Syllabus outline

Introduction
The eourse package 6
Teaehing approaehes B
Total English and exams 10
Total English authors 77
Teaehing notes 72
Photocopiable Resources 96
Photocopiable worksheets 9B
Teaching notes 759

DVD worksheets 772

Teaehing notes 185

Progress tests 792

Test 1 792
Test 2 19B
Test 3 204
Test 4 21,O
Key and tapeseript 21,6
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simptediscussiOn',,
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rdadiag: read about

a celebritychef'snew
restaurant
speaking:talk aboutyour
plansfor the next two
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icornparatives
describing

people
,eompare
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s iary
f r i e n d ' sp a t m doctorjol<es
readingand speaking: readingancispeaking:
r e a da b o u tp a l m - r e a d i n g r e a da n ds p e a ka b o u t
a n d r e a ds o m e o n e 'psa l m a l t e r n a t i vm
e edicine
Pronunciation: word writing: write a letter

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ab_out peoplewho t.!. advantages ard TV programmefor pets

i n f l u e n c ehde r ;t a l k a b o u t disadvantage o sf k e e p i n g s p e a k i n gs: a yw h a t
w h o i n f l u e n c eydo u a n i m a l si n z o o s t h i n g ss o u n dl i k e
Lifelonglearning:Keep writing: start an 'oniine'
a record.(r) b u l t e t i nb o a r dd i s c u s s i o n
Pronunciation: word stress

a'ts:Vocabutary, (Teacher's
Grammarand Communication Bookpager44)
Resource

an do: achieveyour
ainrin a typicaltravel
conversation .:

p-tace,y0u'vetravelledto
Sl(ills!
listening:listento an
ihtervlewwitha travel
writer
diary a d v i c e l o rU Kb u s i n e s s w r i t i n g :v , r i t ea b o u la
speaking
speakin-qand writing:
writine: ," ,triavellers
travellers place
olacevou you i-rave
havevisited
visiter
taLk:'end'wriia
;b,oui" speaking:talk about Fronunciaticn: hcd
tiav[companions customsin your country
Lifetonglearning:
Kpen r recnrd [rl
Prcnunciationr,'dz:
arid'j

Grammar:Second
Conditional
Vocabulary:money
l.an,do:say what you'd
'fu,,,in:a
hypotheticaI
ileatrlhfngano [earningareunpredictabte experiences.
lefir,ierscanhe dynamicand engagedone lessonandthen
Helping learners catch up
oierrrr{oth,,,ated, Oneof the mostcommonDroblems thatteachers faceis
tired or evenabsentthe next.Theaim of Total
irregularattendance. Learners oftenhavebusyliveswith
.Inqril,rbrr
ls fyro-fold:firstly to set new standardsin termsof
nterestieveL, work,studyor famitycommitments andattendingEnglish
teachability and rangeof supportmateriats;and
classes on a regularbasisis not alwayspossible. Iotal
sermnciliy to addressthe realityof mostpeople'sunpredicatable
ieachingexperience
Englishrecognises this problemandhasbeendesigned to
as it is, not as we hopeit witt be.
helplearners catchup easityif theymisslessons. In addition
fi.esearch for TotalEnglishsuggestedthreeclassroom'reatities'
to the practiceexercises in eachlesson,thereis a Reference
trat needto be addressed in a coursebook:
r.)learnersoften pageanda Reviewandpracticepageat the endof eachunit.
,acrrdirectionandpurpose-they areoftennot sureabout
Theseprovidean accessible summaryof the maingrammar
tr'e relevance of whattheyare learningandwheretheyare andvocabulary covered.
goirigvrithEnglish;z) learnersneedto be genuinely engaged
f he TotalEnglishWorkbooks alsohavefreestanding CD-ROMs
lr coursebook contentjust as theyarein the newspapers, ry
progn;rmmes thatinctudeinteractive self-study'catch-up'
materiaI to
andfilmsthat theyseearoundthem;3) learners
present andpractise language fromanylessons learners have
oftenmisslessonsandthis createsextraworkfor the teacherto
missed.Withthisextensive rangeof animatedpresentations,
makesurethat no-onefatlsbehind.
interactivepracticeexercises and games,TotalEnglishensures
yourstudents don'tgetteftbehindif theymisslessons.
Finding direction and pur?ose
X-earnersneeda clearsenseof wheretheyaregoingand,how
theyaregoingto getthere.Theyneedto knowwhattheyare
|earning,whytheyarelearning it andhowit canbe apptied
outsidethe classroom. Cleargoalsandobjectives arecrucial.
TotalEnglishcontainsa cleargrammarsyltabusand plenty TotalEnglishhasfive levetsand takeslearnersfrom
of practice.
Eachinputlessonis organised on a double-page Elementaryto Advanced. Eachlevelconsistsof the foltowing:
spreadand hasa grammarandCanDo learningobjective o Students'Book
clearlystatedat the start.Ihe CanDo objectives givea TheTotalEnglishStudents' Booksaredividedintoro-rz units
purposeandreasonfor learning andmeanthatstudentsknow andcontainapproximately Bo-rzohoursof teachingmaterial.
whytheyarestudying that lessonandhowtheycanusethe Eachunitcontainsa balanced mixof grammar, vocabulary,
new[anguage. pronunciatia
o n ds k i t t sw o r ki n c l u d i nw
gr i t i n g .
Thelearningobjectives in TotaIEngtisharederivedfromthe . DVD
CanDostatements in the CommonEuropean Framework The'withDVD'versionof theStudents'Bookshasa
whichmeansteacherscanfeelconfidentthatTotalEnglish
freestandingDVDwhichprovidesadditionallisteningpractice
coversthe language areastheirstudentsneed.Thelevetsof tinkedto thetopicareasin theStudents'
Books.
TotalEnglishcorrelateto the CommonEuropeanFramework in
o Video
the followingway:
TheDVDmaterialis alsoavailable on video(PALand NTSC).
Elementary Covers Ar andgoestowardsAz
Fre-intermediate Covers Az andgoestowardsBr . Class Cassettes/CDs
intermediate CoversBr andgoestowardsBt+ TotalEnglishCtassCassettes/CDs
containall the recorded
Upperlntermediate CoversBr+and Bz materialfromthe Students'Books.
Advanced CoversCr o Workbook
fhe TotalEnglishWorkbookscontainfurtherpracticeof
Engaging learners' interest language areascoveredin the corresponding
unitsof the
Motivation throughengagement is equatty important
for Students'Books.
successful languagelearning.TotalEnglishlessonsgivea new o Workbook'Catch-up'CD-ROM
ii'{lstto famitiartopics- topicsthatreftectlearners'needs fhe TotalEnglishWorkbookCD-ROMs provideextrasupport
an.dinterests. Thisensuresthat learnerswil[ alwayshave for studentswho misslessons.In additionto the recorded
soinething to sayaboutthe contentof the lesson. Thereare materialfromthe Workbooks, the Workbook CD-ROMs feature
frequentopportunities for learners to exchange ideasand 'catch-up'materialrelatedto the keygrammarareascovered
npinions andengage withthe material on a personal
level. in the Students'Books.
A,rtivities havebeendesignedto be as realisticas possibleso
r Teacher'sResourceBook
ihat leamerscanseehowthe languagethey'relearningcanbe
apoUedoutsidethe classroom. The TotalEnglishTeacher's ResourceBooksprovideatl the
,lnaddftionto the widerangeof topics,textsand,activities,
supportteachers needto getthe mostout ofthe course.
TheTeacher's Resource Bool<s containteachingnotes,
eachlLevel of the lofal EnglishStudents'Bookshasa DVD
'*q'hiich photocopiable worksheets, DVDworksheets andtests.
addsan extradimension to the course.Containing a
mngeof authenticmaterialfromfitmandTV the DVDsexpose o Website
iLearners to a varietyof differentEnglishmediaand givethem TotalEnglishhasits owndedicatedwebsite.In additionto
a feelfor howthe language is usedin real[ife.Eachunitof background informationaboutthe courseandauthors, the
tiheStudents'Books hasa corresponding DVDextractandthe websitefeaturesteaching tips,downloadableworksheets,
Filrnbanksat the backof the Students'Booksoffermaterial linksto otherusefutwebsitesaswellas soecialoffersano
to usein ciassor at homewhilewatchingthe DVD. competitions.Joinus onlineat wwwtongman.com/totalenglish.
The Students'Book
Eachunit of the TotalEnglishStudents'Booksfo[[owsthe
samestructuremakingthe materialvery easyto use:
. Lead-in pag:e
- actsas a springboardintothe topicof the unitandengages
students'interest.
- introducesessentiaIvocabutary retatedto the topicso that
studentsstartwith the samebasicgrounding.
r Input lessons
- threedoubte-page inputlessons,thematicatly
linked,offer
interestingangleson the unittopic.
- eachinputlessonleadstowardsa CanDo learning
objectivein linewith the CounclI
of Europe's
CanDo
statements.
- each9o-minutelessonfocuseson a specificgrammararea
andincludes vocabulary, pronunciation andskillswork.
- eachunitcontainsat leasttwo readingtextsanda
s u b s t a n t i lai sI t e n i negl e m e n t .
- H o wt o . . .b o x e sd e v e l o sp t u d e n t s ' c o m p e t e n
i ncues i n g
language, in [inewith the CommonEuropean Framework.
- Lifelonglearningboxesoffertips andstrategies for
developing students'studyskitls.
r Communication page
- reviseslanguage
taughtin the previousthreelessonsin a
freer,morecommunicativecontext.
- eachcommunication taskpractisesa rangeof skitlsandhas
a measurablegoalor outcome.
. Reference page
- summarisesthe maingrammarpointscoveredin eachunit
and provides
a tistof keyvocabutary.
- hetpslearners
to catchup if theymisslessonsand is an
essential
revisiontool.
r Review and practice page
- providesa rangeof exercises to consotidatekeygrammar
andvocabulary coveredin the unit.
- canbe usedto checkprogress, enablingteachersto
y r e a st h a tn e e df u r t h e p
i d e n t i fa r ractice.
. Film bank pages
- s u p p o rtth e D V Dw h i c hi s a t t a c h etdo t h e b a c ko f t h e ' w i t h
DVD'versionof the Students'Books.
- featurea rangeof exercises designed to stimulateinterest
in eachDVDextractand makethe authenticmaterial
contained on the DVDaccessible to students.
TheTotatEngtish Students' Booksalsofeaturethe following:
o Do you know?
- an optionalpageto be coveredbeforelearners
startthe
coursewhichteachesbasiclanguage areassuchas the
alphabet,numbersandctassroom [anguage.
. Writing bank
- providesmodelsandtipson howto writeemaits,letters
andpostcards as wellas guidanceon differentwritingskitls
suchas punctuation, spellingand paragraphconstruction.
o Pronunciation bank
- providesa list of Engtishphonemes, guidanceon
sound-spe[[ing
correspondences
andweakforms.
{
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t.
.
The Workbook The Test Master CD-ROM
TheTotalEnglish Workbooks containro-rz unitswhichcorrespond TheTeacher'sResourceBookinctudes a TestMasterCD-ROM
to theStudents'Book materiat.EachWorkbook contains: whichprovidesan invaluable
testingresourceto accompany
o Additiona[ practice material the course.
Extragrammar, vocabulary, skillsand pronunciation Easyto use
exercises practiselanguage coveredin the corresponding o ThetestsarebasedstrictlyonthecontentofTotatEngtish
unitsofthe Students' Books. providing
Pre-lntermediate, a fairmeasure progress.
of students'
. Review and consolidation sections o An interactivemenumakesit easyto findthe testsyou are
Theseoccurafterunits3, 6, 9 andr2 andcontain lookingfor.
cumulative practiceof the grammarandvocabutary covered . Keysandaudioscriptsareprovided to makemarkingthe
in the previousthreeunits. as possibte.
testsas straightforward
r Vocabulary bank o Mosttestscomein A andB versions. Thismakesit easierfor
Thisprovidesfurtherpracticein the keyvocabutary areas youto invigilate
thetestby makingit harderfor studentsto
coveredin eachunitofthe Students'Books. Studentscan copyfromeachother.
referto thisafterstudyinga particular topicandrecordthe r Theaudiofilesforthe listingtestsareconveniently
newvocabulary theyhavelearned. Theycanalsoadd new
locatedon the sameCD.
itemsas theycomeacrossthem.
Typesof test
The Workbook CD-ROM TheTestMasterCDcontansfivetypesoftest.
r Ptacement
Test/s
In additionto the recorded materialfromthe Workbook, the
'catch-up'section of the CD-Rom r ModuteTests
containsthe foltowing:
r Grammar presentations . Progress
Tests
Simpte,accessible grammarexplanations summarise the o Mid Course
Test
targetlanguage of eachunit in a succinctandmemorabte o Endof CourseTest
way.
Ftexible
r Self-check practice exercises
Youcanprintthe testsout and usethemas theyare- or you
A rangeof practice exercises (twofor eachgrammarpoint) canadaptthem.YoucanuseMicrosofto Wordto editthemas
enablestudentsto practise the target[anguage. youwishto suityourteaching situation,yourstudentsor your
o 'Can do'game syllabus. Herearesomeof the thingsyou maywishto do.
Thisprovides communicative practiceof thetargetlanguage. r Deteteor add exercises to makethe testshorteror longer.
r Deleteexercises or itemswhichrelateto pointswhichyou
The Tbacher's Resource Book d e c i d e tdo s k i p .
TheTeacher's Resource Booksaredividedintothe followine . Add in exercises to coverextracontentvou introduced into
sections:
t h ec o u r s e .
r Introduction
r Editexercises to makethemharderor easier. or to introduce
T h i se x p l a i ntsh ea i m sa n dr a t i o n a loef t h ec o u r s ea n d
keyvocabulary.
provides a completedescription of'thecoursepackage.
r Editthe formatof exercises so thattheyareconsistent with
r Teaching notes
otherexamsthatyou use.
Theseprovldestepby stepinstructions on howto exploiteach
r Personalise the contentof exercises to bringthemto life.
unitas wet[as background notesandsuggestions for warm-
up,lead-inandextension activities. Forexample, incorporate the nameof studentsin the class,
. Fhotocopiable resource banks otherteachers in the school,famouspeopleandplaces
f r o my o u rc o u n t r y. .
Thephotocopiable resource bankscontain6o photocopiabte
(5 worksheets r Usethe audioscriptsto createextralisteningexercises
worksheets for eachunitofthe Students'
- for example, by removing wordsto creategapfitts,adding
Books). Theworksheets aredesigned to practise the grammar
andvocabulary coveredin the Students'Bookunitsin a freer, optionsto createmultiplechoiceexercises or introducing
lessstructured andenjoyable context.Detaited instructions on deliberate mistakes for the studentsto correct.
howto useeachworksheet arealsoorovidedin the Teacher's o Addin thenameand/orlogoofyourschoolat the headofthe
R e s o u r cBeo o k . test,andfinatly,saveyourversion on yourharddrive.
r DVD worksheets UsingthisCD
I na d d i t i o n
t o t h e F i l mb a n kp a g e si n t h e S t u d e n t s ' B o o k s , Theideatwayto usethisCD-ROM is to treatit as a master.
theTeacher's Resource Booksalsohaverz DVDworksheets. Copythe teststo the harddriveof yourcomputerandburn
Containing Beforeviewing,Whileviewingand Postviewing the audiofilesto CDor copythemon to cassette.
activities, the DVDworksheets providemoredetaileo r Testfiles-The installation wizardwitlcopythe filesto your
exploitation of the DVDmaterial.lnstructions on howto use harddrive.
eachworksheet including warm-upandextension activities r Audiofiles- lf youdon'thavea CDburneror if you prefer
arealsoorovided. to teachwith cassettes, you cansimptyput the TestMaster
. Tests C Di n t ot h e C Dd r i v eo f a n o r d i n a rhy i - f ia n dc o p yt h ea u d i o
Fourphotocopiabte
progress testsareincludedin the filesontoa btankcassette.
Teacher's
Resource Books.Eachtestcoversgrammar, Levels
vocabulary,
reading,listeningandwritingskitlsand is TestMasterCDsareavailable fromStarterto Advanced levels
designed
to be usedaftereverythirdunit. ofTotatEngtish
 Speaking
Thekeyaimfor mostlearnersis spokenfluencybut low
levellearners cannotexpress themselves easilywithout
support.TotalEnglishdevelops spokenftuencyin a number
Grammar of ways- by givinglearners discussiontopicstheywantto
TotatEngtish coversall the mainlanguage areasyouwould talk about;by settingup situations
wheretheyaremotivated
expectat eachleveIandgiveslearners a thoroughfoundation to communicate in orderto completea specific task;by
in grammarbasedon the foltowingprinciples: providing clearmodetsandexamptes of howto structure
o Clear presentation/analysis discourse possible,
andby encouraging them,wherever to
Eachdouble-page lessonhasa cleargrammar aimwhich express theirownideasandopinions. Atl tessons feature
is statedat thetop ofthe page.Newlanguage itemsare somespeakingpractice andthereareregularHowto...
presentedin contextviareadingand/orlisteningtextsand boxesthroughout the coursewhichfocuson the wordsand
grammar rutesarethenanalysed andexplained viatheActive expressions learners needto carryout specificfunctions.
grammarboxeswhicharea kevfeatureof eachlesson.

order in a
questions
Asl<
I'm starting the coursenextmanth...
Geoffis working in the USagoinin March...
r Whichtensearethe sentences?
Asl<aboutprices

C o m m u n i c a t ipoang e sa t t h ee n do f e a c hu n i te n g a g e
learners
in a varietyof problem-solving tasksand involvelearners
in a numberof differentskitts- including speal<ing. The
photocopiabte activities in theTeacher's Resource Bookare
TotatEngtish takesa 'guideddiscovery'approach to atsospecificatty designed to promotespeakingpractice.
grammarand learners areactivelyinvitedto thinkabout
grammarandworkout the rulesfor themsetves.
o Varied, regular practice Listening
0ncelearners havegrasped the important rules,all new L i s t e n i ni gs o n eo f t h e m o s td i f f i c u lst k i l l st o m a s t ear n o
language is thenpractised in a varietyof different waysso TotalEnglishpaysparticular emphasis to devetoping
that Learners areabteto usethe grammar withconfidence. l e a r n e r s ' c o n f i d e inncteh i sa r e a L . i s t e n i ntge x t si n c l u d e
short
Practice activities inctude form-based exercises designed dialogues as wellas [ongertexts(conversations, interviews,
to hetplearners maniputate the newstructures as we[[as s t o r i e sa n ds o n g s )T. h e r ea r eL o t so f s i m p l e' L i s t e na n dc h e c k
moremeaningful, personatised practice. grammar y o u ra n s w e r ' e x e r c i saessw e l Ia s m o r ec h a t l e n g i nagc t i v i t i e s
Additional
practice exercises canbe foundin the Review andpractice wherelearnershaveto listento longerextractsin orderto
sections at the endof eachunitas we[[as in theWorkbooks findspecificinformation. Therecorded materiaI featuresa
andon theWorkbook CD-R0Ms. TheTeacher's Resource v a r i e t yo f a c c e n tisn c l u d i nBg r i t i s hA, m e r i c a n A,u s t r a l i a n
Booksalsocontainan extensive bankof photocopiable a n ds o m en o n - n a t i vsep e a k e r T s .h e r ei s a d d i t i o n al its t e n i n g
grammar activities p r a c t i cien t h eW o r k b o o kasn dt h e D V D sf u r t h e e r nhance
whicharedesigned to practise the
language in freer,morecommunicative contexts. l e a r n e r sc 'o n f i d e n ci ne u n d e r s t a n d itnhges p o l < ewno r d .
o Accessibte reference material
I na d d i t i o n
t o t h ee x p t a n a t i o cnos n t a i n eidn t h eA c t i v e Pronunciation
Grammar boxes,thereis a Reference sectionat the endof TotalEnglishpaysparticutar attentionto pronunciation
e a c hu n i tw h i c hs u m m a r i s et hse r u l e si n g r e a t edr e t a iaI n d whichis integrated intoatlthe lessonswhichpresentnew
providesextrainformation andexamples. language.Thepronunciation syllabusinctudes wordand
Vocabulary sentence stress,weakforms,intonation anddifficuttsounds.
ThePronunciation banksat the backof the Students'
TotalEngtish recognises the centralrolethatvocabulary ptays
B o o k si n c l u d e
a l i s to f E n g t i sphh o n e m e g
s ,u i d a n coen
in successful communication. Theemphasis is on providing
sound-spelting correspondences andweakforms.Thereis
learnerswithhigh-frequency, usefulvocabulary whichis
additionalpronunciation practicein the Worl<books andon
regularlypractised andrevised.Newvocabutary is presented and
the Workbook CD-ROMs.
practised in a varietyof differentways- viathe Lead-in pages
whichprovide a springboard intothetopicof eachunitenabling
teachers to elicitvocabutary that learnersalreadyknowaswe[[ Reading
as pre-teach essential vocabulary fortherestofthe unit;viathe Thereis a widevarietyof readingtextsin TotalEnglish
readingandlisteningtextsandrelatedexercises; via special rangingfromsimpleformsandadvertisements to shorttexts
vocabulary sections in themainlessons. Additional vocabulary fromnewspapers and magazines. Textshavebeenchosen
practiceis providedin the Review andpractice sectionsof the for theirintrinsicinterestas welIas for theirusefulnessin
Students'Book,in the practice exercisesin theWorl<book and providing a vehiclefor the particulargrammarandvocabulary
specialvocabulary worksheets in theTeacher's Resource Book. pointsin focus.Manyalt of the textshavebeenadapted
fromauthentic, reat-life sources(magazines, websitesetc.)
and retatedtasl<s havebeencarefu[[y selected to develop
learners'confidence in dealingwith writtentexts.Activities
includec o m p r e h e n s iaonndv o c a b u l a w
r yo r ka sw e t la s Thetablebelowshowshowthe differentlevetsof Total
practicein dealingwith differentreadingsub-skilts suchas Englishrelateto the CommonEuropean Framework levelsand
readingfor gist. Therearea numberof jigsawreadings where t h e U n i v e r s i ot yf C a m b r i d gEeS O m
L a i ns u i t ee x a m i n a t i o inns
learnersworktogetherandshareinformation. Thetengthand termsof the [anguage taughtandthe topicscovered;
comptexity of the textsget morechaltenging as the course
progresses.

Writing
Withthe growthof email,writingis becoming an increasingly
important skitl.IofalEnglishacknowtedges thisby inctuding
regularwritingtasl<s in the Students'Books.Thesearecarefully
structuredwithexercises andexamples designed to ensure
thatlearners areactually ableto carryoutthetasks.Modets
typesof writing- emails,postcards,
of different formaIand
informallettersareprovided in theWritingBankat the backof
the Students'Books aswellas additional adviceandguidance
on differentwritingsub-skills suchas punctuation, and
spelling Whilelofal Englishis not an examination preparation
paragraph construction. c o u r s ea, s t u d e nwt h oh a s ,f o r e x a m p l ec,o m p l e t etdh e
U p p e Ir n t e r m e d i alteev e wl o u l dh a v es u f f i c i e n[ at n g u a gteo
Revision and testing attemptthe Cambridge ESOLFCE(FirstCertificate in Engtish)
examination. Manyof the exercises in the lofalEnglish
Thereareptentyof opportunitiesfor revisionin TotalEngLish
Students'Books, Workbooks and photocopiable testsare
andlanguage is constantly
recycled
throughout the course.
similarin formatto thosefoundin the Cambridge ESOLmain
At the endof everyunit,therearespecialReview and practice
suiteexaminations but specifictrainingis requiredfor all EFL
pageswhichtakethe formof mini-progress checksenabling
e x a m i n a t i oanns dw e w o u l ds t r o n g l rye c o m m e nt h di s .
learnersto identityareaswheretheymightneedfurther
practice. Forfurtherinformation on the University of Cambridge ESOL
e x a m i n a t i o ncso,n t a c t :
In additionto the Review and practicepages,therearefour
Reviewandconsolidation sectionsin the accompanying C a m b r i d gEeS O L
Workbooks, anda wholerangeof additionalpracticematerial r H i l l sR o a d
on the 'Catch-up'CD-ROMs. TheTeacher's ResourceBool<s Cambridge
includefour photocopiable progress testswhicharedesigned
C B rz E U
t o b e u s e da f t e ru n i t s3 , 6 , 9 a n dn .
Tel.+44 {o) tzz3 553355
Fax.+44@)tzz3 46o278
Learner training
E m a i tE: S O L @ u c l e s . o r g . u k
TotalEnglishplacesa strongemphasis on learnertraining
andgoodstudyhabitsareencouraged anddeveloped via www.CambridgeESOL.org
the Lifelonglearningboxeswhicharea featuredin many
lessons. TheLifelonglearningboxesprovideusefultips
andsuggestions on howto continuelearningoutside
t h ec l a s s r o o m I n. a d d i t i o nt ,h eV o c a b u l a br ya n k si n t h e
Workbooks not onlyencourage studentsto recordvocabutary
fromparticular lessons, but alsoto revisitandaddfurther
v o c a b u l a ri tye m sa s t h e ya r i s e .
Total English Elementary
MarkFoleyhasworkedin Engtish language teaching for overz3
yearsandhasextensive experience in teaching(mosttyin the UK
andSpain),teachertraining,examining andmaterials writing.Heis
t h ec o - a u t h oorf a n u m b eor f p u b l i c a t i o ni sn,c l u d i ntgh e L o n g m a n
ELTadvanced tittes,Distinction andAdvanced Learner's Grammar.
Heis co-author, with DianeHatt,of TotalEnglishElementary
Students' BookandWorkbook.

DianeHa[[hasworkedin Englishlanguage teachingfor overz5

yearsandhasextensive experience in teaching(mosttyin the UK
a n dG e r m a n yp) ,u b l i s h i nagn dm a t e r i a lwsr i t i n g .S h ei s c o - a u t h o r
o f a n u m b eor f p u b l i c a t i o ni sn,c l u d i ntgh e L o n g m aEn L Ta d v a n c e d
titles,Distinction andAdvanced Learners'Grammar. Sheis co-
author,with MarkFotey, of TotalEnglishEtementary Students' Book
andWorkbook.

Tlotal English Pre-intermediate and Upper

Intermediate
RichardAcklamlivesin NorthLondonandhasbeeninvolvedin
Engtish Language teachingsincer98z.Hehastaughtandtrained
teachers in Egypt,France andthe UKandhasan M.A.(TEFL) from
t h e U n i v e r s i ot yf R e a d i n gH. i sp u b t i c a t i o n
i nsc l u d e
c o m p o n e not sf
the'Gotd'seriesandhe is co-author, withAramintaCrace,of Total
EnglishPre-intermediate and UpperIntermediate Students'Books.

AramintaCracelivesin NorthLondonwith hertwo young

daughters, PetraandLota.Shehasbeeninvolvedin EngLish
Language teachingsincer9B4and hastaughtandtrainedteachers
in Brazi[,Egypt,Portugal, Spainandthe UK.HerELTpublications
inctude L a n g u a gt e o G oa n dG o i n gf o r G o t dS
. h ei s c o - a u t h o r ,
with Richard Acklam,of TotolEnglishPre-intermediate and Upper
I n t e r m e d i aSt et u d e n t sB' o o k s .

Total English Intermediate and Advanced

AntoniaClaregraduated fromUniversity Cotlege Londonin
Psycho[ogy, and hasenjoyedteaching(bothaduttsandyounger
learners), andteachertrainingin Europe AsiaandSouthAfrica.She
is nowa fuil-timewriterandfreelance teachertrainerbasedin the
U K .H e rp u b l i c a t i o ni nsc l u d eL a n g u a gt e
o G oU p p e Ir n t e r m e d i a t e
andsheis co-author, with JJWitson,of TotalEnglishupper
Intermediate andAdvanced Students' BooksandWorkbooks.

fJWilsontrainedat International HouseLondonand hastaught

in Egypt,Lesotho(wherehe rana studenttheatre),Cotombia,
t h e U K ,l t a t ya n dt h e U . S H
. i sm a i ni n t e r e s tisn t h ef i e t di n c l u d e
vocabulary acquisition andthe devetopment of innovative methods
andmaterials for the classroom. Hisshortfictionis pubtished by
Penguin and PulpFaction. Heis co-author, withAntoniaClare,of
TotalEnglishUpperIntermediate andAdvanced Students'Books
andWorkbool<s.
Overview
) Dosomegeneral revisionof numberswithSsby
playingthe game'BucksFizz'.
) Explain the rulesofthe gameto the Ss.Theyhaveto
countoneby onearoundtheclass,butinsteadof saying
3 or a multipleof 3 theyhaveto sayBucks,andinstead
of saying5 or a multipleof 5 theyhaveto sayFizz.lfthe
numberis a multipleof both3 and5, theysayBucksFizz.
E.g.,!,2, Bucl<s,
4, Fizz,Bucks,7, 8, Bucks,Fizz,'
tt, Bucks,
Fizz.Sswhogetit wrongareeliminated.
r3, r4, Bucl<s
) Nowrevisethe daysofthe week.
Q: Whatday is afterMonday?
Q: Whatday is beforeFriday?
Q: Whendo you haveEnglishclass?
Q: Whendo you go dancing?
) Writethefottowing timeson the board:8a.m.,
1o.3oa.m., 1p.m.,4.45p.m., 2.15p.m.Askstudents to say
th,etimesin pairs.Nowcheckthetimeswiththe
wholeclass.
Summary
1 ) Ssdiscuss thetwoquestions in pairs.Getfeedback
Lessonr: Ssdo a quizto find out if theyarepartyanimalsand
fromthewholegroup,discussing theirreasons for
reada textwhichdistinguishes betweenpartyanimal,cutture choosingcertaintimesof thedayor week.
vultureandcouchpotato.
2 ) Focus on the photosandtell Ssto lookat the
Lessonz: Ss listento a TVprogrammewhichtalksabout expressionsgivenin the boxandmatchan expression to
the differentsteephabitsof differentspeciesof animalsand eachpicture.
Sscheckanswers in pairs.
humanbeingsat variousstagesof theirlives.Thentheytatk
abouttheirownsleephabits.
) AskdifferentSsto readout the restof the activities,
pronunciation
checking andthatall Ssunderstand the
Lesson3: Ss reada text about Harrods,the mostfamous meaningof theverbphrases.
departmentstorein the UK.Thentheylistento a surveyin
3a) Focus theSsattention on thequestion andgive
whichcustomers saywheretheyarefromandwhattheyare
someexamples aboutyourselfe.g.,I chaton thephone
doingin Londonand in Harrods.
everyday.Nowtell themto workindividually, writingan
ommunication focus:Ss listento a mantalkingabouthow appropriate
letternextto eachactivity.
importantdifferentaspectsof Engtishareto himandthenSs
considerhowimportantthesedifferentaspectsareto them.

Filmbank London(4'5o")
A documentary
film aboutLondon b > CivetheSsa coupleof minutesin pairsto
Thisdocumentary showsus z4 hoursin the lifeof
brainstormotherverbsthatfit thetwo categories. When I*
theyhavefinished, getfeedbackfromthewholeclass.
London.Beginning with the markettraderswho are Writetheideason the blackboard. Teltthestudents to
up at dawn,we followthe dayrightthroughto the writedownanynewexpressions, withan appropriate
nightlifein the evening.Therearealsointroductions (D,W,S or N).
letteralongside
to someof London'smostfamoustouristattractions
suchasTheLondonEye,TowerBridgeandTheHouses c > Sscompare theirlistswitha partner(preferably
of Parliament. a different
onethanbefore) to seewhattheyhavein
common. Writean example on the boarde.g,,I stayin
Possibteplacesto usethis shortfilm are:
bedlateat weekends. Whatoboutyou?RemindSsthat
) after Lesson3 as a revisionof PresentContinuous go beforethe mainverbandeveryday/at
always/never
and PresentSimple theweekend go at theendofthe sentence.
) at the endofthe unit to roundup the topicand
language
EXTENDTHE LEAD.IN
fur waysto usethis short film in class,seeStudents' Ssdividethe activities
fromEx.z intotwo columns
Bookpager33 andTeacherbBookpager73. accordingto whethertheytikedoingthis activityor
not.Thentheycompare with a partner,givingtheir
reasons.
Getfeedback fromthe wholeclass.
 meaningof theseexpressions. Avoidgoinginto too much
detaiIaboutthe variouswaysof expressing [ikesand
dislikesat this pointas this is coveredin detailin Ex.5.
PartyanimaIis quitea modern-day expression,whichpeople
4 ) Ss comptetethe sentencesin pairs.HavedifferentSs
havebeenusingrecentlyin Britainto referto somebodywho
readout the completedsentencesfor the whole ctass.
tikesgoingout andsocialising
a lot.
In this lessonSs considerdifferentactivities
that peopledo
in theirfreetimeanddo a quizto findout whethertheyare
partyanimalsor not.Throughthiscontexttheylearnvarious
waysof expressing [ikesanddislikes.
Grammar
OPTIONALWARMER
Brainstorm that peopleusuallydo in their
activities OPTIONALGRAMMARLEAD-IN
freetimeandwritethemon the board.5s talk to a
TheSsclosetheirbooksandworkin pairsto seeif they
partneraboutwhichof theseactivities theylikeand
canremember anyof the expressionsthat wereusedin
whichtheydon'tlil<e.Getfeedbacl< fromthe whole
the textto expressdifferentdegreesof tikingor not tiking.
class.lf someof the 5s appearto be partyanimals,
Getfeedbackandwritethe expressions on the boaro.
introducethe expressionby saying:I thinkX, X andX
oreparty animqlsbecausetheylike... . lf noneof the
Ss appearto be partyanimals,writethe expression 5 ) Focuson the Activegrammarbox and estabtish
on the boardandelicitthe meaning. the fact that the facesrepresentdifferentdegreesof
tikingand not liking.Tettthe Ss to worl<with a partner
to comptetethe gapsby tookingbackat the expressions
Speaking underlined i n t h et e x t .
) Copythe chartonto the boardand elicitthe answers
1a) Ssdiscuss witha partnerwhattheycanseein each
picture.Encourage from the ctass.
themto be asdetailedas possible.
Get
feedbacl<froma numberof Ss.
b > Ssmatchthedescriptions andthe pictures.
Pointto Active Grammar
the picturesoneby oneandchoosea differentstudent r I absolutely love 4 I'mnot verykeenon
eachtimeto readthecorresponding sentence aloud. z I'mquitekeenon 5 | can'tstand
3 | d o n ' tm i n d

) DrawSsattentionto the noteat the bottomofthe

2a > Ssdothequizin pairs,helping eachotherwith grammar boxandwritethefollowing examples fromthe
anydifficultexpressions andmakinga noteof their texton the board.
ownanswers. in orderto givethe Ssextra
Alternatively, Noun:modernart Gerund:getting up early
speaking andlistening practice,
studentBcloses hisor her
bookwhite studentA asksthequestions andreadsoutthe > AskSsto findmoreexamptes of the gerundin the
various options.Student B mustlistenandchoose the texl (hoving,going,doing,meeting,lying,checking)and
optionwhichbestfitstheirbehaviour. StudentA makes discuss witha partnerthe ruleswe useto makethisform.
a noteof studentB'sanswers. Thentheyswaproleswith 6 ) Ssworkin pairs,writingsentences usingthe
studentB askingthequestions whilestudentA hashisor prompts. Getfeedback fromthewholectass.
herbookctosed.
) Ssthenchecktheirresults.Elicitthe meaning
of culturevultureandcouchpototo.
Q:Whatdo you think culturevulture andcouchpotato
mean?Culturevultureandcouchpotatoarecolloquial
expressions, thefirstmeaning somebody whois very
interested in a1[typesof culturaIactivities,
andthesecond
referringto somebody whois a tittlelazyandlikesto
spendmostof thetimelyingon the couch/sofa watching
TVfor exampte. Person to person
b > Sstetltheirpartnerwhethertheyagreewiththe 7) TheSschange thesentences so thattheyaretrue
resultsor notandwhy.Getfeedback froma numberof Ss. for them.Thentheycoverthecomplete sentencesanduse
the promptsfromEx.6 in orderto tel[a partnertheirtrue
sentences.Getfeedback fromvariousSs.
Reading
3 > Ss readthroughthe text individuallyand decide
what type of peopleMarekand Lolaare.Whenthey
havefinished,get feedbackand asl<the Ss if there are
any expressionsthey don't understand.Elicit/teach the
 OPTIONALEXTENSION
Writethe followingnounsand phraseson the board:
play football, cots,jazz, travel,chocolate,watchtv,
very hot weather,do homework,cook.
Tettthe Ssto talk in pairsaboutthe words,saying
how muchtheytikeor dislikeeachthing.
Speaking and writing
8 ) PuttheSsintosmallgroupsof threeor fourand
havethemtalkaboutthetypeof persontheyareor aren't,
givingreasonsandusingtheexpressions theyhavelearnt.
Goaroundtheclassmonitoring the conversations.Finally,
getfeedbackfromvariousSs.
9a ) Sswritea paragraph abouttheirtypicatSaturday,
usingthetextsin Ex.3 asa modet.Goaroundtheclass
monitoring
theSs'workandhelpingthemto self-correct
wherepossible.
b > Ssswappapers/notebool<s
andreadeachother's
paragraphs. Sswhattheyhavelearntabout
Askvarious
theirpartner.
OPTIONALVARIATION
Ssworkin pairsto te[[eachotherabouttheirtypicat
Thelistenercanmakebriefnotesabout
Saturday.
whattheirpartneris saying.Finally,
eachstudent
writesabouttheirpartner'stypica[5undayin classor
for homework.
Sleepresearch greatlyoverthe lasttwenty
hasdeveloped
yearsandwe nowknowall kindsof factsaboutsleeppatterns
a n dd i s o r d e r s .
In this lessonSs listento a TVprogramme
aboutthe sleeping
habitsof differentspeciesof animalsandhumanbeingsat
differentages.Throughthiscontexttheyrevisethe formand
useof the Present Simpleand learnadverbsof frequency.
OPTIONALWARMER
lntroduceSsto the topicof sleep.Pointout the bed
on page8 andelicitthe otherwordsfromthe Ss.
Tetlthemto brainstorm wordsrelatedto bedwith
a partner.Givethe Ss a coupleof minutesandthen
elicitwordsfromthe whoteclass,writingthemon the
boarde.g.,sleep,pillow,get up, awake,dream,alarm
clock,pyjamas.
Nowadd the wordgoodnight.Ask:
Q: Whendo peoplesaygoodnighf?Justbeforegoing
to bed.
Contrastthis expressionwith good evening.Ask:
Q: Whendo peoplesaygood evening?In the evening
andat nightwhenwe arenot goingto bed.
Speaking and listening
1a) Readthesentences aloudwiththeclassandcheck
everybodyunderstands.ThenSsrewritethesentencesso
thattheyaretrueforthem.Getfeedback fromvariousSs.
b > tettthe5s theyaregoingto listento a TVprogramme
aboutsleeohabits.Focustheirattention on the listof
itemsthatmightbementioned andreadthrough them
withthewholeclass.Playrecording r.r andSstickthe
onestheyhear.
2 > Tetlthe Ss to readthroughthe questionswith a
partnerand suggestanswersfor eachone basedon what
they can rememberfrom the recording.Playrecordingr.r
againand Ss answerthe questions.Tellthem to checl<
their answerswith a partnerand then as a whole class.
3 ) Ssdiscuss in pairsor sma[[groups.
thequestions
Getfeedback
fromthewholeclass.
Vocabulary
4a) Ssworkin pairsto matchthequestionsandthe
answers.
b > Rtayrecording
r.z andSschecktheiranswers.
 I
:i
lli Active Grammar
1;
+ | usuallygo to bedaboutto.3o.
$
m ) Ssdiscuss thedifference in meaning between the
- Theydon'thavea napduringthe day.
Hedoesn'thavea lie-induringthe weel<.
#
ir
different
concepts
expressions witha partner.
difficuttto explain,
sentences thatdemonstrate
lf theyfindthe
thentheycanmal<e example
? Doyou wal<eup early?
Doessheoftenhavea snackbeforebed?
thedifferencein meaning.

> Readthroughthe noteat thebottomofthe box.Eticit

examples fromtheSsof thingstheydo everydayand
thingstheydo oftenusingthe Present Simpte.
) Readthroughtheadverbs of frequency withthewhole
class,checl<ing pronunciation.
AsktheSsto tookbacl< at
Ex.4 to seewhatpositionadverbs of frequencytal<ein a
sentence. Eticitthatnormalty
theygo beforethe mainverb
andteachtheexception oftheverbfo be,wheretheygo
aftertheverb.
5 ) Ss completethe text and checkwith a partner.Read > Pointoutthatwe mustuseonlyaffirmative sentences
the text aloud,elicitingthe answersfrom the Ss.
withneverandhardlyeveraswe neveruseoouble
negatives in Engtish.
) Sslool<at the reference sectionon page13.

6 ) Ssdiscussthetipswitha partner.
Getfeedbacl<
from OPTIONALEXTENSION
variousSsandseeif everybody
agreeswiththesametips. Dictatethe followingsentences to the Ss,who write
themdownincludingan adverbof frequency in the
correctpositionso that the sentences aretruefor
Grammar them.Getfeedback froma numberofSs.
I eat meat; I haveq nap; I fall osleepwatchingTV.
OPTIONALGRAMMARLEAD.IN
Saythe followingsentence:Youhavea nap after 8 ) Ss choosethe correctform.Checkthe answerswith
Iunch.Asl< the Ssto saythis sentence in the negative the wholeclass.
andin the questionform.Ssconstruct these
sentences with a partner.Getfeedback fromvarious
Ss.Repeatwith the foltowingsentences: Shegoesto
bed eorly; Theyget up at eight o'clock; Wereally like
fish; He sleeps six hours a day.
Nowwrite adverbsof frequencyon the board.Askthe 9 ) Focus Ssbackonthequestions
in Ex.8 andtellthem
Ss ifthey knowwhattheseare(theysayhowoftenwe to writetrueanswers.
Getfeedback
fromseveralSs.
do something) andelicitas manyas you canfromthe
group,writingthemon the boardin a randomorder.
S st h e np u tt h e mi n o r d e r . Pronunciation
1Oa > Writethethreephonetic symbolson the board
7 ) Ss completethe Activegrammarbox.Copythe
andelicitthecorrespondingsoundforeach.Givean
grammarbox on the boardand elicitthe answersfrom
exampleof a wordfor eachsound.
theclass.
) Ssmatchthesymbols to the underlined
words.
) P a ya t t e n t i o nt o t h e u s eo f t h e ' s ' i n t h e 3 r d p e r s o n
singular,askingSs how they would haveto changethe b > Rtayrecording
r.3 andhaveSschecl< theiranswers.
first sentenceif it beganwith he, she or it. Sspractise
thedialogue witha partner.
) Checl< carefutlythat al[ Ss haveusedthe infinitivein
the negativeand interrogative sentences,pointingout
that for this reasonthe 3rd personsingularonly takesthe
's' in
affirmativesentences.
Person to person
1 1 ) Focus
Ssbackon Ex.4aandtettthemto askand
answerthequestions
in pairs.
 Listening
4a ) Writecustomer surveyon the board.Askthe Ss if
Department storeshavebecomeincreasingly popularover theyknowwhatthisis. Eticitor explainthatit'sa l<indof
the lastfiftyyearsin manycountries, maybebecause it's questionnaire,whichis normally usedin marl<et research.
v e r yc o n v e n i e tnot b e a b l et o d o a l ly o u rs h o p p i n ign o n e AsktheSsif theycanimagine whattypeof questions
ptace,especiatty in Britainwhereit'softenraining.Harrods wouldbeincluded in thistypeof survey.Getvarious
is probabty oneof the mostfamous.lt hasa reputation for suggestionsfromtheclass.
sellingabsolutety anythingandit's probablyoneof the most ) Ssreadthethreeheadings withthewholeclassand
importanttouristattractions in Londonin spiteof beingquite tetltheSsthattheyhaveto complete the gaps.Play
expensive. recordingr.4.
In this lessonSs readaboutHarrods and tistento a survey b > nfterthe recording, Sscompare witha partnerand
i n w h i c hc u s t o m e rssa yw h a tt h e ya r ed o i n gt h e r eT. h r o u g h thenptaythe recording againif youfeetit is necessary.
this contextSsconsider the useandformof the Present EticittheanswersfromvariousSs.
Continuous.

OPTIONALWARMER
Writedeportmentstoreon the boardand askthe Ss:
Q: Whatis it? A big shopwhereyou canbuy many Grammar
differentthingsin distinctdepartments.
Tetl5s to worl<with a partnerto brainstorm
twentythingstheythinl<you cannormallybuy in a OPTIONALGRAMMARLEAD-IN
department store.Thefirstpairto gettwentyitems Q: Whydid the womansay'l'm shopping'andnot
'l shop'?Allowthe Sstimeto tail<aboutthe question
shoutsfopandall Ssstopwriting.Thewinningpair
readout theirlist andthe restofthe classcanaddanv with a partnerandthenget feedback. Tryto elicit
extraitemsthattheyhadthoughtof. the differencebetweenthe Present Simpleandthe
Askthe Ss: Present Continuous.
Q: Doyou knowthe nameof any departmentstores
in Engtand?ElicitHarrodsand ask whereit is and if 5 > Ssreadthefirsttwosentences
fromtheActive
anybodyhaseverbeen. grammarboxandmatchthemto thegrammarrules.
Q: Whydo you think it is so famous?Eticitideasfrom Checktheiranswers.
t h eS s .

Active Grammar
Reading Actionh s a p p e n i nagt t h i sm o m e n ts: e n t e n c2e
T e m p o r aa r yc t i o n sh a p p e n i n g ' a r o u n d ' nbouwt n o ta t
1a> Readthrough thewordsin theboxandcheckthat
t h i sm o m e n ts: e n t e n c1e
theSsunderstand.Te[[themto findthesethingsin the
photoswitha partner.
Getfeedback fromthewhoteclass.
) Givethe Ss somemoreexamplesby asl<ing the
b > Ssdiscussthe question
witha partner.
Getfeedbacl< followingquestion:
fromvariousSs.
Q: What are you doing now? Elicit studying English,
2a) Ssreadthetext.Elicitreasons
whvHarrods
is Iistening to the teocher or speaking in English as
famous. e x a m p t e os f a c t i o n sh a p p e n i n g
now.
b > Ssreadthroughthetextagainandanswerthe ) Nowtell them about a bool<you are readingat the
questions
in pairs.Eticitthecorrectanswers. m o m e n ta s a n e x a m p l eo f t h i n g sh a p p e n i n g
a r o u n dn o w .
Ask:
Q: What book are you reading?
) Readthe rule aboutstateverbswith the wholeclass
and contrasttheseverbswith otherverbssuchas speok,
danceor playin orderto explainthe meaningof state.
Explainthat theseverbsare not usual[yusedin the
C o n t i n u o utse n s e .
) HaveSs took at the Reference
page13 and read
throughthe other examplesofstate verbs.
6 > 5s completethe sentenceswith a partner.Checkthe
answerswith the wholeclass.

3 ) Ssdiscuss
thequestions
in pairs.Getfeedback
from
variousSs.
7 ) Sschoose the correct witha partner.
alternative
Checkthe answerswiththewholeclass.

In this lessonSs listento a studentof Engtish

talkingabout
howimportantdifferentlanguage skiltsareto him,as
represented in the diagram'Wheetof English'.Ssthendesign
theirownwheelof Engtish.
8 ) Ptayrecording r.5 andSslistento the soundsand
writea sentence whattheyhaveheard.Get
to describe
feedback fromthewhoteclass. OPTIONALWARMER
AskSswhy Engtish is importantto them.
Q: Why areyou studyingEngtish?Ss comparewith a
partnerandthengetfeedbacl< fromthe wholeclass.
Explainthat differentaspectsof Engtisharemore
importantto somepeoplethanto others,depending
on yourreasonsfor learning.
9 ) StudentA looksat the illustrationon pageu and
studentB lool<s on page727.Allowthe
at theillustration 1 > Ssworkin pairsto writethewordson thecorrect
5s a littletimeto lookat theirpictures
andidentifyany partof thewheet.Getfeedback fromvariousSs.
problematic vocabulary items.
) Student A worl<swithstudentB, butwithout[ooking
at eachother'spicture. Tellthemto askeachother
questions,in orderto findfivemoredifferences.

r.6 and5s listenandputa crosson

2 > Ptayrecording
thecorrect ofthe wheelandthenjointhecrosses.
part
Checktheanswerstogether(seethe numbers given
above).
r.6 againandSstakenotesabout
3 ) Playrecording
howgoodAntoniois at thesedifferent
aspectsof Engtish.
Letthemcompare witha partnerandthengetfeedback
fromvariousSs.
OPTIONALEXTENSION
Putthe Ss in smallgroupsand haveonestudentfrom
eachgroupcometo the frontof the class.Tettthema
sentence thatthey haveto mimeto the restof their
group.TheSs go backto theirgroupand mimethe
sentence, Thepersonwho guesses thencomesto the
. frontofthe classto getthe nextsentenceto mime' 4 ) Ssdrawtheirownwheelof English. PutSsin pairs
Possiblesentences:You'remakinga cake;You're or smallgroups.Focus on the Howto ...box
theirattention
doingan exam;You'reeatingspaghetti;You're andreadthroughthedifferent expressionstheycanuse
a bicycle'
ctimbinga mountain;You'rerepairing for thistask.TetttheSsto explaintheirwheelof Engtish
to theirpartner(s),
usingthoseexpressions. Goaround
the classmonitoring theirconversations.
Writing 5 > Ssreadthe Lifelong boxandsuggest
learning one
morewayof improvingeachaspect.
10 > Ssreadtheemailon pager38 witha partnerand
do the exercises. 6 ) Ssstandupandmingle, sharing Get
theirideas.
fromvariousSsaboutwhichideastheylikethe
feedbacl<
most.

11 > Ss write an emailto a friendon a pieceof paper.lf
you havecomputersyou could havethe Ss write emailsto
eachother or to you.
OPTIONALVARIATION
Drawthreecolumnson the boardwith the headings: /
olreadydo; I'm going to do; l'm not going to do.
Ss copythe charton a pieceof paperandthenmingle
with otherSs, writingthe ideastheyhearin the
columns,
 Answers:r quitekeenon z I can'tstand
3 | reallytike 4 reallyhate 5 quitelikepizza
6 absolutely lovegoing 7 | don'tmind B I'm/amnor
2>
Answers:1 | get up z do you start 3 | go to bed
4 Doyou go to bed 5 | fallasleep 6 Doyou have
a s n a c k 7 | h a v ed i n n e r B D o e sh e s w i m 9 H e
getsup ro swims rr he goes rz Doeshe go
r3 Hedoesn'tgo
3>
Answers:r am sitting z am having 3 ls Jack
w a t c h i n g 4 i s c h e c k i n g 5 A r ey o ua n dJ o h nd o i n g
6 arewalking 7 aren'tgetting
CEF References
r.r Cando: asl<and tail<about personatlil<esand distil<es
CEFAz descriptor:can say what he/she tikesand distil<es
(CEFpage76)
1.2Cando: ask and answerquestionsabout daityroutines
CEFAz descriptor:can ask and answerquestionsabout
habitsand routines(CEFpage8r)
r.3 Cando: write an informalemailto updatesomeoneon
your [ife
CEFAz descriptor:canwrite very short, basicdescriptions
ofevents,pastactivitiesand personaIexperiences
(CEFpage6z)

4> CEF quick brief

Answers:r is he speaking z doesn,train TheCommon European Framework is a reference
'reworking 'm staying document
forteachers. lt is aboutz6o pages[ong.you
3 4 Doyou prefer 5
6 d o e ss h ew a n t candownloadit for freefromwww.coe.int. TheCEF
thatstudentsusea ,portfolio'.
recommends Thisis a
5> document
thataimsto hetpstudents reflecton,record
anddemonstrate theirlanguage learning. Thereis a free
Answers:r go z wakeup 3 have 4 listen downtoadable'TotaI portfolio'.
Engtish
5 do 6 fatt 7 catch 8 chat

Portfolio task
Downloadthe TotalEnglishportfoliofreefrom www.
Iongman.com/totalenglish
Objective:helplearners to understand
the purpose
and
valueof the Portfolio.
Thistaskcanbedonein Ss'Lr.
Makesurethateachstudentin yourclasshasa copyof
theTotalEngtish Portfotio.
1 > AskSsto complete theirpersonaldetaitson the
Portfolio
andexplainits purpose: to helpSslearnmore
effective[y
anddemonstrate theirlanguageabititiesand
experiences to others.
2 ) Exptain thatyouwill asl<themto updatetheir
Portfolio
at regularintervals butyouwittnot,marl<'their
- it is an aidto learning,
Portfolio nota focusfor learning
itsetf.
Overview
) Writethewordmusicon theboard.Ssbrainstorm
wordsretated to
to music,in pairs.GiveSsa fewminutes
do this,thenaskeachpairhowmanywordstheyhave.
) Havethe pairwiththefewestwordsreadouttheirlist
andwritethewordson theboard.NowaskotherSsto
addmorewords.Checl< thefinallist.
altSsunderstand
) GivetheSsa fewminutes to thinkof complete
sentencesusingwordsfromtheliste.g.,Madonna is o
Ss
singer.Havedifferent read out onesentenceeach.
1 ) Sslookat the photosin pairsandnamethe
theycansee.
instruments

) Getfeedbacl< from the ctass.ThenSs think of more

instrumentsin pairsand sharetheir ideaswith the class.

Summary
Lessonr: 5s reada text from t979 aboutRobinScott,lead z.r andmatcheachextractto
2a) Sslistento recording
singerof 'M',who became the hit songPop
successfutwith a typeof music.
Muzik.Then theylistento a modern-dayinterviewin which
Robintatksabouthispast.
Lessonz: Sslistento somemusicby Mozartandreada text
aboutthe effectmusiccanhaveon the waywe feelandbehave.
Thentheylookat the formationof nounsfromadiectives. ) Brainstorm othertypesof musice.g.,rap,salsa,reggae,
Churchand
Lesson3: Ssreada textaboutthe singerCharlotte blues,etc.
answerquestionsabouthertife.Theythenconsiderherlife b> Ssaskandanswer thequestions in pairs.Encourage
andachievements
experiences anddiscusswhethershehas themto givecompleteanswerse.g.,I likehousewhenI go
donetoo much,too soon. clubbingbut I don't like it whenI om at home.
Communication Focus:Ss listento a radioprogramme
about 3a) Focus on thewordsandphrases in the boxandask
whatmusica personwouldchooseif theywerealoneon a all of them.Exptain
Ssif theyunderstand anytheydon't.
desertistandandwhy.Thentheychoosetheirtop threesongs.
) Sscomplete thesentences withthecorrectexpression'
Checkin pairsandthenwiththewholeclass.
Film bank SummerHotiday{z'+2")
An extractfrom a classicBritishmusical
SummerHolidayis one of the mostfamousmusical
andtellsthe storyof a
fitms.lt starsCliffRichard
groupofyoungpeoplewho takea Londonbusto
France. Thisextractshowsscenesof a typicalBritish aboutthemselves
b > Sste[[a partnersentences using
summerduringthe credits,followedby the song fromthewholeclass.
thewordsin the box.Getfeedback
SummerHoliday.
placesto usethis shortfilm are:
Possible EXTENDTHE LEAD-IN
) ,beforeLessonr as an introductionto ctassicpop songtitlesin Engtish,
Ss,in smallgroups,brainstorm
songs checl<ingthe meaningof thosetitleswith you or each
to the topicof
) beforeLessonz as an introduction other.Ss,pairedfromdifferentgroupsplay hangman
m u s i ca n dm o o d Ss from different
with thosetittes.Alternativety,
groupsdrawpictureson the boardas cluesto the
) at the endof the unitto roundup the topicand
songtitles.Therestofthe classguessthe title.
[anguage
Forwaysto usethis shortfilm in class,seeStudents'
Bookpaget34and Teacher's Bookpager74.
 9.1 A real
' t- -qiesson5s readaboutRobin
Scott,the leadsingerof
: 1 F o pg r o u p' M ' ,w h i c ht o p p e dt h e U Sa n dB r i t i s hc h a r t si n
:979with the songPopMuzik.ltcouldbe viewedas a .real
; i a s s i c ' d uteo i t s p o p u l a r i tayn dt h ef a c tt h a ti t w a so n eo f
:-e flrst'NewWave'(electronic) recordsreteased. lt wasarso
a :re-hit wonderas M neverhada singlein the chartsagain. 3a) Ssdiscuss thequestions in pairs.Getfeedbacl<
5s atsotistento a modern-day interviewwith RobinScott, fromtheclass.Youcouldwritethetistof student
ard consider the useandformof the pastSimptethroughthis suggestionsfor question
z on theboardandvotefor the
.Drtext. bestoneas in theoptionalwarmeractivity.
b > Rlayrecording2.3.Sslistento thesongandgivetheir
OPTIONALWARMER opinion.Ask Q: Doyouthinkthissongis a realclassic?
Writea realclassicon the board.Ask:e: What do you
think this expressionusuatlyrefersto? A songwhich Gramrnar
waspoputarin the pastbut peoptestitttiketoday
because it'sthoughtto be particutartygood.
OPTIONALGRAMMARLEAD-IN
Writea list of fiverealclassics
on the boardwithout
the nameof the singer/band Writethe fotlowingthreesentences on the boardbut
e.g.,Satisfaction
(TheRotlingStones), with the wordsin the wrongordere.g.,
tmagine(ohn Lennon) , My Way
(FrankSinatra),t WillSurvive(GloriaGaynor)and t RobinScottgrew up in south London.(Scott
Waterloo(Abba) Londonup grewRobinin South)
z He did not becomea famouspop star in the end.
Gothroughthe tist,one by one,andhaveSsvotefor (thebecomestarend he not did famouspop in a)
thosetheythinkdeserveto be called,realclassics'.
lf 3 Did he study at art college?(studyhe collegeart at
theydon'tl<nowor don't[il<ethe song,theyshoutdn't
did ?)
vote.Thewinningsongis the onewith mostvotes.
5s put the wordsin the correctorderin pairs.Eticit
the answers.Ask:Q: Whattenseis this?pastSimple.

Reading 4a) FocusSs on the Activegrammarbox and havethem

1a> Sslookat thephotoanddiscuss in pairswhenthey comptetethe gapswith a partner.
thinkthatthispopstarwasfamous. Getfeedback from
variousSs,encouraging themto givetheirreasons.
Active Grammar
b > Ssreadthetextandcomplete thechartin pairs. + Weformeda bandwith my brother.
Check theanswers withthewhoteclass. Thenfocusonany I grewup in SouthLonoon.
difficuttvocabulary
in thetexte.g.,huge,/yrlcs.AskSsto - | did not (didn't)feelveryhappyaboutmy first
suggest themeaning ofthesewordsfromthecontext. record.
Theydid not (didn't)agreewith me alI the time.
? Wheredid it attstart?
5COtt :
H o wd i dy o ut h i n ko f t h e n a m eM ?
llu
certai
) Checl<theanswers withtheclass.Explain thevcanuse
the complete formdid nof or the contractedform'didn't,
Listening (morecommon in spoken Engtish).Explain:
Weusethis
2a > Ss closetheir bool<sand listento the interviewwith
tenseto referto finishedactionsin the past.
RobinScott twenty-fiveyears later.play recordingz.z. Ask b > Ssanswerthequestion. Check theanswers withthe
the class:Q: Did he becamea big star? (No,he didn't.) wholectassandrefer5s to Reference page23.
> Tettthe Ss to discuss,in pairs,any other information
they heard,and get feedbackfrom the whoteclass.
b > Ss opentheir bool<sand look at the ouestions.
Readthroughthe questionswith the class,andthen play
necording
5a) Sscomplete
thesentences
in pairs.
z.z again.Ss answerthe questionsand compare
r,litha partner.Eticitthe answersfrom variousSs.
> lf 5s mentionliveshowsin questiong, point out the
differencebetweenthe pronunciation and meaningof this
adjective(.Iarv/when the groupis actualtyperformingand
b > Rlayrecording2.4 andSschecktheiranswers.
not recorded)and the verb (,{rvl).
6 ) Sscomplete thediatoguewitha partner.
Checl<the
answers withthewholeclass.Ssthenreadthedialogue
in oairs.
 TheMozartEffectis the nameof a bookby DonCampbetl,
firstpublishedin ry97.lt tatksaboutthe positiveeffectsthat
differenttypesof musiccanhaveon the mentaland physicat
OPTIONALEXTENSION healthof familiesandcommunities, hetpingeverybody from
childrenwith learningdisorders to adultswith depression.
TellSsto lool<bacl<at Ex.5a with a partnerand
Research on musictherapy, carriedout in Francein the r96os
changethe sentences, whenappropriate, so that they
and laterthe USA,hasshownthat Mozartis particularly
aretrue for them e.g.,I watchedTVlast night.
effective because and not over-emotiona[.
it is structuraI
In this lessonSs readaboutthe 'Mozart effect'anddevelop
Pronunciation groupsto expressfeelings.
vocabulary Thentheylookat the
grammarof agreeing
anddisagreeing usingso andneither.
7a> Ptayrecording2.5andSsrepeateachword.
b > Ssputtheverbsintothecorrectcolumn,in pairs. OPTIONALWARMER
[ncourage
themto pronouncethewordstogetherasthey
dothisanddiscuss Telt5s you arethinkingof a famousperson(Mozart)
thepronunciationrules.
andthey haveto guesswho it is by asl<ingquestions.
Youansweronlyyeslno (lf you don't knowan answer,
you cansayI don'tknow).GiveSs a few minutesto
thinkof possibtequestions in pairsbeforeyoubegin.
Ssasl<questions untiIsomebody guesses. lftheyask
a[[twentyquestions anddon'tguess,givethemclues
by tettingthemsomeof the information below.
Mozartwas bornin Austriain q56. Hewas botha
b > Ssworkin pairsto addmoreverbsto each[ist.
musician anda composer.Hemarriedtwiceandlivedin
Hewasparticutarly
variouscountries. inftuential
in the
world,althoughhe hada great
musicof the Germanic
impacton thewholeworld.Hismostwell knownworks
areTheMogicFlute,RequiemandDon Giovanni.
8a> etayrecording
2.6andthe Sswritethesentences.
witha partner.
Sscompare Playthe recording
again.
Reading
1 ) Focuson the adiectivesin the box.Ask a few Ss to
readthem aloud and checkthat everybodyunderstands
them all. Playrecordingz.Tand Ss tell a partnerhow each
piecemakesthem feet.Getfeedbackfrom the ctass.
2 ) Readthroughthe headingswith the whote
class,checkingthat everybodyunderstands. 5s read
quicl<lythroughthe text and choosea headingfor each
Speaking paragraph. Tetlthem not to worry about any wordsthey
9a) Ss use the promptsto write questionsin the Past don't understandat the moment.Ss checktheir answers
S i m p l eG
. o a r o u n dt h e c l a s sm o n i t o r i n g
t h e i rw o r k . with a oartnerthen checkwith the whole class.
b > Focus5s on the Howto ... box. Readsomeof the
expressions with the class.Giveexamplesto show how to
use them e.g.,I started teoching3 yeors ago; I left school
tr when I was t8 and after that I went to college.
) Put the Ss in pairsso they can intervieweachother.Go
3 ) Various
everybody
Ssreadthestatements atoudandchecl< that
5s readthetextagainanddecide
understands.
g
if thosestatements
weretrueor fatseor if thetextdoesn't
aroundthe ctassmonitoringtheir conversations.
say(don'tknow).Sscheckwitha partnerbeforethe
wholeclasschecktheiranswers together.
OPTIONALVARIATION
Secretlywritetwo numbersbetweenr and7 on a
pieceof paper.Thenin pairs,studentA interviews
studentB, usingthe promptsin Ex.9a.StudentB ) Askthe Ssif thereareanywordsfromthetextthat
mustanswertruthfutty, exceptwhenthe question theydon'tunderstand.ElicitfromotherSsthe meaning of
i
corresponds to the numberson his/herpaper.In this thesewords,or explainthemyourself.
case,studentB [ies.StudentA mustguesswhichtwo
i 4 ) Ssdiscuss thequestions in pairsandthencompare
answerswerefalse.Thentheychangeroles.
withanotherpair.Getfeedback
answers fromtheclass.
I
Wffi
Vocabulary 8 ) Sschange thesentencesin Ex.7, whereappropriate,
5a ) Ssworkwitha partnerto matchtheunderlined sothattheyaretrueforthem.Getfeedback fromvariousSs.
wordsandthedefinitions.
VariousSsreadoutthe
answers
andthedefinitions
forthewholeclassto check.
Grammar

OPTIONALGRAMMARLEAD-IN
Say:I think housemusicis really boring. Ask which
b > Writean adjectiveon the boarde.g.,beautiful.Ask Ss agreewith you andelicit/teach waysin English to
theSsif theyl<now the nounof thisword.Eticit/teach saythis:
beauty.Focus theSson thetableandtettthemto Q: Howdo you say that you agreewith me in
complete it, in pairs,usingdictionaries
if youhavethem. English? So do | (lf Ss sayme too,tettthemthis
is fine but that youwantto concentrate on the ,so'
expressions.)
Say:I don't like rap music. Asl<:
Q: Howdo you say you agreewith me in Engtish?
OPTIONALVARIATION Neitherdo L

Writetypicalnounendingson the boardbeforeSs oo Askwhich5s disagree with you andeticit/teach ways

this exercise. of disagreeing:
that manynounsend in -ation,
Exptain
-ness,-enceand-y.Ssthentry to formthe nouns, Q: Howdo you say you disagreewith
speculating I think housemusicis boring in Engtish?t don, t.
overwhichsoundsthe best.
Q: Howdo you say you disagreewith I don't like rap
6a > Ssunderline music?ldo.
thestresswitha partner.
Encourage
themto pronounce
thewordsaloudastheydo this.
> Tetlthe Ss to write a true sentenceabouttheir
b > etayrecording
2.8.Sslistenandchecl<
theiranswers. o p i n i o n so n m u s i c .C h a i na r o u n dt h e c l a s s w . ithSs
r e a d i n go u t t h e i rs e n t e n c eas n dt h e n e x tp e r s o ni n t h e
c h a i na g r e e i n go r d i s a g r e e i n gG. i v eS s a l t t h e h e t pt h e y
n e e da t t h e b e g i n n i n gB. y t h e e n d ,t h e ys h o u t db e m o r e
c o n f i d e nbt u t i f n o t c h a i nt h e o t h e rw a y a r o u n dt h e c t a s s .

) 5s answerthequestions 9a > Ss completethe Activegrammarboxandcomparein

witha partner.
Discuss
the pairs.Don'tcheckanswersyet as Ss wi[ hearthemin Ex.
answers
withthewholegroup. 9b.

Active Grammar
r Sodo l. z 5o havel. 3 Neitheram l. a Neither
d i dl . 5 l d o n ' t . 6 | h a v e n ' t . 7 l c a n . 8 l d o .

b > etayrecording2.9 andSschecl<theiranswers.

> Readthroughthe Lifetongtearningbox with the Ss.
G) SscoverpartB in theActivegrammar boxand
Dividethe Ss into groupsand give eachgroupone of
practise
theconversationswitha partner.
the wordsfrom the chart in Ex.5b. Ss worl<out a way of
recordingthis word, as in the examplegivenfor relaxed. 1O > Sswritesentences withthestemsprovided.
) Getfeedbacl<
Tettthemto lookbackat pages15-12iftheyneedto
from the wholeclass,checkingthat Ss
remember vocabularyfromthoselessons.
haveusedtheir wordscorrectlyin the examplesgiven.
) A s k 5 s i f t h e yc a nt h i n ko f a n yo t h e r w a y so f r e c o r d i n g
vocabulary(e.g.,by category,translating,with pictures Person to person
etc.).Discussthe advantages and disadvantages ofthe 1 L > Ssreadtheirsentencesto a partnerwhoagreesor
differentmethods,altowingSs to choosetheir own. disagrees. Alternatively,
Ssmingte,
sayingeachsentence
Encourage Ss to mal<ea vocabutarybool<in which they to a different
student.
recordall new vocabulary, and discussways in which they
are goingto try to learnthis vocabulary.
12 > Sswritea shortcomposition abouttheirmusical
tastes.
7 ) Ss work in pairsto choosethe correctanswer.Check
the answerswith the wholeclass.
OPTIONALVARIATION
lf Ss havedoneEx.u with onepartneronty,they
couldmakenotesof the thingsthey havein common
andthe thingstheydon'tagreeabout.Thentheywrite
a paragraph aboutthis.
 3 ) Ssdiscuss thequestions in pairsandthenshare
theirideaswiththerestof theclass.
Toomuch,too soonis an expressionusedin Engtishto refer 4a ) Ssmatchphrases fromcolumnA withphrases from
to youngpeoptewho havelivedtifetoo quickly,
oftenwith column B.
disastrous
consequences.
ln this lessonSs readaboutChartotte Church, a youngBritish
singerwho is thoughtto be the world'smostsuccessfuI
classical femaleartist.Thepublicfind herfascinating not only
b e c a u sseh eh a s ' t h ev o i c eo f a n a n g e [ ' b uat l s ob e c a u sseh e
b > RskSsto tell thestoryagain,fillingin anyextra
information theycanremember.Whenthey'vefinished, go
hasa stightlywild streak;hencethe titte loo much,too soon?
Througha consideration of Charlotte's tife,Ssexamineuses Sstettthevariousparts
aroundtheclass,havingdifferent
ofthe PresentPerfect. of the story.

OPTIONALWARMER Grammar
Asl<Ssto thinl<of famouspeoptewho becamevery
well knownwhentheyweresti[[children.Q: Canyou OPTIONALGRAMMARLEAD-IN
think of examplesof famouspeoplewho became AskSs questions aboutthe text usingthe Present
starswhenthey werechildren? Perfectandencourage themto giveyou comptete
Ssworkwith a partnerandthensharetheirideaswith answers, modetting if necessary.
the class.Writethe answerson the board.Possibte Q: Who has Charlotteperformedfor? She'sperformed
answersincludeMacautay Cutkin(chitdstarof the for the American president,the Queenandthe Pope.
HomeAlonefitms),DrewBarrymore(chitdstar of EI), Q: Hasshe earneda lot of money?Yes,she'searneda
Michaet Jackson(chitdsingerwith theJackson Five) h u g ea m o u n t ,
andJudyGarland(chitdstar in TheWizardof Oz. AskSs ifthey knowwhichtenseyou areusingand
Q: What do you knowaboutthe livesof thesestars? writePresentPerfectSimpteon the board.
Doyou think they werehappy?Ss talk to a partner.
Getfeedback fromthe wholeclass. 5a> Ss[ool< backat thetextandanswerthequestions
Getfeedback.
witha oartner.

Reading
) FocusSson the photosandasl<whattheyknowabouther:
Q: Who is this singer?What do you knowabout her?Have
you everlistenedto her music?Getfeedbackfromthe class.
s i t h a p a r t n e ra n d t h e n
1 a ) S s d i s c u s st h e q u e s t i o n w t h e r u l e sw i t h a p a r t n e rC
b ) S sc o m p t e t e . h e c kt h e
sharetheir ideaswith the rest of the ctass. answerswith the wholeclass.

b > Ss readthe introductionto the text individuatty. Ask

S sa g a i n w h y C h a r t o t t i
e s s o f a m o u sa n d e n c o u r a g t
e h em
to commenton relevantpartsof the text (Sonyrecording
contractat age eleven,has sold miltionsof records,has 6a> Sscomptete theActivegrammarboxanddiscuss
s u n gf o r t h e A m e r i c a np r e s i d e n t ,h e Q u e e na n dt h e thequestionwitha partner.
Writetheboxon the board
Pope). fromvariousSs.
andeticitanswers
2a ) Dividethe ctassinto two groups,A and B. 5s A look
at pagerz5 and Ss B look at pagee7. Ss readthe text Active Grammar
about CharlotteChurchwith a partner,hetpingeachother + I'vewrittena book.
and answering
with any difficultwordsor expressions Shehosperformed for the American president.
questionsr-6 (studentA) or 7-n (studentg). - Theyhaven'tsolda lot of records.
H eh a s n ' fs e e nt h e f i l m .
? Haveyou everbeenon TV?
H a ss h ed o n et o o m u c ht,o o s o o n ?
Theundertined verbsareexamples ofthe pastparticiple.

b > Sslool<at thetextson pagesn5 andrz7 andfind

moreexamples of the Present Simple.Have
Perfect
variousSsreadouttheexamples they'vefound.Drawthe
to the grammar
Ss'attention Referenceon page23.
7 ) Ssworl<in pairsto complete Get
thesentences.
feedbacl<
fromvarious Ss.
b ) Reorganisethe classsothatonestudentA is
workingwithonestudentB.Sstelteachotheraboutthe
texttheyhaveread,usingthequestionsasguide.
 Thislessonis basedon an ideatakenfromoneofthe longest-
8a> Ssworkin pairsto complete
thedialogues.
Go runningBBCradioprogrammes, called?eserftslandDiscs,.
around
theclasschecl<ing
theSs'answers
anddiscussing lt firststartedin ry42andinterviews
famouspeoplewho say
reasons
for mistaken
tenses. whatmusictheywouldtakewith themif thevwerestranded
o n a d e s e r its l a n d .
1a) Ss look at the picturewith a partnerand predict
the contentsof the radioprogrammein pairs.Get
feedbacl<from the wholeclass.
b > R t a yr e c o r d i n g
2 . 1 1a n dt h e S s c o m m e n o
t nwhether
b > ltay recording they werecorrector not.
2.1oandSschecl<
theiranswers.
2a) F o c u st h e S s o n t h e c h a r ta n d t e t tt h e mt o c o m p l e t e
it white listeningto the rest of the programme. The
Person to person reasonsare quite extensiveand Ss may haveto use an
9 ) Ss work in pairsto ask the questionsgivenin Ex.8a, extrapieceof paperto makemorecompletenotes.play
respondingwith true answers.Whenthey havefinished, recording z.rz.
ask variousSs to repeatone of the questions/answersfor b > Ss compareanswerswith a partnerand then check
the rest of the class. them with the rest of the class.

OPTIONALVARIATION
Ptaya true/falsegame.Giveeachstudenta pieceof
paperwith F (fatse)or T (true)writtenon it. ThoseSs
who havean F mustlie whenanswering questions,
andthosewho havea T musttettthe truth.Ss stand
up and mingle,askingthe questions fromEx.ga,and
makinga noteof whichSstheythinkaretying.When
they'vefinished,get feedbacl< andtelt the F Ssto
reveaIthemselves.
Vocabulary
1Oa> Checl< that Ss understan (we
d ochievements
use it when we reachour objectives).Nowthey work in
pairsto matcha verb from columnA with a phrasefrom
columnB. Getfeedbackfrom variousSs,checkingthat Ss
understandthe achievements clearlv.
3 ) Ss discussthe questionsin pairs.Get feedbacl<
from
the whoteclass.
4a) Focus5s on the box and readthroughthe
e x p r e s s i o nC
s .h e c kt h e y u n d e r s t a n ad n d d i s c u s st h e
differencebetweenrememberandremind, giving
examplesto clarifythe difference(to rememberisan
internalaction e.g.,I have to rememberto post the letter,
whereasto remindis an externalactione.g.,l,ve put a
note on the fridge to remind me to post the letter).
) S s c o m p l e t et h e s e n t e n c e s .
b > e t a yr e c o r d i n g
z . r 3 a n d S s c h e c kt h e i ra n s w e r s .

b > Ssworkin sma[[groups to discuss

their
achievements. Teltthemthattheachievements don,thave
to beterribly
important butcoutdalsobesmallerthings ) Ssworktogetherrepeating
whichtheyfelt proudat havingdone. thesentences.
5a) Sscompletethechartwiththeirownchoices
of
music.
OPTIONALVARIATION
b ) Sstail<abouttheirchoices
in smallgroupsof three
Ssthinkof a famouspersontheyadmireandmake
or four.Getfeedback
fromthewhoteclass.
a list of achievements
for this person.Thentheytett
the restofthe groupandthe othersmustguessthe
Derson. OPTIONALVARIATION
5s workin pairsandrote-play an interviewtikethe
onewhichthey heardearlier.Onepersonis the
presenter andthe otheris the guest.Ss couldthenact
out the rote-play
for the restofthe class.
 Answers:r sotd/bought z fettibroke 3 ate/drank
4 were/took 5 went/saw CEF References
2> z.r Cando:talkaboutpersonal eventsin the past
CEFBr descriptor:cangivedetailedaccounts ofexperiences,
Answers:r met 2 went 3 thought 4 didn'tlike (CEFpageSq)
describing feetings
andreactions
5 said 6 wereyou 7 tived 8 Didyou tike
9 hated ro didn'ttike n stopped z.z Cando:saywhenyouarethesameas/different from
another person
3> CEFBr descriptor:canexploita widerangeof simplelanguage
Answers:r 5o did L z I did. 3 So am l. muchof whathe/shewants(CEF
ftexibtyto express pagerz4)
4 Neitherdo l. 5 | haven't. 6 So did L 2.3Cando:talkaboutpersonalachievements and
experiences
4>
CEFBr descriptor:
canrelatedetaitsof unpredictable
Answers::. haven'theard z Haveyou everrun occurrences, (CEF
e.g.an accident page59)
3 havebeen 4 Haveyou everbroken 5 hasn't
ridden 6 Haveyou done 7 haveworked 8 Have
vou everdownloaded
CEF quick brief
TheCommon EuropeanFramework is produced bythe
5> CounciI of Europe.
TheCounciIof Europe is concerned
with
issues[il<ehumanrights,Europeanidentity, education
Answers:r Haveyou done z have 3 've had andmore.Thisidentityis basedon diversity andthe
's
4 worked 5 Wereyou 6 wasn't 7 was B Common European Frameworkgivesequalimportance to
had all lan$uages of Europe
of Council membernations.
6>
Answers:1 energy z retaxation 3 won
Portfolio task
4 intettigent 5 speech 6 imagination 7 classical Downloadthe TotalEnglishPortfoliofreefrom www.
8 into Iongman.com/totolenglish.
Obiective:hetplearnersto usethe Portfolio
to assess
theirski[[s.
Thistaskcanbedonein Ss'Lr.
Portfoliosaredividedintothreemainsections. Thefirst
sectionis calledthe 'Passport'.ThePassport is designed
to summarise relevantlanguage learning experiences and
qualifications.
Thiscanbeshownto others,for exampte
newteachers, employers, etc.Firstly,however, it is helpfut
to givetheirownassessment
for learners of theirabitities
in thedifferentskillsareas.
1 > Helpstudents to understand theself-assessment
grids(therearemanytranslations avaitableasthisis a
standard document) for levelsAr to Br.
2 ) Asl<students to assess theirownabitities in
thedifferentskitlsareas(listening, reading, spol<en
interaction,
spol<en production, andwriting).Students
complete the language profileby shadingin the
sl<ilts
relevantboxes.
$ ) Explain thatstudents canupdatethisprofileasthey
progress andtheycanfill in profiles for otherlanguages.
 Oryerview
Summary
Lessonr: Ss readaboutJamieOliver,a popularcetebrity
chef
in GreatBritain.Thentheylistento oneof Jamie's
trainee
chefstatkaboutherplansfor the future.
Lessonz: Ss listento a conversation
abouta fitmcalted
BigNight,whichis abouttwo ltalianbrotherswho owna
restaurant
in NewYork.Thentheytalk aboutfilmswith a
partner.
Lesson3: Ss readaboutresearchthat showedhowthe place
in whichyoueat affectswhatyou thinkof the food.Thenthey
talk aboutwhatvariousthingstook,sound,smel[,tasteand
feettike.
CommunicationFocus:Sstalk aboutrestaurants and listento
a mandescribinghis plansto set up a restaurant.
Thenthey
designtheirownrestaurants.
Filmbank f amieOliver(4'46")
An extractfromJamie'sTVcool<ery
show
JamieOliverbrokethe mouldfor TVcookeryshows
andthis extractillustrateswhy.WeseeJamieb
friends,lifestyleandalsowatchhimcooksalmonin
newspaper (!)on the beach.Thelanguage levetis high
but the meaningis reinforced throughaction.
placesto usethis shortfi[mare:
Possible
) beforethe Lead-into introduce the topicof food
) afterLesson
r to extendthe topicof JamieOliver
) at the endofthe unitto roundup the topicand
language
Forwaysto usethis shortfilm in class,seeStudents'
Bookpager35 andTeacherb Bookpager75.
tr
) Introduce
Ssto thetopicoftaste.
Q:Whatdoestastemean?lt's a sensewhichwe useto
distinguish
theflavouror quatityof something
e.g.,lt
tastessweet.
Writeon the board:Tasteis a sense.Wetastewithour
mouths.Q:Whatothersensesdo we have?Whichparts
of the bodydo we use?Sight.Weseewithoureyes;
Sound. Wehearwithourears;Smell. Wesmellwithour
nose;Touch. Wefeel/touch withourhands.
1 ) Focus on the photos.Sslookat themin pairs
andwriteas manythingsastheycanin thetable.Get
feedback fromthewholeclass,writingthewordson the
board.
) Nowgivethe5s a fewminutes to thinkin pairsof
somemorewordsfor eachcategory. Writethe four
categories on theboardandhaveSstellvoutheirideasto
complete eachone.
2a ) Focus on thewordsin theboxandcheckto seeif
Ssunderstand them.Givea cluefor an expression and
haveSsguesswhichoneit is e.g.Howconwedescribe
eatingin a restaurant?Whotcanyou do if youfeelfat?
Whatareyou if you cookon TV?Whatoreyou doing when
youmakefoodat home?What'sanotherexpression for
whenyoustop eatingsomethingparticular?
) HaveSscomplete thesentences withthewordsand
phrases andcheckthemwiththewholeclass.payspecial
attentionto the pronunciation
of recipelresrpir/.
2b > TellSstheyaregoingto listento someanswers,
sixof whichcorrespond
to thequestions givenin Ex.za
(inctuding
theexample).Sshaveto writethe numberof
thecorrectanswernextto theappropriate ptay
question.
recording3.r twice.
3 ) Ssaskandanswerall sevenquestions in pairs.Get
feedbackfromthewholeclassabouttheiranswers.
EXTENDTHE LEAD-IN
5s workin pairsto writea recipeof a dishtheyknow
howto cook.Allowthemto usedictionaries or hetp
themwith anydifficuttvocabulary. Have5s readtheir
recipesto the restof the ctasswithoutsayingwhat
the dishis.Therestofthe classcanguessthe dish.
 ) TeltSsto lookbackat thetextonemoretime.Ask
ifthereareanyotherphrasestheydon'tunderstand.
Encourage Ssto answereachother'squestions.
Overthe lastdecade,celebritychefsandTVcooking
programmes havebecomeincreasingly popularin Britain. 4 ) Ssdiscuss
thequestions
witha partner.
Get
JamieOliverbecamean overnight successwhenhe appeared feedback
fromthewholeclass.
on a documentary wherehe wasworking
aboutthe restaurant
in London.Thenextmorninghe wascaltedby fivedifferentTV OPTIONALGRAMMARLEAD-IN
productioncompanies, who wantedhimto worl<for them.He
Tettthe 5s oneof yourplansfor nextsummere.g.,
choseoneandmadethe incredibly popularseriesTheNaked
Nextsummerl'm going to go to the beach.Writeon
Chef.He'ssincemadeseveralotherTVprogrammes, written
the boardthe stem:Nextweekendl'm going to ...
fourbooksandperformed hiscookingshowsin theatresin
Tettthe Ssto completethe sentencewith a true plan
Britain,Australia
and NewZealand.
oftheir own,andthenchainaroundthe classroom
Inthis lessonSsreadaboutJamie'slatestventure;a restaurant with eachstudentsayinghisor hersentence and
called'r5',whichtrainsunemployedyoungpeopleto be chefs. asl<ingthe nextstudentabouttheirs.
Theyalsolistento theplansof oneof histraineechefsand
throughthiscontextanatysethe grammarof goingto.
Grammar
OPTIONALWARMER 5 > TetltheSsthattheyaregoingto listento a trainee
AskSs questions
aboutcookingprogrammes. cheftalkingaboutherplans.Readthrough thetwo
questionswiththewholegroupandte[[Ssto tistento the
Q: Doyou watchcookingprogrammes? Why or why
not? recording. 3.2.Ssanswerthequestions
Ptayrecording in
pairs.Getfeedbackfromthewholeclass.
Q: Whattime are cookingprogrammesnormallyon
the TV?
Q: Who do you think usualtywatchesthem?
Q: Arethere any celebritychefswho arevery famous
in your country?

6a) Focus Sson theActivegrammar boxandtel[them

Reading to listenagainandcomplete thegaps.Pointoutthatthe
) Focus sentences arenotin order.Playrecording
3.2again.Allow
theSson thefirstphotoandtellthemthatthe
Sstimeto compare answers witha partnerbeforeyouget
manis JamieOliver,
a famousBritishcelebrity
chef.Asl<:
feedbacl<.
Q: Howold doyouthinkhe is?Jamiewasbornin ry75.
Q: Doyouthink he tookstikea typicalcelebritychef? Active grammar
) Focus Sson thesecondphotoandtetlthemthatthisis + I'mgoingto workfor him overthe summer.
hisrestaurantin London. - l'm not goingto staytherelongerthana
1 ) Ssreadthetextandchoosea titlewitha partner(A few months.
successstoryforJamie).
Te[[themnotto worryaboutany ? Whatareyou goingto do next?
wordstheydon'tunderstand-yet.
) Pointout that we use this tenseto referto futureptans
2 ) Ssreadthetextagainslowlyandanswerthe
questions a n di n t e n t i o n s .
in pairs.
b > tett the Ss to rewritethe sentenceswith you,she and
theywith a partner.Whenthey havefinished,tellthem to
checkwith the Reference on page33.
7) Readthroughthe examplesentencewith the whole
group.TellSs to work with a partnerto correctthe other
sentences.Getfeedbackfrom variousSs.

3a) Ssworkin pairsto matchthe phrases. Get

feedback fromvariousSs.Driltthe pronunciation
of
recipe/reupi,/whichis oftenprobtematic.

b > Ssworkin pairsto makesentences aboutJamieand 8a) Ssworkin pairsto writethecomplete

sentences.
KerryAnnusingthe phrasesin Ex.3a.Tellthemto try to do b ) etayrecording
3.3andhaveSschecl<theiranswers.
thiswithoutlool<ing
backat thetext.Getfeedbacl<from
various5s.
 Big Nightis the nameof an American film released in
t996 anddirectedby Campbelt ScottandStanleyTucci.
It'sa storyabouttwo ltalianbrotherstryingto runa gooo
Italianrestaurant in r95osAmericabut struggting to find
e n o u g hc u s t o m e rTs h. e yg a m b l ea l It h e i rm o n e yo n o n eb i g
night,invitinga famousjazzmusician to havedinnerthere.
> Model the pronunciationof going to I'geat4tel or play Unfortunately he doesn'tarrriveandthe brotherslosea lot
the first sentenceagainand haveSs repeatit. Teilthe Ss of money.In the end,theyrealisetheywon'tbe successful
to practisesayingthe restof the sentenceswith a partner. w i t h o u ct h a n g i nsgo m eg o o dt h i n g sa b o u t h e i rf o o d / c u t t u r e .
Go aroundchecl<ing they are sayingthem correctly.
In this lessonSs listento a conversation
aboutthis filmand
throughthis context,discussdefiningretative
clauses.
Person to person
9 > TellSs three plansof yoursfor this week.Ss discuss OPTIONALWARMER
with a partnerand guesswhich one is false.Encourage WriIeFilmsand Foodon the board.In pairs,Ss
them to asl<follow up questionsin orderto get extra brainstorm fitmsthat arerelatedin somewayto
informatiou n p o nw h i c ht o b a s et h e i rd e c i s i o ne . g . , ,I ' m food(in the ptotor the titte).Getfeedback
fromthe
going to go to the cinema.' 'What are you going to see?' wholeclassandwritethe titteson the board.lf the
) T e t t h e mt h e t h r e ep l a n sa n d t h e S s d i s c u s sw i t h a 5s haven'tthoughtof many,addsomefromthe list
partnerwhich is false.Getfeedbacl< from the whole class below.
and reveaIthe correctanswer.
) T e l tt h e S s t o w r i t et h r e es e n t e n c easb o u tt h e i ro l a n s
for this weel<,one of which is fatse.Thenthey tett their
sentencesto a partnerwho must guesswhich is false.
Againencouragethem to asl<fo[[ow-upquestions.

OPTIONALVARIATION
> TettSstotalktoa partner
andsaywhich
ofthefilms
theyhaveseenandwhattheVareabout.
Followthe sameprocedure as above,but instead
o f t h eS sd o i n gt h i sw i t ho n l yo n ep a r t n e rt e , t tt h e m
t o s t a n du p a n dm i n g l et e l l i n gt h e i rs e n t e n c et o
s as Listening
m a n yp e o p l ea s p o s s i b l e .
1 a ) F o c u st h e S s a t t e n t i o no n t h e p h o t oa n d t e t tt h e m
to discussthe questionswith a partner.Getfeedbacl< from
Speaking the class,asl<ing Ss to give reasonsfor their answers.
1 O a > T e [ [5 s t o t h i n ka b o u tt h e i rp l a n sf o r t h e n e x t b > elay recording3.4 and Ss checl<their answers.
c o u p l eo f y e a r s .F o c u st h e i ra t t e n t i o no n t h e b o xa n d r e a d
throughthe suggestedareaswith the whole class.Ss
mal<enotesin relationto theseareasas in the example.
H e l pw i t h a n yv o c a b u l a royr p h r a s e st h e y m i g h tn e e d .
F Focustheir attentionon the Howto ... box and read
throughthe differentsectionswith the whole class.Give
t h e S s a n e x a m p l eo f y o u r o w n t h a t t h e y c a nu s ea s a 2 ) R e a dt h r o u g ht h e s t e ms e n t e n c ew s i t h t h e S sa n d
model e.9.,Next year I' m going to travel to England t e l l t h e mt o I i s t e nt o t h e r e c o r d i n a
g g a i na n d c o m p l e t e
becausemy friend is going to get married. the notes.Playrecording3.4 againand then allowSs to
compareanswerswith a partnerbeforegettingfeedback
b > S s i n g r o u p so f t h r e eo r f o u r ,a s l < e a c oh t h e r a b o u t
from the class.
their futureplans.Encourage Ss to usethe Howto ...box
and to ask follow up questionsaboutwhat they hear.
) Getfeedbacl< from differentgroups,encouraging them
to say what they havein commonand what is different
a b o u tt h e i rp l a n s .

OPTIONALEXTENSION
Rearrange the classso that Ss aresittingin a
differentgroupthanbefore.Sstetltheirnewpartners
aboutthe plansof the peopletheyweresittingwith
previously. 3 l' Ssthinl<of a fitmtheyknowandmakenotessimitar
to thosepresented in Ex.z. Hetpthemwithanydifficutt
vocabutary.
Ssthente[[a partneraboutthefilm.
Pronunciation 7a) Sscomplete witha partner.
thesentences Checl<
4a) Focus theSson theextractfromthedictionary,and theanswers
withthewholeclass.
tellthemto pronounce thewordwitha partner.Asl<:
Q.Whichletteris silent?(Thesecond'o').Ssrepeatthe
wordafteryou.
b > Ss[ool< at thewordsin the boxwitha partnerand
identifythesilentletter. b > Ssmarkthesentences
in whichthat canbe usedin
pairs.Checl<
theanswers
withthewholeclass.
I PtaVrecording 3.5andSschecl<theiranswers.Chain
"aroundthe class,withdifferent
5s pronouncingthewords.

8a) Readthroughtheexample sentence

withthectass
andtetlSsto makesimitarsentences
withthe prompts
below.Letthemchecl< witha partnerand
theirsentences
5a> Rtayrecording 1.5.Sslistenandreadthesentences. thencheckthemwiththewholeclass.
Ssthenpractise sayingthesentences in pairs.Goaround
theclasschecl<ing pronunciation.Explainthatho{.Ir
takes
thearticle'an'not'a'because of itssilenttetter.
b > RsktheSsto brainstorm somemorewordswith
sitentletters,in pairs.Thenasl<themto eitherwritethe
wordson the boardor spellthemoutso thatyoucanwrite
themon the board.Teltthe restofthe classto copythe
wordsandcirclethesilentletters.Getfeedback fromthe
ctassandpractise pronouncingthewords.
b > Ss changethe sentencesto makethem true for them
and then te[[ a partner.Get feedbacl<
from variousSs.
) Readthroughthe Lifetonglearningbox with the Ss.
Explainhow importantit is to be ableto communicate
when you only havea limitedvocabulary. Pointout the
Grammar use of thing, stuff andperson and ask the Ss:
Q: Which woutd you use with the following words? doctor
OPTIONALGRAMMARLEAD-IN (person),sweet(thing),coffee(stuff),teacher(person),
Dictatethe fo[[owingstemsentences orangejuice (stuff),vegetables(things)
to the 5s:
Big Night is about two brotherswho ... 9 ) Put the Ss in pairs.StudentA tooksat page tz5 and
Theyown o restourantwhich... studentB [ooksat pagen7.Iell them not to [ool<at each
Nextdoor there is a restaurqntwhere... other'sbook. Eachstudenttakesit in turn to describeone
Teltthe Ssto workin pairsto completethe sentences of their itemsusinga definingrelativectause.
in someway.Getfeedback to find out howmanyways
of completing the sentences Ss havefound.Askthe
class:Q: What is the grammaticalnameof this type Writing
of sentence? Definingrelativeclauses 1O > TelttheSsto tookat theWritingbankon page145,
readthroughthe information
anddo theexercises.
6 ) Readthroughthe exampleswith the whole classand
then focusthe Ss on the Activegrammarbox and tell them
to completethe gapsusingthe examplesas a guide.Get
feedbacl<and'writethe answerson the board.

Active grammar
Usewho for people.
Usewhichfor things. ) Ss completethe text on page29. Readthroughthe
Usewhereto saywhathappensin a place.
letterwith the whoteclassto checkthe answers.

> Exptainto theSsthattheseclauses giveextra

informationthatis necessary for usto understandthe
noun.Writeon the boardI sawtheboy andasl<theSs:
11 ) Ssputtheactivities
in orderwitha partner.
Q: Dowe knowwhichboy?(No.)Finishthesentence on
the boardso that it readsI sowa boy wholivesnextdoor.
Ask:Q: Dowe knowwhichboy?(Yes.)
Pointoutthe positionof the relative pronounsand
theabsence of commas andtell the5s thatthereis a 12 > Sswritethe [etter.Tettthemtheycaneithertettthe
complete explanation on page33. truthor inventtheirnews.
 statements
aretrueor false.Check
theanswers
withthe
wholeclass.
Research carneCout recently at Bournemouth University has
sho',,,'n inai li ls not so muchthe qualityof the foodas the
0iace,','ne-e fou eat it, that contributes to the enjoyment of a
-ea . '!r!-e-, exactlythe 5 > Ss worl<in pairsto decideon the meaningof the
samedishof 'chicl<en i la king'with
'--: e vocabularyunderlinedin the text. Checl<
the answerswith
3 e : ' sr i c e ' w a s e r v e di n t e nd i f f e r e npt l a c e si ,t s c o r e d
: , r e s :i ^ a n a r m yt r a i n i n g t h e w h o l eg r o u p .
c a m pa n da b o a r d i nsgc h o oal n d
- s:es: ln a four-star
restaurant.
- tris .esson S sr e a da n a r t i c l ea b o u t h i sr e s e a r cahn dl i s t e n
:l a ri,'onlan makingarrangements to go to a restaurant.
--'ough
t h i sc o n t e xtth eS sa n a l y steh e u s eo f t h e p r e s e n t
l c r t i r u o u sf o rf u t u r ea r r a n g e m e n t s . thattheydon'tunderstandfromthetext.EncourageSsto
guessthe meanings fromthecontext.
6 > Ssdiscuss thequestionsin smallgroups
of threeor
OPTIONALWARMER
four.Getfeedbackfromthewholeclass.
Tett5s that youwantthemto imaginethe bestmeal
ever.Writethe followingcueson the boardandgive
an exampleyourselfof a perfectmea[usingthe cues. Vocabulary
Where?(city/town)When?(season)Whowith? Typeof 7 > Ssmatchtheittustrations
andthesentences
in
restaurant?Music?Food?Drink?Otherthings? pairs.Getfeedback
fromvariousSs.
Allow5s fiveminutesto makesomenotesandthen
put themintosma[[groupsto tatkabouttheirperfect
meat.Getfeedbacl< fromthe wholeclass.
8 > FocusSs on the wordsin the box and checkthey
understandall of them. Now readthe examplefor the
Reading wholeclass.Te[[Ss to worl<in pairsto makesimilar
1 ) Ssanswerthequestions in pairs.Forquestionr, get sentences.
Get feedbackfromvariousSs.
feedbacl<fromtheclass,writingthewordson the board
underheadin gsfavouriteandleastfavourite.Forquestion
z, getfeedbacl<,writetheanswers on the boardunder
threeheadings andasktheSsabouteachpicture:
Q: Doyou like oysters?... cake?... asparagus?
2 ) Ssworkin pairsto decidewhetherthe adjectives are
negativeor positiveandiftheycanuseabsolutely or very
(absolutelyis usedwith extremeadjectives, andveryis
usedwiththe moderate adjectives). OPTIONALVARIATION
Sswriteoneor moresentences individuatty
for some
of the thingsandthenworkwith a partnerto saythe
sentences but usingthisltheseratherthanthe name
ofthe thing/persone.g.,Thesesmelldisgustingand
theytqstehorrible(cigarettes).Theotherstudent
mustlistenandguessthe thing.
> TettSsto lookbacl< at the listof foodsyouwroteon
the boardafterEx.r andtetta partnerwhattheythink
of thefoodsusingtheadjectives e.g.,t thinkbeefis Grammar
absoIutely disgusting.
3 > Tettthe5s theyaregoingto reada textaboutsome OPTIONALGRAMMARIEAD-IN
research doneon the importance of whereyoueat.Asl<:
Tettthe 5s whatyou aredoingafterctass(inventit
Q:Wheredo youthink areniceplacesto eat?
if you want).Say:After classt'm havinga meeting
Q:Wheredo youthink arehorribteplacesto eat?
with the head teqcher.Whatareyou doing after closs?
) Ssreadthetextquicl<ly. Tettthemnotto worryabout Chainaroundthe ctass,elicitinganswers. Don't
anyvocabulary theydon'tunderstand at themoment. Get worryif Ss usea mixtureof Present Continuousand
feedback aboutthe resultsfromthewholectass. going to.

9a ) Sslistento the conversation

andsaywhat
arrangement thewomanhasforthatevening.ptay
recording3.7andaltowSsto checl<
witha partnerbefore
4 > Readthroughthesentenceswiththewholeclass, gettingfeedbacl<.
checking
thateverybodyunderstands.
Ssthenreadthe
textmorecarefully
andworkwitha partnerto savif the
) Writeblind dote on the boardand ask they Ss if they
Inthislesson
Sslistento a mantalkingabouthisplansfor
knowwhat it is. Eticit/teachthe answer.
a newrestaurant
andthendesigntheirownrestaurant
b > FocusSs on the Activegrammarbox. Playrecording in groups.
3.7 againand Ss completethe gaps.Get feedbackand 1 > TeltSstheyaregoingto tatl<aboutoneof their
write the comptetesentenceson the board.
favourite Readthroughthedifferentpoints
restaurants.
theyshouldcover, givingexamples in relationto oneof
Activegrammar yourfavourite restaurantse.9.,kindandquatityof food
- ln my favouriterestauranttheyservetop quality
Whatareyoudoingtonight?I'mgoingoutfordinner fish and
withMarcin. He'snotcoming
withus. salods.
) GivetheSsa littletimeto thinl<abouttheirown
) Pointoutthatthe Present Continuous is usedto tall< favourite restaurants,
makinga fewnotes.Helpwithany
aboutfuturearrangements. Remind themthatin lesson difficultvocabularyandthenputthemin smallgroupsso
r.3 theyusedthe PresentContinuous to referto things theycansharetheirideas.
happening nowor aroundnow.Explain thatthistensehas 2a ) etayrecording 3.8andSsanswerthequestion
bothfunctions. (He'sgoingto opena restaurant).
> Writetwoexample sentences on the board: b ) Focus Sson thefloorptanof the restaurant andon
t TonightI'm meetingSuein the Mexicanrestourant. themenu.Explain themeaning of anyof thenewwords
z Nextyearl'm going to leornto drive. onthemenu.
AskSs:Q.Whichsentencerefersto a generalplanor ) TetttheSsto listenagainandmarkthewordsfromthe
intention?(z) Q:Whattensedo we use?(goingto + boxontheplanandcomptete themenu.Playrecording
infinitive)
Q.Whichsentence te[[suswhereandwhenthe 3.8 again and then a[[owSsto compare answers witha
actionis goingto happen?(r) Q:Whichtensedo we use? partnerbeforeyougetfeedback. lfyou feelit is necessary,
(Present be + verb+ -ing).
Continuous: ptaytherecording again.

1Oa> Sswritesentences usingthe prompts.

Get
feedback
fromvariousSs.

3a> the Ssworkin smallgroups to design theirown

restaurant.
Askonemember of eachgroupto takenotes.
Encouragethemto payattentionto detaile.g.,drawing
b > telt theSsto changesentence r so thatit is true a plan.Goaroundtheclasshelpingwithanydifficutt
for them.Forthe restof thesentences Ssmustfind vocabulary.
somebody in thectasswhois doingthatthing.Modelthe b ) Eachgrouppresents theirideasandat theend,the
firstquestion: Areyoudoinganything tonight? wholeclassvotesforthe restaurant
thevthinkis most
> Tettthemto standup andmingle,asl<ing questions for liketyto succeed.
numbers z-6 untiltheyfindsomebody whosaysyes.Then ) PointoutthatSscanconsultthegrammar Reference
theywritethe person's namenextto thesentence. Fina[[y, on page33.
getfeedback fromthewholeclass.

OPTIONALEXTENSION
Speaking Tettthe 5s to writetwo sentences.oneof whichis a
11 ) Focus Sson the Howto ...box.Tel[themto work generalplanandonewhichis an arrangement for the
witha partnerto suggest
different
expressionsfor the nearfuture.Chainaroundthe classwith 5s saying
underlinedwords.Getfeedback fromthewholegroup. theirsentences. Checl<that theyareusingthe Present
Continuousandgoing fo correctly.

12 > TettSsto writefivetrueor imaginary

arrangements
fortheweekend.Thentheymingleandtry to make
arrangements
withthreedifferent classmates.
 ;* ffiffiffi
1>
r\"nsi,*ers: : l,,lo,I'm goingto havesomethingtater.
: i r : . ' - g o l n gt o t a k eh i m / h e a
r f t e rd i n n e r . 3 N o , CEF References
'-
g : - g i o b u yi t a t t h ew e e k e n d . 4 N o ,I ' mg o i n g
:: :3."i:ii on Tuesday.5 No,I'mgoingto cleanit in 3.r Cando: tell a friendaboutyour future plans
::e.tlorntng. CEFBr descriptor:can describedreams,hopesand
ambitions(CEFpage59)
2>
3.2 Cando: write an informalletterto a friend
Answers:r Whenareyou goingto giveup? z Are CEFBr descriptor:can write personalletterand notes
i ' o ug o i n g t ob u y h e r ap r e s e n t ?3 W h e r e a r e y o u askingfor or conveyingsimpteinformationof immediate
goingto put it? 4 Areyou goingto washthe car? relevance,gettingacrossthe pointshe/shefeelsto be
important(CEFpage83)

3.3 Cando: makearrangements with a friend

Answers:r Thewaiterwho/thatbroughtus our food CEFBr descriptor:canmal<ehis/heropinionsand reactions
wasveryfriendty. z Thisis the restaurant where understoodas regardssolutionsto problemsor practical
J o h na s k e dm et o m a r r yh i m . 3 T h et r a i nw h i c h / t h a t questionsof whereto go, what to do, how to organizean
g0esto the airportrunseverytwentyminutes. 4 The
event (e.g.an outing) (CEFpage77)
menwho/thatrobbedthe postofficeescapedin a
btackBMW. 5 Thisis the cornerof the roadwhere
t h ea c c i d e nhta p p e n e d . CEF quick brief
4>
TheCommon European Framework describesitselfas.a
common basisforthe elaboration of languagesyllabuses,
Answers:HiTim!Whatareyou doingthis evening? curriculum guidelines, examinations, textbooks,
etc'.lt
I ' mp r o b a b thya v i n ga q u i e te v e n i n a
g t h o m ea l o n e . is notintended to be a definitivedescriptionof whatto
l'm invitinga fewfriendsoverfor dinner. I'mgoingto teachbut it is designed to offera 'frameworl<'which the
seea filmwith mv brother. u s e cr a nb u i l do n .

5>
Portfolio task
Answers:r She'sgoingtothe dentist'son Monday Downloadthe TotalEnglishportfoliofreefrom
m o r n i n g / a1t1 . o o a . m z. S h e ' sh a v i n gl u n c hw i t h www.Iongman.com/totoIenglish.
Jenna y t 2 . o o p m . 3 S h e ' sg o i n gt o l t a l i a nc l a s si n
t h ee v e n i n g / a6t. 3 o p . m . 4 O nT u e s d asyh e ' sm a k i n g
Objective:helpstudents to complete the .language
learningandinterculturalexperiences' sectionof their
a presentation in the morning/atroa.m. 5 She's
Passport.
h a v i n ga m e e t i n w g i t ht h eM a r k e t i nD
g i r e c t oi n
r the
afternoon/at Thistaskcanbedonein Ss'Lr.
3.oop.m. 6 She'sphoningthe USoffice
at 6.oop.m. 7 She'sgoingto the cinemawith Nathan 1 > Remind 5s thattheirPassport enables themto
i n t h e e v e n i n g / a8t. o o p m . demonstrate theirrelevantexperiences andquatifications.
6> 2 ) Exptain thattanguage learning andintercultural
experiencesareimportant in this.TheTotatEnglish
Answers:r cooker z chef 3 vegetarian 4 work Portfolio
hasa sectionfor students to giveinformation
abroad 5 low marks 6 tasty 7 smells B recipe aboutthese.
3 ) Givesomeexamples of yourownrelevant
experiences(exchange trips,holidays, courses, friends
withthatfirstlanguage,etc).
4 > Askstudents to writea tistof theirownrelevant
experiencesandshowa partner.
5 ) Asl<students to complete thissectionof their
Passport.
6 ) Remind
students
thattheycanupdatethisat any
time.
Overview

) IntroduceSs to the topic of survival.

Q:Whatdoessurvivalmean?Survivalis whensomeone
or something continuesto liveor existafterbeingin a
dangerous situation.
Q:Whatis the verb?Whatis the personwhosurvives?
Suruiveandsurvivor.
Q:Whichfamoussurvivorscanyouthink of? Robinson
Crusoe, Gulliver,
andmanyothersfromliterature.
Q:Whatsongsor TVshowsdo youassociate with
survival?I WillSurviveby GtoriaGaynor,I'm a Survivor
by Destiny'sChitd.Therehavebeenshowson BritishTV
calledSuryivorwhere peoptehadto surviveon an island
andeveryweekonepersonwasvotedoff.
1 ) Focus on thephotos.AskSsto discuss their
immediate reactions
to the photos.
) Sslookat the photosin pairsanddiscuss what
Summary theycansee.Theyalsowritewords/phrases thatthey
associatewitheachphoto.Writesomewords/collocations
Lessonr: Ss readaboutPeterHabeler, Reinhotd Messnerand on the boardto hetppromptideas{seeAnswers box).
TanyaStreeter. HabelerandMessner werethe firstpeopleto
ctimbMountEverest withoutoxygenandStreeterhashetdthe ) Sssharetheirwordswithanotherpairandmakea note
recordfor the deepest'freedive'- a divewithoutoxygenor of newlanguage. Elicitwhatcanbeseenin thephotos
equipment. fromtheclassandwritethewords/phrases on theboard.
Feedin moreif youthinkyourctasswill findthemuseful.
Lessonz: Ss reada web pageabouta survivalschoolthat
offerscoursesto peoplewhowantto learnsurvivaIskilts.
Thentheylistento an instructor
fromthat schoolgivefurther
information.
Lesson3: Ss lookat howto survivein England,encompassing
the quirksandtraditions[ikeafternoontea andsaying.sorry'
everyfiveminutes.
Communication Focus:Ss negotiate
with eachotherto
choosefiveobjectsto helpthemsurvivein a particurar
environment.
2a) Booksclosed. CheckthatSsunderstand thewords
Film bank Survivingin the Sahara(4'rz") fromthe boxby askingquestions:e: What'sthe nounof
strong?Q: Whatverbgoeswith goal to meanreach?
An extractfrom a BritishTVsurvivalprogramme
Askotherquestions as necessary.
Thisextractis from a programmecalledRayMeors, ) Openbooks.Ssmatchthewordsandphrases
Worldof Survival.RayMearsis a popularTV
in the
boxto the definitions.
Checkin pairs.Don'tgiveSsthe
personality and is alsoan experton the topicof how answers yet.
to survivein inhospitabteplaces.In this extracthe is
in the Saharaandexplainswhatto do if vourvehicle b > elayrecording
4.r andSscanchecktheiranswers.
breaksdown.
Possible
placesto usethis shortfilm are:
) afterLessonr to extendthe topicofextremes
) afterLessonz to extendthe topicofsurvivaIski[[s 3 > AskSsto discuss
the questions
in pairs.Get
) a t t h e e n do f t h e u n i tt o r o u n du p t h et o p i co f feedback
fromthewholeclass.
survival
Forwaysto usethis shortfilm in class,seeStudents' EXTENDTHE LEAD-IN
Bookpage136andTeacher's Bookpaget76. Ss orderthe activitiesin eachp:icture according
to
thesecriteria:
1 scary z exciting 3 tikelyto do
Ssshowtheirlist to eachotherandexplainwhy.e.g.
Rockclimbingis very,veryscoryfor me becqusel, m
afraid of heights.Next is trekking through ...
 b > Playrecording4.2andSschecl<
theiranswers.
AskvariousSsto readthesentences
aloudto check
pronunciation.
In modern-day societymanypeopleseemto enjoysetting
themsetves dangerous andchallenging goals,which
according to psychologists is a resultof the lackof risk
in everyday tife.As our dailyroutinescanoftenbe a little
boring,thousands areturningto extremesportsfrombungee
i u m p i n gt o s k yd i v i n gi n o r d e rt o g e tt h a t ' a d r e n a lri n
ush'.
S o m er e f e rt o t h e s ep e o p l ea s ' a d r e n a t ji un n k i e s ' . 5a > Readtheexample withthectassandgiveanother
exampleof yourowne.g.,MyfriendSallyis verytalented.
I n t h i sl e s s o nS s r e a da b o u t w o m o u n t a i n e ear ns da d i v e r
Sheplaysthe violinverywell.Ssworkin pairsto tatk
w h os u c c e s s f u al tcyh i e v etdh e i rg o a l sd e s p i t ep u s h i n g
aboutpeopletheyl<now, usingtheadjectivesfromthe
themselves to the limits.ThroughthiscontextSs consider
box.Getfeedbacl< fromvariousSs.
adjectives for describing personality andthe grammarof
comparatives. b ) Ssusetheadjectives to describe
Habeter, Messner
andTanya Streeter.
Tettthemto useatltheadjectives,
eitherin theaffirmative givingreasons
or the negative,
OPTIONALWARMER wherepossible. Getfeedbacl< fromthewholeclass.
WriteGoingto extremeson the board.Ask Ss:
Q: What do you think this means?Whattype of
peoplego to extremes? OPTIONALEXTENSION
Getfeedback fromthe classandthenaskthemto Ss createa questionnaireto discoverwhatl<indof
brainstorm activities/hobbies/sports in whichthey persontheirpartneris.Writean exampleof the
t h i n kp e o p l ep u s ht h e m s e l v et os t h e t i m i t .l f t h e y typeof questionSs couldasl<on the boarde.g.,Do
don'tknowthe nameof the sporttheycanjust you continuetrying hard when things are difficult?
describeit. (determined).
Getfeedback andwritethe activities on the board.lf Ssworl<in pairsto writequestionsfor these
theydon'tmentionsomeof the morerecentsports adjectives.
Goaroundthe ctasshetpingwith structure
tistedbelow,addthemto the list.Possible answers: andvocabulary problems. Ss changepartners
Finatty
rock climbing,white-waterrofting, trekking,racing-cor andasl<andanswereachother'squestions. Ss decide
drivi ng, street-luge, bung ee-jumpi ng, skysurfing whattypeof persontheirpartneris.
Ask Ss: Q: Haveyou everdoneany ofthese
activities?Wouldyou tike to do one of them?
Grammar
Reading OPTIONALGRAMMARLEAD-IN
1 ) Sslookat the photosandarticleheadings
in pairs Booksclosed.Writecdf,horseandbrgon the board.
anddiscuss thequestion.
Getfeedback fromvariousSs. Askthe Ssto makea sentence to comparethem.Eticit
) Ssreadthetextquicl<ty or mode['A horseis biggerthana cat'.Dothe same
to checktheiranswers.
Tell
wilh pencil,table andsmall.
themnotto worryaboutanything theydon'tunderstand
at thisstage.Getfeedbacl<
aboutwhatthe people Nowwrite car,bike andexpensiveon the board.Ask
achieved. t h e S st o m a k ea s e n t e n cteo c o m p a rteh e m .E l i c iot r
mode['A caris moreexpensive thana bike'.Dothe
2 ) Readthroughthestatements withthewholeclass samewith mountaineering, swimmingand
andchecl<theyunderstand. Ssreadthetextagainand,in dangerous.
pairs,decideifthe sentencesaretrue(T),fatse(F)or (?)if
theanswer is notin thetext.Getfeedbacl<fromvarious Ss. Elicitrulesfor makingcomparatives.

6 ) Ss look at the sentencesin pairsand discusshow to

makethe comparative form.GetfeedbackfromvariousSs.

) Askthe5s ifthereareanywordsor phrases

in thetext feedbackfromvariousSs.Writethe answerson the board.
thattheydon'tunderstand.
EncourageSsto answereach
other'squestions.
Activegrammar
3 ) Ssdiscussthequestion
witha partner.
Getfeedback 1 moreboring(than) z happy 3 moreinteresting
fromthewholeclass. (than) 4 bad 5 better(than) 6 tatt

Vocabulary
why the 't' is doubledin the comparative
form (when
4a) Read theexample withthewholeclassandtellSs
an adjectiveendsin vowel+ consonant,we doublethe
to workin pairsto replace
the phrases
withan adjective consonant).
fromthe boxandtheverbfo be.
t
E
t
I
of niceis?Eticit/teach
adjective
nicerandpointoutthatwhenan
alreadyendsin -e,we onlyadd'r'.
In recentyearstherehasbeena growinginterestin howto
survivein the witd.Gameshows,documentaries anonow
themto writethecomparative formsof thefollowing survivalschootscaterto this newtrend.Theseschoolsoffer
adiectives small(smaller),
with a partnerl. important(more shortcoursesin howto survivewithoutanvmoderncomforts
important),easy(easier),big (bigger),stronge(stranger). i n t h ew i l d .
In this lessonSs readabouta survivaI
schooIandlistento
to lookat Reference page43 to findotheradjectives a schooIinstructor describe
the coursesthat areon offer.
whichhaveirregular comparative formsin Engtish. Throughthis contextSs learnsuperlativesand howto write
Eticitthe answersfromthe wholeclass(little- less,far thank-you notes.
- fortherlfurther).

OPTIONALWARMER
t Peteris os tall as Paul. z Peterisn't as tall as Paul
AskSs howwelltheycouldsurvivein the wilderness.
Q: In whichsentenceare Peterand Paulthe same?(r) Q: Coutdyou find food/kitl animalsto eat/build a
placeto sleep/makea fire?
Q: In whichsentencearetheydifferent?(z)
7 > Ssworl<witha partnerto writethecomparative
formsof theadjectives
in Ex.4a. \Iocabulary
1a> Focus on thewords/phrases in the box.Estabtish
thattheunderlined words/phrases aretheimportant
onesto remember. Give5s z or 3 minutesto matchthe
words/phrasesin the boxto the underlined onesin the
sentences.
Avoidgivingtoomuchhetp.Ssshouldbe
8a> Ssworl<in pairsto mal<esentences aboutthe ableto workout partsof speechandmeaning fromthe
illustrations
usingtheadjectives
in the box.
context.Checl<
Ssanswers asa class.
b > etayrecording4.3andSschecl< theiranswers.

b > Listento Ssastheydiscuss the questionsandnote

downanyobviouserrors.Elicitanswers to eachquestion
fromthewholeclassandctarifyanyof theerrorsyou
heard,encouraging
Ssto self-correct
first.
c ) Ptaythe recording
againandaskSswhattheynotice
of thanUdnnfiandas (/n2fi.
aboutthe pronunciation
Whichone?Why?
Elicit/teach
thefactthatasthesewordsarenotstressed.
thevowelsoundis pronounced /e/.
Listening
sentences
with.Getfeedback
froma various
Ss. 2a> Focus Sson theadvertfor a minutethenasl<them
to coverit. Eticitideason whata survivaI
schooIis and
whatyoulearnthere.Writeideason the boardbutdon't
Person to person confirmor rejectanything.
9 ) Readthroughthe examplewith the whole classand
b > AskSsto checktheideason the boardasthey
checkthey understand. ThenSs work in pairsto find five
listen.Playrecording 4.4.Afterlistening,
confirmwithSs
differencesbetweenthem.Whenthey havefinished,each
whichof theideasontheboardwerementioned.
p a i rj o i n sw i t h a n o t h e rp a i ra n d t h e yt e [ [e a c ho t h e ra b o u t
their differences. 3 ) Focus on the notesbeneath theadvert.Estabtish
thatSshaveto complete thenoteswithinformation from
the listening.Playrecording 4.4again.Sschecktheir
OPTIONALEXTENSION answers in pairsthenchecktheanswers asa wholeclass.
Writethe namesof variousitemsthat canbe comoared
on the boarde.g.,London,Tokyo,NewYork;Madonna,
MichoelJackson,BritneySpears;fruit, cake,ice-cream;
Mondoy,Friday,Sunday;lanuary,lune, August.
Ssworkin pairsto compare the itemswithineach
groupin variousways.Getfeedback fromthe whole
class.
4 ) Ssdiscussthequestion in pairs.Monitortheir
conversations, thattheyaregivingreasons
checl<ing and
notingdownanyimportant errors.Get feedbacl<from Ss
andgo overerrors,encouraging first.
self-correction

Grammar OPTIONALEXTENSION
5 ) Focus on thethank-you thatthey
notes.Estabtish Ss makesentences aboutfriendsandfamilyusing
werewrittenby peoplewhohadbeenon a Hittside superlatives andtheseendings:... that I know, ...in
survival
course.Ssreadthe notesanddecideif each my family. ... of all my friends. ... that I've evermet.
personfeelspositive aboutthecourse.
or negative Elicit E.g.,My mother is the cleverestperson in my family.
responsesfromSs(eachpersonfeelsverypositive).
b > Sswritecompletesentencesfromthe prompts.
Eticit
OPTIONALGRAMMARLEAD-IN theanswersfromSsandwritethemon the board.Often
morethanonetenseis possible
buttetlSsto usethe
TetlSsthat you aregoingto testthemon the notes.
Simpleto keepthiseasy.
Present
5s readthe notesagainthenclosetheirbooks.Read
the notescarefullybut stop beforeeachsuperlativeto
seeif Sscanremember the nextword.
Teacher:A big thank-youfor helping to make it the ...
Ss:... mostexciting...
Ask 5s: Q: Lookat the underlinedwords.What is the
namefor this construction?(supertative)
Q: Thereare two vvaysto makesuperlatives.What
are they? (r adjective+ -esf, 2 most+ adjective.)

6 ) DirectSsto comptetetheActivegrammar box.Write Pronunciation

thegrammar boxon the boardin preparation
thenelicit
9a) Stresspatterns in supertative
sentencesareoften
thecorrectanswersfromthewholeclass. emphasised to heightenthe meaning.
Focusattention
on thesentencesSswrotefor Ex.8b.Readoutthefirst
Active grammar sentence.AskSswherethe stressedwordsare(exciting,
Shortadjectives + -esf
= (the)adiective
(onesyttabte) holiday,had).
=
Longadlectives(two+syttables) (the)mosf+ adjective b > etayrecording wordsin the
4.5.Ssmarl<thestressed
good= best;bad= worst
lrregularadjectivesr sentences.CheckthatSshavegotthiscorrect.Ssidentify
whatkindsof wordsaremosttiketyto bestressed(nouns,
) Ssshouldbe comfortabte withthisgrammar, after verbs,adjectives).
Notethatstresschangesdepending on
doingcomparatives in lesson4.2.lf not,movestraight themeaning andthesituation.
to ironoutanyproblems.
to theexercises lf theyare ) Ssreoeatthesentencesto eachotherin oairs.
comfortable,
introduce thefinerpointsof supertatives.
) Thewordtheatmostalwaysprecedes superlatives
(e.g.,the best,themostbeautiful);two-sytlable
adjectives endingin -y use-esf.The-y changes to -i. (e.9.,
thefunniest); whena one-syllable endsin -e,
adiective Person to person
simptyadd-sf (e.g.thenicest,the largest);whena one 10) Focus Ssonthequestionsandmodelr or z ofthe
sytlableadjective endsin a vowelanda consonant, double answers.Sslistenfor examplesof superlatives.
the consonant (e.g.,fffesf ; biggest) ) Ssworl<in pairsto answerthe questions.lf someSs
) DirectSsto Reference page43 to reviewthesepoints, finishearly,theycanswappartners andremember their
particutarlythe irregutars, andthe useof rnandon after previouspartner'sanswers.
superlatives.
7 ) Ssfindandcorrect in pairs,thencheck
the mistakes Writing
witha partner. fromvariousSs.
Getfeedbacl<
11a> Focus Ssbacl<onthethanl<-you
notesin Ex.5. Ss
anyusefulphrases
underline thatcouldbe usedin other
thanl<-vou
notes.

b > AskSsto thinl<of realreasons

forthank-you notes
8a} DirectSsto Ex.4a in lesson4.r.Ssmakethe e.g.,Someonecooksdinnerfor you/givesyou a present.
in pairs.Elicitanswers
superlatives fromthewholeclass. Sschooseoneof thesituations andwritea thanl<-Vou
noteusingthe phrases aboveandsuperlatives.
t!

4 ) Ss look at the placesin the box with a partnerand

It is increasingly
importantto knowaboutthe cultural predictsentencesthey might hearin eachplacee.g.,CanI
background of peoplefromothercountries, especially
when havethe bill? (in a restaurant).Getfeedback.
learningto speal< the languageof that country. ) Play
P l a v recording
r p c n r d i n s z A Ss
4.6. S q match
m r f e h each
a r r h . l i dialogue
-l^-,,^ r a - place.
to a ^r-^^
ln this lessonSs reconsider:
someof the stereotypes
that exist
aboutEngland andthroughthiscontexttookat the useof
indirectquestions to expresspoliteness.

t 5a) Readthroughthequestions withthe classand

I OPTIONALWARMER
Writea numberof countries on the boarde.g.,Spain,
thenptayrecording
4.6 again.Sstakenotesastheylisten
USA,/apan, Sweden,France,Egypt,tndia (don't andthencompare in pairs.lf necessary,
ptaytherecording
includeEngland yet).5s workin pairsto writethree
again.Getfeedbackfromtheclass.
thingsthat theyassociate with eachcountry.
Nowwritefact or stereotypeon the boardand check
the 5s understand. GetSsto readout the wordsthey
put for eachcountryanddiscuss,as a group,if they

I are factsor stereotypes.

Reading
1a) Booksclosed.GiveSstwo minutesto writea list of
wordstheyassociate with Engtand.
b ) Ssworkin pairsto practise theconversations,using
Getfeedback fromthe
wholeclass,writingthe wordson the board.Askthe Ssto thetapescript asa guide.Aftertheyhavereadthrough
discuss,in pairs,if thesethingsarefactor stereotype. it once,Sscanbegivenfreerpractise by repeatingthe
conversations butwithontyoneof themlookingat the
b > Ss readthe textquicklyandcirclethe topicsthat are tapescriptandtheotherstudentimprovising.
mentioned. Tellthemnot to worryaboutanywordstheydon't
understand at thisstage.Getfeedback 6 > AskSsto brainstorm othersituationsthattheymight
fromthe wholegroup.
findthemselves in if theyvisitedan Engtish speal<ing
country,e.9.,/r a hotel,at theoirport,in a museum, in o
pub, etc.
> Getfeedbacl< fromthewholeclassandwritethe
) lf Ssdidn'tmention theothertopics(footbatt, situat'rons
on the board.AskSsto workin pairsto write
driving
habitsandtibraries)in Ex.ra, givethema fewminutes a conversation for oneofthe situations. Goaroundthe
to discusswhattheyknowaboutthesethingsin Engtand classcorrecting errorsandasl<some,moreconfident Ssto
witha partner.Getfeedback perform thedialogue for the restofthe class.
fromthewhotectass.
2 ) Readthroughthestatements withthewholeclass.
checking everybodyunderstands attofthem.Ssthen Grammar
readthetextagainandanswer T (true)or F (fatse)
witha
partner.Getfeedback fromvariousSs. OPTIONALGRAMMARLEAD-IN
Writethe fo[[owing stemson the board:
6'
Doyau know... Canyou tell me ...
Tettthe 5s to imaginetheyarein Londonandtheyar.e
) AsktheSsif theyhaveanyvocabulary questions from tost.Theywantto go to Trafatgar Square.In pairsSs
thetextandencourage otherSsin theclassto clarifyany discusshowtheywouldcompletethe stemsentences.
doubtsbeforeexplaining themyourself. Getfeedback andelicit/teachthe correctform(Doyou
3 > Ssdiscuss anyfactsthatareparticutarlysurprising. know/Couldyou tell me whereTrafolgarSquare is?)
Getfeedback fromthewholeclassandaddany Dothe samewith the followingsituation. you phone
informationyouwould[iketo e.g.,It'snotnormatty foggy the theatreandyouwantto l<now whattimethe show
in London.Not all Englishpeoplearereserved. starts.Elicitthe correctanswer(Doyou know/could
you tell me what time the show starts?)

Lifelong learning 7 ) Focus Sson theActivegrammar boxandpointout

> Readthroughthe questions withthewholeclass thedistinctionbetween directandindirectquestions.
andSsdiscuss theiranswersin pairs.Getfeedback Explainthatwe oftenuseindirectquestions to be more
fromthewholeclass,feedingin otheridease.g.,using polite.Readthroughtheexamples withtheclassandSs
a dictionary/a
phrasebool<
or askingfor clarification, complete the rulesandanswerthequestions in pairs.
repetition
or paraphrasing
whatyouwantto say. ) Copythe rulesfromthe boxontothe boardandelicit
EncourageSsto watchEngtish language filmsandTV wordsto complete thegaps.
shows,asthesecontainlotsof usefulnaturallanguage.
 Active grammar
a) Questionswith the verbto be:
Direct:questionword/phrase + verbto be + subject
Indirect:indirectphrase+ questionword+ subiect+
I n t h i s l e s s o nS s c o n s i d ew
r h i c ho b j e c t so r i t e m sa r et h e
verb to be
most and leastessentialfor survivingin a forest,up a
b) Questions with mainverbs: m o u n t a i no r i n a d e s e r t .
Direct:questionword+ auxiliaryverb+ subject+ verb
1 ) FocusSs on the itemsin the box and te[[ them ro
Indirect:indirectphrase+ questionword+ subject+
worl<with a partnerto namethe thingsthey can see in the
verb
photo.Getfeedbacl< from variousSs,eliciting/exptaining
r Auxiliaryverbsdisappear.
the meaningof problematicwordswith the wholeclass
2 WemakeYes/Noquestionsby usingif or whether.
e.g., We use a torch at night to see.
Pointout that Ss canconsultReferencepage43 for
furtherexamples.

8a) Ssworl<in pairsto makethequestions

indirect.
b > elayrecording
4.7 andSschecktheiranswers.

2 )' Readthroughthe questionswith the wholeclass

and then play recording4.8. Ss listenand note down their
answers.Allow them to comparewith a partnerand then
get feedbackfrom severaISs.

) Ptaythe first sentenceof recording4.7 againand get 3 > TeltSs to look at the tapescripton page156and ptay
the Ss to repeatwith the correctintonation.Thenthey recording 4 . 7 a g a i nA. s t h e yl i s t e n t, e l l t h e mt o u n d e r l i n e
practisethe rest of the sentencesin pairs. w a y so f e x p r e s s i nogp i n i o na n d m a l < i nsgu g g e s t i o nasn d
c o m p a r i s o n sG.e tf e e d b a c kw, r i t i n gt h e e x p r e s s i o nosn t h e
OPTIONAL
EXTENSION board.
TelS t st o w r i t ea q u e s t i o tnh a tt h e ym i g h ta s ki n
t h e p l a c ew h e r et h e ya r es t u d y i n gS. o m eo f t h e s e
q u e s t i o ncso u l db e t h es a m ea st h o s ei n E x .8 a o r
somecouldbe stighttydifferente.g.,Couldyou tell
me the wayto the bonkTSsstandup and mingle,
a s k i n ga n da n s w e r i ntgh e i rq u e s t i o n s .

Speaking 4 ) Ss worl<in groupsof threeor four.Tel[them to

9a > f ticit/exptainthe meaningof 'marketresearch
company' (acompany thatspecialises in findingout
information fromthegeneral publicabouta newproduct,
for example). Thenin pairs5s choosea topictheywoutd
liketo research.
choosea placefrom Ex.z and discusswhichfive things
they are goingto tal<ewith them.Stressthat they must try
to cometo an agreement.
) Geta memberof eachgroupto explainwhat they
chose,givingreasonsfor their decisions.

b > Sswriteaboutfivequestions for theirsurvey. At this

stagethe questions 5s writeshouldbedirect.Goaround OPTIONALVARIATION
theclasshetping withvocabulary andcorrecting errors. Assigna placeto eachgroupso that at leasttwo
C ) Readthroughthe Howto ...boxwiththewhole groupshavethe sameplace.Fol[owthe same
class.Te[[theSsto minglein orderto conduct thesurvey. procedure as abovebut whentheyhavefinished,two
Remind Ssthattheyshouldnowuseindirect questions membersof eachgroupsit with a differentgroup.The
andmakea noteof the answers theyaregiven. 5s mustthentry to convince
eachotherthat theirtist
is the best.
)
1O GiveSsfiveminutes to compiletheirresultsin
pairs.Thenaskthemto reportbackto theclass.
 Answers:r quieter 2 moreexciting 3 worse
4 happier 5 further/farther
2>
Answers:r Thegoldwatchis moreexpensive than
the silverwatch.Thesitverwatchis not as expensive
as the goldwatch. z TheBrightontrainleaves
laterthanthe Londontrain.TheLondontraindoesn't
leaveas lateas the Brightontrain. 3 Healthis
moreimportantto me thanmoney.Moneyis not as
importantto me as health. 4 Brownbreadtastes
betterthanwhitebread.Whitebreaddoesn'ttasteas
goodas brownbread.
3>
Answers:r the mostexpensive 2 the hottest
3 the taltest 4 the fastest 5 the friendliest
4>
Answers:r oneof the hottest(days)of z oneof
the best(swimmers) in 3 oneof the mostinteiligent
(boys)in 4 oneofthe otdest(houses) in 5 oneof
the worst (shocks)of 6 one of the bravest
(soldiers)in
5>
Answers:r Doyou knowwhy he isn'thomeyet?
z Doyou knowif I canpayby creditcard? 3 Can
youtettmewhereI canfind a garage? 4 Canyou telt
mewhosecarthis is, please? 5 Doyou knowwhat
timethe nexttrainfor Manchester
leaves?
6>
Answers:(Doyou knowlCanyou tell me canbe used
interchangeably) r ...whereI canfinda cheap
hotel? z ... ifthereis an Internetcaf6nearhere?
3 ... howmucha taxito the airportis? 4 ...whereI
canbuy a mapof Britain? S ... if I needa visato go
to lreland?
7>
Answers:r torch z reliable 3 achievemy goal
4 scissors 5 skitts
CEF References
4.r Cando: comparepeople
CEFBr descriptor:can summarise,reportand give his/her
opinionabout accumulated factualinformationon familiar
routineand non-routinematterswithin his/herfield with
someconfidence(CEFpage6z)
4.2 Cando: write a thank-younote
CEFBr descriptor:canwrite notesconveyingsimple
informationof immediaterelevanceto friends,service
people,teachersand otherswho featurein his/her
everydaylife,gettingacrosscomprehensibty the points
he/shefeelsare important(CEFpage84)
4.3Cando: askpolitequestions
CEFBr descriptor:is awareof the salientpoliteness
conventionsand actsappropriately(CEFpagerzz)
CEF quick brief
TheCommonEuropean Framework believes
that [anguage
learningcanbe measured not by how muchgrammaror
vocabulary a learnerknows,but by whata learnercan
achievewith the language that theyknow.Grammar and
vocabutary areonlyimportantin termsof whattheyempower
a learnerto do.Thisis an 'action-oriented'
approach to
language.
Portfolio task
Downloadthe TotalEnglishportfolio free from
www.long man.com/totaleng li. ish.
Objective: helpstudentsto completethe qualifications
sectionof theirPassport.
T h i st a s kc a nb e d o n ei n S s ' L r .
1 ) RemindSs ofthe purposeofthe portfotioandthe
Passport.
2 ) . Exptain
that theirformatquatificationsarealso
importantandthat this is the othersectionofthe passportto
complete.
3 ) AskSsto tisttheirformalqualifications
andcompare
with a partner.
4 ) AskSs to completethissectionof theirpassport.
Overview
D Writestageon the btacl<board andaskthe Ss if theyknow
whatit means.Eticit/telt the Ssthat it'sa levelor periodof
t i m ei n a p r o c e s s .
) Writethe foltowingageson the board:y 15,3o,5o,65
andBo.Asl<the Ssto brainstorm oneor two thingsnormally
associatedwith eachstageof a person'slife.Givethe
followingexample:Whenyou areoneyou can'tspeakand
yousleepa 1of.Getfeedbacl<fromthe wholeclass"
1 ) Write eorly/ate/mid-twentieson the board.Ask Ss
which one they would use for a personwho is zr. And for
a personwho is z5 or 28.Tellthem to look at the photos
a n d d i s c u s sw i t h a p a r t n e rw h a tt h e p e o p l ea r ed o i n ga n d
how old they are.Ss sharetheir ideaswith the rest of the
class.
2 a > C h e c kt h a t S s u n d e r s t a ntdh e w o r d si n t h e b o x .
Q: When you are six months old, what are you? (a baby)
Q: When you are two years old, what are you? (a toddter)
Summary a n ds o o n .
Lessonr: Ss readaboutthreeyoungaduttsof different ) Tettthe Ss to write an age rangefor eachword
nationalitie t asl k i n ga b o u t h e i rl i f ee x p e r i e n c ehso, p e sa n d individuatty.
o b l i g a t i o nTsh. e nt h e yd i s c u s rsu l e sa n do b l i g a t i o ni ns t h e i r
b ) HaveSs comparewith a partnerto see if they agree
owncountries.
or disagreewith eachother and then discusseachconcept
L e s s o zn: S sr e a da w e b s i t e f o r ' F r i e n dU
s n i t e dw' , h l c hi s a w i t h t h e w h o t ec l a s s .
c o m p a ntyh a th e l p so l ds c h o oflr i e n d st o g e ti n t o u c hw i t h
3 ) Ss work in pairsto discussthe age at which people
e a c ho t h e rT. h e nt h e yt e l la s t o r ya b o u tf r i e n d s h i p .
i n t h e i rc o u n t r yn o r m a [ [ d
y o t h e a c t i v i t i e isn t h e b o x .l f
L e s s o3 n : S sd o a q u i za b o u ta g e i n ga n dl i s t e nt o a r a d i o your classis of mixednationatity, it might be a good idea
programme aboutfactorsthat affectlifeexpectancy. Then t o g r o u pS s a c c o r d i n tgo t h e i rc o u n t r yo f o r i g i n .G o a r o u n d
t h e yt a t ka b o u t h e i rp a s th a b i t s . t h e c l a s sh e t p i n gt h e S s w i t h a n ye x p r e s s i o nt sh e yd o n , t
Communication Focus:Ss listento a programme calledlhls u n d e r s t a n dH. a v eS s s h a r et h e i ri d e a sw i t h t h e w h o t e
is yourlife,whichpresents the lifeof actor,PierceBrosnan. class.
T h e nt h e yi n t e r v i e w
a p a r t n eirn o r d e rt o m a k ea s i m i l a r 4 ) ' R e a dt h e e x a m p l eo u t l o u dt o t h e S s a n d t e t tt h e m
presentation. t h e yh a v et o t a l k a b o u tt h e m s e l v eosr s o m e b o d yt h e y
l<nowwe[1in a simitarway.GiveSs a coupleof minutesto
Filmbank OnGoldenPond(z'5o") thinl<and makebrief notesaboutwhat they are goingto
An extractfromthe classicHollywood
film say.Havethem work with a partnerto tell their stories.
G e ts o m ef e e d b a c kb y a s k i n gi n d i v i d u aSt s t o t e t ty o u
OnGoldenPondstarsKatherine Hepburn, Henry
a b o u tw h a tt h e i rp a r t n e rh a d t o l d t h e m .
. Fondaand hisdaughter, JaneFonda. Thefilm centres
aroundthe relationship betweencharacters fromtnree
differentgenerations. In this extractJanehasjust met EXTEND
T H EL E A D - I N
herparentsagainfor the firsttime in agesandshe's Te11the Ssto lookbackat the wordsor phrasesin
broughtthe teenagesonof hernewboyfriend. Ex.3. Askthemto thinkaboutthe ageat which
Possible placesto usethis shortfilm are: peopledid thesethings1ooyearsago.Dotheythink
) beforethe Lead-in to introduce the topicof ages that it was betterin the pastor do they preferthe way
andstages thingsarenow?
) afterLessonr to extendthe topicof adolescence
andadulthood
) a t t h e e n do f t h e u n i tt o r o u n du p t h et o p i ca n d
language
Forwaysto usethis shortfilm in class,seeStudents'
Bookpaget37 andTeacher's Bookpager77.
 ) Sscomplete
the rulesin pairs.Writethe ruleson the
boardandcomplete
themby eticitinganswers fromSs.
In manycountries a person's eighteenth birthdayis oF
greatimportance, as it marksthe ageat whicha teenager Active grammar
is generatty recognised to be a [egaIadult.In Britain,for Useconto saysomething is possibte.
exampte, youcan'tvote,get marriedwithoutyourparents'
Usehavefo to saysomethingis necessary.
p e r m s s i oonr d r i n ka l c o h oi ln a p u bu n t i ty o ua r ee i g h t e e nI n.
Useshouldto saysomething is a goodidea.(opinion)
the USAit'sthe same,exceptthatthe tegalagefor drinking
Usecan'tto saysomething is not possibte.
alcoholis twenty-one.
Usedon't havefo to saysomething is not necessary.
In this lessonSs readaboutthreeyoungpeople,from Useshouldn'tto saysomething is not a goodidea.
differentculturalbackgrounds,commenting on tifeat (opinion)
eighteen. Throughthis contexttheyanatysethe grammar
of
should(n't),can(can't)and(don't)haveto. > Te[[Ssto lookbackat theexample
sentences
andask:
Q: Howls havedifferentfromshould andcon?Ssdiscuss
OPTIONATWARMER thequestion in pairs.Eticit/teach
theanswers (havetal<es
Writea numberof dateson the boarde.g.,August thefuttinfinitive
andtheauxiliary verb,shouldandcan
zoo3, December2oo7,tg9z, t989. Ask Ss to think takethe infinitive
withoutfo andno auxiliaryverb)
aboutthesedatesandto tetttheirpartnerwhatthey > PointoutthatSscanconsultReference
remember
page53.
or knowabouttheirtifeat that point.Get
feedbackfroma numberof Ss. 5 ) Ssworkin pairsto choose the bestalternative.
Checktheanswers withthewholeclass.

Reading
1 ) Ssdiscuss thequestionin pairs.Encourage themto
givereasons for theiranswers.Getfeedback. 6 ) Readtheexamplesentence withthewholectass
2a> Oivide theclassintothreegroups. GroupA reads andthenSsworkin pairsto complete
the restof the
the.texton page46,groupB readsthetexton page125 sentences.
Checl<
theanswers withthewholeclass.
andgroupC readsthetexton pager3o.Ssworktogether
in groups,completing thetabteforthe personin their
text.Getfeedback fromvariousSsfromeachgroup.

Pronunciation
7 ) Readthroughthe sentences with the wholectassand
then play recording5.r. Givethe Ss time to answerquestions
r-4 in pairsbeforeyou get feedbackfromvariousSs.
b ) Rearrange the classintonewgroupsof three,one
studentfromgroupA, onefromB andonefromC.Sstake
it in turnsto telttheothersaboutthetextthevhaveread.
Encourage Ssto usetheirownwords.
3 ) Readthroughthequestions withthewholectassand
thenSsworkin thesamegroupsas in Ex.zb,discussing
theiranswers. Getfeedback fromvariousSs. ) TetltheSsto practise
sayingthesentenceswitha
partner.
Aska fewSsto saythesentences
for thewhote
ctass.
Grammar
8 ) lf youhaveSsfromvariousdifferent countries, try
to groupthemso thatthosefromthesamecountryare
OPTIONALGRAMMARLEAD.IN together.lf yourSsarea[[fromthesamecountry, nave
Writethe followingsentences on the board: themworkin pairs.lf theyareatlfromdifferent countries.
Youshouldspeakin Englishin class. Sscanworkindividua[y.
Youcqnsmokein closs. ) Readthroughtheexample
Youhaveto be a good swimmerto study Engtish. withthewholeclassand
te[[Ssto writesimilarsentenceswiththe restof the
Ssworkin pairsto sayif the sentencesaretrueor prompts. Goaroundthectass,correcting errors.
false,correcting
the verbformof the fatsesentences
to
makethemtrue.Elicitfeedback ) Rearrange thectassso thatSsareworkingwitha
fromthewholeclass.
different
partner(froma differentcountryif possibte).
Tettthemto explaintheirideasandto seeiftheirpartner
4 ) Focus 5s on theActivegrammarboxandread agreesor disagrees.Getfeedback fromthewholeclass.
throughtheexample sentences.
AsktheSsiftheycan
remember whosaideachone;WongFei,lsabe[or Gregor.
 OPTIONAL EXTENSION
Arrangethe classso that 5s areworl<ing in groupsof
three.StudentA lool<s backat the texton page46,
studentB lool<s backat the text on pagee5, and
studentC at the oneon pager3o. Organise this so that
5s arereadinga textthat theydidn'treadbefore.
Eachstudentwritessentences with (don't)haveto,
should(n't)andcan(n't)abouttheirtext.Whenthey
havefinished,Sstell theirpartnerstheirsentences and
discussif they likethiswayof lifeor not.
Listening and speaking
9 | Readthroughthe statementswith the whole class
and ptayrecording5.2.AllowSs to comparewith a partner
and get feedbackfrom the whole class,
1O > GiveSsa minuteto readthrough theHowto ...
boxandthenplayrecording
5.2again.Sstickthephrases
theyhear.
Atlowthemto compare witha partner
andthen
getfeedback
fromthewholeclass.
1 1 ) S s c h o o s eo n e o f t h e s t a t e m e n tw
a n de x c h a n go e p i n i o n su, s i n gt h e H o wt o . . . b o x a s a
g u i d e .G o a r o u n dt h e c l a s sm o n i t o r i n tgh e c o n v e r s a t i o n s .
A s k o n e o r t w o o f t h e m o r ec o n f i d e npt a i r st o a c t o u t t h e i r
conversation for the restof the class.
OPTIONALEXTENSION
Writethe fo[[owingstatements on the board:
AIIschool childrenshould wearuniform.
Youngpeopleshouldn't be allowedto driveuntil thev
ore twenty-one.
Childrenshould alwayslook ofter their parents when
they are old.
Dividethe classintotwo groups,A and B.Teltgroup
A that theyhaveto thinkof arguments to supporta[[
threeofthe statements andgroupB thatthey haveto
thinkof arguments againstthosestatements.
5s worktogetherfor fiveto ten minutes.Reorganise
the classso that onestudentfromgroupA is with a
studentfromgroupB. Usingthe Howto ... boxas a
guide,theydiscussthe statements fromthe position
theyhavebeengiven.
Alternatively,
havea wholeclassdebateaboutthe
issues.Afterthe argumentsfor andagainsthavebeen
presented,you couldallowSsto vote,expressing
theirown personalpointof view
T h eI n t e r n eht a st r a n s f o r m emde a n so f c o m m u n i c a t i o n
overthe lastdecadeandstayingin touchwith peopteis
noweasierthanever.Onekindof websitethat hasDecome
increasingty popularis onewhichatlowsyou to get in contact
with otdschoolfriends,worl<mates, peoplefromuniversity,
colleagues fromthe armyandold neighbours. you caneither
search t h ew e bb y p l a c ep, u t t i n gi n t h e n a m eo f y o u rs c h o o l ,
university etc.or by name.In November zoo4,therewere11
miltionpeopleregistered to thesesites.
In this lessonSs readthe profiteof a womanwho is registered
to this kindof websiteandthroughthis contextconsider
the useof the Present Perfect
Simptewithfor andsinceand
vocabulary relatedto friendship.
OPTIONALWARMER
Tettthe 5s to writethe nameof a friendfromprimary
schoolor secondary schoolwho theyno longersee.
Theythenworl<in pairsto talk abouttheirmemories
of that person.Aftera few minutes,askthe Ss:
Q: Wouldyou tike to meetthis personagain?Have
you any ideawhat this personis doing now?
Grammar
OPTIONALGRAMMARLEAD-IN
Refresh 5s' memoryof the PresentPerfectas
compared wiih the PastSimple([esson2.3)by asl<ing
s itha partner the followingquestionsandelicitinganswersfromthe
Ss: Q: Haveyou everbeento Paris?
Q: Whatdid you do last night?
Writethe two questions on the boardandaskSs
whattensetheyare.Eticitrutesfor whenwe useeacn
tense.lf theydon'tremember, tell themto [ool<bacl<
at Reference page23.
AskSsto writeone morequestionin the present
Perfectandonein the PastSimpte.Ss mingte,asl<ing
andanswering eachother'squestions.
1 ) Focus Sson theextractfromthewebsiteandtett
themto readthroughthetextquicl<ly, withoutworrying
aboutthingstheydon'tunderstand at thisstage.
Askthemwhatthe purpose of thewebsiteis (togive
informationaboutwhatTinaArmstrong is doingnowand
atlowherold friendsto getin touchwithher).
2 )' Focus Ssonthe partofthe textthatis underlined
andte[[themto answerthequestions witha partner.
Check the answerswiththewholeclass.
3 ) FocusSs on the Activegrammarbox and tett them to
work with a partnerto completethe sentenceswith the
correctpast participle.Writethe sentenceson the board
and elicitthe answersto completethe gaps.
 Active grammar Vocabulary
+ My dad hasbeenin hospitatfor a week. 7 ) Ssworkwitha partnerto matchitemsfromeach
- Wehaven'tseenhersinceuniversity. column.
Checktheanswerswiththewholeclass.
? Haveyou livedin parisfor [ong?
FocusSson the rulesandteil themto workwith
a partnerto completethem,usingthe example
sentences as a guide.Writethe ruleson the board
andelicitthe correctwordto complete them. 8 ) Sscomplete thestoryin pairs.Tettthemto makeany
r U s es i n c e t or e f e r t o t h e s t a r t otfh e a c t i o n . necessarychangesto verbforms.Checktheanswers with
z Useforto referto the time periodofthe action. thewholectass,readingthroughthetextandelicitinga
phrasefor eachgap.
) Contrast thetwo usesofthe Present perfectthat
Sshavestudiedso far,writingthefoltowing exampte
sentences on the board:
I havebeenin hospitaltwice(anactionin the generalpast
- we don'tknowwhenit happened).
I hovebeenin hospitalfor threedays/sinceTuesday(an 9 ) TeltSs to work in pairs,puttingthe picturesin order.
actionthatstartedin the pastandcontinues now). GetfeedbackfromvariousSs to see if everybodyagrees.
) Pointoutthatthe rulesaregivenon Reference It's fine if someSs havea differentorderas long as they
page53. canjustifuit's logic.

> lfyou feelSsarenotclearaboutfor andsincedo

someextrapractice. Dictatethefollowing promptsand
tell themto Ssthemdownin pairswithfor or since;last
week(srnce); tenyears(for);twohours(for);fouro'clock 1O) NowaskSsto teltthestorywiththeirpartner,
(since);I wasa chitd(srnce); usingthevocabulary fromEx.7 andinventing extradetaits
a longtime (for);primary
school(since). tikethe namesof thecharacters,
the placeandyearit
tookplace,etc.Aska fewSsto telttheirstorvforthe rest
4a) Ssworl<in pairsto complete
the diatogue. of theclass.
b > etayrecording
5.3andSschecl<
theiranswers.
Writing
1 1 ) SsreadTina'sprofitein Ex.r againandtickthe
5 ) Readthroughtheexample topicsshementions (work,relationshipsandhome).
sentences withthewhole
class,thenSsworl<in pairsto writethe repties.
Check
the > AskSsif thereis anyvocabulary in the profilethey
sentenceswiththewholeclass. don'tunderstand,andencourage otherSsto explain, if
theycan.lf not,explainyourself.
12 > TettSstheyaregoingto writetheirownprofile.
Explainthattheycaninclude anyofthetopicsfromEx.rr
andanything elsetheyconsider important.
) First,Ssmakenotesandthenwriteouttheircomplete
profile.

OPTIONATEXTENSION
lf you feel5s needextrapractise, tettthemto write
downthe nameof fivethingsthat theyhaven'tdone
for a [ongtime.Askthemto tatkto a partnerabout
thesethings.Givean exampleyourselfe.g.,seemy
sister- I haven't seenmy sisterfor two yeqrsbecsuse
she's living in Australiaand I can,t afford to go.
OPTIONALVARIATION
Sswritetheirprofilesin the sameway but don't
includetheirnames.Whentheyhavefinished,take
themin andredistribute themso that a different
studenthaseachprofile.Ssthenreadthe profitethey
havealoudandothermembersof the classtrv to
guesswho it is.

Person to person
6 ) Sschoose threewordsfromthe box.In pairsthey
te[[eachotherhowlongtheyhavehador knownthis
thingor person. Encourage
themto asl<questions asthey
listene.g.,I havehadmy shoesfor two weeks.Wheredid
youbuy them?Getfeedbacl< fromvariousSs.
 ) NowSsreadthequotesin pairsandmatcha phraseto
eachone.Checl<
theanswerswiththewholeclass.
Atthoughlifeexpectancy aroundthe wortdhasgenerally
risen,thereis stilIa greatdifference betweencountries.
The
highestlifeexpectancy canbe foundin countries sucnas
Japan, Australia or Andorra, wheremanypeopteliveto be
overBoandthe lowestin Africancountries suchas Ethiooia.
Botswana or Mozambique (f S-+S). OPTIONAIGRAMMARLEAD-IN
In this lessonSs listento a radioprogramme aboutageing Tetlthe 5s lool<at the quotesfor oneminuteandtry
andthroughthiscontextanalyse the grammarof usedto for to remember whatthe peoplesay.Teltthemto close
p a s th a b i t sa n ds i t u a t i o n s . theirbool<s andasl<the fottowing questions:
Q: The first man believes in thinking positivety,but
OPTIONALWARMER what did he useto do? Eticit:sporf.
Writethe foltowinglistsof countries Q: Thewomandancesnow,but did she useto do
and numberson
the board:Australia, poland, physicalexercise?Elicit:fio, she didn't.
Turkey,UnitedKingdom,
Argentinaand77.8,7t.2,75.3,73.4,79.g. Q: What did the secondman useto do when he was
younger? Eticit:smoke.
Tettthe Ssthat the numbersrepresent the tife
expectancy in thesecountries.In pairs,they match
a countryanda number,givingtheirreasonsfor the 6 ) Focus theSson theActivegrammar boxandtell
ordertheychoose.Getfeedback themto comptetethesentences witha partner,
referring
fromthe wholeclass
- 79.9,UnitedKingdom
(Australia - 77,8,Argentina backto thequoteswhennecessary. Writethesentences
- 75.3,Potand - 73.4,Turkey- 72.2). on the boardandelicitwordsto completethegaps.

Active grammar
Speaking and listening + | usedto playtennis.
la) Focus - S h ed i d n ' tu s et o p l a yt e n n i s ,
5s on thequizandte[[themto answerthe
questions
in pairs.Getfeedbackanddiscuss pointsthat ? D i dy o uu s et o p t a yt e n n i s ?
Ssdo notagreeover,butdon'tgivethemthe correct
answersyet. ) R e a dt h r o u g ht h e r u l ea t t h e t o p o f t h e b o xw i t h t h e S s
b > elayrecording and ask: Q: DoesI used to play tennis referto a habit or a
5.4andSschecktheiranswers.
Ask
situation?(habit)
theSsifanything
hassurprised
themanddiscusswhv.
) Writean exampleof a situationon the boarde.g.,
I used to live in a big house.Ask Ss to turn to Reference
page53 and ask: e: Doesthe form of used fo changewith
he or she? (No)
7 ) Ss completethe sentencesin pairs.Checl<
the
2 ) R e a dt h e s t a t e m e n tw s i t h t h e w h o l ec l a s sa n d t e l l S s answerswith the whole class.
t o c o m m e n itn p a i r so n w h i c hs t a t e m e ntth e y a g r e ew i t h
the most.Getfeedbacl< from the whole class.
3a ) TetlSs to listento part of a radio programmethat
sayswhich one of the statementsin Ex.z is probablytrue.
P l a yr e c o r d i n 5
g . Sa n d a s kt h e mw h i c ho n e ( s t a t e m e nzt) .
b ) Readthroughthe statementswith the whoLe
class.Thenplay recording5.5 againand Ss markthese
statementstrue or false.Ailowthem to comparewith a
partnerbeforecheckingthe answerswith the whole ctass.
8aF Focus Sson the pictureandreadtheexample
sentencewiththewholeclass.Te[theSsto workin pairs,
writingsentences
usinga phrase fromeachcolumn.
4l Ss discussthe questionin pairs.Getfeedbacl<. b > Rtayrecording5.6andSschecl< theiranswers.

Grammar
5 ) Focus theSson the phrases in the box.Askthem
howmucheachfactorcontributes to reachingan old age.
Q: Do you think physical exerciseis veryimportantif you
wantto live a longtime?
Q: ls mentalexercise as importantasphysicalexercise?
Q:llowimportant is thinkingpositivety?
 Fronunciation
9a> eiayrecording 5.6againandtettSsto focusonthe
pronunciation of usedfo /jursrtel anddidn,t useto ldrdnt
jursttel.Pointouttheweakformof fo in thesesentences.
Eticitthecorrectpronunciation fromtheSsandpractise Thislessonis basedon an ideatakenfroma poputarTV
thesounds asa class. programmecaltedlhis is your life that was first shownin the
b > Ssrepeatthesentences USAin the :.95osandthenin GreatBritain(r955-zoo3). On
in pairs,payingspecial
attention this programme cetebritiesweresurprised by a presentation
to pronunciation.Aska numberof Ssto readthe
sentences of theirpastlifein the formof a narrative
and reminisces bV
aloudfor thewholeclass.
relativesandfriends.
In this lessonSs listento an extractfromthe programme
in
Person to person whichthe pastlifeof PierceBrosnan is pr.esented.
1O) 5esrl5 theSson thecategories in the boxand 1 > Ss tail<in pairsabout the actors.Getfeedbackfrom
readtheexample below.Givesomemoreexamples about the whole class.
yourselffromthe othercategories e.g.,I usedto ptay
hockeywhenI wosyoungerbut now I preferswimming;I 2a> etayrecording5.7 andSs listento find out which
usedto lovemeatand I usedto hatevegetobles,but now actort:heyare talkingabout (pierceBrosnan).Ask Ss what
it's reallydifferent.I'm a vegetarian. other informationthey heardabout him.

> 5s talkin pairsabouttheirpastandpresent b ) Focusthe Ss on the wordsand phrasesin the box

with
regardto thecategories. and the examplesentence.Tetlthem to listento find out
Getfeedback fromvariousSs.
the significanceof the otherthings.play recording5.g.
Allow Ss time to comparewith a partner,beforegetting
OPTIONALVARIATION feedback.
Dividethe classintosix groupsandgiveonecategory
to eachgroup.Eachgrouphasto thinkoftwo
questionsfor their categorye.g.,pets:Did you use to
havea dog?Did you used to hqvea cat?
Whentheyhavewrittentheirquestions, Ss mingle
and interviewthe otherSs in the class.Thenthey
go backto theiroriginalgroup,compareresultsand
:presentthe finalresultsto the restof the classe.g.,
four Ss used to hovea cat, threeSs usedto hovea
dog and seven5s didn't used to haves pet. 3a) FocusSs on the fact fite and eticitthe question
formsthey wi[[ needto use to compteteit. Ss work in
pairsto asl<the questionsand completethe form.
Vocabulary b ) Ss work with a differentpartnerto preparequestions
1 1 a > S sw o r ki n p a i r st o m a t c ht h ev e r ba n dn o u n for the topicsprovidedin the box.Go aroundthe class
phrases.Checkthe answers with the wholeclass. correctingany errors.
C ) Ss work with their originalpartnerto ask their
questions,makingnotesabout the answersthev are
given.
4a> Ss preparea presentationusingthe information
they have.lf you havetime, play recording5.g againso
that Ss can use it as a model.
b > Ssdiscuss
the questions
witha partner.
Get b > Ss makethe presentation
for the whole ctass(if you
feedback
fromthewholeclass.
havelargenumbersof Ss,you can dividethe classinto
severalgroups).
OPTIONALEXTENSION
Writeon the,board:Advicefor peoplewho want to
Iiveto be roo.Ss workin smallgroupsof threeor four
to mal<e tistsof thingsthatyou shouldandshsuldn't
do if youwantto liveto be veryold.Theycanusethe
habltsalreadygivenbut encourage themto think of
otherthingstoo.:Finally, the Ss presenttheiradviceto
the rest of the class.
 Answers:I In the UKyouhaveto wearseatbettsin
the backof a car. z I cando my homework
watchTV. 3 Youshouldgo to Germany
white CEF References
to improve
yourGerman. 4 Youhaveto showyourstudentcard 5.r Cando:exchange opinions witha friend
to get a reduction. 5 Youdon'thaveto driveme CEFBr descriptor: canenterunprepared intoconversation
to the airport.I'l[get a taxi. 6 you shoutdn'tdrink onfamiliartopics,express personal opinions andexchange
coffeejust beforeyou go to bed. 7 | cantfinishthis informationontopicsthatarefamiliar, of personalinterest
reporttoday. or pertinentto everybodylife(e.g.famity,hobbies,
work,
travelandcurrentevents)(CEF page74)
2>
5.2Cando:writea personal profile
Answers:r I can'ttiftthis box.lt'sreattyheavy. z Does CEFBr descriptor: canwritedetaited descriptions
on a
he haveto workthisweekend? 3 Correct. 4 They rangeof familiarsubjects
withinhis/herfieldof interest
don'thaveto wearschooluniform. 5 Shoutdyoutake (CEF page6z)
a coatwithyou? 5 Correct. 7 Areyousureyou have
to takeall yourcertificates
to the interview? 5.3Cando:describe yourselfwhenyouwereyounger
CEFBr descriptor:canreasonabty fluenttysustaina
3> straightforwarddescriptionof oneof a varietyof subjects
withinhis/herfieldof interest,presentingit asa linear
A n s w e r s : r f o rz f o r 3 s i n c e 4 s i n c e 5 f o r
sequence of points(CEF page58)
4> l
Answers:r I haveplayedthe guitarsinceI wasa CEF quick brief
child. 2 My parentshavetivedin BristolsinceAprit. Chaptersfour and five ofThe CommonEuropean
3 | havehad a dog for two years. 4 I haveknown Framework set out 'referencelevels,as a way to describe
JacksinceOctober. 5 Theyhaven'thada holidayfor someone'sability in language.Thereare six basic
ten years. 6 Shehasdrivena carsincezoor. referencelevels:Ar, A2, 81, B.2,Ct,Cz (thoughthesecan
7 | havestudiedEngtish for threeVears. 8 Hehasn't be subdividedif required).Thesereferencelevelsare
seenAngiefor fiveyears. designedto describeabitityin any language,not just
English.
5>
Answers:r Correct. z Didyou useto playfootbatt Portfolio task
at school? 3 Shedidn'tuseto get goodmarksat Downloadthe TotalEnglishportfoliofreefrom
school. 4 Wheredid you useto tivebeforeyou came www.Iongmon.com/totaleng Ii sh.
here? 5 Correct. 6 | usedto likemyjob morethan
I do now. 7 Correct. B My parentsdidn,tuseto
Objective:to introduce students
to the Biographysection
havea television.
of the Portfolio.
Thistasl<canbe donein Ss'Lr.
6> Thesecondsectionof the portfoliois the ,Biography'.
A n s w e r s : r - a g e dz h e a v y 3 g o t TheBiography is for thestudents
to keepa moredetaited
4in 5lost
6 against Z place 8 active andpersonal recordoftheirlanguage learninghistory,
objectivesandprogress.
1 ) Explainthepurpose
oftheBiography
section
ofthe
Portfolio.
2 ) AskSsto thinkabouttheirlanguagelearning
objectives.Givesomeexamplesof yourownobjectives
in
a differentlanguage.
3 > AskSsto thinkabouttheirownlanguage
learning
objectives
andmakesa list.Sscompare
objectives
with
theirpartner.
4 ) AskSsto complete
thissectionof theirBiography.
0verview
) Writeplaceson the boardandtheexample beach.
GiveSsa coupleof minutes to brainstormin pairsnames
of placese.g.,village,town,city,mountain,countryside,
desert,forest,etc.Ssmayalsosuggestmoreconcrete
placessuchasschool,shop,restauranf etc.Getfeedback
fromtheSs,writingthe placenameson the board.
) In pairs,Sstatl(abouttheirfavourite
placesin their
hometown/country/abroad, sayingwhytheytikethese
places.AskvariousSsto sharetheirideaswiththe restof
theclass.
1a) Focus Ss'attentiononthephotosandtettthemto
workin pairsto guesswhichcontinenteachphotowas
takenin. Elicitanswers
fromdifferent
Ssandseeif attthe
classagree.

Summary
Lessonr: Ss listento sometour guideinformation aboutNew
Zeatand andreada textaboutthe effectsof the filmingof Ihe b > f ticitthe continents thatarenotshownin the ohotos
Lordofthe Rings,on tourism,there.Thentheytatkaboutthe (SouthAmerica, Antarctica,theArcticandAustralasia) and
positiveandnegativeeffectsof tourism.
writethemon the board.TeltSsto worl<in pairsto say
Lessonz: Ss readabouta TVprogrammecalledFrontier whichcontinent eachcountryin the boxbelongs to. Go
housein whicha Catifornian familylivefor six monthsas if it aroundthectass,askingSsto pronounce thenameofthe
werethe WildWestof roo yearsago.Thentheytistento two countries in turnandwhereyoucanfindthem.
p e o p t et a t k i n ga b o u t h a te x p e r i e n c e . >
G Sstall<in pairsaboutthecountries theyhave/haven't
Lesson3: Ss reada leaftetcalled'Gardenof Freedom', which visitedandthosetheywoutd/wouldn't [iketo visitand
tall<sabouta prisongardeninspiredby NelsonMandetaand why.Getsome5s to sharetheiropinions withtheclass.
s e tu p t o h e l pp r i s o n e ri sn Z a m b i a . 2a) RefertheSsto the exampte andelicitthecommon
Communication Focus:Ss listento two peopletatkingabout endingsusedfor nationalities (-ian,-ishand-ese).Remind
whereto go on hotidayandthenchoosethemselves between Ssthattherealsosomeexceptions e.g.,Greece - Greek.
variouscities,discussing
optionsin smatlgroups. Sswritethe nationality for eachcountryin pairs.
b > Ssthenmarkthe stressandpractise pronouncing
Filmbank Aroundthe world (5'o5') thewords.Playrecording 6.r sothatSscancheckthe
Fourpeoptetalk aboutwheretheyarefromandhow pronunciation andthengo aroundthe classhaving
theyfeelaboutthat place. differentSspronounce eachnationatity.
Thisseriesof interviews ) TetltheSsto closetheirbooksanddividetheclass
showsfourpeoplefrom
differentEnglish-speaking
countries
tatking
intotwoteams.OnepersonfromteamA saysa country
abouttheirhomeandwhattheylikeaboutit. The andonepersonfromteamB hasto saythe corresponding
intervieweesarefromlreland,the US,Trinidad
and
nationality andviceversa.SsarenotnecessarilV timited
Australia.
Shotsof eachcountrvoffera flavourof what by thosecountries givenin the book.Theteamsscorea
theyare[ike. pointfor eachcorrectly pronounced word.
placesto usethisshortfilm are:
Possible 3 ) HavetheSsdiscuss themeaning oftheunderlined
) afterLesson expressions in thequestions witha partnerfor a few
3 to extendthe topicof doctorsand
health minutes. Checl< themeanings withthewholeclassand
havetheSsanswerthequestions in pairs.Getfeedback.
) a t t h ee n do f t h e u n i tt o r o u n du p t h et o p i ca n d
ranguage
EXTENDTHE LEAD-IN
Forwaysto usethis shortfilm in class,seeStudents'
Bookpager38 andTeacher's Bookpager78. Ptay'Guess my country'.Thinkof a countryandtetl
the Sstheyhavetwentyquestions to whichyou can
answeronlyyesor no in orderto guesswhichcountry
it is. Ss ask questionse.g.,ls it in Europe?ts it big?
Are there mountains/beaches? Is the capital city ...?
Giveeachstudenta countrywrittenon a pieceof
paperor havethemchooseonethemselves. Ss play
the gamein groupsor as a wholeclass.
 ) Readthroughthe possible titlesfor thetextwiththe
wholeclass.Ssreadit andchooseonewitha partner
NewZealand
(ThenewNewZealand). Tellthemnotto worryaboutany
consistsof a groupof islandsthat lie in the
SouthPacific, almostz,oookm fromAustralia.
vocabulary
theydon'tunderstand at thisstage.
lt hastwo
officiallanguages, EngtishandMaori.TheMaori,who settled 5 ) Askdifferent
Ssto readthestatements aloudand
on the islandsin aboutr,oooAD,makeup about9% of the checkeverybodyunderstands. Ssthenreadthetext
totatpopulation. Manyof theirancienttraditionsarestittkept againandmarl<thestatements true(T)or false(F)witha
alive,althoughNewZeatand hasa maintyEuropean feetto it. partner.
Checl<theanswers withthewholeclass.
In this lesson5s listento sometour guideinformation about
NewZealand andconsider the futureof the touristindustry.
ThroughthiscontextSsanatyse the useof will forpredictions.
6) Focus Ssonthe example,locatetheyin thetextand
readthecompletesentence.NowSsdo thesamein pairs
OPTIONALWARMER
fortheotherwordsor phrases.
Checktheanswers with
Writethe fotlowingwordson the board:Kilimonjaro; thewholeclass.
Loch Ness;Copacabona; Majorcai the Mediterranean;
the Atlontic; the Thames;the Amozon;the Sahora.
Ask Ss:Q: What arethesethings and wherecanyou
find them?Getfeedback fromthe wholeclass.Teach
the wordsSs don'tknow.
l(ilimaniaro is a mountainin Tanzania; LochNessis
a lal<ein Scotland(/ochmeanstake);Copacabana is ) AskSsif thereareanywordsor phrases
a beachin BrazihMajorcais an islandoff Spain;the
in thetext
thattheystiltdo notunderstand. Encourage otherSsto
Mediterranean is the seafoundbetweenSouthern explainthe meaning if theycan.lf not,explainyourself.
Europe, the Levantand Northern Africa;the Attanticis
an oceanfoundbetweenAmericaand Europe/Africa; 7 )' Ssdiscuss thequestions in sma[[groups.Encourage
the Thamesis a riverin London;the Amazonis a river Ssto askfollow-up questions astheydo this.Get
in SouthAmericaandthe Saharais a desertin Africa. feedbacl<fromthewholecrass,

Grammar
Listening
la) Ssworkwitha partnerto tabelthe map. OPTIONATGRAMMARLEAD.IN
b > etayrecording
6.2 andSs[istenandchecktheir Askthe Ss the followingquestions aboutthe future
answers.
Payspecialattention
to the pronunciation
of of tourism.Eticit/modet shortanswerswith uz'lland
island /allrendl. won't andSs' reasons,
Q: In the future,do you think peoplewill travelto
other planetsfor their hotidays?/peopte wilt stop
sunbathing?/thesea witl hecometoo dirty to swim
in?/peoptewill havemoreholidays/people wilt
) Altthe wordsareusedexceptforestand desert. inventa new quickerform oftransport?
2a) Ss readthe sentences in pairsandguesswhat
information
is correct.Getfeedbacl<fromthe whoteclass. 8 ) Focus SsontheActivegrammar boxandtell themto
completethesentences in pairs.Copythesentences on
b ) Rtayrecording 6.3 andSs checl< theiranswers.
Aska the boardandelicittheanswers to fil the gaps.
numberof Ssto readthe correctsentences aloud.

Active grammar
+ Thenumberof touristswittdoublein the nearfuture.
- It won't (witlnot)stopthere.
? Willtourismchangethe naturalbeautvof the
3 ) Sstatl<aboutthe question
in pairs.Getfeedbacl< landscape?
fromthewholeclass.
) ReferSsto Reference page53.AttowSsa fewminutes
to lookat the information.
Thenasl<:
Reading
Q: Doesthe verbformchangewith he,sheor it? (No).
4 ) Focus Sson the photosandaskwhatthevare Q:Whatcanwe useif we wouldlike somethingto
(a posterfromTheLordof the Ringsanda,villige'inNew (l hope...)
happen?
Zeatand).AskSswhattheythinl<the relationis between What
Q: do we useif we think somethingis not goingto
thesephotosandNewZealand (lt wasfitmedthere). happen? (l don'tthinl<...)
Q:Apartfrommakingpredictions, whenelsedo we use
will?(Forpromises andspontaneous decisions)
 OPTIONALEXTENSION
Dictatethe fo[[owing sentences. Sswritethem
down,comparewith a partneranddecideif theyare
predictions, promises or spontaneous decisions.
Get
feedback, wr.itingthe sentences on the board.
t l'm cold.I think I'll shut the window.
(spontaneous decision)
z I don't think he'll be famous.(prediction)
3 l'Il help you tomorrow.(promise)
4 I think she'll cometo the party.(prediction)
5 I' II repairyour bike for you. (promise)
6 lf you're going shoppingI' ll stay at home.
(spontaneous
decision)
9 ) Checl< the Ss understanda[[ the verbsin the box and
then they worl<in pairsto completethe sentences.Check
the answerswith the whole class.
Pronunciation
1Oa> Ptayrecor.ding 6.+andSswritethesentences.
Eachsentence is repeated
butpauseat theendof each
sentenceif necessary.
Sscomparein pairs.Check
withthe
classandwritethesentences ontheboard.
b > fetl the Ss to say the sentencesin pairs,focusing
particutarlyon the differencebetweenthe pronunciation
of want and won't. Eticitthe difference.
C) Teltthe Ss to changethe sentencesso that they
aretrue for them.Ss then comparewith a partner.Get
feedbacl<from the whole class.
Person to person
1 1 ) lf youhaveSsfromdifferent countries or regions
try to groupthemso thatthosefromthesamecountry/
regionaretogether. TettSsto workin pairsto drawthe
mapanddiscuss thequestions, makingnotesabouttheir
answers.
) Rearrange theclassso thatSsareworkingwitha
different partner.
Tellthemto showeachothertheirmaps
andexplainaboutthe placestheychoseandthe futureof
tourismin thatarea.Getfeedbacl<fromthewholeclass.
OPTIONAT
VARIATION
5s workin pairsto plana newtouristcomplexfor the
city/townwheretheyarestudying. Theymustdraw
a mapandmakenotesaboutthe differentfacitities
it will have.Eachpairpresents
theircomplexto the
classand5s votefor the onetheythinl<is the best.
Thislessonis basedon an AmericanTVseriesknownas
Frontierhouse,firstbroadcast
in Apritzooz.Threefamities
weretakento a remoteareaof Montanaand leftto serup
theirown homes,rearanimals,catchfishandmakefood
withoutthe assistanceof moderntechnology,just as the first
settlershaddone.Moreinformation canbe foundar:
www.pbs.org/wnet/frontiernouse.
In this lesson,5s listento two peoptetatkingaboutFrontier
houseandthroughthis context,theyconsiderthe grammarof
too, too much/many, andenough.
OPTIONALWARMER
Writethe datez85oon the board.AskSs to workwith
a partnerto imaginewhatlifewouldhavebeentike
at that time.Whatthingswouldthey likeandwhat
t h i n g sw o u l dt h e ym i s s A
. sk:
Q: Doyou think tife is betternow or then?Why?
Getfeedback fromthe wholeclass.
Listening
1a> Ssreadthroughthetextandlookat the photos.
Tettthemto discuss witha partnerwhattheythink
Frontierhouseis about.Getfeedback fromthewhole
classby askingthefoltowing questions:
Q:Whatis Frontierhouse?(aTVprogramme)
Q:What'sit about?(nineteenth centurytife)
Q: Howtongdid the famitytry this lifestyte?(sixmonths).
Q: Howmanychildrenwerethere?(four)
Q:Wherewasthe familyfrom?(Catifornia)
b ) Ssmakepredictions in pairsandmakenotesin the
box.Getfeedback fromvariousSs.
2a ) Ptayrecording 6.5andaskSsto listento seeif
theirpredictionswererightor wrong.Altowthemtimeto
discuss witha partnerwhattheyheardandthenask:
Q. Didthey havea hardtime?(yes,particularty the
motherandfather.Thechildren didat firstbut laterthev
seemed to enjoyit more.)
b ) GivetheSsa momentto readthroughthesentences,
thenplayrecording 6.5again.Sscirclethecorrect
alternative.
Allowthemto compare witha partnerand
checkanswers withthewholeclass.
3 > AskSsto predictwhathappened whenthefamity
arrivedhomewitha partner.Getsomefeedbacl<andthen
playrecording6.6.Sslistenandthencompare witha
partnerto discuss
whattheyheard.Getfeedbacl<fromthe
wholeclass.
4 ) Ssdiscuss thequestionswitha partner.
Get
feedbacl<fromthewholeclass.
Grammar

OPTIONALGRAMMARLEAD.IN
Writethe followingwordson the board.Ss workin
pairsto put themin orderto mal<e sentences.Elicit
the answers, writingthe sentences on the board.
t hard too life was (Lifewas too hard.)
2 was workmuchtheretoo (Therewas too much
worl<.)
3 too manytherecarswere(Thereweretoo many
cars.)
4 waterthe enoughwasn't hot (Thewaterwasn'thot Person to person
enough.) 8 )' Ssdiscusswitha partnerwhetherthesentencesin
5 weren'tshopsthereenough(Thereweren't Ex.7 aretrueforthem.Getfeedbacl<
fromvariousSs.
enoughshops.)

5a> Ssdiscuss OPTIONALEXTENSION

thequestionwitha partner.
Eticit
the
answer(Theyhavethesamemeaning). Writethe fo[towing thingson the board:freetime;
good clubsin your cityi good food in England;sports
b > Ssmatchtheexamples andtherules.Checkthe
answerswiththewholeclass. focilities in your city; job opportunitiesin your city;
good films; realityshowson TV.Ss discussthem
usingfoo, enough,too much andtoo many.
Active grammar Give5s the example:I think therearen't enough
r B - I'mtoo tiredto do anymoreworktoday. sports facilities in my town. Theyare olso too
z C - l h a dt o o m u c ht i m ea n dn o t h i n g t od o . expensive.I think they should be free.
3 E- Thereweretoo manythingsto do.
4 A - T h e y w e r e n 'w
t a r me n o u g h .
5 D -They oftendidn'thaveenoughfood. Vocabulary
9 ) Ssworkin pairsto matchthewordsandthe pictures.
) Tettthe Ss to look at Reference page63. Givethem a Checktheanswerswiththewholeclass,makingsureSs
momentto readthroughthe notesand then ask: knowhowto pronounce thewordscorrectlv.
Q: What's the difference between too and very? (Toois
usedwith a problemandvery whensomethingis difficutt
but not impossible.)
) Writethe followingsentenceson the boardand ask
the Ss to discussthe differencein pairs.Elicit/teachthe
difference.
Thiscoffeeis very sweet. (No opinion is expressed) 1Oa> Hightight theexample fortheSs.In pairs,Ss
Thiscoffeeis too sweet. (A negativeopinion is expressed) writefivedefinitions
of the machines.
Goaroundthe class.
6 ) Ss worl<with a partnerto correctthe mistakes. correctingerrorsandhetpingwithvocabulary.
Checl<
the answerswith the whole class. b > Wittra different
partner,Sstesteachotheron the
fivemachines theychosewiththeirbooksclosed.

Speaking
11 > Playrecording 6.7 andSslistento seewhattask
is beingperformed
(choosing fivemachines to takewith
themto theWildWest)andwhattheyagreeon (radioand
washing machine).
12 ) Readthroughthe Howto ...boxwiththectass.
Ssdo thesametaskin groupsof 3 or 4. Theymusttry to
7 ) Readtheexample andtettSsto completethe cometo an agreement.Whentheyhavefinished, different
sentences
in pairs.Checl<
theanswers withthewhole groups explain
theirchoices.
class.
OPTIONALVARIATION
Eachstudentwritesdownthe machines in orderof
importance in modern-day society.
ThenSs compare
in pairsanddiscussthe differences
thevhave.
 Grammar
NetsonMandelawasbornin rgr8 in SouthAfrica.Hestudied OPTIONALGRAMMARLEAD-IN
to be a lawyerandjoinedtheAfricanNationat Congressin AskSs to writea questionwith the word/rkein it. Te[
t94z in orderto fightagainstthe lawsof apartheidandfor themit canbe in anytenseandencourage themto
the freedomof the btacl<
peopteof SouthAfrica.Duringyears be as imaginative as possibte. As theyarewritingthe
of strugglehe wasarrestedmanytimesandspentdecades question,go aroundthe classcorrecting errors.
in prison.Hewasfinallyreteased in r99o.A firm believerin
Tel[Ssto standup and mingle,askingandanswering
democracy andequality,he wasgiventhe Nobelpeaceprize
int993. eachother'squestions. Allowfiveto ten minutes
andthentell themto sit downandget eachstudent
In this lessonSs readaboutthe gardenMandetalookedafter t o r e a dt h e i rq u e s t i o nasl o u da n dc o m m e not n t h e
d u r i n gh i sy e a r si n p r i s o na n dt h r o u g ht h i sc o n t e x tl ,o o ka t answerstheyweregiven.
the differentusesof 1rke.
Writeexamptes of the questionson the board,
explainingthe way in which/rkeis beingused.TettSs
OPTIONATWARMER thatlike hasmanymeanings in Engtish.
Askthe Ssto thinl<aboutpeoptewho arein prison
for a verylongtime.Te[[themto brainstormwith 6a) p66u5the Ss on the Activegrammarbox and tett
a partnerthe thingsthat prisoners
do to keep t h e mt o m a t c ht h e q u e s t i o n sa n d a n s w e r si n p a i r s .C h e c k
themselves occupied.Getfeedback fromthe whole the answerswith the whoteclass.
class(e.g.,someprisoners havestudieddegrees,
writtenbooks,learnedto paint.)
Activegrammar
rB zA lD t+C
Reading
b ) Ss matchthe definitionsin pairs.Teltthem to look
1 ) Sswritedownthe information theyl<now about backat the examplequestionsand answersfor clues.
NelsonMandela andthencompare witha partner.
Get Checkthe answerswith the wholeclass.
feedbacl<fromthewholeclass.
2a) Focus theSson thecharityleaftetandchecl< they
knowwhatit is.Giveexamples of internationaI
charities
e.g.,RedCrossfCresent; Oxfam,etc.Tettthemto workin ) ReferSs to Reference page63 and readthrough
pairsto matchthe illustrations
withthewordsin the box. the exampleswith the whole class.As this is rather
Checl<theanswers withthewholeclass. complicatedit may be usefuIfor the Ss to translatethese
i n t o t h e i rm o t h e rt o n g u e .
7 a ) R e a dt h e e x a m p t ew i t h t h e S s a n d t h e nt e t t t h e mt o
worl<in pairsto write the rest of the questions.Checkwith
the whole class.Pointout that the differencebetween
questionsr and 3 is that the first is a generaIdescription
b > Ssdiscuss thequestion in pairs.Getfeedback from a n dt h e s e c o n di s a p p e a r a n coen l y .
thewholectass.
3 ) Ssanswer thequestion witha partner andthenread Answers: r What is your best
quicklythroughthetext.Tettthemnotto worryaboutany you like to go out tonight? 3
vocabularythattheydon'tunderstand at thispoint,Ask friend iook like? ,,,,,.,;:;r
variousSsto te[[youwhatthetextis aboutin theirown
words. b > Ssaskandanswer thequestions in pairs,inctuding
4 ) Askdifferent Ssto readeachquestion
aloud.Then theexample question.Getfeedbacl< fromthewholeclass,
tell Ssto readthetextagainandanswerthequestions
in payingspecialattentionto theanswers givento questions
pairs.Checl<theanswers withtheclass. r and3 (Themostcommonresponse to question r would
referto personality,
althoughit coutdincludea physicat
descriptiontoo.Question3 is cteartyonlyphysica).
8 ) Readtheexample andteltSsto worl<in pairsto find
andcorrectthe mistakes.Check the answers withthe
wholeclass.

) AsktheSsif thereareanywordstheydon't
understandin thetextandencourage otherSsto explain
beforegivingan explanation
yourself.
5 ) Ssanswerthe question in pairs.Getfeedbacl<
from
thewhoteclass.
 ,--ffi
Pronunciation
9a) Exptain to theSsthatwhenwe aska question we
usuallyonlystressthe mostimportant words.Focus them
bacl<
on Ex.8 andte[[themto listento thesentences and In thislessonSslistento two peoplediscussingwhereto
underline
twowordswhicharestressed the most.plav go on holiday.
recording Theythenrole-play a similardiscussion
in
6.8.Getfeedbacl<fromvariousSs.
smal[groups.
1 ) Ssmatchthecitiesandthe photosanddiscuss
what
theyknowabouteachone.Getfeedback fromthewhole
class.

2a ) Focus Sson the chartandgivethema fewminutes

Person to person to [ool<at the information.
Aska fewquestions to check
1O > Ssaskandanswer thequestionsin Ex.8 in pairs. thatSsunderstand thecharte.g.,
Goaroundthe classmonitoring
theirconversations. Q:What'sthe daytimetemperature in Edinburghin
Encourage
Ssto askfotlow-upquestions. March?(4'C)
Q: Howmuchdoesa mealcostin RiodeJaneiro?
(r5euros)
OPTIONALEXTENSION
lfyou fee[5s needextrapractise, 1 Ptayrecording 6.9 andSslistento seewhichcitythe
askthemto workin
pairsto adaptthe questionsin Ex.8 e.g.,Whatwas two peoplechoose(Barcelona). Getfeedback fromthe
the weafherlike yesterday?Goar,ound the classto
wholeclass.
checktheyaredoingthis correctly.Whentheyhave b > Rska numberof Ssto readthroughthestatements
finished,5s askandanswerthe newquestionsin forthewholeclass.Thenplayrecording 6.9againandSs
pairswith a differentpartner. ticl<the reasons forthe decision.
Checktheanswers.

tl( 2* l{ 4r&
Writing
) Readthroughthe Lifelonglearningbox with the whote 3 ) Tettthe 5s that they haveto work individuailyto
classand explainthe importanceof brainstorming.Very choosea city.Theyhaveto makenotesaboutwhy they
often Ss haveproblemswith writing becausethey tack chosethat city and why they didn't choosethe,others.
ideas. Checkthe cities5s havechosenso that you can group
them in an appropriateway for the next exercise.
1 1 a > A s k S s t o t h i n l <o f t h e i rf a v o u r i t en a t u r a p
l lace.
T e [ [t h e mt o c l o s et h e i re y e sf o r a m i n u t ea n d i m a g i n e ) Put Ss (with differentchoices)in smallgroupsof three
it. Nowthey brainstormideas,writingthingsdown on a or four and tetl them to discusstheil hotidayplans.Each
pieceof paper.Tel[Ss to ask you for any vocabularyitems one must try to convincethe othersoftheir choice.Get
that they don't know. feedbackto fin:dout if Ss havereachedan agreementor
not.
b > Ss sharetheir ideaswith a partner.Againencourage
Ss to asl<fo'llow-upquestionsas this witt pushthe
speal<erto dev.elopmo,redetailedideas.
12 ) ReferSs to the Writingbankon page747and give
them time to do the exercises.
Checkwiththe wholeclass.

) Sswriteabouttheirfavourite ,lfyouwish,Ss
:places.
canexchange
theirwritingandlet,other
Ssreadit.
 Answers:r I'll go z I usuallylike
3
forget 4 I'ttgo 5 do you 6 it'ttbe
8 lr[[have
CEF References
6.r Cando: makegeneralpr.ed,ictions aboutthe future
CEF,BT descriptor: ca,ncorrectmix-upswithtensesor
Answers:r 't[ have z won,tforget 'tt expressions that leadto misunderstandings providedthe
3 phone interlocutorindicatesthereis a proble,m
won't walk '[[ ,ll 'tt (CEfpageOS)
4 5 stay 6 pay 7 :het,p
8 '[t come 6.2Cando:giveexplanations for choices
CEfBr descriptor:canbrieflygivereasonsand
3> explanations for opinions,plansandactio,ns (CEFpage59)
Answers:r Thefoodwastoo:hotto eat. z There 6.3Cando: desc,ribe a favouriteplace
isn'tenoughsugarin mytea. 3 lt'stoo far to wair< 'CEFBr descriptor:
homefro:mhe,re. 4 She,snot otd enoughto get canwrite sh,ort,simp,te
essayson to:pics
of interest(CEFpage6z)
married. 5 Thereweretoo manypeoplein the pool-
6 Do,n't
eattoo rnuchchocolate. 7 Therearen't
enoughshopassistants in this department
store. CEF quick brief
8 Shealwayseatsherdinnertoo quicklv.
Thereferenceleve,lsin the Com:rnon:Eu,ropean
Framework
4> (Ar-Cz)arernostlywritteni:nthe formof lCando,
statements.
Thesestaternents giveexam,plesof whata
Answers:r Thissuitcaseis too heavyfor me to learne,r
cando at the differ.ent
refe,re,nce
levels.Teachers,
carry. z Thehotelwastoo,noisyfor usto sleepin. sy,llabus
designers,writers,etc.canwriteandaddtheir
3 Thefood is too spicyfor,meto eat. a lhe ownstatements accordingto theneedsoftheirusers.
homework wastoo difficuttfor us to do. 5 Theto,p
shetfis too highfor meto reach.
Portfolio task
5:> Downloadthe TotalEnElish,portfolio
freefrom
,www.longman.con /totolenglish.
Answers:1 Wherewouldyo:u:[iketo go fo,ryour:nexr
hotiday? z What'syourstreetlike? 3 Whatdoes Objective:to helplearners com,plete the.[anguage
yourcat'look[ike? 4 Whatwouldyouitiketo do this learning:h:istory'
sectionof th eir portfolioI iolraphy.
evening? 5 Whatdo yournewshoeslooktike? Th:istaskcanbe donein Ss'Lr.

6> Bycom,pleting detailsof theirlanguage [earning history,

'learnersareencouraged to reflecton successfu[ and
Answers:r hairdryer z desert 3 freezer unsuccessful [anguage learning experiences andhenceto
4 Ocean 5 dishwasher 6 answerphone furtherdeveloptheirlanguage learningskiils.
7 rnountain 1 ) Explainthe benefitsfor anylanguagelearnel,of
thinkingabouttheirhistoryand whathai beensuccessful
for them.
2 > AskSsto writedetailsof their Engtishlanguage
learninghistory(twetveyearsat:schoot, etcJ.od .orp"r"
with a partner.
3 ) Encourage Ssto reflectcriticallyon what,has:been
successfulandwhath,asnlt:been successfu,l :forthem.
4:) Asklearnersto :transfer,thisin:form,ationto th,e
[anguage'learn
ing,historysectio:nof ,their,B
iogr.aphy.
Overview
Summary
Lessonr: Ss discusscelebritymagazines
andTVprogrammes
and readaboutRen6eZellweger,
who playsthe partof
Bridgetin the film BridgetJones'sDiary.
Lessonzr Ss considerdifferenttypesof handsandthe wayin
whichtheycanbe relatedto differenttypesof personalities
and listento two friendsdiscussing
the sametopic.Thenthey
analyseeachother'shanos.
Lesson3: Ss listento Doctor,doctorjokesandthenteltjokes
to eachother.Thentheytookat symptoms
t e x t sa b o u th o m o e o p a t ha yn da c u p u n c t u r e .
CommunicationFocus:Ssdo a quizto findout howstressed
theyareandthendiscussdifferentwaysof relaxing.
Film bank Carryon Doctor(z'48")
An extractfroma ctassicBritishcomedyfi[m
Duringthe r95os,6os and 7os aboulthirtyCorry
Onfilmsweremadein the UK.Theyareall very
light-hearted
andslapsticl<.Thisextractfromoneof
the mostfamousfilms,Carryon Doctor,showsthe
unfortunateseriesof eventssufferedby Mr Francis
Biggerwhenhe fatlsoff a stage.
Possible placesto usethis shortfilm are:
) afterthe Lead-in to practisethe language
of
descriptions
) beforeLessonz to introduce the PastSimpletense
in an interesting
anddifferentway
) a t t h ee n do f t h e u n i tt o r o u n du p t h et o p i ca n d
language
Forwaysto usethis shortfilm in ctass,seeStudents'
pager39 andTeacher's
Bool< Bool< pager79.
) Writebody on the boardand checkthat the Ss
u n d e r s t a n dT.e l lt h e mt o b r a i n s t o r m p a r t so f t h e b o d vi n
oairs.
> W r i t e' p o i n tt o y o u r h a n d ' o nt h e b o a r da n d t e [ [t h e S s
to do this. Nowexplainthat you are goingto ptaya game.
H a v et h e S s s t a n do r s i t i n a c i r c t eO . n es t u d e n tb e g i n sb y
s a y i n g ' p o i ntto ( + a p a r to f t h e b o d y ) ' t ot h e n e x ts t u d e n t .
lf the studentfotlowsthe instructioncorrectly,they have
a t u r n a n d m u s tt e t l t h e n e x ts t u d e n tw h a tt o d o . l f t h e y
d o n ' tf o l L o wt h e i n s t r u c t i o cno r r e c t t yt h, e ya r ee t i m i n a t e d ,
a n d t h e n e x ts t u d e n tc o n t i n u e sT. h eg a m ef i n i s h e sw h e n
S s c a nt h i n ko f n o m o r ew o r d st o s a y .
> W h i t et h e S s a r ed o i n gt h i s ,w r i t et h e w o r d so n t h e
boardA . t t h e e n d o f t h e g a m e ,g i v ei n s t r u c t i o ntso t h e
w h o l ec l a s st o p o i n tt o t h e p a r t so f t h e b o d yt h a t h a v e
s e e m e dm o r ep r o b t e m a t i c .
1a ) Ss work in pairsto categorisethe words.Teltthem
to practisesayingthe wordsas they do this and go around
t h e c l a s sc h e c k i n gp r o n u n c i a t i o n .
b > elay recording7.r so that the Ss can checl<
their
answers.Nowcheckthat Ss l<nowthe exactmeaningof
any new wordsby tellingthem to pointto these body
partsor havedifferentSs givethese instructions.
of illnessandread ) H a v et h e S s l o o k a t t h e p h o t o sa n d t e [ [t h e mt o
d i s c u s st h e f o l l o w i n gq u e s t i o n si n p a i r s .
Q: What canyou see?(a persondoingyoga,a runner,an
elderlyman and a dancer)Q: Which part of the body do
these peopteusethe most?(variousbody parts)
2 a ) T e t t h e S s t o r e a dt h e s e n t e n c eisn p a i r s ,
d i s c u s s i ntgh e m e a n i n go f t h e w o r d st h a t a r eu n d e r t i n e d .
) Get feedbackfrom the classand eticit/exptainthe
m e a n i n g sS. s r e a dt h e s e n t e n c eas g a i na n d m a r kt h e m
T (true)or F (false)accordingto their personaIopinion.
b > S s c o m p a r et h e i ro p i n i q n si n g r o u p so f t h r e eo r f o u r .
E n c o u r a gteh e mt o e x p l a i nw h y t h e yt h i n kw h a tt h e y d o .
Getsomegeneralfeedbacl< from the whoteclass.
EXTEND
T H EL E A D - I N
AskSsto lookat the wordsthat areunderlined in
Ex.za again.Ssworkin sma[[groupsto writesome
similarstatements usingsomeof thosewordse.g.,
lf you eat chocoloteyou put on weight; Travellingon
public tronsportmokespeople stressed.
Goaroundthe classhelpingSs andcorrecting errors.
Ss thenswaptheirsentences with anothergroup.
Theyreadanddiscusseachother'ssentences, saying
if theyagreeor disagree.
 Thefitm BridgetJones'sDiary,releasedin zoor, was a huge
success. lt tellsthe storyof a ratherdesperate
girtin her
ihirties,who is obsessed with tosingweightandfindingthe
rightmanto spendthe restof her tifewith.lt starredRen6e b > Ss discussthe differencesin pairs.Getfeedbacl<
Zellweger, HughGrantandColinFirthandwasbaseqon a from the whole class.
bookby HelenFielding. A sequetto the fitmBridgetJones:
TheEdgeof Reasonwas releasedin zood.
In this lessonSs readaboutRen6eZeilwegerand learn
vocabulary relatedto appearance.
Throughthis contextthev
considerthe grammarof the FirstConditionat.

OPTIONALWARMER
Writecelebrityon the boardand ask the Ss what this
means(a famouspersonwho appearsfrequently
in magazinesor on TV).Askthe Ssto giveyouthe
6a) Focus Ssonthepictures andptayrecording7.z.Ss
namesof somecelebrities andwhy theyarefamous. haveto identifywhichpeoptearebeingdescribed.A[ow
Nowask:Q: Wouldyou like to be a celebrity?Allow
Ssto compare witha partnerbeforegettingfeedback.
Ssto discussthis with a partnerandgetfeedback.

Reading and speaking

1 ) FocustheSsonthequestions andtettthemto b > Focus Sson the Howto ... box.Te[themto listen
discusstheiranswers in pairs.Getfeedback fromthe againandcomplete thegaps.Check theanswers withthe
class,butdon'tconfirmor rejecttheirsuggestions yet. wholeclass.Mal<e suretheyunderstand thatthefirstset
of modifiers
in eachsectionis the mostextreme.
2 ) Ssreadquicklythroughthetextto findtheanswers
to thequestionsin Ex.r. Te[[themnotto worryaboutany
vocabularytheydon'tunderstand at thisstage.

3 ) Readthe statementswith the whoteclassand then ) Checl< that 5s know how to usethe adjectivesand the
tell Ss to readthe text againto marl<eachstatementtrue
modifiersby askingthem to describeRen6eZellwegerin
(T),false (F)or (?) if the answeris not givenin the text.
the two photoson page66. Givethem a few minutesto do
A[[owSs to comparewith a partnerbeforegettingfeedback.
this in pairsand then get feedbackfrom the wholeclass
(5s witt not necessarily agreeabout att of the adiectives).
t : : T4 F 5? 6F tI c ) Ssplay ' G u e s s
w h o . . . ? i' n p a i r s .R e m i n dt h e m n o t
to say if it's a womanor a man as this would mal<eit too
) Ask Ss if they haveany vocabularyproblemswith the
easy.
text and encourageother Ss to explainany wordsbefore
doing so yourself.
OPTIONALEXTENSION
4 ) S s r e a dt h e o p i n i o n si n d i v i d u a [ ya n d d e c i d ei f t h e y
agreeor disagree.Tett5s to sharetheir ideasin pairsor Playtwentyquestions with internationally
famous
sma[[groups.Discussthe issueswith the whole class. celebrities.Choosea celebritye.g.,DavidBecl<ham
and5s askyou twentyquestionsin orderto guessthe
celebrityto whichyou answer,yes/no/don'tknow'.
Vocabulary Te[[Ss to asl<firstaboutappearance andthenother
5a) Focus 5s onthechartandreadtheheadings thingse.g.nationatity, job, maritalstatus.
(weight/buitd; height;attractive
or not)withthewhote Ss nowptaythe gamein smallgroups.Goaroundthe
class.TelltheSsto workin pairsto putthewordsfrom classmonitoring theirquestionformation.
theboxin thecorrectcategory.
) Askdifferent Ssto readouttheiranswers so thatvou
canchecl< for correctpronunciation
 Grammar

OPTIONALGRAMMARLEAD-IN Peoplehavesuggested manywaysof analysing people,s

Writethe foltowing stemsentences on the board.Ss personality,fromastrology to graphology(thestudyof
completethem in pairs:lf l'm verytired tonight handwriting) andpalmistry. waspartof the
Patmistry
l' ll ...' ' lf it roinsnext weekend,I' ll ...' ' tf t get a cold, universitycurriculumin theEuropean middte-ages,and
/'11...' Getfeedback fromvariousSs.Exptain thatthis thesubjectof oneof theearliestknownbool<s. Aristotle
grammatical structure
is calledthe FirstConditiona[. studiedit; so didAlexander theGreat.Thesedayspeople
oftentakeit lessseriously.
7 > Tettthe Ss they are goingto listento a radioadvert. Inthislesson Ssconsider therelationshipbetweenthe
Readthe questionswith the class.Playrecording2.3.Ss shapeof a person's handandtheirpersonatity. Through
comparein pairsbeforeyou get feedback. thiscontexttheyanalyse thegrammar of gerundsand
infinitives
withfo.

OPTIONALWARMER
8 > TettSsto readthroughtheActivegrammar boxand
Writepersonalifyon the boardand ask Ssto
choosethecorrectalternatives.
Sscompare in pairs.Eticit
brainstorm relatedadjectives in pairs.Givethema
theanswers,writingthe ruleson the board.
c o u p l eo f m i n u t e a
s n dt h e ng e tf e e d b a c kw,r i t i n g
the wordson the board.Nowask:Q: Whichof these
Active grammar adjectiveswouldyou useto describeyourselp
talksabouta possiblesituation
TheFirstConditional Ss discusstheiranswersin pairs,givingreasonsfor
in the future. whattheysay.Getfeedback froma numberofSs.
Theif clausecomeseitherfirstor second.

) ReferSsto Reference page73 andgivethemtimeto Vocabulary

readthroughthe notes.Tocheckcomprehension, ask: L ) Focus Sson the photosandtettthemto discuss the
Q: Canwe usemlll in the if clause?(No) questionin pairs.Getfeedbackfromthewholeclass.
Q.Whendo we needto usea comma?(if theif clause
comesfirst). 2a) Readouttheadjectives withtheclassandtellss
Q:Whatothertypesof verbscanwe useinsteadof will? theyaregoingto finddefinitionsforthem.Ssmatchthe
(modatssuchas could,moy andmight). adjectives
andthe undertinedphrases witha partner.
Get
feedbacl<
fromvariousSs.
9a> Sscomplete thesentences in pairs.
b > elayrecording 7.4.5slistenandchecktheiranswers.
Thenplaythe recording againforSsto repeatwiththe
sameintonation.

b > putSsin pairsandtettstudentA to coverthe

definitions
witha pieceof paper.StudentB testsstudent
A by readingoutfourdefinitions.
Thentheychangeroles.

Pronunciation
3a> Writethe wordbeautiful on the boardandelicit
fromthe Sswherethe stressfalls(beautiful).
Nowptay
Person to person recording7.5andSsunderline thestressin thewordsin
theboxin Ex.za.Sscompare in pairsandpractise
saying
1Oa> 5s worl<individuallyto complete
thesentences. eachword.Getfeedbacl<fromthewholeclass.
Astheydo this,go aroundtheclasscorrecting
anyerrors.
b > Sscompare
whattheyhavewrittenwitha partner.

OPTIONALVARIATION
b > elay recording7.6,stoppingat the end of each
Tettthe Ssthat they haveto try to findsomebody who questionto giveSs time to write it down.Ss comoare
haswrittenthe sameas they havein Ex.roa. Eticit
answersin pairs.Checl<with the whole class.
the questions theywouldneedto aske.g.,Whatwiil
you do if you havetime tomorrow?Ss standup and
mingle,asl<ing the questionsuntittheyfind somebooy
who will do the sameas theywitl.Getfeedback about
h o wm u c ht h e c t a s sh a si n c o m m o n . c ) Ssaskandanswer thequestions
in pairs.Get
feedback
fromvariousSs.

4a > tettSstheyaregoingto listento two people
tatkingabouthowyoucanpredictpersonality by tooking
at somebody'shands.Focus themonthe questions and
playrecordin
g 7.7.Getfeedbacl<
fromthewholeclass.
b > elayrecording7.7 againandSstickthesentences in
Ex.za whicharetruefor Daniel.
Checkwiththe class.
5 ) Ssdiscuss
thequestion
in pairs.Getfeedbacl<.
OPTIONALEXTENSION
AskSswhatothermethodstheyl<nowfor analysing
personality
e.9.,astrology or graphology.
Ask:
Q: Arethesemethodsbetterthan studyinghands?
Q: What doesyour horoscopesign say aboutyour
personality.Doyou think it is true?
Grammar
OPTIONALGRAMMARLEAD-IN
Writethe fo[[owingquestionson the board.
t Whatdid Helenwant to do? z Whotseemto be
fairly straight? 3 WhotdoesDanielreally enjoy
doingT 4 Whatdoessomebodywhosethumb
doesn't bendbock avoiddoing?
5s discussthe answersin pairsfromwhattheycan
remember. lf necessaryplayrecording 7.7 again.
Checl< the answerswith the wholegroupandwrite
the futt answerson the board: r Helenwantsto look
at the shapeof Daniel'sfingers. z Daniel'sfingers
seem to be fairly straight. 3 He really enjoystalking
about hisfeelings. 4 He/sheavoidstolking about
his/herfeelingsor problems.
5s underlinethe verbsin eachsentence.Elicitthe iwo
verb+ infinitiveandverb+ gerund.
structures:
6 ) Ssreadtheexamples andchoose thecorrect
alternatives
to comptete theruleswitha partner.Tel[Ss
thattheydon'tneedto fittin thegapat thisstage,asthis
wittbedonelater.Checl<answers withthewholeclass.
Active grammar
Someverbsarefollowedby the gerunde.g.,enjoy,
ovoid.
Someverbsarefollowedby the infinitivewith fo e.9.,
want,seem.
) ReferSsto Reference page73 andgivethema
momentto readthroughthenotes.Askoneofthe Ss
to readoutthe listof verbsfollowedbythegerundand
checkthatall the5s understand theseverbs.Dothesame
withtheverbsfollowedbythe infinitive withfo. Explain
to
theSsthatthereareno rulesfor this,theysimplyhaveto
remember whichverbsarein whichlist.
7a) Ssworkin oairsto choose thecorrectalternative.
to page73,basing
Tellthemto do thiswithoutreferring
theiranswers on whattheyremember andwhatsounds
right(veryoftenSsknowthesestructures subconsciously
fromhavingheardor usedthembefore). Checkthe
answers withthewholeclass.
b > Sswritetheverbsin boldin thecorrect gapsin the
Activegrammar box.TogivetheSsextrapractice,putthem
in pairsandte[[studentA to closetheirbool<.
Student B
testsstudentA on fiveverbs,thentheychangeroles.
Person to person
8a> OividetheclassintopairsandSscomplete the
sentences abouttheirpartner.
Theycannotspeal< at this
stage. Goaround theroommonitoring theirwork.
b > Ssspeakto theirpartnerto findout if theywere
right.lfSs werewrongtheyhaveto change thesentence.
Giveanexample yoursetfwithonestudente.9.,
'l thinkyouwantto moveto England nextyear.''No,
I don't.''Whatdo youwantto do?' 'l wantto finish
university.'Get
feedbackfromseveral Ss.
OPTIONALEXTENSION
Ssworkin pairsto writequestions with two verbs
fromthe lists in the Activegrammarbox.Theymust
be personalquestions that otherSs couldanswer.
Theycanbe in anytense.Ssthentakeonequestion
each,standup andminglewith the othersaskingand
answering questions. Getfeedback fromeachstudent
aboutthe questionandthe answers.
Reading and speaking
9a ) Ssreadthetextwitha partneranddecidewhat
typeof handstheyhavegot.Encourage themto helpeach
otherwithanydifficultvocabulary.
Askthe Ssif theythink
of theirpersonality
thedescription is accurate.
b > PairSsso thattheyareworkingwithsomeone
new.Encourage themto actasiftheywereprofessional
palmreaders,analysing theirpartner'shandusingthe
information
in Ex.za andEx.9a.
c ) Sscomment on howaccurate thevthinl<the
character
analysiswas.
OPTIONALVARIATION
Ssanalysetheirpartner's handandwritea short
piecedescribing his/hercharacter.
Collectin the
piecesof writingand redistribute
them.Theneach
studentreadsout the piecetheyhavebeengiven.The
restofthe classguesswho is beingdescribed.
In recentyears,alternative formsof medicinesuchas
homoeopathy andacupuncture havebecome increasingly
popularin theWestern world.Homoeopathy is based
ontreating likewithlike.lf mysymptoms aresimilarto
thoseof havingbeenbittenbya tarantula thenI'dbe b > Ssanswerthequestion in pairs(Theansweris have,
treatedwithtarantula venom. Acupunctureis a branch atthough we couldalsousegefwithatttheothersexcept
of ChineseMedicine, andis over3,oooyearsotd.lt can for a brokenarmlleg).
treatconditionsforwhichconventional medicine hasno
c ) Ptayrecording 7.g.Sslistento checktheiranswers.
treatment.
In thislesson,
Ssworkonvocabulary
retatedto illnesses
andreadabouthomeopathy andacupuncture.
Through Lifelong learning
thiscontexttheyconsider
the grammarof purpose, reason ) Focusst on the Lifelonglearningbox.Readthrough
andresult. the suggestionwith the wholeclassand discussthe
usefulnessof this advicewith the whoteclass.point
OPTIONATWARMER out that they can listento the recordingwhen driving,
cooking,cleaningetc. and it's a good way of studying
Writefl/nessond injuryon the board.Elicit/teach
w h i l ed o i n gs o m e t h i n g
e l s ea t t h e s a m et i m e .
the difference (ittnessis poorhealthand injuryis
the resultof an accidentor aggression).In pairs,Ss 5 ) Readthe examplesentencewith the whole class
brainstorm differenttypesof illnessesand injuries. and then Ss work in pairsto matchthe symptomsand
Getfeedbacl<, writingthe wordson the board. suggestions. Go aroundthe classhetpingwith any difficutt
vocabulary.
lfyou feelthe classarecomfortable together,have
5s tatkto theirpartneraboutthe words,sayingifthis
haseverhappened to them,whenandhow.

Listening
6a> Rlayrecording 7.rc andSslisten.Thentheyactout
1 ) Focus Sson thejokeandeticit/teach swollow. thedialogue witha partner. Tetlthemto try to usegood
Explainthatthisis a Doctor,
doctorjoke,andtheseare pronunciation andintonation.
verypopularin England andnormally,consist
of short,
simpleandoftensitlyptayson language. b ) Sswritesimilardiatogues withotherheatth
problems andadvice. Theyshoutdusethevocabutary
) Ssanswerthequestions witha partner.Getfeedbacl<. formEx.4aandthephrases fromEx.6a,butencourage
2 > Ptayrecording 7.8andSsnotedownthe problem themto be imaginative too.Goaroundtheclass
the patients
describe in eachjoke.Altowthemto compare monitoring theirwork.
witha partnerbeforegettingfeedback.
C ) Sspractise thedialogues withtheirpartner. Go
aroundtheclasscorrecting anypronunciation problems.
Askanyof the moreconfident Ssto actouttheirsituation
forthe restof theclass.

I ) Focusthe Ss on the Howto ... box.Readthroughthe Reading and speaking

differentwaysof reactingto jol<eswith the whole class. 7) FocusSs on the photosand tett them to answerthe
Playrecording7.8 again,but stop aftereachjoke. Elicita questionsin pairs.Getfeedbackfrom the wholeclass.
reactionfrom the Ss.
8 ) Dividethe classinto two groups,A and B. GroupA
) TeltSs to think of a joke or jokes in pairs.Givethem readsthe text on page125and group B readsthe text on
time to work out how to tell it/them, mal<ingnotesif page13o.Encourage Ss within the samegroupto help
necessary. Haveeachstudenttetl their jokesto a eachotherwith any difficuttvocabularyand tell them to
differentpartner.The listenermust react,using completetheir part of the table on page21.
expressions from the Howto ... box.
9a > Put a studentfrom groupA with a studentfrom
group B. Ss then worl<in pairsin orderto tell eachother
Vocabulary abouteachtype of medicine.WhenstudentA tall<s,
studentB comptetesthe table and viceversa.
4a) Focus theSson thechartandreadthe headings
withthewholeclass.In pairs,Ssputthevocabularyitems ) Getfeedbackfrom the wholeclassabout both typesof
intothe correct
category.
Te[[Ssthatsomeitemscouldgo alternativemedicine.
intomorethanonecategory. b ) Ss discussthe questionin pairs.Getfeedbackfrom
) Askdifferent Ssto readouttheanswers, paying the wholeclass.
particutar to the pronunciation
attention of ache-
Grammar
1O > Ssreadthroughthe tetterindividualty
andguess
theproblem(backache).
Checl< thatSsunderstandattthe
newvocabulary.
In thislessonSsdo a quizto findout howstressed thev
areanddiscuss waysof relaxing.
OPTIONALGRAMMARLEAD-IN
) Writesfresson the boardandelicit/teach the meaning
Ssto closetheirbooks.Asl(the followingquestions (a negativeemotionaIcondition causedby external
to seehowmuchSs remember fromthe letter.Elicit pressures).AsktheSs:
answers, but mode[the correctformif necessary.
Q:Whatl the adjectiveof stress?Eticit/teach the two
Q: Why is backachea commonproblem?Because possibitities.
Stressed(ontyfor people)andstressful
peopledon'tstandor sit in the rightway.
(thingsthatcausestress).
Q: Why shoutdyou get the right chair?Tosupport
yourback. Focus Sson the photoandask:
Q: Why shouldyou sleepon a hard mattress?In Q: How doesthe personfee[?Whatstressfulthingscan
orderto keepyourbackstraightduringthe night. yousee?
Q: Why shoutdyou take regutarbreaks?So that you Askthemto brainstorm causes ofstressin oairs.Get
changeyoursittingposition. feedback fromthewholeclass.
1 ) Ssdiscuss thequestions in pairsor smallgroups.
11a> Focus theSson theActivegrammar box.In pairs Getfeedback fromthewholeclass.
theyreadtheexamples andcomplete the rules.Writethe 2 )' Focus Sson thequizandreadthroughthe
ruleson the boardandelicitwordsto complete thegaps. introductionwiththewholeclass.TeltSsto do thequiz,
writinga numberto represent theirreactionsin each
Active grammar situation.
Givinga reason:because + subject+ verb 3a ) Ssaddup theirpointsandlookat the resultson
Exptaining a result:so + subject+ verb page129.AsktheSswhichcategory theyfattinto.
Expressing purpose:fo + infinitive;in order(not) to + b > ln groups,Ssdiscusswhethertheyagreewiththe
infinitive;
so that+ subject+ verb givingtheirreasons
results, whyandwhynot.
4 ) Ssanswerthequestions in pairs.
> TetltheSsto lookat Reference page73.Givethema
momentto readthroughthe notesandask:Q: Howdo we 5 ) TetttheSsto standup andminglewithotherSs
expresspurposein formalsituations?(in orderto) asl<inghowtheyrelax.Givethemtimeto talkto most
otherSsandthengetfeedback on the mostpopularway
b > Ssworl<in pairsto correct
thesentences. Checl<
the of relaxing.
answerswiththewholeclass.

OPTIONAL
EXTENSION
In pairs,5s chooseoneof the problemsor results
abovee.g.,notto getthe ftu,not to hurtyourback.
Thentheywriteaboutotherpossibleactionsthat
havethe sameresult,reasonor purposee.g.,I drink
a lot of orangejuiceso that I don't get the flu. Go
aroundthe class,monitoring theirwork.

Writing
l2A,> Ss write a letter(likethosefound in magazines)
askingfor adviceabout a healthproblem.Tet[them they
m u s td e s c r i b et h e p r o b l e ma n d a d d r e s si t t o D o c t o r
Darren.
b > Ss work with a partnerand readeachother'sletters.
Thenthey write a repty,givingadvice.
G ) Ss readtheir partner'sreplyand decideif it is good
advice.Getfeedbackfrom the class.
1>
Answers:r We'tlbe late if we don't leavenow.
z lf it rains,we won'tplaytennisthisafternoon. CEF References
3 Wittyou buy me a newspaper if you go shopping
later? 4 If I don'tseeHo[[ytoday,I'ttphoneher. TtCan do:describe a person's
physicatappearance
5 lfyou put yourhand,on the cooker, you'llburn CEFBr descriptor:canexpresshirnlherselfwith retative
!ourself. 6 | won'tmeetyou at the cinemaif I don't
ease.Despite sorneproblems
withformulation resulting
f i n i s hm y w o r : k . 7 l f y o u l e n d m e f i v ep o u n d sI,' l l p a y in pausesand'cul-de-sacs',
he/sheis ableto keepgoing
you backtomorrow.B lf you get homebeforeme, withouthelp(CEF
effectively, pagerz9)
w i l lv o um a k et h ed i n n e r ?
7.2Cando:describe someone'spersonality
2> CEFBr descriptor:
canconvey simple,straightforward
information
of immediate gettingacrosswhich
relevance,
Answers:r lf theyoffermethe job, I'tttal<eit. z I'tl pointhe/shefeelsis mostimportant
(CEF pagerz9)
havea partyif I passmy exam. 3 lf you don'tuse
suncream,you'ilget burnt. 4 I'ttbe latefor work 73 Cando:talkaboutillnessandgiveadvice
if I don'tget up now. 5 lf we don'tinviteher,she'll CEFBr descriptor:canprovideconcrete
information
required
be upset. 6 lf I seeJon,I won'ttetthimaboutthe (e.9.describe
in an interview/consultation symptomsto a
party. 7 Youwon'thaveanymoneyleft if you buy doctor)butdoessowithtimitedprecision(CEFpage8z)
thosejeans. 8 If we donl leavenow,we'[ be [ate.

3> CEF guick brief

Thoughthe reference levelsin theCommon European
Answers:r going z not to tett 3 to wash Framework suggestthat Ss progress 'vertically,,
from
4 doing 5 to go 6 tiving Z to see B tatking Ar to Az, etc.,the Framework itselfsaysthat 'learning
a tanguage is a matterof horizontalaswellasvertical
4> progression'. Thismeansthatsomelearners mighttike
Answers:r going z to lose 3 to help 4 arriving to movefromAz levelin a business contextto Az levetin
5 to do 6 talking
a touristcontext. TheCEFidentifies fourbasic'domains'
thathelpto understand thishorizontal [anguage
5> development: thepublicdomain, thepersonal domain,
theeducational domain andtheoccupatio.nal domain.
Answers:r because z in orderto 3 so that
4 so 5 in ordernot to 6 to
Portfolio task
6> Downloodthe TotalEnglishPortfoliofreefrom
Answers:r skinny z sorethroat 3 r.eliable www.longmon.cam/totaleng lish.
4 muscular 5 reserved 5 hightemperature Obiective:to helplearners
com:ptetethe 'significant
7 ambitious linguistic
andintercultural
experiences' sectionof their
PortfolioBiography.
Thistaskcanbedonein Ss'Lr.
Students canfurtherimprove theirlanguage learning
skittsby reflecting
on significant
experiences thathave
hetpedthemto learnanothertanguage or aboutanother
culture.
1 ) ReferSsbackto thesectionoftheirpassport where
theylistedtheirlanguage learning andintercultural
experlences.
2 ) AskSsto choose the mostimportant
experienees
thathavehelpedthemlearna language or learnabouta
culture.lt canhelpto giveyourexamplesof yourown.
3 ) AskSsto compare witheachotherandexplainwhy
theywereimportant.
Overview
) AskSsto brainstorm in pairsa listof thingsthatare
faste.g.,runner/athtete,trains,cars,varioustypesof
animals, food,Concorde etc.Thenasl<themto choose
oneor twothingsfromtheirtistandwritedefinitions of
thewords.Haveonestudentfromeachpairreadouttheir
definitionsandthe restof theclassguesstheword.
) Writethewordson the board.Thenasl<Ssto te[[you
anyotherwordstheyhaveon theirtistandwritethemon
the boardtoo.
) Nowwritespeedon the boardandtettSsthatthe next
unitis aboutthistopic.
1a) Ss[ool< at the photosandsaywhattheycansee
andcomment on theconnection in pairs.

Summary b > Sscomplete thesentences

usingthewordsor
Lessonr: Ss reada textaboutspeedin modern-daysociety, phrases witha partnerand
in the box.Letthemchecl<
focusingon the areasof fastfood,communication
ano thencheckwiththewholegroup.
informationtechnologyandtravet.Thentheydiscussrecent
changesin theircountry/area.
Lessonz: Sstalkaboutrelationshipsusingvariousphrasat
verbs.Thentheyreadaboutspeed-dating, in whichtwenty
menandtwentywomenmeetandtalkto eachpersonfor 2a) Ssdiscuss in pairsor smallgroupswhichtwo
threeminutesin orderto decidewho theywouldliketo date. sentencestheythinl<arefatse.Encourage themto give
Lesson3: Ss readan extractfrom MarkHaddon'snovellhe theirreasons.Getfeedbacl<, putdo nottettthemthe
Curiouslncidentof the Dog in the Night-time,whichtelts the an,swersyet.
storyof a r5-year-otd
autisticboywho decidesto investigate b > elayrecording
8.r andSschecktheiranswers (r
the myster:ious
deathof his neighbouCs dog. and3 arefalse.Cheetahs
canrunat trz kilometres an
Communication
h,ourandthespeedlimiton motorwaysin Spainis rzo
Focus:Ss ptaya boardgamein whichthey
haveto answerquestionsretatedto this unit.
kilometres
an hour).
3a) GivetheSsa fewminutes to workin pairsto
Film bank Speed-dating(z'r9") discuss
the meaning of thewordsandphrases thatare
underlined.
Askforvolunteers to explaintheexpressions
An extractfroma currentaffairsTV programmeabout
oneby oneor giveexamples of howtheywoutdusethem.
speed-dating.
b> Ssaskandanswer thequestions in pairsandthen
In this shortfilm aboutspeed-datingwe meettwo decidewhichof themhasa 'faster'life.Askvarious
peop[eas theyaregettingreadyto attendtheirfirst
students
to explainhowfasttheirpartner's tifeis"
speed-dating event.Weseethe questions theyask
eachotherandfind out ifthey put a tick by each
other'sname. EXTENDTHE LEAD-IN
Possible
placesto usethisshortfi[mare: Drawa chartwith two columnson the boardwith
) beforeLessonz to introduce
the topicof speed- the headings:'advantages' and'disadvantages'. put
dating Ss in groupsandhaveonememberofeachgroup
copythe chart"GiveSs aboutten minutesto think
) afterLessonz to extendthe topicofspeed:dating
aboutmodern-day societyandthe advantages
> at the endofthe unitto roundup the topicand anddisadvantages ofspeedin our lives.e.g.,
language 'advantages':
travelquickly,communicateby the
Forwaysto usethis shortfilm in class,seeStud:ents' lnternet, dan't have to cook, can do lots ofthings
Bookpager4o andTeacher's Bookpager8o. in a veryshort time etc 'disadvantage s,i stress,no
time for fanily and friends,fast food is unhealthy"
occidentson the roadetc.Thenget feedbackfrom
eachgroup,allowingotherSsto agreeor disagree.
 Grammar

In an increasingty
fastworld,manyorganisations are OPTIONALGRAMMARLEAD-IN
springingup to defendthe rightto takeyourtime.These Writethe followingsentenceson the boardbut with
organisationsclaimthat the speedof daitylifethreatens
our the wordsin the wrongorder.5s workin pairsto
health,famityand retationships,
weakenscommunities and orderthe wordsandwritethe sentences.
leadsto higherlevelsof unemployment. t million day 65 eaten USAfast-foodeveryin are
In this lessonSs reada textabouthowfastmodern-day
life mealsthe (6Smillionfast-foodmealsareeatenin the
is andtipsabouthowto slowit down.Throughthistextthey USAeveryday).
analysethe grammarof the Present SimplePassive. 2 text fifty overmillion UK the eachmessagesin day
sent are (Overfifty milliontext messagesaresent
eachday in the UK).
OPTIONALWARMER
3 around world over million carsused4oo the
Askthe 5s abouttheirhabitswith regardto fastfood, currentlyare (Over4oo millioncarsare currentlyused
useof mobilephonesandemailsandtravel. aroundthe world).
Q: Howoftendo you eat fast food?Howmanyemails the nameof this grammatical
Eticit/teach structure
do you usuallysenda day?Howmanytext messages (Present SimplePassive).
do you usuallywrite a day?Whendo you switchoff
your mobilephone?Howoften do you useyour car?
5a) SsreadthroughtheActivegrammar boxand
choose the correct
alternatives.
Eticitthe answers
and
writethestructureson the board.
Reading
1 ) Focus Sson the photosandexptainwhatthe Slow Activegrammar
Movement is.Tellthemto answerthequestionsin pairs.
Getfeedback fromvariousSs. Active:Form: + verb+ object.
subject
Passive:
Form: + pastparticiple.
am/is/are
2 ) Ssreadthroughthetextquicktyandchoosea title
(b).Tettthemnotto worryaboutanyvocabulary theydon't
b> Ssfindtwo moreexamples in thetext.(lf youhave
understand at thisstage.
donethe optionalgrammar
[ead-in,thisexercise is not
3 ) Ssworkin pairsto correct thesentences,referring necessary).
bacl<to thetextwherenecessarv. Checkthe answerswith
) ReferSsto Reference page83 andgivethema few
thewholeclass.
minutesto readthroughthe notes.AsktheSs:
Q:Whatpreposition do we useto saywho did the action
in passivestructures?
by
QrWhathappensto the objectof activesentences when
we changethemto passives? lt becomes
thesubject.
Q:Whendo we useis?whenthesubjectis singular
Q:Whendo useare?whenthesubjectis plural.
> lf theSsstitlhavesomedoubtsaboutthisstructure,
workthrougha fewmoreexamples on the board.
e,g.,A manin that shoprepairsmy bike.
My bike is repaired(by a man)in that shop.
Peoplein Conadospeaktwo languoges.
Twolanguagesarespoken(bypeople)in Canada.
) AsktheSsif thereareanywordsin thetextthatthey 6 ) Sscomplete thesentences in pairs.Checl<
the
haven'tunderstood andencourage otherSsto explain answers withthewholeclass.
thosewordsbeforedoingsoyourself. Avoidexplaining
the underlinedwordsyet,asthisis included in Ex.8.
4 ) Sslookat the 'Slow tips'again
andanswer the
questionswitha partner. Sssharetheirideasfor other
tipswiththe restof the class.

7a) Playrecording8.2 and Ss listenand write the

sentences.Eachsentenceis repeatedtwice.Pausethe
recordingat the end ofthe secondrepetitionto givethe
Ss time to write and comparewith a partner.
 b > Elicita full answerfromtheclassfor question r e.g., Speed-dating is a newcrazethathashit Britainandthe
hlastinternational phonescallsaremodein Enatish. US.lt entailsa groupof singlesgathering
Ti'ren,
in pairs,SswritefuI answers at a caf6or bar
for the,.rtif th" thathasbeenrentedoutfor theevening. The
questions caf6is fitted
andcheckto seeif theywererighton page13o. with'tablesfor two', andparticipants aregivena settime
(three-tenminutes) to tatkto a member oflhe opposite
Vocabulary sexon suggested topicsto hetpbreakthe ice.At theend
of thesettime,thereis usuallya DJthatringsa beltor
8 > TettSsthattheyaregoingto studyverbsusedto playsmusicto letyouknowit,stimeto moveon to the
describechange. Focus themon theunderlined
verbsin nextdate.Participants writeon a formif thevwoutdlike
thetextin Ex.z andtel themto answerthequestions
in to seethisperson again.
pairs.Checkwiththewholeclass.
ln thislessonSsreada letterfroma speed_dating
company to oneof theirclientsandthroughthiscontext
theyanalyse thegrammar of questionformation.

9 ) D i s t i n g u i sthh e c o n c e p to f c h a n g ei n q u a n t i t ya n d OPTIONALWARMER
changein qualitywith the wholeclass.Ss worl<in pairsto Writeromanticrelationshipson the board.TettSs that
ctassifythe verbs.Getfeedbackfrom the wholeclass. this is the topicof the lesson.In pairs,Ss brainstorm
wordsrelatedto thistopic.Getfeedback fromthe
wholeclassandwritethe wordson the board.

Vocabulary
1 ) Writephrasalverbon the boardand eticit/teach
1Oa> Ssworkin pairsto choose whatthevthinkis the the meaning(verb+ one or two particlese.g.,adverbor
correct
alternative,
givingreasons
fortheirchoice. prepositionwhich changesthe meaningof the verb).Give
b > elayrecording
8.3andSslistento checktheir the Ss an exampleof a phrasalverb e.g.,get up.
answerS. ) FocusSs on the box and the example,asksomeone
ouf. Readthroughthe definitionwith the whole class.Tell
the Ss to readthe questionsin pairsand write the other
phrasalverbsnextto the correctdefinitions.Checkwith
the wholectass.
Speaking
1 1 a > F o c u st h e S s o n t h e w o r d si n t h e b o xa n d t e t t
them to mal<enotesabout the changesthat havetaken
placein their area/country. Go aroundthe classas thev do
thismonitoring t h e i rw o r k . 2 > Ask5s whichof theverbsin theboxareirregular
b ) FocusSs on the Howto ... box. Readthroughthe andelicit/teachthe pastandpastparticiple of thoseverbs
differentsectionswith the wholeclass. (go-went-g one; spIi t-spIi t-sptit; grow-grew_grown
;
) Put Ss in pairsand havethem telt eachotherabout get-got-got; put-put-put).
the changesthey havenoteddown,usinglanguagefrom ) 5s complete thesentences in pairswiththe correct
the Howto ... box. lf you haveSs from differentcountries/ formof the phrasalverb.Checktheanswers withthe
areas,mal<esurethe pairsare mixed. wholeclass.

OPTIONALEXTENSION
Ssworl<in pairsto thinkof otherthingsthat have
changedin the worldduringrecentyearsandmal<e
sentences usingthe Howto ... box.Theythenshare
theirideaswith the restof the class.

3 ) Ssdiscuss
thequestions
in Ex.r in pairs.Get
feedback
fromthewholectass.
Reading 8 ) Focus Sson theActivegrammar boxandtellthemto
4a) Focus Ssonthephotoandtettthemto answer the readthroughthenotesandchoose the bestalternatives.
questionwitha partner.Getfeedbacl<
fromtheclass. lf youhavedonetheoptionalwarmer,it is notnecessarv
forthemto findexamplesin thetapescript.
b > Ssreadthe tetterquickty.
Tettthemnotto worry
aboutanyvocabutary theydon'tunderstand
at thisstage.
Asktheclassto tell youwhatspeed-dating
is. Active grammar
5 ) 5s readthe letteragainandanswerthequestions r Whenthe mainverbis fo be, pul the verbbeforethe
witha partner.
Checl< theanswerswiththewholeclass. sublect.
z Withthe PresentSimpteand PastSimpte,putdol
does/didbeforethe subject.
I Withothertenses,put the auxiliaryverbor modal
verbbeforethe subject.

) TettSsto [ookat Reference pageg3 andgivethema

fewminutesto readthroughthe notes.Asl<:
) AsktheSsif thereis anyvocabulary in the tetterthat Q: Howmanycommonquestionwordsarethere?(g)
theystittdon'tunderstand andencourage otherSsto
Ask Ssto giveyousomeexamples withthesequestions
explainbeforedoingso yourself. words. Say How - elicit
a question e.g.,Howareyou?
Q:Whatotherwordscanwe putwith the questionword
6 ) Ssdiscuss thequestions witha partner. Get ryhaf?(time,kind)
feedback fromthewholeclass. Q:Whatotherwordscanwe putwith the questionword
how?(many,much).
OPTIONALEXTENSION Q:Whathappenswhenthe questionwordis the subject
In pairs,Ss discusswhatadvicetheymightgive of the sentence? (Theverbcomesafterthequestion word
someone who wantsto find a partner.Getfeedbacl<
and we don't usethe auxiliary).
lf youfeelSsarenot
fromthe classanddiscussthe advantages verycomfortabte withthis,writeanotherexample on the
and
disadvantages board, contrasting the questionwordassubjectandas
of eachidea(e.g.,put an advertin the
newspaper, a traditionaI
objectof thequestion. e.g.,t Whokissed thegirt?(whois
datingagency, ioin a club,do
an Engtish course,go ctubbing).
the subject andgirlis the object) andz Who did thegirl
kiss?(whois the objectandgirl is the subject).Askthe Ss
to identifythesubjectandtheobjectin eachsentence.
Listening 9 ) Ssworl<in pairsto correct the mistakein each
sentence, referringto the grammar reference
if necessary.
7a ) TeltSstheyaregoingto listento twoconversations
Check theanswers withthewholeclass.
aboutspeed-dating. Focus theirattentionon the
questions andptayrecording 8.4.

b > elayrecording8.4againandSswritethe names

of thedifferent
speakers.
Attowthemto compare witha
partnerbeforechecl<ing
withthewholeclass.

1O > Ss work in pairsto write six morequestions

suitablefor askingat a speed-dating event.Encourage
them to be imaginative. Go aroundthe classcheckingthat
Grammar they are usingquestionsformscorrectly.

OPTIONALGRAMMARLEAD.IN Speaking
Playrecording 8.4 again.Sstry to remember the 11a> TetttheSsto standup andimagine
questions.
theyareat a
Thenwritethe fo[[owinganswersfrom party.Askthemto findoutsomeinterestinginformation
recording 8.4 on the boardandSs writethe questions aboutoneperson, usingthe questions
theywrotein Ex.
in pairs.Checkthe questions with the wholeclass. ro. Tetlthemtheyhavetwo minutes.
Afterthattimeis
pointingout anyerrorsin questionformation.
up,say'change partners'andSshavetwo minuteswith
(Sometimes anotherquestionis possibte.) anotherperson.Repeat severaI
times.
l'm Steve;Oh,l'm a teacher;yes,I do. tt's very
interesting;No, this is my first time; Well,I think my b ) Ssreportbackto theclassaboutwhatthevfound
best friend would say that l'm friendly and open; out andwereasked.
Oh, Canadadeflnitely; Wellactually,it wasa teach-
yourselfltalian CD.
Seetapescript on pager57 for questions.
 8
ldarkHaddon'sfirst novelThecuriousincidentof the dog
in thenight-time(zoo3)tellsthe storyof Christopher, a 15-
,rearold autisticboywho turnsprivateinvestigator 5 ) Ssdiscuss
when thequestions
in pairs.Getfeedback
from
the neighbour's pet poodteis founddead.Thebookwon thewholeclass.
the 2oo4Whitbread prize(Britain's longest-running titerary
competition), andprovidesgreatinsightintowhatit is like
to livea lifeof autismin whichthereareno filtersto order Grammar
o r e l i m i n a tteh em i l t i o nos f p i e c e o
s f i n f o r m a t i ot h
n a ro n e
receiveseveryday.
OPTIONALGRAMMARLEAD.IN
ln this lessonSsreadan extractfromthe novelandthrough AskSsthe followingquestionaboutthe storyandte[[
thiscontextconsiderthe grammarof PastSimpteand Past themto writea completeanswerwith a partner.Elicit
Continuous. the answerandwriteit on the board:Q: Whatwas
Christopher doingwhenthe poticearrived?Whenthe
OPTIONALWARMER policearrived,Christopher washo[dingthe dog.
TettSs to underline the verbsin the sentenceandask:
Copytwo faceicons(happyandsad)fromextractz on
Q: Whatgrammaticaltensesare beingused?EticitT
the boardandelicittheirmeaning.In pairs,Ss discuss
t e a c hP a s S
t i m p l ea n dP a s C
t ontinuous.
the thingstheyassociatewith thesefeelings.Get
feedback fromthe classandseeif everybody agrees.
6a) Focus Sson theActivegrammarboxandteltthem
thegapsin pairs.Check
to complete withthewholeclass.
Reading
1 ) Ssdiscuss Active grammar
thequestions
in pairs.Getfeedback
from
variousSs. Usethe PastContinuous to tail<aboutan actionin
progressat a particutar
time in the past.
2a) Focus theSson thephotoandtellthemthatthis
Usethe PastSimpleto tail<aboutcompleteactionsin
is thefrontcoverof a bool<.Readthetitlewiththewhote
the past.
classandaskthemto discuss witha partnerwhatthey
Usethe PastContinuous to tall<abouta longeraction
thinkhappens in the book.Getfeedbackfromthectass. interruptedby anotheraction.
b ) Readthroughthequestions withthewholeclass.Ss
thenreadthefirstextractandanswerthequestions witha b > Ssfindfivemoreexamples of the PastContinuous
partner.Eticittheanswers fromthewholeclass. in theextractsandunderline
them.AskvariousSsto read
themaloudfor you.Comment on theinterrogative
form
i.e.,thefactthatwas/were
goesbeforethesubject.

Answers: And what, preriselg wereyou dolt

garden?(extractz); I was holdingthe dog.
And why u,ereyou hsldi*g the dog?
askingtoo manyquestions... (extr
askingthemtoo quickly,.;..1
3a> RskSsto [ool< at theittustration
anddiscuss. in
pairs,whattheythinl<is happening. > Tellthe5s to lookat Reference page83 andgivethem
b ) Readthrough thequestions withthewholeclassand a fewminutes to readthroughthe notes.Ask:
instructSsto readthroughthesecondextract. Tellthem Q:ArePastContinuous actionscompleteat the timeyou
notto worryaboutanywordstheydon'tunderstand at aretalkingabout?(No)
thisstage.Ssanswerthequestions witha partner. Q:Whichtensedo we normallyuseto set the sceneto a
story?(PastContin uous)
7 ) Sscomplete thesentences in pairs.Check
the
answers withthewholeclass.

> AsktheSsif thereareanywordstheydon't

8 > Ssfinishthesentences appropriately
usingtheir
understand fromthefirsttwoextractsandencourage ownideas.Goaround theclassmonitoring
Ss'workand
other5s to explainbeforedoingso yourself. makinganycorrections. Then5s readouttheirsentences
4 ) Readthequestions withthewholeclass.Ssturnto forthectassto hear.
page13o,readthe lastextractandanswerthe questions
in oairs.
9 > PutSsin pairsandtellthemto thinkabouttheir
partnerbutnotto speakyet.Askthemto writedownwhat
theythinkthatpersonwasdoingat thestatedtimes.Now
tell themto talkto theirpartnerto seeif theywereright.
Inthislesson Ssplaya boardgamein whichtheyanswer
questionsrelated to thisunit.
Pronunciation
1 ) Readthroughthe ruleswiththewholeclassand
1Oa> Playrecording 8.5andSswritethesentences dividethestudents up intogroupsof threeor four.
theyhear.Eachsentenceis repeatedtwice.Pause the
recording to giveSstimeto
afterthesecondrepetition 2 ) 5s writeseven'choice' questionson sma[[pieces
finishthesentenceandcompare witha partner.Check of paperfor anothergroupbasedon thingstheyhave
withthewholeclass. studiedin the bookso faror general interest.
Goaround
theclassmonitoring theirwork.
) Collect in the'choice'questions
andredistribute them
amonggroups.
b > Rtayrecording 8.5againandaskSsto payattention 3 ) GivetheSscounters anddiceandtetlthemto play
to the pronunciationof wasandwere.Elicitthe factthat thegame.lf anyof thegroupsfinishmuchearlierthan
thesewordsarenotstressed in thesentencesandare theothers,havethemwritesimilarquestions aboutother
pronounced with weakforms:lwezland/we/. topicsin the book.Thesecanbe usedto conduct
a mini-
) Sspractise sayingthesentences witha partner.
Go quizat theendofthelesson
around theclasslisteningto pronunciation.

Speaking
1 1a > Dividethe classintogroupsof four,withtwo
As andtwo Bs(lf youhaveoddnumbers, havethree
studentBs).
) TetltheAsto [ookat pagerz6 andthe Bsto look
at pagerz8.Givethemtimeto readtheinstructions. lf
possible separatetheAsandBswhiletheyprepare.
) Nowsendoneofthe Asfromeachgroupoutofthe
ctasswhilethe'police'interview thefirstsuspect.
Give
themfiveminutesandthensendthefirstsuspectoutof
theclasswhilethesecondsuspectis interviewed.
b > Finatty,everybody returnsto theclassandthe police
decideif thesuspectswereguiltyor not.Askeachsetof
policeto reportbackto theclasswiththeirverdict.

Writing
12 > Ssreadthestoryin theWritingbankon page747
anddo theexercises.
Check withthewholeclass.

13 > Sswritea storystartingwiththewordsgiven.

Allowtimefor Ssto brainstorm
ideasbeforewriting.

OPTIONALVARIATION
5s eachwrite the first line on 44 paper.Aftertwo
minutesthey passtheirpaperon to the nextstudent
who readsthat [ine,fotdsit overandwritesa second
line,andso on.Whenthe papershavegonearound
the class,Ss openup theirpaper,andreadthe stories
aloud.
1>
Answers:r arecleaned z areinvited 3 is
recycled 4 arecut down 5 is covered 6 are CEF References
locked 7 is served 8 areopened
8.r Cando:describesimplechange
2> CEFBr descriptor:
canexplainthe mainpointsin an idea
or problem
withreasonable (CEF
precision pagerz9)
Answers:r don'tpronouncez aretal<en 3 is
notinvited 4 areemptoyed5 don'tuse 6 are 8.2Cando:findout personal information
cancelled7 is made 8 areplayed 9 is closed CEFBr descriptor: cantakepartin routineformaldiscussion
of familiarsubjectswhichis conductedin clearlyarticulated
3> speechin thestandard dialectandwhichinvolves the
exchange of factualinformation,
receiving instructions
or the
Answers:r Haveyou everseena cheetah?
discussion of solutions
to practicalproblems(CEF page78)
z Whattime are your friendscoming? 3 Why
do you alwaysdriveto work? 4 Howlong has 8.3Cando:askandanswerquestions aboutpastactions
she livedin that flat? 5 Whendid you last see a CEFBr descriptor: candescribe events, realor imagined
good film? 6 Are you goingto do your homework (CEFpage59)
tonight? 7 Woutdyou like to cometo dinner
tomorrow? 8 Whereareyou goingon holiday
next year? CEF quick brief
Thereference levelsin theCommon European Framework
4> (Ar-Cz)allowa correlationwithcommoninternational
Answers:r Whatdo youlikeeatingfor breal<fast? examsaswellasexamswithina countryor institution.
z Wheredo youusuallygo foryourhotidays? Thismeansthatemptoyers canhavea moreaccurate
3 Whatinstrumentdidsheplayasa chitd? ideaof whata studentwitha particular
quatification
can
4 Whatdidyoubuy? S Whatcanyourmotherdo actua[[ydo.Formoreinformation seethe introduction
at
reallywel[? 6 Whenareyougoingto startdriving thestartofthisTeacher's Book.
lessons?7 Howmanytimesweretheylatefor
schoollastweek? Portfolio task
5> Downloadthe TotalEnglishPortfoliofreefrom
www.longman.com/totalenglish.
Answers:r was raining 2 weredriving
Objective:
to hetplearners
startusingthe Portfolio
to
3 stopped 4 didn't hit 5 fell 6 wasn't assesstheirprogressandprioritiesin English.
7 was wall<ing 8 was following 9 started
ro looked 11 saw Thistaskcanbedonein 5s'Lr.
TheBiography sectionof the Portfoliocontains
theCan
6> do statements fromeachlessonin the book.Learners can
A n s w e r s : r g e t t i zn dg o w n 3 u p 4 h o u r usethissectionto reviewandkeeptrackoftheirprogress.
It is hetpfutto remindstudents to complete thetickboxes
5 in 6 timit 7 apart
in thissectionat regularintervals, perhapsat theendof
everyunitor at theendofeverysemester.
1 > Ask[earners to lookat theCando statements in
the Biography sectionof theirPortfolio.Showhowthe
statements retateto theworktheyhavecompleted in their
coursebooks.
2 ) Askstudents to lool<throughthestatements at Az
leveIandcomplete thetickboxes.
3 ) Explain thatastheyprogress throughthecourse,
theywiltbe ableto achieve moreCando goalsat Az and
will atsostartto complete goalsat Br level.
Overview
> Writeworkon the boardandtell theSsthatthe next
unitis aboutwork.HaveSsworl<in pairsto brainstorm a
tistof jobs.Givethemtwo minutesonly.Elicitwordsfrom
theSsandwritethemon the board.
1a) Sslool< at thephotosandnamethejobs.

b > TetltheSsto practise pronouncingthewordsfrom

theboxwitha partner. Playrecording
9.r andSscheck
theirpronunciation.AskvariousSsto pronounce the
wordsfor thewholeclass.Pointoutthattheb in plumber
is silent.
C > Readthroughthequestions/instructions withthe
wholeclassandchecktheyunderstand whattheyhaveto
Summary do.lf the majority
or a largepercentageof theclassdoes
notwork,writethefollowing question
on theboard:
Lessonr: Ss listento threepeoptetalkingaboutjob
Q:Whatjob wouldyou like to do in the future?
interviews
anddiscussthe difference betweenpairsof
vocabutaryitemsretatedto work.Thentheyreada textgiving
adviceabouthowto be successfuI at a iob interview.
question(Doyouhavea job?)is no,theyshouldaskthe
question
fromthe board.
Lessonz: Ss reada textaboutCartChurchilt,
who runsan
lTempireandis numberoneon fhe RichListzozo.despite
beingonly19yearsotd.Thentheyaskandanswerquestions answering
the questions.HelpanySswhodon'tknow
usingdo andmake. howto saytheirownjob in Engtish.
Lesson3: Ssanswerquestions retatedto crimeandthen 2> Ssanswer thequestionsin pairsor smallgroups.
listento a newsstoryabouta carthiefwho cleaneda[[the Getfeedback fromthewholeclass.
carshe stolebeforeleavingthemat the sideofthe road.Then 3a> Readthroughthe phrases in the boxwiththe
theytettstoriesbasedon a seriesof pictures. class.Ss.ln pairs,Ssputthe phrases in a [ogicalorder.
CommunicationFocus:Ss tookat strategiesfor negotiating Tellthemthereis notnecessarity onecorrectanswer, and
andthenrole-play
a situationin whichthe ownersof thattheymustjustifythe orderthattheychoose.
a companyandthe employees negotiateoverpayand
conditions. restof theclassagreeor disagree
withtheorder.Have
themgivereasons for whattheysay.
Film bank The interview(4'45")
A shortfilm abouta mangettingunwetcome
adviceon
hiswayto an interview
In this film the maincharacteris on hiswayto an
interviewfor a job as a salesrep.Heis notvery
we[[prepared andgetssomeadviceen routeto the
b > Ssanswerthequestion
in pairs.Getfeedback
from
interviewon how he couldpreparebetter.
thewholeclass.
Possibleplacesto usethisshortfitmare:
) beforeLesson r to introduce
the topicofjob
EXTENDTHE LEAD-IN
interviews
Writefivejobs on the board,e.g.,teacher,
) afterLessonr to extendthe topicofjob interviews
professionalfootball player, cleoner,pilot and social
) at the endof the unitto roundup the topicand worker.Ss work in smallgroupsto put thesejobs and
language the jobs in Ex.ra in orderfromhighestpaidto towest
Forwaysto usethisshortfilm in ctass,seeStudents' paid.Getfeedback anddiscussanydifferences. In
Bookpager4r andTeacher's Bookpaget8r. smallgroupsagain,Ss discussifthey thinkthat each
iob hasthe rightsalaryor shoutdbe paidmore
or [ess.
Nowadays, therearehundreds of booksandwebsitesthat
giveadviceon howto do wellin a job interview.Adviceis
generally givenaboutthe pre-interviewstagee.g.,findingout
aboutthe company, the interviewstageitsetfe.g.,answering
difficultquestions,
andthe post-interview stagee.g.,sending
a thank-youletter.Thesebooksandsitesalsooffertios on
writingCVsandcoveringletters.
In this lessonSsconsider
vocabularyrelatedto workand read
someadviceon beingsuccessfulat a iob interview.

OPTIONALWARMER
Ask5s abouttheirexperience with job interviews:
Q: Haveyou everhad a job interview?Forwhat
job(s)?Didyou get the job? Didyou feel very
nervous?Haveyou everinterviewedsomebodyfor
a iob?

Listening b > Sschoosethecorrectalternative

in pairs.Checl<
answers
withthewholeclass.
1a) Focus Sson the pictures. Tettthemto discuss
with
a partner
whatis happening in eachone.Elicitandaccept
variousanswersfrom5s at thisstage.

Pronunciation
5a) Focus theSson Ex.4aagainandtettthemto listen
b > etayrecording9.2.Sslistento thestoriesandmatch andmarkthestressas in the example.
Playrecording
9.3.
themto the nictures. Allowthemto comparewitha partnerbeforechecking
withthewholegroup.

rninterviewer/an
interviewee 2 ar
rmla CV 3 experience/quatificatii
sal-ary/abonus I a receptionistia
2 ) Readthroughthe sentenceswith the whole class 1'.':i
and play recording9.2 again.Ss write the correctperson
5 ;i i;;?anvli rectory 7 aianaging tk--f
a satesrep. .,,.,,:t:]::
nextto eachsentence.Allowthem to comoarewith a
partnerbeforecheckingthe answers.
b > Sspractise pronouncingthewords/phrases in pairs.
6 > Ssdiscuss thequestions in pairs.Goaroundthe
classmonitoring theconversations
andmakinga noteof
anyerrors.Getfeedback aboutthequestions, andthengo
3a> Dividetheclassintogroupsof threeandgiveeach throughtheerrorswiththewholeclass,encouraging them
studenta letterA, B or C.SsA readStoryr, 5s B Story to self-correct
beforeexplainingyourself.
2, andSsCStory3 on pager57.Tettthemto makebrief
notesaboutwhattheyread. OPTIONALEXTENSION
b > Wittrbooksclosed, 5s explaintheirstoryto the rest 5s talk in pairsaboutthe job theydo or would[iketo
of theirgroup. do, usingsomeof the wordsfromEx.4a e.g.,what
qualifications you needto haveor ifVou
or experience
normallyreceivea bonus.
Vocabulary
4a) Ssdiscussthewordsin pairs.Getfeedback
from
thewholegroup.
Reading
) Focus Sson the picture.Askthemto discussin pairs
whatis happeningandif theythinktheintervieweewittbe TheRichListzozo hasbeendrawnup in Britainto predict
successfu[.
Elicitanswers fromtheclass. whichtwentypeopteunderthe ageof twenty-one arelikelyto
7a) Ssclosetheirbooksanddiscuss ideasabouthow be the miltionaires
of the future.Elevenon the list aremate
to besuccessful in pairsandmakea list
in a iob interview andninefemale.Fourareinvolvedin the musicbusiness.
undertheheadings given. eightin sport(includinga skateboarder),fourin business
andtechnology, threein acting,onein modelling andonein
b > GivetheSsaboutfiveminutesto do thisandthen
fashiondesign.Theyaretippedto makemanymitlionsduring
asl<eachpairto ioinwithanotherpairandsharetheir
theircareers,independent of anyinheritedwealth.
ideas,addingto theirlistswhereappropriate. lf theydon't
agreewiththeotherstheyshouldn't addthe items. In this lessonSs readaboutCar[Churchitt.
numberoneon
this tist,andthroughthis context,considerthe grammarof
8 > TettSsto readthroughthetextquicktyandtickthe
can,could andbe able to.
thingson their[ist.
) Findoutfromthewholeclassif theyhadanything on
OPTIONALWARMER
theirliststhatis notmentioned
in thearticle.
AskSsto discussin pairsin whichjobstheythinkit is
9 ) Readthroughthe questions withthewhotectass.
the easiestto makemoneyquickly.Getfeedbacl< from
Tett5s to readthetextagainandanswer the questions
the class.Askthemto giveyou examples of young,
witha partner. Checl<
withthewholeclass. peoplefromtheircountries.
richor successful
Writeleen Tycoonon the board.Eticit/teach
the
meaning(tycoonis a businessman or womanwith
greatpowerandwealth;feenis short for teenage).

Reading
1 ) FocusSson the photosandaskthemto discuss
thequestions
witha partner. (theyarealt
Getfeedback
weatthy
teenagers).
2a> Ssreadthroughthefirsttextquicklyto seeif they
wereright.
1O > Ssdiscuss in pairsor smatlgroups.
the questions b > tetl Ssto turnto pager3r andreadtherestof the
Getfeedback
fromthewholeclass. textanddiscuss thequestionin pairs.Getfeedbackfrom
thewhoieclass.
3 ) Readthroughthesentences withthe class.AskSs
Speaking to decidewitha partnerwherein thetexttheyshoutd
1 1 ) PuttheSsin pairs(AandB) andtellthemto look go.Tettthemto lookcarefullyat thesentenceswhichare
at theiob advertson pager3r. Explain
thattheyare immediately beforeandaftereachgap.
goingto role-play withstudentA asthe
an interview,
intervieweeandstudentB asthe interviewer.StudentA
canchoosethejob theywantto applyfor.
) Givethema fewminutes to prepare theirrolesand 4 ) Readthroughthestatements andtelltheSsto read
makenotes.Encourage themto followtheadvicefromthe throughthetextagainto decideiftheyaretrue(T)or
text. false(F).Check
theanswers withthewholeclass.
) Ssactouttheirdialogues andthenreverse theirroles.
shouldgivereasons
Interviewers at theendwhythe
persongotor didn'tgetthejob.Askforvolunteers to act
outan interview
forthe restof the class. 5 ) 5s discuss
thequestions
in pairs.Getfeedback
from
thewholegroup.
OPTIONALVARIATION
5s actout the interviewas abovebut eachinterviewer Vocabulary
interviews a[[the studentAs in turn (Ssrotatearound 6 ) Ssworkin pairsto putthewordswithmakeor do.
the ctass)andchoosesthe personwho theythink Check theanswers withthewholectass.TeltSsthereare
is the bestfor the job.Allowa maximumtime (e.g., no realrulesforwhenwe usethese.so it'sbestto learn
fourminutesfor eachinterview). Teltthe interviewees theverbphraseitself.
that theycaneithertettthe truthor inventtheir'CV'.
Fina[[y,haveeachinterviewer tell the restofthe class
who theychoseandwhy.
7a) ReferSsbackto thetextin Ex.z andon page131. Q:Whendo we usecon,could andbe oble fo? (to tatk
Teltthemto underlinefiveexamples of theseverbphrases aboutabitityandpossibility).
in thetext.Check theanswers by askingthequestions: Q:Whatverbformdo we useaftertheseexpressions?
Q: Howmuchmoneyis Car[expectedto makeby zozo? (theinfinitive;
pointoutthatthisinfinitive
is withoutfo).
(froo million). Q: Howmanyhoursa daydoeshe do Q: Dowe usean auxiliaryverb? (no;pointoutthechange
business? (ro hours). Q:Whattypeof decisionsdoeshe ofsubject-verborderin interrogatives
andthe useofnof
sometimes make?(difficuttones). Q: ls he happywith in negatives).
the progressthe businesshasmade?(yes) Q: Have 9a ) Sscomplete thesentences in pairs.Check the
they madeanymistakes?(yes) answers withthewholeclass.
b ) Readthroughtheexample withtheSs,emphasising
thefactthattheymayneedto change theformof do or
moke.Ssthencomplete thequestions in pairs.Checkwith
thewholeclass.

b > elayrecording 9.4,pausing aftereverysentenceso

thattheSscanrepeat.Pointout thatconis pronounced
in twodifferentways.Eticit/modet thetwodifferent
G) Ssaskandanswer thequestions
in pairs.Goaround waysandexplainthatnormally we pronounce theweak
thectassmonitoring
theirconversations,
encouraging form/ken/in the contextof a sentence exceptwithshort
themto askfotlow-up
questions
to eachotherandto self- answers (Yes,I canor No,I can't)wherethestrongformis
correct
whenyounoticean error. used/ken/.
1O) Focus Ssonthetableandtheexample sentence.
OPTIONALEXTENSION GiveSsonemoreexample, e.g.,Shecouldn'tcookat all
fiveyearsago.
AskSsto chooseoneofthe expressions fromthe
boxin Ex.5 andwritea questionin pairs(if they ) 5s makesimilarsentences in pairs.Goaround the
chooseonethat hasalreadybeenusedin Ex.7 then class,monitoring theirwork.Elicitsentences fromthe
theymustchangethe context). Tellthemthat the whoteclass.
questionmustbe writtenso that otherSscanreally
answerit e.g.,Whenwasthe lost time you madean
appointmentot the dentist's7Ss standup and mingle,
Lifelong learning
askingandanswering theirquestions.At the end, ) Readthroughthe noteswiththewholeclassandtell
eachpairreportsbackto the restofthe class. Ssto makea listforthethreepointsgiven.Then,in pairs,
Ssaskeachotheraboutthosepointse.g.,Whatcouldn't
you do a yearogoT
Grammar ) Finatty,theSsplanhowto improve andreachtargets
in pairs.
OPTIONALGRAMMARLEAD-IN ) Getfeedback fromthewholeclassabouttheseplans
Writethe followingquestions on the board:
andpossible dates.Makea noteofthesethingsandask
laterin thecoursehowSsareprogressing. Thequestion
Q: Couldyou go out until late whenyou werer4?
shouldappearto be oneof personalinterest.Becareful
Q: Canyou speakany other languagesapartfrom
your own and Engtish? notto pressurise asSsneedto become autonomous
in
their[earningandnotfeelthatthisis a teacher-imposed
Q: Doyou think you wilt be ableto travelaroundthe
world in the future? homework task.
Ss discussthe questionsin pairs.Getfeedbackand
askSswhichsentences referto the past,presentand Person to person
future.
11a> In pairs,Sstalkabouttheirabitities
withrelation
to ptaying
theguitar,cooking,
swimming andpainting.
8 ) Focus Sson theActivegrammarbox.Tetlthemto
readthroughthe notesandchoose thecorrectalternative. b > Sschoose
two moreactivities
to talkabout.
Elicitthecorrectanswers
andwritethemon the board.
OPTIONALVARIATION
Active grammar BeforedoingEx.ub, brainstorm possibleactivities
Usecanto talk aboutabilityin the present. e.g.,ptayothermusicalinstruments, do othersports,
Usecouldto talk aboutabilityin the past. ridea bikeor moped,usea computer, speaka foreign
Usebe ablefo to talk aboutabititvin the future. language etc.Telleachstudentto writea question
(present,pastor future)with one activitye.g.,Could
) TettSs to look at Reference you use a computerwhenyou wereseven?
page93. Givethem a few
minutesto readthroughthe notesand ask: Ss mingle,askingandanswering questions. At the
end,eachstudentreportsbackto the wholeclass
aboutwhattheyfoundout.

Manystrangecrimesarecommitted everyyearall overthe
world.Onesuchcaseis that of PeterBtain,a Britishman,who
compulsively stolecarsfromshowrooms, drovethemarouno
for severalhours,thenwashedandcleanedthemuntitthey
werespotlessbeforeleavingthemat the sideof the road.He
wascommitted to sixyear'simprisonmentin April,zoo4.
In this lessonSs listento a newsstoryaboutPeterBlainand
analysethe grammarof the PastSimplePassive throughthis
context.
OPTIONALWARMER
Writecrimeon the boardand ask Ss to brainstorm
anywordsrelatedto thistopic.Getfeedback
fromthe
whoteclassandwritethe wordson the board.
AskSs if theycanmakeanyotherword(adjectives,
nouns,verbsor adverbs) fromthe wordsalready
on the boarde.9.,if you havewrittenprison elicit
prisoner.
Vocabulary
1 ) In pairs,Ssanswer
thequestions
usingoneof the
wordsfromthe box.Checktheanswers
withtheclass.
2 ) Readthroughthe questions withtheclasschecking
thattheyunderstandattofthe questions.
Ssthendiscuss
theiranswers
in pairs.Getfeedbackfromthe class.
Listening
) Focus theSson the pictures
andaskthemwhatthey
cansee(a mananda car).Ask:e: Doesthe manlook
happy?(No) Q: ls the carnew?(Yes)ts it clean?(yes)
3 > tetl Sstheyaregoingto heara newsstoryrelated
to the picturesandthewordsin the box.Focus on those
wordsandchecl< studentcomprehension.
> AskSsto predictthestoryin pairs.Getideasfromthe
wholeclass.
4 ) Playrecording
9.5andSslisten.Askthemif
anybody in theclasswasrightaboutthestoryandelicit
information aboutwhattheyhaveheard.
5 ) Readthroughthestatements
withthewholeclass.
Sslistento recording9.5againandmarkthemtrue(T)or
fatse(F).Givethemtimeto compare witha partnerbefore
checking theanswers.
6 ) 5s discussthe questionsin pairsor sma[[groups.
Goaroundtheclassmonitoring theirconversationsand
encouragingself-correction
of errors.
OPTIONALEXTENSION
Ssworkin pairsto thinkof a crimethat theyhave
heardaboutrecentlyin the news.Theymakenotes
aboutwhathappened andexplainthe storyto the rest
of the class.Eachpairhasto decidewhatpunishment
theythinkis suitablefor eachcrime.Getfeedback ano
encourage Ssto discussthe differentpossibilities.
Grammar
OPTIONALGRAMMARLEAD-IN
Writethe followingstemsentences on the board:
65 million fast food meals...
Overfifty million text messages...
Over4oo million cars...
Tel[Ss thatthesearethe beginning ofsentences
takenfroma textaboutspeedin lesson8.r. In pairs,
andwithouttookingbackat the text,askthemto
finishthe sentences in an appropriate
way.
Getfeedback andtel[ the Ssto checl<
theirversion
with the originalon page76.Writethe futtsentences
on the board.Nowask:
Q: Howdo you think you say this in the past?
A[[owSsto talk aboutthis with a partnerandthenger
feedback. Eticitthe correctform.
7 ) Focus theSson theActivegrammarbox.Tell
themto readthroughthe notesandchoosethecorrect
alternatives.
Activegrammar
Usetheactive
formto saywhatthesubjectdid.
Usethepassiveto saywhathappened
to thesubject.
8 > TettSsto lookat the tapescripton paget57 and
underline
fiveexamples of the pastSimplepassive.
> TettSsthatfurthernotesareprovided on Reference
page93.TheyshouldfeeIfairlycomfortable withthis
grammar
pointhavingalreadystudiedthe presentform.
9 ) Sscomplete thesentencesin pairs.Getfeedback
fromthewholectass.
1O > Sscomplete in pairs.Checl<
thesentences the
answers
by havingtwoSsreadout eachof thediatogues.
 InthislessonSstatkandreadabouthowto negotiate before
role-ptaying
a situationof negotiation
themselves.
1 1 ) p6sg5 Sson the pictureandaskthemto describe 1 ) Readthroughtheexamples givenof negotiation
it witha partner situations
andasktheSsif theyeverfindthemselves in
andto saywhattheythinkis happening.
Getfeedback fromtheclass. thesesituations.
> TetlSsto readthroughthewholetextin orderto get ) Nowtell Ssto brainstorm othersituations in which
thegeneralideaofthe story.At thisstagetheydo not theynegotiate. Getfeedback fromthewholeclass.
choosealternatives. ) Focus Sson the pictures andaskthemto imagine what
) Thenaskif thereis anyvocabulary is happeningandwhatthepeopte mightbesaying. Get
theydon't
understand. Encourage several Ssto sharetheirideas.
otherSsto explainbefore
interveningyourself. 2 ) Ssdiscuss thequestion in pairs.
) Ssreadthroughthetextagainchoosing thecorrect 3 ) Focus Sson thefive-step negotiation plan.Te[them
alternatives.
Check theanswers withthewholeclass. to readthroughit andundertine anything theydon't
understand. Gothroughproblems of comprehension with
thewholeclass.
) Ssdiscuss in pairswhethertheyagreewithail the
pointsor notandif theyhaveanything to add.Get
feedback fromthewholeclass.
4 > TetltheSsthattheyaregoingto listento a father
Writing andhisdaughter negotiating.
AsktheSswhattheythink
12 ) Focus theSson the Howto ...boxandsivethema it mightbeabout.
fewminutes to readthrough theinformation. isk, > Readthroughthequestions
Q:Whatdo we normallyput in the introduction withthewholeclassand
to an playrecording
article? 9.6.AtlowSsto discuss theanswers witha
partnerbeforechecking withthewholeclass.
Q:Whatsequencers canwe use?AskSsif thevcanthink
of anymoresequencers apartfromtheonesaireadygiven 5 ) Dividethe classintotwogroups, A andB.SsA tool<
(e.g.,at first, later,in the end etc.) at pagep6 andSsB tookat pagerz8. GiveSstimeto
Q: Howcanwe finishthe article? readthroughtheinformation witha partnerfromthesame
groupanddiscuss howtheyaregoingto approach the
) NowtetltheSsto dividethestoryin Ex.n intothree 'negotiation'.
parts.Getfeedback fromthectass.(Thefirstcomplete
sentence is the introduction,the lastcomplete sentenceis 6a ) TwoSsA andtwo SsB worktogether to actoutthe
theconclusion, andthe restis thestory.) negotiation
process.
Givethema timitedtime(e.g.,ten
minutes)
andtellthemto stop.
13a> Dividetheclassintotwo groups, A andB.Group
A lookat the pictures on pagep6 andgroupB lookat the b > Ssworkouttheirscoresto seewhohas,won,.
pictures on pagerz8.
b > WithineachgroupSsworkin pairsto describe
whatis happening in eachpicture andmakea note
ofvocabulary theyneedto do thistask.lfvou have
dictionaries atlowSsto usethem,if not,Ssrequest the
vocabulary fromyou.
c > Puta studentA witha studentB. Eachonetetls
theirstorywhiletheotherlistens. TetttheSstheyare
responsible for explaining newvocabulary to theirpartner
eitherby givinga definition or pointingto thethingin the
pictures (discourage translatingintothe mothertongue).
14 ) Sswritetheirarticleusingthe Howto ... boxas
reference.

OPTIONALVARIATION
Ssworkin smallgroupsto inventa ,disastrous crime,
story.Tetlthemthey mustthinkof thingsthat could
possiblego wrongfor a crimina[. GiveSs sometime
to prepareit andthenhaveeachgrouptettthe restof
the classthe story.Finally,Ss write up their story.
1>
Answers:r cante[[ z couldn'ttal<e 3 can
youhelp 4 couldstand 5 won'tbe ableto CEF References
ptay 5 couldn'tsleep 7 won'tbe abteto finish
to simplejob interview
9.r Cando: respond questions
2> CEFBr descriptor:
cantakesomeinitiatives in an
(e.9.to bringup a newsubject)
interview/consultation
Answers:r Canshereadmusic? z Couldyou but is verydependent
on the interviewerin the interaction
seethesea? 3 Howmuchcanheafford(to (CEF page8z)
spend)? 4 Whenwitlhe beableto walkagain?
S Whatcanit do? 6 Whenwitthe beableto 9.2Cando:talkaboutyourabilities
start? 7 Howmanylanguagescouldshespeak? CEFBr descriptor:
canenterunprepared
intoconversations
topics(CEF
onfamiliar page76)
3>
9.3Cando:writea shortarticle
Answers:r This letter was posted last Friday. CEFBr descriptor:canwritestraightforward connected texts
z The animalswere givensomefood. 3 They ona rangeof familiarsubjectswithinhisfieldof interest,
were invitedto Rau[and Sharon'swedding. 4 A11 bytinkinga seriesof shorterdiscrete
elements in to a linear
the ftightswerecancelledbecauseof the sequence (CEFpage5r)
weather. 5 Thischairwas madein ltaly in the
sixteenthcentury. 6 We werewarnedto stay
i n d o o r su n t i l m o r n i n g . 7 A l o t o f m o n e ya n d CEF quick brief
jewellerywerestolenfrom their house.
O n eo f t h e k e y i d e a sw i t h i nt h e C o m m o nE u r o p e a n
Frameworl< is that learninga languageis a lifelong
4> tasl<;it requires'lifelonglearning'sl<ills. Lil<eall skills,
Answers:r Morethanfifty peoplewerearrested we can improvehow we learnand one of the teacher's
by the potice. z Thestorewasopenedat exactly responsibilities is to show studentshow to do this. The
9a.m. 3 | waspaida lot of moneyto do thejob. Lifelonglearningboxesin TotatEnglishoffer help in this
4 Weweren'tmetat theairport. 5 Everybody task and showingstudentshow to usetheir Portfoliois
wasrescued fromtheshio. 6 Alttheclassrooms anotherway that teacherscan hetp.
werecleaned yesterday.

5> Portfolio task

Downloadthe TotolEnglishPortfoliofreefrom
Answers:r interviewee z qualifications www.Iongman.com/totalenglish.
3 correct 4 correct 5 receptionist Oblective:to introduce to the 'Dossier'section
tearners of
6> theirPortfolio.
Thistasl<canbedonein Ss'Lr.
Answers:r appty z iury 3 employee
4 complaint 5 favour 6 company TheDossier sectionof the Portfolio
allowsSsto record
7 appointment andstoreexamples of goodworkin English to showother
people.lt canincludeanything fromstoriesto recorded
interviews to videos.
1 ) Exptain thepurpose oftheDossier sectionofthe
Portfolio
to Ss.
2 ) AskSsto lookbackat theirworkoverthe lastfew
monthsandchooseoneor two piecesof worl< whichthev
feelproudof.
3 ) AskSsto compare theworl<in groupsandexplain
whytheyfeelproud.
4 ) Asl<5s to recorddetailsof theworkretevantsection
of theirDossierandstoretheworkseparatety in a Dossier
fotder.lf necessary,
learners
mighttiketo redothework,
correcting mistakes
fromtheoriginalversion.
Overview

Q:Whatis witdtife?Witdtife
generally refersto animals
thatlivein thewildasopposed to domesticated animals
or pets.
Q: Doyou haveanypets?Didyou haveany petswhen
youwereyounger?Wouldyou like to havea pet?What
kind?
Q:Whatwitd animalscanyouthink of? Haveyou
everseenanyof theseanimals?Doyoueverwatch
documentaries aboutwild animals?Whatkind?
1a) Sslookat thephotosandnametheanimals they
canseewitha partner.Getfeedback fromvariousSs.

b > In pairs,5s dividethe animalsintofourgroups.

Tell
Ssthatsomewordscango intomorethanonegroup.
Summary
Lessonr: Ss reada textaboutchildrenwhowereraisedby
a n i m a l as n dd i s c u stsh e m e a n i n o
g f t h e p h r a s a l v e r bt hsa t
areused.Thentheylistento a womantatkingabouther
chitdhood andthe peoplewho influenced her.
Lessonz: Sstalk aboutthe advantages anddisadvantages c > Ssaddtwo moreexamples to eachtist.Getfeedback
of zoosandreadan Internetbutletinboardwherepeopre fromthewholeclassandwritetheextraanimals on the
expresstheirpointsof viewwith regardto this issue. board.
Lesson3: Ss identifydifferentanimalnoisesandthenreao 2a> Ssworkin pairsto complete thesentences.
Tetl
abouta TVprogramme designed to be watchedby pets.Then themto thinkabouttheanimals' behaviourandthe
theytistento a radioprogramme aboutpetTV. meaning of the expressions
in theirownnative[anguage
Communication Focus:Ss readaboutthe WorldWitdtife in orderto makeeducated guesses. Getfeedbackfrom
Fund,the MonkeySanctuary andthe RoyalSocietyfor the variousSs.
Prevention of Crueltyto Animalsandthendiscusswhatthey
w o u l dd o i f t h e yh a df 1 , o o ot o s p e n do n h e t p i n a
gnimats.

Film bank Wolves(3'o7")

A documentary
aboutwotvesandour fearofthem b > 5s try to find similarexpressions in their own
language.ln multilingualclasses,try to groupstudents
Fromfairytalesto horrorfilms,we are expectedto with the samemothertonguetogether.
be afraidof wolves.But what arewolvesrealtylike
) lf you rrvantto give Ss extra practicewith these
andshouldwe reallybe afraidof them?Thisfitm
exploresthe topicthroughcartoons, expressions, havethem work in groupsto makesentences
fi[mtrailersand
documentary footage. usingthe expressions in a definitecontext,e.g.,lf I go
to Englandand get a job, I can make some money and
Possibleplacesto usethis shortfi[mare: practise English, ond kill two birds with one stone.
) afterLesson r to extendthe topicof the
relationship
betweenmanandanimals
EXTENDTHE LEAD-IN
) beforeLessonz to introduce
the topicof freedom
andcaptivityfor animals Play'Guessmy animal'.Thinkof an animalandte[[
the Ss that theyhaveto guesswhatit is by asking
) a t t h e e n do f t h e u n i tt o r o u n du p t h et o p i ca n d questionswithyeslnoanswers. Givethe Ss a minute
language to thinl<of somequestionsin pairsbeforeyou begin
Forwaysto usethis shortfilm in class,seeStudents' e.g.,ls it big? ls it brown?ls it wild? Doesit live in
Bookpaget4z andTeacher's Bookpager8z. forestsTls it from Africa?Doesit eat fruit?
Nowhavethe Ss ptaythe gamein smallgroups.
 OPTIONALEXTENSION
lfyou haveaccessto the Internet,5s canlookat:
Therehavebeenfortywell-documented casesof 'feral' www.feralchildren.com.Theycanmakenoteson a
children(children raisedby animalsin the wild)in the last similarstoryandthentell the restof the class.
few hundredyears.Mostof thesechildrenwereeitherlostor
takenby animalswhentheywereontya few monthsold and
h a v eg r o w nu p l e a r n i ntgh e b e h a v i o uarn dc u s t o m osfthe \Iocabulary
a n i m atlh a th a sa d o p t e dt h e m T. h e s ea n i m a tisn c l u d e
wolves,
monkeysandevenan ostrich.Theauthenticity ofthese ) AskSsto brainstorm anyphrasal verbstheyknow
stories,however, hasyet to be proved. already(lf Ssstruggte to do thisyoucouldreferthem
bacl<to thephrasal verbsin lessons 5.2,8.tand8.2.Get
I n t h i sl e s s o n5 s r e a da b o u tR o m u l uasn dR e m u a
s n dt h e feedbacl<,writingthe phrasal verbson the boardand
wolf girls,KamalaandAmata.Throughthiscontexttheylearn
eticitingexamples of howtheycouldbe used.
variousphrasaI verbs.
5 ) 5s workin pairsto matchthe underlined phrasat
verbsin thetextwiththedefinitions. Teltthemto writethe
OPTIONALWARMER infinitive
formofthe phrasaI verb,as in thetexttheyarein
Write:raisinga child on the boardand elicit/teach the Past.Checktheanswers withthewholeclass.
the meaning. Ask:Q: Whatarethe mostimportant
thingsyou haveto think aboutwhenyou are raising
a chitd?Ss discussin pairs.Getfeedback fromthe
wholeclass.

6 ) Ssworkin pairsto complete thesentences.Tetlthem

Reading to payspecialattention
to theformof theverb.Checl<the
1 ) Focus Sson the photosandtettthemto discuss the answerswiththewholeclass.
questionin pairs.Encourage
Ssto tall<abouta[[thethings
theyknowin relationto eachphoto.Getfeedback from
thewholegroup.

7a> Sscomplete thequestionsin pairs.

Tettthemto
payattention
to theformof theverb.
b > eLayrecordingro.randSschecktheiranswers.

Answers: r Wheredid you grotiy

you up? 3 As a chiid,who,b,(
were ill? 4 As a strjlq,

2 ) Ss readquicklythroughthe text and answerthe Pronunciation

question.Checkwith the whole class(fourchildrenare
8a) Rtayrecording ro.ragainandSsunderline the
mentioned). wordsthatarestressed. Atlowthemto checl<witha
3 ) Readthroughthe questionswith the whole class partnerandtheneticittheanswers.Pointoutthatwith
and then tetl the Ss to readthe text againand answerthe phrasal
verbswe usuallystressthe particleandnotthe
questionswith a partner. mainverb.

b ) Ssaskandanswerthequestions in pairs.Encourage
themto askfollow-up
questions
whereappropriate.Go
aroundtheclassmonitoring
theirconversations.
Get
feedbacl<
fromseveral
Ss.

4 ) Ssworkin pairsor smallgroupsto discuss

the Lifelong learning
questions.
Getfeedbacl< fromthewholeclass. ) Readthroughthe noteswith the ctass.ln pairs,Ss
talk about what they norma[[ydo and the advantages
and
disadvantages of eachapproach.Getfeedbackfrom Ss
and discussthe differentoossibilities.
> Teltthe good ideato havea sma[[vocabularvnotebook
w h i c ht h e yc a nc a r r ya r o u n dw i t h t h e m .I n t h i s w a y t h e y
can makethe most of free momentsto havea lool<at it
and test their memories. Forsomeyearsnowtherehasbeena growingdebateabout
the advantages anddisadvantages of keepinganimalsin
zoos.Thosewho favourzoosarguethat animalsthat arein
OPTIONALEXTENSION dangerof extinction canbe bredin zoosthuspreserving the
Topractisesomeofthe methodssuggested, askSs species. Moreover, mostzoosnowtreatanimalsmuchbetter
to choosetwo or threewordsfromthe coursebook thanin the pastandarea formof bothentertainment and
whichtheyhavelearnt.In pairs,theywritea definition education T .h o s ea g a i n szt o o sm a i n t a itnh a tk e e p i n a
gnimals
o f o n eo f t h ew o r d s u
, s ea n o t h eirn a n e x a m p l a
eno, in captivityis cruelandshowsa lackof respectfor both
in monolingual classes, translatethe other. a n i m a l as n dt h ee n v i r o n m e n t .
AskvariousSsto readout theirdefinitions andthe In this lesson5s readsomearguments for andagainstzoos
otherSs guessthe word.Askother5s to readout andthroughthis context,lookat the grammarof countable
theirexamplesentences andthe otherSs mustsav a n du n c o u n t a bnl eo u n s .
whatthe wordmeans.If you haveusedtranslation,
get some5s to readout theirwordin the mother
OPTIONALWARMER
tongueandthe otherSssaythe wordin Engtish.
Writefor or against?on the boardand elicit/teach
the meaning. Tettthe 5s that you aregoingto say
Listening and speaking a numberof sentences andthosewho arefor must
9a) Playrecordingro.zandSslistento thewomanano standup andthosewho areagainststaysittingdown.
saywhichtwo peoplemostinfluenced (her
herchildhood Readout the fol[owingsentences andelicitreasons
motherandgrandmother). for andagainstfromthosewho standup andfrom
b ) Readthroughthestatements thosewho remainsittingdown.
withthewholeclass
andptayrecording ro.zagain.Ssdecidewhichstatement Theteachershould give more homework.lt's
is false.A[[owthemto compare witha partnerbefore fantosticto havea pet. Youshould nevereat fast-
eticitingtheanswer(number 4 is fatseasshesaysthat food. Peopleshouldn't be allowed to drive their cars
shedidn'ttaketo herteachers in city centres.Weshould havelonger holidays.
andschoolwasn'teasy).
) lf youfeelSscancopewithmorevocabulary, Tettthe 5s that the nextlessonis aboutarguments for
explain
andagainstzoos.
the meaning of takefo (tike)andtetl5s to addit to the tist
of phrasal verbsin Ex.5.Youcouldalsotellthemto write
an example sentence withthisphrasaI verb.
Reading
C ) Focus Sson the Howto ... boxandreadthroughthe
notes.Playrecording ro.zagainandSscountthetimes 1a > Ss work in pairsto mal<ea list of advantages
and
theyheareachphrase. disadvantages
of zoos.
b ) E a c hp a i rj o i n sw i t h a n o t h e rp a i rt o c o m p a r et h e i r
ideas.Getfeedbackfrom the whole class,writingtwo
columnsentitled advantagesand disadvanfoges)on the
board.
) Explain to theSsthatthesephrases
areverycommon ) F o c u st h e S s o n t h e p h o t o sa n d a s kt h e m :
in normalconversation
andhetptheftowandfluencvof Q: What can you see in the photos? Doeseach photo
whatis beingsaid. contributeto the argumentsfor or against zoos?
1O > Sstalkaboutthequestion in pairs.Goaround the 2 ) Ss quicklyreadthe buttetinboardand say if each
classmonitoringtheirconversations andmakinga noteof personis for or againstzoos.Checkwith the wholeclass.
anymistakesSsmal<e.
) Whentheyhavefinished, writethe mistakeson the
board.Ask5s to try to correct
them.
3 ) Readthroughthequestions withthewholeclass.Ss
OPTIONALVARIATION
workin pairsto readthe messages
againandanswerthe
questions.
ReferSsto the tapescript 10.2on page
of recording
r58 andaskthemto writesomething similarabout
themselves. Tellthemto includethe expressions
fromthe Howto ... box.Makesure5s realisethat this
is not normalin writing,buttheyaredoingthisto ) AskSsif thereis anyvocabulary
in the messages
that
preparefor speaking. Ssdon'tunderstand andencourageotherSsto explain
Fina[ty,havethemreadtheirpiecesof writingin pairs, beforedoingsoyoursetf.
usingthe appropriate phrases.
conversationaI 4 ) Ssdiscuss thequestionin pairs.Getfeedback
from
thewholectass.
Grarnmar
OPTIONALGRAMMARLEAD-IN
Writethe followingsentences on the board.In pairs,
Ssto findtwo mistakesin eachoneandcorrectthem.
Muchzoos is in a very bad condition.
My moneysare in my pocket.
Eticitthe correctionsandask:
Q: ls zoo countableor uncountable? (countabte)
Explainthat this is why the verbmustbe pluralano
muchhasto be replacedby many.
Qzls moneycountableor uncountable? (uncountable)
Explain that this iswhy moneycan'tbe pluralandthe
verbmustbe singular.
5a) Ss readthe sentencesand answerthe question
with a partner.Checl<
with the whole class(animalsis
countableand informatronis uncountabte).
b ) FocusSs on the wordsin the box and the Active
grammarnotes.Ss work in pairsto put the wordsinto the
correctcolumn.Drawtwo columnsheadedcountableand
uncountableon the board.Elicitwordsto completethem.
Active grammar
countable:
holiday,newspaper, job,cheque
uncountable:
trave[,furniture,work,news,advice,
money
) Drawa thirdcotumn ontheboardwiththeheading
both.Exptainthatsomewordscanbe eithercountable or
uncountable.Writecoffee,glassandhairon the board.
) Givetwoexample sentences withhairto demonstrate
thedifferencee.g.,There's a hairin mysoup;She'sgot
redhair.In pairs,Sstry to writetwoexample sentences
whichdemonstrate thedistinction forglassandcoffee.
Getfeedback fromthewholeglass.
) Referthe5s to Reference page1o3andreadthrough
thetistof uncountabte nounswiththewholeclass.
) GiveSstimeto readthroughthe restof thegrammar
rulesandthenaskthefollowing questions:
Q: Dowe usea/an with countableor uncountable
nouns?(countable) Q: Dowe usemuchwith countableor
uncountable nouns?(uncountable) Q: Dowe usea bit of
with countableor uncountable nouns?(uncountable)
Q:Whatdo we usuallyusein affirmativectauses?(some)
Q:Whatdo we usuallyusein negativeand interrogative
clauses?(any)QtWhencanwe usesomein questions?
(whenwe expectthe personto sayyes).
6 ) 5s workin pairsto choosethecorrectalternative.
Elicitanswers
fromvariousSs.
7 ) Ssworkin oairsto correct
the mistal<es.
OPTIONALEXTENSION
Writethe followingthingson the board:pollution;
sportsfacilities;good clubs;good foodi cinemasi
violence;hot weather;job opportunities.In sma[[
groups,Sstatkaboutthesefactorsandsayhowmuch
or how litttethereis/arein the towntheyarein at the
moment.Goaroundmonitoring the useof countable/
uncountable structures.
Finattyget feedbacl<.
Writing
8 > Ss readthroughthe examplesentencesand choose
the correctalternative.Checkwith the wholeclass
(althoughis foilowed by a clause).Explainthat although
is usedto contrasttwo opposingideas.lf Ss are finding
this difficuttgivethem an extraexamplee.9.,Although
she didn't studyshe passedthe exam.Ask Ss to rewrite
the sentenceputtingalthoughin the middte.
9 ) Ss write sentenceswith olthoughin pairs.Go around
the classmonitoringtheir work as they do this. Checl<
the
answerswith the wholeclass.
1Oa> Ssreadthe buttetinboardin theWritingbanl<on
pager48 anddo the exercises.
Checkwiththe class.
b > tn pairs,5s havean imaginary'online'discussion(on
A 4 p a p e r )t i k et h e o n e i n E x .z b y w r i t i n gt h e i ro p i n i o n s
a b o u to n e o f t h e t o p i c s .
c ) Ss exchangepaperswith anotherpairwho have
writtenabout a differenttopic.The Ss then respond
t o t h e a r g u m e n tw, r i t i n gt h e i ro p i n i o n sP
. a p e r sc a nb e
exchangedseveraItimes.
OPTIONALVARIATION
Dividethe classintotwo groups,A and B. Ss in group
A thinl<of argumentsfor the topicsin Ex.r.ob.5s in
groupB thinkof arguments against.Thenput two 5s
fromA with two fromB andtheyhavea groupdebate.
Alternativety,havea wholectassdebate.In the end,
5s votefor or against,expressing theirrealopinion.
 Vocabulary
5 ) Ss matchthe beginnings andendingsofthe sentences
TheBBC(BritishBroadcasting Corporation) believesit hasa in pairs.Checl<
the answerswith the wholegroup.
dutyto serveminorityaudiences andin zoo4introduced the
n e wc o n c e pot f ' p e tT V ' .' T h es o u n do f r u n n i n w
g a t e rm i g h t
attractyourfishto the screen,andthe sightof fishswimming
arounda tanl<mightattractyourcat'(BBC).
ln this lessonSs readandtistenaboutpef f/and through
thiscontext,theyanalysethe grammarof the definitearticle. dependent prepositions
to connectthemto theobject.
Pointoutthattheprepositionsdo notchange themeaning
oftheverbas happens withphrasal verbs.
OPTIONALWARMER
Writelllon the boardandaskSs to brainstorm
6a) Sscomplete thequestions witha preposition
in
pairs.Checkwiththewholeclass.
differenttypesof TV programmes e.g.,documentaries,
news,films, soop operas,chat shows,situation
comedy, quizzes,sports,cortoons.
Getfeedback fromthe classandwritethe wordson
the board.Nowask:
Q: Whattype of peopledo you think normattylike b > Ssaskandanswerthequestions in pairs.Goaround
eachtype of programme? Ss tail<with their partner theclassmal<ing a noteof the mostimportantmistakes
andthensharetheirideaswith the restofthe class. thattheymal<e astheydo this.Whentheyhavefinished
Q: Doyou think petswould tike any of these theexercise,tall<aboutthesemistal<es,encouragingSsto
programmes? Elicitstudentresponse. self-correct
first.
TettSsthatthe nextlessonis aboutpetTV.
OPTIONALEXTENSION
Ss chooseoneof the verb+ preposition combinations
Reading and listening andwriteanotherquestionwhichtheywoutdbe abre
1 ) Focus Ssonthepicture andtettthemto answerthe to asl<otherSs in the class.Ssstandup andmingle,
questions in pairs,givingreasonsfor theiranswers.
Get asl<ingandanswering eachother'squestions.
Finalty,
feedback fromthewholeclass. Ss reportbackon whatthev havefoundout.
2 ) Ssreadthroughthetextandanswerasmanyasthe
questions astheycanin pairs.Mal<e suretheyunderstand
thattheywitl notbeabteto answeraltthequestions.
Grammar
Check theanswers withthewholegroup.
OPTIONALGRAMMARLEAD-IN
Writethe fottowingsentences on the boardandasr<
Ssto copythem,puttingfhewherenecessary.
t Samis tallestperson in class. z I like dogs a lot.
3 Westoyedat a hotel when ! was on holiday.Hotel
3a) Focus Ssbackon thelist in Ex.r. playrecording wos very expensivebut it wasn't very nice. 4 What
ro.3andasl<themto listenandticktheonesthevnear. was weatherIike yesterday?
Ss comparewith a partner.Checkthe answers.
r Samis fhetallestpersonin the class. z Correct.
3 lhe hotelwasveryexpensive ... 4 Whatwasfhe
weathertikeyesterday?
b > etayrecording
ro.3againandSsanswerthe restof
thequestionsfromEx.z. Mal<e
suretheyknowthatthey
onlyhaveto answerquestions 7 ) Ss matchthe examplesto the rules.Checkwith the
3, 5 and6. Attowthemto
comparewitha partnerandthengetfeedbacl<. wholeclass.

Activegrammar
a 2 b 3 c !

) ReferSs to Reference pagero3 and teI them to read

throughthe notesfor this grammarpoint.Tettthem to
t h i n l <a b o u tt h e i rm o t h e rt o n g u ea s t h e y d o t h i s a n d
comparethe Engtishuse of fhe with their own language.
4 ) 5s discussthe questionsin pairs.Getfeedbacl<
from (Sswith the samemothertonguecan do this in pairs.)
t h e w h o l ec l a s s .
) Getfeedbackfrom the Ss aboutthe pointswhich differ
in Englishfrom the rulesin their own [anguage. TettSs to
mal<ea menta[noteof these pointsin particular.
8a) S s c o m p l e t et h e s e n t e n c eisn p a i r s .
b > Rtayrecording:.o.4.Ss tistenand checl<
their
anSwers.

In this lessonSs readinformationaboutvariouscharities

that areinvolvedin protecting
animals. Theyatsoptana
> Ask the Ss what they noticeaboutthe pronunciation of contribution to this movement
of theirown.
fhe. ln a[[ of thesesentencesfhe is pronounced/de/and it Wrileqnimalsin dangerontheboardandaskSsto talkin
is not stressed.Pointout that fhe is pronounced/dir/if it pairsaboutwhatthingspeopledoto helpanimats
in danger.
comesbeforea vowel e.g., the apple. Getfeedbackfromthewholeclass.
G > Ptayrecordingro.4 again,pausingat the end of 1 ) Readthroughthequestions withthewholectass
eachsentencewhile Ss repeat.Thentel[ them to practise andputSsin pairsto readthe information
andanswerthe
sayingthe sentencesin pairs. questions.
Checktogether.
9a) Bs36the examplesentenceswith the whole class
and put Ss in pairsto find and correctthe mistakes.Check
the answerstogether.

) AsktheSsif thereareanywordstheydon't
understandandencourageotherSsto explainbefore
doingso yourself.

b > Ssaskandanswer thequestions

in pairs.Goaround OPTIONALEXTENSION
theclassmonitoring
theirconversations. get
Finatty,
Ask5s to worl<in pairsto writethreemorequestions
feedbackfromthewholeclass.
as in Ex.r aboutthe charityinformation.
Ssthenswap
questions with anotherpairandanswerthem.
Speaking
1Oa> Focus on the Howto ... boxandreadthroughthe 2a) Bs36throughthesituation withthewholeclass
differentformsof speculating.Sslistento theadvertfor andtetlSsto thinkfora minuteaboutwhattheywoulddo
catsandthenspeculate aboutthesounds in pairs. withthef1,oooandwhy.
> Ptayrecording ro.5.Stopaftereachnoiseto atlowSs b > putSsin groups of fourandSsdiscusstheirideas
to talkin pairsandnotedowntheirspeculations. anddrawup a [istof thingstheycoutdspendtheirmoney
on.Finally,
theymakea decision abouthowto spendthe
money.
3 ) Eachgroupchooses a spokesperson
whopresents
theirideasto the restof theclass.

b > tett Ssto lookat the pictureson paget3z and

speculate witha partnerasto whattheymightbe.Get
feedback fromthewholeclass.

OPTIONALEXTENSION
Dividethe classintogroups.Onestudentfromeach
groupis blindfolded. Other5s in the groupmake
noisesso that the studentcanspeculate whatit is
e.g.,slammingthe door, stampingtheir feet
Extendthisto othersensese.g.,smellandtouch.
Blindfotded5s feelor sme[]differentthingsandguess
whattheyare.As preparation, tell 5s to bringin food
items[ikecrispsor spices,or do this yourself.
 A n s w e r s : r ( -2) ( - ) 3 ( - ) 4 a 5C)
6(-) 7an CEF References
2> ro.r Cando:talkaboutpeoplewhoinfluenced you
CEFBr descriptor:
canconveyinformation andideason
A n s w e r s : r a l a l t hz e
a 3the 4C) Sthe abstractaswellasconcretetopics,checkinformation
and
6 (-) 7 the askaboutor explainproblemswithreasonabte precision
(CEF page83)
3>
ro.z Cando:writea shortcontribution
for a bulletinboard
A n s w e r s : r m u cz ha l o t 3 p i e c e 4 s o m e
CEFBr descriptor:
canproduce continuous writingwhich
5 tittte 6 many 7 a lot of
is generally
intettigibte
throughout(CEF pageu8)
4> ro.3Cando:speculateaboutsoundsandpictures
Answers:rfew
zof 3many 4a 5piece
CEFBr descriptor:
canexplainwhysomethingis a
problem,discusswhatto do next,compare
andcontrast
5> (CEFpage79)
alternatives
A n s w e r s : r o zn t o l w i t h 4on 5for
6 about T to 8 to CEF quick brief
TheCommon European Frameworl< suggests thatlearners
6> needmorethanlanguage knowledge to communicate
A n s w e r s : r d e p e n2dusp 3 r a t 4 a f t e r successfully Theyalsoneed,communicative
in a language.
5 cat 6 up 7 fish 8 mouse 9 up 10 grew competences'which empower the learnerto actuatly
use
theirknowledge. TheHowto ...boxesin TotalEngtishare
designedto develop communicative competences.

Portfolio task
Downloadthe TotolEnglishPortfoliofreefrom
www.longman.com/totoleng Iish.
Objective:to reinforce
studentautonomy in updating
the
Portfolio.
Thistaskcanbedonein Ss'Lr.
1 ) Forhomework, askSsto updatethe passport section
of theirPortfolio.
Theymight[iketo reassess theirabilities
in thedifferent
skitlsareasor addto theirlistof tanguage
learningandintercultural
experiences.
2 ) AskSsto bringtheirPassport sections in andshow
themto otherSs.
Overview
) fntroduce Ssto thetopicof travet.Writetravelon the
boardandask:Q: Howoftendo youtravel?e: Wheredo
you usuallytravelto?
Q:Whattypesof transportdo you usuattytake?lf Ssonly
answerwithregardto theirholidays asl<:
e: Whattypeof
transportdo you usein the city?
Q: Doyou like travelting?Encourage Ssto answerwith
regardto bothhotidays andday-to-day travelling.
Qt lf trovelis a verb,whatis the nounandwho is the
personwhotravels?Elicitor teachtrip (atthoughfrayel
cansometimes be usedasa noune.g.,on my travelsor
asa collective noun,it isn'tcommon andit'sbetterto
concentrate on trip at this leve[).Thepersonis traveller.
1 ) Ssworkin pairsto findthewordsin thewordsearch.
Checl< theyunderstand the meaning of acrossanddown.
Getfeedback fromthewholegroup,havingindividuatss
pronounce thewords.
) Pointoutthedifference between a motorbikeanda
moped(a mopedis smallandhasa low-powered engine
whereas a motorbike is biggerandhasa high-powered
Summary engine) andcoachandbus(coach
citiesandbuswithina city).
is normallybetween
Lessonr: Ssdiscusswhatprobtems you canhavewith travet
companions and readan extractfroma diary,in whichLucy
complains abouthertravelcompanion, Andy.Thentheylisten
to a conversation
in whichLucyteltsAndythatshedoesn,t
wantto travelwith himanymore.
2a) Ssmatchthewordsandformsof transport in oairs.
Lesson z: Sscomplete sentences aboutcustoms in different
countries. b > Rtayrecording
rr..randhaveSschecktheiranswers.
ThenhalftheSs reada text offeringadviceto
business travetlers
on givinggiftsto peoptefromdifferent
culturesandthe otherhatfreada textaboutculturaldifferences
in formsofaddress, personalspaceandphysicat greetings.
Lesson3: Ss listento an interview
with a travelwriterin
whichshetatksaboutherchildhood, howshegot intotravel
writingandthe difficuttiesshefaces.
Communication Focus:Ss listento fourconversations
about
travelling
on differenttypesoftransport.Thentheyrote-play
buyinga ticketat the trainstation.

Fitmbank GiltS wild world (3'r9") 3a) Ssworkin pairsto correct

thesentences.
Get
A shortfilm aboutthe lifeof a travelwriter feedback
fromdifferent
Ss.
GitlWitliamsis the traveleditorfor a British
newspaper and makestraveIprogrammes about
variousdestinations. Wefind out howshefeelsabout
travellingall the time andwhatplacesshewoutdstitt
liketo visit.
b > Ssaskandanswerthequestions
in pairs.Get
feedbacl<
fromthewhoteclass.
Possibleplacesto usethisshortfilm are:
) beforeLesson 3 as an introduction
to the topicof
travelwriters EXTENDTHE LEAD-IN
Writetrain,coach,car,plone,motorbrkeon the board.
) after Lesson3 to extendthe topic of traveIwriters
TellSsto imaginetheyaregoingto traveIto a place
) at the endofthe unitto roundup the topicand aboutzoo km away.In smallgroups,Ss ranl<,from
language mostto least,the fivetypesoftransportaccordingto
Forwaysto usethis shortfitm in ctass,seeStudents' the categories:
safest,mostcomfortable, cheapest,
Bookpager43 andTeacher's Bookpager83. mostenjoyable. Getfeedbacl<fromthe class.Thenask
whichtypeof transporttheywouldchoose.
 Grammar

Travetling is not alwayseasyandit's not surprising

that OPTIONALGRAMMARLEAD-IN
travetcompanions oftengeton eachother'snerves.Some Writethe followingmixedup sentences on the board.
companies likee-travel,nowgiveadviceon choosing a Ssworkin pairs,with booksclosed,to try to orderthe
travelcompanion. Theysuggestthat beforeyourtrip you sentences. Checkwith the wholeclassandwritethe
speakopenlyaboutthe activities you wantto do,the typeof correctsentences on the board.
accommodation preferred,
andthe moneysituationas we[[as t just he osleephosfallen (Hehasjust failenasleep).
considering eachother'spersonatitytraits. z alreadyAndy me to annoystarted has (Andyhas
In this lessonSs reada diaryextractabouta difficulttravel alreadystartedto annoyme).
companion andthroughthis contextconsider the grammarof 3 stoppedyet he has talkingnot (he hasnot stopped
just, yet andalready. tatkingyet).
AskSswhattenseis beingused(presentperfect).
Underlinethe words1ust,alreadyandyet andtett the
OPTIONALWARMER
Ssthat theyaregoingto studythe useofthe present
Introducethe topicof hotidaysandtrave[[ing
by Perfectwith thesewords.
asl<ing:
Q: Whendid you last go on hotiday?Where
did you go?Whodid you go with? Doyou preferto
5 ) Focus Sson theActivegrammar box.Tellthemto
travelwith other peopleor alone?
readthroughthegrammar notesandcomplete the rules
AskSsto brainstorm in pairsthe advantages
and withiust,yet or already.
Checl<
withthe wholeclass.
disadvantages of trave[[ing
with otherpeopte.Get
feedback andwritethe two listson the board.
Active grammar
a) Justmeansa shorttime ago.
Reading b) Akeadyshowsthat something happened
sooner
1 ) Ssdiscuss thequestions thanexpected.
witha partner. Get
feedback, focusing particutarly c) Yefshowsthatthe speakerexpected
something
to
on questionz.
happenbeforenow.
2 ) Focus Ss'attention onthephotoandaskthemwhat
theycansee(awomanon hotiday, backpacking). ) TettSsto lookat Reference page113.Civethema few
) Ssreadthediaryextractquicktyandsaywhich minutesto readthroughthe information andthenask:
annoying habitsarementioned (hetatksa lot,snoresand Q:Wheredo you usualtyputiasf in the sentence?
complains). Tettthemnotto worryaboutanywordsthey (betweenhaslhove andthe pastparticipte)
don'tunderstand at thisstage. Q:Wheredo you usuatlyplttolreadyin the sentence?
3 > Tettthe5s theyaregoingto listento a summary (between has/have andthe pastparticipte or at theendof
of
Lucy'sdiarybutwiththreemistakes. ptayrecording:.r.2 thesentence)
andSslisten.Allowthemto compare witha partnerand Q:Wheredo you usualtyputyet in the sentence? (atthe
thenplaytherecording againif necessary.Checkthe 9nd) Wlthwhat type of sentences do we usually useyet?
answers withthewholeclass. (negativeandinterrogative)
) lf Ssarehavingproblems withthesestructures, give
themmoreexamples e.g.,Wehovejustcompleted the
Activegrammarbox; Wehavealreadystudiedunits t-to;
Wehoven'tfinishedthecoursebookyet.
6 ) Ss writejust, yet or alreadyin the correctplacein
pairs.Check theanswers withthewholeclass.

) Asl<Ssif thereis anyvocabulary in thediaryextract

thattheystil[don'tunderstand andencourage otherSsto
explainbeforedoingsoyourself.
4a) Sswriteout a diatogue in pairsin whichLucyte[s Pronunciation
Andythatshedoesn'twantto travelwithhimanymore. Go
aroundtheclassmonitoring 7a > AskSsto pronoun in pairs.plav
ceyet andir.rsf
andpicl<ing up anymistakes.
recording
n.4 andSscheckthepronunciation.
b ) Sspractise theirdialogue. Asl<forvolunteers to role
playtheirdialogue for the restof the class. b > Sspractisesayingthesentences witha partner.Go
around
theclasschecking pronunciationastheydo this.
C ) Playrecording u.3. Aftertheyhavelistened, Ss
comment on thedialogue 8 ) Ssturnto page132.Focus themon thewordsin the
in pairs,sayingin whatwaysit
wasdifferent fromtheirs.Getfeedback boxandchecktheyunderstand all thewords.In pairs,
fromtheclass.
theymakesentences usingiusfandyet andthewordsin
thebox.Getfeedbacl<
fromthewholeclass.
 SuccessfuIcommunication betweenpeoplefromdifferent
culturesdependsin part,on an intercultural
understandingof
customsandwaysof behaving. Failure
to comprehend factors
suchas customswhengreetinga stranger, hospitatity
or
certainformsof body[anguage cancausegraveproblems and
Vocabulary embarrassment.

9a) Focus In this lessonSs readsomeadvicefor business

travellers
and
on the photos.Sssaywhattypeof hotiday
theycanseein pairs.Getfeedback throughthis contextconsider
the grammarof verbswith two
fromtheclass.
obiects.

OPTIONALWARMER
Writeinterculturaldifferences
on the boardand eticit/
teachthe meaning(thedifferences betweendifferent
OPTIONALEXTENSION culturesin waysof behaving andcustoms).
In pairs,Ssthinl<of a placetheywouldrecommend for In sma[[groups,Ss brainstorm someintercultural
eachtypeof hotiday, givingreasonsfor theirchoice. differencesthat they havenoticedbetweentheirown
cultureandotherculturese.g.,whentravetling. Get
feedback fromthe wholeclass.
b > Ssmatchtheopposites.
Checktheanswers
withthe
wholeclass.

Vocabulary
1 ) Focus Sson the photosandtellthemto discusswith
1O ) PutSs in pairs.Tellone of the two to closetheir a partnerwhattheycansee,usingthewordsin the box.
b o o k sw h i l et h e o t h e rt e s t st h e m o n t h r e eo r f o u r o f t h e Getfeedbacl< fromthewholectassandasl<themin which
new expressions. Ss then changeroles. culturestheythinkthisbehaviour is common.
1 1 ) Focuson the Howto ... box and readthroughthe 2a )' Sscomplete thesentencesin pairswiththewords
noteswith the Ss.TetlSs that they are goingto describea in the box.
reallygoodhotidaythey havehad.Givethem a few minutes b > etayrecording u.6 andSslistenandchecl< their
to planwhat they are goingto say and makenotes. answers.
) S s t e t te a c ho t h e ra b o u tt h e i rh o t i d a y si n p a i r s .
Monitorconversations and note errors.Fina[[y, write the
errorson the boardand encourageSs to self-correct.
c> Ssdiscussthe question.
Getfeedback
fromthe
wholeclass.
Speaking and writing
LZA> Playrecording u.5. Sslistenandwritethe
questions
theyhear.Altowthemto compare witha partner Reading
andptaytherecordingagainif necessary. 3 ) DividetheclassintotwogroupsA andB.As lookat
thetexton pagero8 andBslookat thetexton page129.
) Ssreadthroughthetextquicktyto seewhichof the
thingsin Ex.z arementioned.
Tel[themnotto worryabout
b > Sswritetwo morequestions
in pairs. anyvocabulary theydon'tunderstand
at thisstage.Get
13a> Sschange partnersandaskandanswer their feedbacl<.
questions,mal<inga noteof eachother'sanswers. After
a fewminutes,te[[Ssto stop,changepartners againand
repeattheexercise.Dothisa number of times.
b ) Ssgo bacl<
Eventuatly to theiroriginatpartnerand
te[[eachotherwhois the besttravelcompanion for them 4a) Ask5s to readthetextagainin pairsandto mal<e a
andwhy.Getfeedbacl< fromvariousSs. noteaboutthesignificance
ofthe thingstistedin the box.
Tetlthemto helpeachotherwithanydifficultvocabulary
c ) Sswriteaboutthattravelcompanion. or to askyou.
b > PairstudentAsandBs.Student A asksstudentB
Lifelong learning abouttheirtext.EncourageSsto answerthequestions
) Readthroughthesuggestion withthewholeclassand usingtheirownwordsratherthanreading fromthetext.
askhowmanySsnormal[y do this.In pairs,Ssthinkof C) Fo[lowing thesameprocedure studentB asks
threeor fourpairsof opposites.
Theythentestother5s in studentA abouthis/hertext.
the classbysayingonewordandeliciting theopposite.
 > TetlSsto closetheirbooksandchecl<
theanswers
with
thewholeclass. Activegrammar
t lt is politeto bringyourhostflowers.
z lt is politeto bringflowersfo yourhost.

) AsktheSs:
Q:Whichstructureis morecommonin Engtish?
(number r)
) 5s shouldfeelquitecomfortable withthisstructure,
butif notreferthemto Referencepage113andgo through
somemoreexamples withthewholeclass.
7a ) Sscorrect the mistakes
in pairs.
b > Rtayrecording n]. Sslistenandchecktheir
answers.

5 > tettSsto answerthefirstquestion witha partner

andgetfeedbacl< fromtheclass.(Thisis a traditional
Englishsaying whichmeans thatwhenwearein a
different
country/regionwe shouldadoptthe habitsand
customs of the localpeopte).
) NowaskSsto discuss thesecondquestion andget
feedback.Thisneedsto be handled withsomesensitivity Person to person
so don'tprolongthediscussion if someSsareliketvto be
offendedbytheopinions 8a) Readthroughtheexample questionswiththe
ofothers.
wholeclass.In pairs,Sswritefivemoresimilarquestions
usingtheverbsat theendof theActivegrammar box.
OPTIONALEXTENSION
) AsSswritethe questions go aroundthectass
In pairs,Sswritea humorousmini-diatogue which monitoringtheirwork.Encourage Ssto self-correct
demonstrates a culturalmisunderstanding.The mistakes beforecorrecting
yourself.
dialogueshouldbe betweenpeopteof different
nationalities
in a specificsituation. b ) Reorganise theclassso thatSsareworkingwith
As theywritethe
dialogues go aroundthe classmonitoring a different
partner.
Ssaskandanswereachother's
Ss'work. questions.
WhentheyhavefinishedSs actout the situationfor
other5s. ) Asksomepairsto repeatoneof theirquestions
(with
answer)
for thewholeclass.

Grammar OPTIONALVARIATION
Insteadof eachpairwritingfivenewquestions, ask
OPTIONATGRAMMARLEAD-IN individualSsto writeonequestionusingoneof the
Writethe fotlowingstemsentences on the board.rn verbsfromthe Activegrammarbox.Ssstandup and
pairs,discusswaysof completing them. mingle,askingtheirquestionandgettinganswers
r Whenyou areinvitedto somebody,shousefor dinner fromall theirclassmates.
Aftera few minutes,Ss sit
it's a good idea to take the host/hostess... downandreportbackto the wholeclassaboutthe
z Whensomebodyis ill in hospital,you shouldgive answerstheyhavebeengiven.
them...
3 lf it is your teacher's birthday,you could bring
her/him.... Speaking
Getfeedback fromthe classandcompleteeach 9a) Ssspenda fewminutes thinl<ing aboutcustoms
in
sentence on the boardwith oneexamplee.g., theircountryor in a countrytheyknowweltin relation
r a bottleof wine. 2 grapes.: a big present.
to
thetopicsshownin the box.youcouldgroupSsfromthe
Undertine the directandthe indirectobiectin the samecountrytogether.
second"part ofthe sentence (thehost/abottteof
b ) Readthroughthe notesin the Howto ... boxwiththe
wine;them/grapes; her/him/abig present).
class.PairSsfromdifferent countries, if possible.
They
In pairs,Ssdiscuss whichoneof the objectsunderlined tetleachotheraboutthetopicsgivenin Ex.9a usingthe
in eachsentence is directandoneis indirect. Check structuresgivenin the Howto ... box.
the answerswith the wholeclass(in eachcasethe first
objectis indirectandthe secondis direct).

6 ) SsreadthroughtheActivegrammarboxandwritefo
wherenecessary
in theexamplesentences.
In recentyears,travelwritinghasbecomebig business.
Therearedozensof travelmagazines andguidebooksto
destinationsall overthe wortd.However,
atthoughbeinga
travelwritermayseemlikea dreamjob,competition is fierce ) Checl< go for it
that Ss understandthe expression
andmakingmoneyis not easy. (don'tspendtime worryingaboutwhat might happen,just
In this lessonSs listento a womantatl<ing
aboutbeinga try to do it with alt your energy).
travelwriterandthroughthis context,theyanalysethe 4 ) Ss discussthe questionswith a partner.Get
grammarof the PastPerfect Simple. feedbackfrom the whole class.

OPTIONALWARMER
Ask Ss: Q: What is your dreamjob? Why would
you tike to do this job? Canyou think of any
disadvantages ofthis iob?Ss discussthesequestions
with a partnerget feedback fromthe wholeclass.
Tett5s that the nextlessonis called'A dreamiob?'.
Listening
) Focus Ssonthepictures andaskthemto discuss in
pairswhattheythinkeachbookis about.
1 ) Ssdiscuss the questionin pairs.Getfeedback
from
thewholeclass.AsktheSswhichof thethreetravel
booksil[ustratedtheywouldmost[iketo read.
2a > TetttheSstheyaregoingto listento an interview
witha travelwriter.Givethemtimeto readthroughthe
topics.Checktheyunderstand whattheyhaveto do.
) Ptayrecording
n.8 andSsticktheytopicstheyhear.
Getfeedback
fromthewhoteclass.
Grammar
OPTIONALGRAMMARLEAD-IN
Writethe fotlowing disordered sentenceson the board.
Ss rewritethemwith the wordsin the correctorder.
Peterwhenstarted had classthe arrived.(Thectass
hadstartedwhenPeterarrived).
I learntby I time had to the reodfour was (Bythe time
I wasfour I hadlearntto read).
Getfeedback andwritethesentences on the board.
Underline the PastPerfect Simplein each.AskSs:
Q: Whattenseis this? Eticit/teachPastPerfectSimple.
Q: When do we use it? Attowthe Ss to suggestanswers
to thisquestionin orderto seehowmuchtheyknow,
but don'texplainyourselfat this point.
5a) Focus andplayrecording
Sson thesentences u.ro.
AllowSsto comparewhattheyhavewrittenwitha partner
beforechecking
withthewholeclass.

) Writethe interviewer'squestionWhatwasyourfirst
b ) FocusSs on the Activegrammarbox.Ss readthrough
breakas a travelwritei?on the board.Elicit/teach
the
the notesand choosethe correctalternativein oairs.
meaning of breakin thiscontext(important opportunity).
) A s t h e y d o t h i s ,c o p yt h e t i m e l i n eo n t h e b o a r d .E l i c i t
| ) In pairs,Ss[ool<at thequestions anddiscuss the
the correctanswer(before)and demonstrateusingthe
answers fromwhattheyremember fromlistening thefirst
t i m e l i n e (. NB : l f t h e s e q u e n c e
o f a c t i o n si s c l e a rf r o mt h e
timeto the recording.
context,it is not necessary to use the PastPerfectSimple
) Playrecording
n.8 again.AttowtheSsto discuss
the e.g.,I got up and then I went to work).
againandthengetfeedbacl<.
answers
G ) S s l o o ka t t h e t a p e s c r i pot n p a g er 5 9 a n d u n d e r l i n e
two moreexampleswith a partner.Checkthe answers
with the whole class.

3a) neadthroughthefourpointswiththewholeclass
andtelltheSsthattheymustputthemin order.Play
) TettSs to look at Reference page113.Givethem a few
recording
u.9. Sscompare
answers.Check themtogether.
m i n u t e st o l o o kt h e n o t e sa n d a s k :
Q: Doesthe Past Perfectchangewith the person e.9., he,
we or they? (No)
Q: When is the Past Perfectcommon?After verbs of
b > RttowSstimeto readthroughthequestions
witha sayingand thinl<ingand after when.
partnerandseeif theyremember
anyof the answers. Q: How do we form the negative?Eticitboth the
) Playrecording u.9. Sscompare in pairs
theiranswers contractedand futl form:hadn't andhad not.
beforeyoucheckwiththewholeclass. Q: How do we form the interrogative?(Had+ subject+
PastParticiple.)
6 ) Ss choosethe bestalternativein pairs.Checkthe
answerswith the whoteclass.
 7 ) ln pairs,Ssputtheverbsin thecorrect InthislessonSslistento fourconversations
relateo
to
tense.
travelling
bytrain,plane,busandcoach.
Thentheyrore-pray
buyingtickets.

Jaf Ssworkin pairsto describe thefourpictures.

Get
feedbackfromvariousSs.
b > etayrecording n.tz andSslistenandmatchthe
dialoguesto the pictures.
Getfeedback.
Pronunciation
8a) etayrecording rr.n andSstistento the
pronunciation of hadin context. pointoutthatin
affirmativesentences theweakformlhedlisusua[y 2a) Ssworkin pairsto complete
pronounced. thediatogueswiththe
ln negatives andinterrogativesthestrong wordsfromthe box.
form lhr,dntlor fita,dlis pronounced.
b > etayrecording
rr.rz againandSslistenandcheck
b > Ssrepeatthesentences in Ex.7in pairs,paying theiranswers.
attentionto pronunciation. Goaroundmonitoring.

Person to person
9 ) Ss describewhat they can see in eachpicture,asking
you for any vocabutaryitemsthey don't know.Ask
a few
Ss to describeeachpicturefor the class.
> AsktheSsif thereareanywordsor phrasesthat
) S s d i s c u s sw h a t h a d h a p p e n e dp r e v i o u s l yu,s i n g theydon'tunderstand
the andencourageotherSsto explain
PastPerfect.Ask them to think ofas manyexplanationsas beforedoingso yourself.
possible.Elicitsuggestionsfrom the wholectas:.
c ) Sspractisereadingthedialogues
in pairs.
) Thenonlyonestudent(theonewhospeaksfirstin
Writing eachdialogue)
tooksat the bookwhitetheothertriesto
> WriteCuboon the boardin pairs.Ssdiscuss remember/improvise.
whatthey
knowaboutCuba.Getfeedbacl< fromthewholeclass. 3 > PuttheSsin pairs,A andB.StudentA tooksat page
1Oa> Nowasl<Ssto readthroughthetextquicktyand n7 andstudentB looksat pagerz9.Givethemptentyoi
saywhichof thetopicsin theboxarementioned (atiof timeto readthroughthe instructionsandchecl< theyare
themexceptthecountryside). clearaboutwhatto do.
b > Ssreadthroughthetextagain,notingdownsenses ) Ssrole-play thetwosituations.lf youhavetime,asl<
andadjectivesandwhattheydescribe forvolunteers
to role-play
a situationfor the restof the
in pairs.Get
feedback.
Writetheadjectivesandnounson the board. class.

{l
) In pairs,Ssthinkof moreadfectivesthatcouldbe
usedto describe
fi
eachnoun.Getfeedback andwritethe
adjectiveson theboard.Sscanusethemin theirwriting. iil
11 ) Readthroughthe instructions withthewholeclass. ffi
f,

Givethemplentyof timeto thinkabouttheplacethey

havechosenandmakenores. tr
) In pairs,theytel eachotheraboutthe place.Ensure ffi
Ssaskeachotherquestions to stimulate
moreideasfor rI
thewriting.Ssnotethethingstheirpartnerasksthem.
Beforetheywrite,remindSsof thetraveIwriter'sadvice: $
Choose carefullyfromyournotesaboutwhatto includeas ffi
youwantthewritingto be as interestingas possible. fi
rlt
il
 A n s w e r s : r a l r e a d2 y e t 3 j u s t 4 y e t
5 iust 6 atready 7 yet CEF References
2> n.r Cando:findout if someone wouldbea goodtravel
companion
Answers:r She hasn'tphonedme yet. z Natalia CEFBr descriptor: canenterunprepared intoconversation
hasjust broughtthem. 3 Haveyou movedin on familiartopics,express personalopinions and
yet? 4 l'vejust paintedit. 5 Haveyou finished
exchange informationon topicsthatarefamitiar, of
it yet? 6 She'salreadygone home. 7 | haven,t personal interestor pertinentto everydaylife(e.g.family,
askedhim yet. hobbies, work,trave[andcurrentevents)(CEF page74)
3> rr.z Cando: makegeneralisations aboutcustoms
Answers: CEFBr descriptor: canexpress his/herthoughtsabout
r I totdhimall mysecrets. z Juan
owesmea lot of money. 3 CanI offeryou abstractor cutturaltopicssuchas music,films
(CEF page77)
sometea? 4 Hepromised mea payrisethis
month. 5 Mygrandmother alwaysgivesmereatly rr.3 Cando:writeabouta placeyou'vetravelled to
goodadvice. 6 | sentsomeflowersto the nurse CEFBr descriptor: canwritea description of an event,a
wholookedafterme. 7 Couldyoubringusthe recenttrip- realor imagined (CEF page6z)
bill otease?

4> CEF quick brief

Answers:r wanted/hadseen z arrived/had
missed 3 closed/hadteft 4 had eaten/felt
5 saw/hadn'tstudied 6 tired/hadforgotten
5>
Answers: I wentto theticketofficeto buymytrain
ticket.WhenI triedto payfor theticket,I realised
I
didn'thavemywallet.I remembered thatwhen
I hadgotofthe bus,someone hadpushedpastme.
I realised
thatthispersonhadtakenmywallet.
6>
A n s w e r s : r s h a k ez g e t 3had
5 waved 6 going
Thereare hundredsof Cando statementsin the Common
EuropeanFramework, which can makeit difficultfor a
learnerto assesstheir level.To simptifumatters,The
CEFcontainsa 'self-assessment grid'containingbrief
descriptionsof what a learnercan do at eachof the six
majorlevels.Thisgrid is in the TotalEnglishportfolio.
Portfolio task
Downloadthe TotalEnglishPortfoliofreefrom
www.Iongman.com/totalengIish.
Objective:
to reinforce
studentautonomy in updating
the
Portfotio.
4rented Thistaskcanbedonein 5s'Lr.
1 ) Forhomework, asl<Ssto updatethe Biography
sectionof theirPortfolio.
Theymightliketo reassess their
language learningaims,historyor significant
experiences.
Theymightalsoliketo go overtheCando statements
againandtickthe newobjectives at Ar andAz levelthat
theycannowachieve.
2 > Askstudents to bringtheirBiography sectionsin and
showthemto otherSs.
0verview
) Writemoneyon the boardandtell Ssto workin pairs
to brainstorm
wordsrelatedto thetopic.Givethema few
minutes andthengetfeedback fromthewholeclass.
Writethewordson the board.
1 ) TetltheSsto lookat the photosin pairsandsay
whattheycansee.Getfeedbacl< fromthewholeclassand
writethe newwordson the board.

) Asksomequestions to thewholegroupto practise

,..:j
someof the newwords:
t Q:Whatis the nameof the coinsin yourcountry?And in
::
Britain?
Q: Doyou havea piggybank?Whatareyougoingto do
with the moneyyou havein it?
Q: Doyou usecashpointmachines? When?
Q:At whattime of yeardo they normallyhavesalesin
Summary yourcountry?Doyougo to them?
Lessonr: Ss reada text about how a big newsagent's
in 2a> Rsksomequestions to checkthatSsunderstand
Engtand,WHSmith, hasdecidedto allowpeopleto buy thewordsin the box.
theirnewspapers by simplyleavingthe correctmoneyin an Q:Whatverbdo we usewith moneywhenwe talk
'honesty
box'.5s thendiscussquestions aboutmoney. aboutourjobs?(earn)Andwhenwe get moneyfroma
competition?(win)
Lessonz: Ssconsider the meaningof wordsrelatedto
Q:Whatverbdo we usefor the actionof takingmoney
education andthentalk abouttheirowneducation. Thenthey froma cashpointmachine?(withdraw).
listento a radiobroadcastabouta schoolin Bristolthat has
givenfn,ooo to it'sA-levelstudentsfor gettinggoodgrades. ) Ssworkin pairsto completethesentences.
Lesson3: 5s reada textabouta courtcasewhichwas held b > Rtayrecording
rz.r andgetthemto checktheir
in the USAoverwho wasthe ownerof a basebatl, worth$r answers,
million,whichhadbeenhit intothe crowdof spectators by
BarryBondsof the SanFrancisco Giontsas he completed
his
7 3 r dh o m er u no f t h e s e a s o n .
Communication Focus:5s discussvariousprobtems
that
customers havein a restaurant,
clothesshop,bookshopanda
G) Ssaskandanswerthe questions
in pairs.Get
trainstation.Thentheyroleplayoneofthe conversations. feedback
fromthewholeclass.

Filmbank The Ladykitters(4'n") EXTENDTHE LEAD.IN

An extractfrom a classicBritishfitm Playa gameof categoriesto revisevocabularyfrom
this unit andotherunitsthroughoutthe book.
TheLadykitlersis oneof the mostfamous'Ealing
Comedies'- a seriesof filmsmadein thestudiosin Draweightcotumnson the boardwith the headings:
Ealing,London.In thisfilma groupof criminats
pretend money,trovel,animols,work, body, places,food,
to be musiciansin orderto roba bank.Theirbiggest music.
problemprovesnotto be the policebut MrsWilberforce, Dividethe classintosma[[groupsandtelt oneSs from
the sweetotdladywhosehousetheyarestayingin. eachgroupto copythe chart.Ca[[out a letterandSs
haveto writeonewordbeginning with that letterin
Possible placesto usethisshortfilm are:
) beforeLessonr to introduce eachcategoryas quicklyas theycan.
the topicof honesty
a n dm o n e y Whena group/pairfinishestheyshoutsfopandalt
otherSs haveto stopwriting.lf aftera coupleof
) afterLesson
:.to extendthe topicof crimeand minutesno grouphasfinished,stopthemyourself
money (theremaynot alwaysbe a wordfor eachcategory).
) a t t h e e n do f t h e u n i tt o r o u n du p t h et o p i ca n d Sstell youtheirwordsandscorea pointfor each
language correctanSwer.
Forwaysto usethis shortfilm in class,seeStudents' Continue with otherletters.Thewinnersarethose
Bookpage44 andTeacher's Bookpager84. with the mostpointsat the end.
 6a> tett Ss to coverthe table and try to completethe
questionsfrom memory.A[[owthem to [ook backat the
table if they can'trememberor to checkwhen they have
An 'honestybox'isa boxat publiclocations [ikeairports finished.
or stationswherepeopleareaskedto deposittheirmoney
(unsupervised) in exchange for a newspaper whichis ptaced
on a racknextto the box.Theexperiment wasstartedin
Marchzoo4by WHSmith, the Britishnewsagent, at Heathrow
Airportandhasbeenso successfuI that Smithhasextendedit
to thirtylocations throughoutEngland. Simitarhonestyboxes b > Ssdiscuss thequestions witha partner.
Goaround
a r eq u i t ec o m m o ni n t h e U S A . theclassmonitoring theirworl<andmakinga noteof any
mistakes youhear.
In this lessonSs readabouthonestyboxesandthroughthis
c o n t e xet x t e n dt h e i rm o n e yv o c a b u t a ar yn dc o n s i d et rh e ) Getfeedback aboutthe questionsandthenwritethe
e r a m m aorf t h eS e c o n C d onditional. mistakes younotedon the board.EncourageSsto correct
themyoursetf.
themif theycan.lf not,correct

OPTIONALWARMER
OPTIONALEXTENSION
Writehonestyon the boardand ask Ss what part
of speechit is (a noun).Eticit/teach
the adiective AskSsto discussthe followingquestionsin pairs:
andthe prefixto formthe oppositeof both(honest; r W h a tp r o d u c tdso y o ut h i n ks h o u l da n ds h o u l d n ' t
dishonest;dishonesty). Ask Ss to discusshonesty be taxed?
in pairsby asking:Q: Whenyou are giventoo much z Whatotherpeoptedo we tip apartfromwaiters?
changein a restaurantor shop,what do you do? 3 Howmuchinterestdoesthe bankpayyou for
moneyyou havesaved?
4 Doyou thinkit's necessary to havea private
pension?
Reading
5 W h a td o y o ut h i n kt h e m i n i m u ms a l a r ys h o u l db e ?
1 ) Ssdiscuss whattheycanseein the picturewitha 6 Whatarethe advantages anddisadvantages of
partner.
Getfeedback fromthewhoteclass. payingby creditcardandnot in cash?
2 > TeltSsto readthroughthetextquicktyandanswer
thequestion.
Tellthemnotto worryaboutanywordsthey
don'tunderstandat thisstage.Getfeedback(Cis correct). Grammar
3 ) Focus theSson theexamole sentenceandelicitthe
correctform('Honestyboxes'arefor peoplewhowantto OPTIONALGRAMMARLEAD-IN
buynewspapers). Ssreadthetextagainandcorrectthe Writethe followingstemsentences on the board:
sentences witha partner. lf o cashpointgaveme too muchmonetr,I would...
lf I won the lottery I would...
Ss completethe sentences individuattyandthen
comparewith a partner.Getfeedback froma few Ss
andthenelicit/teach the nameof this grammatical
structure(Second Conditional).
AskSs howto formthe FirstConditional andwritean
exampleon the board(e.g.,lf it is expensive, I won't
buy it).Eticitthe useof thisstructure(to talk abouta
possiblesituationin the future).

7 ) FocusSs on the Activegrammarbox. Readthrough

) AsktheSsifthereis anything
in thetextthatthey the examplesentenceswith the whole ctass.
sti[[don'tunderstand
andencourageotherSsto explain
) TeltSs to readthroughthe notesand choosethe
beforedoingso yoursetf.
correctalternatives.
Checkthe answerstogether.
4 ) Ssdiscussthequestion
witha partner.
Getfeedback
fromthewholeclass.
Active grammar
r TheSecondConditional refersto imaginary
Vocabulary situations.
5a > Ssworkwitha partnerto discussthe meaning
of z TheSecondConditional refersto presentand
the underlined
words.Getfeedbackfromthewholeclass. futuretime.
lf Sshavedictionaries, themto usethem.
encourage 3 Therf clausecomesfirstor second.
b > Ssmatchthetwo columns in pairs.Checkthe 4 Usemight if you are lesscertain.
answerstogether.
) Elicit/teachthe abbreviationof / would U'd) and te[[ Ss
t h a t t h i s i s m o s tc o m m o ni n s p o k e nE n g t i s h .
 > Remind 5s thatwhenthef clause comes second,
thereis nocomma.
> Writethefollowing sentence on the board:
lf I wererich,I'd travelaroundthe world. In orderto increase studentmotivation,
manvschoolsoffer
prizesandawardsfor goodachievement. Thisideahasbeen
Exptain to theSsthatwereis normalty usedinsteadof
urosin Second takenonestepfurtherby a schoolin Bristolwherestudents
Conditionalsentences with/ andshe/he/it
(atthough arebeinggivenquitelargesumsof moneyfor meetingtheir
in spokenEngtish bothcanbe used).Thisis
whatis sometimes targets.Whileteachers andstudentsseemto tikethe idea,
referredto astheSubjunctive Mood. othersarecriticaIof the .commercia[,values
it conveys.
t worl< in pairs
to put thewordsin therightorder.
9 .S: In this lessonSs listento a radionewsreportaboutthis
Checl< theanswers withthewholeclass.
schoolandthroughthis contexttheyanalysethe grammarof
reportedspeech.

OPTIONALWARMER
Writeeducationon the board.Ss brainstormwords
relatedto the topicin pairs.Getfeedback
fromthe
wholeclassandwritethe wordson the board.
9a) Bs36throughtheexample sentenceswiththeSs
andchecktheyunderstand whatto do.Ssthenworkin
pairsrewriting
thesentences. Vocabulary
b > Rtayrecording 1 ) Ss work in pairsto completethe sentenceswith
tz.z andSschecktheiranswers.They the
alsocounthowmanytimesthecontracted wordsin the box. pointout that they may haveto change
formis used
(inattthesentences). the form ofthe verb.
) Checl< the answerswith the wholeclass.Explainto Ss
that A-levelsare the final stateexamsthat Ss take before
goingto university.Acceptance at a universitvnormallv
dependson the gradesyou get in theseexams.

Person to person
1Oa> Ssdiscuss thepicture witha partnerandsay
whattheywoulddo if theysawthishappening. Get
feedback fromvariousSs. 2 a ) S s d i s c u s st h e d i f f e r e n c ien m e a n i n gw i t h a p a r t n e r .
b > Ssturnto pager3z anddiscuss witha partnerwhat G o a r o u n dt h e c l a s sm o n i t o r i n g
t h e i rc o n v e r s a t i o nbsu t
theywoulddo in eachsituation. don't givethem the correctanswersyet.
c ) In pairs,Sswritetwo moresituations.Thesedon't b > Ss underlinethe stressin eachword with a partner.
necessarilyhaveto be relatedto money. c > S s c h e c kt h e i ra n s w e r so n p a g er 3 z . G i v et h e m
) Ssthenstandup andmingle, askingeachotherwhat plentyof time to readthroughthe differences
and checl<
theywoulddo in thesesituations. t h e s t r e s so f t h e w o r d s .
I
) Sssit downandcompare answers withtheiroriginal ) TettSs to turn backto page118.Ask different
Ss to
partner.
Finalty,
theyreportbackto the restof the class. p r o n o u n c e a c hw o r df o r t h e r e s to f t h e c l a s s
a n de x p t a i n
i
the differencein meaningin their own words.
i
OPTIONALEXTENSION 3 ) Ss discussthe questionswith a partner.Get
I Write'lf this personwerea country, whichcountry
feedbackfrom the wholeclass.
l

I w o u l dt h e yb e ? ' o nt h e b o a r d .
Explainthat you aregoingto playa game. Listening
ll

I
i Choosea studentbut don'ttettthe ctasswhovou
4a ) 5esu5 Sson the picture.Sstail<aboutwhatthev 1i
havechosen.NowSs haveto askyou questions, tike thinl<is happening in pairs.Getfeedbacl< fromthectass. iI
the oneabovein orderto guessthat student.
ln eachquestioncountryissubstituted
b > elayrecording n.3 andteltSsto listento seeif thev ;!l
for wordssuch wereright.AllowSsto sharewitha partnerthethings
as food, colour,type of music,famousactor/actress, 1
theyhaveheard.Thenelicitinformation fromtheclass.
film, book, clothes,onimol.
Whensomebody guesses, 5a> Readthroughthequestions withthewholeclass
rl
it is theirturn to choosea
anda[[owthemto discuss
personandthe gamebeginsagain.
remember
in pairsanyanswers
fromthefirsttimetheytistened.
they It
*
) bribery(whenyougivesomebody moneyto
.Pre-teach 1r.
rI
makethemdo or notdo something) andlaptopcomputer
(portabte computer). u,
't
) Playrecording rz.3againandSslisten,checkany
answers
fl
theyalreadyhaveandanswerthe restofthe |h
questions in pairs.Checl<
theanswers withthectass. 11

$
1N
 lf Ssstittseemunsureof thisgrammar point,referthemto
Reference page123andgo throughmoreexamples.
7) Ssworkin pairsto correct the incorrect
sentences.
Checl<withthewholeclass.

8 ) Ssworkin pairsto reportthesentences.

Checl<with
thewhoteclass.Pointoutthatthat canbe omittedand
b > Ssdiscuss in pairsfirstandthenwiththe
thescheme oftenis in spol<en
Engtish.
restof theclass.

OPTIONALEXTENSION
5s to makea list of otherwaysof motivatingSs to
studyhard.Getfeedbacl< andwritethe tiston the
board.ThenSs put the thingsin orderof howeffective
theythinl<theyare.Discuss theirideastogether.

Grammar
OPTIONALGRAMMARLEAD-IN
Writethe fotlowing disorderedsentences on the board.
Ssrearrange the wordsin pairs.
t told Theteacherwasexomnot us difficultthe (The
teachertold us the examwas not difficutt).
z had My examfailed she sisterher said (My sister
saidshehadfaitedherexam).
AskSs: Q: Whatbthe nameof this grammatical
structure?(Reported speech).
Q: Whatdo you think eachpersonactuallysaid?
5s to discussthis in pairsthengetfeedback.
r 'Theexamis not difficutt.' z 'l havefailedmv exam.'
6 ) Focus Sson theActivegrammar boxandread
throughthedirectspeechin pointsr-3. Ptayrecording
n4 andSscomplete thegapsin the reported speech.
Checkwiththewholeclass.
Activegrammar
r hadgot z thought/was3 wasgoingto buy
Speaking
9 ) Focus5s on the Howto ... box. Exptainthat it's
sometimesdifficuttto answera question.Readthrough
the three reasonsand the examplesentencestogether.
TellSs to use thesestructuresin the next activity.
) ReferSs to the tabteand tell them they haveto ask
eachquestionto a differentstudent,and to follow each
q u e s t i o nw i t h : ' W h y ? '
) S s s t a n du p a n d m i n g l e a , s k i n ga n d a n s w e r i n g
q u e s t i o n sa n d m a k i n ga n o t eo f t h e a n s w e r st h e y h e a r .
OPTIONALVARIATION
BeforeSs mingle,tell themto worl<in pairsto add
threeor fourquestions to thistable.Te[[themto
makethe questions difficuttto answer.Ss asl<ail the
questions whentheymingle.
1O ) Readthroughtheexample sentences
withthe
wholeclass. Ssthensit in smattgroups
andtalkabout
theirtables,usingreported speech.

) Focus 5s on the restof thegrammar notes.Givethem Writing

a fewminutes to readthroughthe information.Thenask: 11a> Refer5s to theformalletteron paget46andgive
Q:Whatbthe differencebetweenusingsay andtell? Tell themtimeto do theexercises.
needsan indirect obiecte.g.,himor me.Saydoesn't need
a indirectobject.
Q:Whatdo we changethe Presentto in reportedspeech?
Past.
Q:Whatdo we changethe Pastandthe Presentperfect
to? PastPerfect.Andwill or can?Wouldor could.
) Givean example to showhowthe pronoun might
change: '/ livein England'.
Sswritethe reportedformin
pairs(Shesaid/totdusthathe livedin Engtand). Check
withtheclass, pointingoutthechange of pronoun.
> Exptain thatif youl<now thatwhatis beingreportedis b ) Readthroughtheadvertwiththeclass.Sswritea
stilltrue,thetensecanstaythesamee.g.,Shesaid/told formalletterto theuniversity,
usingthe prompt,to askfor
usthathelivesin England. furtherinformation.
 It is thoughtthat basebalt
is basedon the Britishgameof OPTIONALVOCABT'LARYLEAD-IN
rounders(a simplebat and baltgameplayedin
schoots).
The Writethe followingverbson the board:depend,
firstAmerican leaguewascreatedin Newyorkin rB57and it
is nowthe mostpopularsportin the USA. appeol,agree,respond,qpply,spend,worry,listen.
Remind Ssthatyoustudiedtheseverbsin lessonro.3
ln this lessonSs readabouta milliondoilarbaseball andthateachonehasa dependent
and preposition.
Ask
throughthis contextanalysethe grammarof bath,neither 5s to try to remember
theirdependentprepositionsin
andeither. pairs.(dependon,appealto, agreewith,respond
to,
applyfor,spendon,worryabout,listento)
OPTIONATWARMER
Playtwentyquestions 6 ) Focus Sson theverbsin theboxandtell them
with sports.Te[ Ssthat vou are
thinl<ingofa sportandthat they haveto guessthat to lookbackat thetextin orderto findthedependent
sport by askingyes/noquestionse.g.,Doyou ptoy preposition.
Checl<theanswers withthewholegroup.
inside?WhenSs haveguessed, theythenptaythe
gamein smallgroups.

) Explain to Ssthattheseverbsareoftenfo[owedby
Reading theseprepositions, butthatsomeverbsmaybefottowed
by morethanonepreposition in different
contexts.
1 | Ssdiscussthequestions
in pairs.Getfeedback
from
thewholeclass. > Writeon the boardandteach/eticit thedifference
between:playfor a team(foris usedbeforethe groupyou
betongto) andplay withyourdog (withis usedbefore
yourpartners in thegame).
7 ) Ssworkwitha partnerto complete thesentences.lf
youhavedictionaries, allowtheSsto consultthemwnere
necessary.Checl< theanswers withthewholectass.

2 > Rgadthequestion withtheclassandSsreadquicl<ty

throughthetextto findtheanswer.TeltSsnotto worrv
aboutanyvocabulary theydon'tunderstandat thissfage.
> Eticitthecorrectanswer(Theargument 8 ) Ssaskandanswerthequestions
witha partner.
Get
wasaboutwho
ownedthe record-breal<ingbasebalt). feedback
fromseveraI
Ss.
3) Readthroughthequestions withthewholectassand
tellSsto readthetextagainandanswerthequestions OPTIONALEXTENSION
witha partner.Check withthewholeclass. In pairs,Sswritesimilarquestions with two or three
ofthe verbs(+ preposition) not usedin Ex.g, i.e..
argue with, look at, dependon, agreewith, belona
to.
5 s a s ke a c ho t h e rt h e i rq u e s t i o nisn n e wp a i r s .

Grammar

OPTIONALGRAMMARLEAD-IN
4 ) Ssfindthewordsin thetextandusingthecontext,
discuss
the meanings
witha partner. Writethe followingquestions on the board.In pairs,
Checlitheanswers
together. 5s answerthem,lool<ing backat the text if necessary.
t Whatdid both popov and Hayashibelieve?(That
t h e b a l lb e t o n g etdo b o t ho f t h e m )
z Whosaid it belongedto neitherof them?(The
judge)
3 Do you think either of them wos right? (Ss, own
answers)
Getfeedbacl< aboutthe answersandthenunderline
both, neitherandeither andtelt Ss this is the
I grammarpointyouaregoingto study.
I

) AskSsif.thereis anymorevocabulary thattheydon,t

understandin thetextandencourage 9 ) Readthroughtheexample sentenceswiththewhote
otherSsto exptain class.Nowtell Ssto readthe restwitha partnerand
beforedoingso yourself.
completethegaps.Checl< theanswers withtheclass.
5 ) Ssdiscuss thequestion
in pairs.Getfeedback.
 Activegrammar
a) Useeitherwitha singularnoun.
b) Usebothwith a pluralnoun.
c) Useneitherwith a singularnoun. In this lessonSs listento threedialoguesin whichcustomers
makecomplaints beforepractisingthe dialoguesthemselves.
) Pointout the two possiblestructuresat the end ofthe
1a) FocusSs on the picturesand tetl them to discuss
Activegrammarbox and the fact that both and neither are
i n e a c ho n e i n p a i r s .G e t
w h a tt h e yt h i n k i s h a p p e n i n g
usualtyusedin affirmativesentenceswhereaseitheris
feedbacl< from the wholeclass.
usualtyusedin negativesor interrogatives.
) Writefurtherexampleson the boardif Ss are unsureof
this point.Makethem relevantto Ss in the class.
e.g., Both Pabtoand Mariaare Spanish.Bofh of them are
Spanish.
NeitherPablonor Mariais Engtish./Veifherof them is
Engtish. b > Ssdiscusswhattheywoulddo andsayin each
Do you live with either Pabloor Maria?Do you live with situation.
e i t h e ro f t h e m ?
2 ) Ssreadthroughthesentences witha partnerand
I don't live with either Pabloor Maria.I don't livewith
matchthemto oneof the pictures,
givingreasonswhere
eifherof them.
Don'tgiveouttheanswers
therearedisagreements. yet.
1O ) Ss correctthe mistakesin pairs.Checkwith the p.6 andSschecl<
3 ) Ptayrecording theiranswers.
wholeclass.
Checl<
withthewholeclass.

4a> Dividetheclassintothreegroups, A, B andC.

rz.6againandtheSsin groupA mal<e
Playrecording
11a> Sscomplete in pairs.
thesentences
notesaboutdialoguer, thosein groupB mal<e notes
b > etayrecording
r2.5.Sslistenandchecktheir aboutdiatoguez andthosein groupC makenotesabout
anSwers. dialogue
3.
) A[[owSsto compare witha partnerfromthesame
group.
b ) Rearrange theclassso thata studentA is working
witha studentB anda studentC.Eachonereportstheir
diatogueto theothers.Getfeedback fromvariousSs.
Pronunciation
5 ) PutSsin pairs.Tellthemto practiseactingoutthe
LZa> Playrecording rz.5againand5s listento the
pronunciation situations
withthewaiter/assistantbeingfirstfriendty
of both,neitherandeitherin context.Ask
andthenunfriendly.
Ssto repeatthesentences withgoodpronunciation.
) Askconfident Ssto role-play
a situation
forthe restof
b > Sschange somepartofthesentences
sothatthey
in pairs. theclass.
aretrueforthem.Sscomparesentences

Speaking
13a> Focus Ssonthewordsin thebox.Ssdiscuss
thesethingsin pairsto findfourthingstheyhavein
common.
b > Ssswappartners andtetteachotherwhatthey
partner
foundoutwiththeiroriginal usingbofhand
neither.Getfeedback
fromthewholectass.

Lifelong learning
) Readthroughthe Lifelonglearningbox with the class.
Ss makea [ist in pairsof what they are goingto do. Get
feedback,encouraging Ss to makerealisticptansand
take on boardother Ss'suggestions.
 Answers:r l'ddo thingsdifferentty if I hadmy tife
again. z I'dbuya dogif I didn,tlivein a citv.
3 Whatwouldyoudo if yousawanaccident
CEF References
in the
street? 4 lf Karlastudiedmoreshemightpass rz.r Cando:saywhatyou'ddo in a hypotheticat situation
herexams. 5 lf I hadpete'saddress, ld send CEFBr descriptor: candescribe events,realor imagined
hima birthdaycard. 6 peoptewouldunderstand (CEFpage59)
memoreeasityif my English wasbetter. 7 What tz.z Cando: reportwhatsomeone saidto you
wouldyoutakeif youweregoingon a cycling
holidayin France?8 lf youhadmoretime,would CEFBr descriptor: cancollateshortpiecesof information
youreadmore? fromseveral sources andsummarise themfor somebodv
etse(CEF page96)
re.3Cando:describe simitarities/differences
Answers:r had/wouldbuy z wouldbe/spol<e CEFBr descriptor: cangivestraightforward descriptions
3 got/wouldn't
be 4 wouldfeel/phoned on a varietyof familiarsubjectswithinhis/herfietdof
5 didn'twork/wouldn't
be 6 woutddo/ interest(CEF page58)
had 7 found/woutdtake 8 faited/would
retake
3> CEF quick brief
O n eo f t h e i m p l i c a t i o nosf t h e C o m m o nE u r o o e a n
A n s w e r s : r t e lzl t o t d 3 s a y 4 s a i d 5 s a y
Framework and the Cando statementsis that stuoents
6 totd Z tell
are assessedin termsof how wettthey can achievea
communication objective.The aim is not to performthe
4>
task with perfectaccuracybut to performwell enoughat
Answers:r I thoughtyousaidyouweren'tgoing that particutarreferencetevel.The Cando statementsset
homesoon. z I thoughtyousaidyouwouldn't appropriateobjectivesfor eachreferencelevel.
seeSteveandJimtomorrow.3 | thoughtyousaid
youhada lotof timeat themoment. q I thought
yousaidtheyhadn'tborrowed yourcarforthe
Portfolio task
weekend. 5 | thoughtyousaidyouhadn'ttalked Downloadthe TotalEnglishportfotiofreefrom
to Tara. www.Iongman.com/totaleng Iish.
Objective:to reinforce
studentautonomy in updating
the
5> Portfolio.
Answers:r Both menwerewearinglong Thistaskcanbedonein Ss'Lr.
b l a c kc o a t s . z N e i t h e h
r o t e th a sa s w i m m i n g 1 ) Forhomeworl<, asl<Ssto updatethe Dossiersection
pool. 3 Correct. 4 Correct.
5 l,m afraidthe of theirPortfolio.
Theymighttiketo addanotherpiece
Mathsteacherhas had problemswith both of
of worl<to theirfolderor chooseanothertaskto workon
y o u rs o n s . 6 | d o n ' tt h i n k I l i k ee i t h e ro f h e r
withtheaimof addingit to theirBiography.
brothers. 7 Correct.
2 > RskSsto bringtheirBiography sectionsin andshow
6> themto otherSs.

Answers:r pension 2 argue 3 reward

4 borrow 5 depends 6 tax

fi
t
il
il
t
$
$
fr:
Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Unit 8

Unit 9

Unit 10

Unit 11

Unit 12

Teacher's notes

TotatEnglishPre-lntermediate
Teacher's
Resource
Aook EE Limitedzoo5- Photocopiable
O PearsonEducation
 x
tini&9 ,,,,':,..rt::rri:ii*W Tl*:it ? ai:a::i*i:itiiW
Yocabulary:24-hour quiz 9g Vocabulary: Find the word. 128
Grammar 1: How well do you know your Grammar 1: Advertising promises t29
partner? 99 Grammar p: What type of person? 130
Grammar 2: How often ... ? 100 Grammar 3: What's my problem? 131
Grammar B: What are you doing in Communication: Stressful situations 132
London? 101
Communication: Are you the perfect X.?xa*&
& l:ia:rlrinittW
student? toz Vocabulary: The speed quiz 1gg
Grammar 1: Passive playtime tg4
Ung& * ,,,]:.:,-,,.r:i'i|.:i,iii.?i*iifw
Grammar 2: How well do we know each
Vocabulary: Are you really into music? 1OB other? 135
Grammar 1: Historical fact or fi.ction? tO4 Grammar 3: Who did it? 136
Grammar 2: So does she! 105 Communication: Discussion time L37
Grammar B: How many of the class
have ... ? 106 Wffii* S
Communication: How do you feel? t07 Vocabulary: What's my job? 188
I]laf& & r,,,'.:::il:ri.i.:i.:ii:{:iiW
Grammar 1: Which candidate, which job? 189
Vocabulary: AII about food Grammar 2: Abilities: past, present
1o8
Grammar 1: What are they going to do? 1O9 and future 140
Grammar 2: It's a place where ... Gramrnar 8: What, where and when? t4l
1 1()
Grammar B: A perfect weekend! Communication: Negotiated solutions r42
111
Communication: Which restaurant
{?xa$&3&
do you prefer? t12 Vocabulary: Animal crossword 1.4B
tJxai& Grammar L: Phrasal verb question time L44
Vocabulary: Agreeing and disagreeing 118 Grammar 2: Find the difference t41o
Grammar 1: The comparison challenge tt4 Grammar 3: Noughts and crosses L46
Grammar 2: World records 115 Communication: A danger to animals? t4Z
Grammar 3: Ask politely. 116
Communication: Find the difference. Unit 11
tL7
Vocabulary: Tyansport race r4a
Uxa*&& Grammar 1: Already done it? t49
Vocabulary: The rebellious grandmother 119 Grammar 2: Find out 150
Grammar 1: Rules around the world 119 Grammar B: Explain that! 151
Grammar 2: How long have you ... ? tZO Communication: T?avel options r52
Grammar 3: What did life use to be
like before ... ? 121 KfNei* 3ffi
Communication: Whose life is this? r22 Vocabulary: The money g:ame 153
Grammar 1: H5rpothetical questions 15,4
{3xx$&},,,..',',.:'rr,i:*]l!&W Grammar 2: What did you say? Ic'D
Vocabulary: Around the world quiz tZA Grammar 3: Which pair said tlnat? 156
Grammar 1: What will happen to peter,s Communication: Problems, problems,
Bay? rz4 problems! L57
Grammar 2: Too, too much, too many
ox notenough? lZ5 Tbacher's notes 159
Grammar 8: Guess the like question tZ6
Communication: A perfect holiday! tlz

TotatEnglishPre-lntermediate
Teacher's
Resource
eook EE @ pearsonEducation
Limited2oo5- photocopiabte
24-hour
quiz
Student A r.ra"=ffi-> Student B
r Gofor a walk
I l'\'J I
I L---.'-t
Lr-=----I*-?-t I r Donothing

z Threehundredandsixty-five z Early

3 Chat I Checkyouremails

4 Lunch + Catch

s Goclubbing 5 Exercise

6 Getup 6 Halfpastthree

7 Nineo'clock 7 Breakfast

8 Week 8 Fifty-two

9 Quarterpastfive 9 Weekend

Answerthe guestionswith wordsfrom above,r-9.

Answerthe questionswith wordsfrom above,r-9.
a Whatdo sevendaysmake?
b Howmanydaysaretherein a year?
c Whatcanyou do with yourdog?
d What'sa differentwayof sayingfivefifteen?
Whatcanyoudo withfriendson the phoneor the
Internet?
Whatmealdo the Britishusualty
eatat rz.3o?
s What'sthe oppositeof 'goto bed'?
h Whattimedo the Britishoftenstartwork?
i Whatdo youdo if youwantto dance?
a Whatis the oppositeof late?
b lf youdon'twork,studyor play,whatdo youdo?
c Whatis thesameasSaturday
andSunday
together?
d Howmanvweeksaretherein a vear?
e Whatotherverbmeans'to take'atrainor bus?
f Whatcanyoudo at thegym?
c What'sa differentwayof sayingthreethirty?
h Whatmealdowe eatin the morning?
i Whatdo youdo to readmessages
on your
computer?

Now listen to your partner'sguestionsand completethe

Now listen to your partnerl questionsand completethe wordsa-i.
wordsa-i.
a W
a E
b D s____ - F___
c W c G - F - - A W
d a-_____ P___ F___
e ('
f E t L
s H c G__ u_
h B h N dt
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 lfowwelfdoyouknowyourpartner?
absolutelylove reattytike quitetike
keenon don'tmind notverykeenon
don'tlike can'tstand reallvhate

"&*& \ilIh b f , c d

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I | --=_- listeningto heavyrockmusic. 7 stayingin bed[ate.
z | ____- goingto parties. 8 doingsport.
r l- doingEngtish
homework. 9 babies.
/+ | _-__--.- snakes. 10 smokingin publicptaces.
s l-fastfood. 7t fo[lowing
fashion.
6 I_ sunbathing. 72 speaking
in public.

I think you reallyhate listeningto heavyrock.

No,you'rewrong.I absolutetylove it, especially
ACDCeorlyin the morning.

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lfowoflen.. o ?
l 2 I
I I
I I
I I
I I
r l
Findsomebody who: r Findsomebody who: r
neverreadsa newspaper. I a) hardtyevergoesto the cinema. I
usuallyreadsin bed. ' b) oftengoesto the theatre. I
l . l
sometimes readsin Engtish. r c)neverwatches
DVDs
orvideos. I
NAME(S) i i NAME(S) | l;
L - - - - - - - - - J

I
I
I
I
Findsomebody who: i Findsomebody who:
a) nevergoesshoppingfor clothes. I a) hardly
evermeets friendsat the weekend. I
b) usuattybuysfoodat a supermarket. t b) nevergoesto a club. I
l l
c) sometimesshopson the Internet. r c)usualyeatsin a restaurant. I
NAME(S) i ; N A M E ( IS ) ,,
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t b)neverwatches
sportonTV. b) neverdrinksalcohol.
I c) sometimes
listensto sporton the radio. c) hardtyevereatsbreakfast.
t; NAME(S) ;

r g
I
I
I
I
I
Findsomebody who: i Findsomebody who:
a) oftenwearsa hat. I a) oftentravelsby ptane.
b) usuatlywearsa dress. I t b) alwayswalksto school/work.
I
c) hardtyeverwearsjeans. i r c) hardtyeverridesa bikeat weekends.

}iT,J? i i N A M E ( |S )
L - - - - f u
l;

Findsomebody who: Findsomebody who:

a) usuallystaysat homeduringthe holidays. a) is hardtyevertired.
b) nevergoesabroad. b) is alwayshappy.
c) hardlyeversunbathes. c) is oftenangry.

|iTl? i r\A,vrr(5j I
_ _ _ _ _ J
rl

@ PearsonEducationLimitedzoo5- Photocopiable
 Ulhar
ereyoudoingin London?
Part 1
k.--
I Youareanactress/actor:
I Whereareyoufrom?
t Youaremakinga filmin London.
Youare a writer.
Whereareyou from? 1+
@,
I
I
I
I
I
Youarewritinga bookin London.
r Whatis it calledandwho areyouworkingwith? I
I I
r Areyou havinga fantastic/good/bad/terrible Whatis it calledandwhatis it about? I
timeat I
I the party?Why? Areyou havinga fantastic/good/bad/terrible
timeat I
I
t - - -
the party?Why? I
I

I Youare a singer. Youare a fitm director.

I Whereareyoufrom?
Whereareyou from?
I Youaremakinga newrecordin London.
Youaremakingafilmin London.
I What'sit calledandwhattypeof musicis it?
Whatis it calledandwho areyouworkingwith?
t Areyou havinga fantastic/good/bad/terrible
timeat Areyou havinga fantastic/good/bad/terrible
timeat
i the party?Why? the party?Why?
F

I
I
Youare a famoussports man/woman. I
Youare a TV presenter.
I
I
I
Whereareyoufrom? I
Whereareyoufrom?
I
I Youaretrainingfor a competition I Youaremakinga TVprogramme
in London. I
in London.
I
t Whichcompetition andwhereis it goingto be? I t Whatis it andwhatis it about?
I
t Areyou havinga fantasti-c/good/bad/terribte
timeat I t Areyou havinga fantastic/good/bad/terrible
timeat
i thepartylWhyt i the party?Why?

ACIOR/ACTRESS

wRrrER
w
SINGER Tf,
\ lfl

FILMDIRECTOR

SPORTS
MAN/
WOMAN

TVPRESENTER

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Areyouthepeilectsfudenl?

Student A Student B
r Whenyoucometo Englishclass,whatdo you r Whatdo youdo in class?
usuallythink? a I alwaysworkveryhardanddo my best.
a Fantasticl
I absolutely
loveEngtish classes. b I usuallyworkhardbutsometimes
I'mtiredand
StudyingEnglishis my favouriteactivity. it'sdifficutt.
b lt'sOK,but I sometimesprefera drinkwith c I thinkaboutmy boyfriend/girlfriend,
whatI am
friends. havingfor lunchor anythingelsereally.
c Howboring!| reallyhatethem.
z Whenyoulearna newword,whatdo youdo?
z In my opinion,English
is: a Writeit in a notebookandforgetit untitjustbefore
a lmpossible,
I neverunderstand
anything. the exam.
b Reatly,
reallyeasy. b Think'fantastic!'and
try to useit allthetime.
c Sometimes
difficult,but I canimprove. c Forgetit completely!

3 Howoftendo youspeakyourfirstlanguage
in the I Outsideof class,whatdo youdo?
ctass? a Always[ookfor opportunities to practiseEnglish
a Never.
That'sa terriblethingto do. - the lnternet,books,chattingto tourists.
b Notusuallybutsometimes
I forgetandspeakmy b I sometimes practiseEngtishwhenI havethe
first[anguage. opportunity.
c Whentheteacher
is notlistening,
always! c Outsideof class?
Engtish
doesn'texistfor me.

4 Doyou knowwhyyou'restudyingEngtish? 4 lf you'renotverygoodat speaking,

for example,
a I thinkso.Moreor [ess. whatshouldyoudo?
b Noidea,buteverybody
doesit, so do l! a Practisespeakingmorein Engtish.
c Yes,definitely.lt'sgoodfor al[ partsof my life; b Alwaysaskthe teacherfirstwhenI haveto speak
myjob,my studies,
travetling, communicating to checkthat my sentenceis correct.
with others... c Speakin my firstlanguage.
V
6 0

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Areyoureally inlomusic?

Askyourpartnertheiollowiirgrquirstions. IJ
:' a.
r Whenyouareathome,do you:
5 WhichofthefoiltjWing
do,you.iiree
with?
a Listento sonibkindof musicmostof the time?
' a Therearen,tenoughmusicproiiurr., on
b Sometimes the
listento a CDor the radio? TV.I wishthereweremore.
c HardlyeverplayCDsor listenmusicon the radio? b I thinkthereareexactly
the rightnumberof
musicprogrammes on theTV.
z Whichof th,foflowingbestdescribes
- _ - . . - -vou?
-,-- c Musicprogrammes arebo:ii l.nwerwatch
a l'mverytalentedmusicatty.
I canplaymorethan them.
oneInstrument andI canreadmusicandplayby
ear. 6 Doyou knowwhatrecordsaid'inttretop ten
at the
b I canplayan.inifumentquitewel[,but I,mno moment? ::-
i::1.
.':i_ . ... -:
popstar! a Sure.tthink I probabtytn'OW..nost of them.
c Music!What,sthat? b I thinkI canremember twti fiitir...
..,.:,.,. c At the moment? Noidea.
WhatdoestheWtlld.garage'mean to you? _"''
;" l'
a lt'sa typeof music, ofcourse.
I knowsomeclubs 7 Whattypeof musicdid LouisArmstrong
ptay?
thatptaythattypeof music.
a Classical .
b l'mnotreaffire butlthinkit'sa modern
rype b lazz
of music.
t c Rock
c lt'sa ptacg
w!.$rgyouparkyourcar,of course.
8 Whois the leadsingerof Coldptay?
Howoften _io..y to liveconcerts?
,qtio a ChrisMartin
a Asoftenas,I can:I absolutely
love[istening
to live
oands. b LiamGallagher
b I sometimes
go whenI havetheopportunity. c PautMcCartney
c Never.Therearetoo manypeopteandyou often
Add up your partner'spoints.Scorethree points
haveto standup for hours. for
everya,two poinGfor everyb, andr pointfor every
c.

I
I
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t
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Education KWX
w & t 3
 llislorical
factor fiction?
K---
Student A
Readthe followingsentences
andthink of a guestionto askto find the missinginformation.

r TheWhiteHousewasoriginallygreybeforetheypaintedit white.

2 TheFrenchrevolution
startedin _.

3 ThefirstmodernOtympic werein Athensin q96.

Games

4 Concorde in 1969.

5 Christmas
became hotidayin the USAin q9o.
a national

6 Untilr965,peop[edroveontheleftoftheroadin-.

7 ThelslamicprophetMuhammad
wasbornin 469AD.

wasthe firstmanto travelintospace.

9 Workersfirstdiscovered
Neanderthal
manin France.

10 Gandhistudiedin _ whenhewasa youngman.

tt Christopher
Columbus in q9z.
firstarrivedin America

!2 Mozartgrewup in _.

Whichsix sentencesdo you think are false?

K- -----
Student B
Readthe followingsentences
andthink of a questionto find the missinginformation.

r TheWhiteHousewasoriginatly beforetheypaintedit white.

z startedin q88.
TheFrenchrevolution

3 ThefirstmodernOlympicGameswerein Athensin _.

4 Concorde
startedftyingin 1969.

5 Christmas
became
a in the USAin q9o.

6 peopledroveon the teftof the roadin Sweden.

Until1965,

7 ThelslamicprophetMuhammad
wasbornin _ AD.

8 YuriGagarin
wasthe firstmanto travelintospace.

9 Workersfirstdiscovered in France.
10 Gandhistudiedin England
whenhewasa youngman.
7t Christopher
Columbus
firstarrivedin Americain _.
t2 Mozartgrewup in Austria.

Whichsix sentencesdo you think are false?

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 Sodoes
she!

e\ffi
t I havehoven'tgot a dog.
AGREE DISAGREE @
z I con/con'fplaythe guitar.
3 | om/amnof readinga bookat the
moment.
+ | love/don'tlovelisteningto jazz.
S I am/amnof tiredat the moment.
6 | grew up/didn'tgrow up in a city.
7 | have/heven't
got a bike.
h
8 | can/can'f
speakFrench.
r'f\
@
r*
g

10
I won/didn'twin a competition
whenI wasyoung.
| am/am nof studying at the
university.
lt I hate/don'thafehamburgers.
12 LastsummerI went/didn't
go to
the beach.
t3 YesterdayI ate/didn'teaf pasta.
t4 | con/can'tswimvervwe[l.

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 Jlowmanyof theclasshaue.oo?
@-2 I r
d S.- I
| I h o film
| - rr^---.--^-^--.-^^^l^:-rL^
^t^-^ L^..^ L^^-
i r t-lowmanypeopleintheclasshavebeen i I 2 Howmany^people
aD Unrrr hrhl, onnla
have seentthe
hrrro caon filrn

i abroad? l l Titanicz.
I t l

Which dotheytikethemost?
country i i W hatdidtheythinkof it?
i t l
t l
l l
t l
t l
t l
t l

i g Howmanypeoplehavearguedwith a i I 4 Howmanypeoplehavehada snacktoday?I

I l l l
I teacher? | | Whatdid theyhave? |
I
t l I
I
I
W h a td i dthe ya rgu ea b o u t? t l I
t l I
I

$%
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t l I
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i s Howmanypeople
havemeta famous i i 6 Howmanypeoplehaveboughtsomething i
t l
i singer? | | tooayt
I t l
' Whowasit? | | Whatwasit?
l l
t l
t l
l l
t l
t l
t l
l l

i z H o wm a nyp e o p teh a vesu n gi n p u blic? Howmanypeoptehavebeento the

I
I Wheredid theysing? thism onth?
cinem a
I
I Whatdidtheysee?
I
I
I
I
I
I
I
I
I

i g Howmanypeoplehavebrokena partof i i ro Howmanypeople

havehadmorethan I
i theirbody? I onejob?
I
' Whichpartdidtheybreak? ' W hatdidtheydo?
I
I
I
I
I
I
I
I

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O Pearson
lfowdo youfeel o.o ?
a horrorfilm ftying arguing c h o p p i nogn i o n s
aftowil studying presents rain
goingclubbing opera running havinga Iiein

a clown

#'

#%
hry
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 Afl aboutfood
Student A
Giveyour partnera clue for the wordsgivenin the crossword.
Numbert downis o vegetable.lt makespeoplecry

to
'rB
R E A D
A
N
G
,E G G
I
U

,"c
E

P< -----
Student B
Giveyour partnera cluefor the wordsgivenin the crossword.
Number5 ocrossis kitchenequipment.Youcaneot icecreamwith it.
t

)s P o U N
N
E
6 7 1 6 F n R K
C P
E A
ttc
U S T o M E R
ttc D
T
U E
T 13 r4
A
n
M
toc
o t5P
Z Z A
W ,/M
19
N E I
o F L

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tilhafaretheygoingto do?
1

t;t!t!13

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ll's a pfacewhereoo.

t t
t l
I I
I I
t l
t l
t l
I I J B
I r l ?
I ll.r

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A peilecfweefrend!
Arrangea perfectweekendwith your partner.Completeeight squaresin your diary,choosingfrom
the box belowand
using your own ideas.e.g.,having dinner with Britney Spearsor ploying tennis *ith prt"r. Leave
sevenspacesfree.

Having breakfast/[unch /dinner Goingclubbing (where?)

(whattypeof restaurant?)
Ptayinga sport(whattype?)
Goingto the cinema/theathre/
operato see(what?)
Meeta famousperson(who?)
Goingto a place(where?)
Having a lie-inor a nap
Goingto a liveconcert(what
band?)
Visiting
an art ga[[ery/historical
buitding(which?)
Goingshopping(forwhat?)
Doingnothing
Studying(what?)
Playinga game(what?)
Goingfor a walk(where?)

SATURDAY

Nowtalk to other membersof the class.Tryto persuadeone morepersonto do the activitiesyou have
chosenwith you
and your partner.Write his or her namenextto the activity.lf somebodypersuadesyou to do somethingin your
free
squares,write downthe activity.

A: Whydon't you comefor

a walk in the mountainswith B: No,thonkyou.I like
me andLolaat 9 o'clock sleepingat 9 o'clockin
on Sundaymorning? the morning.

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 Whichresfauranl
doyouprefer?
Student A

Gino'sRestaurant TheWhite HorseRestaurant

Openeverydayexcept
Tuesday,
12.3op.m.-3p.m.
and Openeverydayexcept
7p.m.*1a.m.
12p.m.*_p.m.
and -8p.m.
Specialities
of the houseinclude:
Specialities
of the houseinclude:
Extralargepizzas
TraditionalBritish
Freshpasta
Roastbeefand
Rice
Roast_ andchips
TraditionaI
ltaliandesserts
Strawberry
_ and
Set3 coursemealf3o
Set3 coursemealf
Comeandenjoyyourmealin an imaginative
atmosphere Comeandenjoyyourmealin a _ atmosphere
with a surprisesingereverynight
with_ musicon Saturdays
Youcanfind us at z3 SilverStreetin the centreof
Leeds Youcanfind us at _ in the centreof
Manchester

tlthich
reslaurant
doyouprefer?
Student B

TheWhite HorseRestaurant Gino'sRestaurant

OpeneverydayexceptMonday, Openeverydayexcept_, 12.3op.m.-_p.m.
and
-14.m.
12p.m.-4p.m.
and6-8p.m.
Speciatities
of the houseinclude: Specialities
of the houseinclude:

Traditional
Britishtamb .- pizzas

Roastbeefandvegetables Fresh

Roastchicken
andchips
Strawberry
cheesecake
andcream Traditional
ltalian

Set3 coursemealfz5 Set3 coursemealf_

Comeandenjoyyourmealin a famityatmosphere Comeandenjoyyourmealin an

with
tivemusicon Saturdays atmosphere
witha everynight
Youcanfind us at r4 MasseyCourtin the centreof Youcanfind us at -- in the centreof Leeds
Manchester

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Agreeing
anddisagreeing
write a numbernextto the sentencesbelowto show if you agreeor disagree.

1= stronglyagree 3 = depends 5 = stronglydisagree

z = partiatlyagree 4 = partiattV
disagree

r Mentalstrength
is moreimportant
thanphysicalstrength
in today'sworld.

z Menalwayshavemorephysical
strength
thanwomen.

r Womenusuallyhavemorementalstrength
thanmen.

+ Menusuallycontroltheirfearbetterthanwomen.

5 Youcanlearnto controlyourfear.

e Youcanalwaysrelyonyourfamitymorethanyourfriends.

7 lt'sbetternotto relyon yourpartnertoo much.

s Themostimportant
thingin lifeis to achieve
yourgoals.

e lf youworka lot youcanatwaysachieve

yourgoals.

ro lt'smoreimportantto havenewchallenges
everydaythanto havea relaxingtife.

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 Thecomparison
challenge
:ittta:
TRAI
N/ YOU/ MOUNTAIN LONDON/
BUS TEACHER c L T M B T N G / TOKYO
SWIMMING

(comfortabte) o (tatD o (dangerous) (big)

EXAM/ B E R LNI/ LroN/ rcEcREAM/

PARTY MOSCOW MOUSE FRU
IT
(FROM LONDON)

(bad) o (far) o (dangerous) o (deticious)

SNAKES RUNNING/ oPERA/ IHEATRE/

I NSECTS S L E EN
PGI lAzz CINEMA

(disgusting) (energetic) o (relaxing) O (expensive) o

MEAI/ SATURDAY/ BREAKFAST/ EVENTNG/ BOOK/
VEGETABLES MONDAY LUNCH AFTERNOON TABLE

(cheap) Good) (earty) o (late) o (smatt)

PASTA/ ENGLISH/ MATHS/

RICE YOUR HISTORY
LANGUAGE

o (nice) o (difficutt) o (easy)

RULES
@ Throwa diceandmovethatnumberof squares.
lf thesquarehaswords,makea comparative sentence. lf thesquarehasa ?,yourpartnerasksyoua question.
@ lf yougetit right,staywhereyouare.lf yougetit wronggo backtwo squares.

Student A Student B
t What'sthe comparative
of good?(better) r What'sthe comparative
of badT(worse)
2 of faiT (further)
What'sthe comparative z Howdo youspellthecomparative
of happy?
(h-o-p-p-i-e-r)
3 Rightor wrong?Peteris moretall thanme.(wrong
- taller) Rightor wrong?
Thisbookis moreboringthanthat
3
Howdo you spellthecomparalive one.(right)
4 of hot?(h-o-t-t-e-r)
What'sthe missingword?Shearrivedlaterme.(later 4 Whatthe comparative
of crozy?(crazier)
5
than me) 5 What'sthe missing word?Sheisn'tinte[ligent
as me.
What'sthe missing (asintelligentas)
word?| am beautiful
thanmy
sister(morebeautifulthan) 6 What'sthe missingword?Wearebetterat sport
Canyou namea meallaterthanlunch?(dinneror them. (sporfthan them)
supper) 7 Canyou namean animalsmatlerthana caI?(e.g.,bird)
What'sthe oppositeof longer?(shorter) 8 What'sthe oppositeof moreexpensive?
(cheaper).
\,,
dJ\b

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Ulorldrecords
r Whichis ([ong)riverin the z Whichis (high)mountain
in
world?
theworld?
a ThamesD
a KzJ
b Amazonf|
b Everest
D
c N i t eD
c Kanchengjunga
D

s Whichis (far)planetfromthe Whichis

sun? in theworld?
a Pluto a C h i n aD
b Mars b USA fI
c Earth c I n d i aI

Whichis the (smalt)

countryin Whichis (fast)tandanimaIin the
theworld?
world?
a ruonacoLJ
a LionD
b Lichtenstein
3 b HorseD
c VaticanCityI S
c CheetahD

7 Howmuchdoes (expensive)
hotel 8 Whenwas__=___--- (eartv)colourTV
roomintheworld transmission?
a groooD a 1898f
b $r5,oooD b ryz8J
c $33,oooL,
c ry48 1

9 Whichis (pottuted)
cityin Whichcountryhasbeen
theworld. (popular)
touristdestination
ever?
a MexicoCity ff
a S p a i nD
D LondonLl
b rtatyfl
c N e wD e t h C
i c Francefl

Whichfruithas (high)number !2 H o wm u c hd i d (heavy)man

r>\
of calories?

w
in the worldweigh?
a Strawberryfl
a 635k9D
D AvocadoLf
b 4ookg t
c B a n a n aD
c zo5kg fl

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ffi
Askpofitefy.
Youarea secretary at Queen's CollegeLanguage Schoot.
Youhaveto givethe followinginformation to newstudents: n'6 coLLe*e)
ua*e $ch"oo[
Language Courses
r month= f3oo
3 months: flSo
Classes arein the morning from9 o'clockuntiIrz.3o,
or in theafternoon fromz o'clockuntil5.3o.
Maximum numberof students perclassis r5.
Extraactivities,.9.,visitsto art galleries,
cinematrips,
andpartiesin theevenings (f8 each).
Studentplacement testseveryMondaymorning.

Youwantto studyat Queen's CollegeLanguage School.Goto the officeand

askthe secretary POLITELY for someinformation. Youwantto know.
r Howmuchdo thecourses cost?
z Howmanyhoursa daydo youstudy?
3 Whattimedo theclasses startandfinish?
4 ls therea limitto the number of studentsperclass?
5 Arethereanyorganised tripsor activitiesin the evenings?
6 Haveyou got to do a placement test?When?
Whenyouhaveall the information (askextrathingsif you[ike),decidewhich
courseyouwantto tal<e.

Youarestayingin London atthe RoyalParkhotel.Goto the officeandaskthe

secretary
POLITELY for someinformation. Youwantto know.
r Whattimeis breakfast served?
z ls thereanyaccess to Internetin the hotel?
r Whatis the international diallingcode?
4 Howfar is it to the nearest underground station?
5 Howdo yougetto the swimming poolandgym?
6 Howdo yougetto Buckingham patace fromthe hotel?
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earlymorningcalltowake you.

Youarea receptionist at the RoyalParkhotel,London.Youoftenhaveto answer

clients'questions. Givethefollowinginformationto yourpartner,
the client.
r BreakfastT3o-rcam.
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3 Thereis alsoa swimming poolanda gymfor client's
useon thefifth
floor.
4 Theinternational dialting codeis oo.
s The hotelis in centralLondon so therearetwo underground stations
about5 minutes'watk fromthe hotel.Buckingham Palace
is at the end
of the street,on the left.

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In herearlysixties,Atice... In herlatesixties.
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Whatdo youthinkAticewi[[ do whenshe retires?

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 Rutesarsrnd the world

Rufes
around
theworfd
Discussthe foltowingruleswith a partnerand choosethe verbform that makesit true.

Youcan/can'fdrive ln Spain,youshould/
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London withoutpaying
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the firstthreefingersof
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@ PearsonEducationLimitedzoo5- Photocopiable
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I t Beforethe inventionof the TV
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I Unmf:BradPitt t NAME:Madonna I
i yfnR ANDPLACE OFBTRTH: t963inOklahoma, USA I yfnn ANDPLACE OFBTRTH: 1958in Detroit,
USA. I
i 11vqS lN:California,
USA. I LTVES tN:London,Engtand.
i URntfRlSTATUS: Divorced froma famousactress. I mnntfnl STATUS: Married(forthe secondtime)to u i
I SfUOtfS:Journalism at university. | filmdirector. r
r JoB:Actor. I sruotes: Finished
schoolatr8 withgoodgrades I
I Hoeetrs:Ptaying the guitarandgardening. JoB:singer,actressandwriter. r
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r IMPORTANT STAGES tNGAREER: FitmsincludeThelma I uoaatrs, yogu i
', I
& Louise,Ocean'sElevenandTroy. CAREER: Songsinctude MaterialGirl andalbums :
r SUCCESSES lN LIFE:Nominated for an oscarin Twelve I inctudenayoytignt I
wronkevs'
" iI :.1ffi',',u,'"1?'.1-l:n:l:*:rHH;f
musical
i
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t l
F - - - - - - - - - {
r |
r 3
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PaulMccartney. r NAME:Pen6[ooe Cruz
r YEAR ANDPLACE OFBIRTH: t95zin Liverpool,
UK. vrnn ANDPLACE oF BTRTH: t974inMadrid,Spain
i
i Ltvrs tN: Rye, England LIVESlN:California,USA. I
r MARITAL STATUS: Married(forthe secondtime)to a MARITAL STATUS: Single ;
I modet. STUDIES: Leftschoolearlyto concentrate
on battetand I
r STUDIES:Leftschoolearlyto startplayingin a band. dance. I
i
I l O e ,S i n g ear n dm u s i c i a n . I JOB:Actress I
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music.
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r includeA HardDay'sNight.
i stv. ,
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Given r SUCCESSES
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r Queenof England. i

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jenniferL6pez
r NAME: NAME:
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rgTzinlondon,
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to playa partin TVseries i
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r writessongs'
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STAGEStN GAREER: ';;i; ',
Filmssuchas Gattoca,
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t,2r Th.e
Wedding
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forJanetJackson. SUCCESSES
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for several P r t ' L J r r l
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q:ttu.t.. r thetheatre
andhashisownproduction
company.
t| SUCCESSES
:i::::il::?Yl
lN LIFE:
Votedtwiceas sexiest
womanin
I
I the wortd.HighestpaidLatinactress.

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Education
Aroundtheworldquiz
Answerthe questionsin groups.

o What's
thecapital
of Canada?

@ What's
thecapital
of Switzerland?

o Which
country
is bigger:
Brazil
or Canada?

o W hich
countrisysm aller : orSpain?
ltaly

o Which
country
Colum bia
is situated
or M exico?
in North
America:
t
I
*
@ Which
country
is situated
in bothEurope
and I
Asia?
I
o W herar of the' Hanging
e ether em ains 0ar dens
I
of Babylon'? l
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o Where
aretheremains
of Stonehenge? I
I
o Whichcountries
surrounded
in Europe
bywater?
arecompletely I
fr
I
@ W hichcountrltaly
y, orChina, doyouthink fi
waslhemost popular
fourist
desiination
in the $
worldin 2003? I
il
Inwhishcountry
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known I
'Brittany'?
as I

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landscape
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$
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country
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eagle
asits
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synrbol? I
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Which
nationality
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foritssausages? {
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Whichcountry
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thedishof rawfishcalled I
'sushi'
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 ttrtatxill fnppen to Peter"s3ay?1,,,,.1.'1;

Whafwill h.ppen
lo Peler's
Bay?

Peter'sBayis a smaltfishingvillage
in the northof Scotland.lt'sa verybeautifulplace
situatedon the coast.Thelocal
community is verycloseandeverybody knowsandhelpseachother.Untilnow,theyhaveneverhadmanyvisitors.
However,the Easytravethotidaycompanyhavemadea proposalto the villagers. Theywantto makePeter'sBayintoa
new,moderntouristdestination. Theyareplanning to buitdhotels,restaurants,
funareasandsouvenir shops.Todo
thistheyneedto buy tandfromthe residents, andtheyareofferinga lot of money.Tonightthereis a meetingin the
Vitlagemayto discussthe matter.

K.-
I A Youarethe directorof Dreamwortd.Youhaveto I B Youarethe ownerof a verysma[[hote[.
you don't
I convincethe peoplethatyourplanis a goodidea. r likethe ideabecause youattractpeopleto yourhotel
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Thinkaboutthe negative
I ,

; modern thingstikeInternetcaf6s,
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r atmosphere. *oru potlution, morenoise,ugtybuitdings,morecrime.
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I C Youarea mother/fatherof two smalIchildren.

You i i D Youarea youngman/woman whohasjustfinished :I
r likewhereyou [ivebecauseyouthinkit is a goodptace i i a tourismcourse.Youloveyourvillagebut you'd I
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things i
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@ Pearson Limitedzoo5- Photocopiable

Education
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 Ouess
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write your answersto the questionsin the boxesbelow.Don'tdo it in order.

r Whichcountries
woutdvou[iketo visit?

z Whatdo you looktike?

3 Whatwastheweatherlikeyesterday?
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6 Whatis yourcity/town/village
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7 Whattypeof musicdo you[ike? L

8 Whatjob wouldyou [iketo do in the future?

9 Whatfooddo you tikethe most?

10 Whodo you looklikein yourfamily?

7t Whatdo you likedoingin summer?

t2 Whatis Engtish
tike?

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 A perfect
hofiday!

busynightlife romanticrestaurants
hightemperatures sunbathing
shopping sightseeing
exoticfood museums andgalleries
cheapaccommodation caf6s
livepopconcerts theatre
funfair attnightbeachparties
mountain hikingexcursions waterpark

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Decidein pairswhichof thesethingsthe fo[owing peoptewould like on holiday.
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b A groupof university
students. two childrenagedfiveandeight. il
c A old retiredcoup[e,
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Youusethis partof yourbodyto sayOKwithout 9 It'sin the middteof yourarm.

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3 It'swhereyouwouldweara bett. 17 Youneedoneof thesein orderto listen.

4 Youhaveten ofthemon yourfeet. t2 Womenoftenpaintthesewith make-up.

Theyare
a partofyourface.
5 Youhavetwo ofthese,oneat the top of eacharm.
73 Thisis something
we takewhenwe areil[.
6 Youusethisto talk.
74 Thethingthatjoinsyoufootto your[eg.
7 lf youeatsomething
bador too much,thispart
ofyourbodyaches. 75 Thesemayturn redwhenyou'rehot.

8 lf you havetoo muchworkyouwill probabtyfeel

tikethis.

@ PearsonEducationLimitedzoo5- Photocopiabte
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 Whaltypeof person?
Student A
Readthe followingquestionsand write the correctform of the verb.

r. Dovou everavoid (do)the housework?

z Doyouhope (have)a tot of childrenin the future?

I Doyou normallyoffer (hetp)otd peopleor peoplewho arehavingdifficulties

whenyou meet
themin thestreetor on the bus?

4 Haveyoueverconsidered (live)in anothercountry?

5 Canyouimagine (be)a famousartist,singeror musicianoneday?

6 Doyouoftenpromise (do)thingsandthennot do them?

t Doyouenjoy (organise)
yourpapers,notesandotherpersonalitems?

8 Doyouwant (traveD
to lotsof foreigncountries?

Nowaskyour partnerthe questions.Ask follow-upquestions.What is she/he like?

K-------

Whatfypeof person?
Student B
Readthe followingquestionsand write the correctform of the verb.

r Doyou expect (cry)whenyouwatcha sador romanticfilm?

z Haveyou everconsidered (change)

the thingyouarestudyingor youriob?

3 Canyou afford (go)out everynight?

q Doyouwant (be)richoneday?

I Doyouavoid (do)energetic
activitiesandsports?

6 Whichpeopledo youmiss (see)whenyou areawayfromhome?

7 Doyoualwaysenjoy (be)with lotsof people,at partiesfor example?

8 Whattypeof persondo youthinkyou seem (be)to otherswhentheyfirstmeetyou?

Nowaskyour partnerthe questions.Ask follow-upquestions.What is she/he tike?

O PearsonEducationLimitedzoo5- Photocopiable
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Slressful
situalions

Piii;fi :piiiitl
' f7 -7--**f-t i'5, ; pyg=V-=

& b l
f-
tff

Whatdo youthinkarethetop causes

of stressin today'ssociety?
Makea tistof tenthingswithyourpartner.
Doyouthinkthereis morestressin somecountries
thanothers? whereyouthinl<
Writethreecountries thestressis
veryhighandthreecountries
whereyouthinl<the stressis verylow.

Doyouthinkmenandwomenreactdifferently
to stress?ln whatways?

@ Pearson Limitedzoo5- Photocopiable

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Thespeed
quiz
r Whatwasthe top speedof the Rolts_Rovce
z Someof the newermotorways
in ltatyhavea
Phantomlll car,built between
ry36 andry39? maximum speedlimitof
a 85kmih D
a rts km/hD
b r 4 s k m i hD
b r5okm/hD
c r98kmih D
c r8okm/h fl

3 Thespeedlimitis writtenin mitesperhourin

4 Howfastcana rabbitrun?
whichof the foilowingcountries?
a nkmlh J
a UKandAustraliafl
b :s km/htr
b U K a n dG e r m a nfyf
c s6km/hD
c U K a n d t h e U SfA
l

5 Whencarryingpassengers,
Concorde
usuallv 6 What,untilzoo3,hasbeenthe fastestsetting
travelsat a speedof
consumerelectronic
productin historv.
a 1,9ookmih C
a TheDVDtr
b z,4ookm/h D
b r h e T VD
c 2,7ookm/h fl
c Theradiofl

*
I
7 Speedcameraswereinventedby a Dutch
I
companyfoundedby the rallydriver,Maurice
8 In whichcitywastherea terroristattackwith
saringason the undergroundduringrushnour
t
Gatsonides
in tn ry95? il
a r95os fl
a NewYorkD il
b t97os J --)
b Tokyo 3
I
c r99os fl &H c Moscowf|
il
N
t
lf youaretravelling
I
9 at 60 km/handvouseethis
signwitha bluebackground andwhlteletterson
10 lf youarein Newyorkand it,sro.3o,howmany il
hourswouldyou haveto changeyourclockto
the road,whatshouldyoudo?
catchup withthe peoplein London?
I
a Stop D
a 3 hoursfl
il
b Speedup O il
b 5 hoursD
c Slowdown D
#
c 7 hoursf|
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 playtime
Passiue
Student A Student B

r ^^ . , i 4

(flour)
What/pasta/make/from? r What/otiveoit/makelfrom?(otives)

z (Greece)
Where/Moussaka/traditionally/eat? z (Spain)
Where/gazpacho/traditionally/eat?

3 water?(la-lS'/')
Howmuchof the earth/cover/by ice?(about987.)
Howmuchof Antartica/cover/by

a by?(aneditor)
Who/anewspaper/run by?(headteacher/master/
Who/aschool/direct
mistress)

(TheCzech
Where/thecityof Prague/situate?
Repubtic) 5 (Chile)
Where/thecityof Santiago/situate?

Howmanycalories/use/ptaying
tennisfor an hour? Howmanycalories/use/walking
for an hour?
G8o-+6o) (r8o-z4o)

7 forservicein USA?(rS7")
Howmuch/customers/charge Howmuch/people/charge
for drivingthrough
(f5)
centraILondon?

Whatletter/notpronounce/in
theword
answer?(w) 8 Whatletter/notpronounce/in (c)
the wordscience?

M
O Pearson Limitedzoo5- Photocopiable
Education
lfowwefldoweknoweachother?

7 hasthreebrothersandsisters.

2 wentto the cinemalastweek.

3 hasbeento England.

4 wouldliketo be famous.

5 canplaya musical
instrument
verywell.
I
6 findsit easyto asksomebody
out. t
I
7 enjoyshis/herjob or studiesverymuch. t

8
I
wentawaylastweekeno.
il
9 hasbrokenthespeedlimitwhendriving. I
10 usedto hateschoolwhen
t
he/shewassmall.
il
t7 camehereby car. I
t2 is goingout tonight.
i
I
73 is goodat cooking. I
74 hasneverfailedan exam. I
I
15 is sensitive. I
t6 eatsa lot of junk food. t
*
77 is goingto get marriedin the nearfuture.
I
r8 hastriedacupuncture. I
I

t
I
t
i
I
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I
* l
 lllhodid it?
LastSaturdayat 7 o'clockin the eveninga famousactresswasmurderedin hermansionin BeverlyHills.Nowyou are
at a partyandyou knowthat the murdereris here.Theotherpeopleat the partyweredoingoneof the thingslisted
in the tablebelow.Askquestions to the differentpeopteandtry to guesswhothe murdereris. Startwith:Whatwere
you doing lost Soturdoyat 7 o'clock.

Somebody
waswatching wasplayinga sport
a filmat the cinema Somebody
Somebody
wasshopping Somebody
washavinga danceclass
Somebody
washavinga meal Somebody
wasdrivingsomewhere
Somebody
wasstudyingFrench waswatchinga playat the theatre
Somebody
waspractising
Somebody in a band Somebody
waskitlingtheactress

'.l.:iii:]::1i.:]ii::lxx?.qx3.{}11?*:i:l1ii?r*}giii1rnixY*lir{il:1i:lj:|..:::.:,'..*.-.-r],*':r::*iij:]1.:
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i Youwerewatchinga film.Thinkabout: I Vouwereplayinga sport.Thinkaboutr i
I
| 1 Where? r Where?
I
| 2 Whatfitm? z Whatsport?
I

iI Withwho? 3 Withwho?

t l

Youwereshopping.Thinkabout: I Vouwerehavinga dancectass.Thinkabout: I

t l
r Where r 1 Where?
I
z Whatfor? | 2 Whattypeof dancing?
3 Withwho? I I Withwho?

Youwerehavinga meal.Thinkabout: Youweredrivingsomewhere.Thinkabout:

7 Where? 7 Where?
2 Whatdidyoueat? 2 Whatfor?
3 Withwho? 3 Withwho?

I
r YouwerestudyingFrench.
Thinkabout: I youwerewatchinga playat thetheatre.Thinkabout: i
I l 1
| 1 Where? t Where? I
I i I
Whatdidyoulearn? 't
i z
I i r ' l
2 wnar prayt I
I
| ,,,..,
r3 w t t nw n o l t withwho? I
I
I i I
l - - - - - - - - l - - - - - - - {
l l l
| -- | - |
r Youwere practisingin a band.Thinkabout: r Youweremurderingthe actress,but pretendlou wre I
i , Where? | doingsomethingelsefromthe tist in the tabte.
i
l l l

Iz Whattypeof music? i :
| |
iI Withwho?
r r i
L - - - l _ _ _

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 Discussion
time

Mark one of the columnswith X for the ten statementsyou hear.

TOTALLY PARTIALLY PARTIALLY TOTALLY

DEPENDS
AGREE AGREE DISAGREE DISAGREE
t

3
4
5
6

7
8

9
10

k-- ----
Statements
r lt'sextremely
rudenot to arriveon timeto meetfriends.
z Weshouldn'tallowchildrento eatfastfood.
3 lt shoutdbe legalfor bosses personal
to checktheiremployees emaits.
4 lt'sa goodideato chargepeoptefor drivingthroughcitycentres.
5 Realhumancommunication
is deteriorating
because
of computers.
6 Couplessptitup morethesedaysbecause
theymakethe decisionto get marriedtoo quickty.
7 lt's not acceptable
for a womanto aska manout.
8 Goingout with a newboyfriendor girlfriendis the bestwayto getoversptittingup with yourold partner.
9 is a goodwayto finda boyfriend
TheInternet or girlfriend.
10 Peopletodayworkharderandfasterthantheydid onehundredyearsago.

O PearsonEducationLimitedzoo5- Photocopiable
 myjob?
Whal's
inside/outside difficult/easy easy/difficult to get promoted
uniform privatecompany/state dangerous
workfromhome withpeopte/food/animats,
etc. travel
university/special
training high/towsalary a ]ot/ a tittteresponsibitity
dirty/ctean long/short hours withhands/mind
alone/ina team specialequipment at night/during the day

rr

w?
6i\

w O Pearson Limitedzoo5- Photocopiable

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 Uhichcandidate, job?
which
MARINE HOTEL is looking for a manager.
CITY TOURS are looking for a tour guide to
Our hotel is small and friendly and has
take people around the city. The job involves
10 rooms. It is situated very near to the
walking around the city explaining the
beach and attracts mainly national and
history and importance of the *orrrr*"rrt"
local tourists although occasionally we get
to tourists. The guide will also have to
people from abroad. We have a small
but accompany the tourists at lunch and resolve
fantastic restaurant, a tennis court and
any problems they have d.uring their visit.
swimming pool. We'd like to organise extra
We generally get tourists from all over the
activities and excursions for our guests in
world and visits can be morning, afternoon
the future.
or evening.

l
I NAME:
MarieHolmes
Candidate
r
NAME:PeterFalmer
Candidate
z

I
I AGE:zr yearsold
FICATIONS:
QUALI Graduate
in tourism.
AGE:55 yearsold
QUALIFICATIONS: Courses in computing,
business
and
I
I
WORK
EXPERIENCE:
Saturdays
in a ctothes administration
at the locaIcoltege.
LANGUAGES:
English,
shop.
WORKEXPERIENCE:
I
10yearsasa busdriver.zo vears
German.
French,
Spanish
anda tittte
managing
owntransport
business.
t
D R I V I NLGI C E N CNEo: LANGUAGES:
English
anda tittteFrench.
t
INTERESTS:
Reading, DRIVING yes
LICENCE:
t
sportandtraveiling
INTER
ESTS:
I
Computers,
traveIting
andcooking. I
I
?-.
I
I
il
I
Candidate
3 Candidate l
4
Susanap6rez
NAME:
N A M EJ:o h nS c h m i d t
t
AGE:3z yearsold fr
AGE:36 yearsold
QUALIFICATIONS:
Graduate in history.
I
Courses
in QUALIFICATtONS:
Graduate
in business
cookingandwinetasting.
management.
and I
WORK EXPERIENCE:
Assistant
Spanish *
teacher
and WORKEXPERIENCE: Administrative
assistant
waitress.
Germany
for ro years.
in t
LANGUAGES:
Engtish
andSpanish. I
LANGUAGES:
English
andGerman.
DRIVING yes
LICENCE: DRIVING yes
LICENCE:
I
INTERESTS:
Archaeology,
dancing
andart.
il
I NTER
ESTS:
Footbat[,
travetling
andeconomics.
$
I
il
O Pearson Limitedzoo5- photocopiable
Education
il
 pasl,presenl
Abilities: andfulure
buya house ski climba mountain
playchess speakon the phonein Engtish usea computer
do nothing readstoriesto yourgrandchildrenpayby creditcard
drivea car playthe guitar stayup altnight

Tatkto yourpartneraboutthe picturesandyourabilitiesin the past,presentandfuture.

I can'tdriveat the momentbecause I haven't 0h, I coulddrivewhenI was

passedmytest,but I thinkl'tl be ableto drivenext r8, but notverywell.I had
yearbecause l'mgoingto takelessons two accidents.
soon.

O PearsonEducationLimitedzoo5- Photocopiable
What,whereandwhen?

r Penicillin (discover)
by (LXRNEDAEA
NMLFGTE)
z (ARBAMHA
NLINOCL) (be)president
of the United
Statesbetween186randrg65.

3 Thefamouspaintingknownas (HTENOMAtLAS) (steaD

tn 7977.

4 Hollywoodactress(NWA|NOyREDR) (arrest)for
stealing
froma shop.She (say)shewaspreparing
for a partin a fitm.
5 TheMagicFluteandtheTurkish
March (write)by
(FGNGAOWLDAMUESA ZRTMOA).

6 one of the greatestBritishwritersof atttime (LW|ALM

I EPSKEASHARE)
(die)in StratforduponAvonin 16o3.

7 Thefitm(ROLD
FOHETStcRN) (give)the mostOscars
tn 2oo4.

8 Radioactivity (discover)by
(AMEIRRCEIU),whowasthefirstpersonwho
two Nobelprizes.

g (NIKRDGNICALHOLO) (make)illegalin the USAbetween

rygandry33.
10 (RELADNXEA
LBEL) (invent)the firsttelephonein $76. " it
u one of the mostbeautifulpieces
of architecture
in theworld,(HETJTAALAMJ)
(buitd)in honourof ShahJehan's
wifein the firsthalfof the rTthcentury.
il
il
L2 (BRALTE
TSIENNtE)
scientific
thinkersof the earlvzothcentury.He
(be)oneof the mostimportant t
(recognise)internationatly
i
aroundr9o5for hisspecialtheoryof relativity.
;
t3 OnJanuaryzStht986,thespaceshuttte(LNGHACERLE) t
(exptode)
kittingall sevenastronauts
on board. t
t4 The(NDLONO
EEY) (open)to celebrate
the
il
Millennium
in GreatBritain. il
t5 EastandWestGermanv
t
the (NBIREL
LAWL)
ite)afterthe co[[apse
of
il
in 1989.
t
il
il
t
n
O Pearson Limitedzoo5- phoiocopiable
Education
il
t
 Ilegoliated
solufions
Student A
Readthe followingsituations.Talkto your partnerandtry to negotiatea sotution.
r Youarethe mother/father
of a r6-year-old Yourchitd'smarksfromschoolhavenot beenvery
boy/girt.
goodrecentlyandyouthinkthathe/sheshoutdstudymore.You'vedecidedthat he/shecanonlygo out
withfriendsoncea week(atweekends) andmustbe homeby np.m.

z Yousharea ftatwithanotherpersonwho,in youropinion,is very[azy.Youtiketheftatto beverytidy

andcleaneveryday.Yourflatmate,however,neverdoesanythingandleaveshis/herthingseverywhere.
Youdon'tlikethissituationandhavedecidedto havea serioustatkaboutresponsibitities.

3 Nextsummeryouaregoingon holidaywithyourbestfriend.YouUtiketo go to the beach.you havebeen

studyingreallyhardthisyearandallyouwantto do is relaxandlie bythe swimming poo[.youreallywant
to escapefromthe cityasyouspendallyearthere.Talkto yourfriendto planthe holidav.

4 Youareplanning to starta businesswitha partner.Youhavedecidedthat it shoutdbe a restaurant.

Youthinkthatthe bestideais to starta fastfoodrestaurant
astherearea lot of studentsin youtown
andthereis onlyoneotherfastfoodrestaurant. Youalsothinkthatyoucouldmakea lot of money
becausepeopleeatquicklyandthenleaveso therearea lot of customers in oneday.Discuss yourplans
withyourpartner.

Negotiated
sofutions
Student B
Readthe followingsituations.Talkto your partnerand try to negotiatea solution.
r Youarea r6-year-otd boy/girl.NextThursday
yourfavouritegroupareplayinga concertin yourcity.The
concertstartsat ro o'clockandmostof yourfriendsaregoing.Youknowthatyourparentsarenotgoing
to likethe idea,especially
asyourmarksat schoolhavenot beenverygoodrecently.Tryto persuaJe you,
mother/father to letyougo.

Yousharea flatwithanotherpersonwho,in youropinion,thinksaboutcleaningtoo much.youarevery

busyandhavean important job anddon'thavemuchtimefor cleaning youdo somethingslike
atthough
washingup. Recentlyyou'venoticedthat yourflatmateis alwaysangry.

Nextsummeryouaregoingon hotidaywithyourbestfriend.You'dliketo travelaroundthe countryvisiting

differentcitiesasyouareveryinterestedin historyandwouldliketo visitmonumentsandmuseums. yorr
liketo do lotsof activities
whenyouareon hotidayandlearnnewthingsat the sametime.Talkto your
friendto planthe holiday.

Youareplanning to starta businesswith a partner. you

Youhavedecidedthat it shouldbe a restaurant.
thinkthatthe bestideais to starta sophisticated,
expensiverestaurantwithveryspeciat foodandan
elegantatmosphere. Youthinkthiswoutdbe a veryinteresting job andsatisfying.
Youalsoknowthateach
customer will paya lot of moneyso youcouldearna lot of moneyfromthe business.Discuss yourplans
withyourpartner.

O PearsonEducationLimitedzoo5- Photocopiable
 s givenin the crossword.

tl
,M
Numbert downis o N
smallthing we can o 5
find in the garden.lt,s U E
usuallyblackor brown. 37 ag 5
S
oE
A G L E T
B
K
7g A
P oL
e6 A toT
I
D o
ttE ,,H
N
13
R o
r4
R
S
E

givenin the crossword.

tM
It'sa brownanimalthat o N K E Y
you confind in thejungle-
It eatsbananos.
3 4c
6
o 51y

o
L

I F
7g N A K E

I PT,'[
9 toT
I

I lrf G ttE
L E P ",H

I ry
A N T
t3B
E A R
R ,48
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@PearsonEducationLimitedzoo5- photocopiabte
 Phrasal
uerbqueslion
time
Student A
Choosea verbfrom the first box and a prepositionfromthe secondboxto makea phrasalverb.Completethe sentence
with correctform of theseverbs.

p i ck l ook after onwith

grow look up up
come get across upto

I Doyouthinkgirtstendto morequicklythanboysor viceversa?

2 Doyouthinkit's possibleto a language

simplyby tivingin thecountryor do youthinkformalclasse
arenecessary?

Haveyou ever you knowin an unexpected

somebody place?

Doyou anyparticular
personin yourfamity?

Doyou classmates/workmates?

Doyouthinkyouwil[haveto yourparentswhentheyareveryold?

& K

Phrasal
uerbqueslion
time
Student B
Choosea verb fromthe first box and a prepositionfrom the secondboxto makea phrasalverb.Comptetethe sentences
with correctform of theseverbs.In questionz, repeatthe samephrasalverb.

look get to on with

grow bring up after
come take across up

1 Doyouthinkit's betterfor childrento in the countryside

or in a city?Why?

2 Whatsportsdid you whenyouwereyounger?

Andwhichdidn'tvou

3 Haveyou ever somebodv

famous?

4 Doyouthinkwomenknownaturatly
howto children?

5 Doyou always the peopleyou livewith?

6 Dovou everhaveto youngchitdren

or animals?

&w @ Pearson Limitedzoo5- photocopiabte

Education
 a
a
r-
Q1> @

some any many . much a few some any many much a few
a tittle a bit a pieceof a lot of a tittle a bit a pieceof a lot of

@ PearsonEducationLimitedzoo5- photocopiable
 ifoughts
andcrosses

1 2 3 4
5 6 7 8
9 r0 7 T L2
t 3 L 4 75 76
lnstructions
r Choose a squareandlistento yourpartner's sentence.
r ls it rightor wrong?If it'swrong,correctit. lf you choosecorrectlyput a crossor a noughtin
the square.
o Nowit'sotherteam'sturn.
r Thewinneris theonewithmostnoughtsor crosses
at theend.Yougetan extrapointforthreenoughts
or crosses
in a row.

Sentences A Sentenees B
1 My brother's
theyoungerthan
me.(X- no the) r Themanon my left is a doctor.(/)
z Thisis the onethat I want.(/) 2 My brotherworksas fire fighter.(I - a fire fiShter)
3 I'mgoingto applyon a job. (I - applyfor) 3 is verybeautifu[.(X- no the).
The[akeGeneva
4 (X- no the)
Theotdpeopleshouldbe respected. 4 She'sthe tallestgirl in the class.(/)
5 ld [il<eto be a pilotin the futur:e(/) 5 I'vebeenlisteningthe radio.(/y- listeningto).
6 She'stallandthe hairis curly.(X- my hair). 6 Susanis at university
at the moment.(/)
7 CanI havea milkplease.(,y- somemitk) 7 lt witlbe difficutt (/)
to climbthe mountain.
8 Sheagreesthe otherperson.(X- agreeswith) 8 | wentout with the friendlastnight.(,{- a friend).
9 Peteris a old friend.(/r- an) 9 Doyouwantthe lunchnow?(X- no the)
10 Pacificoceanis verybig.(X- fne) 10 There'sa in centre.(X* the centre)
tt I knowthe familysittingoverthere.(/) tt I usuallyspenda lot on ctothes.(/)
a2 Everest
is a veryhighmountain.(4 !2 Pollutionis a big probtem.(/)
13 Wittyou passme butter.(X- tne butter) tj I stayedat a hotelin southof ltaty.(X- the south)
t4 I am worriedaboutmy exams.(/) 14 It depends (X- depends
oftheteacher. on)
15 TheSpanishareusualtydark.(4 15 | tikethe orangesbest.(I - no the)
t6 | don'ttikethe catsat alt.(X- no the) t6 Lastweekendshestudieda tot.(/)

re M
@ PearsonEducationLimitedzoo5- Photocopiabte
F
I

-
I

I A danger
I
lo animals? V

llatchthreewordsfromthe boxtoeachpicture.
I-

r 6"*-
hunting
I capture
capture
cutdown
potlution
factory
abandon
kenner
gun
W ._
farming roads smoke holidavs
I
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I !
r t
l l
It tffi In

tl,r_wryJp''
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I t Whatis happening t
in eachpicture?
I il
, Whyarethesethingsdangerous
for animals?
I Nl
I
t Howcantheseproblems
be solved? fr
+ lf youweregiventheopportunity
to hetpanima
imalsin someway'whichof theseproblems *
| wourdyouchooseto work
I withandwhy? I
I I
*
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Education
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 Transporl
race
r lt canbe for mountains (Z)
or racingandhastwo wheets.

z ln Londontheyareblackandin NewYorktheyareyeltow.(4)

3 Somesaythat a HarleyDavidson
is the bestoneof these.(9)

4 Youcando thisto a motorbike,

mopedandbicycteandevento a horse.(4)

Concorde
is the fastestkindofthese.(5)

6 Thisformof transportis alsothewordfor the personwho helpssportsmenandwomenprepare (5)

for competitions.

7 ln Londontheyareredand havean upstairsanda downstairs.

(3)

8 If you arriveat the busstoplate,thiswitthappen.(4)

9 YoucantakeyourcarfromEngland ifyou catchoneofthese.(5)

to France

10 lt'snot a carandit'snot a lorrybut something

in between.(3)

It runson a trackandthe firststeamonewasinventedby Georgestephenson.

(5)

!2 Youhaveto waituntilthebus,planeor trainstopscompletely

beforeyoudo this.(3,3)

t3 we do it to a ballbutalsoto a bus(andit beginswithan animalthatpurrs).(5)

L4 similarto whatyousaywhenyoudo something

wrongbut changing
thes for an t. (s)

t5 Theoppositeof giveandyou cando it to a taxi,a planeor a train.(4)

t6 ln ry9o therewerealmost5oo millionof thesethingsthat you canparkin a garageandfittwith petrot.(3)

O Pearson Limitedzoo5- Photocopiable

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Afready
done
it?

@ Pearson Limitedzoo5- photocopiabte

Education
 tr. I -
Ftnoout
K "t - --r-
r l
t t l

i ; 2 Findouthowmanystudents were I
i I Findouthowmanystudents
inthe i promisedrewardsfordoingthe i
i given
ctasshave somebodya presenti frousework, theirpirents
helping i
I
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Findout whoto andwhatit i or doinghomework
whentheywere i
I
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they i
i were
' - - " -Promised.
r '
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r i
i Findout whatis was. Findout whoto andwhatabout ,
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Findout whatit wasand
whoto. whoto.

@ PearsonEducationLimitedzoo5- photocopiabte
 Erpfain
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| 1 Youcamebackfromyourholidayswith a broken
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Student A
Ask your partnerquestionsin orderto completethe missinginformationaboutthe coachservice.

TRAIN EXPRESS LONDON.LEEDS COACH EXPRESSLONDON-LEEDS

TIMETABLE TIMETABLE
Monday-FridayEveryz hours Monday-Friday
(6a.m.-rop.m.) Saturdays
Saturdays 11a.m.,
4p.m.,8p.m. Sundays
Sundays na.m.,6p.m. TRAVELTIME
TRAVELTIME
zhrsr5min
PRICES
PRICES Single
Singtefz8 DayReturn
Return
flg.So LUGGAGE
LIMITATIONS
LUGGAGE
LIMITATIONS
None What's the best way to travel in your opinion?
What does it depend on? Are the coach and
bus services similar in your country?

Trauefoptions
Student B
Ask your partnerquestionsin orderto completethe missinginformationaboutthe train servicebelow.

COACH EXPRESS LONDON-I,EEDS TRAIN EXPRESSLONDON-LEEDS

TIMETABLE TIMETABLE
Monday-Friday
1oa.m.,
3p.m.,8p.m. Nronoay-hnday
Saturdays 11p.m.,
11p.m. Saturdays
Sundays 2p.m.,1op.m. Sundays
TRAVELTIME
3hrs45mins TRAVELTIME

PRICES PRICES
Singlefn.5o Single_
Returnfr9 Return
LUGGAGELIMITATIONS or big bags+ r
z suitcases LUGGAGE
LIMITATIONS
handbag
Do you think it's better to travel by train or by
coach? What does it depend on? ls it better to
travel by coach or train in your country?

@ Pearson Limitedzoo5- Photocopiable

Education
 the money
game
I Youget a good 3wrorury
job ande-- 4 Youbuysome 5 FOOTBALLERS
the [ottery. MAKES
THE cheapthingsin
a lot of money. EARNTOO
Go forward 5 WORLD
GO theJanuary
Goforward3 MUCH.
squares. ROUND. s_.
squares.
Goforward
Doyou agree? 2 Squares. Doyouagree?
23Youb--
somemoney 6 I nw h i c h
froma friend countryis the
butcan'tpayit currency called
'rupis'?
back.Goback7
sguares.

Z?wherecanyou
tradeshares? 7 IT'S
ESSENTIAL
TO
SAVEFORTHE
FUTURE.

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2l In which
countryis the 8 Y o ut _
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currencycalled somemoneyto a t
'yen'? personyou never I
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t'

seeagain.Go
back4 squares.
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squares.
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w_ f3o in
whenthe banks
areclosed. a competition.
I
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squares. ;

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all.Goback4
MANYFAMILIES. 'Iire'?
of the month.Go I
squares. squares. Doyouagree?
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@ Pearson Limitedzoo5- photocopiable
Education I
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if i I fraOalready escaped onethingin theworld
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that
be differentif women I a maximum of two yoursister's
husband
h a da t t t h ei m p o r t a n t I m o n t h si n w h i c ht o washavinganaffair,
p o l i t i c a l a nedc o n o m i c I travel,wherewouldyou wouldyoutellher?
positions of power? I go on holiday?

lf youweregoingfor lf you hada teenage lf scientists

invented
an interviewfor a job sonandyouthought a typeof medicine
thatyoureallywanted, thathewastaking thatstoppedyou from
wouldyou lie in your drugs,whatwouldyou feelinghungry,would
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@ PearsonEducation
 Student B
Ask your partnerthe fo[owing questions.Do
not write
the answersbut try to rememberthem.

r What'syourfavouritefood?

z Whatdo youusuallydo on Saturday

night?

I Whatdid youdo lastsummer?

What'sthe mostfrightening
experience
Vouhave
everhad?

t
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6 Howmanygoodfriendshaveyougot? I
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7 Canyou ski? F
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8 Whatwasthe lastthingyouate?
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Howoftendo yougo out withyourfriends?

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10 Whatareyougoingto do nextweekend?
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 pairsaidthat?
Which
NAME

Find answers for each category that are true for you and your partner.

1 You like this actor/actress.

2 You don't like this actor/actress.

3 You would like to visit this country.

4 You wouldn't like to visit this country.

5 You can play this sport.

6 You can't play this sporl.

You ate this vesterdav.

8 You didn't eat this yesterday.

9 You have seenthis film

10 You haven't seenthis film

11 You liked this subject at school.

t2 You didn't like this subject at school.

13 You like this singer/group.

T4 You don't like this singer/group.

15 You normally do this on Saturdays.

16 You don't normally do this on Saturdays

17 You admire this famous Derson.

18 You don't admire this famous Derson.

t9 You like to wear this colour.

20 You don't like to wear this colour.

Listento your ctassmatesreadout the informationand guesswhich pair of studentsthey are describing.lf you are not
sure,checkby askingquestions.

Haveeitherof themgot blondhairT

Are either of them wearingjeans?

O PearsonEducationLimitedzoo5- Photocopiable
 Pmbtems,probtems,problems!

Problems,
problems,
probfems!
Student A
Readthe foltowingand act out the situationwith a partner.

Youworkin an expensive clothesshop.Youdon'toftenhaveprobtems

with customersbecausethe thingsyou se[[
areexceltentquatity.
lf a customer doeshavea problem,youcanexchangethe itemfor something
etseif theyhavea
receipt.Younevergiverefunds.

Youarein a restaurant
witha friend.Youorderedonesaladto share,fishandchipsanda lasagne.
Whenthebitt
comesyourealise thereis a mistakebecause
theyhavecharged youfortwo saladswhenyouontyordered
one.
Complainto thewaiterandaskhimto change the bill.

Youarea taxidriver.Youhavejusttakena clientsomewhere andthe clocksaysf.7.5obutyouaregoingto charge

ftz.5o becausehe/shehadtwo suitcases (fr each)andit is aftermidnightwhichruun, ytu cf,arieu,i."riu ir].

Youhavejustboughta bookwhichwasf5.8o andyouthinkyougivetheshopassistant

a fzo note.He/sheonly
givesyouf4.zo change.
Complain.

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Problems,
probfems,
probfems! t
Student B i
t
Readthe foltowingand act out the situationwith a partner I
r Lastweekyou boughta veryexpensive jacketandwhenyougot homeyoufounda holein it. you go backto the
I
to complain'
Whatyourealtywantis a refundasyouhaveseena nicerjacketin anothershop.youalsohave
a
shop
tittte
I
problem- youhavelostthe receipt. I
z Youarea waiterin a restaurant.
I
A customeris goingto complainaboutthe biltbecause
saladsnot one.Thisis not a mistake,however,becausewhentwo customers
you havechargedfor two
orderonesaladyou atwaysgivethema
I
bigsaladcontaining two portions. I
I
Youarein a taxi'Youhavejust arrivedat yourdestination
3
Youhaveonlygot frt.4o,
andon the clockthe pricesaysf7.5o. paythe taxidriver. I
I
4 Youarea shopassistant in a bookshop.Youchargea customer
for a bookwhichcostsf5.go andyouthinkshegives $
you a fro note.Yougiveherf4.zo change.
N
N
N
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Education
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Procedure
Dividetheclassintotwo groups,A andB.Givea copyof
worksheetA to groupA, andgivea copyof worksheetB to
groupB.
Tetlstudents
to answerthe questionswitha partnerfrom
thesamegroup,choosing wordsfromthefirstcolumn. Go
aroundtheclasshetping withany
students problems and
checkingtheyhavethe rightanswers.
Putthestudents in sma[[groups,
so thattwostudents
fromgroupA andtwo fromgroupB areworkingtogether.
Teltthestudentsto askandanswereachother's
questions,writingtheiranswers
in thesecondcolumn.
Eachteamgetsonepointfor eachcorrectanswer.
Procedure
Dividethectassintopairs.lt is a goodideato checkthat
noneof the pairsknoweachothertoowe[[(e.g.,best
friends,familymembersetc.).lf theydo,rearrangethe
ctassa little.
Giveeachmemberof the ctassa copyof theworksheet and
te[tthemto matchthepictures andtheactivities,
writing
the correctnumber(r-r4)nextto eachpicture. Whenthey
havefinished.checktheanswers withthe class.
Nowte[[thestudents to complete thesentences asif
theyweretheirpartner. Thispartis donein silencewith
students usingtheirknowtedge andtheirimagination.
Nowhavethestudents checktheiranswers, tickingor
crossingthe lastcolumnandcorrecting anywhichwere
wrong.Encourage themto speakas muchas possible
abouitheirlikesanddislikes,as in theexample given.
Getfeedback
fromthewholeclassandtheircorrect
or
guesses.
incorrect
Answers
a 4 b7 c8 d n e ro ft2 9 2 h r i 3 i 5 k 9 l 6
Procedure
Pre-teach: obroad,andcheckanyothervocabulary you
thinkthestudents mayhaveproblems with.
Giveonesurveycardto eachstudentandtellthemto
asktheothermembers of thectasstheouestion
Hoyrz
often... ?.Studentsanswerthe questionusingadverbsof
frequency.Whentheyfinda studentwhocorresponds to
a sentencetheywritetheirnamein thespaceprovided.
Students canwritemorethanonenameif theyhavetime.
Beforeyou begin,checkstudentsknowhowto formthe
correctquestion. Pointoutthaton thecardsthesentences
arewrittenin thirdpersonsingularandthequestionmust
be formedin secondpersonsingular. PayspeciaIattention
to thestudentwho hascardten as heretheverbto be is
usedandthequestionstructure is stightlydifferent.
Thestudentsminglein orderto askandanswerquestions.
Getfeedbackfromthestudents abouttheirfindings,
havingthemmakesentences abouttheirclassmatesin
or ptura[(iftheyhavefound
thethirdpersonsingutar
morethanoneperson).
Procedure
Tettthestudents theyaregoingto a VIPpartyin London.
Giveeachstudenta rolecardandte[[themto readand
complete the information usingtheirimagination.
Nowgivethema copyof thetabtewhichappears on the
secondhatfof theworksheet. lf therearesix
or morestudents tetlthemtheyhaveto finda person
for eachcategory(actor,singer,etc.)andcomptete the
information.
lf therearefewerthansixstudents.have
thestudents complete theirowninformation firstin the
tablebeforelookingfor theotherstudents.
Checkthestudents knowwhichquestions to asl<before
theybegin.
Tel[studentsto mingte, gettingas muchinformation as
possibtefromtheirclassmates in orderto complete the
table.
Whentheyhavefinished getfeedback fromthectass,
havingthemreportbackin thethirdpersonsingutar and
usingboththe Present SimpleandContinuous.
Procedure
Dividethe classintotwo groups,A andB.Givea copyof
worksheet A to groupA, andgivea copyof worksheetB to
groupB.
Havethestudents workin sma[[groupsof two or three.
Tetlthemto readthroughthequestions andchoosethe
optionthatmostcorresponds to thewaytheythinkor
behave. Te[[themto hetpeachotherwithanydifficult
vocabulary andcirculate
in orderto dealwithany
difficulties.
 Writeanydifficuttwordson the btackboard
andtalkwith Rearrange thestudents
thewholeclassaboutthe meaning sothata StudentA is witha Student
of ttresewordsbefore B.Tettthestudents
goingon to thesecondpart. to askthequestions to theirpartner,
completing thesentences withtheinformation
Rearrange thestudents given.
so thata Student A is witha Whenthestudents
StudentB. Haveeachstudentaskthe questions havefinished, readthrougha[[
to their thesentences asa class,checking
partner,makinga noteof theoptionchosen. thatthestuoents
understand andhavethecorrectcompletedsentences.
NowhaveA andB worktogether to decidewhatthe
perfectstudent'sanswerwould Nowtellthestudents thatsixofthe sentences
be andif eitherof arefalse.
Havethemdecidewitha partnerwhich
themhavechosenthisoption.The onestheyare.Get
correctoftionis not feedback fromthe class,askingthe studentsto
alwaysclearandthe ideaof the 'perfect' correct
,tul.nt is over- the falseinformation if thevcan.
exaggerated anyway.
Getfeedback fromtheclass,usingthisdiscussion Answers
in order
to establishlearninggoatsandstrategies Thefalsesentences
the course.Thismayalsogiveyou
for the restof are:number2 (it started.,,,rU
u a"t.ur.ipictureof (it was1896) number (it became
students' needsandmotivations. l'T9"tt 5 a national
hotidayin r89o) number (hewas
7 nornin seg)
As a followup youcouldaskstudents give number9 (it wasin Germany) number (it-was
to points r, in t49z).
for eachoption(3 = the bestanswer, =ih.
, ,..onO
best,and1 = the worst)andcalculate
tf,uiro*n scores *i i
according to this markingsystem.studentscourd
writea
reportabouttheirbehaviour andaimsforthecourse. I
*
Procedure $
Giveonecopyof theworksheet
havethemidentifythe illustrations
to eachstudent.In pairs, $
usingthe wordsfrom
sentences r-r4. Getfeedback fromthe ctass.
$
Procedure Nowtellthestudents to circleoneof theverbformsso F
Pre-teach:live concertandtop fen (therecordsthat
soldthe mostthat week)
have
that the sentence is truefor them. t
Giveeachstudenta copyoftheworksheet
Tellstudentstheyhaveto find oneperson
onepersonwhodisagrees
who agreesand F
theyaregoingto interview
andteltthem
theirpartnerto finOout how
withthemfor eachsentence
andwritethe namein thecorrect column.
f
Teltthemto
muchtheylikeandknowaboutmusic. mingle.Onestudentreadsout a sentence
andtheother
F
Students interview eachother,askingthe questionsin turn
respondsusingneither,so or a short
can't swim very well B: I canor Neither
sentence. e.g.,A: / F
andnotingdowntheotherperson3answer.
studentis reading
Whenone
Whentheyhavefinished,getfeedback
can t. F
thequestion,youcanasktheothernotto fromthewholeclass.
tooKat thesheetin orderto increase fl
theirlisteningpractice.
Whenthestudents havefinished,
$
tellthemto calculate
theirpartner's score(theanswertoquestion is B,and *
question8 is A) andreadthe analysis 7
feedback
of the resutts.Get $
fromthe studentsabouttheirpartners. *
?
Procedure
Giveonecardto eachstudentandteltthem *
information.
to readthe g
Explainthat studentshaveto findout how
manypeoplein F
the classhavedonethe thingthat is written
on theircard p
Procedure by askingthe question : Haveyou...?pointout thatwith
Dividethe classintotwo groups,A
someofthe questions studentsmayhaveto useHaveyou
F
worksheet
and B. Givea copyof
A to groupA, andgivea copyof worksheet
ever...?lf a studenthasdonethisthing,
extrainformation t*
mustbe requested,
groupB. B to
Tellthestudents
thistimein the paiiSimpte. il
Tettthestudentsto readthroughthe
sentences in groups Students
to mingleandaskthequestions.
caneithermakea noteoftheunr*.o
F
oftwo or three,checkinganyvocabulary or they il
theyareunsure cantry to remember.
of withyou.Teilthemto writea question
for lacn arternate Whentheyhavefinished,get feedback *
sentence, in whichsomeof the information fromdifferent
is missing. members of theclass.lf therearemorethanten
students. *
t
{
f
you canput studentswiththe samecardtogetherso
thai theycancompareinformationbeforethe feedbacl<
session.
Procedure
Giveeachstudentor pairofstudents a copyofthe
worksheet. Focus theirattentionon the oictures andthe
wordsin thebox.Tellthemto matchthewordswiththe
picturesin pairs.Getfeedback fromthe class.
Nowtellthemto answera question to theirpartner
e.9.,'Howdo youfeelwhenyouseea ctown?' Encourage
themto explainwhytheyfeelthisway.lf youfeelit is
necessary youcanbrainstorm feelings andwritethemon
the blackboard beforestartingthe activity,e.g.,make(s)
me feel sad, angry,happy,excited,bored,energetic,tired,
afroidor make(s)me cry,smile,laughetc.
Getfeedback fromtheclassandthenfocustheirattentionon
thesecondactivity.
Readtheexample withtheclassandthen
tellthemto makesimitar
sentences in pairs,choosing
relevant
pictures(Theydon'tneedto speakaboutatlofthem).
Attaboutfood
Procedure
Dividetheclassintotwo groups,
A andB,andgivea copy
ofworksheetA to groupA andofworksheetB to groupB.
Havethestudents checktheyunderstand a[[ofthewords
writtenin theircrosswordin pairs,helping
themwithany
problems theymighthave.
Nowrearrange thestudents so thatoneStudent A is with
oneStudentB.tetlthemnotto lookat eachother'spaper.
Focusthestudents'attentionon theexample sentence
andtellthemto giveeachothercluesfor the restofthe
words.Writedown andacrosson the blackboard so that
studentscanidentifythedirectionof thewords.
Whenstudents havefinishedgetfeedback aboutatlthe
words,checking for pronunciation.
Procedure
Givea copyoftheworksheet to eachstudentor pairof
students.
Tel[themto discuss whattheythinkthe people
aregoingto do in eachpicture.
Goaroundtheclasshetping
withanyvocabulary
they
mightneedandcheckingthatstudents
areusingthe
tensecorrectly.
Whentheyhavefinishedtellthestudentstheyaregoing
to ptaya memorygame.StudentA looksat theworksheet,
holdingit sothatStudentB can'tseeit andasks:/n picture
3, aretheygoing to makea cakeTfheotherstudent
answers:yes,theyareor no, theyaren'f.Thestudentasks
fivequestions andthentheychangeroles.
Finatly,
havethe studentstalk abouttheirownfuture
planswith reference to the pictures.
Answers
Suggested answers
r Theyare going to robthe bank. z He'sgoingto jump
intothe poot. 3 Theyaregoingto go on holiday.
4 He'sgoingto makea cake. 5 She'sgoingto learnto
drive. 6 She'sgoingto do an exam. 7 They'regoingto
ptayfootball. 8 She'sgoingto seea film. 9 lt'sgoing
to eatthechicken.ro He'sgoingto giveup chocotate
m She'sgoingto buya newcar. rz They'regoingto go
fishing.
Procedure
r Dividethe classintogroupsof four(fiveor sixif
numbers demandit) andwithineachgrouphavethem
formtwo teams,eachconsisting of at leasttwo students.
z Giveeachgroupa pileof cut-uppictures (onewhole
worksheet) andteltthemto outthemfacedown.Havethe
teamstossa coinor throwa diceto seewhogoesfirst.One
studenttakesa pictureandexplains it to theothermembers
of hisor herteam,usingdefining relative clausese.g.,lt'sa
personwho...\t'sa placewhere... lt'sa thingwhich...within
a time[imitof 3o seconds. lf theteammemberguesses
correctly, theykeepthecard.lf not,it is puton a separate
usedpile.Thena memberof theotherteamhasa go.This
continues untilallthecardshavebeenused.
3 Thewinningteamis thatwhichhasthemostcardsat
t h ee n d .
Procedure
Givea copyoftheworksheet to eachstudentandtell
themto workwith a partnerto makearrangements for a
perfectweekend.Encourage themto discusstheoptions
andto cometo a compromise aboutwhattheyaregoing
to do.Thestudentswritethesethingsdownin the diary,
leavingsevenspacesfree.
 :::":

Nowhavethe studentsminglewith
otherclassmates. givea copyof the boardgameand
Tetlthemto try to persuadeonestudentto Jo .u.t, a diceto eachpairof
activitywiththemandwritethe name students.
Givea copyofstudentAquestions
in the diarynext to oneof
to eachpairanda copyofStudentB questions
activity.
Theyalsocomplete
their freespaceswith to theother.
lh3l
activitiestheyhavebeenpersuaded Focustheirattentionon the rulesandgo through
to do. them,
Thefirstpersonto findsomebody makingsurethatthestudentsknowhJw pLy
to do ail the activities to thegame.
withthemis the,winner'. Thestudentsshakethe diceto seewhogoes
first,thenmove
aroundtheboardmakingcomparative sentences withthe
wordsprovided andanswering theirpartners,question when
theylandon a ? square.
lf thestudent,unr*.iutf eightof
thesequestions theyno longerhaveto do anything onthe?
square.Thewinneristhefirstto reachfinish.
Procedure
Dividethe classintotwo groups,A and
B, andgivea
copyofworksheet A to groupA andofworksheet B to
gl'oupB.
Tetlthe studentsto lookat the second
restaurant advert
andthinkof questions
the missing
theycouldaskin orderto findout
information. Goaroundthectasshetping with
Procedure r
;i
the questions. lf the studentsarehavingdifficulty, Givea copyoftheworksheet to eachpairofstudents. $
get Terl
themto writethemdown. themto complete eachquestion
superlative
by formingthecorrect
form.Thenteil themto discussthe three
t
Rearrange thestudents so oneStudentA is withone
StudentB.teltthemto askthequestions optionsandchoosewhichanswerthey
thinkis correct.
$
unJ.orp,"ru
the missinginformation. Whentheyhavefinished,havethe students
exchange
F
Whentheyhavefinished, havethestudents discusswhich
theirpaperswithanotherpairof students
so thattheycan $
correct
restaurant theywouldpreferandwhv? eachother's.
question
Getindividualstudents
andtheiransweranddiscuss
to readthe F
the correctanswer fl
withthewholeclass.
$
Answers
F
1c 2D 3a 4a 5c 6c
Procedure 8c ga 10cub t2a
lc(inahotetinSwitzerland) f
*
Giveeachstudenta copyof theworl<sheet
andteltthem *:'
to lookat the box,whichshowsdifferent
degreesof
agreement anddisagreement.
expressions,
Readthroughthedifferent F
them.
checkingthatthestudents
understand n
Tel[themto readthesentences
&
t:
belowandwritea number
nextto eachsentence to express theiropinione.g.,if they
Procedure
F
stronglyagreewith the firstsentence Dividethe classintop.airs
1 nextto it. Goaroundtheclasshetping
theywritenumber
schoolreceptionist
andgivea copyof the tanguage
rolecardto oneof tf.,etwo andthe
f
thestudents with
anyproblematic sentences. tanguage schoolstudentrolecardto theother.Tettthe $
Givean example to thewholeclassby expressing your
studentsto readthe information andgo aroundthe class F
opinionaboutoneofthe sentences, givingreasons
helpingwithanydifficutties. Et
forwhyyouthinkwhatyoudo.Now
compare theiranswers
havethestudents Tettthestudentsto actoutthesituation.
studentto useindirect
Remind the fr
in smallgroupsof threeor four. questions andencourage
Encourage themto *
themto givereasons fortheiropinions. elaboratethediatogue in anywaytheywant.
Askfor volunteers to actout the situationfor the rest
F
of theclass.Correct anyproblems withthe indirect *
questions whentheyhavefinished.
.l
tT ,
Nowdo thesamewiththe hotelrolecards,
makingsure il
Procedure thatthesecretary nowplaysthe roleof clientandthe g
Cuttheworksheet studentnowplaysthe roleofthe receptionist
so thataI
intothreesections
as indicated
and studentshavea chanceto practiseindirectquestions. F
fr
I

f
*
 Nowhavethe studentsworktogetherto mal<e the
rulestruefor theirowncountries.lf you havea mixed
nationality
classbutvariousstudents of thesame
Procedure you mightwantto re-groupthemso that they
nationality,
r Dividethe classinto pairsandgivea copyof worksheet areworkingwith studentsof the samenationatity.
Student A to oneofthe pairandStudentB to the other. Getfeedback aboutthe rulesin their
fromthestudents
Teltthe studentsnot to lookat eachother'spaper. countries.
z Focustheirattentionon theexample andteltthemto
describe theirpicturesin a similarwayor askquestions Answers
in orderto findtendifferences.Goroundthe ctassas r can't z shouldn't - stretching generally
considered
theydo thishetpingwithvocabulary any
andcorrecting rude 3 haveto 4 can't s should 6 don'thaveto
mistakes. z don'thaveto 8 shouldn't 9 shouldn't - theword
3 Whentheyhavefinished, haveeachpairlookat both for clockin Chineseis similarto death ro don'thaveto
picturestogetherandhavedifferentstudentsreportback - you canleaveat r4 rr can't rz shouldn't- theyeat
on the differences. withthe firstthreefingersof the righthand

Answers
r numberof tents z numberof blankets 3 size/age
of boywithtorch 4 numberof spades 5 girleating
penandpaper 6 sizelage
chocolate/writingwith of boy
withaxe 7 numberof dogs 8 firstaidkit 9 numberof
umbrellasro ropeswing Procedure
Cutoutthe cardsandgiveoneto eachstudent. Tell
studentstheyhaveto asl<questions to the otherpeoplein
theclassin orderto findoutthe information givenon their
grandmother
Therebellious card.Remind themthatthefirstquestion wittbe in the
Dresentandthe secondin the PresentPerfect.
Procedure
Te[[studentsto standup andasktheirquestions to atl
Givea copyof theworksheet to eachpairof students
and othermembers of the class.Studentsanswerusingforor
onthewordbankat thetop ofthepage.
focustheirattention since.Thoseaskingthequestions mustmakea mentalor
Tetlthemto tellthestoryof the rebe[[iousgrandmotherin writtennotein orderto workoutwhohasdonethatthing
the past,usingthesewordsandthosewrittenbetoweach forthe [ongestor shortestperiodof time.
picture.
Allowstudents to takenotesif theywish. Whentheyhavefinished, getfeedback
fromeachmember
Encourage themto addas muchextrainformation as youcan
ofthe class.lfyou havemorethantenstudents,
possiblee.g.,wherethestorytookplace,the namesof atlowthosewith the samecardto consultanswersbefore
the othercharacters, fee[at
howthe differentcharacters feedback.
differentstagesin the story.
Astheyaretellingthe story,go aroundthe classhetping
withanyvocabulary theyneedandcorrecting. Whenthey
havefinished,havea coupleof the pairste[[the story
andcompare theirversions.
Students canthenwritetheir
storiesup for homework asan additionatactivity.
Procedure
Dividetheclassintotwo groups, andgivea copyof
worksheet A to groupA andworksheetB to groupB.Tell
thestudents to worktogether in groupsof threeor fourto
completethe sentences sayinghowthingsweredifferent
Procedure beforethe inventionof eachthing.Encourage themto
Givea copyoftheworksheet to eachpairof students
and givewriteas manyideasas possible. Goaroundtheclass
tellthemto readthroughthe rulesandchoosea verb g withvocabulary.
hetpin
formin orderto makethe rulecorrect.Encouragethemto Nowrearrange the classso that a StudentA is with
discusstheiranswers,givingreasonsfortheiropinions. a StudentB.Tet[themto takeit in turnsto readtheir
fromthe classandtell themthe correct
Getfeedback sentencesto theirpartners withoutsayingthe invention.
answers. Thelistenerhasto guessthe invention fromthe clues.
 Nowdividethe classintofourgroupsandgive
tife is this?
[VJrose rolecard
A to onegroup,and B, C,and D to the otheigroups.
Procedure Atlowthe studentstimeto readthroughthe information
andthentellthemto workwithintheii groups prepare
Dividethe classintogroupsof fourto sixandgive ro
whattheywill sayat the meeting.Tettthemio make
a famouspersonrolecardto eachstudent.Nowgive predictions
them usingwiltandthe ideasfromthe rotecard
a copyofthe suggested questions boxandtettthem but suggestthattheythinkof somemoreideas
to put it on the deskor in a placewhereeverybody of their
can owntoo.
seeit.
Reorganise the studentsso that you havegroupsmadeup
Tellstudents thattheyall represent
a famousperson. of A, B,C andD. lf youdon,thavemuttipteiof four,
Theotherstudents in eachgrouphaveto askquestions doubte
up the rolecardsofC and/orD.Te[thestudents
in orderto guesswhothatfamouspersonis, to havea
usingthe debatewithintheirgroupsaboutthe futureof peter,s
suggestions in the box.Tel[studentsthat thevcannot Bay.
Atlowthestudents 5-ro minutesto do this.
guessthe famouspersonuntittheyhave
finished
asking
thequestions. Whentheyhavefinishedgetfeedbackfromthe
whole
classandthenteltthe studentsto forgettheir
As a follow-up,havestudentschoosetheirown rotesand
famous pretendtheyaresimplyviltagers.
peoplefor the nextclassandstartthe Havea classvoteto see
nextclassby whetherthe projectshouldgo aheador not.
followingthe sameprocedure. Atternatively,
you could il
E
::
bringin somecelebritymagazines, whichthestuoents :i

canuseto research abouttheirperson. s::

*
$
I'

Ft
Procedure f

Givea copyoftheworksheet
F
I'
Procedure to eachpairofstudents.
Dividethestudents
Focustheirattentionon the firstpictureandeticitpossible F
intosma[[groupsof threeor four.Give sentences to describe
whatis happening e.g.,Theman F
eachgroupa copyofthe quizandtertthem is too weakto carrythe washingmachiie oi Th,
to discussthe ,o, *
questionsandwritetheiranswerson a separate isn't strong enoughto carrythe woshingmachine
sheetof or The
paper. washingmachineis too heavyor Thewashing F
machine t

Whentheyhavefinishedcollectin the answers give isn'tlightenough.Writealtthepossibilities on the *i.

and
eachsheetto a differentgroupso that theycan blackboard. Discusswiththestudents whichsentences i*
correct F
r:
theanswers.Tettthem to giveonepointfoieacncorrect aremosttiketyin everyday conversation.
anSwer. Tettthe studentsto makeat leasttwo sentences F
for each is
Gothroughthe questions
withthewholeclass,eliciting of the followingpicturesin pairs. s
answers. whentheyhavefinished, getfeedback *
fromthewhorecrass. :
1

Nowfocustheirattentionon the secondhatf. *

Answers Teilthemto I
workin groupsof threeor fourto discuss theiropinions g
r Ottawa z Berne 3 Canada Spain Mexico with regardto the topicsgiven.Encourage ::
4 5 themto explain
6 Turkey 7 lraq 8 Britain Cyprus, lceLndand t h e i ro p i n i o n s . *
9
Matta.-ioltaly u Francerz NewZealand potand ..
13 *
14 TheGermans (studentsdon'tgeta pointif theyputthe
country r5 Japan g
j

Thewinnersarethegroupwiththe mostpoints. :d
$
:
Procedure *
T'

Giveeachstudenta copyoftheworksheet andteilthem

tr
t
t,
to answerthe questionsby writinga fewwords
in eachof *T
the boxeson the bottomhatfofthesheet.Telt
Procedure themnotto
writethe answersin order. *I
Givethe studentsa copyof the top hatfof the g
worksheet Whentheyhavefinished,demonstrate
with the information
aboutpeter'sbayand readthrough howto fotdthe T

sheetandhavethemdo thesamewiththeirown. $
thetexttogetheras a class,checkingthat the students Now
organisetheclassintopairsandhavethestudents
understand thesituation. F
exchange sheetswiththeirpartner.Teltthestudents j
B
r
ri
H
!

F
to lookat theirpartner's sheetandtry to guessthe
questions for eachanswer. Whentheyguesscorrectty,
theytickthesquare. Encourage studentsto do this
withoutlookingbackat the questions, but if theyhave
difficuttyallowthemto lookback.
Getfeedback fromthe classby askingstudentsabout
their partnere.g.,Whichcountrieswouldyourportnerlike
to visit?
Procedure
Givea copyoftheworksheetto eachstudentandtell
themto matchthewordsin the boxandthe pictures
with
a partner.
Checkthewordswiththewholeclassandthentell
students to discusswhichof thesethingswouldbe
suitablefor the peoplelistedat the bottomof the page.
Encourage themto givereasons, exptaining
theirchoices.
Answers
r mountain hikingexcursionsz sunbathing
3 museums andgalleriesq busynighttife 5 romantic
restaurantse cheapaccommodation 7 lifepop
concerts 8 exoticfood 9 alt nightbeachparties
ro funfair rr waterpark rz sightseeingr3 high
temperaturesr4 theatre 15 shopping r5 caf6
Procedure
Givea copyoftheworksheet to eachstudent.
Tel[themto
findwordsthat satisfyeachcluewiththeirpartner.When
theyhavefinishedgetfeedback fromthe wholeclass.
Answers
r thumb z wrist 3 waist 4 toes 5 shoulders
5 mouth 7 stomach 8 stressed 9 elbow ro diet
11ear rz lips r3 mediciner4 ankle r5 cheeks
Procedure
Givea copyoftheworksheet to eachpairofstudents
and
tellthemto namethe products beingadvertised
withtheir
partner,usingthe wordsfromthe box.Getfeedbackfrom
thewholeclass.
Nowtellthestudentstheyaregoingto thinkofslogans
for eachadvertbasedon the promised resultof using
eachone.Focus theirattentionon the example andelicit
possiblesentences fromthe ctasse.g.,lf you useFlash,you
will hovethe cleanestclothesin town or Youwon't worry
aboutdirty clotheseveragainif you useFlash.Remind
studentsthatthe resultclausecanbe negative or positive.
Whentheyhavefinishedgetfeedback fromthewholectass
andthente[[themto thinkofanotheroroduct to advertise
anda slogan. Thiscanbedonein smallgroups or asa whole
class.Encourage themto beasimaginative aspossible. As
anextension, thesecanbemadeintowholeradioadverts
thatcanthenbeperformed fortherestof theclass.
Procedure
Dividethe classintotwo groups,
A andB,andgivea copy
of StudentA to groupA andStudentB to groupB.
Tettthe studentsto workwith a partnerto completethe
questionsby puttingtheverbin the correctform.
Nowreorganise theclasssothatoneStudent A is with
oneStudentB.Tel[themto askandanswereachothers'
questions.Encourage questions
themto askfollow-up in
orderto getextrainformation.
Nowtellthestudents to thinkof adjectives
to describe
theirpartner's
personality basedon theiranswersto the
questions.Insistthatstudents usethe answerstheyhave
alreadybeengivento theirworksheet questions.
Write
an exampleon the boarde.g.,My portneris ambitious
becauseshe wantsto be richone day.
Getfeedback fromthe wholeclassor reorganise
the class
againsothateachstudenttellsanotherstudentabout
partner.
theiroriginaI
Procedure
Tettthestudents youhavean imaginary problemandwrite
I get angryveryoftenon the blackboard.Eticitreasons
for this problemfromthe studentse.g.,You'restressed
or you'reverysensitive.Nowaskthemto giveyou advice
andexplainthe resulte.g.,Youshouldcountto ten when
youget ongryso that you havetime to keepcalm.Now
askfor anotherpieceor adviceandelicitpurpose e.9.,
Don'tdo too manythingsso that you don't get stressed.
Dividethe classintosmallgroupsof threeor fourand
givethemthecut-upproblemcardsandtellthemto put
themfacedownon the desl<. Tettattthestudentsin the
 groupexceptoneto lookat a problem
card.Theyhave
to makesentences
for eachcategory withoutsayingthe
problem.Thestudentwhodoesnltlookhasto guess
the probtem.
Whentheyhavefinished Procedure
anotherstudenttakestheturnof
guessing
andso on untilthecardshavefinished. Givea copyof theworksheet to eachstudentandtelt
themto complete thesentences withnamesof other
members of theclass.lncludeyourself
if youwant.
Students shouldknoweachother,s nur., by thispoint
but if theydon'tallowthemto getup and
asl eachother.
lf the classdon,tknoweachothlr *.tt,
t.tLih., to use
Procedure theirimagination
Givea copyoftheworksheet to eachpairofstudents Whentheyhavefinished teltthestudents
and to mingle,
havethemlookat the pictures. Teilthemto talkabout askingquestions to checkif theywererightor wrong.
eachpicture, discussingthe reasons for thestress,how Teltthem thatif theywerewrong,theyshould
askother
muchtheyrelateto thesituation andwaysof avoiding classmates to try to findsomeboOy w'tro.";r;*;;; ;
that stress. t h es e n t e n c e
Getfeedback fromthe clasSandthenfocustheirattention Getfeedback
fromthewholeclass.
discussion questions R
:l ll. at thebottomoftne page. i:
Divide_the classintogroupsandtell eachgroup
to choose $
oneof thequestions. Tellthemto tatkabo-ut
andto be prepared
thatquestion
to reportbackto the restofthe class.
$
F
*
Procedure I
Givethestudents a copyofthe firstpartoftheworksheet
F
andreadthroughthe instructions F
t.
withthewholectass.
Procedure Nowgiveeachstudenta rolecard.lf you
F
:,;
havemorethan
Givea copyof theworksheet to eachsmallgroupof tenstudents, separate themintotwogroupsor double F
students andteilthemto discuss the questLnsano someof the rolecards.lf youdoubtethe role g
cards,tell f'
choosethe correctanswer. Takein the papersand thestudents thatsomeof theactivities werebeingdone *:,
redistributethemso that anothergroupcorrects by morethanoneperson.
the Makesureyougivethe roleof g
questions of eachgroup.Teltthemto jive onepointfor murderer to a strongstudent. gl

eachcorrectanswer. *
Tettthestudentsto minglewiththe other
studentsasking: i.'
W!1t youdoing...?Tettthem to foltowtfrisquestions $
Answers ryre I
withothersin orderto findout moreinformation
r b z b 3 c 4 c 5 a 6 a decideif the personis tellingthetruth
and &
7 a 8 b , J - J or.nol.pr, examples i
on the boardif youthinkthe studentsneed *:
theme.g.,Who
wereyou with?Whatwasit like?Tetl studentsto writea H
namenextto eachactivityin thetablegiven. j

*
Whentheyhavefinished allowstudents ::
to discusswith
a partnerwhotheythinkthe murderer is,givingreasons.
F
Procedure Getfeedback fromtheclassandthengeitiu ,urouru,
g
to t'
DividetheclassintoA andB andgive identifiThim/herself.
a copyof worksheet
A to groupA andworksheetB to gioup
F
B.
Tellthestudentsto writethequestions
F
as in tneexample,
workingin pairs.Goaroundtheclass
checking thatthey
F
havethe correctquestions.
$
Whentheyhavefinisheoput two Student
Stydl! es so that you havetwo teams
As withtwo F
to takepartin the Procedure fl
quiz.TelIthestudents to askeachotherthequestions, Cuttheworksheet
givingonepointfor a correctanswer.
Allowstuoentsto
in halfandgivea copyof thetop halfto
eachstudent.Teilthestudentsto listento
H
usedictionaries the statements
the mostpoints.
if theywant.Thewinneris theteamwith
thatyoureadoutandmarka columnforeach
oneaccording
$
to howmuchtheyagreeor disagree witheachstarement. Fq
g
F
n
Readire statements fromthesecondpartofthe sheet,
'epearingeachoneseveraI timesandif necessary @
:epnrasingit to makesurethatthestudents IAlillieqipqq!,
Jrd erStand.
Procedure
Whenvouhavereadalttenandthe students havefilled Givea copyoftheworksheet to eachstudentandtetl
in thetable,organise
the classintosma[[groupsof three themto matchthevocabulary in the boxwitheach
or four.Distribute
copiesof the statements,
andhavethe picture.
Getfeedbackfromthewholeclass.
students discusseachone,comparing thewayin which
Nowtellthestudentsthattheyhaveto tatkwitha partner
theyhadfilledoutthe 'agree-disagree'table.
abouttheirownabilities
in retation to eachoicturein the
Getfeedback
for thewholeclass. past,presentandfutureas in the example.Encourage
themto givereasonsandexplain theirstatements.
Whentheyhavefinished,havedifferentstudentstalk
aboutonepictureeachforthewholectass.

Procedure @g
Givea copyof the firsthalfof theworksheet to each
studentandtellthemto thinkof questions theycould
askusingthesuggestions in the box(ortheirownideas) Procedure
in orderto discoversomebody's job.Pointoutthatthe Giveeachstudentor pairofstudents a copyofthe
answerscanonlybe yes,no or it depends. worksheet andtetlthemto workin pairsin orderto
complete the sentenceswiththe correctformof theverb
Getfeedbacl<
fromthe class,writinganydifficult
(passiveor active)andsolvethe anagram.
questions
on the boardandexplaining anyofthe
expressions
thatstudentsdon'tunderstand. Getfeedback fromthe classgivingonepointfor each
correct
solution. Thepairwiththe mostpointsarethe
Nowchoosea job yourself(e.g.,doctor).Havethe students
winners.
askyouzo questions
in orderto discover thejob.
Dividethestudents up intosmallgroupsof threeor four Answers
andgiveeachgroupa setof rotecards. Thestudents take
in turnsto pickup a job cardandthe othershaveto ask Lincoinwas 3 TheMonaLisawasstolen 4 Winona
zo questions in orderto guessthatjob.Theycontinue Ryderwasarrested 5 werewritten,Mozart 6 Wittiam
untilall thecardshavebeenused. Shakespearedied z Lordof the Ringswasgiven
8 wasdiscovered,
MarieCurie 9 Drinking alcoholwas
made ro Alexander Be[[invented u TheTajMahal
wasbuilt rz AtbertEinstein
was r3 Challenger
exploded r4 Londoneyeopened 15 wereunited,
Whichcandidate BerlinWalI

Procedure
Givea copyofthe worksheet to eachstudentandread
throughtheiob advertswiththewhotectass.
Tel[thestudents to discusswhichof thefourcandidates
is the mostsuitabtefor eachjob andwhy.Getfeedback
fromthewholeclass.
Organise thestudents in groupsof fourandte[[students
A and B to takethe rolesof interviewers,onefor eachof
thetwojobs.Students C andD eachtakethe roleof a
differentcandidate. Givestudents a fewminutes
to thinkof questionsandanswers andthenStudent A solutionstheyreached.
interviews CwhileStudentB interviews D andthen
the candidates changeover.Eachcandidate hasto
convince the interviewerthat he or sheis the bestfor
the iob.
Procedure
Dividethestudents intopairsandgivea copyof
Student A to oneofthe pairandStudentB to theother.
Tetlstudentsto readthe firstsituationandcheckthey
understand. Nowtellthemto negotiate a solution.
After
a fewminutesstopthemandgetfeedback aboutthe
Continue usingthesameprocedure for theother
situations.lf youdon'thavemuchtime,students can
readallthesituations andthenchoosetwo of thefour
situationsto roleplay.
 Whentheyhavefinished, haveeachpairlookat both
picturestogetherandhave
variousstudentsreportback
on thedifferences.
Checktheyareusingcountabte
Procedure and
uncountable nounscorrectlv.
Dividethe classintotwo groups,
A and B, andgivea copy
of worksheet A to groupA andof wortstreeie group Answers
to B. _
Havethestudents checktheyunderstand I ne otfferences
are: r numberof monkevs
all ofthe words
writtenin theircrossword in pairs,f.rufpinsi;., with any z information board 3 numberoftunf.r'"
problemstheymighthave. 4 childeatingicecream(boy/girl)
5 in;ug
Nowrearrange the studentsso that oneStuoent n1mlerof hamburgers amountluice
A is 1 7 of cake
with oneStudentB.Tettthem 8 rubbish/paper on ground 9 zookeeper,s
not to tootlieacir othefs speech
paper.Focusthe students' ro weather/clouds
attentionon the exampte
sentence andtellthemto giveeachother
cluesfor
the restof the words.Writedown
andacross on the
blackboard so thatstudentscanidentifythe
direction of
the words.

ii
Procedure

Dividethe classup intogroups
fourintotwo teamsof two.tiyou
of fouranddivideeach $
traveoOOnrrU.rs make E
someteamsof oneor three.Give
Procedure eachteama copyof the
gridandexplainthe title .Noughts
anOCiosses,. neaa
F
Dividethe classintotwo groups,
of worksheet
A and B, andgivea copy
A to groupA andof worf<sfreetS to groupe.
throughthe instructions
theyunderstand
with the studentsandcheckthat
howto playthegame.
F
R
Teltthestudents Givea copyofthe sentences t
to workin smallgroupsto matcha verb
andprepositions andcomplete thesentences.
A to oneteamandsentences
B to anotherteam.Eachteammust
decidewhetherto be F
R
Nowput a studentfromgroupA with noughts or crosses. f,-
a studentfrom
groupB.Tellthemto askand Tetlthestudents to takeit in turnsto choosea number *
answereachother,s i'
completed questions. andtheotherteamwillreadthemthe
sentence.
g
lfthey !'
Getfeedback fromthewholeclassaboutthequestions. deciderightor wrongcorrectly theyputthesfmbolin the *
square.Nowtheotherteamplays.
Answers K
At theend,thestudents
Student A crosses
counthowmanynoughts
theyhaveandaddan extrapoiniiftf,ey
and
&
1 growup 2 pickup
3 comeacross
4 lookup to 5 geton with 5 lookafter.
in a row.Thewinneris the teamwitf.,
havethree
tf,. ,o.fpoints. #
:."

StudentB F
1 growup 2 taketo (xz)
3 comeacross
F
6
4 bringup 5 geton with 6 lookafter. to animals? l'

Procedure F
&
Giveeachstudentor pairofstudents i:
a copyofthe g
worksheet.Teltthemto matchthewordsto the pictures.
Explain
the meaningof anyof theworOs ttraistudents
ffi
i,
don'tunderstand. ffi
Procedure ::
Nowtellthestudents
Dividethe classintopairsandgive
a copy
'Bof worksheet partner.
to discussthe questions witha F
Student A to oneof thepairandStudeni to
tneother.
#
I'
Tetlthe studentsnot to lookat each Whentheyhavefinishedget feedback
fromthe whole
Focus theirattention
other,spaper. ctass. $
on theexample andtellthemto #
describe theirpictures in a similalwayor askquestions
in orderto findten differences.Goroundthe classas
Answers g
i."
theydo thishelpingwithvocabulurV r Factory,
pollutionandsmoke , Hrnting,
mistakes.
unJiorr..tinguny gun 3 Cutdown,farmingandroads
_pture and F
Kinnel,
andholidays
4 abandon
F
p
ffir
 Procedure Procedure
Givea copyofthe worksheet to eachpairofstudents and Dividethestudents
intosmallgroupsof threeor fourand
tell themtheyhaveto finda wordfor eachofthe cluesas giveeachgroupa pileof cards,whichtheyput on the
quicktyas possible.
Thenumberof lettersfor eachwordis deskfacedown.
givenin brackets.
Thefirstpairto finishmustshoutstop Haveoneofthestudents takea cardandreadit aloud.
andallthestudents haveto finishwriting. Tetlthe restofthe students in theclassto thinkofan
Swapthe papersaroundso that differentpairscorrect explanation for the situationusingthe PastPerfect.
eachother'sandget answersfromthe wholeclass. Brainstorm theexplanations, encouraging students
Thewinningteamis the pairwiththe mostcorrect to elaboratetheirexplanations by askingfo[[owup
answers. questions usinge.g.,where,why,when,etc.
Nowtetlthestudents to do thesamewiththe restof the
Answers
cardsin smallgroups,withstudentstakingit in turnsto
1 lorry 2 taxi 3 motorbike 4 ride 5 plane 6 c o a c h takea card,givean exptanationandaskquestions about
7 bus 8 miss 9 ferry 10 van rr train 12 get off thatexplanation.
13 catch r4 bicycle 15 take L7 car

Procedure
Procedure Divide intotwogroups,
thestudents A andB,andgivea copy
Givea copyofthe worksheet to eachpairofstudentsand groupAandof worksheet
of worksheetAto Bto groupB.
tetlthemto makesentences the pictures
to describe using Tellthestudentsto lookat the missinginformationand
just,yet andalready.Goaroundthe classhetpingwith any
workout questions to askin orderto findthatinformation.
vocabulary theymightneed. Youmayhaveto teachthe question: Howlongdoesit takeT
Getfeedback
fromthewholeclassaboutthe oictures. Nowrearrange the classso that a StudentA is working
Nowtellthemto discuss the pictureswithregardto their witha StudentB andtellthemto askandanswer
ownexperiences. Someof the pictures[ikenumbertwo questionsin orderto comolete the information.
theywittneedto talkaboutin a timelimitsuchastoday/ Finally, on thequestions
focusthestudents'attention at the
haven'tdone the washingup yet today. bottomoftheworksheetandhavethemdiscuss theiranswers
Getfeedbackfromthe wholeclass. withtheirpartner.
Getfeedbackfromthewholeclass.

Procedure Procedure
Cutup thecardsanddistributeoneto eachstudent. Arrangethe classso thatthestudentsaresittingin small
Tettthestudents
to readthecardandworkoutwhat groupsof threeor four,andgivea copyof the worksheet,
questionstheywitthaveto askin orderto discover
the diceandcounters to eachgroup.
information. Teltthestudents to puttheircounterson startandshake
Getthestudents to standup andminglewiththeothers thediceto seewhogoesfirst.Tellthemthatwhenthey
askingtheirquestions andmakinga note(mentalor landon a squaretheyhaveto do oneofthreethings:
written)of the answers. complete the sentence,answerthequestion or discuss
Getfeedback fromthe whoteclasson the answers.lf thestatement. lfa studentcan'tdo oneofthetasks,heor
youhavemorethantenstudents, youmightwantto let shemissesthe nextturn.
studentswith the samecardconferbeforethis feedback Studentsptaythegameuntiloneof themreaches
finish,
sessio
n. consulting
anyanswerstheyarenotsureaboutwithyou.
 Whentheyhavefinished, co[[ectin thesheetsano
learn 2win 4sales6lndia 8lend gawa[[et redistribute them.Tellthestudents to practise
making
rr win rz a piggybank r3 spend
4 ltaly sentences withbothandneitherforthe information they
16 withdraw r7 cost r8 a cashmachine/point havebeengiven.
19 save zt lapan zz at the stockexchange
23 borrow Nowhavestudentsreadout the sentences
to the rest
of the class.Aftereachpairhasfinished,allow
oneor
two studentsfromthe restofthe classto
askan extra
questione.g.,Haseitherof themgot
blondhair?Before
writingdownthe namesof twostudents whotheythink
the information correspondsto.
Procedure Whenallthestudents havereadoutthe information
Arrangethe classso that the students andstudentshavenoteddownnamesfor each
aresittingin small sheet,
groupsof threeor four,andgiveeachgroup revealthe realanswersandseeifthe students
a pileof guessed
questioncards,whichtheyput face correctly.
downon the desk.
Tetlthestudentsto takeit in turnsto takea question card
andreadthe questionto the restof the group,
who must
givetheiranswers. Studentscontinueuntiltheyhave
answered al[thequestions.

Procedure
Arrangethe studentsin pairsandgivea copy
of
worksheet StudentA to oneandStudentB to the other.
Teltthe studentsto readthroughthe different
situations,
Procedure consulting anydifficuttwordsin a dictionary
or withyou.
Arrangethe classso thatthe studentsare Nowtellthestudents to actout eachsituation
sittingin in pairs.
pairsandgivea copyof worksheet Givethema timelimitof threeor fourminutes
A to onestudentand for each
worksheetB to the other.Tellthe students situationandget feedback fromthe ctassabouthowthey
to askeach
otherthequestions andtry to remember solvedthe situationaftereachone.
theanswers.
Theyarenot allowedto writeanything.
Nowrearrange the studentsso that eachoneis working
with a differentpartner.Teltthemto try to
reportwhat
theirfirstpartnersaid.Goaroundth" .tus
monitoring
andchecking thatstudents areusingreported speech.
Thistimetheonewhois tistening
answer.
*it., notesof the
g
Nowhavestudents sit withthe anotherstudentto
whoseanswerstheywereIisteningpreviously
F
to checkthe information
in order
thattheyhadheard.they do
$
this by makingsentences suchas:Samtold me thatyour $
ffi
favouritecolouris red.ts that right? Again,monitorthe i:
studentscarefully. &
Getfeedbackfromthe classabouthowmany
hadremembered allthe information
students
correctlv.
F
H
:'
ffi
t=:
*
e
Procedure &
!r
&
Arrangethe studentsin pairsandgivethem t'
a copyof the
worksheet.Tellthestudents F
to puttheirnamesat thetop ir
anddiscuss eachofthe categories in orderto findone
thingtheyhavein commonfor each.

*$
 Before watching
Matchthe nouns(r-g) withthe adjectives
(a-h).Morethanoneanswer
is possibte.

r boutiques
z people
3 neighbourhood
4 restaurants
5 sights
6 streets
7 tourists
8 weather

While Watching
2 lmagineyou are interviewinga Londoner abouttheircity.watchthe fitm
and find the answersto your questions.
r Is thereanythingto do earlyin the morning?
z Howmanypeoplecometo London to workeveryday?
3 Whatplacesaretouristskeento visit?
4 HowoftendoesBigBenchime?
5 Whendo the shopsopenin OxfordStreet?
5 Whatcanyoufindin Covent Garden?
7 WhereandwhencanI seethe Changing of the Guard?
8 Whattimedo Londoners havelunch?
9 Canyourecommend something typicatto eat?
10 Whatlandmarks canI seeif I takea boatalongthe river?
r! What'sthe weather[ike?
t2 DoesTowerBridgeeveropen?
13 Arethereanyniceparksin London?
t4 Whendoesthe evening rushhourbegin?
t5 Whattimedo theWestEndtheatres open?
t6 WhatcanI do afterthe pubsclose?

After Watching
3 workwitha partnerusingtheinformation
in thefirmandthequestions
aboveto plana tripto London.

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 Before Watching
1 Usethe promptsto asl<your partnerquestionswith Have
you ever...?
r go fishing 5 seea cricketmatch
z drivea bus 6 go for a watkin the rain
3 go to Paris 7 eata sandwichin the rain
4 sit on a deckchair 8 listento a concerton the beach

While Watching
2 Inwhichorderdo youseepeopte
doingtheactivities
in Ex.r?
3 Cliff'splanwiththe phrases
Comptete in the box.

likea mobilehotel paying the timit

to lendus to the southof France we livein it

I'vepersuaded
LondonTransport
G)- this otd bus.Wefix it up (z)
Thisyear(;) _, takeit (+)-. Thennextyear,we'[[be
readyto take (S) Thesky's(S)-!

4 Orderthe linesin eachverseof the song.

r a Funandlaughter on a summerhotiday,-
b No moreworkingfor a weekor two. -
c No moreworriesfor me andyou for a weekor two. -
d We'reall goingon a summerholiday, I

2 a Now[et'sseeif it'strue. _
b We'regoingwherethe seais btue. -
c We'regoingwherethe sunshinesbrightty.-
d We'veseenit in the movies._

3 a Doingthingstheyatwayswantedto. -
b Everybodyhasa summerhotiday,-
c Sowe'regoingon a summerhotiday_
d Tomakeour dreamscometruefor me andVou.-

After Watching
5 Discuss.
Haveyou everbeenon holidayin the roin?
Whatcanyou do to havefun when it's raining?

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Il1llurh........-...--..-...-.....-..--.-
 Before watching
1 Usea dictionary
to findoutthemeaningsof thecooking
verbs.Thenmimethe
verbsto yourpartnerandseeiftheycanguesswhattheyare.
r boil z chop 3 cut 4 fry
5 pour 6 put 7 serve 8 slice
9 sprinkle 10 stir tt stuff 12 wraD

While watching
2 Watchthe first part of the fitm and answerthe questions.
r Whois JamieOtiver?
z What'she famousfor?
3 Wheredoeshe go in thisprogramme?
4 Whatdoeshe cookthere?
3 completethe instructionsfrom the recipewith verbs
from Ex.r.
1 --_- fennelseedsoverthe wholefish
2 _ the herbsinsidethe fish
3 =_- a layerof lierbson the bottom
4 _ up yourlemons
5 - the fishin paper
4 Matchthe beginnings and endingsofthesesentences.
r Thisis a rearlyfantasticway... a) andthey'regreatwith fish.
z Salmon,s ideal... b) becauseit,sstightlyoity.
3 l'vegot somefennelseeds... c) is wet it.
4 So onceyou'vedonethat,... d) is wrapit up.
5 I'mgoingto ... e) l,vegot someniceheros.
6 Andthenwhatyouwantto do ... f) of cookingfish.
7 so atl you'vegot to do now... c) put a rayerof herbson the bottom.

After watching
5 JamieoliverusesinformalEngtish. what do the underlinedexpressions
mean?
r I'vegot a seriousamountof herbs.
z l'm goingto plonkthe fishon top of that.
I Getyour[emonsandput 'em in the middle.
4 Justcopywhatyoudonewiththe herbs,reallv.
5 Wetit to stopit burningtoo quick.
6 Thinkof a recipeyou knowwell and describeit to your
partner.Tryto usethe
languageon this page.

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Education
Before watching
1 Discussthe guidetinesbelow.Do they offer good or bad advice?

Guidelinesfor survivingin the desert

r lf youbreakdown,staywithyourvehicle.
z Getin the shade.
3 Takea parachute with You.
4 Create an air space yourparachute.
by doubting
s Takethe seatout of Yourvehicle.
6 Keepyourmouthshut,androtlyoursleeves down.
Yourwater.
7 Don'tover-ration
8 Makea largeV-shaped signin the sand.
9 Keepyoureyesopenfor scorpions.
10 Usethe fuelfromthe vehicleto makea fire.
rt Takewarmclothessuchas an Arabdiellabah.

While watching
2 aretrue orfalse'
Watchthe first part of the fitm and decideif thesestatements
r TheSahara desertis biggerthanthewholeof Europe'
z lt rainseverywhere in the Saharaat leastoncea year'
3 Raylovesthe Sahara.
4 Rayenjoysbeingon hisown.

3 Matchthe advicein Ex.r (r-n) with the reasons(a-k).

a Thesandis too hotto sit on'
b Youdon'twantto get stung.
c They'reidealfor creatingshelter.
d lt getsreallycoldin the desertat night.
e lt's got to be insideyou if it's goingto helpyou.
f lt'san internationa[tyrecognised signal.
distress
s lt wilt saveyou a lot of effortin yourattemptto attractrescuers.
h You'vegot to do everything to conserve moisture.
i lt hetosto mal<e effectiveinsulation fromthe sun'srays.
i lt'sthe biggestthingyou'vegot,and it's likea hugeemergency kit.
l< lt enablesyouto thinkclearty andto makethe rightdecisions aboutsurvival.

After watching
4 Choose oneof thesurvivalsituations betow,andagreeon a listof guidelines
for
there.Don'tforgetto givereasons
surviving for yourguidelines.
o Lostin theArctic
r LivinS of a bigcitywitha highcrimerate
in a poordistrict
r Shipwrecked withfiveotherpeople
in a smalllifeboat

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O Pearson
Before watching Putthesentences
intothedialogues.
Thinkaboutrelationships
between a
thesepeople.Whatproblemsmight Chelsea: Werenteda carthat explodes
therebe? every4o miles.
stepmotherandstepson Norman: 3
fatheranddaughter Chelsea: In Boston.
mother-in-law
anddaughter-in-[aw Norman:
Chelsea: I don,tknow.Green,lthink.
While watching Ethel: A greenone!
Norman:
Watchthe film and answerthese Chelsea: I don'tknow.
questions.
Ethel: Oh,it doesn'tmatterNorman.
r WhyhasChelsea
comebackto her Norman:
parents'home?
Chetsea: We[[,I guessI shouldhave
z Howdo Chelsea andNorman geton? looked.
r Whois Bilt?Whydon'twe seehimin r Of courseit doesn,tmatter.I wasjust
thisscene?
curious.
4 Howotdis Bitty-Ray? z No,whatsortof makeis it?
Completewhat Ethelsayswith the 3 Rented a car,huh?
words in the box. 4 Whatsort of caris it ?

ahead didn't fun show b

so surprise BittyRay: I hearyouturnedBotoday.
Norman: 3
BitlyRay: Yeah.Man,that'sreallyold.
Go=-! He'swaitingfor you.
Norman:
l'm-- gladyou'rehome. BitlyRay: Yourfather,sstittative?
Where's youdid bring
yourfriend? Norman:
r HuhlYoushouldmeetmy father.
yourfriend,'- you?
z No,butyoushouldmeethim.
4 Well,this is a great_!
3 Thatwhatyou heard?
5 lsn'tthis_--? Norman,why
don'twe put Biltyin Chelsea,s
old
After watching
room? Whathappensnext?Choosethe most
tikelyoption.
Takehimup!_ himwhere
r Thereis a hugeargument and
everything
is. Norman's birthdayendsin tears.
z Chelsea, Bi[ andBiltyRayspend
a lovelyholidayat the cottageon
GoldenPond.
3 ThenextdayChetsea and BiI go to
Europe to get married,
teaving Bi[y
at the cottage.

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Before watclring
1 at pager3Bof yourStudents'
Lool< anddiscussthe photos.Whatdo you
Bool<,
l<nowabouttheseplaces?Which place
woutdyouliketo visit?Why?Haveyou
everbeento oneor anyof the places?

While watching
2 Answerthe questions.
r WhydidAtisonmoveto Scotland?
z Howoftendoesshevisitherfamityandfriends?
3 What'sthe weatherlikein Erie?
4 Whatdid Astridnot [il<eaboutPerth?

3 Completewith the correctform of the verbsin brackets.

r l- (tive)in Belfastuntil1994.

z TheAtbertClockin Belfast (fatDover.

r |- Go) homeaboutoncea month.

4 |_ (be)bornin Erie.

5 Usually
it - (snow)between
October
andMarch.
6 I don'tthinkthat | - (go)backandlivethere.

t lt - (not/feet)
likehometo me.
8 |_ (spend) andmy teenyearsthere.
all of my chitdhood

4 Choosethe correctforms.
r Thepeoplein Belfastenjoyfo tell I tellingiokes.
z I'd recommend peopleto visitI visitingthe placewherethe Titanicwasbuilt.
3 | go homeaboutoncea monthto visitI visitingmy famityandfriends.
4 My favouritethingaboutto liveI livingin Eriewasmy friends.
5 Therearelotsof thingsyou cando, particularly if you lovefo be I beingin
the outdoors.
6 Youcango to swimI swimmingon the beaches.
7 Tobe I Beingableto walkalongthe coastwasjust lovely.
8 | woutdlovefo go I going backto Australia.

After watching
4 Usethelanguage onthispageto writesentences
aboutyouandyourhome
town.Te[[apartner.

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Before watching
1 whatdo youthinl<of the powerof positivethinking?
canit preventyoufrom
becomingitt?Canit hetpyouin life?

While watching
2 FrancisBiggeris an unluckyman.put the eightunfortunate thingsthat happen
to him in the correctorder.
a A doctorfallsandinjectshimin the bottomwitha hugesyringe.
_
b Hedrinkssometeawhichtasteshorrible.
c Hefallsoff a stage. u
d Hegetsthrownout of the backof the ambulance whenit stops.
e Heis wokenup by a careless cleaner._
f A matenursewasheshis facein a veryroughway. _
g Thenursewakeshimup at 6a.m._
h Theambulance driverdrivestoo fastandhurtshim. _
3 which of Francis'problems(a-h) abovedo the lines below (r-6) correspond
to?
Who saysthem?
r He'sin a hurryl
z l'[[ let you knowwhenit,sover.
3 Look,I don'twant,washie time'.
4 Nothingcanhappento me.
5 That'snot what I woutdcaflit.
6 Thisisn'tgoingto hurt.

After watching
4 lmagineyouareFrancisBigger.Writea letterto a friendexplaining
everything
that hashappened
to yousinceyouappeared on stageto talk abiut rhe Bigler
Way.Usethe languageon this pageand
on pager39ofyourStudents'Book.

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Education
Before watckring
1 Howmanydifferentwaysof meeting of?Whichdo youthinkis the
peoplecanyouthinl<
people?
bestwayof meeting

While watching
2 aboutDarrenandKavita.
the cardwith information
Comolete

WestLondon
Osterley,

q) Sheshouldbe ro) A guywithan immense

Someone she
can have a stimulating
with.Someone
who canmakeher
a simitar
professionally.

3 Completethesequestionsaboutspeed-dating.
r Howlongcanyouspeakto eachdate?
youor not?
z Doesthatgiveyouenoughtimeto decidewhethertheyinterest
3 Whatarethe advantages of speed-dating?
4 Whatdo you do aftertalkingto eachdate?
5 Whatmustn'tyou forgetto do?
5 Whathappens if bothpeopletickyes?

After watching
4 Whatdo yourememberaboutDarren andKavita?
r Whatweretheydoingwhitetheywereintroducing
themselves?
z Whatweretheydoingwhentheyexplainedwhytheyweretryingspeed-dating?
3 Whatweretheydoingwhenweheard themdescribingtheiridealpartners?
whiletheyweretalking
4 Whatweretheyholding to eachother?

5 someof yourclassmates.
Copythe formabovein Ex.z anduseit to interview
Donottal<emorethanthreeminutes witheachperson.

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 Before watching
1 Matchthecompound
nouns(r-5witha-e)andtheverb-noun (6-rowith f-j).
collocations

compoundnouns verb- nouncollocations

r lT a line r make a adeal
z market b poticy z dealin b products
3 after-sales c programme 3 setl c aprofit
4 customer care d share 4 close d a salesteam
5 product e skitts 5 motivate e retailtechnology

While watching
2 Answerthe questions.
r HowdoesStevereactwhenthe securitycameratatksto him?
z Whyis he so nervous?
3 Hasthe security
camera talkedto otherjob candidatesbefore?
4 Does Steveknowa lot aboutthe company? Why/Whynot?
5 Whatis the mostimportant partof an interview?
6 Doesthe securitycamerahelpSteve?
7 why' according
to the securitycamera,is stevethe ideatcandidate?
8 Whatdoesthe company selt?
3 completethe questionsthe securitycameraaskssteve.watchthe film againto
check
youranswers.
r Whatdo you knowaboutthe_?
z Howmuch_ did the company lastvear?
3 Howbig is their _?
4 Whatdo you knowabouttheir

5 Whatabouttheir_ _? The
6 They- in - -, but exactlywhatsort of - do thev

a Doyoufeel_?
8 Didyou practice out loudon Vourown?

After watching
4 Addmoreideasto thislist.

Usefuttips for job interviews

o Beconfident o Becharmingo Encourage peopreto relax . Bedynamic, fu[[of
whenthey'rewith you energyand ideas
a a

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Education
Before watching
L Whichfictionalcharacters
are describedbelow?Whatdo the verbsin bold mean?
r Themanwhogoesintoa phoneboxandturnsintoa superhero.
z Theboywhowasbroughtup by wotvesandwhodancedwitha bearcaltedBaloo.
3 Theboywhocomesacrossa magiclamp.
4 Theboywhogrowsup in thejungleandbecomes kingof theanimals.
5 The boywho keptmakingup a storyabouta hungry
wolf.
6 Thegirlwho [ookedafterhergrandfather
andwho got on verywellwitha boycalledPeter.

While watching
2 Complete withthewordsin thebox.Watchthefitm.Whichactiondo
thesentences
younotsee?

afterI awayldown / into / on / up

r A btacksheepputs a wolf'shead. 6 Thewotffalts

z A wolfdresses as LittleBo Peep. z LittteBo Peeplooks_ hersheep.

3 A sheepruns_ a wolfptaying jumps_a

8 A werewotf
a ftute. monster's
back.

4 Thesheeplifts the wolf'sdress. 9 A manturns_ a wolf.

5 Thesheepruns 10 A wotfpicks_ a sheep.

3 Decidewhetherthesestatementsbelongto fact,fictionor to both.

r Wolvesarefrightening,
dangerous
animals.
z Wolvesareveryinteltigent.
3 Wolvescandressup as humans.
4 Somepeoplebecomewerewolves at night.
5 Wolvesarefoundonlyin remoteareas.
6 Wolvescantatkto humans.
7 Wolvesusebodylanguage
andsoundto communicate
with
otherwolves.
8 Wolvesliveandhuntin packs.
9 Wolvesoftenattackandkitthumans.
ro Wolvesarenearlyextinct.

After watching
4 Discuss.
Whyarepeople
stil[frightened
of wo]ves?

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 Before watching
1 Findout whichmembersof yourgrouphavebeento the followingplaces.
. TheAlps . Cuba . Mongolia o Rome
r TheAntarctic . Fiji . Newyork o Russia
r TheArctic r TheHimalayas . NewZealand r
scottand
. Canada r London o paris r Thailand

While watching
2 watchthefilmandsaywhichof theplaces
in Ex.r GiI mentions.
o , l
5 lrnaglneyou are interviewingGill.Watchthe film to find her answers
to these
questions.
r Whatdo youdo?
z Whodo youworkfor?
3 Wherehaveyou beenmostrecently?
4 Whydon'tyou usea laptopcomputer?
5 Howmanypagesdo you haveto writesomeweeks?
6 Howmanypeoplereadyourarticles?
7 Howmanycountries haveyoubeento?
8 Haveyou everbeento Russia?
9 What'sthe mostamazingplaceyou,veeverbeento?
10 Whatdid you particularly tikeaboutit?
rt Whatdid you likeaboutFiji?
12 Haveyou everhadanynarrowescapeson yourtravels?
13 What'sthe bestthingaboutyourjob?
t4 ls yourTVprogramme alwaysfitmedin witd placeslikecanadaand
NewZealand?
t5 Whatareyouworkingon at the moment?
t6 What'sspeciaIaboutAntarctica?

After watching
4 Roleptaythe interviewwith Gill.
StudentA: YouinterviewGitl.Ask hereightof the questionsin Ex.
3 as wellas any
relevantfollowup questions.
StudentB: YouareGit[.Givethe futtestpossibteanswersto the questions yourpartner
asksyou.

O PearsonEducationLimitedzoo5- photocopiabte
Before watching
1 Lool<
at thefamousfictionat
criminals.
Whatdidtheydo?
AlCaponeRobin Hood Bonnie andClvde

While watching
2 In whichorderdo thesethingshappen?
r Themenargueaboutwhatto do.
z Thementry to pickup the money.
3 Themenadmirethe money.
4 MrsWilberforce standson the Professor's
scarf.
5 MrsWilberforce tellsthemshe'ssadto seethemgo.
6 Thestrapon Mr Lawson's ce[[ocasegetsstuckin the door.

3 Mrs Wilberforce told a friendwhat had happened. Completeher storywith oneword

in eachgap.Watchthe film againto checkyouranswers.
Thegentlemen seemed so (1)- whentheycamehomefor theirlastrehearsal
andsawthe big casethat I hadbroughtbackfromthe stationfor them.| (z)_ the
Professor that I hadto givehimbackhisten shittings because the cabman(l)
refusedto takeit, but he didn'tseeminterested. Anyway, theytook that big case
(+) , andthen I heard them playingthat[ovelymusicagain.
Lateron,theyatlcamedownto saygoodbye. I totdthe Majorthat I had
G) - hoping that they would be able to ptay a concert,
andexplained thatmy
friends -(6) be so disappointed to havemissedthem.Andas for me,I saidthat I
0) -so sadto seethemgo.JustthenthatniceMr Lawson wentupstairs to get his
celto.I totdthe Majorthat I onty(8) theyhadenjoyed theirstayas muchas I had,
andhe assured metheyhad,so I wishedhimgoodfortunein histravels.| (9)_
to the Professor for standingon hisscarf,andthentheyalt teft.Thelastoneto go wasMr
Lawson, who (ro) me for the nicetea andeverything, and I closedthe door.But
justa fewseconds laterthe doorbell(rr)_, andI openedthe door.andtherewas
Mr LawsonGz) -on the groundnextto hisemptyce[[ocase,surrounded by lotsof
banknotes. Andhe hadsucha (rl) _ tookon hisface.
Then,(r4)-, the othergentlemen camerunningbackandProfessor Marcustold
methat it wasalright,thateverything (r5) undercontrot, andhe shutthe doorin
my face!| openedthe doorto seewhatwasgoingon,butthe Professor justclosedthe door
againand(t6)-'goodbye'. Hereallydidn'tseemas politeas before.I wentup the
stairs(r7) [ool< in theirrooms,andthenI camedownagain.WhenI openedthe
frontdooragain,theywereall in the car,whichwas G8)_ a few yardsaway.And
as I was (rq)- them,the genttemen gotout of the carandstartedwalkingback
towardsthe house.

After watching
4 Put Mr Harvey's reasonsfor returningto the houseinto reportedspeech.
'l tetlyou,we must
do something. Sheknows.Shesawthe money. She'lltatl<.
Andmy
picture'son file.Andso is Harry's.
Andso is yours.lf theytakeherdownto the gattery,
she'llshopus.They've gotour fingersandthumbs.'
Mr Horveytold the othersthot theyhad to do something.Hesaid that she...

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 1 London
> Thisfilm hasa high vocabutaryload.you might want
to pre-teachsomeof the foilowingwordsand phrases:to
makedeliveries, roastbeefdinner, suburbs, highway
to tal<ea ride, [ucl<y, nearby, for a while, marl<et
stalls, werefirst stagedhere, crowds, havingfun
OPTIONALWARMER
Write'Sightsto seeandthingsto do in London'onthe
board.Divideyou classintotwo teams.Eticitsightsto
seeandthingsto do in Londonfromeachteam.
Before Watching
1 ) Ssdiscuss theiranswers
andgivingreasons.
I PtaV the introductory
sectionfor Ssto tistenfor which
collocations
the narrator
usesin thefilm.
2 Summer Holiday
OPTIONALWARMER
Askthe Ssto writewhattheydid duringtheirlast
summerhotidayon theirpieceof paper,e.g.,ldsf
summer,I went walkingin the mountairs. Ask them
notto let anyoneseewhatthey havewritten.Takein
the piecesof paper,readthemout andseeifthe Ss
canguesswho wrotewhat.
Before watching
1 ) Eticitthe correctquestionsfrom the promptsby
askingpairsof Ss to modela questionand an answer.
) Putthe Ss into pairsand havethem practiseasking
a n s w e r i n tgh e q u e s t i o n s .
) Ask Ss to reportanythinginterestingthey discovered.

While watching
2 ) Ptaythe introductionto the fitm as Ss orderthe
activities.Ss compareanswersin pairs.
While Watching ) Playthe introductionagain,pausingthe film everv
2 ) Ssreadthroughthequestions
witha partner. t i m e t h e ys e e o n e o f t h e a c t i o n s .
> Watchthefilmanda[lowtheSsto makenotes. ) Ptaythe film througha[[ the way to the end,so Ss can
) Watchthefitmagain,pausing s e ew h a t h a p p e n s .
for Ssto answer.
) Sswritedowntheanswers in full sentences.

3 ) Givethe Ss a short time to try and completethe task

basedon what they can rememberof the fitm.
) Watchthe first part againfor Ss to checkthe answers.

4 ) Watchthe lastpartof thefilmasSsorderthe lines.

> Ptaythesectionagainfor Ssto checktheiranswers.

After Watching After watching

theirrolesandthenactouttheconversation. 5 ) Ssdiscuss
3 > Sspractise thequestionsin pairs.
ThenasktheSsto swaprolesandrepeattheexercise. ) Discussthequestions
withthewholeclass.

OPTIONALEXTENSION OPTIONAL EXTENSION

Askthe Ssto thinkofsuitablequestionsthat a tourist Ssdiscuss
andwriteabouttheirbestsummer
hotidav.
to theircitymightask.Ss actout conversationsusing
theirquestions.
3 Jamie Oliver 4 Surviving in the Sahara
OPTIONALWARMER OPTIONALWARMER
Formgroupsandtell themthey haveto agreeon the Writeon the boardOneof the most beautifuland
idealmeal(a starter,a maincourse,a dessert,anda stunningplaceson Earth.Describea placethat you
drink). thinl<is beautifulandstunning,andthenaskthe Ss to
describeplacesthat theyfind beautifulandstunning.

Before watching
1 ) AsktheSsto lool<upthe meaningsof theverbs. Before watching
) Formpairsanddemonstrate howto usemimeto indicate 1 > AsktheSsto readtheguidelines in Ex.r..Elicitthe
oneof theverbs.
Allowthemtimeto mimetheotherverbs. meaning of anydifficultvocabulary
fromtheSs.
) Ssdiscuss whichguidelinesoffergoodor badadvice,
workingin pairs.
While watching
2 ) Readthroughthe questionswith the Ss and asl<if
they can rememberany answersfrom Lesson3.r.
) W a t c ht h e i n t r o d u c t i otno t h e f i t mw i t h o u tp a u s i n ga n d
eticitthe answersto Ex.z. While watching
2 ) Ask the Ss to readthe statementsin Ex.z, and
decideif they are true or fatse.
) Watchthe first part of the fitm for Ss to checktheir
answers,

3 > Asl(the Ss to readthroughthe questions,thinl<ing

aboutwhat might fit into the gaps. 3 ) Formgroupsofthree and ask the Ss to readthrough
the reasonsfor the advice(a-k),checl<ing
any unknown
) GiveSs a short time to comoletethe collocationsin vocabu[ary.
Ex.3, watchingthe rest of the film.
) S s t h e n m a t c ht h e g u i d e l i n e isn E xr w i t h t h e s e
) Watchthe rest of the fitm again,pausingwhere reasons.
necessary
to checkthe answers.
) Watchthe restof the film, pausingwherenecessary,
for Ss to checktheir answers.

4 ) GivetheSstimeto readthroughthequestions.
) Ssmatchthebeginnings andtheendingsofthe
sentencesusingwhattheyrememberfromthefitm.
) Sswatchthefilmagain,matchingupthesentences. After watching
) Watchthefitmagainfor Ssto checktheiranswers. 4 ) Formgroups,havethemchooseoneof thesurvival
situations,andgivethema timelimitto comeup with
a listof guidelines
andtheircorresponding reasons.
Encourage themto uselanguage fromthisunit.
) Whenthe Sshavefinished, formnewgroupswith
After watching Ssfromdifferent groupsandhavethemreporttheir
guidelines to theothers.
5 ) AsktheSsto lookat thesentences
in Ex5 andthinl<
aboutwhattheunderlined expressions
mightmean. ) Ssdiscuss whichof thesituations
is the mostdifficutt
) Eticittheanswers to survivewiththewholeclass.
fromtheSs.

OPTIONALEXTENSION
Askthe Ssto writesentences comparing
lifein the
6 ) Ssprepare
thevocabulary
theyneedfortheirrecipes. Saharadesertwith life in theirhometown.
) Formpairsandhavethemdescribe
theirrecipes.

OPTIONAL EXTENSION
Sswritetherecipe
theydescribed.
 5 On Golden Pond 6 Around the world
OPTIONALWARMER OPTIONATWARMER
Writethe followingsentences on the board;I always Writethe followingpromptson the board,andaskthe
get on reolly well with ... I usuallyget on well with ,,.,
Ss to writeanswerswhicharetruefor them.
but wesometimeshavearguments.t don,t get on
very well with ... . r Thisis something I realtyenjoydoing.
z Thisis a placeI recommend youto visit.
Sscomplete themwiththenameof someone in theirlives. 3 Thisis a placewhereI'd tiketo tive.
4 Thisis the placewhereI wasborn.
5 Thisis something I don'tlil<e.
Before watching 6 Thisis my favouriteplacein the wholeworld.
1 ) P u tS s i n p a i r sa n d a s l <t h e mt o t h i n ka b o u tt h e Formpairs.5s shoutdtaketurnsto sayoneoftheir
fo[lowingrelationships; mother-in-law and daughter_in_ answers, andthenguesswhichprompttheirpartner,s
law and fatherand daughter. answercorresponds to.
) Ss discussthe relationships, hightightingany
problemsor tensionsthat couldoccur.
Before watching
1 ) Formpairs,and ask the Ss to lool<at the sections
While watching
a b o u tt h e p l a c e so n p a g er 3 g o f t h e i r S t u d e n t sB' o o k .
2 ) Ssreadthequestionsandcheckif theycanremember ) Ss discussthe places.Getfeedbackfrom the class.
anyanswers fromwatching
thefilmthefirsttime. E l i c i ts o m eq u e s t i o n tsh a t c a nb e a s k e d .
> WatchthefitmwhileSswritetheiranswers.
> Elicittheanswers
fromthewholeclass. While watching
2 > AsktheSsto readthe questions in Ex.z.
) Watchthefilm,pausingfor Ssto findtheanswers.

3 > Elicitwhowantstheoccasionto go welt(Ethet).

) GivetheSstimeto readandcomplete thetask.
) Watchthefitmagainfor Ssto checl<
theiranswers. 3 ) Givethe Ss time to choosethe correctform of the
verbs.
> Watchthe film, for Ss to checl<
their answers.
4 ) PuttheSsintopairsandgivethemtimeto think
abouttheorderof thesentences.
> Ptaythefitmagainfor Ssto checl<
theiranswers.
4 ) GiveSsa fewminutesto thinkabouttheverbforms.
) Watch thefilm,pausing
to checkSs'answers.

After watching
5 ) Discuss
whattheSsthinkhappens
next.

After watching
) 5 ) Introducethe topic and elicit usefu[phrasesfor the
D i s c u s si f t h e yt h i n l <t h e f i t m h a sa h a p p ye n d i n g .
activity,e.g.,I was born ..., I tived there
for... yeors.
) Givethe Ss a time timit to write somesentences.
) Formpairs.Ss discusseachother'ssentences.

OPTIONAL EXTENSION
OPTIONALEXTENSION
Ssprepareaninterview
similar
to thosethevhave
Ss preparea shorttalk abouta film theyhaveseen. seeninthefilm.Have
theminterview eachother.
Encouragethemto choosea fitmthatdealswith
relationships.
7 Carry on Doctor 8 Speed-dating
OPTIONALWARMER OPTIONALWARMER
Writethe followingphraseson the board:the blinds, Writestatements with personaI information
about
the hoovering,on occident,a sip oftea, a syringe,o yourselfon the board,e.g.,I'm jo yeorsold.
thermometerundersomeone'stongue,someone's Eticitthe questions
whichmightproducethe answers
foce,to hospitalin an ambulance. Askthe Ss if they on the board.
canremember the verbswhichfollowthesephrases
o n p a g er 3 9 o f t h e i rS t u d e n t sB' o o k s(.o p e nt h e
blinds,do the hoovering, havean accident, tal<e
a sip of tea,preparea syringe,put a thermometer
Before watohing
undersomeone's tongue,washsomeone's face, 1 ) AsktheSsto lookat thequestions
in Ex.r, and
go to hospitalin an ambulance.) discussthedifferent people.
waysof meeting
) lf nobodymentions speed-dating,
remindthemof
whattheysawon page14oof theirSs'book.
Before watching
1 ) Freezethe fitm on the first sceneand asl<Ss to read While watching
out what is writtenon the bannerand on the blackboard
at the back: 2 )' GivetheSstimeto studythecard.
. T h i n l < t h eB i g g e r W a y ! . T h i n kp o w e r ! ) Watchthefitmfor Sswritein theiranswers.
. Thinkpositive! . Thinl<Bigger! > Eticittheanswers,
pausing
thevideoif necessary.
) Explainthat 'Bigger'is the nameof the speal<er on
the stage,and elicitthe Ss' opinionswith regardto the
questionsin Ex.r.

While watching
2 ) Formpairsandasl<theSsto orderthesentences
in
Ex.z. Playthefilmthroughoncefor Sswatch.
) Watchthefitmagainwithoutpausing
to check5s'
answers,
3 ) GivetheSstimeto answerthequestionsin Ex.3.
) Playthefilmagainfor Ssto findtheanswers.
3 ) GivetheSsa shorttimeto readthroughthe
sentences in Ex.3, andto guesswhichproblems they
correspond to andwhosaideachone.Explain thatthere
is nota sentence for everysituation
in Ex.z.
) Sswatchthefilmagain,pausing wherenecessary, to
checktheiranswers.
) Youmightmentionat thisstagethatthedoctor's name
in thefitmis DoctorKilmore. andseeif anvonecanexplain After watching
theoun.
4 ) Ssworkin pairs,answering
the questions.
) EticittheSsanswers.
) Ptaythefitmagainfor Ss'tochecl<
theiranswers.

After watching
4 ) TetlSsthattheyshoutdwritean informalletter,and
thattheyshouldusethe [anguagebothon thispageand
on pager39oftheirStudents'
Book. 5 > TettSsthattheyaregoingto interview
theirclass.
) Givethem timeto interview
3 classmates.
OPTIONALEXTENSION
Asl(the 5s to preparean anecdote aboutsomething OPTIONALEXTENSION
that wentwrongin theirlives.In the nextctass,form Askthe Ssto writea shortpieceabouteitherhow
groupsandhavethemtell eachothertheiranecdotes.
they or a friendmettheirpartner(husband,
wife,
boyfriend, girtfriend).
 9 The interview
OPTIONALWARMER
Tettthe Ss thattheyarethe managersof a school
whereyou haveapptiedfor a job,andtheyaregoing
to interviewyou.Formsmailgroups,andgivethema
few minutesto comeup with suitabtequestions.Act
out the interview,
andthenaskifyou'vegot the job.
10 Wolves
OPTIONALWARMER
Writeon the boardWhotoreyoufrightenedoft
Discusswith the wholeclass,ensuringthat wolves,
werewolves, and horrorfilmscomeup in the
discussion.

Before watching
Before watching
1 ) AsktheSsto readthedescriptions,
andelicitwho
1 ) GivetheSsa shorttimeto studythewords. theycorrespondto.
) Ssworl<in pairs,matching
thewords. > Eticitthe meanings
of the phrasal
verbs.
> Eticittheanswers
fromtheSs. ) lf youhavetime,asl<theSsto continuetheguessing
gameby inventing
somedescriptionsof theirown.

Answers: :. Superman, becomes z Mowglifrom

theJungleBook,wasraised 3 Ataddin,finds
4 farzan,changesfrom boy to man 5 the boywho
While watching cried'wotf',created 6 Heidi,caredfor,hada good
2 ) Givethe5s a shorttimeto readthequestions. retationshipwith
I PtaVthefitmwithoutpausing andelicitful[answers.
> Rewind
andreplayanyscenes
if necessarV. While watching
2 ) Givethe Ss a short time to readthe sentencesin
Ex.z and to choosethe best wordsfor the gaps.
> Eticitthe correctanswers.
) Watchthe fitm without pausingto checl<which
action
is notincluded.

3 ) FormpairsandgivetheSsa shorttimeto decide

if thesentences
in Ex.3 correspond
to fact,fictionor to
both.
3 ) Attow5s timeto completethe questions,
> Ptaythefitmagain,pausing
wherenecessary,
to check
) Sscompare theiranswers
witha partner. theanswers.
> Watchthefitmagainto checl<
theanswers.

After watching
4 ) Discuss thequestion withthewholeclass.
After watching
> Elicitthetheorygivenin thefitm,reptaying the tast
4 ) Eticitwhichtipsthecamera
toldSteve(a[ of them). section,if necessary. (perhapsman'sfearof wolveslies
) Ssaddasmanytipsastheycan. in the past.In the long,coldwinters,peopleandwolves
) Whentheyhavefinished, competed for thesamefood.)
Sscompare
theirideas.

OPTIONALEXTENSION OPTIONALEXTENSION

TetlSs theyaregoingto role-ptay Askeachstudentto find out at leastone morefact

a job interview
aboutwolves.In the nextclass,collateall the new
Ss preparethe interview. factson the board.Askthe Ss to usea[[the new
Ss actout theirinterviews. information,andthe information fromthis unitto
writea textaboutwolves.
11 Gill's wild world 12 The Ladykillers
OPTIONALWARMER OPTIONALWARMER
Preparea list of ro geography
questionsbeforeyour Discuss the followingquestions
with the wholeclass.
class.Te[[the Ssyou aregoingto readsomeclues Whatwouldyoudo if a friendof yoursconfessed he/
aboutsomeptacesin the world.Theyshouldtisten shewasa thief?Whatwouldyou do if you overheard
andthenguessthe placesyou aredescribing. a gangof criminalsplanninga banl<robbery?What
wouldyou sayif someoneinvitedyouto takepart
in a banl<robberv?
Before watching
1 ) Eticitthe questionsthe Ss shouldask eachother,
e.g.,Hoveyou ever been to...?Whendid you go there?etc. Before watching
) G i v eS s e n o u g ht i m e t o f i n d o u t t h e i n f o r m a t i o n . 1 ) Askthe Ssto lookat the listof famouscriminals.
) Ssworkin pairs,discussing whatthecriminalsdid.
While watching
1) W a t c ht h e f i t ma n d e l i c i tt h e p t a c e sG i l [m e n t i o n s .
) A s l <S s t o c h e c l t<h e i ra n s w e r si n p a i r s .

2 ) Exptainthat you wi[[ want the Ss to rote-playan

i n t e r v i e wb, u t t h e y m u s tf i n d o u t t h e i n f o r m a t i o n .
While watching
) 2 )' Ssguesstheorderthethingshappened.
Readthe questions,helpingwith vocabulary.
) Ptaythefilmfor Ssto checl<
theiranswers.
) Watchthe fitm again,pausingwherenecessary,
and
eticitingthe answersto the questions.

3 ) Formpairsandgivethemenoughtimeto try to
complete
thetextin Ex.3.
) Watchthefitmagain,to eticittheanswers.

After watching
4 )' AsktheSsto transform
Mr Harvey's
speech to
reported Youmaywishto ptaythefilmagain.
speech.
) Givethemtime.andthenelicitthe correctanswer.

After watching
4 ) Ss agreeon who is goingto play eachrole.
) Givethem a few minutesto preparethe interview.
) Ask the Ss to swap rolesafterthe first interview.

OPTIONALEXTENSION OPTIONALEXTENSION
Asl<the 5s whichof the placesin Ex.r theywoutd Ask5s to role-play
a conversationbacl<at the house.
mostlil<eto visitandwhy. Ss canacttheirconversationsout. N.B.Thefilm ends
as Mrs.Witberforce
foitsthe attemptsto kill herand
endsup with the money.
 Grammar PresentSimpte and Adverbsof Frequency
2 Putthe wordsin the correctorderto make
likesanddistikes sentences. Remember with
to beginthe sentence
1 Fill in the missingwords to comptetethe a capitalletter.
fottowingsentences. always
eartyworkJeanette
finishes.
I reallyhategettingup earlyin the morningbut it is alwavs
Jeanette finishesworkearlv.
necesSary.
1 likedon'tswimmingI gobecauseneverI it.
1 | can't waitingfor a longtime in the traffic.
2 I'mquitekeen- goingto the cinema.
2 oftenunclein visit France
we our.
3 Herealty too manypeople
likemeeting
becausehe'sshy.
4 Trishabsolutety cooking.Shethinksit's ctubbing
absolutety
Tinausualtybecause
loves
the bestthingin theworld. shegoesit.
5 Wedon't whatwe do tonight.lt makesno
difference
to us.
you playdo gotf?
4 sometimes
6 | quite voicebut I don'tusuatly
thissinger's
buyhisrecords.
ME 5 everbedto latewe go hardly.

6 weekends
doeslie-inJimat havealwaysa?

(3j-tointn

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i11,i,......-...............-....-.-..--......--.--.
-
Present
Continuous PastSimpleandPresent
Perfect
Simpte
3 Completethe sentenceswith the correctform 5 Completethe gaps with the correctform of the
ofthe verb in brackets.Chooseeither present verb in brackets.
Simpleor PresentContinuous.
I havetravelled(traveDa lot sinceI wasat university.
Sheprefers(prefer)listeningto musicto reading. I G) - (enjoy)seeingnewplacesfor many
yearsand lastsummerI (z) _ (have)a
1 | sometimes_ (watch)a film on TV.
memorablehotiday.My wife and | (:) ------ (go)
2 At the moment| _ (work)as a shopassistant to Montpeltierin the southof France. (+) _
but I wilt stopwhenI go backto university
in October. you - (everbe)there?| don'tthinkI
(study)now,but I think l'[[ go to the gym G) - (see) suchan interesting placefor
3 | -
later. a very[ongtime. In fact,it wasmy brotherwho
(6) (recommend) it to me. Believeit or not,
4 My friendsand I often (have)a picnicon he (Z) - (visit)this cityseventimesl I cansee
Saturdays. why. Thebeachesaretovelyandthe architecture of
5 |- (notunderstand) the old citycentreis superb.
whatyou aresaying.
6 We (have)a veryinteresting We (8) (eat)somedeliciousfoodand,on
conversation
rightnow. our lastnight,we G) _ (see)an incredible
performance by acrobatsin the famousComeoy
G-poTnt;l Square.| (ro) _ (watch)a lot of showsin my
tifebut veryfew as goodas that one.However, I don't
thinkl'[ do thesameas my brotherbecause thereare
so andneither manyotherbeautifuIandexoticplacesthat we also
wantto visit.
4 Agreeor disagreewith whatA saysusingso,
[5-pointn
neitheror a shortsentence.
A: I havegotthenewEminem
CD.
(agree)
B:5o havel. definingretativeclauses
1 A: I wona prizeforthebestspeech
lastyear. 6 Fitttheblanksby selectingthe
correctoptionin
(disagree)
B: the fotlowing sentences.
2 A: I'm rea[[yintoJamesBrown'smusic. Dianais theperson calledyouonthe
whichfufip
phone theotherday.
(agree)B:
LasVegasis a ptacewhere/which
you canspenda lot
3 A: | lovegoingto pop concerts. of money.
(agree)B: Derekis the manwho/which
won lastvear,sChristmas
4 A: I didn'tgo to that meeting. lottery.

(disagree)
B: Onthis mapyou canseethe tittte town whorluhere
I
wasborn.
5 A: I don'tlikethisdisco.
4 Thisis the CDplayerwho/whrchI boughtlastweek.
(agree)B:
5 Mustafais the Turkishfriendwhich/whovisiledus two
6 A: I haven'tgot manyrecords. yearsago.
(disagree)
B: 6 Hereis the computerwhichfuhere
isn,tworking.
G-polntn (-ttoin n

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goingfo (futureplans)andPresentContinuous Pronunciation
(futurearrangements)
7 Complete the sentenceswith the correctformof 1 Writethe wordsin the correctcolumn.
the verbsin brackets.
brush put cushion run ugty futt push
Sheilais goingto work(work)asanelectronic does cut bul[ luckv bush
engineer
whenshefinishes
herstudies.
1 | havealreadyspokento Patrick.
We lol I ltl
(have)dinnerat hishousetonight.
pull | ,up
2 Carlos andSusanaacceptedour invitation.
They - (come)to our partyon Saturday
for sure.
3 In the future,whenI get moreexperience,
| - (start)my own business.
4 I'msorrybut I don'thavetimeto hetpyoutonight.
| - (go)to a nicerestaurant with my
boyfriendbecauseit's his birthday.
5 Areyou (buy)a housesometime in
the future? (-tfiTnt-tn
6 | feelverythirstyso | _ (have)something
to drink. 2 Putthe PastSimpleformof theverbsin the
correctcolumndepending on the pronunciation
7 I'vealreadyphonedKarim,Sharonandthe others. o f t h ee n d i n g .
We - (go)to the theatretonight.
performedstarted watched stopped listened
8 My daughter hasiustpassedherfinalexams
so we - (celebrate).
I hopeshehasno learned needed washed wanted played
plansas it'l[ be a nicesurprisefor her. ended worked

9 Nadiatold methat she (fly)to NewYork

nextyear.That'sif shesavesenoughmoney! Iil ldl lidl
10 l'vestartedcookingdinner.We _ (eat) walked believed sounded
lambtonight.
[5j ofiG-l

@
a 4 jp- o i n t ; l

3 Undertine
the sitentletterin the words.
batte! knock receipt
1 answer 4 doubt 7 writing
2 literature 5 debut I listen
3 honest 6 knowtedge 9 istand
G-pol;G-I

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Education
 \Iocab 3 Completethe sentenceswith eithera senseverb
or an adjective.
1 Completethe sentenceswith the correctverb. We lovegoingto this restaurant
becausetheirlamb
I havea three-hourbreakat lunchtime,
so whenI feel tastesabsolutetydelicious.
tiredI oftenhavea nap. 1 Theperfumewhichyou'rewearing_ great.
1 OnSundays
we normatty_ in bedtate. 2 Thosecakesin thewindow so mouth-
2 On hotsummernightsI findit difficutt watering
that I thinkI'mgoingto buyone.
to - asleeo. 3 Thenoisewhichtheyaremakingin the kitchen
Whenwe don'twantto cookwe sometimes horrible.
a take-awaypizza. 4 I'mnot goingbackto that restaurant
again.Their
ThefirstthingI do whenI arriveat workis vegetableswerereaIty
my emails. 5 Heis a top-class
chefwho makessomevery
I usually a showerat abouthatfpast meals.
sixin the evening. 6 Yourhands_ vervcold.
My motheralwaysknockson my bedroomdoorro [t-FTntn
me up in the morning.
GEfits-l

2a Fittin the missinglettersto complete

the words.
lworkvery
hardsoI always
needsometimefor
relaxation
1 Wearelookingfor e !_g professionals
who
canworkhard.
2 My friendGordonis a goodartist.Heis extremelv
_ m a _ _ n a_ _ v _ .
3 Donnais studying
nuclearphysics so sheobviously
hasa veryhightevetof i __ e _ !__en _ e .
4 t _ r _ _ n _ g _ i sa p r o b l e m
t h a t w ec a na t ts u f f e r
fromwhenwe worktoo hard.
a2-toi-nan
b Complete
thesentences
belowwitha suitabte
noun.
I wouldreallyloveto learnto speakanotherlanguage
because I enjoytravelting
abroad.
1 Mysisteris a journalist
andsheis writingan
interesting for a newspaper
at the moment.
2 | becomeverynervouswhenI haveto make
a - in pubtic.
3 | believethat thiswriterwon a _ for this
fantasticnove[.
4 Shescoredover8oo/o
so shepassedthe exam
with _ .
ft-poi-nts)

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 2 Are the followingsentencestrue or false?
TheKinksstartedas a bandbeforethe Rolting
Stones.
1 Readaboutthe famousBritishrocl<
group false
TheKinks.
1 Thebandis still activetoday.
The Kinks are a group from London which became
big in the mid-1960s.They have been together since 2 Thegroupwascalledlhe Kinksinthe beginning.
1963. Onty The RoIIing.Stones have been together as 3 Nearlyatttheirsongssoundedthe sameor similar.
an active rock and rolt band for a longer time - they
formed one year beforein 1962. 4 Theyweren'tfriendlyto the TVpresenter
who
The original band was Ray Davies(lead singer and wantedto interview
them.
rhythm guitar), his brother Dave(lead guitar and
vocals),Mick Avory (drums)and PeteQuaife(bass). 5 Thewordsof Ray'ssongswerenot always
They were first called The Ravensbut later they veryserious.
changedtheir name to The Kinks. However,they 6 Thegroupneverhadanyproblems
sellingrecords
did much more than writing and playing nice pop or witheachother.
songs.As a songwriter,Ray Davieshas alwaysbeen
intelligent and very observantabout everydaylife. He 7 Theirtoursof the USAin the r97osweresuccessful.
usesmany different styles of music. His brother Dave
has alsobeen a fine guitar player from the beginning.
8 Manyyoungergroupswereinfluenced
by TheKinks.
Their first style of music was a hard-rock style, like G-ffnt;l
in their hit'You ReattyGot Me' (196a).Todaymany
peoplethink that this songis the first exampleof 2 Answerthe questions.
heavy metal.
During a BBCinterview at the beginningof their Whattwo typesof musicarementioned
in connection
career,the presenterof the programmeaskedDave, withthe song'YouRealty
GotMe'?
'Why
doesthe group tike having long hair?'He
answered,
'Girls
like men to have long hair these days.
Hardrockandheavvmetat.
The sameinterviewer then askedDave'sbrother. 'What 1 Whatquatitiesmadelhe Kinksa reallyspecial
do you needto have a successfulhit record?' Ray groupin the beginning?
replied,'It has to be original, honest and be exactty
what the kids want'. The presenter of the show tiked 2 ln the interview,
why did TheKinkssaythey tike
the honestyand friendlinessof the group. to havelonghair?
The Kinkswere part of a'British rock invasion'with
other famousgroups tike lhe Who,TheBeatles and 3 Accordingto Ray,whatwasnecessary
to makea
The RoIIingSfonesbut they never copied their ideas speciaI
hit record?
about music or their style from other bands; they 4 Whattwo thingscausedsomeof the probtems
basica$did their own thing'. Ray wrote funny songs amongmembers of the groupin the latet96os?
such as A Well-Respected Man' and'DedicatedFolLower
of Fashion'andin the late 1960sthe group tried using 5 WhatimagedidTheKinkshavein the r96osand
Indian music and other different styles. At this time whatwastheir'new'imageduringthe r97os
the group sufferedits worst experiences becausethey andr98os?
did not enjoy the samesuccessas before.Therewere
somebad feelingsamongthe membersof the group 6 Forwhattwo reasonsdoesRayexpresshisthanl<s
becauseof personaland musicaldifferences.But to hisfans?
things got better and in the 1970sTheKinks werevery
popularwhen they toured the USA.
ftrj-too'rnG-l
In the 1970sand 1980s,many youngergroupsgot
their ideasfrom the band'senergeticsoundand good
songs;groupstike TheJam, Madnessand
ThePretenders.In fact, ThePretenders'first hit single
'Stop
Your Sobbing'wasa copy of an old Kinks song.
The Kinks changedfrom having a small number of fans
in the late 1960sto being very big rock stars during
the 1970sand 1980s.
0n the day beforethey enteredthe Rockand Roll
Hatl of Fame,Ray said that the best thing for himself
and the group was the support of their fans. He
really wanted to thank his fans for accepting all the
membersof The Kinks as people and for believing in
them.

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 Wri
1 Are the following sentencestrue or false? 1 ChooseONE of the following and write a text of
Att four friendshad coffeeafterthe meal.true about tso-t15 words.
1 Thespeakerdoesn'tlivefar fromthe newcaf6. 1 Describea famousdepartmentstorewhichVou
knowin as muchdetailas possible.
2 Thefoodwasthe onlythingthat he tikedthere.
2 Describethe bestconcertyou haveeverbeento.
3 Youcanordernot onlyEnglishfood but also (Don'tforgetto usethe pastSimplewhenyou are
foreignfoodthere. expressingactionswhichfinishedin the past).
4 Thespeakeris a vegetarian. 3 Dietis a veryimportantpartof peopte's
lives.Do
5 Therewerefour peoplesittingat the table you agreeor disagree?
Supportyouropinionand
including
thespeaker. ideaswith examples.
Thegroupof friendsleft immediatelv
after f lspoinTs-l
finishing
theirmea[.
7 Themealwasveryexpensive.
8 Thespeakerthoughtthat the waiterwasa
ntceperson.
(-s-tointn

2 Answerthe questions.
Whendidthespeaker
firsttrythecaf6?
LastSaturdav
evening
1 Where
exactly
is thisnewcaf6?
2 Name twoof thethreethingsthatmadetheplace
morelikea restaurant
thana caf6.
3 Whatdidthespeaker orderforhismaincourse?
4 WhatdidPaulaandNickhavefortheirmaincourse?
5 Whatdidthespeaker
havefordessert?
6 Whatisthespeaker
goingto do in thefuture?
-l
f 1tn!'-;ts

fIf

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 Grammar superlatives
2 Choosethe correctword in italics.
comparatives
personof /in in
Angelais the mostinteresting
1 Rewrite the
withoutchanging
thesesentences the class.
meaning.
1 Thisoneis the best/betterof all the bookswhichare
thewhiteone.
Thebtackhorseis morebeautifulthan on thetable.
astheblackone.
Thewhitehorseis notasbeautiful 2 Sydneyis the mosfmodern/modernestcity l'veever
s e en .
1 Brianis heavier
thanGarv.
3 Thishasbeenthe biggestsurprisein/ofthe day.
4 Simonis the older/ oldestof the threebrothers.
Reading thanwatching
a bookis moreinteresting
TV. 5 TheTajMahalisoneof themostnice/nicestbuildings
in the world.
6 CanaryWarfis the highest/most highesfbuitdingin
3 Yourstoryis not as goodas Anne'sstory. London.
@

4 Saladsarehealthierthanfastfood.
indirectquestions
as mvvan.
5 Hercaris notas expensive orderto form
3 Putthewordsintothecorrect
questions.
indirect
concertknowyou startsthe whendo?
6 An argumentis not as badas a fight.
Dovou knowwhenthe concertstarts?
1 you cantell me who canI contact?
G j i -p o i n t n
2 winningaredo if theyyou know?
3 knowbottlesdo in manyyou fridgehowthe are?
4 meanimalthewhatthetellworldyoudangerous
is canmostin ?
5 tell is thewhatcantimemeyou?
6 timeyouwhatknowfinishes
do the exam?
G-to'rnan

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should,csn andhaveto usedto
4 Completethe sentenceswith the correctform of 6 Completethe sentencesusingthe prompts.Use
the verbs (should, shouldn't, have to, don, t have used to or didn't use to.
to, con or can't).
Beforethe TVwasinvented,people
At the momentI'mdoinga specialsummercoursein usedto go to the cinemamore.
a healthfarmin orderto feelyoungerand heatthier. (go/cinema)
Therulesarestricthere.Forexample, we haveto go
to bedno laterthanrop.m.andget up earlyin the 1 Beforethe inventionof the aeroplane,
people
morning.We (r) _ eatjunk foodandthe (ftylbatloon)
doctorsheresaythat we (z) _ havedifferent 2 Beforethe Internetwasinvented,people
typesof vegetabtes with everymeal,althoughthis is . (send/emaits)
not an obligation.Thereis a fantasticgymwherewe
(:) - do alt kindsof exercises 3 Beforethe inventionof the car,peopte
but we a[[know
that we (+) - (use/othermeansof transport)
usethe gymtoo much.
We (S) join in atttheheatth 4 Beforethe firsteverumbrella,people
activitiesavailableif we don,twantto, but we (stay/drywhenit rained)
(6) .- takepart in at leastthreeperday.This
is a rule. at filntn
G- poTntn
will
PresentPerfectSimptewithfor andsince 7 Choosethe correctform of the verb in itaticsto
comptetethe sentences.
5 Choosethe correctword in italics.
Don'tworry.I promiseyou that Iherewilt/won,fbe any
Terryhasbeena universitystudent sincezooztfour problems.
yeors.
1 In the futurewe are doing the shoppingfuilldo
1 We havebeenmarriedfor sevenmonths/ theshoppingby Internetor telephone.
last September.
2 lthink SergioGarciawins/uittnzinthe next
2 | haven'tseena decentfitm for lastyear/ages. BritishOpen.
3 Lindahasworkedas a civilengineer
g raduated/eleven years.
sinceshe 3 Sometimes worK.
my computerdoesn'ttluon,f
weltandthatis annoying.
4 Theyhavebeenheresincetwo hours/toa.m. 4 PauIwilUuon'tgetthe job becausehe,sverv
5 JimhassupportedWestHamUnitedfor when inexperienced.
he was bornhis entire life. 5 l'll have/'mhavingroastlambfor the maincourse.
6 Sheenahascollectedclassicalmusicforabout please.
sixmonths/aboutMav. 6 Weshouldn'tgo to that countrynextwinter.
G-ETnan It's/f llbe too coldthen.
[tfiTnta

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too, enoughandvery Pronunciation
8 Rewritethe sentencesusingtoo,enoughor very
1 Underlinethe stressedwords in eachsentence.
withoutchanging the meaning.
bookI'veeverread.
Thisis the mostinteresting
to buythiscar'
money
I don'thaveenough
1 Sheis the mostbeautifulgirl in the world'
Thiscaristooexpensive.
storyl'veeverheard'
2 Thatis the mostfrightening
istooshortto bea mode[.
1 Eileen
3 TheNileis the longestriveron the planet.
job I'veeverdone.
4 Thisis the hardest
2 | don'tlikethisprogramme.
lt'stoo boring.
2 Do you pronouncethe f at the end of shouldn't
and con'f in these sentences?
Wedon'twantto go to that place.lt isn'tnear
Youshouldn'tact in thiswav.Yes
enough.
1 Wecan'tgo tonightbecause
we'rebusy.
enterthiscompetition.
2 Youshouldn't
Theyhaveaskedme for too manyqualifications
for
thisiob so I won'tgetit. 3 Youcan'tinventstorieslikethat.
4 Youcan'tplayuntilyoufinishyourhomework.
ignorehisadvice.
5 Theyshoutdn't
5 Seanisn'tfastenoughto win this race.
talkso loudly.
6 Youshouldn't

3 Put the followingwords in the correctcotumn.

Thishobbytakestoo muchtimeso I'mnot going
to continue. bowl bomb got gold stop hole smoke
road role what rock watch

GjiinGf
latsl I lol
won't I want
usesof lir(e
9 Answerthe questions.
Whatis Jeremvlike?
He'skindandfriendlv.
1 Whatwouldyou liketo studyin the future?

2 Whatdoesyourgirtfriendlooklike?
G-tointn

3 Whatdo youlikedoingon holidaY?

4 Whatis vournewbosslike?

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 Vocab 3 Rewritethe definitionscorrectly.
Weusea washing
machine
to cleancarpets.
1 Answerthe fo[[owingquestions.
Weusea vacuumcleanerto cleancarpets.
Whatdo we useto lookat ourse[ves
in the bathroom?
A mirror 1 We usea CDwalkmanto watchDVDs.
1 Howdo you describea personwho givesa lot of
thingsto otherpeopte?
2 We usea dishwasher
to washclothes.
2 Whatdo we useto dig a holein the ground?

3 Howdo you descr.ibe

a personwho hasa lot of 3 We usea cookerto keepfoodcotdandfresh.
naturaIabitity?
4 Whatis usedfor cuttingdowntrees?
Weusean answerphone
to listento different
5 Howdo you describea personwho isn'tfrightened programmes
andmusic.
of anything?
6 Whatdo we useto cut paper?_
5 Weusea hairspray
to dry our hair.
7 Whattypeof personis motivatedby success,
power
andsociaIstatus?
-
I Whatinstrument,
whichusesbatteries,
do we useto 6 Weusean ovento keepfrozenfood.
seein the dark?
a4 plTnGrl
G- poEtn

2a Describethe foltowingpeoplereferringto
theirages.
A sixteen-year-old
boy.Teenager
1 A womanwho retiredtwentyyearsago.
2 Averysmattchildwho is learning
to walkand
talk. --.-
3 A fifty-year-old
man.

b Completethe sentenceswith the correctword.

Eatinghealthilv
meansnoteatingiunkfood.
1 Georgeis [uckybecausehe _ a good
salary.
2 lt'sverysadwhenyou lose with otd
schooIfriends.
3 lf a personsmokesfortycigarettes
a day,theyare
a _.- smoker.
G-poTnIn

@ PearsonEducationLimitedzoo5- photocopiable
 2 Underlinethe correctendingsto the sentences.
Bulgaria haschanged
in Bulgaria.
1 Readthe textabouthotidays amount.
a) onlya tittle.b) a reasonable
c) a lot in recentvears.
For holiday-makerswho wish to try something
1 Thethingwhichbringsmostpeopteto Bulgaria is
new without spendingtoo much money,Bulgaria
is a very interesting country.It is a country which a) the Romanruins.b) the coffee.c) the peopte.
has changedvery quicklyoverthe last decadeand 2 Sofia
todaywe can seea modernand progressive country. a) didn'tsufferdamageduringthewar.
It hasbecomea very popular hotiday destination b) suffereda lot of damage.
for British tourists thanks to the diversity of c) sufferedonlya littledamage.
the country; it has dramaticmountains,popular 3 Youcanget a tocaIbusto MountVitoshafrom
beaches by the BlackSea,castlesand palacesas Sofia.it's
well as someimpressive Romanruins' Thefood is c) veryslow.
a) not difficutt.b) quiteexpensive.
deliciousand not very expensiveand the coffee
4 TheTurkish originsof Butgariaareevidentin
is excellent.But the biggestthing which attracts
moretourists is the wonderfulhospitatity of the its musicand
Bulgarians. a) food.b) potitics.c) architecture.
Sofiais a very interestingcapital city with an is bestin
5 Thewriterthinkstheweatherin Bulgaria
unusualmix of different architecturalstyles' A a) summer.b) winter.c) sPring.
lot of Sofiawas destroyedbut it wasrebuilt after areusuallyservedwith
6 Meatsin Bulgaria
WorldWarTwo.However,one or two 14th century a) meat.b) satad.c) potatoes
buildingssurvivedthe war. A large mountain called
MountVitoshacanbe seenfrom manystreetsin a6i-poinn
the city and this is a poputarplacefor skiing and
trekking.Themountaincanbe easilyreachedby
localbus.Anotherpopularcity to visit is Varna Answerthe questions.
because it haslovelybeaches. but thesecanbe busy today?
Whattypeof countryis Butgaria
duringthe summermonths.
About 8% of the populationis of Turkishorigin A modernandprogressive
countrv.
and this canbe seenin Bulgaria's typicai mealsand attracttouriststo Bulgaria?
1 Whichtypesof buitding
traditional music.Thereare many colourful festivals
in different regionsof the country that are exciting
to watch. 2 Whyis summernotthe besttimeto go to Varna?
Theweatherin Bulgariais temperatewith cold,wet
wintersand hot, dry summers. Springis probably
the best time to visit as the weatheris mild and 3 Whydoesthewriterpreferspringto visitBulgaria?
lots of cultural eventstake place.
Thetypical diet in this countryis meat,potatoes
and beans,and mealsalmostalwayscomewith foodcanbe foundin Butgaria?
4 Whatnon-traditional
salads.You can alsofind kebabsand pizzasin many
fast-foodrestaurants at very goodprices.
As I havementioned,the Bulgarianpeopleare people?
5 Whatdoesthe writertikeaboutButgarian
extremelyfriendly and open. Their hospitality
towardsforeignersis excellent.It is alsointeresting
to watch how Bulgarianscommunicate,in particular
whatis the biggest
Apartfromthe language,
the fact that they nod their headsto sayno and
communication thatforeignvisitorshave
prob[em
they shaketheir headsto sayyes.This canbe very
with Bulgarians?
confusingat first but peopleadaptto it after a
while.
Att things considered, Bulgariais really an
hervisitto Bulgaria
Howdoesthewriterdescribe
experience I will neverforget.
at the endofthe text?

f 14-points-l

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 1 Choosethe correctanswer.
Tanyawasorigina[[y
from Writi
a) TheBahamas.b) Jamaica.glEElbedpg.
1 In the beginning,she 1 Chooseone of the following and write a text of
a) foundlife impossibte. about t5o-775 words.
b) wasdetermined to succeed. 1 Whathasbeenthe biggestchallenge
in your[ife?
c) thoughtthat tifewaseasv. Haveyou achieved
this goal?
2 She 2 Describe howyou havechangedas a personduringthe
a) oftenwroteto herfriendsin Barbados. differentstagesof your[ifefrombeinga smaltchitdto
b) tosttouchwith herfriendsin Barbados. beingan adult.
c) sometimesvisitedherfriendsin Barbados.
3 Writeaboutan interesting travelexperiencewhichyou
ShemarriedRobert havehad.lfyou haveneverbeenabroad,you canwrite
a) beforeheraccountingcourse. abouta visitto a differentpartof yourown country.
b) duringheraccountingcourse.
(-15 point;l
c) afterheraccounting
course.
Shehastwo children;
a) oneteenagerandonetoddter.
b) bothareteenagers.
c) two toddlers.
Tanya'srelationswith hercolleagues
are
a) good.b) indifferent.c)
bad.
Tanya'ssalaryis
a) very high.b) OK,but not great.c) very low.
( - 6p- o i n t n

thequestions.
2 Answer
job?Sheis an accountsmanager.
Whatis Tanya's
1 Whattypeof companydoessheworkfor?

2 Nametwo typesof workshedid whenshearrived?

3 Whatdid shedo whenshehadenoughmoney?

4 Whatwasshedetermined
to do?

5 Nametwo thingsthatTanyadoesin herfreetime.

6 Whatadvicedoesshegive?

7 Whattypeof personcansucceedin this situation?

(-14- poinac-]

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 Grammar
3 Choosethe correctword/phrase in italics.
FirstConditionat
1- Choosethe correct word in italics.
lf | finishwork before7pm today,1will call/ call you.
1 You'llget lost if you take/will takethis road.
2 Youdon't/won't win this matchif you play[ike
youdid lastweek.
3 lf you listen/will listento that loud musicevery
day,you'llgo deaf.
4 We'ltlosethis customerif we won't/ don't
apologisefor our mistake.
purpose,
reasonandresult
I alwaystry to tookaftermyselfJgl becauseI normally
don'thavetoo manyhealthproblems. Goingon a good
diet,for example,is veryimportant(l so that/forthat
yourbodygetsall thevitaminsandproteins that it
needs.Sleepingat leastsevenhoursa day (z)
for to/to helpyourmindandbodyto get enoughrest
is alsorecommended. DoingphysicaI exerciseis a
goodideatoo but don'tdo too much(j) so thatnot
to/in ordernot to put excessivestrainon your
muscles.I stronglyadviseyouto takethis advice
seriously(d,)so that/becausegoodheatthshouldbe a
priorityin life.

5 lf theyhurryup /don't hurryup, they'ltmissthe fZ-pdintn

train.
6 lf you eat anymoreicecream,youwillfeel/ you PresentSimptePassive
arefeelingbad tomorrow.
(3p"l-.]n 4 Putthewordsin thecorrect
orderto make
sentences.
lot is deliciousa in food preparedthis.
of restaurant
gerunds and infinitives
A lot of deliciousfoodis preparedin this restaurant.
2 Completethe sentenceswith the correctform of 1 two housein milkconsumed
thisdav
the verb in brackets.
litresof areevery.
Wecan'taffordto buy (buy)a carlikethat.
1 | considered- (leave)my job but I finalty
thoughtit wasbetterto stay. a is caryearmy a inspected
2 mechanic by twice.

2 Theydecided (notjoin)thetennisclub.
3 Weshouldleaveearlyto avoid - (be) 3 in telephones
Japanmademobilearethese.
caughtin the traffic.
4 Lynhopes (get)goodexamresultsthis
year. 4 watchedby thismillionis peopleprogramme
four.

5 | haven'tfinish - (eat)my lunchyet.

6 Tomenjoys (ptay)cricket. 5 officersbuitdingby poticeprotectedthat is two.
Giointn

6 hervisitedRuthfriendsis of by many.

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 questions conlcouldlbe ableto
5 Writethequestions
fortheanswers. 7 Rewritethe sentencescorrectly,usingcan,could
My nameis Mario. or be able to.
Whatis vourname? canto speak
Jeremy a lotof languages.
1 | wentto the cinemawithStephanie. Jeremv
canspeaka lot of languages.
Who 1 Nextyearshewillcanusemorecomputer
programmesthannow.
l w o u l dl i k et h es m a l l o n ep,l e a s e .
Which ?
Therearesixtystudentsin the room. Threeyearsago I can'tunderstand
Germanbut
now I speakquitewel[.
Howmany
4 Because
I was hungry.
I am not ableto swimverywellwhenI wasa small
whv atlthe biscuits? childbut nowI can.
5 Youcanfindthis typeof architecture
in Russia.
My babydaughtercanwatkquiteweil in a few
Where monthstime.
6 | tikegoingto the cinemaon Saturdavs.
When
5 Theydon'tcanrunveryfast.
I cameto work by trainyesterday.
How
Hecouldaffordto buythat computerbecauseit
8 | witl finishthe job nextweek. wastoo expensive.
When
G pofits-l
7 Webe ableto travelmorein the future.

PastContinuous
andPastSimple I couldn'tptaygolfat atl so I get boredwhenpeople
6 Completethe sentenceswith the correctform of talkaboutit.
the verb in brackets(PastContinuousor the past
Simple).
[4- fiTnG--)
It wasverybusyin our officeyesterday becausewe
had (have)a lot of workto finishbeforethe end of
the day.WhiteI G) _ (prepare) an important
document,my colleague(z) _ (type)
somenewcontracts on hercomputer.Suddenly
my boss(:) _ (interrupt)me becausehe
(+) - (want)me to makea coupleof urgent
phonecallsto Chinafor him. Thenan urgentfax
G) - (arrive)when | (6) _ (speak)
on the telephone. I wasworriedaboutthe enormous
amountof workI hadto complete but in the end
everything wasokay.
G-po]nln

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PastSimptePassive Pronunciation
8 Rewritethese activesentencesin the PastSimpte 1 Underline in eachof the words.
the stressedsyttabte
Passive.
reserved ambitious SbAtty
Thepolicearrestedthe robber.
1 beautiful 4 stomachache7 overweight
Therobberwasarrestedbv the police.
2 hard-working5 welt-buitt 8 unattractive
1 TheyofferedSheitaa job in a hotel.
3 consider 6 handsome 9 reliable
(-tto'rntn
2 Theybuittthismuseumin 1826.

2 Putthe wordsintothe correctcolumn.

3 JohnLennon
wrotethesong'lmagine'.
were strong learn was word bird dog wash

4 Theytold us that we hadto go to a meeting.

lol I lg:l
doll I third
directed'Schindler's
5 StevenSpielberg List'.

6 TheygaveDereka formto fitt in.

Ep@
@

3 Undertine on the foltowing

the vowelstress
words.
salary experience qualifications
1 secretary 4 interviewee 7 factory
2 interviewer 5 bonus I progress
3 receptionist 6 mistake 9 research
@

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 Vocab b Completethe sentenceswith the correct
preposition.
1 Which word in each group is different? peterwhenmy
I wasgoingout with my ex-boyfriend
beautifut/handsome/unattractive/good-tooking sistergot married.

Unattractive
is differentbecauseit's negative. 1 | can'tput _ with his latenessanymore.
1 skinny/slim/overweight/fat 2 lt took me a verylongtimeto get _ my
father'sdeath.
2 thumb/nose/eye/mouth
3 My ex-wifeand I split because
we had
3 organised/m otivated/hard-workin
g/unreliable completelydifferentinterestsin [ife.
G-tolntn 4 I reattytikethe newgirl in the officeso I thinkl,[[ask
her_.
a2 pofiEn
2a Rewritethe sentencesusing the correctverb.
Theamountof trafficduringthe rushhourhasbeen
improvingrecently. 3 Comptetethe sentenceswith the correctform of
Theamountof trafficduringthe rushhourhasbeen do or make.
risingrecently. Thepoliceofficermadea big mistakewhenhe arrested
1 My eyesightis gettingbettet I think the wrongperson.
I will haveto seean opticiansoon. 1 Wehave someresearch
beforewe can
beginthis project.
2 Thiscompany
closeddownbecause
it was
Thequatityof telecommunication
productshas not _ muchmoney.
goneup considerablyduringtheselastyears.
3 Thejuryhasn't yetabout
anydecision
the finalverdict.
Customerservicehasfallensince| lastcameto Yesterday
the man a strongcomplaint
thisdepartment
store. abouthisfoodbeingcold.
Canyou please me a big favourand
lookaftermy dog for a while?
Thenumberof studentsin this university
is
deteriorating. 6 Whatwereyou whenthe thiefentered
the shop?
[t-pol;an
O-tolnG-l

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 trueor fatse?
2 Arethesentences
Onlvtwo European countries in the
wereinvolved
1 Readthe textaboutConcorde. proiectto builda supersonic
iet. frue
The story of Concordebegan when Britain worked withsupersonic
1 TheUSAhashada lot of success
with Francein order to developa supersonic jet planes.
passenger
passengerjet. Both countrieswanted to be the first
to develop this type of aircraft so they signed the 2 MorethanzooConcordeietsweresoldto several
Anglo-FrenchSupersonicAircraft Agreementto buitd differentairtines.
the Concorde.The Americansalso tried to developa 3 Economic reasons
andenvironmental madethe
similar jet during the 1960s.However,people from numberof salesgo down.
environmental groups really didn't like the noise-
pollution, damageto the atmosphereand the costs of 4 lt couldfly for over3,ooomiles.
a project of this type, which were very high. The U.S. jet.
congressfinally decidedto stop giving money for an
5 Ninepeopleusedto workon eachConcorde
Americansupersonicpassengerjet in 1971. 6 Concorde losta lot of moneyovernearlytwenty-five
By this time, the British and Frenchhad completed yearsof service.
the Concordebut it was very disappointing. In the
1960s,people thought that supersonicflying was the 7 Theaccident at the airport.
happened
future of commercialair-travel, nearly all the biggest jetsin
passenger
8 Theworldmayseemoresupersonic
airlines wanted to buy this plane. Therewere orders the future.
for more than 270 of the jets, but high petrol costs
and problemswith environmental groups reduced (-Sji'r ntsf
the number of orders.The Concordewas finally
only bought by two airlines - Air Franceand British
Airways. The production of the plane ended in 1'979
3 Answerthe questions.
and only L6 concordeswere ever made.
However,the Concordewas still a great achievement a fantastic
ln whattwo wayswasthe Concorde
of designand engineeringwith a top speedof 1",490 invention?
mph (2,385 khp) and a normal flying speedof 1,354
mph (2,165kph). It flew at 60,000feet (18,300m).it designandengineering
could fly a distanceof 3,740 miles (nearly 6000 km) decideto work
1 Whydid the BritishandFrench
and it was poweredby four very large engines.There project?
togetheron the Concorde
were nine people working on it and it could carry
100 passengers. The plane was extremelypowerful
but first-time passengers were surprisedby the
smooth and comfortabteride. groupsnot like
Whattwothingsdid environmental
For nearly 25 years,the Concordeenjoyedlots of abouttheAmerican jet?
supersonic
successand flew to such destinationsas Japan, as
well as offering a famous trip round the world in
1986,which cost $20,800per person.It could cross Howdid first-timepassengers
feelaboutftyingin
the Atlantic 0cean in about three and a half hours,
sucha powerfuliet?
less than hatf the time of regular aeroplanes.The
plane was very popular with cetebrities,sports stars
and rich people.
Unfortunately, there was a terrible accident in which 4 Whatkindof peopleenjoyed
ftyingwithConcorde?
113 peoplewere killed. This completeLychanged
the successof Concorde.0n 25th Juty, 2000, an Air
FranceConcordecrashedin Gonesse,outside Paris, Whatwasthe reasonfor the terribleptanecrashin
shortly after take-off and it was discoveredthat July,zooo?
this disasterwas causedby technical probtems.The
Concordejets were immediatelytaken out of service
and their future looked uncertain. Concordemadeits
tast flight on 0ctober 24th,2004. 6 Whatis the futurefor supersonic
air travel?
This was the end of the world's most famousjet but
maybe not the end of supersonicairlines. It seems
incredible but the Americans are now working on a
hypersonicproject to design and buitd a jet that can
fly at 4,800 mph (7680 kph)!

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 Writi
1 Listento the recording.Are the sentencestrue 1 ChooseONEof the foltowing and write a text of
or false? about t1o-t75 words.
Thespeaker's
companvsellsTVsand DVDs.frue 1 Doyouthinkthat mostpeoplethinktoo much
1 Theincidenthappened
on a Tuesday
evening. abouttheirphysical
appearance?
2 Onthe dayof the crime,he tefthis officeat 2 Doyou liketravellingby plane?
about6p.m. 3 Tettthe storyof yourfirsteverjob interviewand
3 Theywentto the supermarket
by car. howyou felt.
fltt;Tnt j-l
4 Thespeakerwasattackedby oneof the criminals.
5 Thecheck-out areais a placewherepeoplepay
for theirproductsin a supermarket.
6 Somepeopleranafterthe two menwhenthey teft.
7 Thespeaker triedto hetpthe poticewiththeir
investigations.
8 Thetwo thieveswereshortandwelt-buitt.
a8 po--intn

2 Answerthe questions.
Whatwasthe speaker's
previousjob andwhatis his
presentjob?

salesmanager.
1 Whatdoesthe speakertikeabouthis newjob?
2 Whatwasthe weathertikewhenhe teftthe office?
3 Whywerehe and hiswifein a hurry?
4 Whydid the speaker
runinsidethe supermarket?
5 Whathappened
to himwhenhe fett?
6 Whatcrimewerethe two menfoundguittyof and
whatwastheirpunishment?
[ 12 points ]

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 PresentPerfectSimplewithiusf,yet and
Grammar already.
nouns
countable/uncountable 3 Correctthe sentences.
1 Comptete with a few,a little,many
the sentences Wehaven'teatenourdinneralready.
or much.
Wehaven'teatenour dinnerVet.
doyouhave?
Howmuchinformation 1 Mr Thomson canseeyounow. Hehasalready
1 During I ontyhad
myfirstyearin England conversation.
finishedhistetephone
friendsbutnowI havea [ot.
Wedon'thave- mitkin the fridgeso we'tl
haveto buysomemore.
3 How - catshasshegot? 2 | haven'tseenthe newRobertde Nirofitmalready.
4 Howmanybiscuitshavewe got teft?Onty- '
5 I onlyhave moneyso I can'taffordto buy
at the moment.
thisfurniture
Haveyou prepared already?
thosedocuments
Thevdon'thave - ticketsleft so you'llhave impatient.
Thebossis becoming
to hurryup andbuyone.
Cl_p"il t rl

the definite articte (fhe) Whyareyou lookingso tired?

I haveatreadyrun eightkilometres.
withtheor nothing(-.).
thesentences
2 Comptete
I tite verymuch.Theymakegood
hamsters
pets.
1 Here's bookI boughtthe otherday. Retax. I'vejustfinished
the report.ln fact,I finished
it two daysago.
2 Sometimes, - peoplecanbeveryresistant
to change.
3 | loveeating food.
Chinese
4 Janetis taltestgirlin the class. Youhaven'tiustsignedthese
Waita moment.
5 Doyouremember TVprogramme
about papers.
wildanimats?
6 Nowadays areverywell-paid.
carpenters
C-fiI'Gl
G-p;ffiTtl

@ PearsonEducationLimitedzoo5- Photocopiable
verbswith two objects Second Conditional
4 Putthe wordsin the correctorderto make 6 Put the verbs in bracketsinto the correctform to
sentences. makeSecondConditionaIsentences.
already
bosspromotion
memyoffered
newa has lf I fek (feeDhungry,I woutdeat somethingrightnow.
Mvnewbosshasalreadv mea promotion.
offered 1 He - (earn)moremoney,if he founda
1 metwentylendcanpounds
you? betterjob.
2 lf they (canact)better,thevwouldbe
on TV.
2 storyverytold shea me interesting
. 3 lf | - (know)howto cook,I'd havea
betterdiet.

youthesendwi[[papers| .
3 tomorrow 4 | - (take)my umbrellaif it rained.
5 lf | - (move)to a newcity,I wouldtry
to find somenewfriends.
4 haswifecakemy birthdaymy me on promiseda .
6 She (buy)a newcarif shehadenough
money.

5 moneyof bankthe oweslot he a .

(-tt;i;aa

6 please,a waterbringof glassme canyou ? reportedspeech

7 Rewrite
thesentences
in reported
speech.
GI;l;tN Alex:I'mreadinga veryinteresting
book.

book.
Past Perfect Simple
1 jenny:I haveworkedveryhard.
5 Complete the text usingeitherthe pastperfect
Jennysaid
Simpleor the PastSimpleof the verbsin
brackets. 2 Tony:I wentto the theatreto seea newptay.

I saw(see)anincredible Tonytold
showwhenI wasin London
lastyear.I G) _ (be)theremanytimesbefore 3 Esther:
I cansingquitewell.
because I haverelatives
livingthere,butthisvisit
(z) - (be)reatty Esthertotd
speciat.| (have)
thechance to seeoneof thebestjuggters intheworld. 4 Jack:Thegovernment
wi[[win the elections.
When| (+) _ (get)to Covent Garden (asquare
in thecity),theshow(S)_ (start)butI onty lacksaid
missed a fewminutes. Thejuggter wasjuggling with 5 Anne-Marie:
I likegoingoutwith my boyfriend.
seven ballsandbalancing a stickonhisnoseat the Anne-Marie
said
sametime.Bythetimetheshow(6) _ (finish)
I waslateforthetheatrebutthatdidn'tmatter. 6 Tim:Watching
TVis boring.
G poi;tn Timtotd
7 Jitl:I havespokento them.
J i t sl a i d
8 Cotin:I boughtyourticketsfor the concert.
Colintotd
[ 4 p o i n t sI

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Education
both,neitherandeither Pronunciation
8 Choosethe correctword in italics.
1 Underline
the stressed
wordsin thesesentences.
I don'tlikeeitherheifher
of thesebooks.
Didyou haveto put up with anybad behaviour
from
! Both/tteither lovetennis.Theyptay
of mybrothers the children?
it nearlyeveryday.
1 Howtongdid it takeyou to get overlosingyourlast
Neither/Either
boy wilt passthis exambecausethey girlfriend?
haven'tstudied.
2 Whenyouwereyounger,
who did you go out with?
l'm reallyhungryso I'm goingto eateitherhothof
thesesandwiches. 3 DoyouthinkI shouldaskherout for dinner?
Tonightwe cango Io eitherfuofhthe cinemaor the 4 Whydid Peterand Marysplit up?
theatre. [4jofitsl
EitherlrleitherEricanor Jamesspentmuchmoney
at the shops.
Whichonewouldyou tike? | reallydon'tmind. 2 Putthe wordsin the correctcotumn;
NeitherlEitherof
them wouldbe fine. yet judo jump youngyes jungle
a5-toJjtsf

ldzl tJt

iob yellow

G-fiTntn

S.Underline
the stressed
wordsin thesesentences.
Sheate bothcakesthat wereon the plate.
1 Neitherof my sistersareworkingyet.
2 Youcanchooseeitherthe redoneor the blueone.
3 Bothof my dogsareblack.
Gl!i-ntn

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 Vocabu I Completethe sentences.
Mostpeoplebowbeforetheirkingor queen.
la Completethe sentenceswith the correct
preposition. 1 Whenyou meeta personin somecountries,
it is
commonto _ themon bothcheeks.
WhenI wascleaningout my garage,I cameacross
someinteresting 2 Tosayhelloor goodbyewhenyou arenot near
old books.
someone,peoplenormally
1 WhenTom'sparentsarenot home,his grandmother
looks _ 3 In business
situations
andsocialsituations.
western
him.
peoplenormally hands.
2 | was brought on a farm,so I reallvlove (-t-t;Etn
the countryside.
3 | picked a littleGermanon hotidaylast
summer. 4 Answerthe questions.
4 We reallylookup our mathsteacher Whatdoyouleavea taxidriveror a waiter/waitress
becausesheis veryclever.
whenyouarehappywiththeservice? A tip
b Completethe sentenceswith the correctform of 1 Whatdoyoupaywhenyouborrowmonevfrom
the verb. a bank?
Johnwiltappealtoa tribunalbecause he thinksthat 2 Whatdo we callthe moneythat you receivewhen
hiscompany'sdecisionto sackhim is unfair. you aretoo old to work?
1 Ourholidaynextyearwill _ on ourfinanciat 3 Whatdo we callthemoneythatwe payto the
situation. government?
2 I'msorrybut I don't with you.I thinkthis 4 Whatverbdo we usewhenwe wantto takemonev
ideawouldcauseproblems. out ofthe bank?
Dorothy a lot of monevon clothesthe 5 Whatdo we earneverymonthfor the workthat we
otherday. do?
l've - for a job in the newsportscentrebut a 6 Whatverbhasthe opposite
meaning
of
lot of otherpeoplearealsointerested. to spend?
a4l;Intn Gio i-nt n

2 Answerthe questions.
Onwhichtypeof holidaydo yougo to the mountains
to do a popularwintersport?A skiinghotidav
1 Onwhichtypeof holidaydo you expectto see
beautifuland interesting
things?
2 Onwhichtypeof holidayareyou closestto
nature?
3 On whichtypeof hotidaycanyou go sunbathing
everyday?
G- poinGf

@ PearsonEducationLimited2oo5- photocopiabte
 Reading 2 Are the sentencestrue or false?
Thescenerv in Kenvais vervnicebut alsovervsimilar
1 Readthe fottowingtext aboutKenya. all overthe countrv.false
Welcometo Kenya,the land of discovery.0f atl the arenot put in zooshere.
1 Wildanimals
countriesin Africa,nonecan offer the amazing
different kinds of sceneryfound in Kenya.It also 2 Thedirectors
of the company
areKenyan.
has lots of different kinds of wild animalsanc 3 Thesafaritoursofferedareinteresting
but not
birds.Thisis a countrywherebig catsand large veryflexible.
mammalslike antelope,giraffesand hyenasstill
run free in their natural habitat. Youcan evensee 4 Travelling
to Africais not expensive.
the migrationof wildebeest,zebrasand gazelles, 5 lt is possible
to openthe roofof the minibuses.
which startsaroundJuly eachyear;I can strongly
recommend this. 6 Ontyexpensive is available.
luxuryaccommodation
Weare a family-ownedsafaritour operatorand 7 Customers haveto payextrafor medicalservices
both of our directorswereborn and broughtup whileon safari.
here.Workingas a team with atl our staff, we
pay particular attention to detail and offer a 8 lt is a goodideato havecontactwithotherpeopte
personatised service.Ourobjectiveis to work with who havebeenon a safaribeforedecidingto go.
eachcustomer,family and group in an individual (-tto'rnan
way. Wewant you to work with us, discussing
your interests,style of travel,questionsrelatedto
time and moneyand any other things that would
influenceyour trip, so that we can preparea
programmethat is ideal for you, your famrly or your
group.Travellingto Africa is expensive;fu1t our 3 Answerthe questions.
tours offer the best value for your r'nlney. Whichthreethingsdoesthe writersayaredifferent
Ourvehiclesare 7-seatersafariminibuseswith a slide- in Kenya?
openroof that is perfectfor watchingwild animals
and sight-seeing. Thebusesarewell-maintained to Thescenerv,
wild animals
andbirds
offer a high levelof comfortand safetyand areful$
equippedwith first-aidkits, aswell as guidebookson
the witdtife and birds of EastAfrica. 1 Whatdoesthe writerrecommend
us to watch?
Weknowfor a fact that the success of your safariwiti
dependon your driver/guide.It is because of this that
we_have a greatteamof carefullyselecteddriversand Whatdoesthissafaritourcompany particularly
guideswho arewell-trainedand experienced with a concentrate
on to keepits clientshappy?
greatknowledgeof witdtifeand animalbehaviour.
TheyspeakEnglish,Spanishand Frenchso the choice
is yours.Theaccommodation that you choosewill
Whatthingsshouldthetouristspeakaboutwith
dependon your budgetand thereareseveraltypes
available,rangingfrom five star hotelsand luxury the companybeforeagreeingon a travelplan?
tent-campsto basiccampingfor thosewho want
to roughit'. In caseof emergenrywe providefree
membership with the FlyingDoctors'Societyof Africa Whatcanbe usedin an immediate
medical
to all our customerswho are on safariwith us. This emergency
beforeanydoctorcanarrive?
meansthat you canusethe FlyingDoctors'Service
includingevacuationto a goodhospitalwith one
telephonecall. Whatdoesthe writermeanexactlyby the
If you areinterestedin taking a holidaywith us, expressionto roughit?
the best sourceof informationis someone who has
beenthererecently.Manyof our past customers
have allowedus to passtheir email contactsto
othersin orderto sharetheir experiences and give Whichqualities
shoulda goodsafaridriver/
them an opportunityto hearthe insidestory.One guidehave?
tast thing, if you feel that what we offer doesnot
matchwhat you want to do, and you areworried
aboutwastingyour money,pleasesendus an email t_12--ppi4:_-J
tetting us your ideasand we will work togetherto
designyour dreamsafari.

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Education
 Wri
1 Choosethe correctanswer. 1 ChooseONEof the following and write a text of
Thespeakeris from about t5o-175.
a) Orlando.b) Ohio.c) Oklahoma. 1 Manyspecies
of animatsarein dangerof extinction.
1 Shewasin Britainfor Howcanwe protectthem?

a) two weeks. b) threeweeks.c) fourweeks. 2 Teltthestoryof the funniest

trave[[ing
experience
you haveeverhad.
2 Shetravelledaroundthe countryby
3 Areyou happywith the qualityof educationat
a) coach. b) car. c) train. schoolsand universities
in yourcountry?
3 Thespeakerstayedin Londonfor Whatthingswouldyou liketo change?
(-Ts-ilint;_l
a) one day. b) a few days. c) two weeks.
4 AfterLondon,her nextstopwasin
a) Cardiff.b) Stratford-upon-Avon.
c) Cambridge.
5 Whosehousewasin Stratford-upon-Avon?
a) SeanConnery'sb) TheQueen'sc) Shakespeare's
6 Whatfamousplacedid shevisit in Liverpool?
a) AnfietdStadiumb) TheBeattesMuseum
c) TheHistoryMuseum
7 Shelovesthe cityof Yorkfor its
a) people.b) mountains.c) historicaI
architecture.
8 Whenshediscovered that Britaindidn'thavea lot
of nicebeaches
or sunnyweather, she
a) wasverydisappointed.
b) wasquitedisappointed.
c) didn'tmind.
(-8 fiTnrs )

2 Answerthe questions.
Whichtypesof accommodationdid the speakeruse?
Hotelsand Bedand Breakfasts
1 Whatdid shefind incredible
whenshefirstarrived?

2 Whatplacedid shelike bestin London?

3 Whatthingsdid shelikeaboutpeoplefromLiverpoot?

4 Whatimpressed
heraboutYorkshire?

5 Howdoesshesay'that'snot important'?

6 Whichplaceswill shevisit nextyear?

[l2 poinG--]
frl

@ PearsonEducationLimitedzoo5- Photocopiable
Test 1 Reading
2
Grammar 1 true z false 3 false 4 false 5 true 6 false 7 true
8 true
1 likes and dislikes
r stand 2 on 3 doesn't4 loves 5 mind 6 like 3
r Theyhadan intelligent andobservant a varietyin
songwriter,
2 Present Simple and Adverbs of Frequency musicalstylesanda goodguitarist.
goswimming
r I never I don'tlikeit. z Weoftenvisit
because z Because it attractedgirls.
ourunclein France.3 Tinausuallygoesclubbing because she 3 Thesonghadto be original, sincereandbe whatthe kidswant.
absolutelylovesit. 4 Doyousometimes ptaygotf? 5 Wehardly 4 Theywereseltingfewerrecords andtherewerepersonal and
evergoto bedlate. 6 Does.lim atways havea lie-inat weekends? musicaldifferences amongthem.
5 In the r96ostheywerecultheroesbut in the seventies theywere
verybig rockstars.
3 Present Continuous
6 Foraccepting TheKinksas peopleandfor believingin them.
r watch z amworking3 amstudying4 have 5 donot/don't
understand6 arehaving
Listening
4 so and rl,either Tapescript
do l.
r I didn't. z Soaml. 3 Sodol. 4 | did. 5 Neither Thereareso manyplacesto eat in my townnowadays.Forexample,
6 | have. there'sa newcaf6whichis verynearto my house.lt's in front of
the otdcinemain GibsonStreet.I wantedto try it so lastSaturday
5 Past Simple and Present Perfect Simple eveningI wenttherewiththreeof my friends.lt'sprobably oneof the
r haveenloyedz had 3 went 4 Have/ever been 5 have bestcaf6sl'veeverbeento. Thequalityofthe food,the serviceand
seen 6 recommended 7 hasvisited I ate 9 saw 10 have the interiordesignweregreat.lt was morelike a restaurantthan a
watched simplecaf6.
Therewasa lot ofvariety.ltwas possible to orderltalianandIndian
6 defining relative causes dishesaswellas moretraditional English food.I ordereda steak
r where z who 3 where 4 which 5 who 6 which whichwasabsolutely delicious.
Theyservedit withchips,onions
andtomatoes. My friendPaulahadlambwith boitedpotatoes andso
did Nick.Thereweresomevegetarian optionson the menuso Anne
7 going to (future plans) and I wasthe onlyonewho haddessert- a
setected a QuicheLorraine.
Present Continuous (future arrangements) chocolate-flavoured ice-cream whichI tikeda [ot. Everybody had a
t aref'rehavingz are/'recoming3 am/'mgoingto cup of coffeeandwe stayedand chattedfor a while beforewe paid
start 4 am/'mgoing 5 goingtobuy 6 am/'mgoingto the bitt.Thepricewasveryreasonable. Thewaiterwho servedour
have 7 are/'regoing 8 are/'regoingio celebrate9 is/'sgoing tablewasPortuguese andhe wasveryfriendly. Hetold us some
to fly ro are/'reeating interesting thingsabouthis country. Wehada greattimeandI'm
certainly goingto recommend this placeto everyonein the future.
Pronunciation 1
1 1 true z false 3 true 4 false 5 true 6 false 7 false
8 true
lol | ,n,
2
put I brush r ln frontof the old cinemain GibsonStreet.
z Thethreethingsare:Thequalityof the food,the serviceandthe
cushion I run interiordesign.
ugly 3 A steakservedwithchips,onionsandtomatoes.
full I
4 Lambwith boiledpotatoes.
push I does 5 Achocolate-flavoured ice-cream.
6 He is goingto recommend the newcaf6to everyone.
bull I cut
bush I lucky

Itl tdt tidt

watched performed started

stopped listened needed
washed learned wanted
worked played ended

3
1 answer 2 titerature3 honest 4 doubt 5 debu!
6 lnowledge 7 writing I listen 9 island

Vocabulary
I
1 stay 2 fall 3 get 4 check 5 have 6 wake
2a
r energeticz imaginative3 intelligence4 tiredness
b
r article z speech3 prize 4 distinction
3
r smetlsz look 3 sounds4 disgusting5 tasty 6 feel
Tlest 2 Vocabulary
1
Grammar 1 generous z a spade 3 talented 4 an axe 5 brave
1 comparatives 6 scissors 7 ambitious 8 atorch
1 Garyis notas heavyas Brian. 2a
z WatchingTV is not as interesting
as readinga book. r otd/etderly z atoddter 3 middle-aged
3 Anne'sstoryis betterthan yourstory. b
4 Fastfood is not as healthyas salads. 1 earns 2 touch 3 heavy
5 My van is moreexpensive than hercar.
6 A fight is worsethan an argument. 3
1 No,we usea DVDplayerto watchDVDs.
z No,we usea washingmachine to washclothes.
2 superlatives No,we usea fridgeto keepfoodcoldand fresh.
r best e mostmodern 3 of 4 oldest 5 nicest 6 highest 3
4 No,we usea radiotolistento differentprogrammes
andmusic.
5 No,we usea hairdryerto dryour hair.
3 indireet questions 6 No,we usea freezerto keepfrozenfood.
r Canyou tell me who I cancontact?
z Doyou knowifthey arewinning?
Reading
3 Doyou knowhow manybotttesare in the fridge?
Canyoute[[mewhatthe mostdangerous animalin the worldis?
,.
4
5 Canyoutell mewhatthe timeis? 1c) zb):a) 4a) 5a) 6c)
6 Doyou knowwhattimethe examfinishes? 3
1. castlesandoataces
4 slrould, can and have to 2 Therearetoo manypeopleon the beaches.
1 can't 2 should 3 can 4 shouldn't 5 don'thaveto 3 Theweatheris good(pleasant) andtherearemoreculturalevents.
6 haveto 4 pizzasand kebabs
5 Theyareextremelypleasantand openand showexcellent
5 Present Perfect with for or since hospitality.
I Sevenmonths 2 ages 3 shegraduated 4 loa.m. 6 Theynod to sayno and shaketheir headsto sayyesl
5 hisentirelife 6 aboutsixmonths 7 An experiencewhichshewill neverforget.

6 used to Listening
r peopleusedto fty in balloons. Tapescript
z peopledidn'tuseto sendemails. TanyaColesis a thirtythree-year-old accountsdepartmentmanager
3 peopleusedto useothermeansoftransport. from Barbadoswho haslivedin WestLondonfor fifteenvears. She
4 peopledidn'tuseto staydrywhenit rained. worksfor a company whichmakesindustriat products andis married
with two children.Lifefor herin London,however,hasn'talways
7 will beeneasy.
r will do the shopping z willwin 3 doesn't 4 won't 'When| first arrivedhereI was onty
a teenagerand life was difficult
5 I'l[have 6 lt'ltbe becauseI hadto work hardto survive.I hadto do all kindsof
differentjobs includingcleaning,nannyingand factorywork before
8 too, erl.ough and very I hadenoughmoneyto get a placeof my own.In thoseearlydaysit
r Aileenisn'ttall enoughto be a model. was sometimeshardto copewith tifeand I atsolost touchwith nearly
2 lt isn'tinteresting
enough. all my friendswho tivebackin Barbados.However, I wasdetermined
3 lt is too far. to succeed andI usedto pushmyselfhardto achieve my goals.I
4 | don't haveenoughquatifications to get this iob. oftenhadto relyon my mentalstrengthas a person.
5 Seanis too slowto win this race. Littteby tittte,life becamebetteras I got to knowmorepeopleand
6 | don't haveenoughtime to continuethis hobby. I couldfinallystudyfor a diplomain accounting.Shortlyafter I
graduated,I got marriedto Robertandwe now havetwo lovelykids:
8 uses of Iike Roger,who is nearlya teenager, and Bertha,who is just a toddler.
Suggested answersonly I haveworkedin my presentiob for four yearsnowand I get on
r I would[iketo studymedicine. reallywe[[with nearlyall my cotleagues.I earna reasonable salary
z Shehasblondehairandbtueeyes. althoughit's not as muchas it shoutdbe and I stilt find time to study
3 | tikevisitinginterestingplaces. and improvemy professional skills. I haveto lookaftermy children
4 Heis determined andambitious. too, of course,but I don't mindbecauseI reallylike doingit.
l'm nowmuchhappierthanI wasfifteenyearsago. Theadvicethat I
Pronunciation cangiveto someonewho is startinga newlife in a differentcountry
is that you shoutdn'tfeeltoo sadwhenthingsgo badty.Youshould
1 thinkpositively andseeit as a challenge and,ifyou arebraveand
r Sheis the mostbeautifulg[! in the world. ambitious enough,youwitlhavea greatchanceto be successful.'
2 Thatis the mostfrighteningstorvl've everheard.
TheNiteis the longestriveron the planet. 1
3
Thisis the hardestp[ I'veeverdone, 1b) 2b) 3c) 4b) 5a) 6b)
4
, 2
1 N o 2 Y e s 3 Y e s 4 N o 5 Y e s6 N o 7. A company products.
that makesindustrial
2 Cleaning,
nannyingandfactorywork.
I Shegota placeof herown.
3
4 Hermentalstrengthas a person.
/au/ lol
5 Study,improveher professionalskillsand lookafterher children.
bowl bomb 6 Theyshouldn'tfeeltoo sadwhenthingsgo badty.Theyshould
thinkpositively
andseeit as a challenge.
gold got Youhaveto be braveandambitious.
hole stop
smoKe what
roaQ rock
role watch
Test 3 Vocabulary
1
1 First Conditional r Slimis an attractive
characteristic
butthe othersarenot.
r take 2 won't 3 listen 4 don't 5 don'thunyup 6 witlfeet z Athumbis on our handwhitethe otherwordsarepartsof the
face.
2 gerunds and infinitives 3 Unreliableis a negative whilethe othersarepositive.
adjective
r leaving 2 notto ioin 3 being 4 to get 5 eating 6 ptaying 2a
r My eyesightis gettingworse.
3 purpose, reason and result z Thequalityof telecommunicationproducts hasrisenconsiderably
1 so that 2 to 3 in ordernotto 4 because duringtheselastyears.
3 Customer servicehasdeterioratedsince| lastcameto this
4 Present Simple Passive deDartmentstore.
r Twolitresof milkareconsumed everydayin thishouse/inthis is goingdown.
4 Thenumberof studentsin this university
houseeveryday. b
z My caris inspectedby a mechanic twicea year./Mycaris 1up 2over3up 4out
inspected twicea yearby a mechanic.
3
3 Thesemobiletelephones aremadein Japan.
1 to do z making 3 made 4 made 5 do 6 doing
4 Thistelevisionprogramme is watchedby fourmitlionpeople.
5 Thatbuildingis protectedby two policeofficers.
6 Ruthis visitedby manyof herfriends. Reading
2
5 questions r false e false 3 true 4 true 5 true 6 false 7 false
r did yougo to the cinemawith 8 true
z onewouldyoulike 3
3 studentsare(there)in the room r Theywantedto makethe wortd'sfirstsupersonic jet.
passenger
4 did youeat z Noisepollutionanddamageto the atmosphere
5 canyoufindthistypeof architecture 3 Theyfelt surprised because it wasa comfortable
ride..
6 do you likegoingto the cinema 4 Cetebrities,
world-class athletesandthe rich
7 did you cometo workyesterday 5 Technicalproblems
8 will youfinishthejob 6 Uncertain;in fact,it witlprobablydisappear.

6 Past Continuous and Past Simple Listening

r waspreparing z wastyping 3 intenupted 4 wanted
Tb,pescript
5 arrived 6 wasspeaking Theincidenthappened aboutthe timewhenI waspromoted from
salesrepto regional salesmanager. I workfor a company whichsells
7 canlcouldlbe able to televisions,DVDsandotherelectronic products. I decidedto takethis
1 Nextyearshewill be ableto usemorecomputer programmes than newjob because I wantedextraresponsibitity anda bettersalary.
now. Anyway,it atl occurredone Fridayeveningafterwork.WhenI left the
z ThreeyearsagoI couldn'tunderstand Germanbut nowI speak officeat about7p.m.,it wasraining.I hadto meetmy wifeandthen
quitewell. driveto the localsupermarket in orderto do the shopping for the
3 | couldn'tswimverywellwhenI wasa smatlchildbut nowI can. weekend. Wewerehopingtoavoidthe rushhourbecause we werein
4 My babydaughter will be ableto walkquitewellin a few months a hurryandwantedto getto the supermarket beforetheyclosed.
time. FinalLywe arrivedand,as soonas we wentintothe supermarket, we
5 Theycan'trunveryfast. heardshoutsandscreams fromthe othersideofthe store.I ranto
6 Hecouldn'taffordto buythatcomputer because it wastoo seewhatwashappening but I fetlover.I immediatety got up but I
expensive. realisedthat I hada sprained ankleso lcouldn'twalkfast. lwalked
7 Wewil[be ableto travelmorein the future. to the check-out area,wherecustomers payfor theirthings.I saw
8 | can'tptaygotfat al[so l get boredwhenpeopletalkabout it. two armedmenwhowerewearingmasks.Oneof themwasshouting
'Givemethe money
fromall the cashregisters'.Theygotthe money
8 Past Simple Passive andthenleftandnobodyfollowedthem.
r Sheilawasoffereda job in a hotel. I decided to helpthe policebyteltingthem whatI hadseenbut I
z Thismuseumwasbuittin 1826. couldn'thetpthemverymuch.I onlyobserved thatthe two men
3 Thesong"lmagine"waswrittenbyJohnLennon. lookedyoungandwerebothtall andwell-buitt. Theyhadmaskson
4 Weweretoldthatwe hadto go to a meeting. so I didn'tseetheirfaces.We[[,the goodnewsis thatthe following
'Schindler's
List'wasdirectedby StevenSpielberg.
5 daythe two thieveswerearrestedand,a few monthslater,they were
6 Derekwas givena formto fill in. foundguiltyof armedrobberyandgivena longprisonsentence.
1
Pronunciation
r false z false 3 true 4 false 5 true 6 false 7 true
1 8 fatse
r beautiful z hard-working3 consider 4 stomachache ,
5 welt-buitt 6 handsome 7 overweight8 unattractive 1 Extraresponsibility
and a bettersalary
9 reliable z lt wasraining
2 Theywantedto get to the supermarket beforeit closed.
3
4 Heheardshoutsandscreams andwantedto seewhatwas
tDl t3:l happening.
strong were 5 Hehada sprained ankle.
6 Theywerefoundguiltyof armedrobberyandreceived a long
was learn prisonsentence.

dog word
wosn bird

3
Secretary interviewer receptionist
interviewee DOnUS mistake
factory progress research
 Tbst 4 I
r kiss z wave 3 shake
Grammar
4
1 countable/uncountable nouns 1 Interestz Apension3 Tax(es) 4 Towithdraw
r afew z much3 many4 afew 5 alittle 6 many
5 Asalary 6 Tosave
2 the definite article (the) Reading
rthe z- 3- 4the5the6-
2
3 Present Perfect Simple with just, yet 1 true 2 true 3 fatse 4 false 5 true 6 false 7 false
8 true
and. a,Iready
r Mr.Thomson canseeyounow.Hehasjustfinished histelephone 3
conversation. I Theannualmigration of wildebeest,zebrasandgazelles
z I haven't seenthenewRobert deNirofilmyet. 2 Detailed andpersonalised service
youprepared 3 Interests, styleof travel,money,time factorsand anythingelse
3 Have thosedocuments yet?Thebossisbecoming
impatient. that mayinfluence the trip
4 A first aid kit
4 Whyareyoulooking sotired?| havejustruneightkilometres.
Thismeansto sacrificecomfortin orderto get the cheapest
5 Relax. l'vealreadyfinished
thereport.Infact,| finishedit twodays 5
possible accommodation.
ago.
6 Waita moment.Youhaven'tsignedthesepapersyet. 6 Heor sheshouldbe well-trained, experienced,
knowa lot about
animalsandspeakdifferentlanguages
4 verbs with two objects
r Canyou lendmetwentypounds? Listening
z Shetold me a veryinterestingstory. Tapescript
3 | wiltsendyouthe paperstomorrow. I'vejust got backhometo OhioandI thinkI haveiust hadthe
4 My wife haspromisedme a cakeon my birthday. bestholidayof my life.I did a three-week tourof the UKtravelting
5 H eo w e s t h eb a n k al o t o f m o n e y . aroundthe countryby coachandstayingin hotelsandbed.and
6 Canyou bringmea glassof water,please? breakfasts in morethanten differenttowns.It wasamazihg!As soon
as I got off the planeat Heathrow, I couldn'tbelievethe numberof
5 Past Perfect Simple differentaccentsand foreignlanguages I was hearing.Londonis so
r hadbeen z was 3 had 4 got 5 hadstarted cosmopolitan! I stayedtherefor a few daysand did the typicalsight
6 hadfinished seeingtours.Youknow...Buckingham Palace, BigBenandaltthat.
Butdo you knowwhatI enjoyedmost?Shopping in Harrods. I had
6 Second Conditional neverseenanything likethat placebefore.
r wouldearn z couldact 3 knew 4 wouldtake 5 moved AfterLondon,we stayedin Cambridge for a day or two to look at the
6 wouldbuy university andotherbuildings. Thenwe goton the coachagainto go
to Wales,whichhasa lovelycapitalcity.Whatwas its nameagain?
7 reported speech Cardiff,that'sright.
r saidthatshehadworkedveryhard. ThenextstopwasStratford-upon-Avon, wherewe visited
.lenny
z Tonytotd me that he hadgoneto the theatreto seea newplay. Shakespeare's houseand,afterthat,we wereoffto Liverpool to see
Esthertold methatshecouldsingquitewell. the Beatles museum.I lovedthe peoptein thiscity.Theywereso
3
sincereandtheiraccents wereso sweetlWealsohadthe opportunity
4 Jacksaidthatthe liberals
woutdwinthe elections.
Anne-Marie saidthatshe[ikedgoingout with herboyfriend. to admirethe cityofYork,with its beautifulhistoricalarchitecture
5
6 Timtold me that watchingTVwas boring. andthe mountains andcountryside in the countyofYorkshire were
wonderfuI too.Afterthat,it wasbackto Londonandhomeagain.
7 Jitlsaidthatshehadspokento them.
8 Cotintotdmethat he hadboughtmyticketsfor the concert. TheonlythingyouBritishdon'thavea lot of is nicebeaches ano
goodweatherbut that'sno big dealbecausewe don't eitherin my
part ofTheStates.And do you knowwhat?l've alreadybookedmy
8 both, laeither and. either
ticketfor anothertour nextyear,thistimeit'slrelandandScotland.
r Both z Neither 3 both 4 either 5 Neither 6 Either
1
Pronunciation 1b) 2a) 3b) 4c) 5c) 6b) Tc) 8c)
1 2
r Howlongdid it takeyou to get overlosingyour tastgirlfriend? r Thedifferentaccentsandforeignlanguages
z Whenyou werevounger,who did you go out with? z Harrods. Shewentshopping there.
3 DoyouthinkI shouldaskherout for dinner? 3 Theirsincerity andtheirsweetaccents
4 Whydid PeterandMarysplitgp? 4 Themountains andthe countrvside
2 5 That'sno bigdeal.
6 lrelandandScotland
ldzl lJl

judo yer
jump young
jungle

I
1 Neither
of mysisters
areworkingyet.
z Youcanchoose eithertheredoneortheblueone.
3 Bothof mydogsareboxers.
Vocabulary
1a
r a f t e rz u p 3 u p 4 t o
b
r depend2 agree 3 spent 4 applied
2
r A s i g h t s e e i n gh o l i d a y z A c a m p i n gh o t i d a y 3 A b e a c h h o l i d a y