while brushing your teeth?
Have sts swap partners. Refer them to the model dialogue
6 Energy-efficient light bulbs last up to ten times longer. Do
in the speech bubbles. Ask them to take turns asking and
you use energy-efficient light bulbs in your house or office?
answering questions about their homes, using phrases 1-7.
7 Solar heating can help you save as much as one-third of
Monitor sts’ work closely for accuracy and offer help as
your monthly power bill. Does your house or flat have a
necessary. Classcheck by having sts talk about their
solar heating system?
partners’ homes.
8 It takes more than 30 million barrels of oil a year to make
the plastic for the world’s bottled water. Do you use
Tip   For further practice, direct sts to Grammar on p. 119.
refillable bottles for water at home?
9 A polystyrene cup takes 500 years to decompose. Do you
use polystyrene cups at work or home? 2. a fuel-efficient vehicle
10 A typical American family produces 30% more household 3. e nvironment-friendly detergents (also possible:
waste than a typical Mexican family. Do you separate environmentally friendly)
organic and nonorganic household waste?
4. rechargeable batteries
5. energy-efficient appliances
Personal answers.
6. a reusable water bottle
Pair sts up and have them compare answers. Refer to 7. pet-friendly insecticides
Common Mistakes to help them talk about their green habits.
Ask: Who’s the greenest person in our class?

Read the Song line on the top of p. 15. Ask whether sts know 2 Pronunciation
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.
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
Song line:
and have the pairs write the words next to the correct
eal the world.
H phonetic symbol. Play  2.3 so sts can check their answers.
Make it a better place for you Classcheck and drill pronunciation for all words.
and for me and the entire human race.
Song: ‘Heal the World’  2.3
Singer: Michael Jackson (USA)
 ock, clock. Bottle, cloth, product, polystyrene.
S
Year: 1992
Nose, rose. Clothes, disposable, eco, programme, solar.

C  Drill the pronunciation of 1-3. Engage sts in choral and Sock, clock: bottle, cloth, product, polystyrene.
individual repetition.
Nose, rose: clothes, disposable, eco, programme, solar.
Write the highlighted suffixes, -able, -efficient and
-friendly, on the board and elicit or present more examples
Stronger classes   Direct sts to the pronunciation chart on
of adjectives with these suffixes, such as ‘a sustainable
p. 154 and have them practise saying word lists for sounds
project’, ‘an adorable creature’, ‘a memorable moment’,
/ɒ/ and /ǝʊ/. After completing the classcheck, ask sts
‘a cost-efficient journey’, ‘fuel-efficient planes’, ‘user-
to recite for the whole class some of the extra words they
friendly software’, ‘a dog-friendly hotel’ or ‘a child-
remember from the pronunciation chart.
friendly restaurant’.
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 2.1

B  Have sts work in pairs to come up with combinations of that sts should write a short advert for one of the products

the words in A that could make new product names, as in they came up with in B. Walk around the class and offer
the example ‘disposable clothes’. Monitor closely and offer help and feedback whenever possible. Classcheck by having
help whenever necessary. Classcheck by writing possible groups swap adverts or inviting volunteers to read their

Lesson 2.2
answers on the board. adverts to the class. Ask: Whose advert is the most convincing?

Possible answers: Personal answers.

Eco-product / programme / clothes / bottle / etc
Solar clock
Polystyrene product
Workbook p. 9
C  MAKE IT PERSONAL Read the example advert with sts. ID Online Portal
Grammar p. 118
Divide the class into small groups of three or four. Explain

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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 man’s 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 DVD’s 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: Let’s 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, AC 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.
It’s a documentary about a man who performed an
experiment: to have no impact on the environment for a year.
Cultural note   The speaker in  2.4 is American, so he uses
the word garbage, which would be rubbish in British English.
Americans also use the word trash.
B  Read sentence 1 with the group. Have sts read
World of English and elicit or provide more examples, such
as ‘I’ve got 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)
650443 _ 0038-0051.indd 41
2.2
Language
I started by cutting out…
I couldn’t possibly survive without my car.
I’ve 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 answers.
4 Reading
A  Focus on the blog and ask: What kind of website is
this? What’s Al talking about? Allow sts some time to skim
through the text and answer. Say: Al has watched Colin
Beaven’s film (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 Al’s 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 recognise me. ‘You look so… different’, he
said. ‘Have you been working out or something?’ Well, yes,
I’ve been working out like mad every day, but I guess it’s the
‘something’ that has made the difference. You see, I’ve been
trying to copy the idea I saw in a film called No Impact Man.
It’s about a chap 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 things like
that, he takes the whole thing to the next level: no TV, no
lifts, no public transport, 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, I’ve been walking to work at least twice
a week, taking the stairs, using recycled paper, and so on.
At home, we’re beginning to recycle, trying to unplug all
appliances, installing water-efficient taps – you name it. And
you know what? Clara and I have been feeling great lately.
But I think that’s really as far as I can go. I’d never be able
to give up TV, sell my precious car (which I’ve 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
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 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 taps’. But he believes
‘that’s really as far as [he] can go’. He says, ‘I’d never be
able to give up TV, sell my precious car (which I’ve 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 Al’s last question in A, ‘Can I make difference,
or am I wasting my time?’ Have sts read the model
sentences in the speech bubbles. Say: Now answer Al’s
question together. Ask sts to share their opinions in pairs
and then open the discussion to the whole class.
Personal answers.
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. ‘I’ve been working out like mad every day’ (line 3)
2. ‘I’ve been walking to work at least twice a week’ (lines
12-13)
3. ‘which I’ve 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 R  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 present perfect continuous example in the line.
42
650443 _ 0038-0051.indd 42
Song line:
S omeone told me long ago,
there’s a calm before the storm.
I know, it’s been coming for some time.
Song: ‘Have You Ever Seen the Rain?’
Band: Creedence Clearwater Revival (USA)
Year: 1971
1. S
 entences b and c emphasise 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: Suzanna’s
also seen the film 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 Suzanna’s new habits. Paircheck. Classcheck by
writing the answers on the board.
2. She used to buy conventional appliances, but she’s been
buying energy-efficient ones / appliances lately.
3. She used to use lots of disposable products, but she’s
been trying to avoid them for the past few months.
4. She used to use a / her car every day, but she’s 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 H ow 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
pronunciation – reduced forms of have / has, connected
speech and falling intonation, as practised in A.
22/12/15 17:40

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 Susan’s going out with Paulo. Can you believe that?
W Really? How long has she been going out with him?
M John’s 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?
Susan’s going out with Paulo. Can you believe that?
Really? How long has she been going out with him?
John’s 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?
650443 _ 0038-0051.indd 43
2.2
C  Have two volunteers read the model dialogue 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
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 2.3

Which is worse: flooding or drought?

Lesson Aims: Sts study and practise 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 practise the C6 O

 fficials 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 don’t usually sit next to. Point out the words C8 The UN has labelled the world’s 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 (neighbourhood / 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 present
there periods of droughts in our country? How severe are
habits, e.g. ‘Do you drive?’ or ‘Are you reading anything at the
they? How long do they last? Where’s our e-waste being
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.
because of global warming?
Classcheck 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 /ŋ/ and /k/.
NR = newsreader  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 there’s
no global warming. Have sts read the six sentences that
express opinions about global warming. Point to the
sentences and say: You’ll hear six scientists who totally
disagree with these opinions. Match each scientist’s 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.

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Argument B
This is like saying that forest fires have happened naturally
in the past, so any recent forest fires can’t be caused by
humans. It just doesn’t 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 world’s 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:
Y ou’ve been talking in your sleep,
things you never say to me.
Tell me that you’ve 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 emphasise that state verbs
(e.g., know) are not used in continuous tenses.
650443 _ 0038-0051.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 dialogue 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?
Question: Personal answers.
Workbook p. 11
ID Online Portal
Grammar p. 118
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 2.4

What’s the best advert you’ve seen recently?

Lesson Aims: Sts continue to practise the present perfect continuous in the context of advertisements. They also use and
compare past simple vs present perfect and present perfect continuous.

Function Language
Lesson 2.4

Reading adverts and inferring the meaning of new expressions. Our meditation retreat will help you deal with life’s ups and downs.
Listening to (dis)satisfied customers. I’m taking it back to the shop first thing tomorrow.
Retelling stories. The battery has died twice, but only because…
Role-playing interviews with dissatisfied customers. How long have you been learning Chinese online?
Interviewing a friend on different topics. No way! How long have you been collecting iPods?
Vocabulary: Retreat, up to, at least, life’s ups and downs.
Grammar: Past simple vs present perfect and present perfect continuous.
Before the lesson: W rite the following prompts on the board:
A … ever… travel by plane? B … ever… watch (name of a film)? C … eat Japanese food?
Where… fly to? Who… watch it with? Where… eat it?
When… go there? When… you watch it? When…?
… have fun? … like it? … like it?

Warm-up   Review ‘Have you ever…?’ and past simple Advert 2:

questions. Direct sts’ attention to the prompts on the board. 3. Not looking your best
Elicit questions from the prompts. Drill pronunciation.
Advert 3:
Divide the class into groups of three and have sts take turns
interviewing their group members using the questions on the 2. Need some time out
board. Sts may interview two people at the same time. Monitor 4. No mobile phones or tablets allowed
sts’ interviews closely for accuracy and correct any mistakes
on the spot. Classcheck answers and ask volunteers to share D  Read World of English with sts to explain the concept of
any experiences they found that they had in common with ellipses. After reading the examples in the box, ask: Is there
others in their group. such a thing in (sts’ mother tongue)? Do we also have ellipses
in our language?

Point to the adverts in A and ask sts to find examples of

10 Reading ellipses. Paircheck. Classcheck.

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 adverts 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. life’s ups and downs
4. at least
C  Point to the gaps in A and say: There are some phrases
missing in these adverts. Look at 1-5 in C and complete the
gaps. Paircheck. Classcheck.
Advert 1:
1. Tired of batteries that won’t last
5. Offer limited to one unit per customer
Advert 1:
(Are you) thinking of upgrading your phone?
(Are you) tired of batteries that won’t last?
(The) introductory price (is) £59.
(The) offer (is) limited to one unit per customer.
Advert 2:
(Are you) not looking your best?
No physical exercise (is) required.
All major credit cards (are) accepted.
Advert 3:
(Are you) feeling stressed out?
(Do you) need some time out?
No mobile 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
adverts 1-3 in A and say which products they’d most and
least like to try. Monitor sts’ discussions closely and take
notes for delayed correction. Classcheck and then tell
sts which one you’d most and least like to try yourself.
Provide sts with language feedback.
Personal answers.

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 2.4

F  Say: We’re going to listen to a conversation at a party. Z O h yeah?

People are talking about one of these adverts. (Point to A.) P I’ve been using it for about an hour, and the battery has
Play conversation 1 in  2.11 and then pause the track. Ask: died twice.
Which advert are they talking about? Z You’re joking! Talking, Facebooking, or what?
P Basically tweeting, plus a 20-minute conversation. To think I
Say: Now let’s listen to conversations 2 and 3 and match them to
threw away the old phone! I had my old Nokia for three years,
the correct adverts in A. Resume  2.11. Paircheck. Classcheck. 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  H = Hugo
Chicago… just meditating, relaxing and trying to find some
Z Hey Hugo, I tried to ring you, like, five times. Where have
peace of mind, you know?
you been?
T Wow! But where exactly did you go?
H Ah, Zach, sorry, mate. Not my fault. It’s 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?
H Yeah, but, er, I’m taking it back to the shop first thing
T And…?
tomorrow.
B I’m a brand new man.
Z Oh yeah? How come?
T No way!
Conversation 2 B Yeah. I’ve never been happier.
B = Bruce  T = Tom Conversation 3
T Still working for Orange? L = Lorna  B = Beth
B I left last month. B Well, er, my diet’s changed radically… like, I’m only eating
T Bruce! No! You loved that place. lettuce and seeds, oh, and nuts. Yeah, I adore nuts.
B Yeah. I worked there for over ten years. But, you see, L Sounds boring… How long have you been following this diet?
I... I just couldn’t handle the stress... B Well, let’s see... I started right after Christmas, so that
T I know what you mean, sure. So, er… Have you found a makes what…? Five months.
job yet? L Wow! I’m impressed! So… how much weight have you lost?
B Nope. B Are you ready for this? Two pounds!
T So, let me try a different question. Have you been looking L Oh, that’s nice!
for a job? B What do you mean ‘that’s nice’? Lorna, I’ve been eating
B No… You see, I spent the whole month away from bird food for five months and I’ve lost two pounds! Not two
Chicago… just meditating, relaxing and trying to find some stone. Two pounds!
peace of mind, you know? L Have you been working out too?
Conversation 3 B Well, I’m kind of starting next week… maybe.
L = Lorna  B = Beth
L How come you’re not eating anything, Beth? 1. dissatisfied  2. satisfied  3. dissatisfied
B I can’t, Lorna. I’m on Dr Maden’s 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, that’s 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, er, my diet’s changed radically… like, I’m 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
 2.12. Classcheck. Encourage sts to say why each customer
11 Grammar: Past simple vs present
was satisfied or dissatisfied.
perfect simple / continuous
A  Focus on the photos of Hugo, 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 gaps 1-6. Explain that sts will need
Z = Zach  H = Hugo
to complete the gaps using past simple, present perfect
H Yeah, but, er, I’m taking it back to the shop first thing
or present perfect continuous. Before they start, read
tomorrow.
Common Mistakes with the whole class. Sts should complete
Z Oh yeah? How come?
gaps 1-6 with the correct verb tense. Paircheck. Play  2.14
H Mate, the battery life’s ridiculous. so sts can check their answers.
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 2.4
 2.14
1 I’ve 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 couldn’t handle the
stress.
4 I went to a meditation retreat up in the mountains. I was
there for about a month, you know.
5 My diet’s changed radically.
6 I’ve been eating bird food for five months and I’ve lost two
pounds!
1. ’ve been using / has died  2. had  3. worked  play two interviews, with st A playing Raul and st B
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:
ell‚ I’ve been haunted in my sleep,
W interview each other on one of the topics from the box.
you’ve 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?
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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.
Lesson 2.5
C  Focus sts’ attention on the pop-ups. Say: This is Raul.
He’s been studying Chinese with this website. Does he look
happy? Point to Tomiko and say: This is Tomiko. Do you
think she’s happy with her pet alligator?
Assign new pairs and explain that sts are going to role-
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 mobile
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
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
22/12/15 17:40

Do you support any charities? /
Have you been feeling stressed lately?
Lesson Aims: Sts continue to practise 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!’, ‘What’s 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. I’ve been eating less recently. Repeat.
Sts I’ve been eating less recently.
T Work out more for the past two weeks. I’ve been working
out more for the past two weeks. Repeat.
Sts I’ve been working out more for the past two weeks.
T Walk to work – lately. I’ve been walking to work lately.
Repeat.
Sts I’ve been walking to work lately.
T Now you. Avoid sugar – for the past few months.
Sts I’ve been avoiding sugar for the past few months.
T Study English – for two years.
Sts I’ve been studying English for two years.
T Save money – since January.
Sts I’ve been saving money since January.
T Look for a job – for three months.
Sts I’ve been looking for a job for three months.
T She.
Sts She’s been looking for a job for three months.
T Since April.
Sts She’s 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 Practise English.
Sts How long have you been practising 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 table
to help them and ask questions such as: Where in the world
can we see giant pandas?
650443 _ 0038-0051.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 per cent of our mammal species are at risk.
‘Well done, Janet.’ ‘What’s the use of buying an electric car?’
I’ve been trying not to eat too much.
Tip   Drill animals’ names from the table and have sts play a quick
memory game. Pairs of sts should cover the table and test each
other, e.g., st A: ‘What’s this?’, st B: ‘That’s 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 table 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 table with the correct numbers.
(Point to the table 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 Pacific 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. Well done, Brazil, keep up the great work! It’s
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 sea mammal in extreme danger is the northern
right whale. Because of hunting, fewer than 500 of these
extraordinary creatures are still alive.
A similarly sad story is the Javanese rhino. People have been
killing this beautiful animal to make medicine for hundreds
49
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 2.5
of years – and 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! Let’s finally learn from this and try to
save what is left of our rich and varied wildlife – before it’s
too late. It’s 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 table. 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 they’re 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
We are living in the age of the sixth mass global extinction.
Experts warn that within the next 30 years, we’ll lose
one-fifth of the entire species on the planet. And if trends
continue, we’ll lose half our species in the next one
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
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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
people’s behaviour? Then, have sts read 1-5. Play 2.18.
Paircheck. Classcheck.
Ask: Do you agree? Why or why not?
 2.18 Notice /f/, /v/ and /b/.
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 behaviour? Showing the loss of animals in
faraway places may pull a few heartstrings – even attract
donations. But does it really change our behaviour? 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, we’re beginning to see
that public awareness does lead to change, where people
can see the benefits from making their own contribution. It’s
not the depressing accounts of the wildlife we are losing that
moves us. It’s awe and wonder, enhanced by understanding,
that can inspire us to take action. It’s love, not loss.
2, 5
B  Read World of English with sts and have them practise
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 /ǝ/, ‘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 /w/ and /l/.
P = Phil  L = Laura
P … threatened species. Anyway, so Claire and I went on
the Internet, accessed the WWF website, and we adopted
a whale.
L Phil, why would you want to adopt a whale?
P Well, we paid 50 quid and they…
L Oh Phil! Seriously. What is the point of spending money on
an animal you will never see? Life’s too short. Live a little.
P Honestly, Laura, don’t you think…
22/12/15 17:40

2 Notice /ʊ/ and /ʌ/.
B = Brenda  M = Mike
B … so, anyway, guess what. I’ve just created this brand-
new blog to try to raise public awareness and I’ve been
getting a lot of hits…
M Oh yeah? Let’s have a look. Hmm… Wow, Brenda, you’ve
put a huge effort into this. It looks really good. Keep up
the good work.
B Thanks a lot! Yeah, I’m really pleased with it. I know it
isn’t much, but I need to follow my heart. The gorillas’
lives are on the line here. And you know what…
3 Notice the connecting /w/.
M = man
M1 … and that’s why, as I told you, we need to attract as
many donations as we can.
M2 Erm… And how exactly are you planning to do that?
M1 Well, I don’t know. I’ve been thinking of going door to door.
M2 Door to door! Wow, you are determined! Good for you.
Don’t 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, don’t tell me it’s that new electric car you’ve
been going on and on about.
M Yep. Bought it this morning. Wanna go for a ride?
W Honey, what’s the use of buying that when you know
nothing’s gonna change? Look around you! This must be
the only electric car in the neighbourhood.
5 Notice /ʃ/ and /s/.
J = Janet  C = Carol
J … so, since then, no more plastic bags. Ever. I’ve been
using my own reusable bags whenever I go shopping.
C Every time? Well done, 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. Janet gave up plastic bags / has been using her own
reusable bags.
Cultural note   ‘Quid’ is slang for British Pounds Sterling. So
instead of saying ‘I’ve got ten pounds’, you might say ‘I’ve got
ten quid’ in informal situations. American English has a similar
term for US Dollars: ‘bucks’.
D  Tell sts they are going to listen to the conversations
again. Say: You heard people talking to friends about their ideas
650443 _ 0038-0051.indd 51
2.5
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
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 table. Play  2.20 again so sts can listen
and complete the table. 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
Well done 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 favourites.
Classcheck by having sts talk about their partners’ views.
Ask: Which one is most inspiring for (partner’s 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 Café Video p. 139
51
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 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 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-dialogues
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.
pp. 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 threes, 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
pp. 14-15 turns pointing to photos
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
photos 1-9.
Have sts cover the table
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
650443 _ 0052-0055.indd 52
Review 1
Units 1-2
Mini-dialogues /
Suggested language
St A: (points to picture 1)
St B: Be attracted to
someone. (points to
picture 2)
St A: Get on well with
someone. (points to
picture…)
St A: First, she was
attracted to the guy.
St B: In this picture, they
are getting on 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
I’m ready to go… but
when I open the door, I
see this huge mouse…
St B: Hang on a sec, you
mean a real mouse?!
St C: Are you serious?
St A: (points to photo 1)
What’s this?
St B: It’s bottled water.
(points to photo 2)
What’s this?
St A: It’s an energy-
efficient light bulb.
(points to photo…)
St A: What’s photo 1?
St B: Floods. What’s
photo 5?
St A: Global warming.
St A: (points to photo)
What do you call this
animal?
St B: Golden lion tamarin.
What about this one?
St A: That’s 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 /iː/
St A: That’s 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 on (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:
reusable cloth bag
solar heating
rechargeable batteries
energy-efficient light bulbs
energy-efficient appliances
water-efficient taps
environment-friendly detergents
reusable water bottles
pet-friendly insecticides
fuel-efficient vehicles
9 environmental problems:
droughts
floods
dumping of e-waste
rising sea levels
global warming
poaching
deforestation
threatened species
fossil fuels
22/12/15 17:43
 R1
7 endangered animals: 4. I don’t get along well with people who are too arrogant.
giant panda 5. If my partner cheated on me, I wouldn’t 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, they’d
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
/iː/ beat, achieve common. Classcheck.
/ɪ/ ability, abolish, academic
/ʊ/ brook, crook Personal answers.
/uː/ zoo, zoom, fool
/e/ Kenya, Netherlands D  Direct sts to look at the phrasal verbs in 3D on p. 7.
/ə/ abbreviation, across Have them work in pairs, with each student miming three
/Зː/ burn, heard different phrasal verbs for his / her partner to guess.
/ɔː/ aboard, according, crawl Classcheck.
/æ/ abnormal, abstract
Personal answers.
/Λ/ butter, button, bucket
/ɒ/ 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  R1.1 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
 R1.1 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  R1.2 and have sts check the
3 How much money do you spend on shoes in a year? meaning of each combination. Classcheck and ask: Do you
4 Do you get very jealous of your partner if they spend time agree with the results?
with other people?
5 Are you afraid of having a serious relationship with  R1.2
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
let’s find out what this means. Ready? The first combination
is how you see yourself. Your self-image – OK? The second
1. to (talk), about (politics)
combination is how other people see you. Yeah, that’s what they
2. at (cooking), on (a barbecue) think of you. And, wait for it, the third combination is the truth,
3. on (shoes), in (a year) it’s how you really are. That’s 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 complete the gaps 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 park to hang out with my friends after work. 3. has been raining
3. I’m usually attracted to people who have a good sense 4. have never seen
of humour. 5. has been

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 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
brackets. Have sts work in pairs to correct sentences 2-10.
Whenever sts are uncertain, encourage them to flip back
through pp. 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 film, but Paulo
doesn’t agree.
6. She doesn’t often eat meat, but she liked my
barbecue.
7. Don’t 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 metres 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 paragraph’s 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 Al’s 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 photos and tell
them that they are going to listen to some facts about each
one. Explain that sts should listen and write the numbers
they hear in the corresponding white circles below each
photo. Play  R1.3. Paircheck. Replay  R1.3 and classcheck
by writing the answers on the board.
54
650443 _ 0052-0055.indd 54
 R1.3
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 $1.25 a
day. The United Nations hopes to end extreme poverty by the
year 2030. Let’s hope they can!
Fact three: Edison Pena is one of the 33 miners who were
stuck in a Chilean mine for 69 days in 2010. Edison ran 6
miles a day when he was in the mine and one month after
escaping he ran the 42-kilometre New York marathon in just 5
hours and 40 minutes.
1. 8, 12, 100 million
2. 1990, 43(%), 2010, 21(%), ($)1.25, 2030
3. 1, 33, 69, 2010, 6, 1, 42, 5, 40
C  Tell sts not to focus on the dialogues 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  R1.4 so sts can
check their questions and complete the gaps with the
emphatic words they hear. Classcheck.
 R1.4
M = man  W = woman
1 M1 Have you got any nicknames?
M2 Not really, no. Although my brother calls me ‘big ears’.
Oh, it does annoy me!
M1 Aw! That’s mean! They used to call me ‘potato’ at
school, but I’ve got absolutely no idea why.
2 W1 What’s the first thing you notice when meeting
someone new?
W2 Oh, I’m definitely a shoe person. I always notice if
people have dirty shoes.
W1 Me, I don’t notice clothes, but I do notice teeth. If
they’ve got something in their teeth… yuk!
3 W Are you more often optimistic or pessimistic?
M Oh, I don’t know. I guess I’m about fifty-fifty.
W No, you always seem so laid-back and happy. I think
you’re 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 certainly
are important.
1. does, absolutely
2. What’s 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, certainly
22/12/15 17:43

D  Have sts swap partners and work in their new pairs
to act out dialogues 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  R1.4 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.
650443 _ 0052-0055.indd 55
R1
H  MAKE IT PERSONAL Question time! Tell sts that they
are going to hear 12 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. Emphasise
that sts do not need to write the questions down – only
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 pp. 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?
 R1.5
Do you know all your classmates?
How did your parents meet?
How many Facebook friends have you got?
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?
What’s the best advert you’ve seen recently?
Do you support any charities?
Have you been feeling stressed lately?
Personal answers.
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 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 practise adjectives and expressions to describe places.

Function Language
Lesson 3.1

Reading about famous cities. You’re in the heart of the city.

Identifying different text types. In a cybercafe, waiting for the rain to stop.
Describing cities you’d like to visit. Well, I’d really like to visit Sydney.
Using alliteration to memorise words. Ancient, Asian, skyscraper.
Vocabulary: Landmark, skyline, smog, slums, square, upmarket, tourist spots, harbour. Expressions: ‘It’s the place to go’, ‘find
my way around’, ‘in the heart of’.
Grammar: Review such, so, prepositions of place, some and any.

Warm-up   Have sts look back through pp. 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  harbour – D  slums – G 
performance and take notes of any mistakes for delayed
fashionable neighbourhood – A  skyline – E  smog – F
correction. Classcheck.

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

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.
is this? Is it an email? 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? What’s the name of (4) A guide talking to tourists.
the band? Is that your idea of a ‘paradise city’?
(3) A holiday blog post.
Song line: (1) Friends playing a guessing game.
Not used: Introduction to a guidebook.
T ake 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 ‘He’s 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 pp. 26-27 and the city names on the in the texts in A. Model the activity. Ask: Which phrase
board. Ask: Do you recognise any of your favourite cities in means ‘in the most important place’? Instruct sts to copy
the 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 in 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.
it’s the place to go
Then, classcheck sts’ guesses, but don’t tell them the
answers just yet. upmarket

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D  Have sts look at photos a-g again. Say: I’m going to
describe a photo, and then you’re 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 they’re 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: Has it got the /eɪ/ sound?
Then, point to the word fashionable and ask: How about
‘fashionable’? Has it got the sound /eɪ/?
Explain that sts should cross out words in the box which
do not have the sound /eɪ/. Paircheck. Play  3.3 so sts can
check their answers. Pause after each word if necessary.
650443 _ 0056-0067.indd 57
3.1
 3.3
/eɪ/ train, plane. Asian, chaotic, dangerous, skyscraper,
stadium, sunbathe, volcanoes.
/æ/ 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 sentence using 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 they’d 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 they’d like to visit one of the cities
they chose.
Workbook p. 14
ID Online Portal
Grammar p. 120
57
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 3.2

Was your weekend as fun as you‘d hoped?

Lesson Aims: Sts learn and practise 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

Doing a quiz and watching a video about a different culture. It’s usual for people to shake hands and bow slightly.
Reading tweets about a visit to Hong Kong. He hadn’t told me about bowing!
Reading about an exchange student in London. By the time my stay was over, I’d learned my way around the city.
Delivering a one-minute monologue about a place you’ve Last year, I went to this amazing place, you know? I’d never
visited. 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
upmarket harbour in the heart of (the city)
slums landmark tourist spots
skyline It’s the place to go.

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

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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 Rita’s tweets. Say: She’s
in Hong Kong for the first time. Ask them to read the rubrics
and find out why she’s 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 hadn’t told me  she’d made  I’d never seen anyone do that
I’d left on the table  I’d said sorry
B  Do task 1 with the whole class. Point to and read the
sentence ‘Hue’s mom gave me a gift that she’d made.’ and
ask: What happened first? Have sts tick the correct 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.   Now
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
hadn’t 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 ‘I’d never visited Hong Kong before’ vs ‘I’d 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.
650443 _ 0056-0067.indd 59
3.2
Song line:
I knew you were trouble
when you walked in,
so shame on me now.
Flew me to places I’d 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 Rita’s
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, it’s possible to find the same verb twice, as
in, for example, ‘I had had too much to eat’.
had / ’d been  had / ’d read  hadn’t 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 Bruno’s
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 R  box with the
whole class.
1. thought  2. ’d got  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 monologue’. Ask sts to prepare a
one-minute monologue. 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
their monologue. 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
monologue, ask st B to wait until the end of the monologue
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 monologues and ask the whole
group to guess the mystery places.
Personal answers.
Workbook p. 15
ID Online Portal
Grammar p. 120
59
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 3.3

Does the traffic drive you mad?

Lesson Aims: Sts learn and practise the contrast conjunctions although and though in the context of urban problems in New York
City and in sts’ own city.

Function Language
Lesson 3.3

Reading and talking about urban problems. People honk all the time…
I think the worst problem by far is all the thieves.
Contrasting ideas. Although I love this city, I can’t stand the crime.
Listening to people talk about problems in their hometowns. I don’t mind the pollution. I think I’m used to it.
Surveying people about how they feel about urban problems. Does the traffic drive you mad?
Vocabulary: Urban problems: roadworks, thieves, litter, queues, finding a parking space, going through red lights, potholes,
security checks, traffic jams. Expressions: ‘It drives me mad’, ‘I can’t stand…’, ‘I don’t mind…’, ‘It doesn’t 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 couldn’t get a cheap hotel room because…
She’d 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: What’s 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: What’s she
doing? If sts don’t know the word honking, write or say: She’s
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:
What’s happening? What do we call this man? Elicit or say:
He’s 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. roadworks – e
2. thieves – f
3. litter – d
4. security checks – i
5. potholes – a
6. stuck in traffic jams – h
7. go through red lights – g
8. parking space – j
9. honk – c
10. queues – b
60
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:
I t’s 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 complete the gaps with sentences 1-10 from
4A. Tell sts to complete the gaps with the numbers only.
Paircheck. Play  3.6 so sts can check their answers.
Classcheck.

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9 and 7
6 and 8
2
4  3.7 Notice /l/, /r/ and /h/.
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 got 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: What’s your opinion about the impression of these
writers? How do they feel about living in New York City? 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 mad, 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 can’t stand the crime.’
This sentence contrasts the person’s 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 rubbish everywhere.
E  MAKE IT PERSONAL Tell sts to complete 1-4 using their
imagination. Refer them to the model dialogue in the
speech bubbles. When they have finished, ask them to work
with new partners to share and compare ideas. Classcheck
by having sts talk about their partners’ sentences.
Personal answers.
6 Listening
A  Tell sts that they are going to listen to three
international students talking about their hometowns.
Point to the table and ask sts to pay attention to where the
650443 _ 0056-0067.indd 61
3.3
international students are from and what problems they
mention. Play  3.7. Paircheck. Replay  3.7 if necessary.
Classcheck by writing the answers on the board.
T = teacher  R = Raul  To = Tomiko  A = Andre
T Wow! Raul, how about you? Where are you from?
R I’m from Lima.
To Oh, I have been there!
T And how do you like living there?
R Well… it’s a huge city, you know… The traffic jams drive
me mad.
T Well, London has them too, you know… Get ready!
R But I don’t need to drive here, so… you know...
T Lucky you. And… is Lima a very polluted city?
R Oh, yes! But… I don’t mind the pollution. I think I’m used
to it. But the traffic jams… they make me want to scream.
T I see… Tomiko, traffic’s a big problem in Tokyo too, I
imagine.
To Yes, but I’m not from Tokyo. I’m 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… how do you say that? They, er… 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… I’m OK with the noise. But
I can’t stand the long queues. They are too much... ah, too
many people and everywhere you go. You always have to
wait for everything.
T Yes, it is annoying, isn’t it? And Andre, how about
Barcelona?
A Well, Barcelona… It’s… er…
T Yes?
A It’s a beautiful city… But… er... it’s full of tourists and
where there are tourists, there are thieves.
T Oh, come on!
A It’s true. The thieves make me so angry. I can’t stand the
crime. But I find the tourists really annoying too. They
throw paper everywhere…
T You mean there’s a lot of litter in the streets?
A Mmm-hmm. But my neighbourhood is really clean, so…
the litter – is that the word?
T Yes.
A The litter doesn’t really bother me.
T Right. OK. Guilherme, how about you…
Raul Lima a. traffic jams  b. pollution
Tomiko Osaka a. honking  b. queues
Andre Barcelona a. thieves  b. litter
B  Play  3.7 again and have sts draw sad (frowning) or
‘don’t-mind’ (straight-mouthed) faces next to problems in A,
according to how annoying each speaker describes it to be.
Paircheck. Classcheck.
Raul  a. traffic jams   b. pollution 
Tomiko  a. honking   b. queues 
Andre  a. thieves   b. litter 
61
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 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 mad? 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. doesn’t
sts’ answers.

Lesson 3.4
 3.8 E  MAKE IT PERSONAL Create a class survey. Have
1 The traffic jams drive me mad. sts individually prepare three questions about urban
problems. Ask them to use vocabulary from this lesson and
2 I don’t mind the pollution.
expressions from C. Draw their attention to the prompts in
3 I’m OK with the noise.
the speech bubbles, which they can use as a model.
4 I can’t stand the crime.
5 I find the tourists really annoying. Walk around the classroom, monitoring sts’ work and
6 The litter doesn’t really bother me. offering help as needed. Then, ask sts to stand up and
mingle, interviewing as many classmates as possible with
the questions they prepared. Monitor and take notes for
1. drive delayed correction.
2. mind
Classcheck by asking sts what kinds of answers were most
3. ’m common for each of the questions they asked. Provide sts
4. stand with feedback on their performance and language use.
5. find
Personal answers.
6. bother
Not used: stand

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.

62

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Have you ever missed any important dates?
Lesson Aims: Sts learn and practise 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?’, ‘You’re joking!’, ‘No wonder!’.
Grammar: Past perfect continuous.
Before the lesson: Write the following prompts on the board:
1. in this city drives me mad. 4. What annoys me the most is
2. I can’t stand people who  . 5. I find
3. doesn’t 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 don’t
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: What’s his name?
What’s 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. What’s wrong?
J Yeah, well, last Thursday I had a job interview – the third in
a week.
R You poor thing!
J You see, I’d 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 what – there was a
massive, massive traffic jam on the main avenue.
R Oh, no!
J Yep, but, you know, I wasn’t too worried, since I’d 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, doesn’t it?
650443 _ 0056-0067.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, they’d been playing for well
over an hour.
… I was going to the airport. We’d been away for two weeks…
 .
a bit annoying.
is  .
J W ell, that’s 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 You’re joking! Argh! And how did it turn out?
J Surprise, surprise… I didn’t get the job I’d been dreaming
of since school! Darn it!
R Well, I’m sure something better will come along… and next
time be sure to hire a helicopter on the day of the interview.
J Ha, ha, very funny.
Story 2
S = Sandra  E = Ethan
S … But I still haven’t found what I’m looking for.
E I didn’t know you liked U2.
S Oh, I’m a huge fan. I’m crazy about Bono.
E Really? Have you ever seen them live?
S Yep. Well, sort of.
E Eh? What do you mean?
S Well, when I heard they were coming to São Paulo, I bought
two tickets straight away. Incredibly expensive, but I didn’t
care. Anyway, I spent the next two months anxiously waiting
for the big day – the day I’d been waiting for since I was
sixteen.
E Wow!
S On the day of the show, my friend and I left work two hours
earlier – you know, just in case – and took a taxi.
E OK, go on...
S Well, after an hour we realised 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 mad, but there
was nothing we could do – even the bus lanes were
jammed. You see, it’d been raining nonstop, which kind of
explains all the chaos.
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 3.4

E S o what happened in the end? 1. ’d been trying

S Well, we abandoned the taxi, ran like mad and, by the time 2. ’d woken up
we finally got to the stadium, they’d been playing for well 3. ’d gone through
over an hour. Thank God the security guards let us in. 4. ’d been dreaming of
E So you only caught – what – the last ten minutes of the 5. ’d been waiting for
show? 6. ’d / moved

Lesson 3.5
S Only the last six songs! But that was the best half hour of 7. ’d been raining nonstop
my life. I swear.

C  Have sts study World of English on their own. Then, ask

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 jam – a bus had gone
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 couldn’t 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.
them to form new pairs. Point to the pictures in 7A and
explain that sts will retell both stories in pairs, using a
variety of past tenses. Before sts start, refer them to the
model in the speech bubbles.
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.

B  Have sts work in pairs to decide whether sentences 1-4 E  MAKE IT PERSONAL Ask: Have you ever missed anything
are true (T) or false (F). Play  3.9 again so sts can check
important because of traffic? Ask each student to write
their answers. Classcheck. down notes about the story with the aid of questions 1-5.

1. T  2. F  3. F  4. T Divide the class into small groups and have them share
stories and respond / listen actively to other group
members’ stories using expressions from 7C. Go over
C  Ask sts to go to AS  3.9 on p. 159 and copy the underlined Common Mistakes before sts begin. Classcheck. Ask: Which
expressions next to their meanings in the table. Paircheck.
was the saddest story? Which was the funniest?
Classcheck.
Finish the lesson with the Song line on the top of p. 33. Ask
2. You poor thing! whether sts know the song or the singer who recorded it.
3. No wonder. Ask: Do you agree with these words?

4. ... how did it turn out? Song line:

5. You’re joking!
Y ou only get one shot,
do not miss your chance to blow.
This opportunity comes once in a lifetime, yo.
8 Grammar: Past perfect continuous Song: ‘Lose Yourself’

A  Go over the Grammar box with sts and have them Singer: Eminem (USA)
Year: 2002
f
answer questions a and b on their own. Paircheck.
Classcheck.
Personal answers.
a. Yes.  b. No.

B  Ask sts to complete the gaps in items 1-7 with the verbs
Workbook p. 17
from the box. Ask them to use the past perfect or the past
ID Online Portal
perfect continuous where appropriate. Remind them to
Grammar p. 120
use contracted forms. Paircheck. Classcheck by writing the
Writing Bank p. 149
answers on the board.

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How many pets have you owned? /
When did you last break a rule?
Lesson Aims: Sts use language involving rules and regulations and practise narrative tenses by talking about a rule they’ve broken.
Function
Lesson 3.5
Understanding rules and regulations.
Listening to people explain and question rules.
Reading confessions.
Confessing rules you’ve broken.
Vocabulary: Refrain from, clean up after, tow away, fasten, lifeguard, trespasser, under surveillance, on duty, at owner’s 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
partner’s 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 shop.
M Don’t even think about parking here. Unauthorised
vehicles will be towed away at the owner’s expense.
b M1 Hey! You can’t come in here, this is private property!
Get him, Samson!
M2 Ahhhh!
M3 Trespassers will be prosecuted. If the dogs don’t 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.
650443 _ 0056-0067.indd 65
3.5
Language
Please fasten seat belt while seated.
I’m afraid you can’t 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 owners! Please clean 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 mobile 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 lead.
j M Drink or smoke here and you will end up in jail!
a. Don’t even think about parking here! Unauthorised
vehicles will be towed away at owner’s expense.
b. Trespassers will be prosecuted (if the dogs don’t get you first).
c. Smile! This building is under 24hr surveillance.
d. Attention dog owners! Please clean up after your dog.
Thank you. Attention dogs! Grrrr woof. Good dog.
e. Swim at your own risk – the sharks will be delighted! By
the way, no lifeguards on duty here.
f. In order to maintain a relaxing environment, please refrain
from mobile 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 lead.
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
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 3.5
Verbs:
Refrain from = avoid
Clean up after = tidy someone’s mess
Tow away = remove someone’s 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 owner’s expense = whoever owns it will pay the costs
At your own risk = although you know it’s dangerous
C  Ask sts to look at B and choose two words or phrases
they wouldn’t expect to see written in (1) a cybercafe, (2) a
hospital, (3) their favourite 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… er… Meditation 102 is about to begin.
B Yeah, I know. I’m in that group. Can’t wait!
A Well, you see, we like to keep the school as quiet as
possible, so… er… I was wondering… could you continue
your conversation outside?
B Oh, I’m sorry. Was I speaking too loud?
A I’m afraid so.
B I’m sorry. I didn’t realise that. Julie, gotta go, I’ll 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 Er… I’m afraid you can’t park here.
D What do you mean I can’t park here? Says who?
C Just look at the sign over there.
D Oh, come on. Be reasonable. The car park’s nearly
66
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e mpty and I… and I just need to cash a cheque at the
bank. Can I park here for just ten minutes?
C I’m afraid not.
D But I’m starving. I can bring you a muffin on my way back;
how about that?
C I’m sorry, miss. Our parking area’s for patrons only. There’s
another car park just over the road 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’? Can’t you see I’m
going for my morning run?
E I’m afraid this is private property sir. You can’t go beyond
this point.
F Since when?
E Since yesterday. Mr Polachek just bought this whole area.
You see the gate?
F Well, I’ve been jogging here since 1999, so this is my area
too. They can’t just close it off like that.
E Sir, I’m afraid I’m going to have to ask you to step back.
Conversation 4
G Hmm… excuse me.
H Yes?
G I was er… I was walking right behind you and I saw… Well,
there’s a little something you might have forgotten to do.
H What do you mean?
G Well, ask your dog.
H What? Oh… Oh! I’m sorry. Did I forget to clean up after Alfred?
G I’m afraid so.
H Whoops! Sorry again. How embarrassing. Well, thanks for
the heads up.
G No problem. Bye!
H By the way, I’m Bruce. Your face looks familiar. Do you…
1. In order to maintain a relaxing environment, please refrain
from mobile phone use.
2. Don’t even think about parking here. Unauthorised
vehicles will be towed away at owner’s expense. 
3. Trespassers will be prosecuted (if the dogs don’t get you first).
4. Attention dog owners! Please clean up after your dog.
Thank you. Attention dogs! Grrrr woof. Good dog.
B  Ask sts: Which speakers don’t accept the regulations
easily? Replay  3.12. Classcheck.
2, 3
C  Elicit answers for sentence 1. Then, have sts complete
the gaps 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 I’m afraid you can’t park here.
2 I’m sorry. I didn’t realise that.
3 Whoops! Sorry again.
4 What do you mean I can’t park here? Says who?
5 Oh, come on! Be reasonable!
6 I’m afraid so.
7 I’m afraid not.
22/12/15 17:43
 3.5

1. afraid / can’t as many situations and signs as they can. Monitor pairs
closely and offer help whenever needed.
2. realise
3. Whoops 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
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?
F  MAKE IT PERSONAL Divide the class into small groups
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 Workbook p. 18

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

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 4.1
4
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
university life, career choices and regrets. Sts also learn and practise 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 practising pronunciation patterns.
Talking about school subjects.
Reading about Finland’s 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 marks’, ‘get kicked out of class’.
Grammar: Verb + noun collocations.
Warm-up   Have sts review pp. 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, 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, contraction, action, pollution
-ic – traffic, music, chaotic, public
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Language
Expression, conclusion, passion.
I used to hate maths ’cos the teacher couldn’t explain it to us.
… and 60% of its 5 million population are university graduates.
Students usually behave well there, but in my school they didn’t.
It’d be a nice modern building.
B  Point to the weekly lesson timetable and elicit
pronunciation of a few of the school subjects. Have
sts swap partners. Then, ask pairs to practise saying
all the school subjects in the timetable. 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 timetable. 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? What’s 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 you’re 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 complete the gaps
correctly. Ask the class: Were you surprised by this information?
Sweden
60
5
Finland
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D  Ask: Why might Finland’s education system be so good?
Have two sts read the model dialogue 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)  timetable (5)  report (8)  fail a test (6)  Personal answers.
one-on-one tutoring (7)
2 Vocabulary: School life
A  Model the activity. Ask: Do you ‘do’, ‘get’, ‘make’,
or ‘take’ an exam or tests? (take). Have sts tick the
corresponding verb in the table. Tell them to work
individually to tick 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.
650443 _ 0068-0080.indd 69
4.1
do get make take
 an exam / tests
 a low / high mark
 homework
 kicked out of class
 mistakes
 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 country’s education 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.
C  MAKE IT PERSONAL Ask the class: What’s 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
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 4.2
What’s the ideal age to start university?
Lesson Aims: Sts practise too and enough in the context of school systems. They also learn vocabulary related to higher education.
Function
Lesson 4.2
Listening to students describe British education system.
Debating school systems.
Reading a website about choosing a career.
Talking about career choices.
Vocabulary: Placement, scholarship. Expressions related to university life: ‘drop out of (university)’, ‘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 got into trouble because of a low mark?
Warm-up   Point out the questions you wrote on the board
(see Before the lesson). Pair sts up and have them ask and
answer the questions. Ask sts to find three things they have in
common with their partners. Classcheck.
3 Grammar: Too and enough
A  Books closed. Ask: What do you remember about the
Finnish education system? Have as many sts as possible
participate, saying what they remember from the previous
lesson. Ask: What about education in the UK? Is it good?
Would you consider studying at a British university?
Books open. Point to the photo and tell sts that they are
going to listen to four students talking about the British
education system. Say: Decide if what you hear is mostly
positive or negative. Play  4.3. Classcheck.
 4.3
G = girl  B = boy
G1 There’s so much pressure on me to do well in my exams. I had
a kind of breakdown earlier this year and was off school sick
for ages. Some of my friends are being treated for depression
and anxiety. We’re all caught up in it. It’s just extreme.
B1 Yeah, because the thing is, if your results aren’t good
enough, you won’t get into the university you want to go
to. Then you can’t get the job you want. You will be poor.
So you end up dedicating your whole life to getting good
marks. It’s impossible.
G2 And it’s not just about the results, either! You have to do
languages, you have to be involved in the arts, you have to
do sport and show that you are a well-rounded team-player
who can set goals and multitask. Every day after school I’ve
got choir practice or netball practice or a match or ballet
lessons or singing lessons... Plus homework on top of that,
sometimes three or four hours a night! I’m exhausted.
B2 Right! I can’t even remember the last time I had fun.
G2 Fun – what’s that?
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Language
If your results aren’t good enough, you won’t get into the
university you want to go to.
I think schools should make us feel unique, as we all learn in
different ways.
All my friends will do a summer placement, so that’s what I’ll do.
I’d study gastronomy at the Sorbonne.
Have you ever been kicked out of a lesson?
Are your kids doing well at school?
Who was your favourite teacher? Which subject did he / she teach?
B2 Every day I wake up dreading school. My parents have got
super high expectations of me to do well, succeed, get into
medical school. They don’t even care what I want. I can’t
cope with the stress.
mostly negative
B  Replay  4.3 and ask sts to notice and tick the four
problems mentioned. Paircheck. Classcheck.
The UK My school
Too much homework. 
Too much pressure to get into a good 
university.
Overcrowded classrooms.
Badly paid and demotivated teachers.
Too much emphasis on tests and marks. 
Too many extracurricular activities. 
Discipline problems.
Not enough careers advice.
C  Re-read the phrases in the table in B and go over
the Grammar box with sts. Then, ask sts to read
Common Mistakes and match sentences 1-9 to the rules in
the box. Paircheck. Classcheck.
Tip   Remind sts that too means ‘also’ at the end of sentences,
as in sentence 6.
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 lesson / The lesson was too hard. I didn’t
understand anything. (rule 2)
4. There was not enough time for relaxing. (rule 3)
5. I have a lot of / many friends at school. It’s great fun. (rule 1)
6. My teacher is very helpful. She’s really friendly too. (rule 1)
7. This is difficult homework. / This homework is too
difficult. I can’t do it. (rule 2)
22/12/15 17:45

8. This exercise was very easy. It wasn’t challenging enough
for me. (rule 3)
9. I gave up Chinese because it was too difficult. (rule 2)
D  MAKE IT PERSONAL Point to the second column in the
chart in B. Ask sts to work individually to tick phrases that
are true according to their school experiences. Have sts
read the model comments in the speech bubbles before
they begin. After they have finished, pair sts and have
them share facts about their schools. Classcheck. At the
end, ask: Did you find any similarities or big differences?
Personal answers.
E  MAKE IT PERSONAL Have sts swap partners. Ask the
new pairs to discuss questions 1-5 on the topic of education.
Monitor closely and offer help as necessary. At the end, open
the debate to the whole class and have sts share their ideas.
Encourage them to agree or disagree and to justify their views.
Personal answers.
4 Vocabulary: University life
A  Focus on the words in bold and phrases in B. Have sts
match them to the correct definitions. Paircheck. Classcheck.
1. placement  2. start over  3. scholarship  4. get into  2. get into  3. placement  4. dropped out of  5. start over
5. degree  6. drop out of
Play  4.4 for sts to listen as they read World of English .
Drill pronunciation for all words in bold in the box, and
elicit more examples of nouns and adjectives ending
in -ate but pronounced as /ət/, such as chocolate,
(il)literate, approximate, as opposed to verbs ending in -ate
and pronounced as /eɪt/, such as consolidate, approximate,
participate, illustrate.
650443 _ 0068-0080.indd 71
4.2
B  Ask: Do you think it’s 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:
I t’ll be just like starting over,
starting over.
Song: ‘(Just Like) Starting Over’
Singer: John Lennon (UK)
Year: 1980
Read the website’s title and introduction with sts. Draw
their attention to classic mistakes and typical examples
listed on the website. Sts read the text and match the two
columns. Paircheck. Play  4.5 to classcheck.
4 5 2 1 3 6
At the end, read the cartoon on p. 39 and ask: Have you or
anyone you know made these mistakes?
C  MAKE IT PERSONAL Read sentence 1 with sts. Ask sts to
use the words and phrases from A to complete sentences
2-5. Paircheck. Classcheck.
Go over Common Mistakes with the whole class. Then, have
pairs of sts take turns asking and answering questions 1-5.
Classcheck by getting sts to report their partners’ answers.
Workbook p. 20
ID Online Portal
Grammar p. 122
71
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 4.3

What do you regret not having done?

Lesson Aims: Sts learn and practise should(n’t) + 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 should’ve studied music instead of engineering.
Talking about regrets. I shouldn’t have missed so many classes.
I shouldn’t have told my boss she looked like a giraffe.
Vocabulary: Differences between British and American English: college vs university, center vs centre, neighbor vs neighbour,
meter vs metre, graduate.
Grammar: Should(n’t) + have + participle.
Before the lesson: Prepare a list of 20 to 25 irregular verbs of your choice from pp. 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 C W ell, you’re 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. I’m way too old now. I should’ve 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 C Well, I disagree.
pp. 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. C = careers adviser  Z = Zoe
C … so, Zoe, you’re at university at the moment, is that
correct?
Z Mmm-hmm.
5 Listening C First year?
A  Books open. Focus on photo 1 and elicit details from Z Nope. Second year.
the picture. Ask: What’s his name? What does he do? Does C And you’ve been thinking of dropping out. Why’s that?
he look happy with his career choice? Do the same for photos Z Well, basically, journalism’s not my thing. I should’ve
2 and 3. chosen another course.
C Right, but… how can you be so sure that you’ve picked the
Tell sts: You’re 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 can’t stand writing and…
class and encourage sts to try to predict the missing words.
C Oh…
Say: Listen to the interviews and complete the gaps. 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. C I hear you, but… erm… Did you enjoy writing at all when
you were at school? I mean, there’s got to be a reason why
 4.6 Notice the weak form /ə/. you picked journalism.
Conversation 1 Z Well, I didn’t want to lose touch with Kaylie, Bonnie
C = careers adviser  J = Justin and Tom.
C Right, so you’re basically saying that you hate the work you do. C Excuse me?
J Well, I’m not sure about ‘hate’. Z My best friends. They all wanted to study journalism,
C But you dislike engineering? so I… erm… I thought I’d get into it eventually. Guess I
J Yeah… I guess. I’m good at it, though. was wrong... Look, I know it was a stupid decision and I
C Oh, yeah? should’ve thought about it more carefully, but what’s done
is done. So my question to you now is: Is it too late to
J People at work say I’m really good at what I do, and… they
switch degrees?
must be right.
C Hmm. Yes and no. You see…
C So… Why exactly are you looking for a career change?
J ’Cause… ’cause that’s not where my heart is. I love music. Conversation 3
Always have, always will. C = careers adviser  G = George
C So how come you studied in engineering, Justin? C … so what is it that you do exactly, George?
J Well, Dad’s an engineer and I’m an only child… Do the maths. G I’m a… Roger, get out of here. I told you to wait outside,
C And you’ve never considered getting a degree in music, the didn’t I? Just go! Bad dog.
arts or something? C You were saying…
J Nope. Dad wanted me to follow in his footsteps, but I G I’m a dog walker.
shouldn’t have listened to him. C Uh-huh.

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G The money’s not bad and I… I like dogs. But I’m 41 and…
you know, the wife says there’s no future in it.
C 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 didn’t like being away
from my family. But now I guess I’m paying the price. Every
day I wake up and ask myself: Should I have persevered a
little more?
C Well, yeah… probably. But have you considered going back?
G Hmm… Well, the thing is…
1. music / engineering
2. journalism / can’t stand
3. university / dog walker / likes
B  Ask: Are there many differences between British and
American English? Elicit a few examples from sts. Have sts
do 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, US, US, UK, US, US
George is British (he says he enjoyed college, but hated
university).
Cultural note   Both the UK and US have colleges and
universities; but in the US people use the term college (go
to college, in college, college students) to refer to both. In
the UK, college is not the same as university; college is
either a continuation of school education between the ages
of 16–18 in preparation for university (at the same school or
at a separate institution), or it is a place to follow vocational
studies. In both the UK and USA, undergraduate university
education (often resulting in a bachelor’s degree) typically
lasts 3–4 years and is expensive, unless a scholarship can be
won. University graduates often find themselves in debt from
student loans.
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 in his footsteps, but I shouldn’t
have listened to him.
2 I’m way too old now. I should’ve gone to music school
years ago.
3 Basically, journalism’s not my thing. I should’ve chosen
another course.
650443 _ 0068-0080.indd 73
4.3
4 L ook, I know it was a stupid decision and I should’ve
thought about it more carefully.
5 Every day I wake up and ask myself: Should I have
persevered a little more?
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:
T oo 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 work 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(n’t) + have + participle construction. Refer sts to the list
of irregular verbs on pp. 136-137 for irregular participle forms.
Weaker classes   Write the following sentence starter on the
board: I should’ve / shouldn’t 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: /ʃʊdəv/ and /ʃʊdntəv/
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(n’t) + have + past
participle construction. Classcheck and have sts choose
the funniest sentences in the class.
73
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 4.3

Personal answers. them to include at least one regret sentence using the
target language. Ask sts to include one lie in their story.

B  Play  4.8. Ask sts to listen for the real captions for For item 2, split the class into groups of four or five. Within
the photos in A and to notice that have is not stressed the groups, sts should take turns telling their stories. The

Lesson 4.4
when pronounced. Replay  4.8 for individual and other group members should try to spot the lie. Monitor
choral repetition. Monitor closely for the non-stressed sts’ work and take notes for delayed correction.
pronunciation of have and correct mistakes on the spot. Classcheck the lies sts have managed to spot and the most
interesting stories. Provide sts with language feedback.
 4.8
1 I shouldn’t have joined the army. Personal answers.
2 He should’ve bought some glasses.
3 He shouldn’t have said that.
4 I should’ve chosen a different colour. Workbook p. 21
5 We should’ve got a cat. CD Online
6 I should’ve had more driving lessons. Portal
Grammar p. 122

C  MAKE IT PERSONAL Say: We’ve all done things we

regretted later, haven’t we?

For item 1, point out the various topics. Have sts each
choose one and write down a brief story about it. Remind

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 4.4

What would you have said if you’d been late today?

Lesson Aims: Sts learn and practise 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 weren’t for the last minute, I wouldn’t get anything done.
Talking about activities people often put off. I always put off doing the washing up, especially at the weekend.
Listening to a dialogue 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 I’d met an alien on the way to school today, I’d 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 washing up, paying bills, doing homework, doing the washing, shopping for
food, answering emails 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 washing up
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 don’t mind it. What about
you? Then, have sts work in pairs. Tell them to discuss how
a. do the washing up d. check his emails
often they do each activity and how they usually feel about
doing it. Ask partners to find at least three things they have b. tidy 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 /w/.
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… er… 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, er… You, you might want to 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 favourite quotes.
A Well, see it for yourself.
Classcheck.
W Oh, no. No, no, no, no. Don’t tell me they’ve cancelled…
4 2 5 3 1 2 Notice /w/.
B = Brenda  S = Simon
Definitions: B Lorna’s pretty mad at you.
procrastinate = to delay doing something because you don’t S Oh yeah? What have I done this time?
want to do it B What do you mean? Oh, no, you forgot, didn’t you?
put off = to procrastinate S Forgot what?
procrastination = the act of delaying B Hello? Lorna’s email? You read it, right?
procrastinator = somebody who delays S Are you joking?
B You didn’t?
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 /aʊ/ and /ɔ/.
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 Er… Didn’t I give it to you last week?
P No Rick, you didn’t. and I need it now.
R OK, right… It must be here somewhere. Maybe it’s on my desk.
P Yeah, or in a drawer, or in your bag. Rick, I’ve told you a
thousand times. You need to be more organised.
4 Notice /m/ and /n/.
J = Jimmy  M = Mum
M Do you know what time it is?
J Mum, it’s not even midnight. Chill!
M We’ve got to talk about your marks. I just saw your school
report. Jimmy, Jimmy, you’ve got to get your act together.
Last night you, erm, you spent the whole night in front of the
computer, playing video games. You didn’t do any school work.
J I should’ve turned off that stupid computer.
5 Notice /iː/ and /ɪ/.
K = Karol  H = Harry
H Hello, sweetheart. Busy day?
K Busier than yours, that’s for sure.
H Hey, hey, hey… What’s wrong?
K Harry, would it kill you to help with the housework every
now and then?
6 Notice the sentence stress and /ə/.
F = Frank L = Louis
F Excuse me. Sorry I’m late.
L Mate, you almost gave me a heart attack! Our presentation
begins in ten minutes!
F Er… What presentation?
L Hello! The group project on climate change!
F Oh, yeah, of course...
L Did you oversleep again?
1. c  2. d  3. b  4. e  5. a  6. f
D  Have sts recall part 1 of the dialogues from  4.9 in
C. Then, read sentence 1 and elicit guesses by asking: Do
you think the problem was money or time? Play the rest
of conversation 1 in  4.10, and then pause the track.
Classcheck. Have sts listen to the rest of  4.10 to check
the conversation endings and underline the correct
words or phrases in bold. Classcheck.
 4.10
1
A = Angie  W = Wayne
W Oh, no. No, no, no, no. Don’t tell me they’ve cancelled…
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 would’ve paid that bill if I’d had time. I swear.
A Well, you should’ve known better.­
2
B = Brenda  S = Simon
B You didn’t?
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 didn’t go.
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S I should’ve checked my new messages… No, no, I didn’t!
I mean, if I’d got the email, I wouldn’t have missed the
meeting, would I? I’m not stupid!
B Well, what’s done is done.
3
P = Petra  R = Rick
P Rick, I’ve told you a thousand times. You need to be more
organised.
R No, no, I know it’s here somewhere. I promise I haven’t lost it.
I’ll get it to you straight away. If I had tidied my office, I wouldn’t
have lost that report. What was I thinking? I knew I should’ve
tidied this mess sooner. Now, where is that report?
4
J = Jimmy  M = Mum
J I should’ve turned off that stupid computer. So…?
M Well, you wouldn’t have failed physics if you’d done your
homework, that’s for sure.
J OK, Mum, I promise, I promise…
5
K = Karol  H = Harry
K Harry, would it kill you to help with the housework every
now and then?
H Mmm… In a bad mood, are we? Guess we should’ve hired
that cleaner. Look, I would’ve done the washing up if you’d
asked me to. Why didn’t you?
K I can’t believe you have the nerve to say that. Since when
do I have to ask for help? Well, I’m asking you now. Here’s
the washing-up liquid. Have fun.
6
F = Frank L = Louis
L Did you oversleep again?
F Is it that obvious? I shouldn’t have pressed the snooze button.
L Yes, it is. And you know what? If you hadn’t spent the
whole night partying, you wouldn’t have overslept… and we
wouldn’t be in trouble now.
F You’re beginning to sound a lot like my father! Don’t worry.
We’re going to do great.
1. time  2. meeting  3. report  4. physics  5. ask me to 
6. partying
9 Grammar: Third conditional
A  Read the cartoon with sts. Ask: Did the man update his anti-
virus software? 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 there’s someone who’s 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).
22/12/15 17:45
 4.4

a. no Tell sts that team 1 will start the game. Ask them to toss
their coin and move one (head) or two (tails) spaces. When
b. yes
team 1 stops at a space, each student in the pair must
c. past complete the sentence on it; that is, the team must come
d. past participle up with two different endings for the prompt. Remind sts
to use third conditional sentences only. Explain that team 2
e. I had
will check if the sentences are right or wrong. Then, it will
be team 2’s turn to play. If one (or both) ending(s) for the
B  Read Common Mistakes with the whole class. Have sts sentence is / are not correct, sts have to wait one extra
look at sentence 1 and refer them to activity 8D. Then, turn for the other team to play.
ask sts to complete the gaps the blanks in sentences 2-6.
In each group, teams 1 and 2 should play against each
Paircheck. Play  4.11 to classcheck.
other and alternate turns, moving across the board game
Tip   For further practice, ask the group to go to Grammar on and making third conditional sentence endings. The team
to finish first is the winner.
p. 123.
Monitor groups closely and encourage peer correction. At
the end, elicit some of the sentence endings sts remember
2. ’d / have
from the game.
3. tidied / lost
4. wouldn’t / done Personal answers.
5. would have / had asked
6. hadn’t spent / wouldn’t have overslept 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
C  Ask sts to cover the sentences in B. Have them turn at least three sentences about an event to create a story.
to the photos in 8B on p. 42 and, in pairs, try to say the
Read letter a, ‘an accident that could’ve been a lot worse’,
sentences from memory. Classcheck.
and elicit an example sequence. Then, model the activity
by writing on the board: I put a flower vase on my window
See answer key in .
ledge. My cat started playing with it. The vase fell off into
the street. Nobody got hurt. I cleaned up the mess on the
D  Have sts swap partners. Ask the new pairs to look at sidewalk. Leave the model on the board for sts to use as a
situations 1-3 and write two third conditional sentences for reference.
each of them. Walk around the classroom and monitor sts’
Allow pairs of sts time to think of sequences for contexts
work. Classcheck.
b-f. Walk around the class and offer help if necessary.

Possible answers:
Stronger classes   Ask sts to look at their sequences and
1. If I hadn’t gone to that party, I wouldn’t have met that girl. create third conditional questions using ‘What would’ve
If I hadn’t met that girl, I wouldn’t have got married.
 happened if I had(n’t) + participle…?’. Tell sts to save their
2. If the police had not stopped him, he wouldn’t have lost questions to ask the whole class later, when sts read their
his licence. sequences to the group.

If he hadn’t offered them a bribe, he wouldn’t have gone


When all sts have finished, refer to your model sequence
to jail.
on the board and elicit third conditional sentences related
3. If Sue hadn’t taken the bus, she wouldn’t have had her to the sequence, e.g., ‘If your cat hadn’t played with the
ticket stolen. vase, it wouldn’t have fallen off the window ledge / this
If Sue hadn’t bought a lottery ticket, she wouldn’t have won.
 accident wouldn’t have happened’ / ‘If you hadn’t put the
vase on the window ledge, your cat wouldn’t have played
with it’.
E  Tell sts that they are going to play the game ‘If stones!’.
Divide the class into groups of four. In each group, assign Invite sts to read their sequences to the class and have
two pairs: team 1 and team 2. If there is an odd number of the class come up with as many related third conditional
sts in class, assign one group of three with two people on sentences as possible. Monitor closely for accuracy and
team 1 and one person on team 2. pronunciation, correcting on the spot, but also promoting
peer correction and collaboration.
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 square – ‘If I hadn’t come here today, I would have…’.
Refer sts to the instructions on the page and demonstrate Workbook p. 22
ID Online Portal
tossing a coin and getting heads (to move one space) and
Grammar p. 122
tails (to move two spaces).

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 4.5
Would you like to be a genius? / How do you deal with criticism?
Lesson Aims: Sts continue to practise 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 sympathising or criticising others.
Telling a story and responding sympathetically or critically.
Vocabulary: Gifted, learn by heart, skip (school), enrol (at university). Expressions of sympathy and criticism: ‘It could’ve been
worse’, ‘Will you ever learn?’, ‘What’s 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
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Language
Maybe the boy has an IQ of 5,000.
Meet the 14-year-old who might change the way we see the world.
Don’t let it get you down.
You should’ve known better.
It’s 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 table 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 practise pronunciation for all the words in
the table. 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, disability
G  Tell sts they’re 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 table 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 correct word and two for sts
who say the correct 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.
22/12/15 17:45
 4.5
3 By the age of three, Jacob could easily solve complex F O
 h my goodness! Well, look, at least you didn’t get hurt.
equations. [beep] It could’ve been worse.
4 At age eight, it was clear that his mathematical ability was Conversation 2
unusually high.
Jo = Josh  B = Belinda
5 He attended Purdue University and eventually became a
Jo Oh, no! Oh, no! Not again.
paid researcher.
B What?
Jo Seven hours of work gone to waste.
1. disability  2. constantly  3. easily  4. unusually  B What?
5. eventually Jo Oh, you don’t wanna know.
B Know what?
H  Have sts swap partners. Ask them to hide the article Jo PC crashed again.
about Jacob Barnett with a sheet of paper, their notebooks B Don’t tell me you had no backup. Josh, this is the third
or their workbooks. Ask them to leave the first line of the time this year! [beep] You should’ve known better.
text visible and to cover the rest. Conversation 3
Explain that sts should work in pairs to read the first line G = Gina  J = Jay
of the article and guess the first word of the following G I thought this was a new car.
line. Sts should then slowly slide the paper down to reveal J It is.
only the next line of the text and check their guesses. G Oh… er… so…
Direct sts to repeat the procedure with all the lines of the J Worst thing I’ve ever bought.
article. At the end, ask pairs: Was it easy or difficult? How G Oh, no. Really?
many did you get right? J Yeah, this is the second time it’s broken down. And don’t
get me started on the price I paid.
G Oh Jay, what a shame! You used to love your last Focus.
in Action: Sympathising and criticising Well, [beep] what’s done is done. You can always get rid of
this one and get yourself a new model.
A  Have sts look at the photos and elicit as many details as
possible by asking: Where are these people? What might’ve Conversation 4
happened? How do you think they feel? D = David  C = Carl  A = Anna
D God, I hate this one.
Tell sts that they are going to listen to four dialogues. Ask
C What? No, you don’t.
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.
could’ve done better.
C David, shut up.
4, 3, 1, 2
A No, go on. I’m 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 table and explain that, D The use of colours. The whole thing’s so primitive, you
for dialogues 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? There’s somebody I’ve
Read both examples for dialogue 1 in the table: ‘It could’ve got to speak to.
been worse’ vs ‘Will you ever learn?’. Point to both C David, are you out of your mind? She’s 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 could’ve been worse.  2. You should’ve known better.
the audio track. Pauses are followed by correct answers. 3. What’s 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 table in B and copy the pronunciation and intonation
I = Iris  F = Fiona they hear.
I Hi, sorry I’m late. I missed the five o’clock bus.
F What happened to your car? D  Pair sts and have partners take turns saying phrases
I Oh, you don’t 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 should’ve 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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 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 Café Video p. 141
to do. St A should revisit p. 43 and look at activity 9F, which

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 Review 2
Units 3-4

Grammar and Vocabulary Sts cover the text in 1E St A: (photo 1) The boy
and say school words / is behaving badly.
A  Picture dictionary. Pairwork. Sts test each other and School phrases from photos St B: (photo 2) These are
words, p. 36 1-8. At the end, have sts school subjects.
review vocabulary items learned in units 3-4. Throughout
uncover the text to check St A: (photo 3) These are
Picture dictionary tasks, monitor closely and correct their answers. tuition fees.
vocabulary and pronunciation on the spot.
Sts use should’ve / St A: (photo 1) He
shouldn’t have + past should’ve obeyed the
Tip   In order to provide sts with as much fluency practice participle to say regrets rules.
Regrets, p. 41
as possible, expand the activity into the mini-dialogues of people in photos 1-6. St B: (photo 5) They
shouldn’t have let the dog
suggested below. into the toilet.

Sts look at photos a-f in St A: (photo a) I

Picture Procedures Mini-dialogues / 8B and, in pairs, say third would’ve done the
dictionary Suggested language Third conditional sentences washing up if you’d asked
conditional about situations / me to.
Sts cover texts in 1A. St A: (points to photo a) sentences, stories from the photos. St B: (photo b) If I’d
In pairs, sts take turns What’s this? p. 42 Classcheck with 9B. tidied my office, I
pointing to photos a-g St B: That’s an upmarket wouldn’t have lost that
Features report.
and saying seven city neighbourhood near /
of a city,
features. by the beach. (points to
pp. 26-27 Sts go to the Pronunciation St A: How do you spell
photo b) What’s letter b?
St A: It’s a square. (points Chart on p. 154. Focus made?
to photo c) What’s… on the list of words St B: M-A-D-E.
for diphthong sounds St A: Right. How do you
Sts cover the text in St A: It’s usual for people at the bottom of the spell eight?
2A and look at photos to shake hands and bow Words page. Model the activity. St B: E-I-G-H-T.
Social rules in a-h only. In pairs, they slightly. for each Choose two words for the St A: That’s right.
Hong Kong, name the customs in the St B: When you greet diphthong, sound /eɪ/ and test the St B: Now you. How do
p. 28 photos from what they people, you shouldn’t p. 154 whole class. Ask: How you spell pie? / How do
remember to be usual or hug them or kiss them on do you spell ‘stay’? Tell you spell buy?
unusual in Hong Kong. the cheek. sts to choose two words
(but not the picture
Sts cover 1-10 on p. 30 St A: (points to photo a) words / the first two) and
and take turns naming the Some streets have test their partners.
Urban
urban problems (in New potholes.
problems,
York or their own city) in St B: (points to photo b)
pp. 30-31
photos a-h. There are huge lines
everywhere. Features of a city:
Ask sts to look at the St A: The man was stuck Neighbourhood, slums, harbour, skyline, smog, square,
pictures in 7A and briefly in traffic and he missed skyscrapers.
retell / summarise Juan’s the job interview.
and Sandra’s stories. St B: Sandra missed Social rules in Hong Kong:
Traffic stories, It’s usual for people to shake hands and bow slightly.
most of a U2 concert
p. 32
she had paid a lot When you greet people, you shouldn’t hug them and kiss
of money to go to
because she was stuck them on the cheek.
in a traffic jam. When you’re walking through a crowd, you should gently
push your way through and say nothing.
Give sts about half a St A: (photo i) Dogs must
minute to look at the be on lead. When you receive a gift, it’s good manners to open it later.
signs in Skills A. St B: (photo h) Speed
Rules / Signs,
Then, ask them to cover limit 5mph.
Clocks make bad gifts.
p. 34
the signs and focus on St A: (photo c) Smile! When drinking tea, you should pour your friend’s cup first.
photos a-j. In pairs, sts This building is under
say rules for each photo. 24hr surveillance. In Hong Kong it’s OK to blow on your soup.
Leaving your chopsticks straight up means bad luck.
Sts cover the texts in St A: (photo 3) The
in Action D and, in guy was in Poland and After eating, you shouldn’t leave a tip on the table.
pairs, try to remember nearly got a fine for Urban problems:
stories from photos 1-4. crossing the road in the
wrong place. Roadworks, thieves, litter, potholes, traffic queues, lines,
Stories about St B: (photo 1) This security checks, noise, people go through red lights, it is
breaking man was taking photos hard to find a parking space.
rules, p. 35 in the countryside of
Egypt. Suddenly, two Traffic stories:
soldiers appeared and The man was stuck in traffic and he missed the job interview.
confiscated his camera
for photographing a Sandra missed most of the U2 concert she had paid a lot of
military installation. money to go to because she was stuck in a traffic jam.

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 R2
Rules / Signs:
Dogs must be on lead.
Speed limit 5mph.
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 mobile phone use.
Drink or smoke here and you will end up in jail!
Trespassers will be prosecuted (if the dogs don’t get you first).
Attention, dog owners! Please clean up after your dog.
Thank you.
Swim at your own risk – the sharks will be delighted! By the
way, no lifeguards on duty here.
Don’t even think of parking here! Unauthorised vehicles will
be towed away at owner’s expense.
Stories about breaking rules:
Crossing the road in the wrong place.
Taking photos of a military installation.
Wearing shorts to go into St Peter’s.
Not wearing the correct school uniform, not wearing the
correct shoes, not wearing a tie, dying her hair.
School words:
Tuition fees, behave badly, school subjects, timetable,
report, fail a test, one-on-one tutoring, cheat in exams.
Regrets:
He should have obeyed the rules.
They shouldn’t have let the dog get between them.
She should have been more careful with her luggage.
She should’ve chosen another dress.
The dog shouldn’t have had access to the toilet paper.
The man should have been more careful.
Third conditional sentences:
I would’ve paid that bill if I’d had time.
If I’d got the email, I wouldn’t have missed the meeting,
would I?
If I’d tidied up my office, I wouldn’t have lost that report.
You wouldn’t have failed physics if you’d done your homework.
I would’ve done the washing up if you’d asked me to.
If you hadn’t spent the whole night partying, you wouldn’t
have overslept…
Words for each diphthong (possible answers):
/eɪ/ stay, steak /ɔɪ/ oil, coin
/aɪ/ buy, height /oʊ/ know, toe
/aʊ/ mouse, town
B  Get sts to complete the gaps in 1-6 with the present
perfect, past simple, past perfect or past perfect
continuous forms of the verbs given. Play  R2.1 to check.
Classcheck by writing the answers on the board.
 R2.1
1 If you had done as I told you, you wouldn’t have got into
trouble.
2 The teacher cancelled the test because she hadn’t
prepared it.
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3 W hen we came out of the restaurant, my car was gone.
Someone had stolen 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 got
2. cancelled / had not (hadn’t) prepared
3. came / was gone / had stolen
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  R2.2 for sts to
compare their narrative to the story in the audio.
 R2.2
M = man  W = woman
M Well, they arrived at the festival, but it had been cancelled.
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 what’s 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
cancelled. 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 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  R2.2 on
p. 160.
M Well, they arrived at the festival, but it had been cancelled.
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 what’s 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 dialogue in the speech
bubbles. In trios, sts compare their views, 1-5. Classcheck.
Personal answers.
22/12/15 17:47

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  R2.3 to
check answers.
 R2.3
M = man  W = woman
1 M Are we lost?
W Maybe. I think we should’ve turned left back there.
2 M1 That was a dirty game.
M2 I know! There should’ve been at least three red cards.
3 W1 I’m sorry. I shouldn’t have said that.
W2 I agree. But we all say stupid things sometimes.
4 M I can’t believe I crashed my car.
W You really should’ve known better than to drive that fast.
5 M What! Vic’s going out with Jill?
W You didn’t know? Forget I said anything. I shouldn’t
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. I’ve enrolled at the university.
2. If you had got up early enough, you wouldn’t have
missed the bus.
3. ‘Did you make many mistakes?’ ‘No, I don’t think so.’
4. He loves travelling. He has been to every place in Europe.
5. London is such a big city and the people are so nice!
6. Studying hard doesn’t mean you will pass the test, but
it helps.
7. I feel bad. I shouldn’t 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 don’t 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 they’ll hear six extracts from units 3 and 4. Play
 R2.4 for sts to listen and complete 1-6. Paircheck. Replay if
necessary. Classcheck by writing the answers on the board.
650443 _ 0081-0084.indd 83
R2
 R2.4
1 Kissing on the cheek (and hugging) is not practised.
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 There’s so much pressure on me to do well in my exams.
5 I can’t even remember the last time I had fun.
6 Every day I wake up dreading school.
1. on the / and  2. are / in front of the / that 
3. the / of / your / even if / are  4. so / do / exams
5. remember  6. Every day / school
C  Say: Let’s practise pronunciation now. Tell sts to copy the
exact intonation of each sentence they hear. Play  R2.5
for chorus repetition. If time allows, replay and get some
individual repetitions.
 R2.5
1 Kissing on the cheek and hugging is not practised.
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 There’s so much pressure on me to do well in my exams.
5 I can’t even remember the last time I had fun.
6 Every day I wake up dreading school.
Intonation from audio.
D  Point to the photo and ask: Who’s she? What does
she do? Where was she born? Then, ask sts to make two
predictions in pairs about Dakota’s 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
 R2.6 to check answers.
 R2.6
1 a fraid 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 what’s 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 they’re
going to hear 12 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 don’t have to write the questions down,
only their answers.
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Play  R2.7. If necessary, pause after each question, but not
for long – get sts to jot down very brief notes.
Sts look at the Language Map on pp. 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?
 R2.7
Which city would you most like to visit?
Was your weekend as fun as you’d hoped?
Does the traffic drive you mad?
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?
What’s the ideal age to start university?
What do you regret not having done?
What would you have said if you’d been late today?
Would you like to be a genius?
How do you deal with criticism?
Personal answers.
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 5
Unit overview: In unit 5, sts learn and practise 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 Language
Lesson 5.1

Reading a cartoon about a shopaholic. You won’t ‘just die’ if you don’t get that new designer handbag.
Doing a quiz to discover if you are a shopaholic. I can’t resist a bargain.
Listening to an interview for a community support group. Are you in debt?
Interviewing a friend on consumer habits. Do you often just see things and buy them on impulse?
Vocabulary: Expressions about money and shopping: ‘go window shopping’, ‘credit card statement’, ‘pay in monthly
instalments’, ‘overspend’, ‘go on shopping sprees’. Words with the suffix -holic: chocoholic, workaholic, shopaholic.
Grammar: Prepositional phrases: in debt, in instalments, in trouble, in cash, on impulse, in a sale, on a shopping spree.

Warm-up   Ask sts to revisit pp. 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.
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

1 Vocabulary: Money and shopping recorded it.

Song line:
A  Books open. Point to the cartoon of Ms Smith at the
doctor’s and ask sts to read it. Then, pair sts up and have I wanna be a billionaire so freaking bad.
them answer questions 1-5. Classcheck. Buy all the things I never had.
Song: ‘Billionaire’
Read World of English with the whole class. Drill the
Singer: Travie McCoy (USA)
pronunciation of all the words ending in -holic. Ask whether
Year: 2009
any of the sts in class are chocoholics, shopaholics,
workaholics and so on.
Personal answers.
Suggested answers:
1. no  2. She wants to buy a bag.  3. no  4. Personal D  MAKE IT PERSONAL Have sts swap partners. Instruct
answer.  5. Personal answer. pairs to work together to read the model dialogue 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
B  Point to the words and phrases in bold and have sts listen and ask questions to find out which partner is a more
to  5.1 to match them to photos a-f on p. 48. Paircheck. compulsive shopper. Classcheck by inviting volunteer pairs
to share what they found out.
go window shopping – b
bargain – a Personal answers.
statement – c
save – f
in monthly instalments – e
2 Listening
go on shopping sprees – d A  Say: Ms Smith wants to join Shopaholics Anonymous. Ask
whether sts are familiar with groups and organisations

C  Read the quiz title, introduction, and scoring system
with the whole class. Have sts work individually to do 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?
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 = /djuː/.
I = interviewer  M = Ms Smith
I Ms Smith, welcome to our group. It’s a pleasure to have
you with us. Er… You do know how we work, right?
M Yeah. A bunch of maniacs like me get together once a
week and try to help each other.
I Well, er, I wouldn’t put it in those terms, but, basically…
Yeah, that’s the idea. Erm, do you mind if I ask you a few
questions first?
M Sure. Go ahead.
I Thanks. The, er, 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 it’s not that bad… Like,
less than a thousand, I guess… Anyway, my daughter will
lend me some money… But, yes, I’m in debt. Happy?
I OK. Thanks. Now, the second question is really important.
It’ll show us if you’re really, really trying to change… Ms
Smith, do you really think you’re in trouble?
M Deep, deep trouble, young man.
I OK. That’s a good start. Third question… Do you often just
see things and buy them on impulse?
M Do I buy things on impulse? Are you joking?
I So that’s 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
they’re in a sale?
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M Young man, I would buy a ruined castle if it was in a sale.
That’s why I’m here. This has got to stop. So, er, did I pass?
I Oh yes, madam, you’re in!
M Good! So, see you on Wednesday then?
Lesson 5.2
2. yes  3. yes  4. yes  5. yes
B  Ask sts to turn to pp. 160-161 and read AS  5.2. Tell
them to focus on the underlined questions and notice
their rising intonation, as well as contractions. Pair sts
up and have them practise pronouncing each of the
underlined questions. Monitor sts’ work closely and correct
pronunciation and intonation on the spot.
C  MAKE IT PERSONAL Read the R  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
22/12/15 17:47

Have you ever borrowed money from a relative?
Lesson Aims: Sts continue to practise 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 website with an unusual cause.
Vocabulary: Review and practice money and shopping words and phrases. Different ways to refer to British money: quid, grand,
fiver, tenner, dosh.
Grammar: Verbs: lend, borrow, loan.
Before the lesson: Write the following questions on the board:
When did you last buy something because it was in a 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 Er, hi there. I’m Sarah and I’ve got a shopping problem.
I’ve had a job since I was 15, like six years, and I haven’t
saved any money at all, like, not a penny!
W So, can you tell me how the problem started?
S Well, 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 shops, and I just paid for everything on the
cards, you know? But you know what? Most of the debt isn’t
purchases. I mean, I’ve got a LOT of stuff, but not seven
thousand pounds’ worth! I maybe only spent, you know,
like three-four thousand pounds 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 er... 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 didn’t know what to do, I mean, how was I going to pay
that money? I started borrowing money from friends,
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5.2
Language
It hit me that I had a shopping problem when I was like
£7,000 in debt.
I have no doubt you’ll be able to pay off your debt.
Men often buy things they can’t afford just to impress their
friends.
I’m 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
instalments?
£  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 couldn’t ask him to lend me money, ’cause 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 That’s 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,
er, also I, er, cut up my credit cards, that was REALLY hard.
And they helped me to make a plan, like, now I only go to
the shops once a month, can you believe that? And I try
to only spend £50 a week – I only use cash, so I put £50
in my bag on Monday and that’s it, no more for the week.
Well that’s the plan, sometimes I spend a little more, like
on holidays and things, you know? But you know what the
big lesson I’ve learned is? Don’t buy what you can’t 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 practise 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 pp. 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 practise 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 you’ll be able to pay off your debt.
2. The traffic cop whistled and told me to fasten my seat belt.
3. It’s difficult to understand signs in a foreign language.
4. My neighbours’ 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 R  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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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 I’ll 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 I’ll 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 rubric and ask sts to
dictate it for you to write it on the board. Ask: What’s 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.
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 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, quid,
donate, a pound, two pounds, donate, tenner, fiver
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 song’s 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 Smith’s website idea and think of
somebody who’s 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 ‘I’m sorry, but I won’t 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. You’re telling me there’s actually a chance your crazy idea
Talking about possibilities and probabilities.
Guessing about classmates’ lives.
Vocabulary: Phrases to emphasise uncertainty: ‘I’m not sure, but…’, ‘Who knows?’, ‘I guess…’, ‘I don’t know, but…’.
Grammar: Modals for possibility and probability: must, can’t, 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 lent 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: He’s on the phone
with Laila. Read sentences 1-3 and have sts predict the
answers. Say: Let’s listen to their conversation and circle the
correct choices. Play  5.8. Paircheck. Classcheck.
 5.8 Notice -ous = /əs/ and -en = /en/ or /ən/.
L = Laila  J = John
L Hi John, it’s Laila. I saw your site.
J Pretty cool, huh?
L Are you insane? You can’t be serious!
J I’m dead serious. Savejohnsmith.com is my last hope.
L No way! You must be joking!
J Look, you know how much I owe the credit card company,
don’t you? I’m out of work, I’ve run out of money, Dad won’t
help me and…
L So you start begging online. Yeah, brilliant.
J Look, I overspent. Big deal. It could happen to anyone.
L You’re right. I’m sorry, er, it’s just that… I mean, this is so
freaking unusual. My best friend has become some sort
of… a… virtual beggar!
J Well, I’m 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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Language
might work?
Who knows? It could work. You must be kidding.
You’re in shape. I think you might work out a lot in your free time.
4. Never lend money to family or friends.
5. I forgot my pen at home. Can I lend yours?
called Karyn… Bosnak, that’s right. Well, a few years ago,
when she was – what – in her early 20s, she got into some
horrendous debt…
L Sounds suspiciously familiar.
J Yeah… She’d just finished uni and was working as, er,
as a chat show producer or something. Anyway, she lost
her job, kept on shopping, just couldn’t stop, and er…
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, here’s what she does… She creates a site,
writes an honest letter on the home page – just 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 you’re telling me she got 20 grand from complete
strangers?
J No, no... It was actually 13 grand 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, erm, another
one, now she’s a famous writer, apparently… They even
made a film out of her last book.
L Incredible! I don’t know what to say… Now, seriously…
You’re telling me there’s actually a chance your mad 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: Who’s 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?
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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 petrol.
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 dialogue 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 complete the
gaps with one word. Paircheck. Play  5.9 so sts can check
their answers.
1. must  2. can’t  3. might  4. could
Read the R  box with sts and draw their attention to the
examples in speech bubbles 1 (‘You must be joking’), 2
(‘You can’t 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.
R  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 tick 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 and then 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 R  box on p. 52.
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5.3
Must Can’t Might Could
I’m almost sure this is true. 
I’m almost sure this isn’t true. 
Maybe this is true.  
C  Point to 1-6 and say: These are comments on John’s
website. Look at what people are saying… Are they positive or
negative? Allow sts to quickly read the sentences.
Ask sts to complete the gaps with must or can’t 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 John’s blog. Then, ask sts to read their sentences
aloud to their peers.
1. can’t be  2. must think  3. can’t / telling 
4. can’t / 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 W hat would you like for dinner, Rico? Tuna or chicken?
Oops, we’re out of tuna, Rico. Sorry.
2 Help! Somebody help! Oh my God. Not now. I’m 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 couldn’t. It won’t happen again, I swear.
4  [breathing]
5 OK… done that. What should I do now? Really? Well, if
you say so… OK, I’ve closed the window, but… I don’t
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, we’re out of tuna, Rico. Sorry. You
poor baby!
2 L Help! Somebody help! Oh my God. Not now. I’m late
for work. Can anybody hear me? Excuse me… hi…
I’m stuck between the fourth and the fifth floor.
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 5.3
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 couldn’t. It won’t 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, I’ve closed the window, but…
I don’t understand… How will that help?
M Ma’am, I asked you to close the computer window –
your browser, you know – not 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 a lift.
3. He must be talking about his dog eating his homework.
4. I don’t 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 dialogue in the speech bubbles for the whole class and
highlight the use of might, could and the phrase ‘I’m 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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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
Lesson 5.4
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: Who’s 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
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Have you ever bought a useless product?
Lesson Aims: Sts look at and practise adjective order via the contexts of reading an article about infomercials and listening to
and talking about frustrating shopping experiences.
Function
Lesson 5.4
Reading an article about infomercials.
Reading / Listening to unsuccessful shopping experiences.
Talking about a frustrating shopping experience.
Writing an infomercial.
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
chart for vowel sounds on p. 154. Tell sts that sounds
have been marked with ! when the phoneme is often
mispronounced by non-native speakers. Have sts work in
pairs to find the vowel sounds marked with ! and take turns
pronouncing the words in the drawings, as well as some of
the words listed at the bottom of the page. Monitor their
pronunciation closely and correct any mistakes on the spot.
Ask: Which sounds are difficult for you (personally)?
8 Reading
A  Books open. Write the portmanteau word infomercial
on the board and challenge sts to infer its meaning. Point
to World of English and play  5.12, asking sts to listen and
read about words combined to make new words. If the
technology is available, google ‘portmanteau words’ to find
more examples. Ask: Do you ever watch infomercials? Do you
have a favourite?
Personal answers.
B  Ask sts to read the introduction of ‘Two useless products
I’ve bought!’ and tick the answer choice that best describes
the author of the article. Paircheck. Classcheck.
often disappointed with the products
C  Play  5.13 as sts listen to and read the article in full.
Have sts match two of the photos on the right to products
1-2 mentioned in the text. Classcheck.
1. man using a HooverTM 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.
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5.4
Language
As far as I’m concerned, infomercials are an unappreciated
art form.
… here, for your enjoyment, are two of the most useless
gadgets I’ve ever bought!
I bought some very expensive sunglasses and left them in a taxi.
Glamorise your look with these fashionable silver earrings.
actually adverb
currently adverb
enjoyment noun
useless adjective
gorgeous adjective
remarkable adjective
tighten verb
freaky adjective
Draw sts’ attention to the word classes in the box (adverb,
noun, adjective, verb). Have sts match the underlined
words from the article to their correct meanings and copy
them into the box. Paircheck. Classcheck.
Tip   At the end, drill the pronunciation of all the underlined
words. Lead choral and individual repetition for each word.
gorgeous, remarkable, freaky, actually, useless, enjoyment,
tighten, currently
E  Pair sts up and have them answer the question.
Refer sts to the model dialogue 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
and ask: Which product was not mentioned in the article?
Check whether sts can name the product being advertised
(hair straighteners).
Tell sts that they are going to hear two friends talking
about this product. Say: Listen to the dialogue 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 … can’t believe you bought one of those. You can’t 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 afterwards, Paircheck. Play  5.15 to classcheck. Write the answers on
of course. the board to help ensure spelling accuracy.
M Buyer’s remorse, huh?
2. guilty  3. wonderful  4. disappointment 
W Yeah, at the time it seemed like a wonderful product, but…
5. actually / dangerous  6. hospitalised 
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, colourful.
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 wouldn’t 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 could’ve hospitalised you, but not really killed you.
Come on!
Personal answers.
W I know, I’m joking… 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, er, 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 correct
B  Direct sts to read infomercials 1-7 and find five
column of the table. 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 pyjamas.
enjoyment generalise useless seriously
5. An incredible metal accessory that creates gorgeous
solution tighten gorgeous apparently
hairstyles instantly!
ability purify remarkable shockingly
6. Glamorise 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 complete the gaps with the given words and band.
and appropriate suffixes.
Song line:
Tip   Before sts start thinking of suffixes and complete the
I ’m advertising love for free,
gaps, have them carefully read 1-8 and analyse which class of
so you can place your ad with me.
word (adjective, adverb, noun or verb) they will need in each
Song: ‘Hard to Handle’
context. Ask them to make brief notes next to the sentences
Band: The Black Crowes (USA)
(adj., adv. etc). After that, they can go back to the beginning to Year: 1990
transform the root words with the correct suffix and complete This song was originally recorded by American singer Otis
the gaps. 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 their Workbook p. 27
adverts 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 shop?
Lesson Aims: Sts learn to name the five senses via reading an article about supermarket psychology. Sts also listen to and
role-play assistant–customer dialogues 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 assistant’s dialogues.
Acting out dialogues about shopping problems.
Vocabulary: The five senses: sight, hearing, touch, smell, taste. Supermarket checkout, aisles, gadgets. Expressions related to
shopping problems: ‘I’m afraid your credit card has been declined’, ‘We’d be happy to exchange it for another one’.
Warm-up   Books closed. Ask sts who does the food shopping
in their house and where they usually shop. 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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Language
… whichever supermarket you go to, you’ll inevitably find the
same basic arrangement of products.
It doesn’t work on me ’cause I only buy the basics.
Unfortunately, we can’t give you a refund.
Why do you never have larger sizes? I’m not coming
here again!
Board:
1. T
 hey 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 more slowly.
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 /ʤ/, /ʧ/ and the consonant clusters.
C = customer  SA = shop assistant
1 Choosing
SA Hello, madam, do you see anything you like?
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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? Er – I’m sorry, madam, we’re sold out.
C Typical! Why do you never have larger sizes? I’m 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, it’s for my girlfriend.
SA Very nice. So that’s $174.70. Cash or charge?
C Er, charge.
SA OK. Swipe your card, please.
C Uh-huh.
SA Ah. I’m afraid your card has been declined. Erm, do you
have another card?
C Declined! But that’s ridiculous! It’s a new card, so I know
I’m not over my limit. Your machine must be broken.
3 Complaining
C Hello, hello. Yes, I’d like to return this TV. I bought it here
the other day and it doesn’t work.
SA I see. Er… What seems to be the problem?
C Well, I bought it here the other day, er… Thursday, and
when I got it home, I took it out of the box and… well,
you can see. This button is broken. Look, it’s coming off.
SA Oh, oh yes. Well, er, unfortunately we can’t give you a
refund, but we’d be happy to exchange it for another
one.
C Oh, that’s great. Thank you so much.
SA Sure, er, I just need to see your receipt.
C Yes, of course. Er, it’s in here somewhere. Here it is.
1. The shop didn’t have the correct size – unsuccessful
2. The credit card was declined – unsuccessful
3. The TV didn’t work – successful
B  Point to the three shopping ‘stages’ in the table:
‘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.
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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 dialogues from memory. Then, ask
sts to act out the conversations again, swapping roles.
Monitor pairs’ work closely and correct any mistakes on
the spot. At the end, invite a pair of sts to role-play the
dialogues 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 complete the gaps 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 dialogue.
Monitor and encourage peer correction and collaboration. At
the end, invite volunteer pairs to act out their dialogue 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 dialogue
each for the whole group.
Personal answers.
Workbook p. 28
ID Online Portal
Grammar p. 124
ID Café 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 student’s 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 percentage—20%, 30% or
even more—of 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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questions the student asks, the more his / her team scores.
St B answers st A’s 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: Who’s the woman in the
photo? (The old lady on Facebook.) Is she sleeping? (No, she’s
using a computer.) Is she alone? What’s she wearing? Is she
eating? What’s she thinking? What’s 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 phrase—without
using the word itself—for 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,
“It’s a noun. It’s something you do with people you don’t
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.)
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Tip   Before sts begin, you may wish to remind them of some
useful fillers and hesitation devices, e.g., uh, er, erm, 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.
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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.
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 6.1

6
Unit overview: In unit 6, sts study restrictive and non-restrictive relative clauses in the
contexts of TV, films, and videos. Sts also watch a ‘How to’ video on how to make a film 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 programmes in general.

Function Language
Lesson 6.1

Doing a survey about TV. Which kinds of TV programmes are you into? How do you
prefer foreign TV programmes: 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, chat
shows. Dubbed, subtitles, reviews, subscribe to, streaming, trending, cyber pals, 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 pp. 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 programmes C  Read World of English with the whole class and elicit and
on local channels. Ask the whole class: In your opinion, drill pronunciation for all the compound nouns in the box.
which are the best TV programmes on (sts’ nationality) Ask: Can you think of any other compound nouns?
channels? Think of at least five programmes. Then ask:
Which are the five worst programmes? 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 asking:
closely for word stress and correct any mistakes on the
What type of TV programme is (name of show)? Is it a sitcom?
spot. Classcheck by inviting volunteers to pronounce a
Ask the same question about more local programmes to pre-
word for the class to repeat after them.
teach some TV genres: game shows, cartoons, reality TV, soap
operas, documentaries, the news and chat shows.
D  MAKE IT PERSONAL Have sts do the survey in A
Books open. Focus on the photos on the top of pp. 60-61
individually. Then, ask them to read the model dialogue in
and find out whether sts recognise any of the programmes,
the speech bubbles. Invite sts to work in pairs to compare
people or characters. Point to photo a and ask: What type
their answers to the survey. At the end, ask pairs: Did you
of TV programmes is this? (chat show). Get sts to look at
find any big differences in your opinions?
question 1 and 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 lesson’s 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 there’s
(a) chat shows  (i) reality TV nothing on TV?
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Song line:
T here’s 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 tick 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 young, Dad?
F Yeah, believe it or not. TV has been around pretty much for
ever. But it’s changed a lot in my lifetime.
D What? TV’s just TV, isn’t 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 young, they were
like a piece of furniture.
D Huh.
F And the way you watch TV is very different from my
generation.
D I don’t get it. What do you mean?
F Just think. When I was young, 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
Mum and Dad wanted to watch! Now, you all just download
or stream everything – sitcoms, films, the news – and
watch what you want, when you want.
D Live gigs, soaps, yeah, that’s true, I guess. Er, I mean,
I hardly ever watch TV in real time. Only big sporting events.
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6.1
F O r in the car on long journeys… You never speak to us!
Yeah, and TV is just about everywhere now – on tablets,
computers, smartphones – you name it.
D Sure…
F Hmm…, 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 ‘cyberpals’, you know, somewhere else.
D Oh, come on, Dad! That’s social TV! Twitter is the best
place to talk about TV now.
F Uh-huh. But there’s one thing I’m sure of. The word
‘viewer’ will never mean the same again.
It’s where TV meets social networking.
B  Have sts read sentences 1-5 and play  6.3 again.
Direct sts to listen and tick 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 dialogue 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
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 6.2
What’s your favourite TV programme?
Lesson Aims: Sts practise relative pronouns and form restrictive relative clauses in the context of expressing opinions about TV
programmes and other well-known people or things.
Function
Lesson 6.2
Discussing the quality of TV and radio shows nowadays.
Reading about ‘trashy’ old TV programmes.
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: What’s your favourite TV programme? 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 article’s title to the class and tell sts that they
are going to listen to and read information about old TV
programmes. Draw sts’ attention to the definition of trashy
and the accompanying illustration in the bottom right
corner of the article.
Cultural Note   Refer sts to the UK / US differences on p. 40
and tell them that a couple of additional variations they will
hear in this unit’s audio are movie (British film) and talk show
(British chat show). Explain that because English is becoming
so international, they are likely to come across both variations
on either side of the Atlantic.
Point to programme 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 programmes? Have you ever watched them on cable
TV or online?
4, 2, 6, 1
3, 5, (blank)
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Language
Over the last five years, do you think TV and radio shows have
got better or worse? Why?
Peace-loving family decides to keep their new pet.
If you’re over 30, you might actually remember this one.
I think ‘viewers’ means people that watch TV.
It’s a film that I can’t stand.
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.
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 picture in B and ask: What programme
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 falling intonation when actually is at the
end. 
DJ 1 … right, and that brings us to our next show in today’s
‘worst of the worst’ list.
DJ 2 Can’t wait.
DJ 1 Well, our next show is one of the trashiest ever
produced. If you’re over 30, you might actually
remember this one. It’s 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 wouldn’t remember it. I was still a baby.
DJ 1 Yeah, right. Anyway, Cop Rock is about a group of policemen
who – are you ready for this? – sing and dance while they’re
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, I’m 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 wasn’t ready for singing and dancing cops.
1. Cop Rock  2. 1990  3. singing and dancing police
officers  4. one season
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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, ‘That’s the woman who…’. Remind
sts to base their answers on the picture, but encourage
creative and silly answers.
Read the lesson’s 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:
h no, not me. We never lost control.
O on the R  box and drill other possible endings for the model
You’re 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 tick
the correct boxes in the Grammar box table. Classcheck.
to describe / use whose that / which
people  
things  
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. T
 he professor has the ability to turn into any animal that
he wants to.
C  Have sts complete the gaps 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 don’t 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
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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.
Some model answers: lawyer = a person who gives legal
advice; peace-loving family = a family who loves peace;
professor = a person who teaches at a university: 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 programme; viewers = people who watch a
programme; violence-hungry audience = a group of viewers
who want violence.
E  MAKE IT PERSONAL Invite two volunteers to read the
model dialogue in the speech bubbles for the class. Focus
sentence about Joss Stone, e.g., ‘She’s a singer that most
of my friends are into’, ‘She’s a singer who I’ve never even
heard of’, ‘She’s a singer I can’t stand.’.
Model the activity. Pair up with a student and say: You’re
st A. I’m 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 R  box and say: It’s a band that I’m getting
tired of. St B should use the name of the band supplied by
st A to start the sentence, e.g., ‘U2 is…’.
who
 Have sts work with partners they don’t 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 programme, and an actor. St B should look at the
R  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 film, a politician,
a scientist and a website. St A should use phrases from the
R  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 R  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
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 6.3
What were the last three films you saw?
Lesson Aims: Sts study and practise inserting extra information with non-restrictive relative clauses through the context of
listening to and reading about blockbuster movies (succesfull films).
Function
Lesson 6.3
Reading about curious film facts.
Adding extra information.
Listening to a radio quiz about a film director.
Writing questions for a film quiz.
Vocabulary: Star (in a film), 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 films, the films will appear in
different orders, so sts won’t be able to copy or guess answers from the film being described at the same time by other groups.
Warm-up   Divide the class into groups of six. Give one set of
cards (see Before the lesson) to each group. Explain that sts
should take turns picking up a card and saying what the story
is about. The other sts in the group should try to guess the
film title. The group that guesses all six film titles fastest is
the winner. Monitor and give suggestions, encouraging sts to
describe the plot and setting, but not allowing them to say
actors’ or characters’ names. Classcheck. Ask: Which film
was the most difficult to guess?
5 Reading
A  Books open. Have sts work in groups of five or six and
prepare a list of the ten most successful films of all time.
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 film titles in English. Classcheck.
As of 2014, the ten most successful films of all time
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 and The Dark Knight Rises.
Source: <http://boxofficemojo.com/alltime/world/>.
Accessed on 15th August 2014.
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.
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Language
James Cameron initially didn’t want Titanic to have a theme song.
George Clooney, who has starred in over 30 films, also played
Batman in 1997.
Which American actor has starred in more than five Tim
Burton movies?
Which superhero does Robert Downey Jr, who I’m really into,
play?
Song line:
ear, far, wherever you are
N
I believe that the heart does go on.
Song: ‘My Heart Will Go On’
Singer: Celine Dion (Canada)
Year: 1997
C  Point to phrases 1-4 and have sts choose the correct
phrases to complete gaps a-d in B. Paircheck. Classcheck.
a. 3  b. 4  c. 2  d. 1
Point to gap 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 gaps b-d. Lead sts to notice that
phrases 1-4 could have been omitted. Write the sentences
on the board if necessary.
6 Grammar: Non-restrictive relative clauses
A  Ask sts to study the sentences in B containing gaps a-d
and circle or underline the correct choices in the Grammar
box. Paircheck. Classcheck.
1. use
2. can’t
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 ‘restricts’ – i.e., specifies
22/12/15 17:49

or defines – the 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 Na’vi than to fake an
American accent, which he had to do for the movie.’
Paragraph 2: ‘James Cameron, who also directed Titanic,
initially didn’t 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 films.
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 films of 2012.
7 Pronunciation: Pauses in speech
A  Have sts look at items 1-3. Say: You’re going to listen to
a radio quiz about a film 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, today’s prize is two front row tickets
for Lady Gaga’s October shows. Wow! This week we’ve
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6.3
 een talking about filmmakers who have changed
b
American cinema. And we have Gloria on the line. Gloria,
how’s it going?
W I’m 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 he’s the best.
DJ So, here’s our first question… Are you ready?
W I guess…
DJ Which American actor has starred in more than five Tim
Burton movies?
W That’s 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, it’s something that some people are addicted to.
W Oh, I know, I know. Chocolate.
DJ Did you say chocolate?
W Yep.
DJ You’re absolutely… right. The movie, which only received
one Oscar nomination, is called Charlie and the Chocolate
Factory. Although it’s supposed to be for kids, I loved it!
Anyway, here’s our third question. What colour does Tim
Burton wear most of the time?
W What colour does he like to wear? Oh… That’s a tough one.
DJ OK, Gloria. Time’s up.
W Well, there’s 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 he’s too lazy to match up
different colours when he’s getting dressed.
W Well, that makes sense. Most of his films are pretty dark,
aren’t 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. Point out that the slashes should all be commas.
1. This week we’ve 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. It’s something that some people are addicted to.
5. The movie / which only received one Oscar nomination / is
called Charlie and the Chocolate Factory.
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 6.3
At the end, ask sts to cross out the incorrect choices in the Explain that each team should write four different
R  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

Lesson 6.4
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 film, which very
few people know, won the Oscar for best foreign film in Workbook p. 31
2012? or Which superhero does Robert Downey Jr, who I’m ID Online Portal
really into, play? Grammar p. 126

106

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Where do you usually watch films?
Lesson Aims: Sts watch a ‘How to’ video and use imperative verbs to write their own tips on various topics.
Function
Lesson 6.4
Doing a media quiz.
Talking about videos and films you have seen.
Watching a ‘How to’ video on how to make a short video.
Writing tips and advice for a ‘How to’ video.
Vocabulary: Words related to films and videos: prequel, shoot, views, cast, portray.
Grammar: Imperatives.
Warm-up   Write viral video on the board and ask: What’s 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
popular – worldwide or nationally – via Internet sharing, usually
on websites such as YouTube or Facebook, or via email. 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.
8 Vocabulary: Films and videos
A  Books open. Point to the photos in the media quiz and
ask if sts recognise any of the people, films, or videos. Have
sts do 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, it’s (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?
There’s a lot of choice here. Some of their other movies
include Rambo, Terminator and Die Hard.
650443 _ 0100-0112.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 short video.
How to be green. Make sure you recycle. Always use public
transport.
T  he 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
doesn’t like going out in the sun.
He’s 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?
It’s (c) P.S. I love you.
9 Who directed and wrote the script for To Rome with
Love? He also starred in it with Penélope Cruz and Jesse
Eisenberg. He’s famous for his big glasses, but is this
director (a) Woody Harrelson, (b) Woody Allen or (c) Sheriff
Woody?
Of course it’s 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
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 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 films from A. Say: Listen and notice
which films or videos they are talking about. Play  6.9
and have sts paircheck. Replay the track if necessary.
Classcheck.
 6.9
1 N
 otice /k/.
A And it’s 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, it’s pretty sad. But didn’t they use animals for the
movie too? I mean, that’s 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. It’s
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 /eɪ/.
C Bah! I’ve got that song in my head again!
D Huh, I hate it when that happens. But that song’s, 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 didn’t see that. But yeah, the video was
great, wasn’t it? I mean, everybody learned to do that
dance, with the hands like this, and jumping up and
down. ‘Hey, sexy lady.’
C That’s more like the Macarena dance! Ay! Macarena
hu-hum!
108
650443 _ 0100-0112.indd 108
3 N
 otice /ʒ/, /ʤ/ and /g/.
E Hey, I’ve got this movie from iTunes, do you wanna
watch it with me?
F Uh... What’s it about? It’s not filled with explosions like
that last one you got, is it?
E Uh... uh... Well, it might be. It’s about some guys who
try to defeat a dictator, so I guess there’s going to be a
lot of guns and fighting and...
F Oh, come on! You know I’m not into action movies. I like
something with a bit of intelligence, you know?
E Duh, always the same. Why can’t 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 dialogue do the speakers
disagree? Replay  6.9. Classcheck. Then ask: Which person
in dialogue 3 do you agree with?
They disagree in dialogue 3.
Personal answer.
F  MAKE IT PERSONAL Read Common Mistakes with the
whole class. Ask sts to make a list of the last five films or
videos (e.g., on YouTube) they saw.
Invite two volunteers to read the model dialogue 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 films 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 lesson’s Song line on p. 67 and guess
the singer and song title.
Song line:
I f we were a movie,
you’d be the right guy and
I’d be the best friend that…
Song: ‘If We Were a Movie’
Singer: Hannah Montana (Miley Cyrus)
Year: 2006
Say: Imagine that you’re going to make a film 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
dialogue in the speech bubbles and discuss the elements in
the box. Classcheck.
Personal answers.
B  Tell sts they’re going to watch and listen to some tips
on how to make a video. Ask sts to see if any of their ideas
from A are mentioned. Play 6.10. Replay the video if
necessary. Classcheck.
22/12/15 17:49

 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
subject’s 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. Don’t talk
about one topic for too long, as this may lose the viewer’s
interest. Keep the video short and simple.
Sound and audio. It’s 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 don’t
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 gap. 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 R  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 ‘Don’t talk about one thing for too long’ (vs
‘You don’t 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
650443 _ 0100-0112.indd 109
6.4
E  Say: Let’s look at more tips on how to make a film. 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), ‘Don’t Stop Believing’ (Journey), ‘Don’t 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. shooting, light
3. permission
4. sound
5. shooting
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 film titles with the whole class. Have sts read the
model text and ask: Which film title is this text about? (One
Wednesday Evening).
Divide the class into groups of three and have each group
choose a film 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 classroom – in English –
and assign a day to view their productions in class.
Workbook p. 32
ID Online Portal
Grammar p. 126
109
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 6.5

When was the last time you did something crazy? /

When were you last embarrassed?
Lesson Aims: Sts practise 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, an American chat show.

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 chat show. I can’t get enough of Letterman. I think he’s awesome.
Listening to people expressing surprise. She sleeps in an egg?
Practising word stress in questions to express surprise. You’re making spaghetti?
Vocabulary: Interjections: ‘Eek!’, ‘Huh?’, ‘Wow!’, ‘Whoa!’. Phrases expressing surprise: ‘What?’, ‘No way!’, ‘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, contextualised sentences, e.g., ‘I had
dinner at a sophisticated Italian restaurant last week’, ‘My nephew
is a cool little kid’, ‘My neighbour is an intelligent old man’.
Skills: Understanding details
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 chat 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 S o do I. I’m a huge fan. He’s a terrific chat show presenter.
S Yeah, I can still remember the Lady Gaga interview a
while ago.
J Oh, yeah? Mmm… Gaga’s not my thing. I like a song or
two, but that’s about it.
S Yeah, me too. ‘Born this Way’ isn’t half bad. I actually kind
of like it. Anyway, I’ll 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 rumours
about herself. You know, things like ‘Is it true that you sleep
in an egg?’ or…
J What? That’s insane! She sleeps in an egg?
S Well, rumour has it that she sleeps in an egg instead of a
double bed, but no one knows for sure.
J Really? You’re joking, aren’t you?
S It’s true. It’s all over the Internet. Well, anyway… He asks
her all these questions and she starts to get really annoyed.
The people around me start whispering and then, all
of a sudden…
J What do you mean the people around you?
S Oh, 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 dialogue and have
S = Sue  J = Joe
sts tick the picture that best represents what took
S I can’t get enough of Letterman. I think he’s awesome. place. Classcheck.
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 6.12
J = Joe  S = Sue
J No way! You were actually in the audience? You never told
me that!
S It’s 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 Letterman’s script?
S Uh-huh.
J Are you serious?
S I swear it’s true. I couldn’t believe my eyes. Just ask Alice –
she 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 didn’t 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 could’ve been there.
the second picture
D  Allow sts time to briefly read sentences 1-8. Then,
explain that sts will listen to the full dialogue 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 complete the gap. 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
rumours about herself. You know, things like ‘Is it true
that you sleep in an egg?’ or…
J What? That’s insane! She sleeps in an egg?
650443 _ 0100-0112.indd 111
6.5
2 S Well, rumour has it that she sleeps in an egg instead of
a double bed, but no one knows for sure.
J Really? You’re joking, aren’t you?
3 S Oh, 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 Letterman’s
script?
S Uh-huh.
5 J Are you serious?
S I swear it’s true.
1. insane  2. joking  3. No  4. My  5. Are
B  Point to questions 1-3 and ask: Do you remember Sue’s
friend’s questions? Was he surprised with Sue’s 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 Letterman’s script?
1. egg  2. in  3. eats
C  Read World of English with sts and have them work in
pairs to practise 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 dialogue and tick the question that
correctly represents the surprise in the conversation. Play
dialogue 1 in  6.16. Paircheck. Classcheck. Play the rest
of  6.16 and have sts tick the correct questions in 2-4.
Paircheck. Classcheck.
 6.16 Notice the reductions.
1 A Wanna come on over for spaghetti tonight? I’m cooking!
B No way! You’re making spaghetti?
A Well, there’s always a first time.
2 C I’m sick and tired of this SUV. Gonna buy a smaller car.
D You must be out of your mind! You want to buy a smaller car?
C Yeah. What’s wrong with that?
3 E Janet’s turning 18 next week. Gonna get her a poodle.
F What? You’re going to get Janet a dog for her birthday?
E Uh-huh.
4 G Love this chocolate diet! I’ve lost ten pounds in two weeks.
H Really! You’ve lost ten pounds in two weeks eating
chocolate?
G Yeah. Isn’t it amazing?
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22/12/15 17:49
 6.5
1. Not your sister?  2. Not bigger?  and asking the whole class to say the correct surprise
3. Not a cat?  4. Not vegetables?
E  Have sts turn to AS  6.16 on pp. 162-163. Read the
first question aloud, but with a different intonation than
the one from the recording, e.g., You’re 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. Practise another
intonation possibility for that same question with sts:
You’re 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 pp. 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
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650443 _ 0100-0112.indd 112
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 dialogue 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 Café Video p. 143
22/12/15 17:49

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-dialogues 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 photos
a-f and saying the six
shopping phrases.
Ask sts to look at photos
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
photos a-c.
Have pairs of sts hide
the TV genres in 1A with
9 TV genres, a notebook or a sheet
pp. 60-61 of paper and take turns
naming the types of TV
programmes in photos a-i.
Ask sts to hide the text in
3B with a notebook or a
7 ‘trashy” TV
sheet of paper and work
programmes,
in pairs to recall the names
p. 62
of the seven ‘trashy’ TV
programmes 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),
/p/, /b/, /m/ and /w/.
p. 155
Then, sts should swap
roles, with st B testing st A
on two words with each
sound in line 2: /f/, /v/,
/θ/ and /ð/.
650443 _ 0113-0115.indd 113
Review 4
Units 5-6
Mini-dialogues /
Suggested language
St A: (points to photo a) I
can’t resist a bargain.
St B: (points to photo b)
Most women like
window shopping. Do
you agree?
St A: (points to photo 1)
He ran out of petrol.
St B: (points to photo 2)
He ran out of time.
St C: (points to photo 3)
He ran out of milk.
St A: (points to photo a)
Gadgets.
St B: (points to photo b)
Aisles.
St C: (points to photo c)
Checkout.
St A: (points to photo a)
This is a chat show.
St B: (points to photo b)
This is a stand-up
comedy.
St A: This is called My
Mother the Car.
St B: I guess this is Alf.
St A: That’s right. And I
think this is Manimal.
St A: How do you spell
open?
St B: O-P-E-N.
St A: Right. How do you
spell apple?
St B: A-P-P-L-E.
St A: That’s right.
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 instalments, (credit card) statement
3 ‘run out of’ phrases:
run out of petrol, run out of time, run out of milk
3 supermarket words:
gadgets, aisles, checkout
9 TV genres:
chat 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):
/p/ open, top
/b/ describe, able
/m/ name, summer
/w/ where, square
/f/ off, phone
/v/ five, have
/θ/ thank, nothing
/ð/ 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
from choices a-e. Have sts match items 1-5 to the correct
responses. Paircheck. Play  R4.1 to classcheck.
1. d  2. e  3. b  4. a  5. c
D  Have two sts read the model dialogue in the speech
bubbles and ask the whole class: Which dialogue in C is this
about? (1d). Have pairs of sts write four more lines for each
dialogue, 2-5, in C. Monitor pairs’ work closely and offer
help if necessary. At the end, have at least four different
pairs act out a dialogue 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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 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 dialogue 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  R4.2
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.
 R4.2
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 favourite actors.
4 My son just graduated, which made me very proud.
5 It’s difficult to find people who you can count on.
6 I’d 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 favourite actors.
4. My son just graduated, which made me very proud.
5. It’s difficult to find people who you can count on.
6. I’d 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, colourless, endless
4. abbreviation, education, abortion, acceleration, function
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,
while st B asks st A about his / her habits and tries to help.
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650443 _ 0113-0115.indd 114
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 dialogues 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 brackets. Whenever sts are uncertain, encourage
them to flip back through pp. 48-69 and check their
answers in units 5 and 6. Classcheck by writing the
answers on the board.
1. 
She went to the café 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 cinemas annoy me.
7. 
That’s 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 favourite song is ‘What’s 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 photo, sts should
work in pairs to try to recall John Smith’s 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  R4.3 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.
 R4.3
1 I’m dead serious. Savejohnsmith.com is my last hope.
2 Your machine must be broken.
3 Although it’s supposed to be for kids, I loved it!
4 You can’t be serious.
5 Well, I am in debt right now, but it’s not that bad.
1. not joking  2. broke  3. likes  4. don’t think you are 
5. terrible
C  Replay  R4.3 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.
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 R4
Sts’ pronunciation and intonation should match the track. In the text In the audio
1. rock bands sports teams
2. parties special events
D  Keep, Kill, Ignore. Tell sts that they are going to
3. for example for instance
play the game ‘Keep, kill, ignore’. Have sts work in trios.
Explain that in items 1-6, sts may choose to keep, kill or
4. for the flight and food to cover her expenses
ignore topics a, b and c, according to their personal views. 5. writing your information typing a message
Before sts begin, refer them to the model text in the 6. gives her some money makes a secure online donation
speech bubble. Monitor trios closely and take notes for 7. tell other people spread the word
delayed correction. Classcheck sts’ opinions and provide 8. get withdraw
language feedback. 9. the cash a deposit
10. lots of money thousands of dollars
Personal answers. Expressions 2-10 mean the same.

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.
G  Shopping problems role-play. Have sts swap partners.
Ask sts to begin by thinking about the type of shop 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 dialogue in the speech bubbles.

Then, assign a st A and st B within each pair and have

1. GoFundMe has helped thousands of people to raise many
pairs role-play the shopping problem. Monitor and take
millions of dollars online for different personal causes,
notes of sts’ speech production for further comments. At
like school tuition, rock bands, medical bills, volunteer
the end, give the group language feedback and invite a
trips, business ideas, parties, travel expenses and even
volunteer pair to act out the dialogue for the whole class.
animals and pets.
2. Peg wants to do a volunteer job. She wants to raise Personal answers.
money to buy the flight ticket and pay for her food.
3. Her friends told her about GoFundMe.
H  MAKE IT PERSONAL Question time! Tell sts that they
4. Dan is Peg’s friend.
are going to hear the 12 lesson title questions from units
5. No, you do not pay to try GoFundMe. 5 and 6 in random order. Tell sts that you will pause after
6. Personal answers. each question so they can ask and answer it in pairs.

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  R4.4. Paircheck. Replay the track so
sts can check their answers. Classcheck. Ask: How many
different expressions in this track mean the same thing?
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 practise the names of car parts, instructions for operating
machines and phrases for expressing opinions.

Does technology drive you mad?

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 I’m working on something.
Listening to / Reading about an urban myth. Rumour has it the head of a giant computer company once said…
Describing and naming car parts. ‘It’s the front window of the car.’ ‘Er… windscreen, right?’
Listening to two people on a road trip. It’s raining. Switch on the wipers, for heaven’s 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: tyre, bonnet, boot, steering wheel, wipers, engine, clutch, brake, accelerator, windscreen. 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 pp. 60-69. Encourage sts to ask The criticism was that cars are old-fashioned, expensive and
follow-up questions whenever possible. Monitor their 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 mad?’. 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 dialogue 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., Honda, 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 M1 Let me help with your suitcase! I’ll put it in the boot.
Point to the artwork (a car coming out of a laptop), and
Whoa! That’s heavy!
ask sts to guess its meaning. Tell sts that they are going to
2 M2 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 W1 Hey! What was that?
the story. Who attacked whom? What was the criticism?
M3 Oh no, I think it’s the tyre.
Play  7.1. Classcheck.

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 7.1

4 M1 Can I check the oil, madam? Cultural note   Although the song contains several allusions to
W2 Sure, yes, please. I’ll open the bonnet. cars and car parts, ‘Shut Up and Drive’ has noticeable sexual
5 M2 Er… I think you’ve got a problem with your engine. connotation in its lyrics, referring to a woman’s body as a car.
6 W3 Darling, I think you’d better turn on the wipers.
7 M3 Stop the car!
B  Read the definitions in the box with the class. Point
W1 Jeez! That stone broke the windscreen – I can’t 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
accelerator. switch off / turn off
M2 Whoa, mate, that’s incredible!
slow down
9 W2 Look out, there’s a dog in the road, hit the brakes!
turn down
10 M3 OK, first gear… Foot on the clutch and into second.
Then, go over Common Mistakes with the whole class.
steering wheel – d
tyres – a C  Ask: Do you enjoy travelling by car? When did you last
bonnet – b go on a road trip? Where were you going to? Tell the class
engine – f they are going to listen to a conversation between two
boot – c people who are on a road trip. Have sts read questions 1-3
wipers – e and listen for the answers. Play  7.5. Paircheck. Replay the
windscreen – h track if necessary. Classcheck.
accelerator – 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 Oxford?
word meanings by having sts cover words in C with a sheet L At least four.
of paper, a notebook or their workbook and testing the whole B I’m hot.
group by asking What’s in photo a? What about b? and so on. L So turn on the air conditioning.
B It’s 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 didn’t listen.
ask them to find other examples of cc pronounced as /ks/ L W
 ell, don’t 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. It’s raining. Switch on the wipers, for
accelerate / accelerator heaven’s 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. It’s been following us for the past two hours or so.
car part I’m describing. Pay attention to my description. It’s
the front window of a car. (windscreen). 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 can’t. This road is full of speed cameras.
four car parts. Monitor sts’ descriptions closely and offer L I don’t care. Step on the accelerator and speed up,
help if necessary. Correct pronunciation on the spot. Barry. Now.
Classcheck by having some sts describe car parts for the
L T
 hank God we’re 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 can’t stand Beyoncé.
whether sts recognise the singer and the song. L W
 ould it kill you to turn up the freaking volume on the radio
Song line: for five minutes?

’ Cause it’s 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, accelerator, 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 about the radio.
Year: 2007

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 7.1

D  Have sts listen to the conversation again and note
the opposites of the phrasal verbs from B. Play  7.5.
Classcheck by writing the answers on the board.
Then, pair sts up and have them work with their new
partners to ask and answer items 1-6. Monitor pairs’ work
closely and take notes for delayed feedback. Classcheck by
having sts report their partners’ answers to the class.

Lesson 7.2
turn on / switch on
speed up
turn up Workbook p. 34
ID Online Portal
Grammar p. 128
E  MAKE IT PERSONAL Ask sts to complete the gaps 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 practise 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, tyres, bonnet,
engine, boot, windscreen, wipers, accelerator, 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 let’s look at some other little lies. Point to
sentences 1-4. Read sentence 1 with sts and ask: Who
might’ve 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 works or has worked in
sales. Ask: Do shop assistants always tell the truth to
customers? Tell sts that promises a-f are quotes from shop
assistants. Read the first one with the whole class and ask:
What product is the shop assistant 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.
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7.2
Language
Yeah, purple looks great on you!
The first one could be a shop assistant.
Buying a mobile phone abroad can save you a few quid, but…
No, I guess I’m just lucky when I buy things.
She told me that she would buy it.
The shop assistant 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 practise 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, ‘What’s the
best tip in your opinion?’. Have sts follow the model in the
speech bubble, ‘I’d say tip 1, because…’
E  MAKE IT PERSONAL Ask sts to complete the gaps 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 /ə/.
A God, it seems that for every five letters I type, one comes
out wrong.
B American keyboard layout, right?
A Well, the shop assistant 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 /ə/.
C Oh Dad, you’re wearing the watch I got you. How do you
like it?
D Well, I’d like it better if it worked properly. I missed two
meetings last week. Have you got the warranty?
C Warranty? No, he didn’t 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 isn’t a Rolex?
C Er… no… Maybe not. Oh no, look, it says Polex.
3 Notice /aʊ/.
F What in the name of…
E Oh no… There goes my Christmas bonus.
F But how… how… did it happen? You didn’t... you didn’t
put it up yourself, right? Right?
E Er… Well, the delivery guy told me I could mount it on the
wall myself. How was I to know?
4 Notice /Ɛ/ and /eɪ/.
G Paula, we’re OK, right? I mean, it’s just that… Well, you
haven’t returned any of my calls.
H Sorry, didn’t get your messages – yours or anybody’s. My
phone’s dead.
G Dead?
H I bought it from this site and it came straight from the
States. Turns out I can’t make or receive calls. Some sort
of network problem… Which is odd, because on the site it
said I’d be able to use it in any country… Guess they were
lying. But how was I to know?
G Can’t you get a refund or something?
5 Notice /ʌ/ and /ə/.
I One of these days I swear I will throw this tablet right out of
the window.
J Oh, come on! It’s not so bad!
I You’re joking, right? The screen sucks and the software’s
full of bugs. To think I could’ve got a laptop! I bought it
on… on impulse, I guess. The shop manager said it had
just arrived and, you know, I couldn’t 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 complete the gaps in sentences
1-5 with their predictions for what the correct words might
be. Play  7.8 so sts can check their guesses. Draw sts’
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650443 _ 0116-0129.indd 120
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. Emphasise 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 recognise the band or the song.
Song line:
S omebody 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 shop assistant 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 isn’t a Rolex?
C Er… 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 you’re not a pro! You’re a designer! Designers don’t
install TV sets. What were you thinking?
E But… Look, he said it was easy and it would only take
ten minutes!
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4 H ... Which is odd, because on the site it said I’d be able
to use it in any country… Guess they were lying. But
how was I to know?
G Can’t you get a refund or something?
H Oh yeah – easily. 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 ten 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 /ɑ/ and /uː/.
M = mother  W = William
M William Bonney! What is this?
W It’s my school report, Mum.
M I know what it is! But you told me you’d done well this year.
You wait till your father sees this.
2 Notice /g/ and /k/.
V = Vanessa  C = Chris
V Hi, Chris. So good that you could come. Come in, come in.
C Hi, Vanessa, yeah, it’s gonna be a great party. And this
must be Pickles. Who’s 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.
650443 _ 0116-0129.indd 121
7.2
3 Notice the contractions.
G = Geri  J = Josh
G Hi Josh, er, nice shirt.
J Geri, what is this? James Bond night?
G Josh, it’s 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 didn’t say ‘wear your
beach clothes’.
4 Notice /iː/ and /ɪ/.
A = Andy  Z = Zoey
A Please leave your message after the beep.
Z Andy! Where are you? I’m in the queue and the film is going
to start soon. Andy, you said that you wouldn’t arrive late.
1. You told me you’d done well this year.
2. You said your dog was friendly.
3. You told me the party was informal.
4. You said that you wouldn’t 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 organise 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 practise 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 phoning a help desk service.
Role-playing a dialogue 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 who’s 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 attendant
M … and I just can’t get it to work – it’s probably broken.
I wonder if you can help me.
H OK, ma’am, first I need to know if your IX44 is still under
warranty. Do you remember when you bought it?
M Gee, I don’t know… In January… January or February, I guess.
H Right. Hold the line, please. Yes, you’re 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 it’s
completely connected, OK?
M Let me check... Just a second, please. OK. What should I
do now?
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Language
My sister’s scared of machines, especially smartphones.
Check the power cable. Unplug the monitor cable from the
wall socket.
‘I can’t 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. Er… Do you know where it is?
M Well, there’s a blue button at the back… It’s kind of green…
H That’s the one I’m 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… Nothing’s happening.
H Hmm… That’s funny. Hold on, please. Ms Harris, I’m going
to ask you to unplug the monitor cable from the wall socket
and start over.
M Sorry, didn’t get that. Unplug what from where?
H The monitor is… er… It’s the little TV, you know?
M Oh, all right… Just a sec… Got it! Oh, it’s on, it’s on. You’re
a genius.
H There’s a, a message on the screen, correct?
M Yes.
H Can you tell me what it says?
M Er… 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.
22/12/15 17:54

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 dialogues 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 don’t explain the
rules just yet.
Point out the Song line on the top of p. 77 and find out
whether sts recognise the singer or the song. Focus on the
indirect question, ‘I’m wondering why I got out of bed’,
and elicit the corresponding direct question, ‘Why did I
get out of bed?’
Song line:
y tea’s gone cold, I’m wondering why
M with the class and instruct sts to use indirect questions.
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
650443 _ 0116-0129.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,
it’s 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
neighbourhood?
3. I’m taking five suitcases. I need to know how big the
rooms are.
4. I’d like to know if the hotel accepts dogs. I can’t leave
Fifi alone.
5. Do you know when this hotel was built? I can’t stand old
buildings.
6. I wonder if I could check out late – maybe 4pm?
E  Have sts focus on the advert and ask the class: Are you
too busy to learn a new language? Point to Monica’s indirect
questions 1-5 and have sts complete the gaps. Classcheck
by writing the answers on the board.
1. when this method was
2. how many modules there are
3. if I should practise
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 advert (a chair). Read the model in the speech bubble
Explain that st B should use his / her imagination to answer
st A’s questions. Allow pairs a minute to read the advert,
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 dialogues for the class.
Point to the second advert 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 advert.
Personal answers.
Workbook p. 36
ID Online Portal
Grammar p. 128
123
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 7.4

Are machines with personality a good idea?

Lesson Aims: Sts learn and practise 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 email.
The satnav 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:
Where’s the toilet, please? Could you tell me…
Can I speak to the school director, please? I wonder…
Have you ever cheated in a test? Can you tell me…
Is there Wi-Fi available for students here? Do you have any idea…
What’s your favourite activity in class? May I ask you…
Was there any homework from the last lesson? 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 toilet is, please?
I wonder if I can speak to the school director, please.
Can you tell me if you have ever cheated in a test?
Do you have any idea if there’s Wi-Fi available for students here?
May I ask you what your favourite activity in class is?
Do you remember if there was any homework from the last lesson?
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. Mum was like, ‘What’s wrong with the one we gave
you last year?’ and I was like, ‘Mum, that model is so last
year’, so she got me this one for Christmas.
A You like it?
B Are you joking? I love it – especially Justin.
A Justin?
B Yep – my, what do they call it – personal assistant.
A Oh, speech recognition. Great. Does it, er, tell the time,
check the weather and stuff?
B Yeah, and much more. This morning I told Justin I was
bored – which I was – and 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 Wow! No way! Mate, this is, like, so cool.
B Then I asked him if he was hungry and he, er, he was like,
‘I’m a mobile phone, not a person.’ Really unbelievable.
A Mine has voice recognition too, but it’s not so smart, you
know? It’ll, 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 Mine’s not a guy – it’s called Alice.
Bruce’s 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 mum  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, Bruce’s or Ann’s? 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 Bruce’s conversation. Classcheck.
There are eight examples of like in Ann and Bruce’s
conversation.

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F  Say: Now Ann’s going to talk to Bruce’s 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 it’s funny? Has it ever happened to you?
 7.14 Notice the weak h in he and him.
A = Ann  B = Bruce  J = Justin
A Mate, I so want to try Justin.
B Here, have fun.
A Great… Justin, where am I?
J I’m sorry, I don’t know your name.
A And you said he was smart, right? I asked where, not who.
B He is smart, I’m telling you. Have another go.
A OK. Er… Justin, will the weather get worse?
J It looks like rain tonight. Here’s the forecast for the next
two days…
A Wow… That’s really cool. Justin…
J Yes?
A Do you love me?
B HA HA HA – never tried to ask him that.
J I’m not ready for that kind of commitment yet.
B Isn’t 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 ‘Ann Ambulance’.
A What? No way! Er… Justin, make me a coffee.
J Ahem, I’m just a phone.
B Don’t you just love him?
A But was it, like, a joke? Or did he misunderstand me?
B I think he was teasing.
Understood Misunderstood
1. Where am I?  9 Grammar: Reported speech (2)
2. Will the weather get worse? 
3. Do you love me?  sentences they wrote down in 8B, then have them choose
4. Please, call me an ambulance.  Yes or No for the rules in the Grammar box. Paircheck.
5. Make me a coffee.  Classcheck.
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.
Personal answers.
8 Pronunciation: -ed ending followed by /h/
A  Review the pronunciation of the past simple -ed ending.
Write a list of regular verbs on the board (work, happen,
play, cook, start, need) and elicit the past simple form of
each. Then, cross out letter e where it isn’t pronounced
and write /t/ or /d/ according to the pronunciation of
each verb. Remind sts that verbs ending in /d/ or /t/ have
650443 _ 0116-0129.indd 125
7.4
the -ed ending with the pronunciation /id/ and add these
pronunciations to the board. Then, drill pronunciation for
all the past simple forms on the board.
work – worked /t/
happen – happened /d/
play – played /d/
cook – cooked /t/
start – started /id/
need – needed /id/
Elicit the past form of ask and the pronunciation of its -ed
ending. Ensure that sts can pronounce /ɑːskt/. 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 R  box. Paircheck. Classcheck.
1. /t/
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 Ann’s 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.
A  Tell sts to look at the sentences in 7F and the five
1. no  2. yes  3. yes  4. yes  5. yes  6. yes
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
whether sts recognise the song or the group. Ask sts to
rewrite the line, making the commands negative.
Song line:
S he asked me to stay and
she told me to sit anywhere,
so I looked around and I noticed…
Song: ‘Norwegian Wood’
Band: The Beatles (UK)
Year: 1965
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 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
D  Read the model in the speech bubble with the whole
class and tell sts that they are going to make guesses about
the gaps in Ann and Bruce’s texts. Pair sts up and ask them
to use their imagination to discuss and complete the gaps
in pencil for conversations 1-3. Then, play  7.17 so sts can
check and correct their answers.
 7.17

Lesson 7.5
bold and the correct order of the remaining ones. Instruct 1 A nn asked Bruce why he was late and he said he had
sts to continue crossing out the two extra words in bold and just crashed his cat, but what he meant to say was he
reordering the remaining ones in each sentence. Paircheck. had just crashed his car.
Classcheck by writing the answers on the board.
2 Bruce asked Ann if she was hungry and she said she
wanted vegetarian blood, but what she meant to say was
I asked my computer to read my new email… for, it
Luke 
she wanted vegetarian food.
I asked my phone if it would rain tonight and it said…
Sue 
3 Bruce asked Ann if she was going to the party and she said
will, for
she couldn’t because she had broken her uncle. But what
The satnav told me to turn left and… for, if
Ron 
she meant to say was she had broken her ankle.
The stereo asked me what I wanted to listen to. did, want
Ian 
I asked my satnav where I was and he told me not to
Mitt 
worry. am, to / for, don't 2. food  3. ankle

C  Ask: What about the autocorrect function on your phone?
Do you use it? Does it cause you problems? Have sts read
Bruce and Ann’s texts and restate them as reported
speech. Clarify that Bruce’s texts are in blue and Ann’s 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 he’d 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 couldn’t because she had broken her uncle. Then
she said that she meant… But that it was still serious.
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 at
the weekend. He / She said he / she didn’t know’.
Invite volunteers to report their conversations to the
whole class.
Workbook p. 37
ID Online Portal
Grammar p. 128

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Do you spend too much time on social networks? /
Do you enjoy a good argument?
Lesson Aims: Sts practise 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 can’t deny that…’ ‘Hold on a second, let me
finish’, ‘Yeah, I couldn’t agree more’, ‘I totally disagree’, ‘What’s 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
‘don’ts’ for learning English, e.g., always do your homework,
don’t miss lessons, avoid texting or checking emails on your
phone during lessons, watch films in English, take notes about
new vocabulary, don’t be late for lessons, 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 group’s ‘dos’ and ‘don’ts’. Classcheck by asking
sts to report their partners’ tips to the whole class. Encourage
them to use reported speech by asking: What did (partner’s
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.
Cultural Note   Point out to sts that the video uses the
American English name for a mobile phone, a ‘cell phone’; and
the American author uses the past participle of got ‘gotten’,
which is no longer used in British English but is very common
in North America.
650443 _ 0116-0129.indd 127
7.5
Language
I’m 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.
‘I’d never read that book.’
‘Don’t trust anyone under 30?’
Young people are reading less and less.
We can’t deny that the Internet needs to be more strongly
regulated. That may be true, but…
 7.18 Notice Mark’s hesitation / repetition and Nick’s
listening sounds.
M = Mark  N = Nick
M What I don’t 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.
N Hi, I’m Nick Gillespie with Reason TV. I’m 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,
there’s even a, er, second er, subtitle, which says ‘don’t trust
anyone under 30’. Mark, what’s the premise of the book?
M Digital culture… er, means, means this to most teenagers.
It doesn’t open them up to the great big world… of ideas
and artworks and, and, and documents and politics and
foreign affairs – which 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. They’re 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 leisure reading 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
that’s, that’s 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…
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 7.5
N Mmm.
M … er, that they have. And when you go into the average
15-year-old’s bedroom now, it’s a multimedia centre.
Yeah, there’re a few books up there on the shelf. There’s
the laptop, the cell phone, video game console, Blackberry,
iPod, and all those diversions give them something a lot
more compelling…
… than the story of Antony and Cleopatra and Caesar!
N Hmm mmmm.
1. Over 30, because the subtitle of the book is Don’t Trust
Anyone Under 30.
2. Social networks, laptop, (mobile) 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
university lectures?
Read World of English on note-taking. Then, have sts briefly
read notes 1-6 and replay 7.18 as they listen and complete
the gaps. Paircheck. Replay the track if necessary. Classcheck.
1. ideas, documents, politics  2. 90  3. 1 hr., 55  4. 9 hrs.  P Hmm… Well, you may agree or disagree, but he makes
5. museums, libraries  6. laptop, (mobile) 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 dialogue 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 presenter (P).
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 presenter? Tell sts to listen to the track and then
write T, B or P 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 /ɔɪ/.
P = presenter  T = Tom  B = Barbara
P … 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 book’s
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650443 _ 0116-0129.indd 128
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 can’t deny that teens are buying fewer
books and generally…
P How old are you, Tom?
T 22… We’re 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. It’s… It’s
not that teens are reading less, it’s just that they’re reading
on their tablets... or e-readers, smartphones, or whatever.
My daughter, for example, has downloaded, what, 200,
300 titles and…
P But how many of those has she actually read?
T That’s a good point.
B I don’t know, but, you see, the point is… reading has been
on the decline for…
T Barbara, but don’t 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 can’t blame the
Internet, can we?
some valid points, don’t 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 he’s a pretty smart boy, you know?
B My point exactly! The book says teens are getting
dumber… I totally disagree. If anything, people’s IQs have
gone up, not down, over the past 90 years or so.
T Mmm… That may be true, but don’t you think there’s
something wrong here? Rome – a country? Come on!
And you know what, I also think the, er… young people
are starting to avoid face-to-face contact because of the
Internet…
B Yeah, I couldn’t agree more.
T I mean, most of my friends spend hours and hours locked
in their rooms, chatting on Facebook. I mean, this can’t…
1. T  2. B  3. B  4. P  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.
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 7.5

Well, he has a point. E  MAKE IT PERSONAL Divide the class into groups of
That’s a good point. three. Point to the sentences coming out of the megaphone
and ask groups to choose one of the topics. Within their
The point is…
groups, sts should role-play a three-minute TV debate.
He makes some valid points.
Ask sts to prepare before the discussion starts. Assign
My point exactly!
roles A, B and C within each group and then read the
instructions with the whole class. Clarify that st A should
D  Ask sts to complete the gaps with the words from the agree with the statement chosen, st B should disagree
box. Tell sts that there are three extra words which will and st C should begin the debate, take notes and decide
not be used. Play  7.20 so sts can check their answers. whether st A or st B has the best arguments.
Then, replay the track for choral repetition, pausing after
Encourage sts to come up with arguments to support their
each sentence in the table.
views and to use language from C and D. Allow groups two
or three minutes for preparation before the debate. Then,
 7.20
have all the groups start their debates at the same time.
T = Tom  B = Barbara
1 T Yeah. I mean, we can’t deny that teens are buying fewer Walk around the classroom and monitor, taking notes for
books and generally… delayed correction. Classcheck by asking each group’s st C
2 T Barbara, but don’t you think… to report the outcome of the debate and briefly summarise
the arguments for each side.
B Hold on a second, let me finish. Listen, people have
been reading less for at least 30 years. Have sts swap roles A, B and C within each group and
3 B Well, it depends on what you mean by reading. select a new topic. Restart the debate process. Repeat the
4 T Mmm… That may be true, but don’t you think there’s same procedures for monitoring and class checking.
something wrong here? Rome – a country? Come on!
Personal answers.
5 T I also think the, er… young people are starting to avoid
face-to-face contact because of the Internet…
B Yeah, I couldn’t agree more.
6 B My point exactly! The book says teens are getting
Workbook p. 38
dumber… I totally disagree. If anything, people’s IQs
ID Online Portal
have gone up.
Grammar p. 128
ID Café Video p. 144
can’t
Hold
on
true
more
totally

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 8.1
8
Unit overview: The main topics of unit 8 are modal perfects, question tags,
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 one’s appearance.
Function
Lesson 8.1
Reading about a woman’s looks before and after cosmetic
surgery.
Talking about one’s attitude toward one’s own looks.
Watching / Listening to a TV commercial about a beauty
product.
Debating the importance of appearance.
Vocabulary: Wrinkles, dark circles (around one’s 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 lesson’s Song line (p. 83) on the board.
Warm-up   Have sts read the Song line on the board (see
Before the lesson) and find out whether they know the name of
the song or the singer who recorded it. Ask: Do you consider
vanity a positive or negative thing?
Song line:
V anity! It’s so good to be fabulous and glamorous.
We love ourselves and no one else.
Va-va-va-va-vanity.
Song: ‘Vanity’
Singer: Lady Gaga (USA)
Year: 2008
1 Reading
A  Books open. Focus sts’ attention on the question in the
lesson title: ‘How important are looks?’ Elicit situations or
areas in life in which one’s look might make a difference,
e.g., finding a partner, getting a job, making friends, having
high self-esteem.
Point to the woman in the photo. Ask a few questions
whose answers sts can find in the text, e.g., Who’s this
woman? How old is she? What does she do for a living?
Focus on the woman’s ‘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.
1. wrinkles  2. dark circles around my eyes  3. cheeks
4. chin  5. loose skin  6. eyelashes  7. thin lips
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Language
‘This month, Zoe Cowel tells us how she reinvented her looks.’
‘I had the wrinkles of a 60-year-old…’
Do you worry about putting on weight? Is there anything you
think you should cut out from your diet completely?
Introducing the next revolution in beauty. Get ready to
experience a whole new you.
I think talent is as important as appearance for celebrities.
B  Read Common Mistakes with sts and the model in the
speech bubble. Say: Look only at the ‘after’ photo and say
what’s different. Have sts work in pairs to complete the
activity. Classcheck.
Personal answer.
C  Read headings a-d with the class and explain the
meaning of the word miserable (very unhappy). Ask sts to
read paragraphs 1-4 of ‘Beauty and the beast?’ quickly and
match them to the corresponding headings in a-d. Give
sts a time limit of four minutes. Play  8.1 so sts can check
their answers.
a. 4  b. 1  c. 3  d. 2
D  Pair sts up. Ask: Do you think Zoe’s happier now?
Go over the model text in the speech bubble and have
pairs discuss the answer to the question. Classcheck sts’
guesses. Play  8.2 so sts can check their guesses.
 8.2
My friends say I look ‘fabulous’, with varying degrees of
enthusiasm. My husband – who’s in his mid 30s – says 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. I’m certainly
feeling better about myself, which is something. But
happier? To be perfectly honest, I’m not sure.
She feels better about herself, but she’s not sure she’s happier.
E  Instruct sts to re-read the text and decide whether
statements 1-7 are true (T) or false (F). Paircheck. Classcheck.
23/12/15 09:58

Tip   Alternatively, ask sts to close their books. Say: We’re
going to play a game. I’m going to tell you some information
about Zoe. Stand up if you think it’s true. Sit down, or remain
seated, if you think it’s 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: I’m looking at myself
in the mirror. Write the sentence on the board and ask:
Who’s looking? Who am I looking at? Then, give the mirror
to a student and have him / her look at himself / herself.
Say: He / She’s looking at himself / herself in the mirror. Ask:
Who’s looking at the mirror? Who’s 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 I’ve promised myself that I’m going to stick to my
exercise programme...
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  support and explain their views.
4. stick to  5. put on  6. take up
I  Have sts use the phrasal verbs from H to complete the
gaps in sentences 1-5. Classcheck.
1. putting on  2. work out  3. cut out  4. cut down on  Have groups discuss sentences 1-3. Monitor and take notes
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 it’s a product for women only?
650443 _ 0130-0142.indd 131
8.1
Personal answer.
B  Tell sts that they are going to watch / listen to a advert.
Ask them to identify four words from the first paragraph
of the text 1A in the advert. Play 8.3. Classcheck.
 8.3 Notice /n/ and /ŋ/.
Introducing the next revolution in beauty. Get ready to
experience a whole new you. It’s you, perfected. Say
goodbye to fine lines and wrinkles and hello to full lips,
sparkling eyes and lashes that never end. And that’s just
the beginning. Transform your look the way celebrities do
with this beauty industry secret that’s now available for the
first time ever. Introducing Fotoshop by Adobe. Finally look
the way you’ve always dreamed. The difference is clear.
Just one application of Fotoshop can give you results so
dramatic they’re almost unrealistic.
wrinkles, lips, eyelashes, eyes
C  Point to the words listed and ask: Were these words
mentioned in the advert? 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 R  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
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.
of any mistakes for delayed correction, as well as of
successful and adequate utterances for praise. Classcheck
by asking sts to report or summarise 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, apologising to, sympathising with, and
criticising 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 must’ve taken, like, ages! That can’t have been easy.
Guessing what happened in various situations. The driver might have put his wallet on the car.
Apologising, criticising and sympathising. That must’ve been terrible.
What? You must’ve lost your mind!
Vocabulary: Gossip. Expressions for apologising, sympathising and criticising people: ‘No way!’, ‘You can’t have done that!’,
‘Oops!’, ‘I think I might’ve 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 couldn’t 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: What’s 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 /v/ and /w/.
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, she’s coming
this way. Hi Debra! How lovely to see you!
D Julie… Andy… Nice to see you both.
A You look so… er…
D Slim? Yeah… I’ve lost a little weight. Fifty pounds, in fact...
J Fifty pounds? How did you do that?
D Well, I just cut down on alcohol, sugar and…
A No cake? That can’t have been easy!
J Andy! So, Debra… Fifty pounds! That must’ve taken, like, ages!
D Well, you’d be surprised… Less than a year...
J So... Are you still working at the cake factory?
D Actually, I found a new job. I’m 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, that’s Brad over there! Excuse me, I have to go.
A Why did she go? Was it something we said?
J Well, I don’t 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 lesson’s
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
one’s 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 table. Paircheck. Classcheck. Read
Common Mistakes with the whole class.
1. past
2. past participle

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must can’t
have have
I’m almost sure this happened.  Tell sts that they are going to hear five conversations.
Maybe this happened.
I’m almost sure this did not happen. 
Tip   For more practice, refer sts to Grammar on p. 131.
Draw sts’ attention to the Song line on the top of p. 85 and
find out if sts can sing the song or know its name and the
band who recorded it. Say: This song was in a famous film
with Julia Roberts and Richard Gere (Pretty Woman). Have you
ever seen it?.
Song line:
I t must’ve been love, but it’s over now.
It must’ve been good, but I…
Song: ‘It Must Have Been Love’
Band: Roxette (Sweden)
Year: 1990
The band released this single in Sweden in 1987, but it was only
relased internationally in 1990.
B  Go over World of English with the whole class. Then, point
to items 1-6 and say: Julie and Andy are gossiping at a party.
These are their comments. Ask sts to rephrase the sentences
using modal perfects. Do the first one with them to model
the activity. Have sts paircheck and then listen to  8.6 to
check their answers. Write the answers on the board as well.
2. He must have given it up.
3. They might have had an argument or something.
4. He can’t have bought it himself.
5. He might not have got an invitation.
6. S
 he can’t have forgotten to buy one. / She might have left
it at home.
C  Point to photo 1 on the top right corner of p. 85 and
ask: What do you think happened? Guide sts to use modal
perfects in their answers, as in the model text in the
speech bubbles.
Divide the class into small groups and have the sts in each
group guess what happened in photos 1-6. Remind them
to form their guesses by using modal perfects. Sts should
avoid saying maybe or perhaps at this stage. Monitor closely
and offer help if necessary. Have each group join another
one to compare guesses. Classcheck.
Personal answers.
5 Pronunciation: Must’ve, can’t’ve and might’ve
A  Write three simple sentences on the board to exemplify
apology, criticism and sympathy:
1. I’m sorry, I didn’t mean to offend you.
2. You shouldn’t have rung her!
3. I understand what you’re going through.
650443 _ 0130-0142.indd 133
8.2
might / Ask sts to identify each case: Which one shows sympathy?
may have Which one is an apology? Which one is an example of criticism?
 Instruct them to write C for criticism, A for apology or
S for sympathy in the gaps next to items 1-5. Play  8.7.
Paircheck. Replay the track if necessary. Classcheck.
 8.7
M = man  W = woman
1 M1 So, are you ready for Sunday?
W1 Huh? What do you mean?
M1 Hello? Gloria’s birthday?
W1 Oh! No one invited me...
M1 Oops. I, erm, I think I might’ve said too much. Sorry. I
thought you... I thought you’d been invited.
W1 Well, kinda looks like I wasn’t, doesn’t it?
2 M2 Guess what?
W2 What?
M2 I’ve left my job at the factory.
W2 What? You must’ve lost your mind! You’ll never find a
job like that again. Not in a million years! How... how
are we going to make a living Harry?
M2 I’ve got it all worked out – don’t worry.
W2 Tell me you’re joking! No way! You can’t’ve done that!
You just can’t.
3 M3 Brenda kinda broke up with me.
M1 Kinda?
M3 Yeah. She said we needed some time apart and... stuff.
M1 Ouch. That must’ve come as a surprise.
M3 You bet it did.
4 W1 What’s with the sad face?
W3 Ringo has gone to a better place.
W1 Who? What?
W3 Our Labrador. I found him dead in the garden last night.
W1 Oh... the dog. I’m... I’m so sorry. That must’ve been
terrible.
W3 He was like family, you know?
5 M1 I must’ve left a hundred messages in your voicemail.
Why didn’t you return my calls?
W2 I was kinda busy. Sorry.
M1 Look, if it’s about last night... I’m really sorry for
anything I might’ve done. Really. I drank a little more
than I should and I kinda...
W2 Went wild. And I bet you don’t remember anything.
M1 No... not really. What happened?
1. A  2. C  3. S  4. S  5. A
B  Have sts complete the sentences with the verbs
provided. Ensure that they use contractions. Play  8.8 so
sts can check their answers. Write the answers on the
board as well.
1. might’ve done
2. might’ve said
3. must’ve lost
4. can’t’ve done
5. must’ve come
6. must’ve been
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 8.2
Draw sts’ attention to the phonetic transcriptions Monitor sts’ conversations closely for accuracy and
/mʌstəv/, /kɑːntəv/, and /maɪtəv/ and use these to pronunciation. Take notes for delayed correction. At the
drill pronunciation. Replay  8.8 for choral and end, invite volunteer pairs to act out their dialogue for
individual repetition. another pair or for the whole class.

Personal answers.
C 

Lesson 8.3
MAKE IT PERSONAL Have sts swap partners and work
in their new pairs to role-play a dialogue about one of the
photos (1-6) on p. 85. Refer sts to the model dialogue in the
speech bubbles and point out that this dialogue 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 practise causative forms in the contexts of listening to a teenager’s 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 (one’s) hair, have (one’s) nails done.
Grammar: Causative form.
Warm-up   Ask sts to stand up and form a row according
to the order of their birth month and day. Set the starting
(January) and the ending point (December) of the row in
the classroom. Encourage sts to mingle and ask classmates
‘When’s your birthday?’, so as to find out where they should
stand in the row. 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. What’s 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 programme 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 = /s/ or /z/.
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… Mum was like,
‘Sweetheart, why don’t we have an ice-skating party?’, and
I was like, ‘Mum, that is so last year!’
C Yeah, totally.
B So... We’re having a film party.
C Yay! Great!
B There’ll be a massive outdoor screen by the pool and…
Well, you’ll see. It’ll be, like, the most fun you’ve ever had…
Ever. I hope it doesn’t rain.
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8.3
Language
What’s the most significant birthday?
My Super Sweet 16 shows you all the fun, glamour and
excitement…
Dad hired a fashion designer and we’re 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 Yuck!
B Yeah, I know! So I told him, ‘Dad! Hello? This is a film party,
not a fairy tale!’
C Duh!
B And I wanna look just like Demi Lovato.
C Yeah, who doesn’t? Demi rules.
1. T  2. F  3. T  4. F
D  Point to the photos and say: These activities were all in
preparation for Britney’s party. Ask: Do you think she spent
a long time planning her birthday party? Have sts listen
to the dialogue 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 doesn’t? Demi rules.
B So Dad hired – get ready for this – a fashion designer and
we’re going to have a new dress made.
C Specially for you?
B Of course.
C That is so cool! And your hair looks amazing! Tell me, did
you have it straightened?
B Yeah. I spent, like, ten hours at the hairdresser’s 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 pool’s dirty and Dad hasn’t got it
cleaned yet. Hello? Does he expect me to do it? And Mum
can’t cook, so we still need to have the cake made. This is
all so stressful! I’m exhausted!
C Who wouldn’t be?
B And, get ready for this, I signed all two hundred invitations
myself. It took me, like, one hour.
C Hmph! 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. P
 ersonal 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:
ow he’s getting a tattoo,
N listed. Monitor closely for accuracy and offer help
yeah, he’s 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 Britney’s party, e.g., ‘She had her
hair straightened’, ‘She got her nails done’, and so on.
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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
Lesson 8.4
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 Britney’s 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 got the swimming pool cleaned yet.
She still hasn’t had the cake made.
She signed all 200 invitations herself.
C  Have sts complete Britney’s 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 dialogue in the speech
bubbles to the whole class. Then, have sts in each group
ask and answer questions and talk about the activities
whenever necessary. Classcheck.
Personal answers.
Workbook p. 41
ID Online Portal
Grammar p. 130
Writing Bank p. 152
23/12/15 09:58
 8.4

Have you got a lot of furniture in your room?

Lesson Aims: Sts look at question tags and learn vocabulary related to furniture in the contexts of having a room redecorated
and surprising a friend.

Function Language
Lesson 8.4

Listening to an English lesson on furniture. Actually, we call it a rug – R-U-G. The carpet covers the whole
floor, not just a small part of it.
Listening to friends talking about changes made in a room. I had the new bed made specially.
What about the rug? I mean, he loved that rug, didn’t he?
Asking and answering with question tags. You really like spinach, don’t you?
You’ve never been to Australia, have you?
Vocabulary: Bedside table, blanket, sheet, pillow, rug, lamp, floor, wall.
Grammar: Question tags.

Warm-up   Review names for the parts of a house. Make a  8.13

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,
a cooker in the kitchen and other items to elicit room 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 / settee, fridge, table, chair, TV, sink.
8 Vocabulary: Furniture
A  Books closed. Ask: Have you got a lot of furniture in your
bedroom? Elicit or pre-teach vocabulary with simple line
drawings on the board (or photos from the Internet) of bedrooms
that contain pillows, a bedside table, a rug, a duvet 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?
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. That’s the ceiling – C-E-I-L-I-N-G – but
you can’t see it in the picture.
St2 And what’s that thing on the floor? A carpet?
T Actually, we call it a rug – R-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 You’ve 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 what’s the white thing in the corner?
T That’s probably the lamp – yeah, it’s 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 That’s the blanket.
bedroom 1

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.
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
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 8.4
can confirm their answers. Classcheck. Ask: Did the
pronunciation of any of these words surprise you? Drill all
the words.
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.
D  In pairs, sts should comment on who might live in each
of the bedrooms in A. Refer them to the model text in the
speech bubble. Classcheck sts’ opinions.
Personal answer.
9 Listening
A  Tell sts that they are going to see if their guesses from
8D were correct. Say: Listen to the owners of the rooms from
8A and see if you were right. Play  8.14. Classcheck.
 8.14 Notice /θ/ and /ð/.
B = Barry  M = Mick
B Dude, you’ve gotta come and see what we’ve done.
M Done what? I don’t like the sound of this, Barry. You haven’t
done anything crazy, have you?
B No, no, it’s great. Come and have a look.
M Oh my God! This place looks so… so... pink!
B I know! It’s amazing, isn’t it?
M But… but… This is Tom’s room, right?
B Yeah! But with a few small changes…
Personal answers.
B  Have sts listen to the rest of the dialogue. Ask: Why
did he change the room like that? Play  8.15. Classcheck.
Then ask: Do you think his housemate will really laugh?
Will he like the changes?
 8.15 Notice /l/ and /w/.
M = Mick  B = Barry
M Small? You didn’t do all this yourself, did you?
B Well, no, not really. The guys helped me paint the walls…
I took care of the bedside table and, er…
M Oh my God, you painted it pink. You must’ve been out of
your mind.
B I had the lamp painted too and... the bed, of course. I had
the new bed made specially.
M What about the rug? I mean, he loved that rug, didn’t he?
B Well, yes, but it didn’t go with the new look, you know? So
I bought him a new one.
M You know he’s gonna kill you, don’t you?
B No, come on, I mean, it’s only a joke! He’ll see the
funny side!
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M Funny? I mean, your housemate goes away for two months
and you turn his bedroom into… into… Disneyland!
B Oh, come on! He’ll laugh, you’ll see.
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 table as well as the
people listed in the column heads. Tell sts that they
are going to listen to the dialogue again and check who
did what. Play  8.15 again. Have sts paircheck without
looking at each other’s books; that is, they must talk,
as in the model dialogue in the speech bubbles. Ensure
that partners hide their books and check their answers
by speaking to each other. Replay  8.15 so sts can check
their answers. Classcheck.
Barry his friends a professional
a paint the walls  
b paint the bedside table 
c paint the lamp

d make the new bed 
e buy the new rug 
D  MAKE IT PERSONAL Have sts swap partners. Ask them
to take turns asking and answering questions 1-3 in their
new pairs. Classcheck by having each student report his /
her partner’s answers to the whole group.
Personal answers.
10 Grammar: Question tags
A  Have sts look at the question tags and read the
sentences briefly. Play  8.16 as sts listen and complete the
gaps with the question tags provided. Classcheck.
1. have you?  2. isn’t it?  3. did you?  4. didn’t he? 
5. don’t you?
B  Ask sts to study the sentences in A and choose
the correct options in the Grammar box. Paircheck.
Classcheck.
1. question  2. the same  3. do, does, did  4. negative
Tip   For additional practice, refer sts to Grammar on p. 131.
Read the Song line on the top of p. 89 and ask sts if they
know the song or the band who recorded it. Highlight the
question tag in the line for sts.
Song line:
T wo jumps in a week.
I bet you think that’s pretty clever,
don’t you boy?
Song: ‘High and Dry’
Band: Radiohead (UK)
Year: 1995
23/12/15 09:58
 8.4
C  Go over World of English with the whole class. Explain T I don’t know what to say.
that the same question tag can have different intonations
B Well… You’re welcome!
depending on the speaker’s intention.
T This was Paula’s idea, wasn’t it?
Tip   Write have you? on the board and say number 1 from A B Well, let’s just say that it was a gift from all of us…
T Who needs enemies with a friend like you?
with rising intonation first, You haven’t 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 question tags.
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 question tags
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 haven’t done anything crazy’. Point out to sts that this
intonation can convey disappointment or even accusation.
But you said you’d be back tomorrow, didn’t you?
Erase the previous markings and illustrate falling intonation
You know I sleep here, don’t you?
as follows. Have sts repeat the phrase with this intonation.
You’re not serious, are you?

have you? This was Paula’s idea, wasn’t 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 Tom’s reaction when
he returns home and sees his new bedroom (photo 2 in A).
Ask sts to listen for two things: (1) How many question tags
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 who’s here! Welcome home!
T Hi Barry. Man, it’s good to be back.
B But you said you’d be back tomorrow, didn’t you?
T Yeah… but they cancelled today’s meeting… thank God…
’n so here I am.
B So, how are things?
T Terrific. Lots of good news. I’ll tell you later… Man, it’s good to
be home. The hotel room was just… What in the name of…
B Surprise!
T Wait, wait, wait… er… You know I sleep here, don’t you?
B Yes, and I also know you’re a huge Disney fan. So, voilà!
T Yeah, but... but… Pink? Really? You’re not serious, are you?
B Man, I knew you would love it!
F  MAKE IT PERSONAL Have sts complete the gaps in
questions 1-5 with the correct question tags and then
answer a, b or c about themselves. Classcheck.
1. don’t you?
2. didn’t you?
3. aren’t 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, don’t 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 partner’s 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? /
What’s 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
practise how to express preferences about English-learning experiences.
Function
Lesson 8.5
Comparing old and new logos.
Listening to and predicting information.
Comparing brands.
Talking about English-learning preferences.
Vocabulary: Logo, makeover, university 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 haven’t done anything crazy. – You haven’t done
anything crazy, have you? Repeat.
Sts 
You haven’t done anything crazy, have you?
T  You really like going to the beach. – You really like going
to the beach, don’t you? Repeat.
Sts You really like going to the beach, don’t you?
T Now you. You’re from San Francisco.
Sts You’re from San Francisco, aren’t you?
T You aren’t from the UK.
Sts You aren’t from the UK, are you?
T You went to work yesterday.
Sts You went to work yesterday, didn’t you?
T You didn’t start learning English this year.
Sts You didn’t start learning English this year, did you?
T You don’t like fast food.
Sts You don’t like fast food, do you?
T She’s from London.
Sts She’s from London, isn’t she?
T guesses. Resume  8.19 so sts can check their answers.
He hasn’t been to England yet.
Sts He hasn’t been to England yet, has he?
T They were very friendly to you.
Sts They were very friendly to you, weren’t they?
Stronger classes   Signal or prompt rising intonation (thumbs
up) or falling intonation (thumbs down) for each question tag.
Skills: Predicting
A  Books open. Point to the old and new logos and have two
sts read the model dialogue in the speech bubbles. Pair sts
up and have them look at the changes made to the logos in
the table and discuss which ones they prefer. Classcheck.
Personal answers.
B  Tell sts that they are going to hear the beginning of
a university lecture about logo makeovers. Ask: Which of
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Language
The new Myspace logo is weird, isn’t it?
He’ll mention something negative.
He’ll talk about new users.
I prefer Ray-Ban. Their designs are cooler.
Which one are you better at: grammar or vocabulary?
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, we’re going to be looking at the reasons
behind three different companies – global companies –
altering their logos and how their target markets liked – or
didn’t like – the 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 Myspace’s 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
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 shrink – profits fell,
people were fired, and so on. So, here’s what Myspace
does: it radically changes its… logo. Now, do I like it?
Well, obviously, existing users – the people who already
access Myspace – won’t have trouble remembering the
name of the site. However, (beep) if you’re trying to
attract new users, you know, people who might’ve 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
23/12/15 09:58

may know, in 2011, Starbucks celebrated its, er, its 40th
anniversary. To mark the occasion, they must’ve thought:
‘Hey, let’s 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 didn’t 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 doesn’t need to tell the world that it’s
Starbucks Coffee – everybody knows that.
1. negative
2. new
3. doesn’t like
4. didn’t like
5. his opinion
6. explain what he said
D  Ask: Do you know the clothes company called Gap? Tell
sts that this company’s 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
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 must’ve tried to create
something modern and contemporary, but, boy, were they
wrong. The dark blue square on the left certainly looked
very traditional, didn’t 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 thousands – I
mean thousands – of 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 ain’t broke, don’t
fix it!
Personal answers.
E  Read sentence 1 and elicit predictions by asking: How
many words are missing in this gap? Have sts guess the
number of words missing in each gap 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 must’ve 3 words
2. who might’ve never 4 words
3. must’ve 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
650443 _ 0130-0142.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: Who’s 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 university lecture in Skills B?
Say: We’re going to hear two students who have just attended
the lecture. Let’s 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 /ʌ/, /ʊ/ and /uː/.
G = Guilherme  F = Fabi
G I love this class. It totally rocks.
F Yeah, it’s really good, isn’t it? I wish we’d had Professor
Ford last year.
G Yeah. He’s awesome.
F That Myspace logo is interesting, isn’t it?
G Honestly, I think the new one sucks. I really do.
F Hmm... I kind of like it... It feels, I don’t know, different...
What about Starbucks? Which one do you like better?
G I don’t 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 don’t really like either of them... I’m tired of the
green mermaid.
G Now, maybe I’m 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 shouldn’t have gone back to
the old one.
The new Gap logo.
D  Have sts try to complete the gaps 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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 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. B
 eyoncé or Mariah Carey? Hmm… I don’t like
either of them.
5. I prefer cats to dogs. Actually, I can’t stand dogs.
Opinions: Personal answers.
F  MAKE IT PERSONAL Go over the table 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…?’
Have sts work in groups of four, so they have three
classmates to ‘interview’. Ensure that sts write down notes
of their classmates’ answers in the table. 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 in their tables.
Classcheck.
Personal answers.

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 Café 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-dialogues
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 photos 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 photos 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 Zoe’s face, 1-7.
Have sts say what
might’ve, must’ve, or
6 past can’t’ve happened in
predictions, photos 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
photos 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.
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Review 5
Units 7-8
Mini-dialogues /
Suggested language
St A: (points to photo a)
What’s this?
St B: That’s a (flat) tyre.
(points to photo b)
What’s letter b?
St A: It’s the bonnet.
(points to photo…)
St A: (points to photo a)
What are these?
St B: They’re fake watches
or goods. (points to
photo b) What’s letter b?
St A: That’s a computer
keyboard. (points to
photo…)
St A: (points to picture 1)
William Bonney Jr told
his mother he was doing
well this year.
St B: (points to picture 2)
Vanessa said her dog
was friendly.
St A: (points to number 1)
Wrinkles.
St B: (points to number 6)
Eyelashes.
St A: (points to photo 1)
He might’ve been
robbed.
St B: (points to photo 2)
The owner must’ve
dropped his / her
laptop.
St A: (points to the first
photo) Have your hair
straightened.
St B: (points to the
second photo) Have the
pool cleaned.
St A: What’s letter a?
St B: It’s a lamp. What’s
letter b?
St A: It’s 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.
pictures. Pair sts up and St A: That’s right.
2 words
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.
8 car parts:
(flat) tyres, bonnet, boot, steering wheel, wipers, engine,
clutch / accelerator / brake, windscreen
5 common objects:
watch, keyboard, mobile phone, satnav, screw
4 reported speech stories:
William Bonney Jr told his mother he was doing well this year.
Vanessa said her dog was friendly.
Geri told Josh the party was informal.
Andy said that he wouldn’t arrive late.
7 face words:
wrinkles, dark circles around (my) eyes, cheeks, chin,
(loose) skin, eyelashes, (thin) lips
6 past predictions (possible answers):
He might’ve been robbed.
The owner must’ve dropped his / her laptop.
The dog might’ve jumped in the washing machine.
He might’ve passed vestibular, the Brazilian university
entrance examination.
The boss must’ve received bad news from the head office.
OR He can’t’ve been happy with the employees’ performance.
He must’ve dropped his mobile phone.
6 party preparations:
have your hair straightened, have the pool cleaned, have
the dress made, have the invitations signed, have the cake
made, have your nails done
8 bedroom items:
lamp, wall, bedside table, rug, sheet, pillow, blanket, floor
2 words for each consonant sound (possible answers):
/t/ stop, attractive
/d/ adore, middle
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 R5
/n/ tennis, one
/l/ long, all
/s/ kiss, science
/z/ size, jazz
/ʃ/ action, special
/ʒ/ treasure, usual
B  Ask sts: Are you superstitious? Say: Look at Fred Football.
He’s a football 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? Emphasise that sts
should use the causative form for all the other activities.
Pair sts up and have them say each step of Fred Football’s
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 kit washed.
He has his boots 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 Fred
Football. Assign roles for st A and st B in each pair. Refer
sts to the model dialogue 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  R5.1. Classcheck. Play the rest of
 R1.1 and have sts choose the different sound in sentences
2-3. Paircheck. Classcheck.
 R5.1
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  R5.1 and have sts practise 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
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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 don’t take sugar and milk, do you?
5. You will remember to send that email, won’t 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 dialogue to the whole class. Tell sts that they
are going to role-play short dialogues 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-dialogues. Monitor and
offer help if necessary. Classcheck by inviting volunteer
pairs to perform their role-plays for the whole class. Then,
say: Let’s listen to the real dialogues. How close were you?
Play  R5.2 to classcheck.
 R5.2
1
A = Anna  F = Farhad
A Oh hey, Farhad, look what I got!
F Huh? Er... What is it?
A It’s from the art college. Look, I think it’s about my
application.
F Cool! Well, open it, then.
A OK, OK, here it goes.
F And?
A They didn’t like my portfolio.
F Oh, I, er... So...
A They say, ‘We regret to inform you that your application has
not been successful this year’. Huh… Well, that’s that, then.
2
D = Dan  S = Sarah
D Facebook update, Facebook update. Huh. Why do I never
get any actual emails anymore?
S Well, you know honey, people just write short messages,
you know, it’s quicker and...
D Oh, no way! Look at this one!
S What’s that?
D Oh, it’s Kim. She just got married. No way!
S Kim?
D Oh, she’s, she was my first girlfriend, you know, back
in high school. Look, check out this photo. Doesn’t she
look great?
S Oh! She looks, she looks really pretty. I like what she’s done
with her hair.
Personal answers.
22/12/15 17:56

H  Ask sts to correct sentences 1-10 in Common Mistakes .
Point out that sts should find the number of mistakes
listed in brackets. Whenever sts are uncertain, encourage
them to flip back through pp. 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 didn’t you tell me hello?
3. Could you tell me what it says?
4. Do you know where the library is?
5. It depends on many things.
6. I don’t know where he is. He might’ve gone to work.
7. I had my nails done at the spa. Don’t 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 don’t like either.’
Skills Practice
A  Books open. Ask sts to turn to p. 82. Allow them exactly
one minute to re-read Zoe’s text.
Books closed. Tell sts that they are going to listen to the same
text and practise 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 ten 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 creams and face masks applied.
Seconds 31-40: Her last hope was to go to a surgeon. She
underwent cosmetic 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
has 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. Emphasise
that sts should write down the number of words after
they hear each sentence. Play  R5.3, pausing after each
extract for students to write down the number of words.
Paircheck. Classcheck.
 R5.3
1 I started to miss him and I rang him.
2 Hue’s dad looked so surprised when I kissed him.
3 Can you tell me how the problem started?
4 The shop manager said it’d just arrived.
5 I wonder if you can help me.
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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
 R5.3 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 rang him.
2. Hue’s dad looked so surprised when I kissed him.
3. Can you tell me how the problem started?
4. The shop manager said it’d 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 dialogues. Monitor sts’ sentences closely and
correct any mistakes on the spot. Then, ask two or three
pairs to join in order 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  R5.4
the whole class. Assign new pairs and have sts act out Does technology drive you mad?
dialogues about items 1-3. Encourage them to swap roles What was the last little lie you told?
for each dialogue. Classcheck and have three different
Are you confident with technology?
pairs
Are machines with personality a good idea?
role-play one dialogue each for the whole group.
Do you spend too much time on social networks?
Personal answers. Do you enjoy a good argument?
How important are looks?
Do you like to hear gossip?
I  MAKE IT PERSONAL Question time! Tell sts that they are
Have you ever cut your own hair?
going to hear the 12 lesson title questions from units 7 and
Have you got a lot of furniture in your room?
8. Tell them that you will pause after each question so they
Is your listening improving?
can ask and answer it in pairs. Play  R5.4 and pause after
What’s the hardest part of language learning?
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 Personal answers.
procedure for the remaining questions on the track.

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 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 practise 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. I’ve been living in this neighbourhood for, what, two years and
I’ve never seen a robber.
Doing a class survey about crime. Most students – four out of five, actually – think 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 B Is there a problem, officer?
answering the lesson title questions from unit 8, pp. 82-91. M You were driving well over the speed limit, sir: 120 in a
Encourage sts to ask follow-up questions when appropriate. 70mph zone.
Classcheck by inviting volunteers to report their partners’ B Oh, I’m sorry, sir. Look… Oh whoops, what’s this? Oh,
answers to the whole class. I’ve dropped 100 pounds out the window. Could you
pick it up for me?
M Sir, I’m going to ask you to get out of the vehicle…
1 Vocabulary: Crime and violence W Bribery.
c W1 Hey! That’s my bag! Hey, stop! Thief! Help! Police!
A  Books closed. Write the lesson’s Song line (p. 95) on W2 A theft.
the board and find out whether sts know the song or the
d M1 Psst, what do you want?
singer who recorded it. Elicit the meanings of the words
M2 What have you got?
sheriff and deputy.
M1 Everything you need, bro.
Song line: W Er… I think that is drug dealing.
e M Shhh! Good boy… Quick, get out of here!
I shot the sheriff,
W Burglary!
but I did not shoot the deputy.
f M We have your cat. We want 10,000 pounds, or you
Song: ‘I Shot the Sheriff’ won’t see him again.
Singer: Bob Marley (Jamaica)
W That’s, er… kidnapping.
Year: 1973
g M OK. Nobody moves, nobody gets hurt. Put the money
Tell sts that this lesson is about crime. Ask: Does crime in the bag. Quick. Let’s go.
often worry you? Would you say we live in a safe city? W Armed robbery.

Books open. Draw sts’ attention to the various types of text

on the page. Ask: Which one is a tweet? (4). Play  9.1 as sts kidnapping – f
listen and read along. Have sts match extracts 1-6 to the burglaries – e
correct text types as they listen. Paircheck. Classcheck. murder – a
bribery – b
4, 6, 2, 1, 3, 5
drug dealing – d
theft – c
B  Point to the words in bold the texts in A. Have sts match
the words in bold to photos a-g. Play  9.2 so sts can check robbery – g
their answers. Classcheck and drill pronunciation of all the
words in bold. 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
 9.2 crimes mentioned in 1-4. Paircheck. Then, allow sts to look
W = woman  M = man  B = boy at the texts in A to check their answers. Classcheck and
a W That’s 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 on the ‘clipboard’ 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 /ʃ/ and /θ/.
1 … And I mean, it’s just not fair. You’re simply downloading a
song, for heaven’s sake! This is not theft! You’re not a thief!
Why should you go to prison? For using something that’s
out there for the whole world to use? Just last month they
arrested this 19-year-old who’d been downloading CSI
episodes. That’s so unfair! That’s why I really think songs,
books and music should be completely free. Also, if…
2 So this one’s kind of hard to answer, but, er… Gee, I don’t
know, maybe… armed robbery... I’ve been living in this
neighbourhood for, what, two years and I’ve 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, you’re not going to share this
on the Internet or anything, are you?
3 … Er, yeah. Burglary. Our next door neighbours 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 40s – yeah, a woman, a blonde
woman wearing a mask. I called the cops, but when they got
there, she’d already left, you know? So, I wondered…
4 … Yeah, and call me a pessimist, but, really, I don’t see
any way out. What are this generation’s 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
neighbourhood. I mean, my husband and I are doing OK:
brand new car, nice house, we’ve just had a new pool
built… So, you know, all eyes are on us. So, er... I keep
telling my kids to, you know, just run if someone they don’t
know gets too close… Run as fast as they can, no matter
who – anyone can be a kidnapper in potential, you know?
Or, God forbid, even a murderer. So, yeah, that’s something
that worries me. A lot. Oh, and here’s something else…
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Which of the crimes listed…
Speaker 1 … shouldn’t 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 ten 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, jewellery, 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 hasn’t seen a robber in his neighbourhood in two
years.)
3. F
 (A middle-aged woman broke into her neighbour’s
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: What’s 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.
22/12/15 17:59

a. S
 he 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 don’t study English. Do I study English? / I am not
studying English. Am I studying English? / I haven’t
studied English. Have I studied English? / I haven’t 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.
You’re simply downloading a song – C
who’d been downloading CSI episodes. – PC
I feel pretty safe here, actually. – S
Our next door neighbours went away for the weekend – S
I was watching TV – C
she’d already left. – P
650443 _ 0147-0160.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
we’ve 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
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 9.2
How could your city be improved quickly?
Lesson Aims: Sts look at and practise the passive voice in the context of talking about improvements made in the Colombian
city of Medellín.
Function
Lesson 9.2
Listening to information about changes made in the city of
Medellín.
Reading about how developments changed Medellín.
Talking about changes that could be made in one’s own city.
Reading tweets and quotations.
Vocabulary: Cable cars, escalators, civic centres, 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.
4 Listening
A  Books closed. Begin the lesson with the Song line on
p. 97. Sing it if you can, or simply read it and ask sts to
listen and guess the song and the band who recorded it.
Song line:
S weet 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
Write the phrase I travel the world and the seven seas on
the board. Ask: Which places would you most like to visit?
Have you ever been to Colombia? Elicit names of cities in
Colombia and find out what sts know about the country.
Tip   If your sts are Colombians, ask: Which cities in Colombia
have you been to so far? Which ones would you like to visit?
Books open. Tell sts that they are going to listen to a travel
report about a Colombian city called Medellín. Ask them to
tick the correct answer. Play 9.5. Paircheck. Classcheck.
150
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Language
It was judged favourably because of its progress in helping its
poorer citizens…
These cable cars connect poor and middle-class Medellín,
both literally and symbolically…
I really like the one about the importance of being proud of
your city. I mean…
@PedroH: Library park – wonderful idea. I really think they
should be adopted as a model for the rest of South America.
 9.5 Notice /v/ and /w/.
NR = news reader
NR Medellín, Colombia’s second-largest city, is no longer
known simply as a den of violent drug cartels. Although it
still has problems with crime, in 2013 it won a competition
organised by the Urban Land Institute for ‘the world’s
most innovative city’.
most innovative city
B  Point to photos a-c and use them to elicit or present the
following vocabulary: cable cars, library, escalators. Ask: How
do you think these developments have helped Medellín? Have
sts discuss this question in pairs. Classcheck.
Personal answer.
C  Say: Listen and see if any of the points from your
discussion in B are mentioned. Play the second part of 9.6.
Classcheck.
 9.6 Notice the pauses and the stress.
NR So, how did Medellín manage to beat cities such as
New York, and, well, every other city in the entire
world? It was judged favourably because of its
progress in helping its poorer citizens access the
city centre via its innovative public transport system,
which includes an underground ‘metro’, cable cars,
even a giant escalator or moving staircase to move
people downhill into the heart of the city! Medellín
also excelled in its development of public spaces
and resources such as libraries and art galleries,
and in its rich cultural heritage.
Personal answer.
22/12/15 17:59

5 Reading
A  Have sts read the text quickly and then explain how
the developments pictured in photos a-c have helped
Medellín. 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 centre, where people socialise.
The text says socialisation is crime’s 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 city’s
transformation? Would these things make a difference to your
city? Have sts discuss these questions in pairs. Classcheck.
Tip   If, coincidentally, you are teaching in the city of Medellín,
adapt the last question: Would these things make a difference
to other cities?
Personal answers.
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?
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9.2
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. Medellín used to be considered the world’s murder capital
2. … a network of cable cars which was financed by the
city’s public-private partnerships.
3. T
 he system, which can only be found in this city, is so
good…
4. Medellín’s first library park was built in 2007…
5. … eight new library parks have been built…
6. … and they’re used by thousands of people every day
Then, have sts complete the gaps 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 complete the
gaps 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
Have sts work in groups of three to choose their favourite
quote. Classcheck to find out which quote is the most
popular among sts.
Personal answer.
D  Read Common Mistakes with the whole class. Ask sts to
go to p. 95 and point to activity 2B. Have pairs of sts take
turns saying sentences 1-5 in the passive voice. Monitor
pairs’ sentences closely for accuracy, and correct any
mistakes on the spot. Classcheck by writing the answers
on the board.
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 9.2
1. Digital content should not be paid.
2. A robber was seen in the neighbourhood last year.
3. H
 er neighbour’s house was broken into by a middle-
aged man.
4. New laws will be introduced by the government next year.
5. Her kids were taught to shout if a stranger approaches them.
E  MAKE IT PERSONAL Have sts swap partners and play the
‘Passive favourites’ game in their new pairs. Sts should ask
questions in passive voice, using who or what. Refer them to
the model dialogue in the speech bubbles. Elicit questions
that sts will need to ask to play the game, e.g., ‘Who was
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your favourite film directed by?’ ‘What’s your favourite
dish made of?’ ‘Who was your favourite goal scored by?’
‘Who’s your favourite perfume produced by?’ and so on.
After the game ends, classcheck by inviting volunteers to
share their answers to some of the questions.
Lesson 9.3
Weaker classes   Drill several questions from the board game
before sts start playing.
Workbook p. 45
ID Online Portal
Grammar p. 132
22/12/15 17:59

Where will you be living in five years’ time?
Lesson Aims: Sts look at and practise 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 cyber attacks on privacy.
Reading and making predictions about the future.
Vocabulary: Cybercrime, cyber attacks, 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  underground / 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 underground / 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.
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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.
Netherlands Japan
Switzerland Germany Italy
Canada China UK USA
France
 9.9 Notice the consonant clusters.
DJ They can delete or change computer records, create
fraudulent documents and sell classified information. And
there’s nothing to stop them from one day saying ‘I have
an idea. Why don’t we overheat some nuclear reactors?’.
Welcome to the age of cybercrime. Experts predict that
by 2025 cyber attacks will’ve become – are you ready for
this – the world’s top threat. With us on set this morning
we have Deniz Kaya, author, consultant and technology
guru. He’ll 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 complete the gaps. 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 It’s catastrophic. And it’ll get much worse. 1. F  2. F  3. F  4. F  5. N  6. F

H Really?
D I’m 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 pp. 165-166 and identify which
Classcheck sts’ opinions and guesses. Then, play  9.11 so
use of by (1-3) applies to each underlined phrase. Paircheck.
sts can check their answers. Ask: Any correct guesses?
Classcheck.

 9.11 Notice /j/ and /w/. by the time they’re 20, 25 – 1

D = Deniz  H = host
simply by visiting an infected site – 3
D For starters, there’s 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 they’re only kids, you know? But at some point by the end of the decade – 1
you have to stop and ask yourself – what’s 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 they’re 20, 25?
H Exactly.
H  MAKE IT PERSONAL Ask: How do you protect yourself
D Here’s another problem. Malware is getting more and more from cyber attacks? Have sts answer in pairs. Classcheck by
intelligent… inviting volunteers to report their partners’ answers to the
H Who’s Malware? A super villain or something? whole class.
D No, that’s not a person. Malware refers to, er, 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 That’s 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. Here’s 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 you’ve been caught
of the sentence and then write the sentence number in the
doing something illegal… Like downloading songs or
corresponding box in the table. Paircheck. Classcheck.
something. So to unlock your machine…
H You’re 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 won’t be protected. Viruses will Passive 3 5 (blank)
spread across multiple devices very, very easily. They’ll
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… Emphasise the use and pronunciation of the contractions.
H Over wireless networks… Ask sts to complete the rules in task 2 with the words
D Exactly. So you might be walking down the street provided. Paircheck. Classcheck.
and… bang! And you know, there’s 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 that’s 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. There’s all sorts of trouble you can avoid by taking a phrase ‘I’ll be watching you’. Ask: Is this active or passive
few simple precautions. voice? Is it future perfect or future continuous?

Song line:
Personal answers. E very breath you take,
every move you make,
E  Go over statements 1-6 with the class. Replay  9.11 as I’ll 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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Tip   If time allows, ask sts to turn to Grammar on p. 133 for
additional practice.
B  Point to the five ‘careers of the future’ and briefly name
them with sts (privacy manager, nanomedics, book-to-app
converters, 3D printing engineers and turbine specialist).
Have sts complete the gaps with the verbs provided, using
the future perfect or the future continuous in the active
voice. Classcheck.
1. will have lost  2. will be using  3. won’t be reading  4. In the next few years most people will be driving
4. will have doubled  5. won’t have stopped
Ask: What will you be doing in ten years’ time? Read
Common Mistakes with the whole class. Then, pair sts
up and have partners tell each other their plans and
predictions for their own future, following the model in the
speech bubble. Classcheck.
Tip   There is a difference in meaning in the sentences with
in and the sentences with by. Draw sts’ attention to the
difference. The sentence ‘I will graduate from university by
2018’ is not wrong, but it has a different meaning from ‘I will
graduate from university in 2018’. The first sentence means
that the person will finish university at some (uncertain) time
between now and 2018, which means he / she will finish
before that year. The second sentence means that the person
will finish university at a particular time (in 2018).
C  Tell sts that they are now going to look at optimistic
predictions for the future. Have sts match 1-5 to photos
a-e. Classcheck.
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9.3
1. a  2. e  3. d  4. c  5. b
Read item 1 and elicit a complete sentence from the class.
Have sts write sentences for 1-5 using the future perfect or
the future continuous. Classcheck.
1. Soon most people will be working from home.
2. We will have stopped global warming by 2030.
3. A cure for the common cold will have been discovered
by 2020.
electric cars.
5. By the end of the decade free Wi-Fi will have been
implemented everywhere.
D  MAKE IT PERSONAL Ask sts to hide sentences 1-5 in C
with a notebook or a piece of paper and look only at photos
a-e. Go over the sentence starters provided and elicit or
give examples for each, e.g., ‘I’m pretty sure that people
will be working from home in the future’.
Have sts swap partners and work in their new pairs to make
predictions using the language and photos on the page.
Monitor pairs closely and take notes for delayed correction.
Classcheck and provide sts with language feedback.
Workbook p. 46
ID Online Portal
Grammar p. 132
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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 weren’t 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
man’s 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 neighbours weren’t 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 terrorise the neighbourhood 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 /Зː/.
there was a police car patrolling the neighbourhood. So NR = news reporter
Michael had to face the judge again, but this time things NR1 It was an ordinary morning in the District Court, and
got serious: Michael was convicted. then, without warning, someone’s mobile phone

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 9.4

r ang and broke the silence. Judge Robert Rather -ed is clear -ed links
didn’t like what he heard: ‘Whose phone is ringing? 
Bring it to me now!’. Nobody did. ‘Everyone will be 
arrested unless I get that phone now!’. Again, no one

confessed. Judge Rather wasn’t joking: all 44 people

present were charged with disturbing the peace and
sent to prison. After suffering in prison for a couple of 

hours, they were released, of course. But 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 wife’s despair,
convicted. But here’s 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 a 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.
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 licence.
2. In 2006 Axl Rose was ordered to pay a huge fine after
biting a man’s leg.
3. In 2007 Lindsay Lohan was sentenced to ten 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.

Story 1: charged with, sent to jail, were released Personal answers.

Story 2: sentenced to a week, taken to court
Extra phrase: ordered to stop 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 line’s meaning.
C  Go over World of English and Common Mistakes with the
Song line:
whole class. Then, ask sts to turn to AS  9.14 on p. 166
and underline 13 different prepositions in each story. B reaking rocks in the hot sun.
I fought the law and the law won.
Classcheck by writing the answers on the board.
Song: ‘I Fought the Law’
Band: The Clash (UK)
Story 1: in (multiple uses), without, to (multiple uses), with,
Year: 1979
after, for (multiple uses), of (multiple uses), from, under The song was written by Sonny Curtis and first made popular by
Story 2: up, to (multiple uses), into, on (multiple uses), of, the band The Bobby Fuller Four in 1966.
for (multiple uses), in, next to

Personal answer.
D  Review pronunciation of -ed endings with the R  box.
Show sts the table 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 Workbook p. 47
clearly or linked to the following sound. Sts should mark the ID Online Portal
Grammar p. 132
columns accordingly. Replay  9.15. 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 practise 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 doesn’t pay. Especially if
you’re 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 pp. 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 doesn’t pay. Especially if you’re a dumb criminal.
1 Old enough to break the law. Twenty-four-year-old Harry
Zimmerman walked into the local off-licence with a gun
and told the cashier to put all the money in a bag. On
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Language
… giving her one-year-old son a relatively inexpensive $40,000
birthday party.
‘Go away or I’ll call the police.’ ‘Wait a minute. This is not what
it looks like!’
It’s 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 9pm?
Will you be working in 20 years’ time?
h  is way out, Zimmerman saw a bottle of Scotch whiskey
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 18. So, to prove his age,
Zimmerman, a man of principles, showed her his driving
licence, took the bottle and ran away. A few minutes later,
he was arrested. Guess what? The cashier had phoned the
police and given them his name and address.
2 Nope, it never happened. Forget ‘the dog ate my homework’.
Today’s children have infinitely better ideas. Like Brazilian
student Susan Correia, for example, who was charged with
reporting a false crime. One day Susan rang her mother in
tears and told her that she’d 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 phoned
the police, who soon discovered that Susan had actually
spent the day at a friend’s house. At the police station,
Susan admitted that she’d faked the crime because she
hadn’t studied for a test at school and didn’t want to
disappoint her mum. 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 party – you know, just like
the ones your parents used to throw. Unfortunately, the
self-proclaimed queen of fraud (yes, that’s what she called
herself. Subtle, huh?) took lots of photographs revealing
how she’d been using taxpayer’s money and, believe it or
not, posted them on her Facebook page! For the whole
world to see – and that includes the police.
4 Unintended call. Today’s ultra smart criminal award comes
from Fresno, California. Emergency services operator Christina
Roberts received a very unusual phone call. She heard
a male voice saying ‘I don’t think there’s anybody home’,
followed by the sound of glass being broken. A few seconds
later, another one asked ‘Where’s the safe?’. It didn’t take her
long to realise what was going on. Two men were breaking
into a house and one of the burglars had accidentally dialled
911 – maybe his phone was in his back pocket. Pure genius.
22/12/15 17:59

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 phoned 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 didn’t take her long to realise 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 dialogues
1-3 and match each dialogue 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 No! I don’t want to hear it! Get out!
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, there’s a…
H Shush! Get the phone!
B Hey, er, hi! Nice house.
W Go, go… Go away or I’ll 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 No, but, but Dad… You don’t understand.
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, er, it’s not what you’re thinking.
F Oh, that’s good news. ’Cause I was starting to think my
teenage daughter had stolen the family car.
D It’s not what it seems. I swear. I was, er, I was…
3 F Sir, I’m going to have to ask you to get off the plane.
F = flight attendant  P = passenger
F Excuse me sir, we’re about to take off. I’m gonna have to
ask you to put your bag in the luggage compartment.
P1 Er, no, it’s fine here, thank you.
F Sir, I’m afraid this is…
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9.5
P2 Hey, is that bag moving?
P1 What? No, it’s not. Of course not.
P2 Yes, it is. Something’s just moved in that bag.
P1 Hold on, I can explain.
F Sir, I’m gonna have to ask you to…
1. Burglar Falls Asleep on Victim’s 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 he’s sorry).
 9.20 Notice the connections.
1
H = husband  W = wife  B = burglar
W Go, go… Go away or I’ll 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, I’m out of work and...
2
F= father  D = daughter
F Jennifer, what are you doing with my keys?
D Dad, er, it’s not what you’re thinking.
F Oh, that’s good news. ’Cause I was starting to think my
teenage daughter had stolen the family car.
D It’s not what it seems. I swear. I was, er, I was just
checking out your MP3 collection.
F Yes, of course you were. I mean, that’s just the kind of
music you’re into, isn’t it?
F No ifs and buts Jennifer. I don’t want to get a phone call
from the police. You stay out of my car unless you’re with
me. Do you hear me?
D Yes Dad, but…
F No!
3
F = flight attendant  P = passenger
P2 Yes, it is. Something’s just moved in that bag.
P1 Hold on, I can explain.
P1 Lucy’s just six months old, she’s 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 wouldn’t hurt anybody, I promise.
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 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 dialogues 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: Do Personal answers.
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 Café 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 practise binomials and vocabulary on moods in the context of talking about how they feel in
various situations.

Function Language
Lesson 10.1

Doing 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 you’re angry?
Listening to people doing a quiz. Hey, what’s that supposed to mean? I have my ups and downs,
but I’m pretty stable… right?
Talking about what affects one’s mood. I get really grumpy when I’m 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 person is this? Have you ever had a boyfriend or girlfriend
unit 9, pp. 94-103, and take turns asking and answering like this?
them 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. Y ou’re hot then you’re cold,
you’re yes then you’re no,
you’re in and you’re out,
you’re up and you’re 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 do 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… and cool as a cucumber example sentences could be true for some of them. Point to
photo c and ask: How often do you yell at people when you’re
angry? Elicit and drill more ‘How often…?’ questions based
a. grumpy  b. yell  c. swear  d. in a good mood  e. fed up
on photos a-g.
f. moody  g. short-tempered
Illustration: cool as a cucumber Have pairs of sts take turns asking and answering ‘How
often…?’ questions about photos a-g. Monitor and take
B  Read the Song line on the top of p. 105 and ask notes for delayed correction. Classcheck.
whether sts know the song or the singer who recorded it.
Elicit interpretations of the song line. Ask: What type of Personal answers.

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 10.1

2 Listening C Do you ever yell at people? ‘No.’ You’re 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. You’re really,
about the quiz from 1A. Say: Listen and tell me which three
really calm.

Lesson 10.2
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 /j/ and /ʤ/. 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, that’s interesting. But, er, do you
statement. Paircheck. Classcheck.
really need to take a test to find out?
G Hey, what’s that supposed to mean? I have my ups and
1. T  2. F  3. T  4. T  5. F  6. F
downs, but I’m pretty stable… right?
C Er…
G I mean, this yoga class that I’m taking… Don’t you think C  Have sts read World of English on their own. Then, read
that… you know, little by little I’m learning how to relax? sentence 1 and elicit a possible word to complete the
C Yeah, sure. So, let’s see… Do you wake up feeling gap. Play  10.4 and pause after sentence 1 to check the
grumpy… yes… Yeah, I’ll have to agree with that. answer. Instruct sts to complete the remaining gaps in
sentences 2-6. Paircheck. Play the rest of  10.4 so sts can
G You know I’m 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! You’re a monster before 7.
G I’m not a monster. I just… I need some peace and quiet in Go over Common Mistakes with the class and explain that
the morning, that’s 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’? You’re 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 don’t 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 wife’s 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.
dialogue in the speech bubbles. Have them work in groups
G Yeah. Sooner or later I’ll need to start looking for a new job.
to compare things that affect their moods and to choose
I just know that.
the most influential factor for the group. Classcheck.
C Four... Do you ever swear at other drivers? Yep, that’s right.
You do.
Personal answers.
G How would you know that?
C I’ve been told.
G What?
C It’s a small neighbourhood, Gloria. Workbook p. 49
G Well, but you can’t blame me, can you? I mean, you know ID Online Portal
exactly what it’s like to drive in LA! Grammar p. 134

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 10.2

Have you got any pet hates?

Lesson Aims: Sts study and use gerunds and prepositions in the contexts of pet hates and anger management.

Function Language
Lesson 10.2

Reading and talking about top ten pet hates. I can’t stand being the first to arrive at a party.
Listening to an anger management session. They say I’m too impatient and… they’re probably right.
Role-playing an anger management session. Taliesen, welcome to the group. What brings you here?
Vocabulary: Common expressions with for and of: afraid of, thank you for, apologise for, accuse of, tired of.
Grammar: Gerunds.
Before the lesson: Write the following prompts on the board:
Sooner or later I’ll have to… Learning English is more or less…
I hate… again and again. Little by little…
I’m 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.
top. At number 2, we have not knowing who a text message
came from – oh, those strange numbers – I 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 party – which, you know, is
just so embarrassing, isn’t it? You open the door just to…

3 Grammar: Gerunds
A  Books open. Have sts read the lesson title question and
the dictionary entry for pet hate. Ask: Does it annoy you
when people chew with their mouths open? Then ask: Do
you have a pet hate? Read the model answer in the speech
bubble and have sts ask and answer the question in pairs.
Classcheck.
Personal answers.
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

B  Draw sts’ attention to the online survey. Read the website
title with sts and have them complete the gaps 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, here’s
the moment you’ve all been waiting for: last week’s top 10 pet
hates. Yes, we asked and you voted! So, here are last week’s
results. At number 10, with 871 votes, people who suddenly
open the door without knocking. Yep – we’ve all done that
before, haven’t we? Number 9, people who enjoy eating
popcorn – at the cinema! Number 8, with a little over 1,000
votes, people who keep using the word like – like, all the time,
like they’re 16-year-olds. At number 7, with 1,234 votes,
people who don’t return phone calls – which, well, I find sort
of annoying. Number 6, people who honk instead of ringing
the bell when they come to pick you up – especially late at
night. Hate that too. Number 5, students who try to please
the teacher by asking lots of questions after the lesson is over
– hmm… I kind of used to be a little bit like that. Number
4 – oh, I hate this one – people 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 you’re
talking to them – we all know people like that, don’t we? The
next one kind of surprised me – I didn’t expect to see it at the
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 can’t stand being the first to arrive at a party. Give
sts the sentence starter I don’t like… and elicit ‘I don’t like
being the first to arrive at a party’. Then, prompt sts with
I don’t mind… and … doesn’t 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
dialogue 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 group’s 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 wasn’t 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 group 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 session. Point to pet hates 1-10 in 3B and
explain that each student will mention one pet hate. Say:
Listen to find out who mentions what. Play  10.6. Paircheck.
Replay if necessary. Classcheck.
 10.6 Notice /ju:/ and /uː/.
C = coach  Mi = Mia  J = Jim  V = Vince  Ju = Julia
C … the last time we met. So, anyway, let’s give a warm
welcome to someone who’s joining our anger management
group for the first time – and that’s, well, everybody except
Julia. Mia, welcome aboard.
Mi Hi.
C Er, Mia, why are you here?
Mi My name’s Mia and my friends… they… well, they say I’m
too impatient and… they’re probably right. Like, if I ring
and leave a message… If I don’t hear from them in a ring
of hours, I get really angry and yell at them and… a few
minutes later… You know, I really want to change, ’cause
I’m afraid of losing my friends.
C OK, Mia. Listen, I want to say thank you for being so honest
– that’s the spirit! Jim, would you like to introduce yourself?
J No.
C Excuse me?
J I’m sorry. I didn’t mean to be rude. It’s just that… I’m,
like, really shy… I can’t stand speaking in public and… I
just, I don’t like to expose myself and I get, like, a little bit
aggressive in social situations. My girlfriend accuses me of
being antisocial... That’s why she told me, like, to come here.
C I see. Could you give us an example?
J Like, say it’s your birthday… You, like, invite me over… and
you say at nine. I get there, like, at nine and there’s nobody
there. I get, like, really furious.
C Interesting. Thank you, Jim. OK… Er, next on the list is…
Vince, hi. Why don’t you tell us what brought you here?
V Oh, that’s easy. It’s people like Jim that brought me here.
C Excuse me?
V I don’t mean to be arrogant, but… I’m sick and tired of
hearing that kind of English… How old are you? Like, 12?
J Oh, I’m sorry! I apologise for upsetting your sensitive ears,
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Mr Perfect Grammar.
Ju Hey, that’s no reason for getting cross!
C Exactly, Julia, thank you for…
M Excuse me, is this…?
Ju Hey, didn’t your mother ever teach you any manners?
C Julia! Gentlemen! Please! Remember: you’re 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 Gentlemen! Listen, there are many ways of doing that. One
of them is to accept that each person is different… And it’s
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. isn’t
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 R  box and circle the correct rule. Classcheck.
Replay  10.7 for choral repetition.
unstressed
B  Ask sts to complete the gaps 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?
22/12/15 18:01

 10.9 Notice /s/, /z/ and /ʃ/.
1 A = Ann  C = Chris  S = Sheila
A Chris! Is this the report for the end of year? Is this it? I
can’t show this to the directors!
C Well, sorry, but Sheila didn’t give me the figures in time.
A Chris! It’s no good saying Sheila didn’t 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, there’s no reason for yelling. Let’s 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 apologise for saying that or we’re
never going to…
G Oh, or what? Or we’re never going to get married? I’m sick
and tired of hearing that, and well… it’s a bit late now, isn’t
it?
3 G = grandmother  Gd = granddaughter
G Oh… but… I’m afraid of pressing the wrong button. I
mean, what if I lose everything?
Gd Oh, you won’t. Look, it’s 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?
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10.2
You know you are responsible for collecting them.
Are you accusing me of not doing my job properly?
There’s no reason for yelling.
You should apologise for saying that…
I’m sick and tired of hearing that…
I’m 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), apologise (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 hates 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: Who’s 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 practise verbs followed by gerunds and / or infinitives via the context of assertiveness.
Function
Lesson 10.3
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 apologise ___ arriving late?
3. What are you responsible ___ at work? At home?
4. What are your favourite ways ___ relaxing after
work or school?
Warm-up   Show sts the questions on the board (see Before
the lesson) and ask them to complete the gaps 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 non-assertive people.
B  Point to the black-haired student in the cartoon in A
and say: This is Keith. Listen to him talking to a colleague.
How assertive is he? Play  10.11. Classcheck.
 10.11 Notice the stress.
A = Ayla  K = Keith
A Oh, Keith! I’m so hungry! Keith, you don’t have anything
I could eat, do you?
K Er… well… I have an apple in my bag, but…
A Oh, thank you, Keith. You’re an angel.
K Er… OK. So… Why are you so hungry?
A Oh, I left home early this morning.
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Language
No! My counsellor 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…
I’d start telling the guy he’s wrong. I’d 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
didn’t do?
7. Are you good ___ making new friends?
K Without having breakfast?
A Yeah. Well, I want to lose some weight, you know? So I’m
cutting down on carbohydrates too.
K Wow. Er… Don’t you feel hungry during the day?
A Yeah. I mean, it’s not even noon and I’ve started feeling
hungry already. Speaking of which Keith, wanna go out for
an early lunch?
K Er… well, I… er…
A Oh, come on, Keith. My treat…
K Oh, but there’s this huge report and… er… I have to finish
it and… oh, there’s so much to do and, er… Veronica said
she wants it on her desk by 5. It’s, er, it’s got me really
worried…
A Oh, Keith. You’re always worried about something. Can’t
you take an hour off and then continue doing whatever it is
that you’re 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, don’t worry. That’ll never happen. Come on, let’s 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 let’s go.
K No! My counsellor told me about this, I have to stand up
for myself! Ayla, I’m fed up with being told what to do. I’m
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.
22/12/15 18:01

1. Ayla left home without having breakfast.
2. She wants to lose weight by reducing carbohydrates.
3. Keith’s worried about finishing the report on time.
4. He’s afraid of losing his job if he writes a bad report.
5. Keith’s 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.
I’ve started feeling hungry already. / I’ve 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 gaps. 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
he’ll probably try to find a way to get the money
try crying or something
instead, you write a ‘Remember to ring 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
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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:
on’t stop believin’,
D
hold on to that feelin’,
streetlight people.
Song: ‘Don’t 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: What’s 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 … I’ve been trying to reach you for hours! Where have you
been...? Well, anyway… I’m stuck near the M5… Yeah,
about ten inches or more… Yeah, I’ve tried that…
Yeah, that too… Of course I’ve tried setting the car to
winter mode, but that didn’t work. What do you mean ‘try
to stay calm’? I’m freezing to death!
2 … I know, I know… I tried to phone you, but my battery
died… I’m sorry… Another 40 minutes or so… I was
running out of petrol, so I had to stop to fill up the tank…
It’s true, I swear. Hey, stop yelling! It’s not my fault! What do
you expect me to do? Get home on foot?
3 … You said there’s a petrol station after the bridge, right?
So… I think I might be lost. I mean, I don’t remember ever
being here… I can’t. I didn’t remember to bring the satnav,
so I’m using an old map… No, I haven’t got any of those
apps in my phone… Come on, don’t laugh. Can you…
1. b  2. a  3. d
E  Have sts complete the gaps in sentences 1-6 with
the gerund or infinitive of the verbs in brackets. 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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 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

Lesson 10.4
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 practise separable and inseparable phrasal verbs through the context of ‘toxic friends’ and how to
deal with them.
Function
Lesson 10.4
Listening to a 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), work (something) out,
phase (somebody / something) out, boss (somebody) around, stick to (somebody / something), put (somebody) down.
Grammar: Separable and inseparable phrasal verbs.
Before the lesson: Write the following questions and verbs on the board:
 uring class, how often do you stop
1. D
the phone or text somebody? (answer)
2. Do you always remember your phone before
going into the cinema or theatre? (switch 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 switch 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 tick 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
A healthy friendship involves an equal amount of give and
take: you are both there to support each other through tough
times. You meet each other’s needs equally. You share and
share alike. You lift each other up when one of you is down.
You want whatever is best for your friend’s happiness, not
what is best for you or what you think they should do. You will
walk away from spending time with a true friend, even just
talking to them on the phone, with a smile on your face and
feeling energised, not drained. If this isn’t the case, and you
feel drained after seeing or speaking to a ‘friend’, or you feel
bullied by them into doing what they want, or they only ever
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10.4
Language
We’ll tell you how to get rid of a toxic friendship in four easy steps.
A healthy friendship involves an equal amount of give and take.
I never try to guess the meanings of new words. I always look
them up.
4. I s there anything you’d like to stop
 ? (eat)
5. Do you remember a cartoon last
class? What was it about? (read)
6. Will you remember today’s
homework? (do)
talk about themselves and don’t seem interested in how
you are... you may have a toxic friend. The negative effect
of toxic relationships can seep into all other aspects of our
lives. But never fear! We’ll tell you how to get rid of a toxic
friendship in four easy steps.
definition 2
B  Have sts quickly read statements 1-6. Replay  10.15 and
ask sts to tick 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 listeners step-by-step tips on
how to deal with toxic friends. Point to the table and ask sts
to read 1-6 briefly. Play  10.16 and have sts match the two
columns in the table. Paircheck. Classcheck.
 10.16 Notice the pauses.
Step 1: Recognise the signs. Ask yourself these questions to
work out whether a friend is toxic. Do they put me down or
criticise me a lot? Do they seem jealous of me? Have I ever
suspected that they were doing things to make me look or do
worse than them, or manipulating me for their own benefit?
Do they boss me around? And most importantly, how do I feel
after spending time with this person? Better... or worse, like
I’m coming down with something? Do they bring me down or
lift me up?
Step 2: Start putting boundaries in place. Next time your friend
rings you in the middle of the night or asks to borrow money
or tells you what to do, start to gently say no. Decide which
situations you will stand up for yourself in and how. Imagine
it before it happens, and what you are going to say. And then
stick to it! No excuses. Don’t be afraid of this person.
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 10.4
Step 3: Phase them out. Start spending less and less time
with your toxic friend and more time with your family and
other friends. If you haven’t got other friends, start doing
activities you enjoy and meet new people that may become
good non-toxic friends in time. Don’t return your toxic
friend’s calls, emails, texts as often as you used to. Keep it
short and sweet.
Step 4: Make yourself your new best friend. If you have
low self-esteem, you’re more likely to end up in toxic
relationships. Learn to love yourself and to feel worthy of
being treated with respect. If necessary, join a counselling
group or an assertiveness training school. Get a new haircut
and clothes that make you feel great. Look after yourself
with healthy amounts of sleep, food and exercise. You’ve
heard it a million times, but it really does work.
2, 3, 4, 1
D  Have pairs of sts summarise the advice given in  10.15
and  10.16 using the four pictures in C. Classcheck.
Personal answer.
E  MAKE IT PERSONAL Have sts swap partners and discuss
the questions in their new pairs. Read the model text
in the speech bubble with the whole class before pairs
begin talking. Monitor pairs’ discussions and take notes
for delayed correction if needed. Classcheck by inviting
volunteers to share their stories or examples and provide
language feedback.
Personal answers.
9 Vocabulary: Phrasal verbs
A  Read sentence 1 to sts and elicit the letter of the
corresponding picture (d). Have sts match statements
2-5 to the correct pictures. Paircheck. Play  10.17 to
classcheck.
1. d  2. c  3. e  4. b  5. a  6. f
B  Ask sts to underline all the phrasal verbs they can find
in sentences 1-6 in A. Classcheck. Then, have them match
the phrasal verbs to the correct definitions. Paircheck.
Classcheck. Ask: How many of these definitions are literal
meanings? (none of them).
1. lift (sb) up  2. bring (sb) down
3. come down with (sth)  4. boss (sb) around
5. stick to (sth)  6. work (sb / sth) out
C  Have sts complete the gaps with phrasal verbs from B.
Paircheck. Pair sts up and have them ask and answer
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questions 1-5. Classcheck by inviting a few volunteers to
share their answers.
1. brought (you) down
2. came down with
3. put (you) down
4. stick to
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. I  4. S  5. I  6. S
Read Common Mistakes with the whole group.
Tip   If time allows, ask sts to turn to Grammar on p. 135 for
additional practice.
B  Have sts read the Song line on the top of p. 111 and
identify the phrasal verbs in the line. Ask sts if these
phrasal verbs are separable or inseparable.
Song line:
Y ou know you make me wanna shout!
Lift my heels up and shout,
throw my head back and shout…
Song: ‘Shout’
Band: The Isley Brothers (USA)
Year: 1959
Lift up, throw back. Both are separable.
Tell sts to re-read the quiz on p. 108, then find and underline
seven phrasal verbs. Instruct them to write S (separable) or I
(inseparable) for each occurrence. Paircheck. Classcheck.
showing up – I
broken up with – I
cheating on her – I
don’t pick the phone up – S
hang up – S
pay you back – S
keep putting it off – S
C  Tell sts that they are going to read about six ways not
to learn English better. Ask them to complete the gaps 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?
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 10.4
1. them up  answer questions using the phrasal verbs from C. Allow
2. it off  sts some time to prepare and make notes before they begin
talking. Monitor groups’ discussions closely and write
3. it off 
down mistakes for delayed correction. Classcheck and
4. it out  provide language feedback.
5. up for them
6. to them

Workbook p. 52
D  MAKE IT PERSONAL Have two sts read the model
ID Online Portal
dialogue in the speech bubbles. Divide the class into
Grammar p. 134
groups of four and have sts work in their groups to ask and

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 10.5

What’s your most common mistake in English? /

Are you going to take an English exam?
Lesson Aims: Sts study and practise 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.

Function Language
Lesson 10.5

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

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b  ut when I have to interact with other people, I have
trouble expressing my ideas and I hesitate a lot. My
teacher says that I’ll get better; she says it’s only a matter of
time. But sometimes I think I will never become fluent.
2 I’m Byung-Sang, from Seoul. I have studied English since I
was a little boy, but, to be honest with you, I don’t like English.
I can communicate well, I’m comfortable writing in
English (especially emails), 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? There’s
another problem: How can I use the new vocabulary? I
have no trouble remembering new words, but it’s 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 make 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 practise English online? What are your
favourite websites to practise 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 tick 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 English – fast! Last week we asked
you to tell us about your strengths and weaknesses, your
successes and your frustrations… So… Today we’ve chosen
three messages to read on the air. The first one – where
is it? Oh, here – was written by Bruna, a listener from
Colombia – Hi Bruna – who says she’s good at grammar, but
finds it hard to express herself fluently. Listen, your English
sounds fantastic and, you know, maybe you’re much more
fluent than you think… Anyway, here’s what I think you
should do: Try to focus on
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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 you’re going to say next, the more you
hesitate. And remember: People will still understand you if
you make a few mistakes. And here’s another suggestion:
Have you thought about asking a friend to practise 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 don’t know, live abroad or anything.
Thanks for writing, Bruna and good luck.
Our second message comes from South Korea. Our listener
says he has trouble understanding spoken English… Yeah,
that’s 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
practising 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 videos –
both more and less challenging, OK? And who knows, you
might even learn a new expression or two! And here’s the
second suggestion: If you want to improve your listening, you
should consider giving pronunciation a little more attention.
Yeah, I’m serious. Research has shown that students with
good pronunciation tend to be much better listeners. How
about that?
And our final message comes from Omar – where’s he from?
– oh, Turkey, wow. Omar says he’s not comfortable reading
quickly, for, er, for general comprehension. Omar, listen:
reading too slowly is not always a good idea. For example, if
you take an international exam, you’ll need to be able to read
fast, without a dictionary. So here’s 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, here’s something
that might help: learn words together. For example, how
about learning ‘make an effort’ instead of ‘effort’? Our brains
like these kinds of associations, you know?
Well, that does it for us tonight. In the next episode, we’ll be
talking about…
Bruna – 2, 3  Byung-Sang – 1, 3  Omar – 1, 3
C  Point to the table and say: Try to remember more of the
teacher’s 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 practise with you?
3. A good way of practising is watching Internet videos.
4. Y
 ou 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 table 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 dialogue based on the
students’ messages and the teacher’s 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 dialogue one more time. Finally, invite
volunteer pairs to act out their dialogues 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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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 Café Video p. 147
Writing Bank p. 153
22/12/15 18:01

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-dialogues 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
pp. 94-95
turns pointing to photos
a-g and naming seven
types of crime.
Have sts look at the
photos in 7D and, in trios,
make predictions about
cybercrime in the future.
3 cybercrime
risks, p. 98
Have sts make optimistic
predictions about photos
5 optimistic 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
Michael’s 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
words and
about the moods in
phrases,
photos a-g.
pp. 104-105
650443 _ 0175-0178.indd 175
Review 6
Units 9-10
Ask sts to look at the St A: You were
photos in 5C and role- responsible for preparing
3 dialogues,
p. 107
play three different the final report.
dialogues 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
6 phrasal
a notebook or a sheet cold.
verbs,
of paper and take turns St B: (points to picture c)
pp. 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
Mini-dialogues / pronunciation chart on quick?
Suggested language p. 155. Focus their attention St B: Q-U-I-C-K.
on the list of words for St A: Right. How do you
St A: (points to photo a)
2 words for consonant sounds just spell ache?
Murder.
each sound below the pictures. St B: A-C-H-E.
St B: (points to photo b)
in lines 5 Pair sts up and explain St A: That’s right.
That’s bribery.
and 6 of the that st A should ask st B St B: Now you. How do
St A: (points to photo c)
consonants ‘How do you spell…?’ you spell kitchen? How
This is theft. What’s d?
chart (not for two words (not the do you spell future?
the picture picture words) with each
St A: Attacks will be words), consonant sound in the
carried out wirelessly, p. 155 fifth line of the chart. Then,
and we won’t be sts should swap roles, with
protected. st B testing st A on two
St B: Viruses will spread words with each sound in
the sixth line.
across multiple devices
very easily.
St C: Twenty per cent
of all the world’s 7 crimes:
smartphones will have
been targeted. murder, bribery, theft, drug dealing, burglaries, kidnapping,
robbery
St A: (points to photo a)
Soon, most people will 3 cybercrime risks:
be working from home. Attacks will be carried out wirelessly, and we won’t be
St B: (points to photo e)
We will have stopped
protected.
global warming by 2030. Viruses will spread across multiple devices very easily.
Twenty per cent of all the world’s smartphones will have
been targeted.
St A: Michael decided
to listen to loud rap 5 optimistic predictions:
music in his car in the Soon, most people will be working from home.
middle of the night.
St B: The neighbours By the end of the decade, free Wi-Fi will have been
phoned the police and implemented everywhere.
he was sent to jail. In the next few years, most people will be driving electric cars.
St A: Yeah, but he was
released the next day. A cure for the common cold will have been discovered by 2020.
Then… We will have stopped global warming by 2030.
St A: Hey, what do you Michael’s story:
think you’re doing?
St B: It’s 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 neighbours
phoned the police, and he was sent to jail. He was released the
next day. A week later, he played loud rap music again, at
2am. Then he was charged with disorderly conduct and
St A: How often do taken to court. There was no evidence against him, so he was
you wake up feeling
grumpy? acquitted. The third time he did it, there was a police car in his
St B: Every day. How neighbourhood, so Michael had to face the judge again. This
about you? time he was convicted. He was sentenced to stay three days in
St A: Only if I don’t get
enough sleep. jail and pay a $1,000 fine. Michael had an alternative: listening
St B: How often do you to classical music for 30 hours. Michael tried, but he quit after
yell at people? 20 minutes and chose the original punishment.
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 R6
5 explanation stories:
A woman stealing a product in a supermarket.
A man jumping off a window.
A person dressed as a panda bear.
A lipstick kiss on a man’s shirt collar.
A student cheating on a test.
8 mood words and phrases:
grumpy, yell, swear, in a good mood, fed up, moody,
short-tempered, cool as a cucumber
3 dialogues:
Chris did not get the figures in time to prepare the final
report.
Jose told his wife’s mother that she looked like a big orange
in that hat.
A girl is teaching someone two different ways to save a file
on a computer.
6 phrasal verbs:
lift (sb) up, bring (sb) down, work (sb / sth) out, boss (sb)
around, stick to (sth), spend time with (sb).
2 words for each sound (possible answers):
/k/ back, quick
/g/ leg, guess
/ŋ/ single, bank
/h/ unhappy, who
/tʃ/ kitchen, future
/dʒ/ generous, bridge
/r/ married, write
/j/ university, uniform
B  Ask sts to rewrite 1-6 using the passive voice. Paircheck.
Classcheck by writing the answers on the board. As you
correct each sentence, ask sts which unit it refers to.
1. In the TV programme Alf, Gordon Shumway was looked
after by a family. (unit 6)
2. If cars were made by computer companies, the
commands would be located in the boot. (unit 7)
3. Check that the computer is connected to something.
(unit 7)
4. Barbie was allowed to appear in Toy Story 3 (by Mattel).
(unit 6)
5. Do you think more technology will be voice-operated /
operated by voice in the future? (unit 7)
6. Britney’s party is being held outside. (unit 8)
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. to  2. of  3. for  4. of  5. for  6. for
Then, have sts talk in pairs and discuss where they would
most likely find each sign. Classcheck sts’ guesses.
Personal answers.
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D  MAKE IT PERSONAL Have sts read questions 1-5
and choose the correct verb form, infinitive or gerund.
Classcheck. Pair sts up and have them take turns asking
and answering 1-5. Monitor sts’ work and correct any
mistakes on the spot. Classcheck by inviting volunteer
pairs to tell the class any answers they have in common.
1. to have  2. being  3. learning  4. camping 
5. to wash / eating
E  Tell sts that they are going to listen to three dialogues.
Say: Pay attention to the phrasal verbs you hear and match
verbs 1-7 to the particles. Allow sts a few seconds to look at the
verbs and particles. Then, play  R6.1. Paircheck. Classcheck.
 R6.1
1
R = Ron  H = Hanna
R Hey, Hanna, what are you reading?
H Oh, hi, Ron. Oh, this. It’s a book Ralph lent me. He said it
was really good, but I just can’t get into it.
R Huh, so, what’s it about?
H Well, er, that’s just it. Ralph said it was a really interesting
detective story… but there’s no crime, not much story line,
nothing really. I just can’t work it out.
R Hmmm… Well, maybe it’ll turn out better than you think,
you know, keep reading!
2
L = Lenny  S = Sue
S Lenny? Have you changed something… Your hair or
something?
L Nope, not my hair. But I’m on this diet right now. I’ve lost a
little bit of weight.
S Ah! That must be it! Yeah, you look really good!
L Oh, thanks, Sue. You know, it’s pretty hard to stick to it,
there are so many things I can’t eat, but, you know, it really
lifts me up when I hear things like that. So thank you.
S No problem! Yeah, stick to it Lenny, don’t give up!
3
J = Jackie  B = Beth
J What is it, Beth? You look kind of miserable. You’re not
coming down with anything, are you?
B Oh, I don’t think so… No, it’s this work. I’ve got so much to
do and so little time. I just don’t know what to do. It’s really
bringing me down.
J Oh Beth, you poor thing. Look, tell me it’s none of my
business, I don’t want to boss you around or anything, but
you really need to take care of yourself. Take a break or
something, you know?
B Yeah Jackie, maybe you’re right. But then when will I finish
this work?
1. boss around  2. bring down  3. come down with 
4. work out  5. get into  6. lift up  7. stick to
Replay  R6.1 and ask sts to listen for one additional
phrasal verb in each dialogue. Paircheck. Classcheck by
writing the answers on the board.
1. turn out  2. give up  3. take care of (yourself)
23/12/15 10:01

F  MAKE IT PERSONAL Have sts write down positive or
negative predictions about what life will be like 20 years
from now. Monitor sts’ predictions closely for the correct
use of future tenses.
Invite two volunteers to read the model dialogue 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 brackets. Whenever sts are uncertain, encourage
them to flip back through pp. 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 didn’t 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 cinema, the film will
have started.
4. 
People shouldn’t go to prison for thefts.
5. 
Do you worry about not passing the exam?
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. 
I’m 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: What’s the text about?
Then, have sts order the paragraphs. Tell sts to ignore the
gaps for the moment. Paircheck. Classcheck by writing the
answers on the board.
650443 _ 0175-0178.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  R6.2
to classcheck.
 R6.2
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.
Tickboxes 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  R6.3. Paircheck and replay in case sts
haven’t caught all the words. Classcheck by writing the
answers on the board.
 R6.3
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  R6.3 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 hates on the board and
elicit a definition for this term. Tell sts that they are going
to listen to five pet hates and then discuss them in pairs.
Ask: How do these pet hates make you feel? Have two sts
read the model dialogue in the speech bubbles. Then, play
 R6.4 and pause after the first pet hate. Allow sts time to
discuss it in pairs. Classcheck. Follow the same procedure
for the remaining pet hates on the track.
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650443 _ 0175-0178.indd 178
 6.4
1 Pet hate one – chewing gum loudly.
2 Pet hate two – people who are late.
3 Pet hate three – people who crack their fingers.
4 Pet hate four – loud dogs at night.
5 Pet hate five – people who don’t 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
dialogues about the pet hates. Encourage sts to swap roles
for each dialogue. Classcheck and invite four pairs to
role-play one dialogue each for the whole class.
Personal answers.
J  Question time! Tell sts that they are going to hear the
12 lesson title questions from units 9 and 10. Pair sts up
and say: After each question, I’ll 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  R6.5 and pause after the first question.
Have sts answer this question in pairs. Encourage them to
ask follow-up questions for fun. At the end, classcheck by
inviting volunteers to share the funniest answers.
Personal answers.
23/12/15 10:01
 ID Café
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 phoning Genevieve? Have 7. over
two sts read the model dialogue 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
While watching A  Have sts swap partners. Ask them to work in their new
A  Tell sts that they are going to watch and listen to Rory pairs to answer questions 1-4 from memory. Classcheck.
phoning and asking Genevieve out. Ask: Where do you think
he’ll take her? A party? A romantic dinner? 1. a musician
Have sts quickly read all nine statements. Explain that 2. cousins
they should tick the statements they hear in the video. Play 3. a friend
Video 1. Paircheck. Classcheck. 4. to a party
They’re meeting at Lexington Theater.
August told Andrea that Rory likes Genevieve.
B  Read sentence 1 and elicit the correct form of have
to complete the gaps. Have sts complete sentences 2-6
Genevieve and Rory don’t have anything in common.
with the appropriate forms of have or have to. Paircheck.
Genevieve breaks up with boyfriends in one month.
Classcheck by writing the answers on the board.
Andrea thinks Genevieve and Rory might have chemistry.
1. have
B  Tell sts that they are going to watch the video again
2. have
as they order events, 1-7. Replay Video 1. Paircheck.
Classcheck by writing the answers on the board. 3. have
4. has
5, 1, 3, 4, 7, 6, 2
5. have to
C  Read sentence 1 with the whole class and elicit 6. are having
the correct preposition. Have sts complete the gaps in
sentences 2-10 with about, on, out, over or up. Paircheck. C  MAKE IT PERSONAL Ask sts: Do you think their date
Classcheck by writing the answers on the board. will be a success? Will they get on well? Have two sts read

Tip   If time allows, classcheck sts’ answers by playing Video
1 with subtitles. Remind sts that the videos are in American
English, so they will see US spellings such as ‘theater’ in the
subtitles. This spelling is used in the Student’s Book for the
proper noun ‘Lexington Theater’ (the name of the theatre in
the video).
the model dialogue in the speech bubbles to the whole
class. Then, have sts work in pairs to answer questions
and make predictions about Rory and Genevieve’s date.
Classcheck.
Personal answers.

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 ID Café
Unit 2  Down to Earth
Before watching
A  Show sts the photo 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 photos 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 photos 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 we’re going
to watch Daniel and find out what he’s 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 table 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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650443 _ 0179-0188.indd 180
they watch Video 2 once again. Paircheck. Classcheck by
writing the answers on the board.
1. canopy, jungles, rainforest
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 complete the gaps 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 dialogue, with
st A reading the question in the rubric 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’ dialogues closely and take notes
for delayed correction. Classcheck and provide sts with
language feedback.
Personal answers.
22/12/15 18:03
 ID Café
Unit 3  Global swarming B  Go over the topics and cities in the table with the class
and replay Video 3 as sts tick 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 City
photo and ask: What’s this? (coast.) Instruct sts to write ‘Co’ architecture  
in the box provided. Have sts identify the rest of the photos cafés 
and mark them accordingly. Paircheck. Classcheck. chaotic 
good public
Clockwise from top left: S, Co, C, S, L, L 
transport
Draw sts’ attention to the adjectives in the box. To historic landmarks   
model the activity, point to the first photo and say: scenery  
This is amazing scenery. Have sts work in pairs to make traffic   
combinations of adjectives and places to express their unpredictable weather 
opinions. Classcheck.

Personal answers. After watching

A  Have sts choose the correct answers to questions 1-4
B  MAKE IT PERSONAL Have sts work in pairs. Ask them to
from memory. Paircheck. Classcheck.
use the vocabulary from A to describe their favourite place
or landmark to their partner. Refer them to the model text 1. Their mother was a photojournalist.
in the speech bubble. Classcheck by inviting volunteers to 2. To visit his grandparents.
report their partners’ answers to the whole class.
3. More than he could name.
Personal answer. 4. Cities buzzing with people.

While watching
A  Tell sts that Rory is planning his ‘vacation’ (holiday)
and August and Andrea are trying to help him decide
where to go. Have sts quickly read the statements and ask
them to watch the video and tick the statements that are
mentioned. Play Video 3. Paircheck. Classcheck.
B  Have sts complete the gaps in sentences 1-4 with the
past simple or the past perfect form of the verbs provided.
Paircheck. Classcheck by writing the answers on the board
or, if time allows, replay Video 3 with subtitles.
1. thought
2. had spent

Cultural Note   This video introduces several words and 3. showed

spellings that are different in US English. Pre-teach the 4. had lived
American-English vocabulary vacation (holiday), public
transportation (public transport), fall (autumn), mom (mum) C  MAKE IT PERSONAL Have sts swap partners. Ask: What’s
and soccer (football). If you will be watching the video with your city like? Had you lived anywhere else before you moved
subtitles, you may also wish to point out the American here? Have sts work in their new pairs to ask and answer
spellings of harbor (harbour) and traveled (travelled). the questions. Refer them to the model text in the speech
bubble. Classcheck by inviting volunteers to report their
partners’ answers to the whole class.
August and Andrea had lived in many places before they
moved back to the USA. Personal answers.
Silicon Valley is the home of the computer nerds.
Rory has never been to Quebec City before.
Andrea and August lived in Buenos Aires.
Mexico City and New York are very crowded.
Rush hour in Mexico City is similar to New York City’s.

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 ID Café
Unit 4  AIQ: Artificial Intelligence
Quotient!
Before watching
A  Point to the photo and ask: Who’s this? What’s 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 August’s desk and ask: What’s this?
Do you think it’s August’s 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 dialogue 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’ (mobile) phone, heat, electricity, Internet
Ask: So, what’s 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
complete each gap 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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C  Ask: What about August’s 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 hadn’t 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 an 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 tick all the correct options to
answer questions 1-2. Classcheck.
1. He’s not confident. He’s worried about the outcome.
2. He won’t 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 dialogue 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.
22/12/15 18:03
 ID Café
Unit 5  Shop around
Before watching
A  Books closed. Display a photo of a person operating a
sewing machine. If technology is available, do some online
research for photos showing someone operating a sewing
machine. Point to the photo and ask: What’s he / she doing?
Pre-teach and drill the meaning and pronunciation of the
noun sewing machine and the verb sew /sǝʊ/. Ask: Can you
sew? Do you sew your own clothes? Would you like to? Or do
you prefer to buy clothes in a shop?
Books open. Point to photos 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 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 table with the class and have sts tick 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.  1. probably  2. actually  3. seriously  4. definitely
Needs beautiful, new clothes. 
Likes to wear dark clothes.  D  MAKE IT PERSONAL Invite two volunteers to role-play
Works with demanding actors.  the model dialogue in the speech bubbles for the whole
Used to be a mad shopper. 
At the end, ask What’s Andrea’s business idea? What’s her
website about?
Personal answers.
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B  Have sts quickly read questions 1-3 and the options
for each. Replay Video 5 as sts watch and tick the correct
answers. Paircheck. Classcheck.
1. Working with actors. / Shooting a film.  2. Anxious. 
3. Make her own clothes. / Stop shopping. / Sew curtains.
C  Write the following questions on the board for sts to
discuss in pairs:
1. What kind of people might be interested in Andrea’s 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-hand 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 complete the gaps 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 complete each gap with the correct adverb
from the box. Paircheck. Classcheck by writing the
class. Then, have sts swap partners. Ask the new pairs to
talk together about their taste in clothes and colours. Ask
partners to find at least one thing they have in common.
Classcheck and ask: Any surprises?
Personal answers.
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 ID Café
Unit 6  Best in show
Before watching
A  Have sts work in pairs. Point to the photos 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 films? What
kinds of films 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.
It’s a costume party.
Have sts quickly read the statements and ask them to tick
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 programmes were hilarious.
Diana Prince is Wonder Woman’s 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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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 didn’t win because he didn’t have enough
muscles.)
6. T
After watching
A  Have sts complete the gaps in August and Lucy’s
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 speaker’s 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.
22/12/15 18:03
 ID Café
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.)
Cultural Note   In British English, a ‘tow truck’ is often called
a ‘recovery vehicle’ or ‘breakdown truck’. You may also wish
to point out that the word ‘garage’ is pronounced differently
in American and British English. As in the video, Americans
stress the second syllable /ɡəˈrɑːʒ/, whereas the British
stress the first /ˈɡærɪdʒ/.
Read sentence 1 and elicit the correct answer. Ask sts to
complete the gaps 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 photos.
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: Who’s 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.
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1. He asked if they needed him to pick up anything else.
2. Her car had broken down.
3. H
 e said they’d have to cross back over and go back the
other way.
B  Ask: Do you remember what went wrong with Genevieve’s
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: They’re 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 tick the correct foods as they listen.
Note   Rory comments about his microwave at the end, but
he means it will be useful for latecomers. He didn’t serve his
friends a microwave dinner.
bread, chicken, potatoes
After watching
A  Have sts complete the gaps in sentences 1-5 with the
verbs provided. Paircheck. Classcheck.
1. asked
2. phoned
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 something – e.g., a party, a dinner or a film with
friends – that didn’t 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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 ID Café
Unit 8  Small talk and smartphones
Before watching
A  Focus sts’ attention on photo 1 and its caption. Elicit
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.
1. done
B  Replay Video 8 and ask sts to order events 1-6 in
the order in which they appear in the video. Paircheck.
Classcheck by writing the answers on the board.
3, 1, 5, 6, 2, 4
C  MAKE IT PERSONAL Have sts swap partners and work in
their new pairs to answer the questions about texting and
smartphones. Classcheck.

2. done Personal answers.

3. cleaned
4. tuned up After watching
5. fixed A  Tell sts to read statements 1-6 and mark each one true
6. done (T) or false (F) then have them correct the false statements.
Paircheck. If time allows, replay Video 8 so sts can check
B  MAKE IT PERSONAL Point to the pictures in A and ask: their answers. Classcheck.
Do you get these services done? Have you ever got them
done? Invite two volunteers to read the model dialogue in 1. T
the speech bubbles. Have sts work in pairs to talk about 2. T
activities 1-6 in A. Monitor sts’ discussions closely and
3. T
correct any mistakes on the spot. Classcheck.
4. F
 (Zoey got a call about a job she applied for this
Personal answers. summer.)
5. F
 (Lucy asked someone to answer her phone because
While watching she’d just got her nails done.)
A  Elicit the names of the characters in the picture. Tell 6. T
sts that the characters are at a spa. Have them quickly read
statements 1-8, and ask them to complete each gap with the
B  Have sts match sentences 1-9 to the correct meanings.
Paircheck. Classcheck.
correct form of either get or get + past participle. Play Video 8
so sts can check their answers. Paircheck. Classcheck. 5, 7, 8, 3, 6, 4, 2, 1, 9
1. get / done
C  Role-play! Tell sts to work collaboratively in pairs to
2. getting
create a dialogue about a recent experience. Explain that sts’
3. getting / done dialogues should include at least two of the phrases in B.
4. get / done Monitor pairs’ work and offer help if necessary. Then
5. got have partners role-play their dialogues. At the end, invite
6. got volunteer pairs to act out their dialogues for the whole
class.
7. getting / done
8. got Personal answers.

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 ID Café
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 they’re 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.
It’s 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’.
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  Say: There are many types of museums in the world. Point B  Have sts read 1-5 and tell them to complete the gaps
to and, with the whole class, read the different types of with verbs in the passive voice as they watch and listen
museums listed in the headings of the table. to the video once more. Play Video 9 again. Paircheck.
Classcheck by writing the answers on the board.
Elicit the meaning of armour (coverings or hard ‘clothes’
to protect soldiers in battle) and explain that soldiers 1. was / fascinated
(knights) used to wear armour made of metal. Ask: Where
2. were / discovered
do you think we could see armour? In an art museum, a
natural history museum or a planetarium? Have sts tick
3. were focused
the correct column in the table. Then, have sts continue 4. was lost
marking the table, ticking the appropriate type of museum 5. was gone / was given
for each exhibition. Paircheck. Classcheck.
After watching
Exhibition Art Natural Planetarium A  Have sts choose the best answer from a-c for each
Museum History question 1-6. Paircheck.
Museum
1. a  2. c  3. c  4. b  5. a  6. c
Armour 
Black holes  B  Point to the table and say: Look at these phrases from the
Dinosaurs  video and decide if they’re describing an experience, describing
Gemstones  likes or dislikes or making a suggestion. Classcheck.
Mammals 
Describing Describing Making a
Mummies  an likes or suggestion
Sculptures  experience dislikes
It’s my first time at…
C 

MAKE IT PERSONAL Pair sts up and ask: What was
I was fascinated by… 
the most interesting exhibition you’ve ever seen? Tell your
Let’s go see… 
partner. Refer sts to the model dialogue in the speech
One minute I was…
bubbles. Classcheck. 
and the next…
Personal answers. Maybe we should… 
Do you want to go see

While watching an exhibition on…?

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 tick the statements that are mentioned as
they watch and listen to the video. Then, play Video 9 as sts
watch, listen and tick the statements that are mentioned.
Paircheck. Classcheck.
C  Role-play! Have sts swap partners. Tell the new
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 dialogue in the speech
bubbles to the whole class.

Note   Remind sts that the videos are in American English, so
if they watch with subtitles on they will see US spellings like
‘armor’ (armour). They’ll also hear exhibit used as a noun as
well as a verb (the noun for a collection of things shown to the
public is exhibition in British English).
Monitor pairs’ discussions and take notes for delayed
correction. At the end, invite volunteer pairs to act out
their dialogues for the whole group. Then, provide the class
with language feedback.
Personal answers.

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 ID Café
Unit 10  Mad men
Before watching
A  Say: We’re going to watch a video of Daniel, Rory and
August. The girls won’t show up – it’s 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 dialogue 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.
Tip   Before playing the video, ask students if they can
remember the differences between British and American
English for football (soccer) and armour (armor).
While watching
A  Go over questions 1-4 and the answer choices with
sts. Ask them to tick the correct answers as they watch
and listen to the video. Play Video 10. Replay the video if
necessary. Classcheck.
1. c ry 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’ (football) 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.
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9, 1, 4, 7, 2, 6, 5, 8, 3, 10
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 complete the gaps 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 three
female main 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? (yelling, playing video games).
What about you? How do you work out anger or stress? Invite
two volunteers to read the model dialogue in the speech
bubbles. Then, have sts discuss the question in pairs.
Classcheck.
Personal answers.
22/12/15 18:03
 Writing
Writing 1  A report
A  Books closed. Ask: What’s 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 Nina’s report and ask:
What’s her report about? What’s the aim of it? Go over the
report’s 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: Nina’s 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 (generalising), M (making a recommendation) or S
(summarising). 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: What’s 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 organised 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
650443 _ 0189-0192.indd 189
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 recipient’s 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 other’s 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 email.
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 magazine’s 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.
hadn’t 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 complete the gaps 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 / travelled
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 Stiller’s 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
holiday narrative for Innovation magazine’s 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
A  Have sts look at the Easy Fit! advert and mark true (T)
or false (F) for statements 1-5. Paircheck. Classcheck.
1. F  2. F  3. T  4. T  5. F
B  Read the four tips in Write it Right! with the whole
class. Then, ask sts to match rules a-d to highlighted
phrases 1-15 in the advert in A. Paircheck. Classcheck by
writing the answers on the board.
1. b  2. a  3. c  4. c  5. d  6. d  7. b  8. a  9. a 
10. a  11. b  12. b  13. b  14. a  15. d
C  Have sts complete the gaps in sentences 1-6 with
the adverb or adjective forms of the words provided.
Classcheck by writing the answers on the board.
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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 advert 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 adverts. Remind them to follow the tips from
Write it Right! and to plan a good ending phrase. Tell sts
that their adverts 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 adverts and decide which products they
would buy. Classcheck sts’ opinions and then collect their
writing for marking.
Writing 4  A complaint email
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 Julio’s email and find out his reasons for
complaining. Then, have sts re-read the complaint email
and mark statements 1-6 true (T) or false (F). Paircheck.
Classcheck by writing the answers on the board.
1. F  2. T  3. F  4. T  5. F  6. T
B  Point to Julio’s email and ask: What’s the aim, or
purpose, of each paragraph? Have sts match the purposes to
paragraphs 1-4 in A.
4, 1, 2, 3
C  Read Write it Right! with the class. Then, have sts
match phrases 1-6 to gaps a-e in A. Paircheck. Classcheck.
1. a  2. (not used)  3. b  4. e  5. c  6. d
D  Read sentence 1 with the group and ask: Is this
appropriate in a formal email? Ask sts to re-read Julio’s
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email 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
email 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 email. 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 email
addresses and send their complaint emails to each other
for feedback. Then, ask sts to send you a final copy via
email or to submit a paper copy.
Writing 5  An opinion essay
A  Have sts look at Damir’s 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: What’s the best title for
Damir’s essay? Have sts read the titles and choose the best
one. Paircheck. Classcheck.
Beauty: the Good and Bad Sides
B  Refer to Damir’s essay in A and ask: How did Damir
organise his text? Point to structures 1-3 and have sts
choose the text organisation 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-hand column. Paircheck.
Classcheck by writing the answers on the board.
4, 5, 2, 3, 1
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E  Ask sts to choose the correct option, a-c, for each
statement, 1-5. Note that if both a and b are correct, sts
should choose c (both). 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 organise 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 spellchecker 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
the spellchecker to see how many words they misspelled.
Have sts count and check the variety of conjunctions
before handing in their essays.
Writing 6  A film / book review
A  Books closed. Ask the class: Have you seen any of the
Harry Potter films? Did you like them? Why or why not?
What about the critics? Were they positive about the film
when they were released?
Books open. Have sts read the review and circle the correct
answers in 1-4. Paircheck. Classcheck. Ask: Do you often
read film reviews before going to the cinema?
1. book
2. dramatic
3. doesn’t 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
film? 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.
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1. terrific  2. ancient  3. gorgeous  4. fanatical  5. intriguing
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
non–restrictive clauses) with the class. Have sts read the
short review of Slumdog Millionaire and insert three commas,
two fullstops and one question mark in the correct places. Sts
should also capitalise where necessary. Paircheck. Classcheck.
Slumdog Millionaire, which is a film, is about the Indian version
of the popular Who Wants to Be a Millionaire? TV programme.
Dev Patel plays Jamal Malik, a former street-kid who has a job
making tea at a call centre. 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? That’s the question everybody asks.
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E  Your turn!
Before. Tell sts that they are going to write a five-
paragraph film review in 140-180 words. Ask them to
choose a film or a book they have seen / read and / or
know reasonably well. Remind them that they can also
search online for information about the film / 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 other’s reviews if
they have seen the film too. Then, have sts hand in their
reviews for marking.
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