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RE-INTERMEDIATE
Syllabus based on Common
European
Framework
Teacher's Book
Virginia Evans - jenny Dooley
Express
Publishing
031--1aKOMwreAb1--ra¶
Konnq - eng is .ru
Published
by Express Publishing
Liberty
House, New Greenham Park, Newbury,
Berkshire
RG19 6HW
Tel: (0044) 1635 817 363 Fax: (0044) 1635 817 463 e-mail:
inquiries@expresspublishing.co.uk http: //www.expresspublishing.co.uk
O
Virginia Evans & Jenny Dooley 2004
Design
and Illustration O Express publishng, 2004
All rights reserved. No part of this
publication may be reproduced, stored in a retrieval system, or transmitted in
any form, or by any means. electronic, photocopying or otherwise, without the
prior written permission Of the publishersfirst published 2004
ISBN
1-84466-599-2
Acknowledgements
Authors'
Acknowledgements
We would
like to thank all the staff at Express Publishing who have contributed their
skills to producing this book
Thanks for
their support and patience are due in particular to: Megan Lawton (Editor in
Chief), Stephanie Smith and Michael Sadler (senior editors); Andrew Wright
(editorial assistant); Brian O'Neil (senior production controller) and the
Express Publishing design team; Warehouse (recording producer); and Emily
Newton. Kevin Harris. Daniel Parker, Erica Thompson and Timothy Forster. We
would also like to thank those Institutions and teachers who piloted the
manuscript, and whose comments and feedback were invaluabie in the production
of the book.
The
authors and publishers wish to thank the following, who have kindly given
permission for the use of copyright material:
Unit 3a: 0
2003 the Jane Goodall Institute, www.janegoodall.org/ on pp. 30-31; Unit 3b: O
Henry Doorly Zoo, www omaha.org/ on 33, Culture Clip 3: RRS Ernest Shackleton
C) Copyright Enwonrnent Research Council British Antarctic Survey 2004,
www.antarct•ca-ac.uk/ on p. 39; Literature Corner 7: Charlie and the Chocolate
Factory by Roald Dahl, published by Penguin Books, by permission of David
Higham Associates on p. 87
Photograph
Acknowledgements
Unit la: O
everetcollection / iml image group on p. 7, Culture Clip 3.' RRS Ernest
Shackleton O Copyright Natural Environment Research Council British Antarctic
Survey 2004, www.antarctica.ac.uk/ on p. 39; Culture Clip 6: Bognor Birdman O
Spirit FM, www spiritfrn.net/ on p. 73; Unit 7a: Mr Greenjeans © Copyright
Fabulous Savangs, 2000, vvww fabuloussavings.com/; Rainforest Café and
Captain John's Harbour Boat Restaurant O Copyright 1997-2004, toronto com; and
The Old Spaghetti Factory © wwwoldspaghettifactory.net/ on p. 79; Culture Clip
9: Lenny Henry, Rowan Atkinson, Billy Connolly and David Beckham and Victoria
Beckham (Posh and Becks) O Copyright Comic Relief, www.comicrelieforg on p. 1
11
Colour
Illustrations: Stone
Music
Compositions & Arrangement by Ted & Taz
While
every effort has been made to trace all the copyright holders, if any have been
inadvertently overlooked the publishers will be pleased to make the necessary
arrangements at the first opportunity

Upstream
PRE-INTERMEDIATE

Vlrglnla Evans-lenny Dooley
Express Publishing
frenglish.ru

                                                     Topics                                    Vocabulary                                                 Reading

UNIT 1
Heroes and
Villains
(pp. 6-15)

people (character & appearance)

character
  adjectives appearance; personal qualities an tonyms; adjectives
  with prepositions

-
  Characters       than
  Life (multiple choice)
-
  Beauty is in the
  eye of the beholder (m/c cloze)
Literature Corner: Scandal in Bohemia by
Conan Doyle (T/F)

UNIT 2
Li festyles
(pp.
  16-25)
Self-Assessment

UNIT 3
Earth Calling
(pp. 30-39)

jobs & places lifestyles the
  city & country
Module
  1 (pp. 26-27) —
the environment
• endangered species

city
  life/country life; jobs & job qualities; describing places; parts cf a
  town; commuting antonyms; adjectives with prepositions;
  adj-n phrases
Curricular Cuts I (p. 28) — (History) Elizabeth's
  environmental problems & solutions; endangered animals & protected
  species

-
  A City Slicker
  or a Country Lover? (T/F)
-
  signs (multiple
  choice)
-
  Culture Clip:
  Celebration: dream town
USA (m/c
  cloze)
Portraits
-
  The Earth in
  our hands (T/F)
-
  No ordinary zoo
  (m/c cloze)
-
  RRS Ernest
  Shack/eton Captain's Log
(multiple choice)

UNIT 4
Travellers' Tales
(pp.
  40-49)
Self-Assessment

UNIT 5
On Offer
(pp. 54-63)

•
  holidays
•
  climate/weather
  transport
Module 2 (pp. 50-51) —
•
  shops and
  shopping
•
  clothes/accessories

types of
  holidays, sites & resorts; climate & weather; holiday equipment,
  means of transport prepositional phrases
Curricular Cuts 2 (p. 52) — (Geography) The types of shops
  & shopping; products; clothes; describing obJects; gifts; homes
  prepositional phrases; antonyms

-
  Looking for the
  ideal getaway? (multiple matching - short texts)
-
  Literature
  Corner: Gulliver's Travels by Jonathan Swift (multiple matching missing
  sentences)
World'S Climates
-
  Checking out
  second-hand city (multiple choice)
-
  signs &
  notices (multiple choice)
Culture Clip, Styles of Homes
  (multiple matching)

UNIT 6
Happy Days!
(pp.
  64-73)
Self-Assessment
UNIT 7
Eating out!
(pp. 78-87)

•
  celebrations
•   festivals & events
Module 3 (pp. 74-75) — places to eat
•
  food and drinks

traditional
  celebrations & customs; festive activities: feelings; greetings cards verbs
  with prepositions
Curricular Cuts 3 (p. 76) — Maths restaurant-related words;
  the supermarket; recipes & cooking methods; tastes; cutlery, crockery & appliances; quantities; menus
  verbs
  with prepositions

-
  A Traditional
  Irish Wedding (T/F)
Culture Clip: Bizarre Annual Events
  In the
UK
  (multiple matching)
-
  A Taste of
  Toronto (multiple matching short texts)
 Literature Corner: Charlie & the Chocolate Factory by
  Roald Dahl (comprehension questions)

UNIT 8
Fit for Life
(pp.
  88-97)
Self-Assessment

UNIT 9
Going out!
(pp. 102-111)

sports accidents and Injunes
Module 4 (pp. 98-99) —
entertainment the arts charity

types of
  sports; sport injuries; places & equipment; personal qualities adjectives
  with prepositions
Curricular Cuts 4 (p.100) — (Science) A types of
  entertainment; cinema & films; reviews; books & newspapers; TV jobs/
  programmes; theatre; charity prepositional phrases; regrets

-   The Last Great Race (T/F)
-   messages (multiple choice) signs
  (multiple matching)
Literature Corner: TheO/ympicAnthem
(reading
  for specific information)
Balanced Diet
-   Pick of the Week (multiple matching
  — short texts)
-   Graffiti — Is it Art? (open cloze)
Culture Corner: Comic Relief (completng a summary)

UNIT 10
Fast Forward
(pp.
  112-121)
Self-Assessment
Songsheets I-S (pp.
Irregular Verbs (p. 131)

technology
•
  education
Module 5 (pp. 122-123) -
125-130)              Grammar
Word List

teenagers
  & technology, gadgets; education & technology; means cf
  communication; text messages; processes; science; faults prepositional
  phrases; compound nouns; antonyms
Curricular Cuts 5 (p. 124) — (Art
  & Design)
Reference Section (pp. 132-141)
(pp. 142-1 51)

-   All About Britain's Teenagers
  (multiple choice)
-   Culture Corner: The Education System
  of the UK & the USA (completing missing information in tables)

Styles of
  painting
American English-British English Guide (p. 1 52)
Tapescripts (pp. 153)

Contents

Speaking

Listening

present
  simple/ continuous: stative verbs: adverbs of frequency; question words
  Phrasal verbs GET

-
  multiple choice
-
  multiple
  matching
(missing sentences)

describing
  fictional characters; making choices; socialising; describing people intonation
  expressing surprise & concern

- a letter giving advice
Portfolio: description
  of a hero/ villain; classified ad; e-mail to a friend

comparatives
  and superlatives; -ingl Infirmtlve forms, specific]general preferences
Phrasal
  verbs. PUT
present perfect simple/ continuous: clauses of purpose
Phrasal verbs: RUN

listening for detailed meaning
-    multpple matching
(missing sentences)
-    completing missing information
-    multiple choice

introducing oneself; expressing likes/disllkes; asking for/giving
  directions; talking about Jobs; expressing preferences; (role-play) a job
  Interview, describing pyctures intonation — stressed
  syllables
improving
  one's town/city; a short talk from notes; describing pictures: reacting to
  news, acting out a dialogue; (role-play) at Customs

- a letter of application
Portfolio:
  article about where you live; description of neighbourhood;
  questions for a quiz
notes
Portfolio: poster about the environment; article
  about a zoo; letter to a friend

presentlpast participles; past simple/continuous; linkers; the definite/
  indefinite article; used to/would
Phrasal
  verbs: COME
modal verbs; making assumptions/requests,• too/encugh; order of
  adjectives
Phrasal verbs: [00K

-   multiple matching
-   listening for specific information
  completing missing Information
listening for specific Information
-   listening for gist  multiple choice  mutiple matching

narrating
  experiences; expressing feelings; checking in; complaining/ apologsing;
  giving travel information; expressing disapproval; describing pictures intonation
  — expressing annoyance
asking about
  prices; calming down; describing objects; offering/accepting gifts; asking
  for/buying things, (role-play) salesperson/customer intonation—
  losing patience

-
  a story
Portfolio: holiday advertisement;
  weather forecast; factfile about your country
-
  a report
  assessing good bad points
Portfolio: description of the best
  place to shop; page for a clothes catalogue; poster of school/work rules

future forms;
  future continuous; question tags
Phrasal
  verbs: BREAK
countables/uncountables;
  quantifiers; indefinite pronouns; past perfect simple/ continuous Phrasal
  verbs GIVE

-   listening for gist
-   listening for specific information
-
  intonation
-   multiple choice
-   listening for specific information
-   multiple matching
-   to take notes

a short talk from notes; describing celebrations & customs; making
  arrangements; inviting; congratulating & thanking intonation
  in question togs
discussing
  food preferences/tastes; (role-play) eating outlordering a meal; companng
  table manners, describing pictures; intonation - stressed
  syllables

-
  postcard
Portfolio: article
  about a traditional wedding; greetings cards; e-mail to a friend
-
  a story
Portfolio: description of an unusual restaurant;
  recipe for a local dish; shopping list

the passive; with/by; conditionals: type 0, 1 if/unless; linkers
  (result, addition. contrast, etc) Phrasal verbs: BRING
conditionals:
  type 2, 3; wishes; relative clauses; so/neither
Phrasal verbs: TURN

-    listening for detailed meaning
-    multiple choice
-    multiple matching
-    listening for specific sounds
-    listening for detailed meaning
-    multiple matching
-    completing missing information

discussing sports; negotiating; describing pictures:
  expressing opinions; asking about/describing health; sympathis•ng giving
  advice; acting out dialogues intonation - hesitating
discussing
  entertainment; suggesting/(dis)agreeing, talking about a bookfTV programmes;
  (role-play) booking tickets; expressing preferences; describing paintings;
  acting out dialogues

-   a pros and cons essay
Portfolio: postcard to a friend;
  short communicative message; sports quiz
-   an informal letter rewewing a film
Portfolio: review for o school
  event; TV guide; interview with a graffiti artist

clauses of
  concession; all/ most/some/none; reported speech, indirect questions;
  causative form,
Phrasal verbs: TAKE

-   multiple matching
-   to fill in gaps listening for
  detailed meaning

discussing
  technology; short talk from notes; conducting a survey; talking about pros
  & cons, describing pictures; (role-play) requesting action/giving an
  account of an event intonation in questions

- a letter of complaint
Portfolio: article about teenagers
  in your country; text message to a friend; questions for a science quiz

Grammar
lii
fren ish.ru

Introduction
to the Teacher
Upstream
Pre-intermediate is a complete course for young learners studying English at
Pre-Intermediate level.
It aims at
the balanced development of all four language skills, While allowing for a
flexibility Of approach which makes it suitable for all classes, including
large or mixed-ability classes.
The course
incorporates both a cross-cultural and cross-curricular approach, and its
syllabus reflects the guidelines of the Council of Europe Framework.
The
coursebook consists of five modules Of two units each, covering a wide variety
of topics. The Workbook provides supplementary practice in the relevant
language skills.
Course Components
Student's
Book
The
Student's 800k is the main component of the course. Each unit is based on a
single theme and covers a wide variety of related topics. All units follow the
same basic format (See
Elements ofthe Coursebook).
Teacher's
Book
This
Teacher's Book contains comprehensive Teacher's Notes. fully interleaved with
the facing pages of the Student's Book. The notes provide step-by-step lesson
plans, suggestions on how to present and expbit the material. and a full Key to
all exercises in the Student's Book
The Teacher's
Notes also contain suggestions for optional extension activities to carry
practice beyond the scope Of the material in the Student's Book. (Naturally,
teachers may choose to omit, extend or adapt any of the material in the
Student's Book at their discretion, to suit the particular needs of their
class,)
Workbook
The
Workbook consists of ten units which complement the theme and content of the
corresponding units in the Student's Book, and contain elements specifically
designed to extend and consolidate learning through a wide variety of tasks.
These are grouped in each unit as Vocabulary, Grammar, Reading, Listening,
Speaking and Writing sections.
The
Teachers version of the Workbook reproduces the Student's version, overprinted
with a Key to all exercises.
Test
Booklet
The Test
Booklet is divided into three parts.
The first
part contains five tests — that is. one per module — each in two equivalent
versions to ensure reliability of results. Students sitting next to each other
work on different tests, but are tested in the same language areas at exactly
the same level of difficulty These tests facilitate the assessment of students'
progress and enable the teacher to pinpoint students' specific weaknesses,
There is
also an Exit Test, which covers all the material learned at this level, and can
be used either as an assessment test or as a placement test for students about
to move on to the next level
iv
The second
part consists of ten Progress Tests — one for each unit — to provide detailed,
objective feedback regarding students' attainment.
The third
part contains the key to the tests, as well as the key to the Progress Tests.
Note: At
the end of the Test Booklet there is a Progress Report Card Section, Upon
completion of each module and after the corresponding test, photocopy the
respective Progress Report Card and fill it in, one per student, Students
should keep each card in their Language Portfolio for future reference.
My
Language Portfolio
My
language Portfolio IS a booklet containing documentation and suggestions to
enable students to build a personal Language Portfolio, plus a section entitled
My Dossier, with photocopiabie tearout worksheets that serve as the basis Of
writing and project work.
In the
Language Portfolio students should also include the writing tasks and any
additional material related to the course (drawings, paintings, recordings,
etc), For more information about the European Language Portfolio refer to
http://culture.coe.fr/lang.
Class
Audio CDs or Cassettes
The Class
Audio CDs or Cassettes contain all the recorded material which accompanies the
course. This includes all reading texts, dialogues, songs and
pronunciation/intonation tasks, in addition to the material used in the
listening tasks.
Student's
Audio CD or Cassette
The
Student's Audio CD or Cassette contains the recorded texts of all reading
passagesi to allow individual students self-access practice in pronunciation
and intonation, as well as the recorded material for the Listening component of
all Self-Assessment tests.
Elements of the coursebook
Each unit
contains the following elements:
Lead-in
Pictures
and prompts are used to introduce students to the main theme, together with the
key grammar and vocabulary points. A listening task introduces concepts central
to the theme.
Reading
Each unit
contains a 250 to 400-word text which is linked to the theme Of the unit. These texts are
drawn from a variety of authentic sources and constitute a wide range of text
types. Each text is followed by tasks which develop specific reading skills
such as reading for gist or for specific information, understanding text
structure, selecting appropriate interpretations of what is stated or implied,
and so on,
Pre-reading
and follow-up tasks help to provide a meaningful context for the reading task

Vocabulary
Practice
A variety
of exercises and activities practise and extend studentsï active
use of vocabulary items related to the theme of the unit. The section concludes
with a short writing task to consolidate learning,
Grammar in
Use
The
grammar exercises and activities have been designed to systematically reinforce
students' understanding of the key grammar points presented in the unit. Detailed
explanations of the grammar is contained in the Grammar Reference section.
Students
extend their grasp of grammar functions through a range of structured tasks,
which include practice in the following:

- Phrasal Verbs

- Open Cloze

- Prepositional Phrases

- Error Correction

- Idioms & Fixed Phrases

- Multiple Choice Cloze

 Word Formation

 Key Word Transformations

Listening
and Speaking
Students
develop their listening skills through a variety of realistic tasks which
reinforce their mastery of the language taught in the unit. Listening tasks
include listening for gist/main points and for specific information. Many tasks
also require students to deduce meaning, mood, intention, feeling, opinion,
etc, The listening texts all replicate authentic spoken English and feature a
range of genuine native-speaker accents. The listening tasks additionally serve
as a lead-in to the speaking activities,
Students
develop their speaking skills through a wide range of speaking tasks which
necessitate asking for and giving information. exchanging and justifying
opinions and ideas, comparing and contrasting, agreeing and disagreeing,
suggesting and speculating.
Communication
sections enable the students to practise real-life communication strategies.
Functional language structures associated with realistic situations are
practised in a wide range of communicative tasks. These sections also deal with
features of everyday speech such as expressing anger/sympathy/etcr the use of
"filler" phrases to avoid hesitation, and so on.
Pronunciation
tasks develop students' ability to recognise and distinguish and reproduce the
various sounds in spoken English,
Intonation
activities help students to recognise the patterns of intonation, stress and
rhythm which characterise spoken English, and to reproduce these correctly
The
Student's CD contains all the reading texts in the Reading section, as well as
the extracts in the Further Reading sections. for students to practise reading
aloud. Students first listen to the text and follow the lines, then listen
again with pauses, then read aloud from the article,
Further
Reading
This
section presents the students with a variety of authentic texts on
cross-cultural and cross-curricular topics.
The literature extracts, which are linked to the theme of the unit and
accompanied by a biography of the author. provide students with the opportunity
to use their language skills in order to enjoy literature in authentic form
The
cultural texts are also closely linked to the theme of the unit, and are
designed to broaden students' understanding of the various societies which
comprise the English-speaking world
The curricular cuts practise language related to the module, in the
context of subjects and topics included in the British National Curriculum.
Each text is accompanied by a series of exercises which guide the student
through the material and aid understanding. Each section includes a short
writing task which consolidates students' comprehension Of the material. while
allowing them to express their personal opinions concerning the information.
Writing
The
writing sections have been carefully designed to ensure that students develop
their writing skills in a systematic manner.
Where necessary, the writing tasks are supported by concise, informative
theory boxes. The rubric for a particular writing task is accompanied by a
model text, and both the rubric and text are thoroughly analysed. Students then
practise the language and structural devices to be used. All activities lead
the students to the final task, which follows a clear plan and is based on the
model text provided.
All writing tasks are based on authentic types and styles of writing,
including notes, postcards, letters (both formal and informal), stories,
descriptions, essays. reports and articles.
In
addition, each unit contains a number of short writing tasks.
Amazing
Facts
This
section presents a striking or unusual fact related to the theme of the unit-
Study
Skills
Throughout each module, short Study Skills tips guide students to master
the technique appropriate to a new task type, suggest effective learning
tactics, encourage heuristic skills and so on.
Additional Material
Module
Self-Assessment Sections
These reinforce students' understanding of the topics, vocabulary and
structures which have been presented in the module,
Appendices
to the Student's Book
The Grammar Reference Section presents full explanations and revision of
the grammar structures used throughout the coursebook, It can be used both in
the classroom and at home, to practise and reinforce the grammar taught
An American English — British English Guide outlines and highlights
differences between the two main international varieties of English
Five
entertaining songs — one per module — practise language items presented in the
module.
A complete Word List contains the new vocabulary presented in each unit,
listed alphabetically, with a phonetic transcription of each word.

Konnq
  fren ish.ru

Note: The Teacher's Book contains the tapescripts as well as the
appendices on the interleaved Teacher's pages, with a note giving the relevant
page reference for each tapescript/appendix in the Student's Book.
> Look at Module 1  introducing
the themes In module 1
Divide the class into five groups (you can
give each S a slip of paper with one number on It from 1-5, then ask them to
find the other ss with the same number and form groups). When the class is in
their five groups, ask them to find the picture that corresponds to the number
of their team. Allow ss 4 minutes to brainstorm within their groups and come up
with as much vocabulary as they can to describe each picture. Walk around the
class, monitoring and prompting ss where necessary (write. place, people,
atmosphere, feelings, theme, to help ss come up with ideas and provide an
example for each category).
Ask each group to report all the words they
came up with and use them to talk about their picture to the class. Write the
vocabulary on the board. ss copy the words into their notebooks. Encourage ss
from other groups to ask questions or add details.
Then, ask ss to look through units 1 and 2
and find the page numbers for the pictures. Ask ss around the class to report
back with their answers.
Answer
Key (See overprinted answers)
Draw ss' attention to the first picture on p. 7 and ask them to scan (the
spread (the other photos, the title and subtitles the text, the
rubric/prompts and tasks) in order to speculate about the picture (the reason why it has been
chosen/in what context they expect it to be used/what they think is
expected ofthem) Prompt ss by saying:
T: Why do you think this picture has been chosen ? Because it shows a bad and a good
person and I think this lesson is about good and bad guys, T: Alexander? What do you think?
 I
agree because the title of the unit is 'heroes' which describes people that are
brave and kind like Frodo, Peter Pan and Snow White in the pictures.
T     Yes, but are they real people?
No. They are from films and stories
T:      Film and story characters then, What
do you think
'villains' means? Natasha?
53: People or characters that are bad
T: That's right Whatdoyou think you
have to do?
54: I think we have to talk about the characters in the pictures
read the text and answer some questions. Oh, then we have to talk and write about our favourite
hero or villain.
Ask ss to go to the
page the next picture is on and do the same. Prompt ss where necessary.
Konnq
>
Find the unit and page number(s) for
In pairs, ask ss to go through the list of Items they
have to find and elicit/explain what they are and where we would use them,
Allow ss some time to browse the units in pairs and find the page numbers.
Check ss' answers.
Answer
Key
classified ads: Unit p.8; Unit 2, p.24
(small advertisements you put in a newspaper when you want to buy or sell 5th
or look for or advertise ajob) an e-mail: Unit 1, pp. 10/14 (an electronic
letteryou send over the Internet, used for business or keeping in touch with
friends) jokes: Unit 1, p12; Unit p.23 (short, funny stories you tell when you
want to make someone laugh) a town map: Unit 2, p, 19 (a drawing of a town showing streets roads etc
used to find your way around) signs: Unit p, 18 information
displayed through pictures, symbols or words used to tell or warn people about
sth) a quiz Unit 2, p, 20 (a short test used to get information from people or find out how much they
know about 5th) a CV: Unit 2, p. 24 (a short written document with a person's
details work history and qualifications used when applying for a job)
Select ss to read through the list of items that will be
covered in the module, Elicit definitions or explanations for any unknown
words, then ask ss to go through the list and put a tick next to the items they
feel they know or can do, a cross next to the ones they do not know or are not
sure about, and a star next to the ones that they think will be the most
useful. Select ss to report one item they have ticked and one item they have
put a star next to.
Explain that each module has a Culture Clip, a
Literature Corner and a Curricular Cut Elicit explanations/definitions of these
sections by referring ss to the texts and asking them to try and guess the
meanings from the context,
Answer
Key
The Culture Clip must be about lifestyles
jn different countries.
This one must be about a town in the US.
The Literature Corner looks into famous
books and authors. This one is a Sherlock Holmes story by Arthur Conan Doyle.
The Curricular Cuts must be short
informative pieces from various school textbooks. This one seems to be about
English history.

•
an e-mail to a friend  character &
appearance • an
informal letter of advice  habits/routines/lifestyles a short
article about yourself and where you live  places &
geographical features a short description of your neighbourhood  signs  a
short quiz about the capital city of your country  J0bs/workplaces/J0b
qualities a letter of application

 Learn how to .
•
describe people  talk about personal qualities
•
social ise  make choices
03HaK0M1-rreAbHa¶
Frodo Baggins has got curly brown hair.
                                      Frodo Baggins                                                       Characters
Larger
than
In any book, cartoon or film we all Lost
Boys, have a dangerous enemy 30 love to see the heroes defeat the villains,
called Captain Hook.
save the world, win the girl and live With his black moustache, cruel
happily ever after. But just between you laugh and a sharp metal hook instead
of
5 and me, don't we feel a little bit sorry for a hand, the
cunning Captain Hook is a the villains as well? perfect villain. He always
wears a broad- 35

la Heroes

and Villains

Lead-in

Listening

1

a. Which
  of the characters in the

2

a. In pairs, decide which of these
  adjectives best describe

pictures are heroes/heroines

each character in the pictures.

and which are villains?

mischievous & daring Peter Pan   vain
  & cold-hearted the Wicked Queen

b. Who has got

cunning
  &                                             polite & considerate
  Snow White

• curly brown hair Frodo Baggins

dangerous
  Captain Hook                evil & greedy Saruman

• pointed ears Peter Pan

kind &
  caring Snow White             brave & honest Frodo Baggins

• a long white beard Saruman

A: Who do you think is mischievous and daring?

•
  a black moustache Capt Hook
•
  a magic mirror
  the Wicked Queen

B: I'd say Peter Pan.

• a sharp
  metal hook instead of a hand Capt Hook

Listen and check. Which extra
  character is described?

•
a magic staff Saruman
•
a broad-brimmed hat Capt Hook

Reading

• shiny black hair and rosy cheeks

3

Look at the pictures and the title of the article. What
  does

Snow White

the title mean?

Saruman, from The Lord of the Rings, brimmed hat and fine clothes. He
lives is an all-time favourite villain, the type of with a band of pirates on
his ship, the villain I liker He is a tall wizard With a long Jolly Roger,
making plans to kidnap the 10 white beard and cold dark eyes. He Lost Boys and
capture the boy he hates. wears a long white robe and carries a Not all
villains are men. The Wicked 40 magic staff. Once he was a good wizard Queen in
Snow White is one of the most but the power of a magic ring has made
cold-hearted villains ever. Beautiful but him evil and greedy and now he wants
vain, the queen asks her mirror every
15 to rule the world. Only Frodo, the small day, "Mirror,
mirror on the wall, who is ring bearer, can stop him. the fairest of them
all?" The answer 45
Frodo Baggins, a Hobbit, is small, always pleases her, until one day the
brave and honest, with bright eyes, curly mirror replies that kind and caring
Snow brown hair and very large hairy feet! His White is even prettier than her.
The
20 mission is to take the magic ring to jealous queen is so
angry that she Mordor where it will be destroyed, He dresses up as an old woman
and gives 50 travels with some friends and together Snow White a poisoned
apple.
they have
to face many dangers. Whether heroes or villains, these are Gandalf a wise
wizard, protects them the characters I admire the most I love
                         Sar an                                 5
and shows them the way.                                     to
watch the heroes fight the villains and
Another
of my favourite heroes is eventually see good win over evil. I also 55 Peter
Pan, a mischievous, daring boy can't help feeling for the villains and their
with pointed ears who can fly and never weaknesses; I just love to hate them!
grows older. Peter and his friends, the These stories are timeless and the characters
are definitely larger than life.
KoriH¶

Objectives
Reading: • four-option
  multiple choice (article) • matching (job advertisements) • multiple choice
  cloze (article) • True/False (literary extract)
Vocabulary: character and appearance adjectives; compound nouns
  describing appearance skills - explaining words from context;
  remembering new words with their opposites; asking for, giving and justifying
  advice
Grammar: prepositions with descriptive
  adjectives; present simple & continuous; adverbs of frequency: question
  words phrasal verb - get
Listening: • matching; multiple choice skills
  — listening for confirmation; listening to match people to their activities;
  listening for specific information
Speaking: • simulated situation (talking about a leader's
  qualities) • extended turn (describing a fictional character) • general
  conversation (talking about people ss know; describing cartoon characters;
  interviewing a partner about his/her lifestyle; making choices) • role play —
  socialising Intonation: expressing surprise/concern
Writing: •
  sentence transformations • a letter of advice
Portfolio - a short paragraph describing a hero(ine)
  or villain; an advertisement; an e-mail

1  introducing the theme Of the unit
Look at the title of the unit, Elicit what the words
hero, heroine (a leading character who is good) and villain (a leading
character who is bad) mean by referring ss to the pictures. ss decide which
characters are villains and which are heroes/heroines- ss can also say which
films/ stories these characters are from.
Answer
Key
Frodo Baggins - from The Lord ofthe Rings'
- hero
Saruman - from The lord ofthe Rings'
- villain Captain Hook - from 'Hook'/Peter Pan' - villain
Peter Pan — from 'Hook'/Peter Pant -
hero
The
Wicked Queen — from 'Snow White and the Seven
Dwarfs' - villain
Snow
White — from 'Snow White and the Seven Dwarfs' heroine
b'  VOCabulary describing appearance
Ask ss to look at the pictures again. Read out the
phrases one at a time and elicit/explain any unknown words. Ask SS to match the
descriptions to the characters.
e.g. Who's got curly brown hair?
Answer Key
(See overprinted answers)
2
adjectives describing character
Read out the list of adjectives and
elicit/explain the meaning of each one by giving synonyms, opposites or
examples, e.g. mischievous — naughty, playful daring — brave
ss work in pairs and decide which adjectives best
describe each characteL
Answer
Key (See overprinted answers)
Suggested
Answer Key
A. Who do you think is cunning and
dangerous?
B: I'd say Captain Hook is cunning and
dangerous.
Who do you think is kind and caring? B: I'd say Snow White is
kind and caring.
A.
 Who do you think is vain and cold-hearted?
B.
 I'd say the Wicked Queen is vain and
cold-hearted
A: Who do you think is polite and considerate? B:
I'd say Snow White is
polite and considerate.
A. Who do you think is evil and greedy? B: I'd say Saruman is evil
and greedy.
A: Who do you think is brave and honest?
B: I'd say Frodo Baggins is brave and
honest
b.
Explain that ss are going to listen to a TV presenter talking about this
week's films. Explain the task, then play the cassette/CD, twice if necessary.
Answer
Key
The extra character is Superman. He is
polite and considerate.
3
 Prediction about the text
Read out the title and elicit ss' ideas about what it
means
SuggestedAnswerKey
I would say that 'Larger than Life'
means that the hero's/ heroine's characteristics are rather exaggerated For
example, the evil villains in films and books are more evil than real life
villains.
4
 readlng for specific information
Explain the task. Present Study Skills tip. Tell ss they
need to follow this advice to complete the task successfully. Allow ss time to
read the text silently. Do question 1 with ss. Ask a student to read out the
question, stressing the key words. Elicit that this is a general question about
the text ss in pairs read out options A-D. underline and stress key words. Help
ss rephrase the meaning of the options. Allow ss time to refer back to the
text, underline and choose their answer. Ask a pair of ss to report back to
class, Justifying their answer with examples from the text Elicit
feedback from the rest of the class and help ss decide on the correct answer,
Explain that they should fol ow the same procedure for the rest of the
questions.
Answer
Key (See overprinted answers)
ss make a list of the
highlighted words in the vocabulary section of their notebooks and work pairs
to find their meanings, Alternatively, this exercise lends itself well to
dictionary work, Ask ss to look at the first highlighted word, defeat Elicit/Explain
what part of speech it is (v). Ask ss to predict its meaning from the context.
Now ask ss to look the word up in their dictionaries and check their answers.
ss report back to the class. Then in pairs, ss look up the next word, all-time.
Walk around, monitoring the task and helping ss where necessary- Explain that
hyphenated words or compound nouns (e.g. ring bearer) are not usually found
together In a dictionary and that ss may have to look up each word
individually.
Suggested
Answer Key defeat (v): beat all-time (adj): best/worst/etc ever
once (adv): at a certain time in the past power (n): strong force rule (v):
govern, reign, control ring bearer (n phr): someone who carries o ring mission
(n): a special task that needs to be completed wise (adj): knowledgeable, st) who has experience and knowledge
about a wide number ofthings wizard (n): a man who has magic powers cruel
(adj): nasty evil wanting to hurt laugh the noise we make when we are happy/amused band
(n): group kidnap (v): take a person away illegally by force, usually in order
to demand money in exchange for releasing them capture (v): take someone as a
prisoner fairest (adj): the most beautiful (woman) dress up (phr put on
different clothes to disguise oneself poisoned (pp): containing a deadly substance
eventually (adv): gradually, in the end good win over evj/ (phr): the heroes
win the battle against the villains can't help (exp): cant stop myself from
feel for (phr v): be sympathetic towards what someone is suffering
5
 summarising a text
Tell ss that as they listen and read, they should
underline key elements (characters, who/what they are, what they want, what
they do or what must be done) that will help them summarise the stories. Play
the cassette/CD. ss listen and underline the parts of the text they think are
important.
Alternatively, ss can draw concept maps as they hstem
Concept maps are an excellent way to remember key elements and summarise.
ss brainstorm in pairs for an
alternative title. Explain a title must be short and eye-catching.
Suggested
Answer Key
Good
Guys & Bad Guys
Aft-time Favourite Heroes and
Villains (ss' own
answers)
6
 Speaking from notes
Make
notes on the board in the form of the model below, but put a question mark next
to Name. Use your notes to present your favourite TV hero(ine)/ villain. Use a
timer and challenge the ss to guess the answers.
Suggested
Answer Key
      Name;            Clark
Kent/Superman — hero
      Appeared:         in
a comic strip, films and series
      Character:        brave,
caring
Appearance: handsome, tall, strong, dark
hair
Story: is sent to Earth from Krypton as a
child. Grows up to
discover he has special powers. He uses these powers to fight
evil.
Now ask ss to make their own notes and invite individual
ss to come up to the board and make their own presentations.
(ss' own answers)
Writing
Go through the example in the S/s Book. ss orally adapt
their notes from Ex. 6 to fit the model. Walk around the class monitoring the
activity and offering feedback. Alternatively. assign the task as HW.
Suggested
Answer Key
Clark Kent from Superman is my favourite
hero. He is a handsome young man, tall with dark hair. He is brave but also
caring.
He is just over a year old when his father
discovers that Krypton is no longer Q safe planet and sends him to Earth.
Jonathan and Martha Kent find him and adopt him.
As he
grows up, Clark Kent discovers his super powers so his
parents tell him the truth about his past. He moves to Metropolis and works for
The Daily Planet as a journalist. He leads a double life as he is Superman,
too, saving people from danger and fighting evil.

STUDVSKiLLS
Reading
effectively
Read the text once quickly. This will help you understand what type it
is, the author's purpose and its general content, Read the questions and the
answers, Read the text again carefully and find the part of the text each
question refers to, The information may be phrased in different words,
Captain Ho
4
Read the text and for each question (1-4) choose the best answer
A, B, C or D. Then, explain the highlighted words. I What is the writer's main
purpose in writing the text?
A to describe how heroes catch villains
(Y to describe some well-known heroes and villains
(lines 8, 26)
C to tell some well-known cartoon stories D
to tell some well-known fairy tales
2      What
does the writer say about Saruman?
He was not always evil. (lines 12:1 5)
B  He is the writer's
favourite character,
C  Frodo wants to
destroy him        Peter Pan D He has last a valuable ring
3      Which of the statements is true of
Captain Hook?
A He works on his own,
B  He has a partner
called Jolly Roger C He has a black beard.
O He takes care of his appearance. (lines 35-36)
4      What is the writer's opinion Of
villains?
A They are more important
than the heroes
B  He likes them more
than the heroes
He is happy to see them lose. (lines 53-55)
D They are just as important as the heroes
5
Listen and read. Say a few words about the stories and suggest
another title for the text,
Speaking
6
Tell the class about your favourite film or TV hero(ine)/ villain. Talk
about:
• the character's name •
where he/she appears
• character • appearance •
what happens in the story
Portfolio: Use your answers from Ex. 6 to
write a short paragraph for a teen magazine Snow White about your favourite
hero/heroine or villain. Use the second and third paragraphs Of the text as a
model. Start like this.
from is my favourite He/She's.
reng is .ru

Vocabulary Practice
Character
Reading
1
a. What type of texts are A and B? What do you think they are
about?
b. Read
the texts. Which advert:

1
wants actors to advertise something?
2
asks people to apply by post? 3
only wants three people? 4
wants only male actors?

c. Underline the character adjectives in the adverts. Use them to answer the
questions. What do we call a person who
1
has good manners?
2
likes to hurt or upset people?
3
shows understanding of other people's needs?
4
is very proud of their looks?
5
expects good things to happen? 6
cares only about himself/herself? 7
doesn't get upset or angry?

8 gives more than is
usual?

Remembering New
Words:
Opposites
Learn words in pairs of opposites.
This will help you remember them more easi

2
Match the adjectives to their opposites. What prefixes do we use
to form negative adjectives?
politedishonest
patient
impolite honest
impatient
sensitiveinsensitive friendlyunfriendly
Speaking
3
In pairs, use character adjectives to talk about people you know.
A: Have
you met our new neighbour?
B; No, I haven't, What's he like? A: He's veryfriendlyandpolite!
Appearance
4
Which words in the adverts (A & B) describe appearance/
height]build?
5
Circle the odd
words out. Justify your answers,
1
2
3

caring                                unselfish
I Theoddwordout is
'almond-shaped' because this describes 8   somebodfs eyes.

Ask ss to look at the two texts
  and elicit where

3

 deSCribing
  people's character

they could be found, ss then say
  what they

Explain
  the task, Elicit various people ss would

expect to read in them, Help ss if
  necessary,

know (new teachers, classmates, neighbours, etc)
Model the example, ss work in
  pairs, Check ss'

SuggestedAnswer Key

answers
  by asking pairs to present their chosen

They are job
  advertisements, They could be found in a

person to the class.

newspaper or on a
  noticeboard They probably give

Suggested Answer Key

information/detaifs
  about thejob advertised

A: Haveyou met the new teacher yet?

Extension: Bring various reading
  resources, such

    B: No, not yet What's she like?

as ads, articles, reports, brochures, leaflets and so on,
  Elicit answers from ss as to their genres

A: She's patient, friendly and polite.

Present the class with a file and
  assign a pair Of

4

 VOCabulary related
  to appearance

ss the task Of filing the reading
  resources, Tell ss

Explain
  the task. SS read the advertisements in

that from now on if they come
  across an

                                     again
  and the words describing

interesting text, they can bring it
  into class and

appearance/height/bulld
  under respective headings

place it in the file for everyone
  to read

in their notebooks. Check ss'
  answers,

b'  reading for
  specific information

Answer Key

Read out the questions. Do question
  1 . SS read

Appearance

dark complexion average
  looks blue eyes

the advertisements. Allow ss two
  minutes to

    good looking          fair
  complexion dark curly hair

complete the task. Check SS"
  answers

      pale
  complexion pretty                     moustache

Answer Key

                                       handsome               in
  early/late twenties

1      B
  (forTVcommerciol/seeking: Three male actors)
2      A
  (sendpicturesandCVs to... POBox 304,

blond
  hair

3
  A (characters: Sean,
  ...g Stacy, Laura,

    Height                                 Build

            (Ad.
  B mentions; Also seeking

4 B (seeking; Three
  male actors - only wants female

    medium height                               average
  build

extras)

    short                                                 strong
  build
slim

 defi ning adjectives
Allow ss two minutes to underline
  the

5

 Practising
  collocations

adjectives. Go through the
  questions and check

Explain
  the task. ss complete the exercise in pairs.

ss' answers.

Check
  ss' answers. Ask ss to justify their answers and say with which words the odd
  words out

Answer Key (See overprinted answers)

collocate with

Answer Key

Answer Key

1
  polite                                  5 optimistic

2 blonde - describes hair [*Point out to ss that blond is

2
  cruel                                    6 selfish

used for male - blonde
  for female.]

3
  coring/sensitive                7 easy-going/patient

3 well-built -
  describes person. figure, etc.

4
  vain                                    8 generous

4 shoulder-length -
  describes hair

2

 adjectives in pairs of opposites
Present the Study Skills tip.Explain the
  task. Do item 1 with ss. Then, ss complete the exercise. Check ss' answers.

fren li I a• distinguishing
text genre and content
Answer Key (See overprinted answers) dis-,
im-, in-t un-

Extension: Write two sets of cards; one with adjectives from
  the unit and the other With antonyms. Divide the class and give half the
  class one adjective card each and the other half one antonym card. Give them
  two minutes to find the S with the antonym to their adjective and write one
  sentence containing both their words. Each pair then reads their sentences
  out to the class.

fren ish.ru

Focus >

6
listening for specific information
Explain the task Allow ss time to look at the picture
careful!y. Encourage ss to predict the setting. Play the cassette/CD. ss
complete the exercise. Check ss' answers.
Answer
Key (See overprinted answers)
Game
Divide the class Into teams, Appoint ? leader who
chooses a person from the picture and writes this person's name on a piece of
paper A S from Team A goes first and asks a question The leader can only answer
Yesor No. If a S does not ask a Yesor No question, then he/she misses a turn,
Note that a team must be certain about who they think the mystery person is
before they decide to tell the leader, because if they are wrong, they get a
penalty and miss their next two turns.
e.g. (continued from example in the S is
book) Leader No.
Team E Sl Has he got a beard?
Leader
Team D sq Has he got a moustache?
Leader
Team A S2 Is it Sam?
No. Team A you miss
your next two turns.
Team B S2: Is he wearing a tie?
Leader: No.
Team C S2. Is it Alex?
Leader: Yes. You win.
7  descriptive adjectives With
preposit'cns Explain the task ss work in pairs. Check ss' answers.
Answer
Key (See overprinted answers)
Suggested
Answer Key
My brother is good at drawing
portraits. My cousin, Sally, is afraid ofspiders. etc
Writing
Ask ss to read the rubric and underline the key words.
Ask ss questions to check comprehension

e g, Teacher

What do
  you have to write?

Sl

An advert.

Teacher:

What for?
For
  two actors for a new TV series.

Teacher,

Who IS advertising? A TV studio

Draw SS attention to the first advert in Ex 1. Tell ss
to read the prompts in the task and check how they have been covered in the
model Brainstorm for ideas and write them on the board. ss open the writing
section of their notebooks and copy the ones they find the most interesting
9(T)
ss complete the task in class. Walk around, monitoring
the task. Make notes of any difficulties ss may have had. When the whole class
has finished, write the most typical errors on the board and ask ss to explain
and correct them. ss check their work once again and copy the completed task
into their writing books. Check ss' answers,
Alternatively you can assign the task as HW provided
you have gone through it orally in dass.
Suggested
Answer Key
Two male actors wanted for new TV series.
         Location:
London               Audition date: 1st September
Characters:
Jake: tall, handsome, blond hair, blue
eyes, aged 25-30, easy-going, cheerful and friendly
Robert well-built, dark hair and dark
eyes, aged 25-30, rude, cruel, selfish
Send photographs and CVs to:
Jennifer Ryan
Pinewood Studios
Pinewood Rd
Iver Heath
Buckinghamshire
SLOONH
frenglish.ru
6 Who
is who? Look at the picture, listen and write the names: Alex, Chris, Joanna,
Laura and Sam for people 1-5.

Think
  of a person from the picture above. In teams, try to guess who this person
  is. Each team can ask five yes/no questions.
Team ASI: Isita man?
Leader:
  Yes.
Team BSI: Hashe got
  curly hair?

Adjectives
with prepositions
7
Underline the correct preposition, Use the adjectives to tell
your partner about people you know.
1
John is good at/on languages.
2
She is very good on/tQ her patients.
3
He is very friendly wjtb/of my parents
4

She'S afraid for/of dogs
5
Pat is Jealous Qý/at her sister
6
He is kind tn/with his parents.
7
Ann is patient
of/with children
8
Pete IS rude tQ/at hhS friends
Wrí+i nt-
Portfolio: The TV
studio you work at as a secretary is looking for two actors for a new TV
series, Write an advert (30-50 words), stating:
 what the advert is for
•
location & audition date
•
age & appearance cf each character
•
what types of character you want the actors to play
•
contact name & phone number Use advert A in Ex. 1 as a model

9
frenglish.ru

Grammar Reference
I     Read Ann's e-mail and find
examples of:
a a fixed future
arrangement b an action happening around the time of speaking c a timetable d a permanent
state a temporary situation f a habit]routine g
an action happening now
2
a. Put the verbs
in brackets into the present simple or present continuous.
1 A.• Are you doing (you/do)
anything interesting this weekend?
'm studying (study)
for my Biology
exam.
Why are you (you/be)
in such a rush?
B Because my train leaves (my train/leave) in ten
minutes.
3
A: What does James do (James/do)?

Museum in the city centre. Do you like
  (you/like) your flat?

B'

Not really Actually, I 'm looking (look)
  for a new one at the moment.
Nina looks (look) nervous,

B:

She IS. She's seeing (see) the
  dentist this afternoon.

He works (he/work) at
the Natural History

From:

nn

To:

Subject:

Dear
  Emily,
Thanks for your e-mail. It's always great to hear
  from you. As for me, I'm really busy. College life is very exciting, but
  there's so much to do. I get up at 8 0'clock on weekdays because lectures
  start at 9:30, I spend most of my afternoons in the library as I'm taking six
  different courses this term and there' lots of reading to do! At the weekend
  I do some part-time waitressing. So, as you can see, Pm working very hard
  these days. But it's not all work and no play. Tonight I'm having dinner with
  some classmates. I can't wait!
I'd better finish here because Sarah, my flatmate,
  is calling me to come and help her. Come and visit me soon!
Ann

b. In pairs ask and answer as in the example.

b. Can
  you find any stative verbs in Ex. 2a?
10

A: Is George
  talking on the phone? B: No, he isn't. He's

Konnq

fren

ish.ru

Does he want (he/want) to go to the theatre this evening?
He can't.
He has (got) (have) an important business appointment
Adverbs of frequency
Grammar Reference 3 Ask and answer as in the example
to find out about your partner's habits. How often..
•       get
up before 6 am?

always usually often
  sometimes rarely seldom never

•       play
computer games?
•       watch
TV?
•       be
on time for work/school?
•       listen
to classical music?
•       read
the newspaper?
•       go
to the theatre?
•       go
out with your friends?
A: How often doyou getup before6 am?
B: I never get up before 6 am. I
usually get up at about 7:30,
•       Listening

4 a. Listen and match the people to
what they are doing. There is one extra picture.
7      A:
Why isn't Anna coming (not/Anna/come) to work these days? Is she ill?
B: Not she's on leave. She i s getting
(get) married next week.
8      A.
How much does the brain weigh (the brain/weigh)?
B: About 2% of your total body weight, and it uses
(it/use) 2096 of your body's energy. sentence. Elicit from ss that adverbs of
frequency go before main verbs (He always eats dinner at 7 o'clock), but after
auxiliary/modal verbs (He is never on time for work). Explain the task. In
pairs, ss ask and answer the questions. Monitor ss' performance. Ask some pairs
to talk about their partners to the class.
Suggested Answer Key

 present simple and present continuous
Explain that Ann uses two different verb tenses,
depending on the information she wants to give. Write on the board: 1) I work
as a teacher. 2) I'm working now. Ask ss to identify the verb tenses in the
e-mail. Do the first item with ss. ss work in pairs and do the exercise. Check
ss' answers. Refer ss to the Grammar Reference section if necessary. Elicit the
negative and interrogative forms of the verbs used in the e-mail
Answer
Key
a
Tonight*
I'm having dinner with.
b
.
I'm working very hard these days. c lectures start at 9:30. d College life is
very exciting ...
e I'm taking six different courses
this term f I get up at 8 0'clock g
Sarah is calling me.
Extension: ss make up sentences for each use
2  present
simple and continuous
Explain the task. Make sure ss understand the uses of
the two verb tenses. ss complete the exercise in pairs. Check ss' answers.
Answer Key (See overprinted answers)
b•  Stative verbs
Explain what stative verbs are. Mime: want an ice-cream.
When ss find the answer, elicit that although what you said refers to that
particular moment, want can't be used in the present continuous. Then ask ss to
think of other sentences with stative verbs and ask individual ss to mime them
to the class, To make sure that a S's sentence does actually contain a stative
verb, he/she can whisper it to you first. Alternatively, give ss the sentences
for them to mime.
Now, mime: / see you and I'm seeingJohn (point to a S
in the class and use his/her name) at50iclock. When ss find the
answer, write EXCEPTION on the board and list the verb see under it. Explain
that see is used in the present continuous when it means 'have an appointment
with sb', 'meeting sb'. Explain task. ss work in pairs. Some ss
report back to class, justifying their answers.
Answer
Key have,
look, see, wagh stative, but can be used in the presentcontinuous With a change
in meaning
like, wont — stative, cannot be used in
the present continuous
3  adverbs
of frequency
Refer ss to the Grammar Reference section. Revise the
adverbs of frequency making sure ss understand their meanings. Read first
prompt, Ask ss to put the adverb in the correct position in the

A:

How often do you play
  computer games ?

B:

I
  sometimes play computer games in the afternoons.

A:

How often do you watch
  TV?

B:

I usually watch TV
  every evening.

A:

How often are you on
  time for school?

B:

I'm alwqys on time for
  school.

A:

How often do you listen
  to classical music?

B:

I
  sometimes listen to classical music because my parents play it at home. I
  prefer pop music, though.

A:

How often do you read
  the newspaper?

B:

I never read the newspaper. /
  prefer to watch the news on 7M

A:

How Often do you go to
  the theatre?

B:

I seldom go to the
  theatre, / prefer the cinema,

A.

How often do you go out
  with your friends?

B:

I often go out with my
  friends at the weekend.

4

 listening to match people to their

activities
Explain the task. ss briefly look at the
pictures and the names of the people. Elicit what action each picture
represents.
e.g. pic 1       talking
on the phone pic 2 playing the guitar pic 3 travelling/going on holiday pic 4 —
walking the dog pic S  painting pic 6 —4 doing the shopping
Play the cassette/CD. ss complete the task
and compare their answers. Some ss report back to class.
Answer Key
(See overprinted answers)
b. ss use their answers from Ex. 3a to
talk in pairs about what the people (A-E) are doing, as in the example. Wahk
around, monitoring the exercise.
Answer Key

A:

Are
  Paul and Steve playing the guitar?

B."

No,
  they aren't. They're shopping.

A:

Are
  Kate and Jill travelling?

B:

No,
  they aren't. They're painting.

A:

Is Simon painting?

B:

No, he isn't. He's
  talking on the phone.

A:

Is Miranda doing the
  shopping?
No,
  she isn't. She's travelting around Europe.

fren
  ish.ru

1 OCT)
5
a.  reading for gist
Present the Study Skills tip- Read the title aloud and
help ss to guess what it means
Suggested
Answer Key
The title of the text suggests that what
one person considers beautiful another may not.
b. ss read the text quickly, then choose a title and
justify their answers.
Answer
Key
2 (The text talks about being happy with
your appearance.)

Do item 1 with ss. Ask them to look at the words before
and after the gap and then think of a word that would fit. Then they should
look to see which of the options matches what they think the missing word is.
Explain that the verb look is usually followed by at and the reflexive pronoun
(yourself). ss do the rest of the exercise. Check ss' answers. Play the cassette/
CD. ss listen, follow the text and check their answers. Explain/Elicit why the
rest of the distractors do not fit.
6
 words
Elicit what tense is used to talk about lifestyles. You
may refer ss to the Grammar Reference section if necessary.
ss read the rubric and the prompts. In pairs ss ask
each other questions. Suggested Answer Key A: Where do you live?
B: I live in Essex.
A: When
doyou do your homework?
Ido my homework right after lunch A: Who helps you with your homework? B:
My father (does).
A; How
often do you meetyour friends?
B: I
meet my friends every weekend
(Ss'own
answers)
7
 sentence transformations
Read out the rubric,
stressing that the second sentence should have the same meaning as the first
and that ss should not use more than three words. Do the first three items with
ss, as ss are apprehensive about sentence transformations at this stage, and leave
the last one for ss to complete in pairs. Have a S report back to the class.
Ask ss to grade the level of difficulty of this exercise. Make a note of ss'
answers in order to check their progress and offer individual help
Answer
Key (See overprinted answers)
8
 phrasal verbs with get
Read the verb and the particles on the spidergram.
Elicit their meanings by giving examples, Write the ss' synonyms or
explanations in I-I on the board Do item 1 with ss. Then ss work in pairs and
complete the exercise Check ss' answers.
Answer
Key (See overprinted answers)
Now, ask ss to close their coursebooks and open the
grammar section of their notebooks, and write sentences with the phrasal verbs.
Walk around, monitoring and helping ss with their work. Alternatively, you can
assign this as HW
Writing
Draw ss' attention to the e-mail in Ex. 1 and
explain/elicit the layout of e-mails (e.g. Fromño/ Subject headings).
Now, ask ss to open the writing section of their notebooks, read the rubric and
write the first part of the e-mail, Ask some ss to report back to the class.
Answer
Key
From: Emily To: Ann Subject: Hi
There!
Brainstorm ideas for each point. Write them on the
board. ss copy anything they find interesting. Ask ss what tenses and style of
writing they should use (present simple/continuous — informal/chatty).
ss complete the task. Walk around the class monitoring the
task. Make notes of any difficulties ss may have had, When the whole class has
finished, write the most important errors on the board. Ask ss to explain why
they are wrong and correct them. ss check their work once again and copy the
completed task into their writing books. Check ss' answers. Alternatively you
can assign the task as HW, provided you have gone through it orally in class
first.
Suggested
Answer Key
       From:        Emily                                         Ann
Subject: New Job
Hi Ann;
I'm glad to hear you're enjoying yourself
at university fm working very hard these days, too becauseI've gota newjob. I work for an advertising company now
in Manchester. I start work at 9 every morning and I finish at 5. Right now rm
sharing a flat with a colleague, but I'm moving into my own flat at the end of
the month. lim very happy because work is fun and f get on very well
with my colleagues. This weekend we're going skiing! It's my first time, so
wish me luck!
f guess that's all for now, I'll try and visit soon, Emily

view so make
@very
Some of about and ought some that

in
the eye of the beholder
do you react when you 1) at yourself in
the mirror? Do you smile do you feel like crying? Does the idea of wearing
summer clothes . you panic, or does it excite you?
image has become a 4) important issue in
our society. 5) .. .... young women and teenage
girls,
in particular, are            @look        C See   D I A watch
                                                                              greatly
influenced 6) .A and                       B but            (Oor                   D

2
they see inC do      (D 3B get
                                                                           films
and magazines.                                                                     C
such
                                                                                4
A so                B
main
They go on dangerous crash diets 7) .5 @ Many B Much C More D
they want to look like the super-thin supermodels and movie B with C from D
stars they see and read about. But we don't 8) to copy 7 A so B that ©because D our favourite
celebrities. Thin is not always beautiful. People must ©need C should D 8 A come in 9) .... . shapes
and sizes — that's 10) .. .... makes each 9
A every B each ©all D person interesting. So, next time you look in the
mirror, 10 @what B
which C why D remember that you are special.

Sentence
  transformations
7
  Complete the second sentence so that it means the same as the first.
  Use no more than three words.

Completing a text
(gap-filling)

1
Can you describe Peter to me?

Read the title and
the text quickly to get the gist,

               Read
the text again, one sentence at a time,                              Can you
tell me what Peter looks like?
focusing on the words before and
after each gap 2 Peter takes after his fatherLook at the four options and
choose the word Peter looks like his father, that fits best. Read the completed
text again to 3 What is Peter's job?

make sure that it
makes sense.

What does Peter do?

4 Peter is always late for
  work.

 Reading

Peter is never on time for work.

5

a.   What
  do you think the title of the text means?
b.
  Read

Phrasal verbs

back

get

in your language. Then,

1
  Health is better than wealth.

           complete
  the sentences.      on (with)      over

2
  Feel good about yourself

1
  John has to get up early in the morning.
2       He
  can't get overthe shock of being in the car

c. Read and choose the correct word
  for each

accident.

space (1-10). Compare your answers
  with

3
  How do you get on with your neighbours?

your partner's. Listen and check.
Question words

4 She's happy
  because she's got her old job back,

6

In
  pairs, ask each other questions about your lifestyles. Use:

Wrí+í½-

• what • where • when • who • how often

Portfolio:
  Look at Ex. 1 again. Imagine you are Emily. Send an e-mail in reply to Ann.
  Write

A: What time do you get up?
B: At 7:30.

about:

the text. Which of the following is a     8
Explain the phrasal
verbs better alternative to the title?up
• your
daily routine • any plans for the weekend
• what you are
doing these days
1
1
Listening & Speaking skills

Personal qualities

3

What does Dr Graaf say about
  bosses? A C] They sometimes make bad choices.

1

What should a
  good leader be like? Circle three qualities

B [2 They are sometimes in a panic.

below
  which you think are

C C] They are not always liked

important. Compare your

4

Dr Graaf says that to be an effective leader, you must be

choices
  with your partner's.

A           determined.

• honest •
  fair • popular

B  like a superhero.

•
patient • sensitive • friendly
•
determined • quick-thinking

C  respected and
  trusted.

• calm • humorous

Making choices

A I thinka good leader
  should be

3

You want to open your own restaurant and you are looking
  for

honest, calm and
  determined,

a partner. Which of the two people
  would you choose, and

dontyou?

why? Discuss in pairs and make your
  decision,

B: Yes those are important qualities,
But I think he should also be fair.
> Listening
S.TUDVSKILLS

Listening for
specific information
Read the questions and possible
answers. Underline the key words. Listen carefully.Try to listen for synonyms
or rephrasing. The questions follow the order of the information on the
recording.

2
a. You will hear an
interview with a psychologist. Read

through the questions and

A:

Well, I think I'd choose because

underline the key words. Can you think of
  synonyms?

B:

I'm not so sure. He/She is/gets and
  he/she can also be rather

                                                                                A:
What
about ... ?He/She3         etc.
b. Listen
and put a tick in the correct box. Do you agree with Dr Graaf?
1 Dr Graaf believes that all good leaders have
A
[a special personal qualities.
B
team spirit.
C
a great sense of humour-
2 Dr
Graaf says that leaders have to A C] try to be more popular.
B [a make difficult decisions. C                please
everybody.
12
S': If you ask me, a good
leader should be quickthinking. Don'tyou agree?
52: Not really I think
they should be patient and calm. That way, they won't make the wrong decision.
53: I feel a good leader should
try to be friendly and humorous
so everyone will like him.
54: Those are positive qualities, but
I don't believe they're very
important. I'd say a good leader should be honest first of all so that everyone
will respect and trust them.
2listening
for specific information Present the Study Skills tip. Explain the task and go
through the questions and possible answers. Ask ss to underline the key words
and think of synonyms or rephrase the answers. In pairs, ss try and guess the
answers.
(ss*
own answers)

1

 qualities

A:

What about Sarah? She's ambitious,
  which means

Read out the adjectives in the book
  and elicit]

She'll work hard, and
  she's also friendly and cheerful, so people will like her, The problem is that she gets

explain what they mean. Ask ss to
  give their

upset easily and she is
  a bit impatient,

opinions and compare them to their
  partners'.

B:

That3
  right And things can be difficult when you

Choose some pairs to report baCk to
  the class, Ask

start your own business. You want someone patient

them to justify their answers.

like
  Robert. Maybe he's better for a partner after all.

Answer Key

A:

I
  think I agree with you. No one's perfect anyway!

b. Play the
cassette/CD (twice if necessary). ss listen and complete the task. ss in pairs
compare their answers. Check ss' answers by playing the cassette/CD again, with
pauses. Alternatively, ss can look at the Tapescripts section.
Answer
Key (See overprinted answers)
Extension: Ask ss if they agree with Dr Graaf. (ss' own answers)
3diScussing
and making a decision
Elicit any personal characteristics a
restaurant owner would need (hard-working, clever; good with people, polite,
etc). ss write these adjectives in their notebooks.
Ask them to look at the character
descriptions in the book and the example. Explain/Elicit any unknown words.
Point out that a bit and rather are used with negative qualities. Allow ss to
practise their dialogues in pairs. Ask some pairs to present their dialogues to
the class.
Suggested
Answer Key
A: Well, I think I'd choose Robert because he is reliable, which
is really important for a partner, and he's also sensible, so he wont take any dangerous risks.
B:
Well, I'm notsosure. He'sa bit shy, which doesn'thelp with customers,
and he can also be rather lazy so you might end up doing most of the work on
your own.

4      practising
intonation
Play the cassette/CD„ ss listen and repeat,
either chorally or individually, ss complete task. (Ss'own answers)
Brainstorm for other utterances or
expressions which express concern or surprise/disbelief, (What's up? Is there anything wrong/the
matter? NO way! / don't believe you.) Write them on the board ss write
these expressions in the Speaking section of their notebooks.
5      the
scene
Explain the task. ss read the first two
exchanges of the dialogue and answer the questions.
Answer
Key
1
They
are at Stan's house.
2
They
could be neighbours and friends.
3
Stanis
upset (because hiS neighbour keeps complaining about his music).
6      filling
in missing information
ss work in pairs. Play the cassette/CD. ss listen and
check
Answer
Key (See overprinted answers)
Ask ss to underline the parts of the
dialogue that describe Stan's neighbour so that they can justify their choice,
Answer
Key
Picture c
Play the cassette/CD again. ss listen and
follow the lines. Choose some pairs to act out the dialogue with books closed.
Advise ss that for role-play to be effective, they must think of the situation,
setting, who they are and how they might feel, and what gestures would be
appropriate
7
 Prediction about a listening passage
In pairs, ss try to guess what happens next
(e.g. The neighbour says he'll call the police), Play the cassette/ CD. ss
listen and check if their guesses were correct.
Answer
Key
The neighbour has started to like the
music Stan plays and has come to borrow the CD
8
 expressions
functions
Read the prompts. ss can repeat after you. ElicitÆxplain any unknown
words. In pairs, ss quietly read through the exchanges. Then SI closes his book
and S2 prompts conversation, using one of the examples in the book. ss switch
roles.
13(T)
KoriH¶
Ask ss to read through the exchanges and complete them.
ss can compare their answers with their partner's. Monitor the activity. ss
report back to the class.
Answer
Key (See overprinted answers)
b. Go through the situations and check ss'
understanding. Explain the task, then model a dialogue with a S. ss work in
pairs and act out their dialogues. Check ss' performance and ask some pairs to
act out their dialogues in front of the class.
Suggested
Answer Key

 A:

Hi. I haven't seen you
  for ages. Hi. You
  haven't changed a bit!
See
  you tomorrow!

B:

Goodbye!
Hello! What a nice
  surprise!

B:

Hi! Nice to see you.

 A:

Hello. You must be Peter Simmons.

B:

Yes. It's a
  pleasure to meetyou, Mr Collins.

 A. Thank you very much Indeed B: Dont
mention it.

Expressing surprise and concern                                Socialising
 Intonation                                                                                8 a. Read the table and

4      Listen and repeat. Translate these
sentences into your language.
1      Whats
the matter?             3 What's wrong?
2      You'rejoking!        4
You cant be serious!
 Reading
5
You are going to
listen to a conversation. Read the first two exchanges in the dialogue below
and guess the answers to the questions.
1    Where are
Judy and Stan?
2    What do
you think their relationship is? 3 Who is upset?
6
Read and complete the dialogue with sentences from Ex, 4.
Listen and check. Which of the people a, b
or c is Stan's neighbour? Take roles and act out a similar dialogue.
Judy: Hi, Stan. You look upset'
Stan: Oh, come in, Judy I'm a bit fed up.
Judy: Why?
Stan: Well, it's my
neighbour. He keeps complaining about my music. He says I play it too loud and
he comes round nearly every day to tell me to turn it
B: down. Judy:
Stan. I'm afraid not.A:
Judy: How loud do you play your music?
Stan: Not that loud.
I'll show you.B: complete the exchanges,
ages! Hi! You haven't changed a
bit,
Thank you very much for looking after my dog.
Don't
mention it.

Judy: Stan, turn it down!
Stan Why? What's up?b. In pairs, use the table above to act
out
Judy: Well, is your
neighbour tall with short a beard and aexchanges in which you: curly brown
hair, moustache?                greet a friend you haven't
Stan: Yes, he looks exactly like that. Why?seen for a
long time
Judy: Because someone who looks a lot• say goodbye to your like
that is walking towards yourcolleagues when leaving the office front door right
now!
Stan: Here we go again.  greet a
friend you bump into on the street meet someone you have
                                                                            next.
Listen and check.                                              heard about for
the first time
7           In pairs, guess
what happens                                                                                • thank a friend for a
special
gift
13
Writing an informal letter giving advice
Getting started                                  "I've
just moved to a new school       Your turn and
evetything's different. I
1 Read the extracts from
three haven 't got any
friends here and teenagers' e-mails. Who is: Tike I don't fit in. ' / fee/
              lonely? desperate? shy?                                                                        Brainstorming
for ideas
Danny

Before writing,
underline the key "I've put on such a lot Of weight words, then brainstorm for ideas. recently
and I just don't know "When I'm with a group ofpeople, I Write your ideas down, then choose what
to do, I've tried all sorts of just sit there in silence. I'm always the most important ones. This helps diets,
but nothing seems to help. " too afraid to say anything in case I you organise your writing.

Sally                                                        make
  a fool of myself "
Tom

5

Read the rubric
  and brainstorm for ideas to give as much

Sally is desperate
  because she ....

advice
  as possible. Make notes

2

Use the phrases below to give
  advice to Sally, Danny and Tom.

in your notebook.

Giving
advice Justification  This is part of a letter you got from an English
•     It
would be a good idea to        This/That way   pen friend.
                  The best thing to do is                  • This would
mean that .                                           I feel very lonely
in my new
•     What
you should do is • Then, (you . • neighbourhood. I have no friends and
•     Why
don't you               • If you do this, I'm really
depressed. Any advice?
                  You
could also .                               • By doing this,

A: Whatyou shoulddoisstopeating
  sweets andchocolate, That won

Write your letter to your

B: That's
  right, Sally. You could also

friend.

Let's look closer

b.

Answer the
  questions in the plan, then write your letter

3

Read the e-mail.
  Underline the phrases Pete uses to give his advice.

(80-100 words).

Dear
evpyess
  Main advice, Closing end
Take
(your

Qan

+ (Jourfriend'sfirst name),
Opening
  Remarks (Para 1) — sympathy, offer help
Body (Para 2) — give
  your explain the msults
Remarks (Para 3) — the
  letter
care,/Yours,/etc
  first name)

Dear Sally,
I've just got your e-mail, and I was sorry to hear you're
  worried about your weight. I bet the problem isn't as bad as it seems,
  though! In any case, there are lots of things you can do to lose weight.
What you should do is eat a healthy diet, with lots of
  fish, fruit and fresh vegetables instead of junk food and sweets. If you do this, you'll soon lose weight,
  and you'll look and feel much healthier, too. You could also exercise
  more and walk whenever possible rather than going by car or bus. That way
  you'll burn calories and
  get your body back in shape at the same time.
I
  know it's hard to do at first, but believe me, it will work! Good luck, and
  don't forget to let me know how you're getting on. All the best,
Pete

4 Which of the following are
opening/closing remarks for an informal letter of advice?
I Here's what you can do. 4 I was sorry to hear about 2 1 hope everything
goes your problem.
                           well                                         5
I hope I've been of some
3 1'm so sorry you feel this     help, way.        6 Let me know
what
                14                                                        happens,
fren ish.ru
h.
1  people's
problems                                                           5  brainstorming
for ideas
Ask ss to read the problems and match the
Tell ss to read the Study Skills tip. Then ss must adjectives to the writers,
explaining why they think tell you in their own words what steps they they feel
that way. should follow before writing.
Answer Key Explain the task. ss underline
the key words and Sally is desperate because she wants to lose weight and
brainstorm for ideas, keeping notes in the can't seem to find a way to do it.
writing section of their notebooks, Danny is lonely because he has no friends at
his new SuggestedAnswer Key school.
Key words to be underlined: very
lonely new Tom is shy because he thinks he might make a fool of           neighbourhood,
no friends, depressed, advice himselfifhe speaks out in a group.
(Ssiown answers)
2  giving advice b '
 to
write a letter of advice to a friend
Ask ss to carefully read the useful
language box.
Explain/Elicit any unfamiliar
words/structures. ss in Go through the plan and explain that it helps ss pairs
take turns to give advice to the people in Ex. 1. structure their composition.
Ask them to check whether the model letter in Ex. 3 follows the
     Suggested
Answer Key                                                                                structure
of the plan.
A: What you should do is stop eating sweets
and chocolate. That way you
will stop gaining weight. Now, refer ss to their notes and ask them to B: That's right, Sally. You could
alsojoin a slimming club choose the most important ideas for the main and follow their diet plan. Then,
you would get help body, ss complete the task, Walk around the and support, too. class,
monitoring the task and helping ss where A: I think you should be a bit
patient, Danny. The best necessary. Make notes of any difficulties ss had. thing to do iS to be friendly and
polite with everyone. When the whole class has finished. write the Then
people will warm to you and you will soon most common errors on the board and
ask make friends. some
ss to explain and correct them. ss check B: That's right. It would also be a
good idea for you to their work once again and copy the completed join some school clubs. By doing
that, you will get to task into their writing books. Check ss' know some
students and make some friends.  answers.
A: The best thing for you to do is to
have more Alternatively, assign the letter as written HW, confidence in yourself. Then, you
will be able to after first going through it orally in class. conqueryour fears.  Suggested
Answer Key
B: Definitely, Tom. You should ask yourself what is the Dear
Paul, worst thing that
could happen. By doing this you will I've just got your letter
and decided to write straight see that there is nothing to be afraid of. away. I know exactly how you feel When
I moved to the city last year, / felt very lonely. Dont worry, though, there 3
 a model letter are several things you can do.
Explain the task. ss complete the task and answer Firstly,
why don't you join some local clubs? There are the question. Check ss' answers. lots
of hiking clubs in that area and I know you love walking. That way, you will meet other people who
enjoy Answer Key doing the same kinds of things, It would
also be a good
What
you should do is You could also ... idea tojoin a drama
group. /fyou do this, you will become more confident and you'll also make new friends.
4 Read the sentences (1-6) aloud. ss
complete the I hope I've been of some help. Write soon and let me task in
pairs. Monitor the activity and check ss' know
how things are going, answers,          Take
care, Answer Key       Kate
         Opening
remarks:                                                                                Amazing Facts
•
Here's
what you can do,
•
I'm so sorryyou feel this way, Read out the sentence and ask ss
if they know any  I was sorry to hear about your problem.
other amazing facts about the human body.
Closing remarks:
•
I
hope everything goes well.
•
I
hope I've been ofsome help.  Let me know what happens.
1 4(T)

 familiarising ss with the literature
corner section of the book
Ask ss to look at the page and the two texts and say
what this section will be dealing with
SuggestedAnswer
Key
The
title of the section informs us that we will probably read
a story. The first text must be background information about the author because
there is a name and a picture. The dates in brackets must be the author's date
of birth and death The second text has the layout of a story because it has a
title, line numbers and direct speech.
I  Predicting
ss try to answer the questions and then read the
biography and check their answers.
Answer Key
He was
a famous writer. He created Sherlock Holmes.
2      listening
for gist and specific information
Explain the task. ss read the first paragraph silently
and make guesses. Play the cassette/CD. ss follow the lines and answer the
question.
Answer
Key
The King ofBohemia.
3      reading
for specific information
Explain the task. ss read through the sentences,
underlining the key words, and then read the extract. Do the first
item with ss as an example (key words:
visitor, wearing expensive clothes — T —+ His dress was rich with a
richness - line 6) then ss work in pairs and complete the task.
Answer Key
(See overprinted answers)
Ask ss
to explain the words in bold in the text. Alternatively, ss can look up any
unknown words in their dictionaries. Check ss' answersAnswer Key creator (n):
someone who has thought of and made something that did not
exist before fictional (ad): not real; existing only in stories mysteries (n):
stories about puzzling events that are not explained until the end blackmail
(v): threaten to reveal a secret about someone, unless they do something you
tell them to do ruin (v): destroy reputation (n): the opinion that people have
ofsomeone paused (v): stopped for a while chest (n): the upper front part ofa
person's body limbs (n): arms and legs bad taste (exp): bad choice in what one
buys or likes double-breasted coat (n): a coat with wide front sections which
fit over one another when buttoned up fur-trimmed (adj): edged with fur
collar (n): the part ofa coat which fits
round the neck cuffs (n): the end ofo sleeve nearest the hand cloak (n): a long
piece of clothing that has no sleeves, fastens at the neck and is worn like a coat lined
(adj): having a layer of another material on the inside surface flame-coloured
(adj): an orange colour like flames halfway: reaching only halfthe distance
trimmed (adj): decorated around the edges barbaric (adj): uncivilised (usually
showing disapproval) chin (n): the part of a face below the mouth and above the
neck determination (n): willpower, strength ofmind upper (adj): above or near
the top ofsth raised (v): lifted in a higher position straightening (g):
putting upright/straight, fixing in a straight position aristocrat (n): highest
social class ofpeople nodded (v): moved his head up and down in agreement
identity (n): who or what somebody is remain (v): stay
(Your) Majesty (exp): the title used
to speak to or about a king or queen remarked (v): said commented advise (v):
tell someone what he or she should do sprang (v) (s. past ofspring); jumped up,
moved suddenly paced (v)
(s. past of pace); kept walking up and down nervously took off (phr
v): removed (his mask)
4  describing
a fictional character
Draw a table on the board with the headings given. ss
copy the table into their notebooks,
Appearance tall man, chest and limbs
ofa Hercules Clothes: rich, bad taste, barbaric richness, double-breasted coat,
fur-trimmed collar and cuffs, deep blue cloak lined with flame-coloured silk,
boots trimmed with fur, black mask, hat
Facial features: thick moustache,
straightchin
         Character:            strong
determination
Suggested
Answer Key
The King ofBohemia is a very tall man with
strong limbs and a broad chest. He is dressed in rich clothes, He is wearing a
double-breasted coat with a fur-trimmed collar and cuffs and a blue cloak lined
with flamecoloured silk His boots are trimmed with fur He is holding a hat and
the upper part of his face is hidden behind a black mask He has a thick
moustache and a straight chin which suggests strong determination.
frenglish.ru

 Reading & Listening
I Who was Arthur Conan Doyle? Which
famous detective did he create? Read the first text and check.
2
Read the first
paragraph of the main text. Who do you think the person outside the door is?
Listen
and read to find out.
3
Read the rest of the text and mark statements 1-6 T(True) or F
(False). Then, explain the words in bold
1
The visitor is wearing expensive clothes.
2
The visitor's mouth and chin are hidden by a mask
3
The visitor says he is Count von Kramm.
4
The visitor is
unsure whether to trust Watson
5
Holmes does not know why the visitor has come.
6
Holmes realises the visitor is the King when he takes off the
mask.
 Speaking
4
Read lines 5-15 again and, in pairs, group all the words used to
describe the king under the headings:
• physical appearance •
clothes
• facial features • character

Use the prompts to describe the King of Bohemia to your partner.

Literature    1
Arthur
Conan Doyle (1859-1930)
This well known Scottish author was the
creator of the famous fictional detective, Sherlock Holmes, and his loyal
friend, Dr Watson. Although Doyle wrote many other pieces, including historical
novels, political essays and plays,
we will always remember him for his
Sherlock Holmes' mysteries.
In
Scandal in Bohemia, the King of Bohemia hires Sherlock Holmes to help find some
letters and a photograph that might be used by a woman, Irene Adler, to
blackmail the King and ruin his reputation.
Scandal
in (Bohemia
A
slow and heavy step, which had been heard upon the stairs and in the corridor,
paused immediately outside the door. Then there was a loud knock on the door,
"Come
in!" said Holmes.

A very
  tall man entered, with the chest and limbs of a Hercules. His dress was rich
  with a richness which would, in England, be considered bad taste. He was
  wearing a double-breasted coat with fur-trimmed collar and cuffs, over which
  he wore a deep blue cloak lined with flame-coloured silk. His boots, which
  went halfway up his legs, were also trimmed with fur, completing his
  appearance of barbaric richness. He had a thick moustache and a straight chin
  suggesting strong determination, but a black mask hid the upper part of his
  face. He was carrying a hat in one hand, while his other hand was raised, as
  if he had just finished straightening his mask.
"Please take a seat;' said
  Holmes. "This is my friend and colleague, Dr Watson, Whom have I the
  honour to address?
"You
  may address me as Count von Kramm, a Bohemian aristocrat. I hope your friend
  is a man I can trust. If not, I prefer to speak to you alone," said our
  strange visitor.

5
10
15
20

"You
can say anything in front of this man that you can say to me," Holmes
replied. The Count nodded and continued. "You will excuse the mask; my
employer wishes my true identity to remain a secret."
"If
your majesty would like to tell us your problem," Holmes remarked, •l will
be happy to advise you." 25
The
Count sprang from his chair, paced nervously up and down the room, then took
off the mask and threw it on the floor.
"You
are right!" he cried."l am the King. Why should I try to hide
it?"
"Why, indeed?" said Holmes.
"I knew, even before you spoke, that you were the Grand Duke of
Cassel-Felstein and the King of Bohemia.* 30

15

CITY
SLICKER0R A COUNTRY LOVER?
"Hi! My name is Stephen and I live in a tiny flat in
Brixton, south-west London. I chose to live here because there is never

Iontostic
scenery
Lead-in
1
Introduce yourself to the class. Talk about:
• your name • where you come
from
• where you live • home •
family • job
My name's and I'm years o/d. I come from
... but I live in I've got... (brothers/sisters) I am a
2
Use the prompts to describe the pictures
(A-E) to your partnen
A
clear lake, high mountains, trees, clean air
B
busy motorway, a lot of cars, exhaust fumes, air pollution
C
bus stop, well-dressed passengers in a queue, wait to get on bus
D
a variety of expensive shops, shoppers, modern escalators
E
cosy house, pretty garden, lots of flowers and bushes
Picture A shows fantastic scenery, I can see a clear lake
and high mountains, There are trees by the side of the lake and the air is
fresh and clean. O Conv

3

a dull
moment in a city like London, I'm an art student and the
hustle and bustle Of so many people in one area is the inspiration for a lot of
my painting. Another advantage of city life is having everything you need so
close at hand. Living beside the Tube station means I don't need a car to get
around, which saves me money, Also, there are shopping centres, art galleries
and museums everywhere.
Of course, London, like any large city,
has its problems, too. Londoners don't chat on the Tube or the bus and there is
much less community spirit than in the country, where my parents live. In fact,
they don't understand how I can put up with the constant noise and pollution,
and traffic congestion. However, I see that as a small price to pay. I'm in my
element here in the heart of this fine city. As a famous poet once said, 'He
who is tired of London is tired of life,"'
Listening
Listen
and say where each person lives. What reasons do they give for liking where
they live?
Bill —
Anne — John & Mary
Reading
4
Look at the title of the article and the introduction. What is the
article about? Listen and check.

fren
ish.ru

Objectives

Reading: true/false
(article); multiple choice cloze skills — signs & notices (multiple choice)
Vocabulary: city life/country life; jobs & job qualities; describing
places; parts of a town; job interviews word building — compound nouns
Grammar:
comparative/superlative; -ing/infinitive forms phrasal verbs -put
Listening:
true/false; multiple matching (missing sentences) skills— listening for gist,
listening for detail Speaking: expressing likes and dislikes; talking about job
qualities; asking for/giving directions; expressing preferences; a job
interview; pronunciation - word stress in compound nouns
Pronunciation: city-related
compound nouns
Writing: a postcard; portfolio - short article describing a
place; description ofyour neighbourhood; questions for a quiz

I  ss talking about themselves
Read the rubric and the prompts. Use the skeleton
dialogue to introduce yourself. Allow ss a few minutes to prepare a short
monologue about themselves. Give any necessary help. Choose some ss to present
themselves to the class.
(Ss'own answers)
2  describing pictures
Ask ss to look at the photos and elicit/explain the
meaning of any unknown words in the captions. In pairs, ss describe the
pictures using the prompts. Walk around the class, monitoring the task. Ask
pairs of ss to report back to the class.
Suggested Answer Key
Picture
B shows traffic congestion. I can see a busy motorway. There are a lotof cars
and their exhaust fumes are producing air pollution.
Picture
C shows convenient public transport. / can see a bus stop. There are
well-dressed passengers in a queue, waiting to get on the bus.
Picture D shows a large shopping centre, I can see a
variety ofexpensive shops. There are some shoppers going up the escalators.
Picture E shows a
peaceful neighbourhood I can see a cosy suburban house. There is a pretty
garden with lots of flowers and bushes.
3      listening
for detail
Explain the task. Play the cassette/CD (twice if
necessary). ss take notes and compare them with their partner's. Ask some ss to
report back to class. Check ss' answers.
Answer Key
Bill: countryside —Y prefers a quiet life; he gets by; the local people
rely on him; has several close friends. Anne: city —+ more things to do; loves
the energy and excitement; everything is on your doorstep, John & Mary:
village —Þ didn't want their daughters to grow up in all the noise and
pollution of the city; good for children - space to play, safer; quiet,
clean;plenty to do.
4      reading
for gist
Explain the task. Allow ss time to read the
title and the introduction. Elicit/Explain any unknown words, Ask ss to
underline parts of the text to justify their answers.
e.g. city
slicker/country lover, ...might suit some people,       but others prefer..         Stephen
and Marianna  to get both sides of the story
Suggested Answer Key
The text must be about living in the city or country. It probably wants
to show why some people prefer the city to the country and vice versa. /
suppose Down Town' is the name of the magazine or newspaper which published the
article, and the two people will give opposing viewpoints.
1 6(T)
5      reading for detail
Present
Study Skills tip. Ask ss to read the statements, underlining the key words.
Explain any unknown words/phrases by giving synonyms, opposites or examples.
ss
read the text for gist. Do item 1 with ss. Tell ss to reread the text and look
for synonyms or words/phrases with similar or opposite meanings to the key
words. ss read text again, and in pairs, complete the task, Check ss' answers,
Answer Key (See overprinted answers)
In
pairs, ss explain the words in bold by giving examples or synonyms, Suggest
that ss use a thesaurus to help them complete the task. Explain that a
thesaurus is similar to a dictionary only that it doesn't provide definitions,
just synonyms. See introduction for recommended thesauruses,
Suggested Answer Key dull (adj): boring
hustle and bustle (exp): noise, movement and activity inspiration (n): source
of new and creative ideas close at hand (exp): near by convenient chat (v):
have informal conversation with sb community spirit (n): friendliness and
understanding among the people in a particular area put up with (phr v):
tolerate constant (adj): continuous never ending
(to be) in one's element (exp): to be
happy because you are doing what you like or can do best down under (exp):
Australia huge (adj): enormous, very big ranch (n); farm with animals rather
than crops healthy (adj):good foryou, makes you fit and Strong fresh and cool;
found outside, not in a room drought (n); a long period when there is little or
no rain crops (n); grains or vegetables grown by a farmer isolated (adj):
remote, cut off local facilities (noun-phrase): buildings, equipment, services,
etc, provided for the public in your area
6  expressing likes and dislikes
ss
read the text again. In pairs. then list the advantages and disadvantages of
living in the country/city in the Speaking section of their notebooks.
Brainstorm additional pros and cons and write them on the board. ss make notes.
Read out the expressions in the useful language box. ss use their notes to talk
about where they prefer living. Choose some ss to diSCUSS the topic.
Suggested Answer Key City ergs:
interesting life; inspiration for work; facilities close at hand; easy to get
around; shopping centres, art galleries museums
Additional Pros:
get to meet new people; better job prospects; latest film releases and theatre
productions; centre ofactjvjty, etc
Cons: people don't
chat to each other, less community spirit; noise, pollution, traffic congestion
Additional Cons.'
high cost of living; traffic hazards; dirty streets; ugly blocks of flats; high
crime rate; people are always in a hurry and stressed, etc
Countryside fantastic
scenery, healthy lifestyle, space, peace and quiet, clean and fresh air;
produce own food Additional Pros: have your own home, and garden; are
involved in the community; can do outdoor sports; most things are cheaper than
in the city; have time to take up sports and hobbies, etc
Cons: droughts, no
crops; isolation; not many things available, no local facilities; problems when
sb is ill Additional Cons: may get bored; small social circle; there
isn't a wide variety ofgoods, brand names, etc Suggested Answer Key
S 1: / like living in thecity because life
is so interesting here and all the facilities are close by ... museums, opera
houses, theatres — you name it!
52: 'just hate living in the city. / can't
stand the noise and the traffic congestion!
S3t It's difficult to choose between the
two. What I don't like about the city is the traffic, and people are too busy
to talk to each other. But think / would be bored in the country, too.
Writing
Read
the rubric and the prompts. Tell ss to use their notes from Ex. 6 and refer
them to the article to get an idea of the language style and layout. This could
be done in class or assigned as HW provided that ss have completed Ex. 6 orally
in class.
Suggested Answer Key
Exciting and colourfulAmsterdam
My name is Lucy Adams and I live in
Amsterdam I am a student. There are many things which make living in Amsterdam
a wonderful experience. I'VèVe got museums, cafés and theatres,
but what I love most about this city is its canals. I also like spring in
Amsterdam There are different kinds of flowers everywhere and the parks are
full ofducks and other birds.
Of course there are things I don't like
about the city. For instance, I hate it when pedestrians walk in the bicycle
lanes. I don't like how crowded it becomes at certain times oftheyear, either,
but I wouldn 't want to live anywhere else.
frenglish.ru
A
sleepy village surrounded by woods and rivers might suit some people, but
others prefer the bright lights and fast pace of the big city. 'Down Town'
spoke to Stephen and Marianna to get both sides of the story.
"Hello
— or 'G'day', as we say down under. My name is Marianna and I live in New South
Wales, Australia, on a huge ranch called The Rain River Land. It's a beautiful
area with fantastic scenery, I live here with my husband Joe and our two
children, Patrick, 1 1, and Abby, 8.
We
have lived on this ranch for several years and love our healthy lifestyle. We
have 70,000 hectares of land, so the children have lots of space to run around
and enjoy the peace and quiet. The air is clean and fresh and we produce a lot
of our own food so we are sure that what we eat is fresh. There's lots of hard
work to do running a ranch, but we don't mind.
Of course, there are some negative
aspects to life out here. There are often droughts in Australia, and sometimes
we can't grow any crops for months. we feel isolated sometimes, too, especially
since the nearest neighbours are almost 100km away. Another problem is that
many things are not as easily available as in the city. There are no local
facilities such as schools, supermarkets and shops, and if we are ill we have
to call the flying doctor.
Although
life here can be difficult, we wouldn't change it for the world."

Reading for specific information
Read
the statements and underline the key words. Read the text to get the gist. Read
again carefully, Look for synonyms/opposites or words/phrases with
similar/different meanings to the key words in the statements.

5 Read the article and mark the
statements (1-8) True (T) or False (F). Then, explain the words/phrases in
bold.
1
Stephen is a professional painter, F 2 Stephen thinks using public transport is
cheaper than travelling by car. T
3
Stephen's
parents don't like the noise of London.
4
Stephen is
tired of living in London. F
5
Marianna and
her family have lived on the ranch for most of their lives. F
6
Life on a ranch
has some disadvantages. T
7
Marianna
doesn't have any neighbours close by. T
8
Marianna wishes
her life was different. F
Speaking
•
Expressing likes/dislikes
6
Read the article and list the pros and cons of living in the country/city. Use
your notes and the expressions in the table to tell the class where you prefer
living.
Expressing likes         • I love;
I like; I really enjoy
• I
just hate; I don't like
Expressing dislikes at
all; I can't stand
• I don't
mind; I'm not really
Being
neutral sure; It's difficult to sa
S': Ilikefivingin the city because
... S2: Ijusthatelivingin.
Wrí+ínt-
Portfolio: Write a short article for
a teen magazine about yourself and the place you live in (50-60 words). Write:
•
full name
•job/studies/habits
•
name of the
place you live in
•
reasons why you
(don't) like it

Vocabulary
Practice

Places                                                                              Signs
 Reading
                                                                                2
Where might you see signs 1-3?

learning
adjective-noun phrases
Present
the Study Skills tip and elicit examples of adjective-noun phrases by saying
random adjectives from p. 18 and eliciting appropriate nouns from the class.
e.g.
T: A busy
Sl:
Street
T:
Yes, and
S2:
shop
Read
the adjectives and make sure that ss understand their meanings.
In
pairs, ss brainstorm for more adjectives and talk about where they live and
where a friend lives.
Suggested Answer Key
SHOP: big; crowded; small
STREET: quiet; busy; deserted; empty
VILLAGE: traditional; picturesque;
friendly
HOUSE:
small; expensive; big; old; new
TOWN: small; lively; quiet; historic;
seaside
RESTAURANT: seafood; expensive;
traditional; quiet
SuggestedAnswer Key
a)    /
live in a quiet, friendly village. I love it there. It is very picturesque with
lots of narrow streets full of small houses. My house is not spacious, but it
is comfortable enough for us. We only have a few local shops in the village so
they are usually very busy. In the evenings we sometimes go out to eat. There
are a couple of traditional restaurants that are quite expensive.
b)    My
friend, Barry, lives in a large industrial town It has wide, noisy, congested
streets and lots of crowded busy shops. He lives in a small, semi-detached
house There is a corner stop and a fast food restaurant in his neighbourhood.
2
 reading
to identify information
Ask ss
to look at the signs. Explain that it is important to be able to identify and
recognise signs because they usually give important information. ss complete
the task in pairs. Check ss' answers.
Answer Key
You might see sign T in a park,
sign 2 in a field and sign 3 in a restaurant.
3
 learning
pairs of opposites
ss
read each item and find the opposite of the word in bold. You can help ss if
necessary by telling them that all the opposites are included in the concept
maps in Ex,l, Do item 1 . Read out the example, ss complete the task. Walk
around the class, monitoring the activity. Choose some ss to report back to
class, Check ss' answers.
4describing
locations on a map
Draw
ss' attention to the map. Ask them to identify the buildings on the map.
Read
the prompts aloud and elicit/explain any unknown words. Explain the task.
Demonstrate the task yourself first (e.g. T: It's opposite the hospital. ss:
It's the library.) ss complete the task in pairs. Monitor ss' progress around
the class. Choose some pairs to act out their dialogue in front of the class.
Suggested Answer Key A: It's next to
the shopping centre. B: It's the supermarket.
A: It's on the corner ofKing's Street and
High Street.
B: It's the school,
A: It's between the post office and the
café,
B: It's the chemist's,
A: It's opposite the restaurant B:
It's the café.
A: It's in front of the office block.
B: It's the block of flats.
A: It's to the left of the concert hall.
B: It's the museum,
5
 listening
for specific information
Explain
the task. Play the cassette/CD. ss mark the route on the map. Play the
cassette/CD again if necessary. ss compare their answers with their partner's.
Check ss' answers and elicit the key words which helped them complete the task.
Answer Key
Key words: across Station Road, go down
Prince's Street, turn right onto High Street, turn right again onto West
Street, museum is on your right, opposite an office block.

Answer Key

busy
  quiet

dirty clean

expensive
  g cheap

small* big

6
 giving
directions
Read
the useful language in the box and elicit/explain any unknown words or
structures. Ask a S to read the rubric, and explain the task. Model the
activity with a S.
e.g.
S: Excuse mer could you tell me the way to the concert hall?
T:
Sure. Just cross this street. go right and take the first turning on your left
(into Prince's Street). Go down this street and turn right into High Street.
The concert hall is the building on the corner, opposite the shopping centre.
Allow ss 5 minutes to practise their dialogues
and ask individual pairs to come up and record their dialogues for their
Language Portfolio (see introduction for further details). While the other
pairs are waiting. they can practise asking for and giving directions to other
locations and choose their best one to record. Alternatively, they can act out
their dialogues to the pair of ss sitting behind or in front of them and get
feedback on their performance.
7
 related
to jobs
Go
through the list of jobs and elicit/explain what they are. Brainstorm to elicit
the place(s) where each person works.
Write ss' answers on the board. ss copy
the words into the vocabulaoy section of their notebooks. Ask ss' which
preposition they used with all indoor jobs (in).
Suggested Answer Key secretary:
office librarian: library security guard: bank, office block, shopping centre
dentist: dentist's surgery waiter: restaurant, café teacher: school
traffic warden: street bank clerk: bank journalist: newspaper office, TV/radio
station nurse: hospital, doctor's surgery sales assistant: shop
Allow
ss' 5 minutes to come up with more jobs and their workplaces. ss in pairs
report back to class.
Check
ss' answers.
Suggested Answer Key

pharmacist: chemist

curator:
  museum

mayor: town hall

chef:
  restaurant

8
 VOCabulary
related to job qualities
Explain
the task. Elicit/Explain any unknown words. ss complete the task in pairs.
Check ss' answers.
Suggested Answer Key sincere:journalist,
bank clerk friendly: waiter, sales assistant, bank clerk, teacher, nurse, traffic
warden, patient: teacher, nurse, sales assistant honest: bank clerk, journalist
caring: nurse, dentist calm: security guard cheerful: waiter, bank clerk, sales
assistant responsible: secretary security guard, librarian, dentist, teacher,
nurse, bank clerk, traffic warden careful: secretary dentist traffic warden,
nurse, bank clerk organised: secretary, librarian, teacher practical: secretary
librarian, teacher, traffic warden polite: secretary, librarian, waiter, bank
clerk, sales assistant, traffic warden
9
 talking
about ss' own qualities
Explain
the task. ss complete the task in pairs. Monitor ss' progress around the class.
Choose some pairs to act out their dialogues in front of the class.
SuggestedAnswer Key
A: Doyou thinkyoWd bea good dentist?
B: I think so. I'm careful and
responsible./Not really. I'm not careful enough.
A: Do
you thinkyou'd bea good nurse?
B: I think so. lim patient and
caring./Not really l'Ín not caring
enough.
Game
Divide the class into teams. Each team
thinks of an expression/phrase typical of a certain job and tells it to the
class. The team that finds the answer goes next. Each team has only one go at a
time. Suggested Answer Key waiter: Are you ready to order, sir?
secretary: You have a meeting with Mr
smith at 1 pm. security guard: 1 am and everything; quiet, Over and out,
librarian: Please return the book in two weeks. dentist: Open wide.
journalist:
I'd like to askyou some questions please. teacher: For homework, please do the
exercises on page 5 traffic warden: You can't park here, sir.
nurse: Let's take
your temperature and see how you are bank clerk: How much would you like to pay
in? sales assistant: Here's your change.
Writing
Read
the rubric and the prompts. Elicit any unknown words. Explain the task.
Refer
ss to the map on p. 19 (explain that their map only needs to be of their
neighbourhood so it should be on a smaller scale) and their notes. Ask ss to
make a rough map of their neighbourhood in their notebooks first in class. Walk
around the class monitoring the activity and helping ss. Assign the task as HW-

19(T)

(ss'
own answers)
 Speaking
6
Portfolio: Work
in pairs. Starting from the train station, ask for and give directions to the
bank, the museum, etc, You can record your dialogue and keep it in your
Language Portfolio.

Asking
  for directions

Giving
  directions

Excuse
  me, could you tell me the way to
Excuse me. How do I get
Do
  you know where . is?

Of course / Sure. Táke the first]second
  turning on your left/right / Turn into Just cross / go up / down this road/
  street and
It's
  to the left of/right of / opposite / next to Go past the

            A: Excuse me, couldyou tell me theway
       ?
B: Sure! Justcrosse
Jobs & Workplaces
7
Look at the
map. Where does each person work? In pairs think of more jobs and their
workplaces.
Secretary
Librarian
Security
guard Dentist
waiter 'Teacher oaf fie
04
ardeo
Bank
clerk Journalist Nurse
A secretary works in an office,

Job qualities
8
Match the
qualities below to the jobs in Ex. 7.
•  sincere • friendly • patient •
honest • caring
•  calm • cheerful • responsible •
careful
•  organised • practical • polite
A traffic warden needs to be
responsible, practical and polite.
9
Which job suits
you? In pairs, ask and answer.
A: Do you thinkyou'dbea good teacher?
B: 'think so. I'm quite patient and
caring, / Not really. I'm not patient enough.

Play in teams. Who could say this? In
teams, guess the job.
Team
A SI; Are you ready to order, sir?
Team
BSI: A waiter.

Wrí-tí%
Portfolio: Draw a map of your
neighbourhood, then write a short description (30-50 words) and present it to
the class. Write about
              • buildings • streets • shops      facilities
My neighbourhood is . There are ... The streets are There
is a chemist opposite and/but there is(n't) ....

19
Grammar
in use

Comparatives and

Capita/

superlatives

Tourist Attractions

Grammar Reference

Reading & Listening

Which is the most popular tourist
  attraction in London?

Which is the busiest shopping street in London?

the British Museum

A Regent Street

I

a. Read the title and

B Buckingham Palace

@ Oxford Street

subheadings of the quiz What is it

the Tower of London

Piccadilly

about?

What is the tallest landmark in

Which is the most expensive

London?

shopping district in London?

A) Do the quiz. Listen

A Big Ben

A Camden

and check your

(9 the London Eye
the Houses of Parliament

(B Knightsbridge
Chelsea

answers.

C

Britain's

Konnq

fren

ish.ru

                                                   Shopping                             Transport

2 Circle
  the

         3
  How many shops are there in                   The London Underground is

comparative

London?

                             6 the           ..
  in the world.

and superlative

A more than 50,000

A fastest

forms in the quiz.

B more than 20,000
C) more than

B busiest

Then, complete the table.

30,000

oldest

REGULAR            COMPARATIVE

SUPERLATIVE

3

How are comparatives and
  superlatives formed?

Adjective

Are the rules the same in your language?

          old                      older
  than

the oldest

        busy                  busier
  than

the busiest

4

Choose three adjectives from the
  table in Ex. 2

         tall                    taller
  than

the tallest

in their comparative or superlative
  form and

         fast                   faster
  than

the fastest

make sentences about the place you live in

     popular       more
  popular than

the most popular

expensive  more expensive than

the most
  expensive

The Town Hall is the oldest building in my town.

Adverb

 Speaking

latelater the latest
earlyearlier the earliest 5 a. Use the adjectives to compare the countries.
carefullymore
carefully                      the most carefully                       • long
• high • big • small • low • short

SIZE (sq km)
POPULATION
MOUNTAIN
RIVER

244,820
60,094,648
Ben Nevis
(1343 m)
The Severn
(290

70,284
Carrauntoohill
(1,041 m)
The Shannon
(370 km)

Mt McKinley
(6.194 m)
The
(3780 km)

IRREGULAR
good/well better thanthe best bad/badly worse thanthe worst littleless thanthe
least much/many more than the most
• as ... as is used
to compare two people/things, etc, that are equal in some way. Rome is as
expensive as Paris.
A: Is the UK smaller than Ireland?
B: No! The UK is bigger than Ireland,
but not as big as the USA

Learning
  Grammar Structures
When you
  learn an English grammar structure, you can compare it to the grammar
  equivalent in your language. This will help you learn the new structure more
  easily.

A: Yes,
the USA is the biggest ofal/.
b. Make a similar table for your
country. Compare it to the UK and the USA.
2

1
a.  distinguishing genre and content
Confirm
that ss know what a quiz is. Read out the title and subtitles. Elicit the
meanings of capital, tourist, attractions, shopping and transport by asking ss
to provide examples, ss explain what the quiz is about.
Answer Key
The quiz is about tourist attractions,
shopping and transport in London.
b'  listening for specific information
ss do
the quiz and in pairs compare their answers. Play the cassette/CD. ss check
their answers.
Answer Key (See overprinted answers)
2
 Comparative/superlative forms
Explain
the task. Elicit/Explain what comparative and superlative forms are by giving
examples. You can refer ss to the Grammar References section for more detail.
Allow ss some time to go through the quiz and circle the forms (most popular,
tallest, more, busiest, most expensive, fastest, oldest). ss complete the
table. Check ss' answers. Answer Key (See overprinted answers)
3
 comparing
languages
Present
the Study Skills tip. It is always good to try and compare new grammar rules to
respective rules in the ss' own language. Not only does it give them a point of
reference but it also shows the differences which exist between grammatical
structures in the two languages. Elicit/Explain the rules for the comparative/
superlative and as... as by drawings ss' attention to the table in Ex. 2. Refer
ss to the Grammar Reference section at the back of the book for further
details.
4
 using
comparatives/superlatives
Explain
the task, Ask ss to think about where they live and use the comparative and
superlative forms to write sentences in the Grammar section of their notebooks
about their city/town. You could write some examples on the board.
Suggested Answer Key
Churchill Street is busier than Rosewood
Road. Renting a house in the centre of town is less expensive than in the
suburbs,
The library is the tallest building in my
town.
The south district is the least populated
area in my town. The Carlton is the most expensive hotel in my town.
5 a.  comparing countries
Explain
the task and elicit what the numbers and abbreviations stand for. Then ask ss
to pair the adjectives with their opposites and say which of the headings they
describe.
Answer Key
The
numbers in the first row are in sq km and they measure the size of a country;
the numbers in the second row show the population (how many people there are in
a country); in the third row the numbers are in metres (m) and show the height
of the mountains listed; in the last row the numbers are in kilometres (km) and
show the length ofthe rivers listed. Long-short                RIVER
High-low                     MOUNTAIN
Big-small                      SIZE/POPULATION
Model
the dialogue with a Sr write it on the board and underline the comparative and
superlative forms. Allow ss some time to complete the exercise in pairs, using
the adjectives from the list, Monitor ss' progress around the class. Make notes
of any difficulties ss had write them on the board and ask ss to clarify and
correct them. Choose some pairs to demonstrate their dialogues for the whole
class.
Answer Key

A:

Is
  Ben Nevis higher than Carrauntoohill?

B:

Yes
  Ben Nevis is higher than Carrauntoohill, but not as high as Mt McKinley.

A:

That's right— Mt
  McKinley is the highest of the three.

A:

Is
  the Shannon river shorter than the Severn?

B:

No!
  The Shannon river is longer than the Severn, but not as long as the
  Mississippi.

A:

Yes, the Mississippi is
  the longest of the three.

b.

This
  can be done in class provided that ss have

access
to encyclopaedias, the Internet or other resources. Explain how they should
find and select information from encyclopaedias and the Internet (see
introduction). Allow ss time to find the information they need and make their
tables. Monitor their progress and provide help if necessary. In pairs, ss use
their tables to compare their countries with the UK and the USA. Monitor ss'
progress around the class. Make notes of any difficulties ss had, write them on
the board and ask ss to clarify and correct them. Choose some pairs of ss to
report back to the class.
Alternatively,
assign the task as HW, For ss planning to use the Internet, recommend
www.cia.gov.cia/publications/factbook/and www.eb.com„ Follow the same procedure
as above in the next lesson.
(ss' own answers)
20(T)

6-in g/infinitive forms    Allow ss time to write
  sentences in the Grammar section of their notebooks. Ask ss to read out their

Explain the task. Elicit what forms the
infinitive takes (e.g. full/bare infinitive). ss underline and circle the
-ing/infinitive forms. Check ss' answers.
Read out the questions and allow ss some
time to read the text and complete the task. Check ss' answers.
Refer ss to the Grammar Reference section at the back Of
the book for more detail,
Answer
Key
T -ing
— (good at) gardening/(get tired of) working
2
bare infinitive — (could)
make
3
-ing — (liked)
working/(/oves most is) being
4
full infinitive — (to)
train
7
Explain the task, ss complete the task, Check ss' answers.
Answer
Key (See overprinted answers)
8
Allow ss some time to make sentences about themselves. Choose some ss to
present their sentences to the class.
Answer
Key (See overprinted answers)
 sentence transformations
Read out the rubric, stressing that the
second sentence should have the same meaning as the first and that ss should
not use more than three words. Do item I with ss. Elicit the structure being
tested. Then ss work in pairs and complete the task. Check ss' answers. Answer
Key (See overprinted answers)
10  phrasal verbs with, put
Read the verb and the particles on the
spidergram. Elicit their meanings by writing examples on the board. Write ss'
synonyms or explanations (in Ll or L2) on the board
Answer
Key

1 put out

3 put on

2 put me through

4 put off

ss choose a phrasal verb and draw a
picture. Walk around, offering suggestions. Allow ss 5-10 minutes to complete
the task. Alternatively, assign the task as HW. Collect the drawings. Show them
to the class and elicit the correct phrasal verbs
I l
adjectives with prepositions
Explain the task. ss complete the exercise in pairs.
ss report back to class. Elicit feedback and corrections
from other ss.
Answer
Key (See overprinted answers)
21 (T)
Konnq
sentences to their partners. Walk around the classw
monitoring the task and helping ss where necessary.
Suggested
Answer Key
 Living in my town is very different from living in the village.
2 Most of the cafés are usually crowded with people 3 My town is
famous for its monuments. 4 The city centre is full of cafés and
restaurants.
5     1'm not familiar with the centre of
the city
6     This neighbourhood is very familiar
to me.
Writing
This can be done in class provided that ss have access
to encyclopaedias, the Internet or other sources- Explain how they should find
and select information from encyclopaedias and the Internet (see Introduction).
Refer ss to the quiz on P-20 to get an idea of the layout. Explain that ss do
not need to have subtitles. Decide with the class on the number of questions of
the quiz. Allow ss time to find the information they need and write their quiz.
Monitor their progress and provide help if necessary.
Alternativelyì assign the task as H/W. For ss
planning to use the Internet, give them a list of official sites to visit (e.g.
www.cities.com). Check ss' answers. In pairs, ss do the quizzes and put their
own in their portfolio
(ss' own answers)
Extension: Collect the quizzes, shuffle them and hand
them out to individual ss in the class (tell ss to mark their answers on
separate sheets of paper). Time ss and when time is upt hand the quizzes back
to their authors to add up their score. The student to get the highest score
wins a badge.
e.g.

Useful Links ss can visit http•//www.triv„net/qmenu.htm
    more quizzes on Geography,

frenglish.ru

-ing/infinitive forms
Grammar
Reference
6
Read the text Underline the -ing forms and circle the infinitive
forms. Which form do we use:
1
after adjectives with prepositions?
2
after modal verbs?
3
after verbs of preference (e.g. like, love, etc)?
4
to show purpose?
Jane never liked wQLking in an
office, She gave up her job Œ)as a gardener. She discovered that
she was very good at gardening and could make anythingGÙ
What
she loves most is being outdoors in the fresh air, and she never
gets tired of working with plants.
7
Put the verbs in brackets into the correct form.
I am planning to move (move) to the
country.
B. Really? Won't you be (be) bored there?
Would you like to come (come) to New York
with me?
B' That would be great. I need to get
(get) a visa first, though There is nothing I
enjoy more than walking (walk) in the countryside
B Me too. I hate living (live) in the city.
Do
you mind travelling (travel) all the way to work every day? B Well, it takes me
two hours to drive (drive) to work, but I don tt mind at all.
8
Complete the sentences about yourself, using-ing/infinitive
forms,
1
1 can't stand living in the city.
2
1 hate travelling by plane.
3
1 could live in the countryside.
4
1'm tired of working long hours.
5
1've decided to move to Paris.
Sentence transformations
9 Complete the second sentence so that it means the
same as the first, using no more than three words. What grammar structures are
tested?
1 It's better to avoid travelling during
the rush-hour. It's not a good idea to travel during the rush-hour, 2 There are
only a few parks in this city.
There are not many parks in this city.
3      LA
is one of the most expensive cities in the world.
Very few cities in the world are as expensive as LA.
4      He
prefers London to York
He likes London more than York.
fren
ish.ru

Phrasal verbs
Explain the phrasal verbs with 'put'. Use appropriate ones to replace the
verbs in bold. Choose one and draw a picture.
away

sb up
1
The firefighters managed to extinguish the fire.
2
Can you connect me to Mr Smith, please?
3
He has gained 10 kilos since he moved here.
4
They postponed moving
house until May,
Adjectives with prepositions
11 Fill in: with, to, from, of, for. Use
the adjectives in bold to make sentences about the place you live in,
1      New
York is very different from Los Angeles.
2      The
square is crowded with people.
3      London
is famous for its nightlife.
4      The
town centre is full of cheap restaurants.
5      Are
you familiar with this area?
6      This
town is familiar to me. I used to live here.
Wri+ín&
Portfolio: Collect information to write a
short quiz about the capital city of
your country (35-50 words).
21
Listening & Speaking skills
Comparing
places
I a. You are going to listen to two friends talking
about Budapest. Before you listen, look at sentences 1-6 and, in pairs, try to
guess whether they are true or false.
your guesses correct?
2      Listen again and make notes
about Budapest under the headings below. Make similar notes about the place you
live in. Compare the two places.
• traffic • shopping • restaurants • public transport •
weather
Traffic
in Budapest is as heavy as in my town,
Expressing
preferences
3 a. In pairs, use
the table and the prompts to form dialogues as in the example. You can use your
own ideas.

Asking about specific preference

Expressing
  specific preference

•   Do
  you want + full infinitive .
Do you want to go to the theatre?
•
  Do you fancy +
  -ing form - -P Do you fancy eating out?
•   Would you like + full infinitive .
  Wouldyou like to go to a party tonight?

•   I'd prefer +
  full infinitive/ noun
I'd
  prefer to watch a film
•
  I'd rather + bare infinitive (+ than + bare infinitive) ltd
  rather order take-away (than eat out).

22

see a film/go dancing  play golf/play football  eat Chinese
food/eat Indian food  have dinner with, ../have an early night

go to a football match/go to a rugby match

eat out/get a take-away
A: Do
you fancy seeing a film tonight? B: Not really, lid rather go
dancing.
b. Study the table.
Then, use the headings to talk about your preferences.
entertainmentfood

General Preference

•
  I prefer + noun + to + noun
I
  prefer
  vegetarian food to meat I prefer + Ging form) + to + Ging form) prefer
  walking to driving.
•  I prefer + full
  infinitive + rather than + bare infinitive —v
I
  prefer to play
  tennis rather than play golf,

Means
of Transportsports
I
prefer going out with my friends to playing computer games.
 Intonation
4         Match the
words, then listen and underline the stressed syllables.

Konnq fren ish.ru

local       transport
traffic                spirit centre facilities city             congestion I a•
 Prediction
about a listening text
Read out the rubric and sentences 1-6. Explain/ Elicit
any unknown words. ss try to guess the answers.
(Sst
own answers)
b.  listening for confirmation
Play the cassette/CD (twice if necessary). ss listen and
check their answers.
Answer
Key
2
 listening and taking notes
Play the cassette/CD again with pauses to allow ss time
to take notes. Check ss' answers by playing the cassette/CD again. ss make
similar notes about their town/city and write sentences in the Grammar section
of their notebooks, comparing the two places. ss can give their sentences to
their partners to read and check. Walk around, helping ss where necessary.
Answer Key traffic: heavy congestion, delays shopping: expensive shops,
expensive souvenirs, beautiful gifts, cheap supermarkets restaurants:
reasonable prices public transport: metro, tram, taxis, cheap weather: cold
winters, hot summers
(Ss'own
answers)
3
 eXPressing specific preference
a Explain the task. Read aloud the structures for
asking about and expressing specific preference in the box. Also read out the
prompts. Elicit/ Explain their structures and meanings. Allow ss some time to
complete the exercise in pairs. Walk around the class, monitoring the exercise
and helping ss where necessary. Make notes of any difficulties ss had, write
them on the board and ask ss to clarify and correct them. Choose some pairs to
present their dialogues to the class.
Suggested
Answer Key
A: Do
you want to play golf this weekend?
B: I
would rather play football (than play golf this weekend).
A: DO you fancy eating Chinese food tonight? B: Well, I'd prefer to eat
Indian food.
A:
Wouldyou like to hove dinner with us?
B: No,
I'm tired. I'd rather have an early night.
A: Do you want to go to a football match? B: Actually I'd rathergo to a
rugby match.
A: Do you fancy eating out? B: I'd rather get a takeaway
 eXPressing general
preference Read aloud the structures for expressing general preference in the
box. Also read out the headings. Explain the task. Allow ss time to complete
the exercise. Choose some ss to present their preferences to the class. Make
notes of any difficulties ss had, write them on the board and ask ss to clarify
and correct them.
SuggestedAnswer
Key
I
prefer watching films at the cinema to going to the theatre.
Iprefer
(eating) Italian food to (eating) Chinese food.
I
prefer to walk to work rather than drive.
Iprefer to go to football matches rather than watch them on TV at home.
4  intonation of compound nouns
Elicit/Explain that compound nouns are nouns
made up of a noun-noun or adjective-noun combination. Help ss to match the
halves of the compound nouns. Play the cassette/CD„ ss listen and check their
answers. Play the cassette/CD again with pauses for ss to underline the
stressed syllables. Choose some ss to read out the compound nouns. Check ss'
intonation.
Answer
Key (See overprinted answers)
22(T)
frenglish.ru

5       vocabulary related to job interviews
Read the sentences aloud and explain any unknown
words/expressions. ss complete the task Answer Key
1 employer              4 employer
2 prospective employee 5 employer 3
employer
6       listening for confirmation
a.    Explain
the task. ss must use the expressions from Ex. 5 to complete the dialogue,
Allow ss some time to complete the exercise, then play the cassette/CD. ss
listen and check their answers.
Answer
Key (See overprinted answers)
b.    Explain
the task. In pairs, ss make guesses about what happens next in the dialogue.
(ss'
own answers)
Play the cassette. ss listen and check their answers.

Focus

Allow ss time to practise the dialogue in pairs.
Monitor ss" progress around the class. Choose some pairs to act out their
dialogue in front of the class.

Present the Study Skills tip and check ss'
understanding, Allow ss time to read the advert. Elicit/ Explain any unknown
words (e.g. NVQ Level 3 National Vocational Qualification),
Explain the task. In pairs, ss prepare a dialogue based on the job ad and on
the dialogue in Ex. 6. Monitor ss' progress around the class. Make notes of any
difficulties ss had, write them on the board and ask ss to clarify and correct
them. Choose some ss to act out their dialogues in front of the class, Ask
individual pairs to come up and record their dialogues for their Language
Portfolio (see introduction for further details). The other pairs should listen
to get ideas and note any weaknesses/mistakes in order to avoid them
themselves,

Extension: When all the pairs have recorded their dialogues, you can play the
recordings so that the class can give feedback and suggestions to each pair.
You can also bring the class ballot box and hold a class election for the best
recording. ss should assess their schoolmates' overall performance, grammar,
pronunciation, intonation and fluency.
23(T)
Suggested
Answer Key

A:

Good afternoon, Ms Jones. Did you have any trouble finding
  us?

B:

Nov not at all.

A:

Please, have a seat.

B:

Thankyou.

A:

I understand you are applying for the position of
Head Chef
Yes, that's right

A:

Could you tell me what your
  qualifications are?

B:

Certainly, I've got an NVQ Level 3 and / speak fluent
French

A:

I see. What work experience haveyou
  had?

B:

I worked for five years as second chef at Isle
Restaurant in Paris.

Focus >

8describing
pictures
a, Explain the task. Tell ss that they must use only
one word to fill in each gap. Do the first item with the class. ss complete the
task in pairs, Check ss' answers.
Answer
Key (See overprinted answers)
b. Ask ss to look at the picture in Ex. 6. Read
aloud the prompts and elicit responses from ss, Allow ss time to look carefully
at the picture and prepare their descriptions. using the description in Ex. 8a
as a model. Monitor ss" progress around the class. Choose some ss to present
their descriptions to the rest of the class. Tell the rest of the class to make
notes about the ss' performance and report back to the class. Check ss'
answers.
Suggested
Answer Key
This
picture shows two business peopler probably during a job interview. The man
must be an employer, and the woman a prospective employee They are wearing
smart business suits. They are in the employer's office. He is probably asking
questions about her qualifications and work experience, because he is pointing
to her She must be anxious to get thejob because she looks a little nervous.

frenglish.ru
Job interviews
STUDVSKiLLS
Reading

Role-playing
Role-play is effective
  if you use your imagination. Think of the situation, the setting, who you
  are, how you feel, what gestures you might use, etc.

5 Who might say the sentences (1-5) below: an
employer or a prospective employee?
1      Please have a seat.
2      I've got a degree in British History,
3      Didyou have any trouble finding us?             Speaking
4      What
work experience have you had?  7 Portfolio: Look at the job advert, Take roles
5      Could you tell me what your
qualifications are? and act out a job interview, Use the dialogue in Ex. 6 as a
model. Record your dialogues.

WANTED: Experienced Head Chef for well-known French
  restaurant.

least 2 years'
  experience preparing French food, 40-hour week, including weekends. Excellent
  pay.
To arrange an interview, call 01743 281978.

6a,Complete
the interview with sentences from Ex. 5. Listen and check.
Describing pictures
8 a, Look at the picture and complete the text.
This
picture shows a businessman. He is
1)    in the driver's seat
2)    of
a car. He must be 3) on his way to work because he is wearing a suit and a
      A: Good
afternoon,                                                                      tie.
He is driving 4) and shaving

B: No, notat all.

while he is looking 5) in the
  mirror.

A: [blï)
B: Thank you.

He must be
  late 6) because he looks stressed.

     A: I understand you are applying
for the                          b. Now look at the picture in Ex. 6 and

position of Tour Guide.

describe it to your partner. Think about:

B: Yes, that's right.

• where they
  are  what they are wearing

B: Certainly.@lï] Oh, and I speak four

 what they are doing

            languages.
A: I see.
B: I
worked for two years as a tour guide at the Tower of London, and as a clerk in
the Tourist Information Centre at Victoria Station for three years.
b Do
you think Ms Harris will get the job? Why (not)? Listen and find out.
Take
roles and act out the dialogue. You can change the ending.
Writing a letter of application

Experience necessary. Must have a
  pleasant personality. Knowledge of Spanish preferred. Would suit a young,
  energetic person. Contact: Mr Wade, PO Box 1287

Getting started
1
What information do you think we should include in a letter of
application for a job? Think about: age, qualifications, etc.

would appropriate?

CURRICULUM VITAE
PERSONAL DETAILS

Dear
  Sir/Madam,                                 Dear Mr Smith,

Name/Surname:

2
a. Which beginnings/endings             be
Yours
sincerely,  Address: . Tele: Date of birth:       Nationality:
too informal
EDUCATION
Qualifications:

3

Read the rubric, then read the
  letter and match the paragraphs to the headings.

PERSONAL QUALITIES

A Age/Qualifications C Reason for
  writing

            B Availability                       D
  Experience/Personality

b. Which of
  the following are opening/closing remarks?

 You are looking for a part-time
  job. you

1 I am writing to apply for the post
  advertised in .

saw an ad asking for a part-time sales

2 I look
  forward to hearing from        in due time.

: assistant and you want to apply for the

you

 job. Write your
  letter.

3 I would be
  happy to attend an interview at any time convenient to you.

Dear sir/ Madam,

4 I am writing with regard to your
  advertisement in

               b. What is the
difference between A and C?        La nguages:

Let's look closer

WORK EXPERIENCE (most

first)

would like

o

time Sales Assistant which I saw
  advertised in

5

Answer the questions in the plan. Use your

the
  Guardian.
I am a seventeen-vear-old student. I have

answers and your CV to write the
  letter of

Ç.ÇSES                         Moths and
                          At the

application in Ex. 4a (80-100
  words)

for the position of part-
                            including
                              English.
                moment I am studying
for my           Levels.

•
Main

•

Who what
c
How

Qan

 address
  your letter to?
Introduction (Para 1) mason for writing?for Position? where
  was it advertised?
Body (Paras 2-3) age? qualifications?
urnnt job? pwvious experience?
  personal qualities?
Conclusion
  (Para 4) closing remarks?
will you sign of]?

responsible

hqrd working

> I have qçtual work
pyperienre However, I would enjoy working with the public as I like meeting
people. I am friendly and polite as well as so I think I am
suitable for the post
> I hope you will consider me for
the position. I am able to attend an interview at anv time. B yours faithfully,
Deborah
Riley
Your turn
4 a.
Read the rubric. Imagine you are a DJ. Fill in the CV with your personal
information.
: You saw this advertisement in The Weekly News and you want to apply for the
position.
24

 identifying genre and content
Ask ss to look at the caption of the section and the
model text in Ex, 3, Elicit answers as to what type of writing task they will
be dealing with (a letter of application), Ask them if they have ever had to
write a letter of application
(ss'
own answers)
1
Explain the task. Brainstorm for ideas. To help ss get started,
ask them to think about adults they know (e.g. brothers/sisters/parentsr
cousins, etc) and what interesting information they would include.
Answer
Key
We
should include al/ factual information about ourselves such as: name/surname,
date/place of birth, nationality, marital status (mobile) phone number, contact
address and e-mail address. We should also mention our qualifications, such as:
name of school/ university/college we went to, any foreign languages we know,
what certificates we hold level ofcomputer skills, and a detailed account of
any work experience we have had and what it entailed. Finally we must give a
brief description of our likes/dislikes and character qualities, saying why we think
we would be suitable for the job/ position.
2
a.  fixed salutations in letters
Elicit what style is appropriate for letters of
application (formal), Read out the beginnings and endings (A-C) and ask ss
which ones are appropriate.
Answer
Key (See overprinted answers)
b. Ask ss to look closely at A and C and tell you
what their difference is. Do the task as a game and time ss.
Answer
Key
In A we
do not know the recipient's name so we end the letter with Yours faithfully,
whereas in C we know the recipient's name so we end the letter with Yours
sincerely.
3
matching paragraphs to headings
Elicit/Explain any unknown words in the headings. Ask
ss what the rubric is about (a letter fora parttime job as a sales assistant).
In pairs, ss skim each paragraph and match them to the headings. Walk around
the class monitoring the task. Tell ss to justify their answers by underlining
parts from the letter. Ask a pair of ss to report back to the class. Check ss'
answers.
Answer
Key (See overprinted answers)
4
a. reading for specific information
ss read the rubric and underline the key information.
Check ss' answers by asking them:
e.g Where did you see the ad? (in the
Weekly) What is it for? (a DJ).
Tell ss to read the ad and underline the
key words (DJ wanted, Latin American club, pleasant personality, experience
necessary, knowledge of Spanish preferred, young and energeticperson). Then ss
skim through the CV and fill it in by selecting the correct information from
the ad and using their own ideas. Point out to ss that it is a good idea to
find synonyms of the adjectives in the ad that describe personal qualities,
e.g. pleasant > friendly, outgoing
energetic > active, full of energy
Suggested
Answer Key
Name/Surname:
Massimo Bianco
Address:
21 Wandsworth Road, London SWI 5PJ
Tel.:020853816T8
          Date ofBirth:21/02/1984              Nationality:
Italian
EDUCATION
Qualifications:
level ID certificate in violin playing. Very good command of Spanish and
English. Fluent in Italian,
WORK EXPERIENCE
El Peccado: Two years experience as DJ at popular club in Ibiza, Spain.
Musicland: one year as sales assistant at a large music store in Rome.
RAI
Orchestra, Rome: part-time violin player.
PERSONAL QUALITIES
I am a friendly outgoing, cheerful person and / always enjoy meeting new
people. I am very active and I'm keen on taking up new and interesting hobbies.
My favourite free time activities are white water rafting and abseiling, as well
as playing music with my band,
b•  OPening/closing remarks
Elicit/Explain any unknown words, ss do the
task in pairs and report back to class.
Answer
key

1 - opening remark

3 — closing remark

2 - closing remark

4 — opening remark

5writing a letter of application
Go through the questions in the plan with
ss. Refer ss to their CVs and elicit answers from them. Ask ss to check that
the model letter follows the same structure.
(ss'
own answers)
ss write the letter in class or you can assign
the letter as HW.
Amazing
Facts
Read out the sentence and ask ss if they know any other
amazing facts about distances.
24(T)
KoriH¶
1       Predicting
the content of the text
Focus ss' attention on the title of the
text and the pictures, and elicit answers to the questions. Suggested Answer
Key
Celebration
is a town in the USA where people would like to live.
2       to
read for gist
Read out the prompts and elicit/explain any
unknown words, Allow ss some time to complete the task. Ask them to justify
their answers. Check ss' answers.
Answer
Key
There are tree-lined streets around a clear blue lake.
All the houses have small backyards and low
fences so that people can talk to their neighbours. Children can play happily
in the parks and playgrounds.
The town's facilities include a medical centre, fitness
centre, bank and post office.

Focus >

3COmpleting a multiple choice cloze
Explain the task. Read the example and do
the first item with the class. Remind ss to read all the options before
choosing their answers. They should also pay particular attention to what comes
both before and after the gap. Allow ss some time to complete the task.
Answer
Key (See overprinted answers)
Answer
Key
to head for: to be bound for, to go to the other options are
inappropriate where because it refers to a location (in Florida, USA)
All the houses; Both of the houses
(meaning only two). This is wrong because the author is not describing two
houses; Each and every a noun in the singular. The most (houses) is wrong; most
of the houses/most houses; the meaning is different, too.
so that people can talk to each other; secondary clause that expresses
purpose; that makes people talk to each other; the meaning is different, too;
as urges grammatically wrong because the subject is missing (as it urges) and
it is semantically wrong as it does not express the author's intention
(purpose); such as grammatically wrong because it cannot be followed by a
clause (people can talk...) and semantically as it doesn't express the author's
intention but rather it introduces an example.
25(T)
Konnq
without worrying about their safety;
the other options are semantically inappropriate (care for phev.' like, fm/ to
look after; look into-phv: examine; protect from: to make sure 5b i5 safe from
5th bad, dangerous, etc) which -o include; secondary clause, refers to towns facilities; the other
options are inappropriate pay a visit (exp.); the other options are inappropriate decide to stay; to continue to be at
a place for some time; remain to continue to be sth (e.g. to remain still);
live js grammatically and semantically wrong; e.g to live here/there would be
grammatically correct; leave -o is semantically wrong as it inverts the meaning
ofthe sentence.
4       listening/reading
for general information
Play the cassette/CD. ss listen and follow the text in
their books- Allow ss time to answer the questions and justify their answers,
Check ss' answers.
SuggestedAnswer
Key
 Because it is the perfect town - pretty, peaceful, safe and
well-equipped
2
The writer wants to
publicise the dream town,
3
The text is definitely
an article because there is a title and it is accompanied by pictures, /t would
probably appear in a lifestyle magazine because the style is informal, and
chatty and there are short forms and exclamation marks,
5       ideas
Explain the task. Allow ss, in pairs, to complete the
task. Monitor ss progress around the class. Make notes of any difficulties ss
had, write them on the board and ask ss to clarify and correct them. Choose
some pairs to talk about their ideal towns in front of the class.
(ss' own answers)

Useful Links ss can visit www.abfla.com/l
tocf/disney/celeb.html to get more information about Celebration.
frenglish.ru

Culture
  2
Celebration - Dream Town USA

Reading & Listening
I
Look at the title and the pictures. What is Celebration? Where is it?
2
How are these words and phrases related to the text? Read and
check.
pretty houses tree-lined streets clear blue
lake small backyards
•    parks
playgrounds medical centre fitness centre
•    bank
post office
There are
prettyhouses in Celebration.
3
Read the text
again and choose the best answer A, B, C or D .
Close your
eyes and imagine the perfect town, with pretty houses and
tree-lined streets O) around a clear
blue lake. Now, open your eyes and head 1) the town of Celebration in Florida,
USA, 2) . the Walt Disney Company has, once again, turned a dream into reality.
3) houses in Celebration have garages at the back, so the streets are
clear of parked cars. Fences are low and backyards are small 4) people can talk
to their neighbours. Children play happily in the parks and playgrounds.
Parents let them go off by themselves without 5) . their safety. The town's
facilities, 6) include a school, medical
centre,
fitness centre, bank and post office, combine modern technology with the
traditional style of a small 1950s town.
If you canft put up with life in the fast
lane, take a break and 7) ...s... a visit to Celebration. Who knows — you might
even decide to 8)

O Saround

B on     C at        D about B
  over  Ofor      D in

2 A what

B there            C that                 O)
  where

3            the

B Both of               C
  Each and every D The most

4 A that makes

B as urges       Oso that              D
  such as

5 A caring for

B looking into Oworrying about D protecting from

6 A who

B these           C)which                D
  whose

7 A have

B give              C do                    O)
  pay

8 A remain

B live                       C
  leave

O stay
4
Listen and read
to answer the questions 1-3.
1 Why should someone visit Celebration 7

aim is?

Vocabulary & Grammar 1 Fill in the missing word.
1     What
does Paul look like?
2     Bob
always tells the truth. He's honest.
3     To
get to the bank, take the first turning on your left.
4     Ken
is calm. He never gets angry or upset
5     What
time does the TV programme start? 6 She likes the hustle and bustle of London.
7
Sarah and Jane aren't getting on lately. They argue all the
time,
8
We hate city life. We can't put up with the noise,
9
London is more expensive than Athens.
10    That was
the worst film ever,
(TO marks)
2 Circle the correct item.
1
Harry works as a traffic
A
assistant (9 warden        C director
2
Jenny has curly blonde hair and              cheeks.
A
pointed                rosy       C bright 3 Teachers need to be  with
their students.
A confident B responsible C patient
             4
Jane likes eating at               restaurants.
(8) elegant B terraced C corner 5
"Where does he . . from?" "England.
             (A) come           B get               C
is
6
James always thinks of others. He's very
A       careful       B
friendly C) caring
7
Tony has good manners. He is very
A       caring         B
patient C) polite
8
1 don't fancy going out. I'd rather .     in.
A       stay            B
staying             C to stay
9
Ian doesn't mind .       long hours
A       to
work     B work  C) working
10    Mark's
car is as            as Anne's.
A       older
         old         C oldest
(10 marks)
3

4
5
Use of English
Complete
the second sentence so that it means the same as the first. Use up to three
words.
1      Tom
takes after his grandfather.
Tom looks like his grandfather.
2      Jane
is gaining weight.
Jane is putting on weight.
3      No
place in the world is as beautiful as this. This is the most beautiful place in
the world
4      I
never forget to visit my aunt on Saturdays
On Saturdays I always remember to VISIt my aunt 5 I
prefer travelling by train to travelling by bus. I prefer to travel by train
rather than travel by bus.
(TO marks) Fill in the correct preposition.
1
1'm not familiar with this area, I've never been here before.
2
She is jealous of her sister because she lives on a huge ranch in
Australia.
3
The city is crowded with tourists.
4
Pat is very patient with her students. (8 marks)
Communication
Complete
the exchanges.
a Thank you. b I'd rather order pizza.
c       Bless
you!
d       Hi,
there. How are you?
e       Take
the first turning on your right
1
A: Excuse me — how do I get to the bank? B. Take the first
turning on your right.
2
A: Do you fancy eating out tonight? B I'd rather order pizza.
3
Hi, there. How are you? B. Not bad. How are you?
4
Bless you! B: Thanks!
5
A Thank you.
B: Don't mention it.

( 10 marks)
031--1aKOM1rreAb1--raS1 Kor1H51 - reng is .ru
Self-Assessment
Modu e
Listening
6 You will hear a radio programme about
Barcelona. For each question, put a tick G') in the correct box.

1
Visitors to Barcelona
should not go A [Z] in the middle of summer.
B
C] when there is a festival on C C] in winter.
2
The
best way to get around the city is
A  on a moped
B  by taxi
C  on the Metro
3
Barcelona is
A  [Z] a city with modern and old features.
B  C] a completely modern city. C C] a very old
city.
Reading
7 Read and
choose the correct word for each space.
Getthe 9 How
1) do you go to the re• hairdresser'S with a new hairstyle in
pictu
2) but then lose your nerve because you aren't sure
what it will 3) like? Don't you wish you could try out new hairstyles before
you decide 4) one you want? Well, with today's computer software you can choose
5) ...e over 200 hairstyles in a 6) minutes and see how they look on you —
without touching a single hair! All you need is a digital picture of yourself.
The software is easy to 7) and you can see both the front-view and the
side-view of the hairstyles, Try them out on screen and see which one you like
8) It's the 9) . .. way to see if a hairstyle really 10) . you, before the
scissors go to work.

1 A usually

B rarely

C
  seldom (D often

2   head

(g) mind

C
  hand

D
  eye

3
  A seem

B
  feel

C) look

D appear

4
  A this

B a

C
  that

which

5 (8 from

B of

C
  for

D off

6
  A some

B
  lot

C)
  few

D
  little

B
  make

C
  see

D
  try

8   best

B
  much

C
  well

D very

9
  A easily

(B) easiest

C
  easier

D
  ease

10 A fits

B
  matches (C) suits

D goes

(20 marks)
4
What
does the speaker say about La Rambla?
A
C] It is full of
cars,
B
[Z] It is
Barcelona's best-known street. C      It is a famous food market.
5
What
can you see in Maremagnum?
A
a cathedral
B
a bird market
C
[Z] lots of shops
and cafés
6
The
Sagrada Familia cathedral
A
[2 doesn't take
long to visit, B [Z] is not completed c C) is difficult to climb up.
(12 marks)
Writing
8 You have
moved to a new neighbourhood. Write a letter to an English-speaking friend,
saying:
what there is
to see and do there.
•  what you like/dislike about it.
•  how different it is from your old
neighbourhood,
(See Suggested Answers Section) (20 marks)
(Total = 100 marks)
Nov I ean„,
introduce
myself
•  talk about
— character
& appearance
— habits/routines/lifestyles
•  jobs/workplaces/job
qualities express my likes/dislikes/preferences ask for/give directions
•  act out a job Interview
•  write a short paragraph about my favourite
hero(ine) or villain
•  a classified ad
— an e-mail to
a friend
— an informal
letter of advice
— a short article
about myself and where I live a short description of my neighbourhood
•  a letter of application
in
E+151íçh

031--raKOM1rreAb1--raS1 Kor1H51 - reng is .ru
1
a. What do you
know about Elizabeth l?
b. Look at portraits A and B. Describe them.
2
Listen and read. Number the portraits in the order you hear them.
3
Read and list the
symbols in the portraits. Explain what they symbolise. Then explain the words
in bold.
4
Which of the
following adjectives best describe Elizabeth in each painting?
• strong • innocent • demanding • ambitious •
determined

 U/izaheth's portraits
Elizabeth had many enemies and it was not safe for her
to travel around the country. She chose,instead, to use portraits to show
herself to her people.lt was essential that the portraits showed an image of
her that would impress her subjects.
'The
Coronation Portrait'
This
portrait shows Elizabeth just after the coronation. The picture shows her as a
young, beautiful, innocent girl with pink cheeks and long hair. Her rich gold
gown, jewels and fur show her wealth. She is also wearing the crown and holding
the Orb and Sceptre to show her royal authority.
of the picture is that although she is young and beautiful, she has the
power to rule the country.
'The Armada
Portrait'
This portrait celebrates the victory of England over Spanish Armada. In
the painting Elizabeth's right rests on a globe. This symbolises that England
is a global power. On her right there is a crown. The pictures behind her show
the English navy in bright sunshine, and of the Spanish Armada being destroyed
in a storm.
5 Project: Do some research using the Internet, school
textbooks, encyclopaedias, etc, then draw
Elizabeth's family tree. Present it to the class.
28
                                                                                Han
             - fren lish.ru

1       a.
Ask various ss around the class to share what they know about Elizabeth I with
the rest of the class.
Suggested
Answer Key
Elizabeth
I was Queen of England about three hundred and fifty years ago. Her father was
Henry 1/111 and her mother was Anne Boleyn. She was queen for a very long time,
but she never married or had any children.
b. Allow ss some time to study the portraits. Ask
various ss to describe Elizabeth's appearance, aloud.
SuggestedAnswer
Key
In
portrait A Elizabeth is wearing an elaborate red and black dress with lots
ofjewels and pearls and a big ruff collar. Her hand is resting on a globe and
she looks very regal and powerful. Through the windows behind her / can see two
scenes. One is of some ships on a calm sea and the other is of a stormy sea with
sailors in the water. In portrait B Elizabeth looks very young. She may have
just been crowned queen because she is wearing the crown and carrying the orb
and sceptre. She is also wearing lots of fur and otherjewels.
2       Play
the cassette/CD for ss to listen and follow the lines in the text, ss complete
the task. Check ss answers,
Answer
Key
3       Allow
ss some time to read the text and complete the task, Check ss' answers around
the class. SuggestedAnswer Key Coronation Portrait:
pink cheeks and long hair - innocence
rich gown, jewels and fur— wealth crown, Orb and Sceptre — royal
authority/power Armada Portrait:
globe -
England's global power
ss explain the words in bold by giving a synonym.
explanation or example using their dictionaries to help them if necessary.
SuggestedAnswer
Key
coronation
(n): the ceremony when a king or queen is crowned gown (n): a long formal dress
wealth (n): having lots ofmoney and land orb (n): an ornamental ball with a
cross on/up carried by the queen at royal ceremonies sceptre (n): an ornamental
staff carried by the queen at royal ceremonies imprisoned (adj): put into
prison defeat (v): win a victory over an opponent in battle authority (n): the
right to have power over others rule (v): govern victory (n): to win/succeed in
a battle/competition
globe (n): a mode/ ofthe earth with a map of the world global (adj): in
al/ parts of the world crown (n): an Object made of gold and covered with
jewels that a king or queen wears on their head to show their position
4       Go
through the list of adjectives and elicit/explain the meanings of any unknown
words. ss, then work in pairs and discuss the portraits and choose the best
adjective(s) for each painting. Monitor ss' performance around the class, then
ask some pairs to report back to the rest of the class.
Suggested
Answer Key
Sli think Elizabeth seems strong in the Armada Portrait
because she looks very impressive in that elegant dress and with all those
beautifuljewels.
S2•
I agree and the way she fills the painting gives the impression of strength
andpower,
51; Also, her hand resting on the globe makes her seem ambitious because
it seems as if she wishes to own the world.
52: Yes,
You're right.
53: In the Coronation Portrait, Elizabeth seems young and innocent
because her hair is untied and she has a young face and rosy cheeks.
54: Yes I agree, but / also think she seems strong and she has a
determined look on her face.
53:
Yes, I think you're right
5 Project: Explain the task and assign as
HW, Check ss' answers in the next lesson.
Suggested
Answer Key
ELIZABETH I FAMILY TREE
Henry Vlll         Catherine
(father) — of Aragon
Anne of Cleves
(stepmother)
Katherine
                                    Edward
VI                                 Howard
                                (half-brother)                        (stepmother)
Catherine Parr
 (stepmother)
28(T)
 Before you start
 recycling vocabulary
Recycle
the structures: look like/be like. Elicit answers from ss. Encourage ss to make
their descriptions interesting by using adjectives. (Ss'own answers)
>
Look at Module 2
 introducing
the themes in Module 2 Divide the class into five groups and give each group a
picture on p. 29 to describe. Ask them to brainstorm vocabulary for their
respective pictures. Alternatively, brainstorm ss round the class for ideas for
each picture. Walk around the class. monitoring and prompting ss where
necessary (write: place, people, atmosphere, feelings, theme to help ss come up
with and provide an example for each category).
Ask
each group/several ss to report all the words they came up with and use them to
talk about their picture to the class. Write the vocabulary on the board.
Encourage ss from other groups/around the class to ask questions or add
details.
Ask
ss to look through units 3 and 4 and find the page numbers for the pictures.
Ask ss around the class to report back with their answers.
Answer Key (See overprinted answers)
Draw
ss' attention each picture and ask them to scan the spread in order to
speculate about the picture and what the spread is about.
Suggested Answer Key
Picture , p. 36

Chosen
because theme ofunit wildlife & nature  subheading
says 'protecting animals'  describepictures/talk about ways
ofprotecting animals
Picture 2, p. 30  chosen
to show what the title of the article says,
'Earth is in our hands'  text
about an environmental protection programme  read
& complete sentences about the text//isten & fill in form
Picture 3, p. 47  from
subheadings/dialogue/picture/spidergram/useful language theme must be
traveling&holidays

use
the prompts to describe the picture/talk about favourite type ofholiday
Picture4, p. 41  titles
of unit and text have to do with travelling & holidays  picture
part of a holiday ad/a/l the pictures show various holiday destinations  read
people's descriptions & find holiday which suits them/write a holiday ad
29(T)
Picture
5, p.46  picture shows setting ofthe dialogue
 from subtitle & sentences in Ex
2, dialogue must be about a couple having problèms checking into a hotel
 read the dialogue & complete
sentences about it/ listen & find out what happened in the end
> Find the unit and page number(s) for
In
pairs, ask ss to go through the list of items they have to find and
elicit/explain what they are and the situation where we would use them. Allow
ss some time to browse the units in pairs and find the page numbers. Ask ss
around the class to report back with their answers. Allow the rest of the class
to check their answers and correct any mistakes they have made. Suggested
Answer Key banner:
a message that is written on a large piece of cloth or paper and is often seen
at big events or protest marches; 3 - p. 32 holiday advertisement: a public
notice about a holiday destination; 4 -p. 4 poster: a big (public) notice that
often has a picture and is used to advertise sth or educate/inform; 3 - p. 34
diary entry: a written description of the events in ones life on a daily basis;
3 - p. 39 newspaper headlines: titles that usually appear on the front page of
a newspaper and are in huge letters; 3 - p.
an extract from a novel: a piece/passage
from a book; 4 -p. 49
> Listen, read and talk about.../Learn
how to.../Practise.. ./Write/Make..
As
described in Module 1 relevant section.
frenglish.ru

intonation (expressing annoyance)

•
environmental issues  animals & adoption schemes  illegal
imports  types of holidays & means of
transport  holiday experiences
•
climate/the weather  packing tips
•
Learn how to
•
give a short talk
•
express surprise
•
express your feelings
•
check in at a hotel
•
complain & apologise  give travel information
•
express
(dis)approval/annoyance/surprise
•
react to news
•
phrasal verbs: run, come  Write / Make...
•
an environmental poster
•
an article about a zoo  a letter to a penfriend  a holiday
advertisement
•
a note
•

a weather forecast

3a Earth Calling

Lead-in
I           a.
How much/many of the following does your town/city have? Tell the class.
•
traffic • smoke
from factories
•
homeless
people • recycling centres
•
trees/plants
• stray animals
•
dirty
parks/rivers/beaches/streets
•
bottle banks •
clean-up campaigns
•
bins • wildlife
parks

too much/many,
(not) enough, quite a few/lot, no, any

There is too much traffic in my town.
There arent enough bins in the streets.
b.
Which three things would you change to improve the place you live in? Tell your
partner.
•
I'd
like to see more/less/fewer.,. • It would be good if there was/were • There
should/shouldn it be
•
I'd
make sure that
Reading

Focusing
on layout
Before
you read a text, look at its layout (headings, pictures, etc).The layout of a
text can often help you guess what it is about before you begin to read. This
will help you understand the text more easily.

2 a. Look at the text. What type of text
is it? Why was it written? What do the title and the quotation mean? What do
you expect to read?
b.
Read the text and complete the sentences. Explain the highlighted words.
1
Roots help
plants to be strong and healthy,
2
Although shoots
appear tiny and weak, they can break open brick walls.
3
Dr Jane Goodall
started Roots & Shoots jn
1991

30

The Earth in
OUR
HANDS
ROOTS AND
SHOOTS PROGRAMME
"Hundreds
of thousands of roots and shoots, hundreds of thousands of young people around
the world can break through walls. We CAN change the world"
DrJane Goodall
(environmentalist, humanitarian and biologist)
4     The programme includes activities
such as recycling programmes, cleaning up local parks, helping old people and
the homeless and protecting the natural habitat of local animals
5     To take part in the programme you
need to be between preschool and university.
Speaking
3 a, Listen and read the text. Make notes
under the following headings.
•
who founded it
and when • what it is
•
how many
members it has • who can join
b.
Work in pairs. Use your notes to talk about
the
Roots &Shoots programme.
fren
ish.ru

Objectives
Reading: multiple choice cloze; multiple choice
  Vocabulary: environmental problems; rainforests; endangered species
Grammar: present prefect; present
  perfect continuous; clauses of purpose phrasal verb - run
Listening: gap filling; multiple
  choice
Speaking: describing photographs; expressing surprise
Pronunciation - using intonation to express feelings
  Writing: short notes
Portfolio -
  a poster; a short article; an informal letter to a friend

I expect to read about the Roots and
Shoots Programme, which seems to have something to do with the environment and
how young people can help.
b'
reading COmprehension
Read out the incomplete sentences and explain any
unknown words. Tell ss they may have to rephrase the information. Ask ss to
read the text, underline the answers and complete the sentences.
Answer
Key (See overprinted answers)

Read out
  the title of the unit and elicit what it might

do
  not understand by miming, drawing on the

mean. (The Earth/The natural world
  is sending us a message/

board or giving synonyms/antonyms/
  examples.

trying to tell us something urgent
  and important.)

Answer Key

I  using quantifiers
  to talk about the

break through (phr v): force your
  way through 5th

environment

underground (adv): below the surface of the ground

Read out the list of words/phrases
  and elicit/

come up (v phr): grow through the
  eapth 's surface survive (v): continue to live or exist

explain
  the meaning of any unknown words.

fragile (adj): weak and easily broken

Read out the examples and
  elicit/explain the use

inspired (pp): given new ideas/motivation

of the quantifiers (too much/aren't enough).

the homeless (n): having nowhere to live

Write examples about your town on
  the board

the natural habitat (n phr): the environment where an

using the remaining quantifiers
  and explain

anima/ orplant naturally lives and
  grows

their use.

worldwide (adv): all over/throughout the world

ss work in pairs and make
  sentences of their

participate (v): take part in an
  activity

own using the quantifiers in the
  box. Walk

adult (n): a grown-up person

around monitoring the activity. Ask some ss to report back
  to class.

living proof (exp): action showing something is true

Suggested Answer Key

3

a •  making
  notes

There is too much smoke from factories in my town

Explain
  the task, Ask ss to open the speaking

There are quite a few homeless people in my town.

section
  of their notebooks, write the headings,

There are not enough recycling centres in my town.

and then close their coursebooks, listen and take notes.
  Play the cassette/CD. Then, ss open

b. ss work in pairs using the prompts to
  discuss the question, Monitor ss' performance, then

their books, read and check.

ask some pairs to report their
  answers to the

SuggestedAnswer Key

class. Check ss' answers.

 who founded it and when: Dr Jane Goodall, 1991  what it is: young peopleS
  environmental organisation —

Suggested Answer Key

organising
  recycling programmes, cleaning up parks/

I'd like to see more trees and parks and less traffic

rivers/beaches, helping homeless and
  old people,

It would be good ifthere were bottle banks in the area.

protecting natural habitats, etc.

There shouldn't be so many stray animals.

 how many members it has: over
  3,000 members in

I'd make sure that there were regular clean-up campaigns.

more than 65 countries  who can join: any young person
  between preschool

2  of text
Present the Study Skills tip. Ask
  ss to look at the

and university

title and quotation. Elicit what
  they meant then

 using notes to
  discuss a topic

ask ss to make guesses about the
  content of

In
  pair ss talk about Roots and Shoots using their

the text.

notes.
  Walk around, monitoring the task and

Suggested Answer Key

offering
  immediate feedback where necessary.

From its layout, it looks like a
  leaflet or a magazine ad. I

The purpose here is for ss to communicate
  factual information so do not correct any

think it is informing people about
  the Roots and Shoots

       language      errors                unless
  they obstruct

programme.
I think the title means that we are
  responsible for the

communication.

Earth and it's up to us to save it.
  It says thatyoung people

(ss' own answers)

Elicit the meanings of the highlighted words, asking ss
to guess from the context. Elicit/ Explain any other words in the text that ss
still

working together can help change the
world.                                                                                30(T)

4  listening for missing information
Explain the task. Allow ss time to read through the
registration form. Elicit/Explain any unknown words, then play the cassette/CD.
ss listen and complete the task. Play the cassette/CD again if necessary, then
check ss' answers.
Answer
Key (See overprinted answers)
Writing  making a
poster
Portfolio: Ask ss about posters they have seen, Which
did they think were effective? Why? What makes a good poster? What are the most
common uses of posters decoration? advertising? etc What are the main features
of posters? (big pictures, slogans small texts, etc)
Refer ss to the illustration of the text, Do they think
it would make a good poster? Why?
Bring posters or slogans from magazines the Internet,
etc, into class. ss can also use the file box or do some research on the Net in
teams. Alternatively, write appropriate headings/slogans on the board.
e.g. Every Drop Counts
What U and I can do
Did You
Know.. p
Elicit other appropriate headings/slogans. ss keep
notes. Now, choose an environmental problem, e.g. rubbish. Elicit what we can
do to reduce or eliminate the problem. Prompt ss where necessary.
Write ss' answers in bullet form on the board. e.g.
•      DON'T
litter the ground!
•      RECYCLE
your rubbish!
•      THINK
twice before you throw something away! etc
Elicit what grammatical structure is used to stress the
information presented (the imperative), Draw ss' attention to the punctuation
you have used so far and elicit their effectiveness (question marks: to address
the reader directly; exclamation marks: to stress the importance of the
information presented; bullet points: to make each piece Of information clear
or to present them like rules, capital letters: to make the words stand
out)
Now, ask ss to look at the bullet points again and
brainstorm for appropriate pictures, symbols or signs to go with them. Draw
some symbols or signs on the board. ss can copy them into their notebooks. Walk
around monitoring the exercise. ss form teams. Give ss a few minutes to decide
on an environmental problem that should be the theme of their poster. It would
be a good idea if there were variety on the chosen themes. Help ss organise
themselves and delegate responsibilities, e.g. students should think of a
title, quotation or bullet points and a short text explaining the
31 (T)
problem and the suggested course of action. They should
also come up with pictures, symbols, signs or make drawings. Hand out any
material that they will need such as felt tips, glue, scissors, coloured
cardboard paper, etc.
Give ss a deadline for handing in their posters. Hold a
class election for the best poster ss cannot vote for their own poster. Pin up
all the posters and ask each team to present them to the rest of the class.
They should be prepared to answer any of their classmates' questions.
(ss'
own answers)

Useful Links ss can visit
  http://www.janegoodall.org to get more information about Roots & Shoots.
ss can also visit http://wwwwwf org to get more
  information about environmental issues.

How do lants row?
1 n nature, the roots of a plant grow underground and
cover a large area. This way they keep the plant strong and healthy. Shoots are
young plants that have come up through the earth to find the sunlight that they
need to survive. Shoots may seem small and fragile, but they can break open
brick walls, Their strength is quite amazing.

What is Roots and
Shoots?

1 nspired by her belief that every individual can make
a difference, Dr Jane Goodall decided in 1991 to form a young people's
environmental group of 16 local schoolchildren in East Africa. Its name was
Roots and Shoots and the members organised recycling programmes and cleaned up
local parks, rivers and beaches. They also helped old people and the homeless
in their neighbourhood as well as protecting the natural habitat of local
animals, Today, Roots and Shoots has over 3,000 groups in more than 68 countries
worldwide which are actively involved in Dr Jane Goodall's projects.

How can you become a member of Roots and Shoots?

Jane Goodall's Roots and Shoots
  programme is living proof that if we want to make our world a better place
  for everyone, we just need to work together.
Join Roots and Shoots now!
  http:/fwww.janegoodalI.org
Member
                                                               Become
  Goodall a    \nsutute
Listening
4 Q)You will hear someone on as parks
  and talking about membership of the Jane Goodall Institute. Listen and fill
  in the missing information.
To become a member, out tne
  registration MEMøEBSH'Ptorn on tne

ny young person, between preschool and
university, can join the Roots and Shoots programme. If you want to start your
own Roots and Shoots group, simply find other young people in your neighbourhood
who want to participate, and an adult to be the group leader, Then, contact the
Jane Goodall Institute for a membership form.

Wrí+ínt-
Portfolio: In groups, make a poster to submit to Roots
and Shoots' annual competition for the best environmental poster.
                                                         \ndNidual
S 35.00(please           amount)
s 2000   otner S StudentlSenior s 5000
35 (per group) Roots & snoots S             45            yes)
31
2 a.
Match the slogans in Ex. 1 to the problems below.
rubbish air pollution deforestation endangered species
b. Work in pairs. Match the sets of verbs
to the problems in Ex. 2a. Then discuss as in the example.
• cut down - plant -4
deforestation
• throw away - recycle —b
rubbish
• hunt — adopt endangered
species
• destroy — protect air
pollution
A,' /
think deforestation is an important issue today.
B:
It is, indeed. Instead of cutting down trees, we should plant new ones.
Preservation
 Listening
3 a. You will hear a person talking about
what we can do to protect our environment. Before you listen, read the notes
and try to guess the missing words.
32

awe Can Make a Difference b
Help Save Altlmals
At home
•      Recycle
everything you can.
•      Grow
some of your own food
•      Plant
1) trees and bushes in your garden.
Transport
•      Ride
your bike or 2) walk instead of driving.
•      Use
public transport.
•      Drive
sensibly: don't waste petrol.
At work
•      Print
things on 3) recycled paper.
•      Print
or copy on both Sides of the paper.
•      Use
the 4)stairs instead of the lift
Shopping
•      Don't
buy food which is wrapped in 5) plastic,
•      Buy
locally grown food and products.
•      Don't
buy products which come from 6) endangered animals.

 Speaking
4 Use the notes in Ex. 3 and the
table below to give a short talk about what we can do to help preserve our
environment,
•  I'd like to talk
about               • I'd like to present .
Introducing                                   ts
subject is . • I'm going to talk about .
•  Today
•  First / Secondly /
Third,        then      • Also,
Listing
•   Finally
•   To sum up, • In
brief,            • In conclusion,
Concluding
• Finally
I'd
like to talk about how we can help preserve our environment. So here's a list
ofthings we can all do. First, ...

3b

I  Practising verbs with prepositions
Ask ss to look at the four environmental
slogans. Explain any unknown words, then ask ss to complete each sentence with
the correct preposition.
Answer Key (See overprinted answers)
2
a.  discussing
environmental problems Explain the task. Elicit/Explain any unknown vocabulary,
then help ss to match the slogans to the problems in the list.
Answer Key
The first slogan refers to the problem of
rubbish. The second deals with the problem of air pollution. The third poster
represents the problem of deforestation and the fourth one illustrates the
problem ofendangered species.
b,
Explain the task, In pairs, ss match the sets of verbs to the environmental
issues. Walk around monitoring the exercise and helping ss where necessary,
Then ask ss around the class to read their sentences aloud.
Answer Key (See overprinted answers)
Suggested Answer Key
A: / think rubbish is a very serious
problem today.
B: It is, indeed, Instead Of throwing away
al/ our rubbish, we should recycle things, such as glass bottles and empty
cans.
A: / believe hunting is an important issue
nowadays.
B: It is, indeed Instead Of hunting
endangered animals, we should adopt them,
A: Air pollution is one of the most
serious problems nowadays.
B: Definitely. It destroys ancient
monuments not to mention all the health problems people have because of smog in
the cities. We must do as much as we can to protect the environment
Extension:
ss in teams can think of and put on a sketch about the effects of air
pollution, rubbish, deforestation, hunting, etc, on the environment and
wildlife, and what can be done to protect them. Tell ss that their sketches
should only be 10 minutes long. Walk around, monitoring the activity and
prompting ss if necessary. However, the main objective of his task is for ss to
improvise and be creative, so keep intervention to a minimum, leaving ss to
their own devices, Encourage ss to make their own costumes and props, too (e g,
a S can get a large cardboard box and cut out holes for his legs and head to
assume the role of a rubbish particle, etc), You can record ss' sketches on a
camcorder for future reference.
3
 Predicting
missing information
Ask
ss to read the text and try to guess the missing words. Help ss by eliciting
which part of speech is needed in each gap, and prompting their guesses if
necessary. Explain the use of the conjunctions and/or.
(ss r own answers)
 listening
for missing information
Play
the cassette/CD. ss listen and complete the task. Play the cassette/CD again if
necessary, then check ss' answers, ss read the whole text and choose the title
which best matches the speech.
Answer Key (See overprinted answers)
Title: a - We Can Make a Difference
(because the speech is about recycling and what we can do and not about
animals)

4
 using
notes to give a short talk
Present
the language in the table, Give ss time to prepare a short talk, using the
notes from Ex, 3 and words/phrases from the table. ss can read out their speech
to their partners to get useful feedback Ask individual ss to present their
talk to the class,
Suggested Answer Key
I'd like to talk about how we can help
preserve our environment, so here's a list of things we can al/ do.
First, there are a number of things
we can do around the home. We can recycle our rubbish instead of throwing
everything into the bin. We can also plant trees and bushes in our gardens.
That will help the environment and make our gardens look prettier, too.
Secondly, it is important to think
about the way we get around How do you get around? I'm glad to hear that most
of you here are saying, "By bus, train, on foot, by bike!" and not
"By car," Wei/ done! This definitely helps the environment, Dont
drive a/' the time, Drive sensibly What about at work? First ofall you can
print on recycled paper or on both sides of the paper. Apart from that, use the
stairs instead of the lift It saves energy and you keep fit at the same time.
Finally, when you go shopping, try
not to buy products which are wrapped in plastic, Ask the assistants to give
you paper bags so that you can recycle them. It is also safer to buy locally
grown foods and products. Of course you should definitely not buy products
which come from endangered animals!
In brief, my advice is very simple
and anyone can follow it if they really want to do something to protect the environment.

32(T)

 Vocabulary
  extension

tank (n): a large
  container for liquid (e.g. water)

Explain
  meanings of mamma/ and reptile,

except
  (prep): apart from

Read out the list of animals. If
  ss do not know

b.
   looking
  for 'true friends'

some of them, refer them to the
  Study Skills tip.

Look at the Study Skills tip
  again and give

Ask ss to check if some of the
  words in the list

examples of true friends. Ask ss
  to find words in

sound or look similar to words in
  ss' Ll. (e.g.

the text similar in sound and
  meaning to words in

cobra;
  French-cobra). Alternatively, elicit what

their
  own language

they
  mean by describing them or making typical animal sounds, ss complete task

(ss' own answers)

Answer Key

8

     using arguments to support an
  Idea

Mammals: sheep, monkey
  tiger, giraffe, dog, polar bear,

ss make notes in pairs. Choose 2
  pairs to report

deer, cat, whale, jaguar, leopard, goat, panda,
  orangutan, horse, donkey

back
  to the class.

Birds: goose, parrot,
  hen, peacock

SuggestedAns wer Key

Reptiles: cobra,
  crocodile, python

Henry Doorly Zoo is worth visiting because you can
  see

The pictures show a parrot, a deer, a
  giraffe and monkeys.
b.
  Elicit/ExpIain the meaning of domestic and wild

many rare animals in their natural environments. It
  also makes you feel you are in a real rainforest.

(Cats
  are domestic animals. We have cats at home as

 role-play

pets, A tiger is a wild animal,
  It can't live among

Explain the task which ss
  complete in pairs.

people),
  In pairs, ss complete task

Choose some pairs to act out
  their dialogues in

Answer Key

front
  of the class.

Domestic: goose,
  peacock, parrot, sheep, hen, dog, cat

Suggested Answer Key

goat, horse, donkey

A: Thisjungle is really
  unusual, isn't it?

Wild: tiger, cobra,
  parrot, monkey, giraffe, polar bear,

B: Yes, it'sjust like
  being in a real rainforest.

deer, whale, jaguar,
  crocodile, python, leopard, panda,

A: Oh, look — let's go
  across that rope bridge!

peacock, orangutan, horse
6
  ss read the title Of the text and think Of four

B: OK. This is great
  fun. Wow! Lookdown there — apython!

questions
  about the zoo, Elicit questions from ss

Writing

and
  write some on the board, Play the cassette/CD ss listen and read to check if
  the text answers their

 writing a short article

questions,

Portfolio:
  Read rubric and prompts. Elicit any unknown words. Explain the task. Explain
  ss should

Suggested Answer Key

find
  information from encyclopaedias and the

Why is the zoo unusual?

Internet
  (see introduction). Assign task as HW.

What is the zoo called?
  Where is it?

SuggestedAnswer Key

What
  animals can you see there? etc

A
  jungle in the heart of the city!
Whipsnade
  Zoo, 50 kilometres north of London is one of

7
  a ,  reading comprehension

the most wonderful zoos
  in Britain

ss read the text for gist. ss
  read the text again

The
  zoo has lots ofexotic animals from around the world

and choose the correct word from
  items A-D for

There
  are lions tigers, and even cheetahs. There are also

each
  question. Remind ss to look carefully at

parrots, giraffes, baboons and hundreds more. They
  aren't

what precedes and follows the gap
  and check

locked in cages, so they're happier and they look
  healthy

their
  choice fits the context and the other

and well-fed.

options do not. Ask ss to report
  back to class.

Whipsnade
  is a fun and safe zoo. I think its a brilliant

Answer Key (See
  overprinted answers)

place to see and learn about wild animals, and enjoy
  a

SuggestedAnswer Key

fabulous day out too.

explore (v): search and discovera place
indoor (adj): ihside a building Useful Links cross (v): move to the other side
ofsth ss can visit http•//www omahazoo.com to get admire (v): like and respect
o lot more information about Henry Doorly Zoo bushes (n): large plants sliding
off(v): moving smoothly or slowly offsth
33(T)
3b

Animals
5
a. List the animals below under these categories: mammal, bird or
reptile. Which can you see in the pictures on p. 33?
•goose
• sheep • tiger
•cobra
• parrot • hen
•monkey
• giraffe • dog
•polar
bear • deer • cat
•whale
• jaguar • goat
•crocodile
• python
•horse
• leopard
•panda
• donkey
•peacock
• orangutan
b.   Which of the
animals above are: domestic? wild?
Reading
6
Read the title and think of questions you might want to ask about
the zoo. Listen and read to check if you can answer them.
7
a. Read the text and choose the best answer (A-D) for each space
(1-10). Then explain the highlighted words.
True
Friends
Look out for words that look or sound similar to words in your language
(i.e. true friends). They help you understand the text.
b.   Are there any words in the text that
look/sound similar in your language?
 Speaking
8
a. Make notes, then give your
partner two reasons why people should visit the Henry Doorly Zoo
No
ordinary zoo
How would you like to visit a rainforest explore the bottom of an ocean
and still be home O) in time for dinner? Well, if you live in
Omaha, USA, you
can! The Henry Doorly Zoo in Omaha is like no 1)         . zoo. There are 2)           of
wild and endangered animals here but they live in an environment exactly 3)
their
own.
The zoo includes the world's largest indoor rainforest, known the Lied
Jungle. You can cross rope bridges, walk through caves and admire wonderful
waterfalls. Leopards and pythons move through the bushes, monkeys jump from
tree to tree and birds 5) above your head. The zoo is home 6) many species
including bears, giraffes, deer, jaguars, and pumas.
Next 7) the Lied Jungle is the Kingdom of the Seas Aquarium. Here you can
see penguins sliding off ice cliffs 8) the cold water below. 9) a walk along
the 25-metre glass tunnel which runs through a big tank, with a wide variety of
fish swimming around you.
The zoo is open 10) . day of the year
except Thanksgiving, Christmas and New Year's Day.
For detailed information visit the Henry Doorly Zoo website http://www.omahazoo.com
O A on C at D for 1 A such B every C any
(O) other
2
A much     B more C many @ lots
3
@like      B as     C
same D to
4
B like          C such   D for
5
A move     B cross  © fly     D pass
6
A for           B of        C) to      D in
7
A in         @ to    C
by     D with
8
A under B in            C) into  D on
9
A Do        B Go    C
Make           (D Take
10
A most      B all        C) every              D each
b. Imagine you are at the Henry Doorly Zoo. In pairs, act out
a dialogue about what you can see, what you are doing and how you feel.
Wrí+ín&
Portfolio: Collect information about a zoo
in your country. Write an article for your school magazine (50-80 words).
Write:
•
the name of the zoo • where it is • what you can see there

33

•
your
recommendation
•
hana out
leaflets
•
make posters
A: Have they invited other schools to take
port?
B: Yes, they've already done that. Have
they organised people into groups?
A:
No, they haven't done that yet
4
Use the prompts to make sentences about yourself.
•  be • visit • travel •talk • phone
•  meet • change • speak • write FOB.

•  three days • five months
•  a year • a long time

• last
  week
I was seven

•

August • 2001

I've been a member
of WWF for a year
34
5 Tell your
partner three things you have never done.
ltve never adopted an animal.
 Speaking
6 Use the prompts
and your own ideas to ask and answer.
•
go
to a zoo?              • when/be/on holiday
•
100k
after a sick animal?         • last summer/year/month
•
watch
a wildlife documentary?                • last Sunday/Monday, etc
•
win
a competition?    • while/be/at school, etc

A:
  Have you ever been toazoo?

B:
  Yes/ have.

A:
  When was that?

B: Last summer

Choose
  a leader. He/She says how (s)he feels, In teams guess why. Each team can ask
  three questions.
Leader:
  I'm happy.
upset happy excited
  TeamASl: Have you passed
thrilled
  sad angry                                             your exams? Leader: No,
  I haven't

1       a•
 identifying
text type
Explain task and elicit answers by asking ss to look at
the title, the layout and the content.
SuggestedAnswer
Key
The
text looks like a poster, perhaps for an environmental event or a school
exhibition. It is too long to be a sign. It isn't a directory because it's got
pictures and its information is not in alphabetical order.
b. Explain the task and what 'to scan a text' means (to
look for and focus your attention on certain pieces of information in a text).
ss read text and identify what the figures mean Answer Key
10%:
percentage ofAmazon rainforest destroyed
2,000:
species ofPacific Island birds now extinct
0.30C
— 0.70C: how much temperatures have risen
80%:people
in Third World with access to clean water
2       a.
 listening/reading
for detail
Explain task. ss listen and think of their own
comprehension questions. Play cassette/CD. ss listen and then ask and answer
questions in pairs.
SuggestedAnswer
Key
A:
How much of the Amazon rainforest have we destroyed?
B: 10%. How many species of Pacific Island birds have
become extinct?  etc b'  forming the present perfect
ss reread text and underline verbs in the present
perfect. Check answers and elicit how the tense is formed.
Answer
Key (See overprinted answers)
SuggestedAnswer
Key
We form
the present perfect with have/has and the past participle ofthe main verb.
3        time
words with present perfect
Explain the task. Read out the prompts and the example.
Elicit/Explain the use of already and yet (See Grammar Reference,
p. 134)
In pairs, ss complete the task. Monitor ss'
performance.
SuggestedAnswer
Key
A: Have
they advertised the eventon the radio?
B:
Yes thefve already done that. Have they bought equipment like gloves and
rubbish bags?
A:
No, they haven't done thatyet. Have they handed out leaflets?
B:
Yes, theyve already done that. Have they made posters?
A: NO,
they haven't done thatyet.
4
Explain the task, go through the time expressions and refer ss to
the Grammar Reference p. 134. ss complete the task
Suggested
Answer Key
/ haven't visited my grandmother for three days, / haven'tphonedJane
since last week, etc
5
Explain the task, read out the example and point out that never
comes after an auxiliary and before a participle. ss complete task in pairs Suggested
Answer Key
I've
never worked for an environmenta/ group,
I've never been to America. I've never ridden a horse.

Focus >

6present perfect vs, past simple
Explain the task and look at the prompts,
ss, in pairs, complete the task- ss act out their exchanges in front of the
class. SuggestedAnswer Key
A: Haveyou ever looked after a sick animal?
B: Yes, I have.
A: When
was that?
       B: Last month when my cat was
ill.       etc
Game
Divide class into teams and each selects a
leader for each round and he decides which adjective he will use. The other
teams each ask three questions. The team finding the correct answer gets a
point and goes next. If no team is able to find the answer, then the playing
team gets a point and has another
NB The adjectives given in the S's book are
only examples. The teams can choose any adjectives that describe 'feelings'
they want
34(T)
7 a.  present perfect continuous
Read
out the cartoon and ask ss if they liked the joke Now ask ss to read the
rubric. Elicit/Explain what is meant by verb forms. Allow ss time to read the
cartoon again and complete the task. ss report back to class, justifying their
answers.
Answer Key
'have you been fighting ' (the present
perfect continuous) The boy started fighting at some point in the past (we are
not interested in the exact time) and this is obvious from his missing front
teeth and black eye (results visible in the present).
b.
Explain the task and read the example aloud. Read each situation aloud and
elicit questions from various ss around the class.
Suggested Answer Key
2       Has
he been painting the house?
3       Has
she been running in the park?
4       Has
he been fixing his bike?
5       Has
he been fighting?
6       Has
he been working on his car?
Present
the rubric and sentences, and elicit the fact that each action began in the
past (at 9 am, four years ago, this morning) and continues up to the present.
Point out that using the continuous form emphasises duration.
b.
Read the rubric. Tell ss to open the grammar section of their notebooks and
allow ss some time to make sentences about themselves. Walk around, monitoring
the activity. Make notes of any difficulties ss may have. When the class has
completed the task, write the most important ones on the board and ask some ss
to clarify and/or correct them. ss check their work once again and report back
to class with their own examples.
SuggestedAnswer Key
I've been studying for my Maths exam since
Saturday.
My cousin has been writing his book for a
year. I've been watching my favourite TV series, Friends, for threeyears.
My band and I have been rehearsing all day
My family and I have been living in this neighbourhood since I was eight.
9 a.  clauses of purpose
Read
the example aloud and elicit answers from the class.
Answer Key
Purpose is expressed in the following
ways:
•
so
that + subject + can
•
to/inorderto/so
as to + infinitive
. for + noun
35(T)
b'  to practise clauses of purpose
Explain
the task. Allow ss time to complete the task, then check ss' answers.
Suggested Answer Key
2
We've
adopted an endangered animal so that we can help protect wildlife.
3
Theyve
written to WWF in order to ask for information about voluntary work
4
They've
given out free tickets for everyone to go to the concert.
5
They've
starteda campaign in order to raise money
10  Sentence transformation
Explain
the task. Point out that the second sentence should have the same meaning as
the first one. Do item 1 with ss, then ss work in pairs and complete the
exercise. Check ss' answers.
Answer Key (See overprinted answers)
 phrasal
verbs (run)
Elicit/Explain
the meaning of each phrasal verb. Explain that each gap can be filled with a
phrasal verb from the diagram. Do item 1 with ss, then ss complete the task.
Check ss' answers. Allow ss
some
time to prepare their drawings. Collect their work and present them to the
class to say which phrasal verbs are represented.
Answer Key (See overprinted answers)
Writing
 informal
letter to a friend
Portfolio:
Explain the task. Go through the prompts and brainstorm for ideas. ss open the
writing section of their notebooks and note down the ones they find the most
important. Allow ss some time to group their ideas into paragraphs, form a plan
and write their letter. Alternatively, assign the task as H/W.
Collect
the ss' work, Underline ss' mistakes and mark them according to their type (S
spelling, GR grammar,
P = punctuation, WW wrong word, etc). ss can correct their mistakes in the next
lesson.
Suggested Answer
Dear Tim,
Hi — how are you? / know you db a lot to
help the environment, so I'm writing to tell you about the 'Plant a tree' day
we hadyesterday at our school.
Eách class raised some money to buy
smallpine trees. Then we planted the trees on the school grounds, the park and
the town square. I can't wait for them to grow!
Have you ever taken part in something like
this? It was really fun! What else can we do to help the environment?
You must write backsoon and tell me all
you know!
Yours,
Steve
frenglish.ru

Present perfect continuous
Grammar Reference
7 a. Underline the verb forms in the
speech bubbles. Find an example of an action which continued for some time in
the past with results visible in the present.
Use the verbs work, run, paint, fix, play, fightto ask
questions.
Pat's out of breath.
Has she
been playing basketball?
Bill's face is covered in paint.
Ann's tired
Timmy's
clothes are dirty.
Bob has got a black
eye
Steve's hands are covered in oil.
Read the sentences.
Find examples of an action which started in the past and continues up to the
present
Clauses of purpose
Grammar Reference
9 a.
Read the examples. How is purpose expressed?

•

We can adopt an animal so that it can have proper care. We should join
  an environmental group to/in order to/so as to help protect endangered
  species.
We took
  the cat to the vet for a vaccination.

b.
Expand the sentences, using clauses of purpose.
1
government / pass laws / factories causing pollution / pay /
heavy fines, The government must pass laws so that factories causing pollution
will pay heavy fines.
2
we / adopt / an endangered animal / help / protect / wildlife
3
they / write to / WWF / ask for / information about / voluntary
work
4
they / give out free tickets / everyone / go / concert
5
they / start / campaign / raise money

b.
1
2
3
4
5
6
8 a.
with emphasis on the duration.
He has
been typing letters since 9 am, She has been living here for fouryears. He has
been typing letters all day.

•
learn • study • write
•
watch • play • live

s"for • gsinçe

b. Use the verbs and the time words to
make sentences about yourself. Use the present perfect continuous.
live been learning English for three
Sentence transformations
10 Complete the second sentence so that
it means the same as the first, using no more than three words.
1      I
last went to London Zoo when I was ten years old.
I haven't been to London Zoo
since I was ten years old
2      Michael
started working as a zookeeper in 1 998
Michael has been
working as a zookeeper since 1 998 3 I think you should adopt an animal Why
don't you adopt an animal?
4 I prefer lions to hippos,
I like lions more than
hippos.
      Phrasal verbs                                  away
Il Explain the
phrasal verbs, then complete onout Of the sentences. Choose three phrasal verbs
and draw pictures to illustrate them.

1
We ran into Mary while we were in the zoo.
2
We have run out of sugar. Can you buy some?
3
We almost ran over a deer while we were driving 4 Most cars
run on unleaded petrol nowadays.

Portfolio:
You have taken part in a special 'Plant a tree' day. Write a letter to your
English pen-pal telling him/her all about it. In your letter you should.
•  say when and where
the event took place.
liked

•  say how you       it.
years
•  ask if he/she has
taken part in a similar event.
35
Listening &
Speaking skills

Protecting animals
1              a, Why
would you adopt an animal? Number   2 the reasons in order of importance (1-5).
Compare your list to your partner's.
CIÃ] to learn more about that animal
C]þ) to help pay for its food and daily
care  to get free gifts to help pay for any
medical attention it needs to make it feel good
 Listening
4b/ Listen to an interview about an animal adoption
scheme and put a tick (V) in the correct box.

starting
  the animal
enough
  money.
good working order. keep the
  animals,
recently.
applicants.
the
  animal's food and
animal's food and

i What was the adoption scheme? A C) The zoo B [Z] The zoo c
  [2 The zoo
2
  The animal
A C] hasn't B [Z] was
C [2 needs
3
  The £30 adoption A (Z] pays for medicine.

reason
for
didn't
have wasn't in couldn't
adoption scheme been successful. quite over 100
fee most of 3
B     C] pays for all of the  medicine.
C     [2 is all spent on the animals.

radio
A
  C] the scheme
  costs too much money.
B
  C] the animals
  aren't worth £30. C (Z] £30 is a reasonable price.
5
  If you adopt an
  animal, every month you get A C] a free T-shirt.
B
  C] an adoption certificate.
C
  [Z] information about the animal.
6
  If you want to
  adopt an animal A C] you must go to the zoo.
B
  you must fill out a form.
C
  C] you must
  call the radio station.

4 The                    presenter
thinks that
c. Would you ever consider adopting an
animal? Why (not)? Tell the class.
36
fren
Describing pictures
Look at picture A and complete the sentences.
a, Describe picture B to your partner. Talk
about:
• people • place • activities • people's feelings
b. Look at picture B again and answer
the questions.
1      How
do the people in the picture feel towards the dolphins? Why do you think so?
2      Are
you in favour of or against zoos? Why?
ish.ru

1 a.  prioritising
  information

2

 d escribing
  pictures

Elicit/Explain
  what annal adoption schemes

Ask ss to look at picture A and elicit
  what it shows.

involve (to donate a small sum of
  money to certain

Then allow ss time to read the
  description and fill in

institutions which will look after
  an animal by giving

the gaps. In pairs, ss compare their
  answers. Walk

it
  food medicihe, etc). Elicit/Explain what a person

around
  monitoring the task and helping ss where

(pre-teach 'fosterparent' which ss
  will hear in the

necessary.
  Ask some ss to report back to class.

listening
  task that follows) might get in return

Check ss' answers,

for adopting
  an animal (special visiting rights certificates of ownership, free gifts and
  reports on the animal's well-being - pre-teach 'upkeep'), Ask SS if

Suggested Answer Key (See
  overprinted answers)

they
  have ever adopted an animal. If they have

3

a.
  GO through the prompts and brainstorm for

not
  so far, ask them to imagine they are about

ideas.
  Prompt ss if necessary (Whatore the people

to.
  Read out the list and elicit/explain any

wearing? Where are they? What are
  they doing? How

unknown
  words. Ask ss to prioritise the reasons

do
  you think they feel?i etc) ss work in pairs and

why they would do so

complete the task Explain that they can use Ex. 2 as a model
  Then ask some pairs to report

(ss' own answers)

back to the class.

Ask
  ss to talk in pairs and give their reasons.

Suggested Answer Key

Refer
  ss to the 'clauses of purpose' box on P-35

In                                there
  are                                         with

of the Grammar section to justify
  their ideas.

this
  photograph some people playing dolphins. The photo was probably taken at a
  zoo or

Suggested Answer Key

marine park There are six people in
  the water with the

A: I would adopt an animal to help
  pay for any medical

dolphins. They look like they are
  having a good time

attention it needs.

because they are smiling. There is
  a man sitting on a

B: I agree. The second reason would be to help pay for

platform, blowing a whistle. The dolphins look as if they

its food and daily care

are whistling back at him, He could
  be trying to teach the

A: I think you're absolutely right. I would also adopt an

dolphins some tricks or they might
  just be playing.

anima/ so that I could learn more
  about it. Don't you agree?

Everyone seems to be having fun.

B: Yes, I'd like that too, but I think it's more important
  for

b.
  Ask ss to look at picture B again and answer

the animal to feel good.

the
  questions in pairs first. Select individual ss

A: Yes, you're right. The least important reason for me

from
  around the class to give their opinions.

would be to get free gifts. B: / think so, too.

Suggested Answer Key

f think the people in the picture
  like the dolphins

b•  listening
  for specific information

because they all look relaxed and
  happy. One of the swimmers looks like she is petting one of the

Explain
  the task. Allow ss time to read through

dolphins. I believe that dolphins
  are friendly towards

the
  questions and the possible answers and

people and they like to play with them I think most

predict
  the right one. Play the cassette/CD. ss

people like dolphins, too.

listen
  and complete the task. Play the

2

I think these days zoos have                     a
  lot and the

cassette/CD
  again with pauses. ss check their

improved animals are better looked
  after than before, I used to

answers. Elicit/Explain any
  unknown words.

be against
  zoos because I think it's best for wild

Answer Key (See overprinted answers)

animals
  to live in their natural habitat. But some animals are becoming extinct and
  their natural

c. Allow ss some time to discuss
  the question In

habitats are
  being destroyed, too. So, I now think

pairs
  before directing the question at them. This

zoos — and especially game parks —
  are necessary if

will help them overcome any shyness and reluctance to speak
  in front of the class as they will have had some time to think about what to
  say and how to express their opinions. Ask various ss to respond to the
  question, giving their reasons.
Suggested
  Answer Key
I think adopting an animal is a great idea and I would certainly
  consider doing it. Many zoos have financial problems and need money in order
  to survive. By adopting an animal, you help zoos and other institutions take
  care ofit. You also learn more about it.

we want to protect endangered wildlife.

36(T)

4       interpreting
signs
Elicit/Explain the meaning of 'illegal imports' and any
unknown vocabulary in the notices, ss then think of as many illegal imports as
they can, Elicit guesses from around the class.
SuggestedAnswer
Key
Animal products such as fur or skin from endangered species e.g.
crocodile skin and ivory. Food products such as meat and certain plants too.
5       identifying
the speaker/context
Read out the sentences and elicit the speaker and the
context of each.Explain any unknown words,
Suggested
Answer Key
A Customs officer checking for
illegal goods that someone is bringing into the country might soy them  listening/reading for specific
information
Play the cassette/CD, ss listen and read. Explain any
unknown vocabulary. Play the cassette/CD again and elicit answers to the
question.
Answer
Key
He had
an ivory chess set, a snakeskin belt and a crocodile skin purse.
c.  role-play
In pairs, ss take roles and act out the dialogue paying
attention to appropriate intonation.
(Wown
answers)
6       listening
for confirmation
ss discuss in pairs what they think will happen next.
Ask some pairs to report back to the class. Play the cassette/CD. ss listen and
check.
SuggestedAnswer
Key
I think
the man willgo toprison. etc
Answer
Key
The
officer wants him to fill out a report. He takes the illegal items and gives
the man a leaflet to read.
7       role-play
Explain the task and elicit a range of expressions each
speaker might use. ss act out dialogues in pairs,
Suggested Answer Key A: Anything to declare?
B: I
don't think so.
A: Well, do you have any food products?
B: No
A: Any
products made from endangered animals ?
37(T)
B:
Endangered animals? No, I'm sure I don't.
A: I see. Can you open your suitcases anyway, please? B: Oh, yes.
Ofcourse.
A: Lets
see.... No problem here. Thank you very much.
B: Can I go now?
A: Certainly Madam. B: Goodbye.
8      intonation
Present the Study Skills tip. Explain how the
appropriate intonation of a word/phrase, etc, helps a person understand what a
speaker's intention is. Use really as an example. Explain that it can express
interest and surprise and even irony. Play the audio cassette/CD twice. ss
listen and repeat. Explain any unknown words. If possible, provide dictaphones/
cassette recorders for ss to record themselves and compare their intonation to
the original
9      Simulating
Ask ss to read out the headlines and say what they are
about. ElicitÆxplain that articles, auxiliaries and sometimes verbs are
omitted in headlines, Help ss to make each headline into a full sentence, Read
out the example. ss in pairs use the language in the table to talk about the
headlines. Monitor the activity. Ask several pairs to report back to class.
Elicit feedback from the rest of the class as to their presentation,
grammatical accuracy, intonation, flow of speech, etc.
SuggestedAnswer
Key
A: Do you know that they have banned cars from the city
centre?
B: I
don't believe it!
A: It
says here that an oil slick has killed thousands of fish in the Atlantic
B: Oh
no! That's awful.
A:
Listen to this! £10,000 has been raised for WWF! B: Really?
A: Do
you know that more people are growing their own vegetables these days? B:
That's great news.
Illegal imports
 Reading
4
Look at these signs. What items are travellers not allowed to
bring into Britain/the EU?
e.g. ivoty
PASSENGERS
IN POSSESSION OF
PROHIBITED FOODS RISK UP TO SEVEN YEARSi IMPRISONMENT
AND/OR A
HEAVY FINE
5
a. Read these sentences. Who might say them and in what
situation?
•    Can you open your suitcases, please?
Anything
to declare?
•    Whatt this, sir7
Do you
have anything else Tike this?
•    Please come with me.
b.   Listen and read. What illegal items
did the man have?
c.    Take roles and act out the dialogue.
A'. Anything
to declare?
B: No. I don't think so.
A: I see. Can you open your suitcases, please?
B: Yes, of course.
A: What's this, sir?
 It's an ivory chess set, Ys a gift for my
uncle.
A: Don't YOU know it's illegal to bring products made
of ivory
into Britain?
B Not I didn't know that,
A: Ys against the law to bring any products made from
endangered animals into the country. Do you have anything else like this?
B: Er well, yes — I
bought a snakeskin belt for my daughter and a crocodile skin purse for my
mother. A: I see. Please come with me, sir.

6
In pairs, guess
what happens next. Listen to the rest of the dialogue and check
7
Portfolio:
Imagine you are at Customs, coming back from a holiday. In pairs, take roles
and act out a dialogue between yourself and the Customs officer. Record your dialogue.

Intonation
Listen to the speakers intonation and
mark the stressed syllables. Practise pronunciation and stress. Record yourself
to see if you sound natural.

Reacting
to news
Intonation
8 Listen and repeat. Record yourself and
check your intonation. Positive Wow! • At last!
•   How fantastic •
How wonderful!
•   That's great
(news)! • Rea lly?
•   Well done! /
Way to go!
Negative
•   How terrible!             •
What a shame!
That's shocking! • That's awful!
•   That's too bad!
• Oh, no!

9 In pairs, use expressions from Ex. 8 to react to the news about the
headlines.
A: It says here that a fire has destroyed a huge area of rainforest in
the

Amazon!
B: That's sad!
37
Writing notes

Getting started

4

Make
  sentences 1-8 shorter.

1

Read
  the theory box, then read the note and complete the

I       I would like to thank you
  for

blanks.
  Find examples of omitted words.

your
  help.
2
  It's a great idea

Notes
are messages we write In various situations (to remind 3 You should come and
visit us. inform, thank, apologise, etc). They must be short and provide all
the 4 I will see you soon information
needed without being chatty. We usually omit words 5 I am leaving for Rome,
therefore such as personal pronouns (I, you, etc), articles (a/anw the, etc), I
can't be at the meeting.
auxiliaries
lam, have, etc) and greetings like Dear, Yours, etc. We 6 John was not feeling
well so he can use the imperative, informal linkers (e.g. so instead of went
home therefore),
participles, and abbreviations 7 Can you tell me where and when it is?
8 Bob is coming at 9:00. Please,
no pronoun/ try not to be late use short a uxiliary informal
opening andYour turn
closing remarksuse 5 Read the
rubric, underline the key words and answer the imperatives questions in the
plan. Then, informal write your note (35-45 words). linker abbreviation

                        A colleague has to

Let's look closer

 take
  part in a 'clean-up the  þe.açht-day.
  Write a-note and

2

Read the notes below and find
  examples: of informal

• agree to help

greetings/endings; omitted
  personal pronouns, articles and

•
  ask for more Information

auxiliaries; imperatives, and
  participles.

(e.g. date, time and place)

Qan

Who
  is the note to? How will you start?
What points/information do you have
  to include?
Is there anything else
  to say?
How
  will you end the note?

                                                        [2 Just a quick note to let you
know
JESS!!!about
the wildlife documentary.ung with you.  Geom Filming next week atr
Currumbin Sanctuary.
GeeenpeacePlease
date, Cima phone address, them for details, Give me a exactcall
when you find out, on Thanks a million,
Jack xxx Sandra    ETOflfor contact name
and number
Had to call the vet—panda's sick
again. Clean out monkeys' cages and bath the elephants. Done everything else.
See you at 6,
George
PSVet
said he would be here at

3 Match the highlighted abbreviations in
the notes above to their meanings (1-5)
                    I please turn over                       4
1've just remembered
                         (the page)                                    something
2       and so on  etc       5 as soon as
possible ASAP
3       for example
38

I
 identifying
genre
Ask
ss to look at the texts on this page and say what they think they are (notes).
Ask ss around the class when they think we use notes and what they should be
like. Now, tell ss to read the theory box and see if they were right. Go
through the theory box with them in detail to make sure ss understand
everything. Read out the note and help ss understand what the highlighted words
are.
Ask
ss to work in pairs and find what words are missing, by turning the sentences
into complete ones. Walk around, monitoring the task and helping ss where
necessary. Ask some ss to report back to the class and write their answers on
the board.
Answer Key (See overprinted answers)
Suggested Answer Key
Wjt OK to borrow your old trainers for the
'clean up' day tomorrow?
We are meeting Bob at 9
am outside the park...
I have no time ...
Could you buy them/some for me?
2
Read the
rubric. ss complete the task, looking at the note in Ex 1 and the theory box
for help. ss compare their answers with their partners. Ask several ss to
report back to class. Check ss' answers.
Answer Key  informal
greetings/endings:
JESS!!! — xxx Sandra; Thanks a million,
Jack; Good morning Fred; See you at 6, George  omitted
persona/ pronouns:
/ (put it on your desk); You (should reply
...); We (are filming ...); f (had to cal/ ..J; I have (done everything else
...)  articles :
A (letter the (exact date); (for) the
(contact name and number); the (panda ts sick again); the (monkeys'
cages the (vet)  auxiliaries:
are (filming); have (done everything else  imperatives:
Phone them for details; Give me (a cal/
...); Clean out (the monkeys' cages bath (the elephants e..)  participles:
Filming (next week
3
Read the
rubric. Elicit/Explain what abbreviations are (certain letters that stand for a
word and are commonly used in informal pieces of writing when we want to be
brief; explain that many abbreviations in English come from Latin) and ask ss
to think of abbreviations in Ll . Allow some time for ss in pairs to read the
notes again and match the highlighted abbreviations to their meanings 1-5. Ask
several pairs of ss to report back to class. Check their answers.
Answer Key (See overprinted answers)
Explain
that we use PS after we have signed off a letter/note/memo, etc,
4
Ask ss to read
sentences 1-8 and say whether they would sound natural in an informal note. If
ss are still in doubt refer them to the Theory Box ('They must be short and
provide all the information needed without being chatty... i ). Ask
ss in pairs to shorten the sentences using the theory box as a guide and the
notes as models. Ask some ss to report back to class. Check ss' answers.
Suggested Answer Key
 Thanks for your help.
2       Great
idea!
3       (Please)
come and visit us!
4       Seeyou
soon!
5       Leaving
for Rome, so can't be at meeting.
6       John
not well so went home.
7       Where?
When?
8       Bob
coming at 9.00. Dont be late!
5
Explain the
task. Ask ss to read the rubric and underline the key words. Ask ss to open the
writing section of their notebooks. Read the questions in the plan and
brainstorm for ideas, ss write down the ideas they find the most interesting.
Allow ss some time to write their notes. Remind them to look at the theory box
and the model notes for help, Walk around, monitoring the task and making notes
of any difficulties ss may have. When the whole class has finished the task,
write the most important mistakes on the board and ask ss to clarify and
correct them,
Alternatively,
you can assign the task as H/W provided you have gone through it orally in
class first
Collect
ss' work and code their mistakes (i.e. S — spelling, G — grammar, etc) so that
ss can correct their own work in the following lesson.
SuggestedAnswer Key
Karen,
Thanks for invitation to join clean-up.
Love to help! Just tell me where and when — phone me at home after 8:30 Jane
P.S. What do I need to bring?
Amazing
Facts!
Read
out the sentence and ask ss if they know any other amazing facts about recycling.

38(T)
fren

 Prediction/setting the scene

exchange (v): give and toke/swap expeditions
  (n): organised journeys for a particular

Ask ss to look at the pictures
  and title of the text

purpose,
  usually forscientific research or to discover sth

and elicit answers to the
  questions.

food supplies (n): the amount of
  food available for sth

SuggestedAnswer
  Key

e.g.
  an expedition

The pictures show a
  ship somewhere very cold — perhaps

equipment
  (n): things which are used for a particular

in the Antarctic — because I can see penguins
  walking on the snow. I think the RRS Ernest Shackleton is probably

purpose
  research station (phr): a place or building used for doing

the name ofthe ship in
  the picture Yes, it must be because I can read the name on the ship,

research deck (n): the top
  part/floor ofa ship in the open air that you can walk on

2

 reading for gist

sticking (g): putting research (n): work that
  involves studying something and

Read out each question in the
  rubric one at a

discovering facts about
  it

time. Elicit what type of text it
  is by asking ss to look at the layout of the text and scanning each

chicks (n): baby birds

paragraph to identify the writing
  style. Ask ss

3

 Checking comprehension

around the
  class to explain what we use diaries for. ss read the diary quickly and
  circle all the

Explain
  task to ss (51 asks 52 a question, 52 replies and

animals and birds that are
  mentioned. Ask

asks Sl a question, and so on)
  and read out the

several ss to report back to
  class and check

example. Play the cassette/CD. ss
  listen and follow the text. ss then work in pairs, asking and

their
  answers.

answering questions. Monitor ss'
  performance

Answer Key

around the class, then elicit
  answers to various

type oftext— diary

comprehension questions from ss
  around the class.

purpose — keep a
  personal record ofone's experiences

Suggested Answer Key

birds/animals mentioned
  — penguins, blue whales,

A: In the Antarctic.
  What time ofyear is it?

albatrosses

B: Summer. What's the
  weather like?

b'  reading for detailed meaning

A:
  Freezing. What do they have to do while they are there? etc

Ask ss to read through questions
  1-4. Elicit/

explain the meaning of any
  unknown words,

4

 discussing a topic

then allow them time to read the
  text carefully  and
  complete the task. Check ss' answers. Ask

Read out the rubric and explain
  the task.

ss to explain the highlighted
  words by giving

Brainstorm ss for information
  about endangered

explanations, examples or
  synonyms or using

species and wildlife
  organisations in their

their dictionaries if necessary
  Finally, elicit/

country/ies. Alternatively, ss in
  pairs can use the

explain the meaning of any words
  ss still do not

reading
  material in the file box or any other information resources in the class (the
  Internet,

understand-

encyclopaedias, etc.) for
  reference. Allow ss time

Answer Key

to
  prepare the task and take notes.
Remind ss
  to use appropriate linkers such as firstly, also, well, to sum up, etc, to
  make their ideas clear

SuggestedAnswer Key

and to
  sound natural. Walk around, monitoring the

huge (ad]); large, very
  big

task
  and helping ss where necessary. Ask ss to

icebergs (n): very
  large blocks ofice floating in the sea

discuss
  the topic in pairs or individual ss to speak

tasks
         activities, work, chores

to the class.

feeding behaviour (phr); how and what
animals eat and drink colonies (n); groups ofanimals that live together
capturing (g): catching electronic tags (phr): devices that transmit
information about the animals'/birds' movement and location clapped (v): hit one's
hands together to show that you liked something flippers (n): parts Of the body
Ofa sea animal
(e.g. penguins or dolphins) which
help the anima/ swim calves (n): baby whales touching (ad): moving, emotional
crew the people who work on a ship
39(T)

fren
Reading
& Listening
What
can you see in the pictures? What do you think

the RRS ErnestShackleton is?

3 Why were
  some of the crew disappointed?
A    They
  were far from the station.
B     They
  didn't have any Christmas

a. What type of text is this? What is the purpose of

presents.

such texts? Read the text quickly
  to find which

(C) They couldn't reach their
  presents.

birds/animals are mentioned.

D
  They couldn't enjoy the games.

b. Read again and answer questions 1-4. Then,

4 Which of the following is the best title

explain the highlighted words.

for the text?
A Visiting the Antarctic

1 Why are
  they in the Antarctic?

B
  The Behaviour of Penguins

A to spend Christmas there

C An Antarctic Christmas Holiday

@ to do research on the wildlife
C to save the penguins and whales

(O)
  Memories from a Scientific Expedition

D to carry out some experiments

3 Listen and read, then ask and
  answer

2 Whatwas their most memorable
  Christmas experience?

comprehension questions.

A looking at the icebergs

Sl: Howlonghavetheybeen at sea?

B singing Christmas carols to the penguins
(O seeing the blue whales
D having 24 hpurs of sunshine

52: Twomonths. Where are they..?

 Speaking

4 What endangered animals are there
in your country? Are there organisations that look after them?
23rd December We
have almost             Eth December Happy Christmas! reached Che Antarctic
after two monthg      The crew traditionally exchange presents at sea. Although
it is summer here and               on these expeditions.Æome of them
there are 24 hours of sunshine, it'S              were disappointea though,
because their still freezing and there are huge      presents were underneath
food supplies icebergs everywhere. One of our tasks     and other equipment:
We- had expected while we are here, is Co check Che         to reach the
Antarctic•esearch station numbers, movement and feeding       earlier but
recent bad_ weather has behaviour of the penguin colonies. We               delayed
us. Anyway, -Christmas dinner— do this by capturing them and putting               was
delicious. ww had roast turkey and
electronic tags on Chem. We have to be Christmas pudding. very careful so
that no penguin is hurt:—
26th
December Today— we- played
24th December Today we - sanq games on the
deck such _as sticking our Christmas carols to our new friends. heads in-
buckets of -freezing water. They clapped their flippers to show Thinking about
it now, this was crazy and
they liked the singing. We also saw .a dangeroud Soon, WE are going to
reach family of blue whales — they n•wst have our base. Then we -can start our
research eard our singing. What an amazing on the penguins. After we have done
that, The whale calves swam alongside we can- begin our - albatross project. •r
mothers, It was a touching scenæ Checking the •veight of albatros¶ chicks
     one we
shall never forget.                                       is the job of Juan, a
biologist from Che
University of
Barcelona
                                                                                eAbHaS1
               'fren

4a
Travellers'

Lead-in

4

1

a. Tell the class as many types
    of holidays

(package holiday, beach holiday, sailing,
etc) as you can in one minute.
b.
Look at the adverts on p. 41. What types of holidays do they advertise?
Listening
5
2        Listen to a radio advert. What
types of holidays are advertised?
•     a seven-day hiking holiday (in the
Scottish Highlands)
•     an
action-packed winter break (at a ski resort)
Reading

Reading
for specific information (multiple matching)
Underline the key words in the
descriptions and questions. Read the text(s) and try to find sentences/ phrases
that match the underlined key words. The matching sentences/phrases are usually
rephrased.

3 The people in pictures 1-4 live in the
USA and are all trying to choose a holiday.
•     Read
the texts and underline the key words • Then, read the adverts and underline
anything that matches up with what the people want,
•     In
pairs, decide which of the holidays (A-F) is the most suitable for the people
(1-4).
Tales
Listen
and read. Explain the words in bold. Then, in pairs, ask and answer
comprehension questions.
A: How
many nightsiS the holiday in St Petersburg? B: Three. Where ... ?
Speaking
a.    Match the verbs to the prompts.
enjoy, see, stay
in, visit, go on, experience
•       luxurious
hotels • local cuisine
•       beachfront
hotels • tropical rainforests
•       guided
tours • traditional food
•       stunning
wildlife • famous landmarks
•       great
museums • white-water rafting  rare birds • rich history
b.   Look at the adverts on p. 41. Which
holiday would you choose to go on? Use the phrases in Ex. 5a to discuss in
pairs.
A:
The African safari seems the most exciting to me because you can see stunning
wildlife. What about you?
B: ltd go for
Writ; %
Portfolio: Write your
own holiday advertisement for an interesting place in your country, Write:
• name of place • type of
holiday • length of stay

• activities • prices •
contact number
Eric wants to go
fren

Objectives
Ask ss to scan the texts in Ex 3, say what they are and guess what they
have to do (texts 1-4 give some Reading: matching; reading for gist and
specific information about the people in the pictures and what information;
scanning for specific information and they like to do; from the title and
subheadings; I suppose detailed comprehension texts A-F are ads for different
holidays; the task is Vocabulary: types of holidays; climate and weather;
probably to decide which holiday is the most suitable for means of transport;
adjectives expressing feelings the people). Check ss' answers. Read out the
study Grammar: Past Simple; Past Continuous; linkers; skills tip and
elicit/explain anything ss may not definite/lndefinite article; used to/would;
prepositions; understand. Allow SS 6-8 minutes to read the phrasal verb — come
rubric, follow the instructions and complete the Listening: listening for
specific information; gap-fill task in pairs.

Speaking: talking about holidays; talking about the
Point out that quick matches based on weather and climates; expressing
feelings; narrating 'wordspotting' should be avoided and that ss holiday
experiences; giving travel information should look for rephrased information.
expressing (dis)approval; complaining and apologising; describing pictures
SuggestedAnswer Key (See overprinted answers) Intonation: expressing annoyance

Writing/Project: a holiday advertisement; a weather 4  checking
comprehension of the text forecast; a short factual text; a story through
phrases, individual words and pair

discussion

1 a.
   brainstorming for                     of
  holidays

Remind
  ss to practise reading aloud using the S's
CD/cassette.
  Play the cassette/CD. ss listen to the

Read
  out the title of the unit and elicit its

text
  and follow the lines. ss listen again with

meaning (interesting, exciting or
  dramatic travel

pauses, then read out from the text,

stories).

Help
  ss to explain the words in bold by giving

Elicit
  answers around the class and write them

examples
  or synonyms. Alternatively, ss can look

on the board

up the words in their dictionaries.
  See p. 41 (T).

SuggestedAnswerKey

Write
  the following question words on the board:

Walking holiday, skiing holiday surfing holiday cultural

How
  many; Where; How much; Which; What; and allow

holiday, watersports holiday, adventure holiday

ss
  a few minutes to go through the text and think

camping holiday cycling holiday safari (holiday), etc

of
  questions for each holiday. ss then ask and answer in pairs.
  Monitor ss' performance around

b•  reading for gist

the
  class. Ask some pairs to report back to the

Tell ss they are going to look at ads from a travel
  brochure. Elicit what a travel brochure is

class. See p. 41(T)

(a magazine that gives you
  information about

5

a.
   building up vocabulary and practising

holidays).

collocations

Ask
  ss to look at the ads one at a time, focusing

Write
  on the board: luxurious hotels. Elicit its

on
  the title and picture and quickly scanning

meaning
  and explain that it is a compound

the
  text for helpful information. Explain that

noun/collocation
  (the way that some words occur

they
  do not need to understand every word at

regularly together). Point out that
  one cannot say

               this
  point             Elicit/Explain any unknown

'tropical
  hotels' for example, Present the

vocabulary
  in the titles where necessary and ask

collocations
  and explain any unknown words.

ss
  to underline the words that help them find

Go
  through the verbs and elicit what kind of

the
  answer. Do ad A as an example, then allow

 nouns
  might collocate with these verbs by

ss
  a few minutes to do ads B-F. Check ss'

asking What kind of things can you
  enjoy/see/do?

answers around the class.

etc.
  ss can make spidergrams in their

Answer Key (See overprinted answers)

notebooks for each verb and list the collocations that go
  with them. Walk around,

2                       listening
  up for specific information

monitoring the task and checking
  ss' answers.

Explain the task, Play the audio
  cassette/CD twice if

SuggestedAnswer Key

necessary, ss listen and take
  notes, Check ss'

enjoy: local cuiSine, traditional
  food, white-water rafting

answers,

see:
  stunning wildlife, famous landmarks, rare birds stay in: luxurious hotels,
  beachfront hotels

Answer Key (See overprinted answers)

visit: tropical rainforests, famous landmarks, great
  museums

3                       scanning
  for specific information

go on: guided tours

experience: white-water rafting, rich history
40(T)

Suggested Answer Key professionally (adv):
done by qualified people landmarks (n): well-known sights/buildings/statues
etc, ofan area breaks (n): short holidays beachfront (ad): facing the beach
facilities (n): equipment, services, rooms, etc, provided for a
particularpurpose trekking (n): a difficultjourney on foot thrill (n): o
feeling of pleasure sometimes mixed with a little fear excitement (n): such a
feeling of happiness and enthusiasm aboutsth thatyou cannot relax adventure
(n): sth new, unusual and often dangerous setting (n): location/background
adventurous (adj): people who enjoy exciting/risky activities accommodation
(n); places wherepeople live bird-watching enthusiasts (n phrase): people who are
very interested in observing the behaviourofbirds early risers (adj - n
phrase): people who get up early in the morning catch a glimpse (of) (phr): see
very briefly, just able to notice sth/sb unusual (ad): out Of the ordinary
stunning (adj); sth so impressive that you cannot find words to describe it
spectacular (adj): very impressive or dramatic natural habitat (adj - n
phrase): the environment where sth usually lives culture (n):
traditions, beliefs and activities that are typical ofa country traditional
(adj): sth that has existed for a long time in a country/place without changing
incredible (adj): very impressive, brilliant, unbelievable experience (v): feel
or be affected by 5th in style (adv phrase): in a smart and elegant way
once-in-a-lifetime (adj): unique (experience)
Suggested Answer Key
B: Where can you do watersports?
A: At the Cora/ Beach Resort in Marbella,
Spain, Where can you see animals in their natural habitat?
B: At the Babiogorski, National Park in
Poland and on the African safari, I suppose you would see animals in their
natural habitat in the Amazon, too.
A: Yes, I'm sure you're right.
B:
Which is the shortest holiday?
A: Historical Mexico. It's only five days.
B: No, it isn't.
A: Oh. You're right. It's sightseeing in
St Petersburg. Thaths only three nights.
b.
ss do the task in pairs, Remind ss to justify their choices. Monitor ss'
performance around the class, then ask some pairs to report back to the class,
(ss' own answers)
41
(T)
Writing
 writi ng a holiday ad
Portfolio:
Ask ss to read rubric and underline the key words. Ask students questions to
check comprehension. e.g. T: What do you have to write?
S: An ad
T:
What for?
S:
For a holiday.
Draw
students attention to the ads on p. 41 and ask them to describe what a holiday
ad should look like (a holiday ad usually has an eye-catchihg heading and
impressive photos). Ask ss whether all the prompts in the rubric are mentioned
in the ads.
Brainstorm for ideas and write them on the board ss open the writing section of
their notebooks and copy ideas,
ss
complete the task in class. Walk around, monitoring the task. Make notes of any
difficulties ss may have. Write them on the board and ask ss to explain and
correct them, ss check their work again and copy the completed task into their
composition books. Alternatively, you can assign the task as HW Collect ss work in the next lesson
and mark their mistakes. Hand ss back their work for them to correct
themselves.
SuggestedAnswer Key
Greek Island Paradise
Come to the beautiful island of Santorini.
Relax on the beach and swim in the clear blue sea. Try the delicious food in
local tavernas and enjoy the great nightlife, We can arrange 1, 2 and 3-week
holidays in comfortable apartments or in small hotels. From €200 per person,
including flights. Contact us today! Santorini Sun Tours: 22860-25888.
Extension:
ss can illustrate their advertisements with pictures from local travel
brochures, the Internet, etc. Advertisements can be displayed on the class
noticeboard.
Extension:
Divide the class into groups and ask them to prepare a holiday radio
commercial. ss can choose from the adverts they wrote for their portfolios or
create new ones. Give tips to ss on how to make their commercials effective
(tone of voice, music, sound effects, jokes, puns, etc). You can photocopy the tapescript for
Ex. 2, p. 40 and give copies to ss and play the piece again for ss to get
ideas. ss work in groups in class if there are enough cassette players, or each
group can take whatever equipment they need and go to a different classroom to
record their commercial one at a time, Alternatively, the groups can get
together after school to complete the project.
Play
each commercial and ask ss to vote for the best one. ss cannot vote for their own
groups.

frenglish.ru
Looking for the IDEAL getaway?

sightseeing
holiday
Sightseeing in St Petersburg
T-h-ee-o.lgb-ts
at the
Astoria hotel.
Russian culture and professionally quided tours. Don't miss the chance
to visit this city's most famous landmarks 4 and some of the world's
greatest museums. 2
$1,460 per person (all inclusive)
adventure/camping/trekking
holiday
Amazon
Would you enjoy camping and 1 , 3 trekkinq
in tropical 1 3 rainforests? How about the thrill and excitement
of white-water raftinq? If l , 3 you are looking for
i n n this is definitely the holiday
for you!
$1 ,700 per person
(6 days incl. flights)
safari
African Safari
Fabulous 12-day jeep safari in Kenya. See
Africa's stunninq wildlife in its spectacular natural habitat.
Get a taste of real African culture with its traditional food, and enjoy the incredible
sunsets.
$6, 130 per person
(incl. flights)
beach holiday
Mediterranean Fun
The Coral Beach Resort in Marbella, Spain
offers relaxing 2-week breaks for all the family. Beachfront hotels with
swimming pools, cafés, restaurants,
3 watersports
facilities and great nightlife! Sun and fun for everyone!
Adults $2,500
Children $1 ,600
(14 nights, incl. flights)
bird-watching
holiday
Natural Poland
Babiogorski National Park offers a dramatic settinq 1
for a fantastic holiday for the less adventurous! Family-style accommodation.
Birdwatching enthusiasts won't be disappointed — there are about 120 species
of birds 1 here and early risers are sure to catch a glimpse of something
unusual
$1, 170
per person
(7 nights all inclusive)
cultural
holiday
Historical Mexico
Experience the rich history 2 of the
Yucatan Peninsula in style aboard the
Expreso
Maya Lcuury 4
2 Train. Visit Chichen ltza and the Adivinq
2, 4 eyramiö on this once-in-a-lifetime trip.
$1,250 per person

Try these holiday suggestions from
Vesta Travel co. Tel: 0626-555-0708
41
Vocabulary
Practice

2
Do you
think you pack smartly? Listen and read to find out.  Weather
4 What is the weather like in your
3
Read again. Which of the items in the pictures are mentioned       country
in each season? Tell the in the text?    class.
——Howto Pack                                        spring

Smartly
Take comfortable, easy-to-clean clothes. Don't take too much — for a
  week you should take 2-3 shirts and pairs of trousers, 1-2 pairs of shoes
  (hiking boots for a walking holiday and sandals for a beach holiday), a
  jacket or a jumper, a swimming costume and lots of underwear,
Don't forget the necessities, Take toothpaste, sunscreen, insect
  repellent and a small first-aid kit.
Put your shoes in plastic bags inside your suitcase so
  they don't dirty your clothes
Keep your passport with you at all times
Do not carry any sharp objects such as
  penknives, nailfiles or scissors in your hand luggage, Put them in your
  suitcase. Put any breakable items such as cameras or binoculars in your hand
  luggage.

1
2
3
4
5
6

autumn
Winter
•     warm
• hot • dry • cold • mild
•     rainy
• snowy • cool • windy
•     sunny
• wet • foggy
Talking about the weather
•     it's
usually   but
•     (e.g.
summer) is (often usually)
•     it's
/ it isn't often very (e.g. dry) in
•     it rarely (e.g. snows) . in
Autumn in my country is always wet and foggy but spring is usually mild.
•     Listening
5 Listen to the weather forecast for Mexico City for
tomorrow. What is the weather going to be like?
fren ish.ru

1       building
up vocabulary related to holidays and packing
Read the rubric and explain the task. Elicit/explain
any unknown words in the pictures. ss in pairs look at the items and answer the
question. They can make spidergrams in the vocabulary section of their
notebooks for each case to help them remember the items more easily.
Suggested
Answer Key

HOLIDAY ITEMS TO GO IN.
toothpaste toothpaste scissors     compass compass               camera
  maps and guide books maps and guide books hiking boots passport jumper sunscreen
  jacket  credit card sandals              torch first aid kit binoculars soap
T-shirt

2        predicting content
Elicit what packing smartly might involve from various
ss around the class. Brainstorm for ideas and write them on the board. Play the
audio cassette/CD. ss read and listen to the text to check their answers.
Alternatively; ask ss to close their books for this exercise and just listen to
check their answers.
(ss'
own answers)
3        reading
for specific information
Explain the task. Allow ss some time to study the
pictures and then read the text silently. ss note down the items mentioned.
Check ss' answers around the class.
Answer
Key

shirt

sunscreen

camera

hiking boots

first-aid kit

binoculars

sandals

suitcase

hand luggage

jacket

passport

suitcase

jumper

penknife

toothpaste

scissors

Extension: ss in pairs or teams think of any five items
to put in their hand luggage and write them down on a piece of paper The other
pairs or teams have ten guesses in order to find out what their opponents have
packed in their hand luggage, ss are not limited to the items in the book. You
can play the role of judge in the event of disagreement.
NB ss can even bring
in items to class to make the activity more realistic.
4       building
up vocabulary related to the climate/weather in a speaking activity
Explain the task, go through the prompts
and the language in the table. Read out the example and stress the adverbs of
frequency. ss talk in pairs. Monitor ss' performance around the class and
choose some pairs to report back to the class.
Suggested
Answer Key
It's
usually mild and pleasant in spring, but it often rains in autumn.
5       listening
for gist and specific information
Brainstorm for words that could be heard in a weather
forecast and write them on the board.
Play the cassette/CD once so that ss can listen for
gist. Explain/Elicit any unknown words. Then play the cassette/CD again and ask
ss to make notes to help them answer the question, Ask a S to report back to
class. Elicit feedback from the rest of the class. Check ss" answers.
SuggestedAnswer
Key
The weather is going to be sunny and dry with a nice summer breeze. Later
in the day, it will be cloudy and there may be some light showers.
42(T)

6      VOCabulary on means of transport
Explain the task. Elicit what these verbs have in
common (they all refer to means of transport and travel). Elicit which are
(ir)regular. ss do the task.
Answer
Key (See overprinted answers)
7     a•
 practising
prepositional phrases ss fill in the gaps, Check answers
Answer
Key (See overprinted answers)
b.   Read out the
questions and examples. In pairs ss complete the task. Monitor ss' performance.
Ask
some pairs to report back to the class,
SuggestedAnswer
Key I usually go to my grandparents' house in the country. I always travel by
train.
I
usually go to Italy. I always travel by car.
8     a'  practising
present and past participles Read out the rules for present and past
participles. Elicit examples from ss.
(Sown
answers)
b.   Explain the
task and read out the prompts and the participles. Elicit/ExpIain any unknown
words. Use the example to act out a dialogue with a S. Then, in pairs, complete
the task, Monitor ss' performance. Ask several pairs to report back to the
class,
Suggested
Answer Key
           A: HOW        your trip?
             B: It         fascinating.
A: How did you feel about the service at the hotel? B: I felt
disappointed. etc
9      building up vocabulary; simulating
'real-life' situations; practising intonation
Read out the subheading and the Study Skills tip Explain
the task. Go through the adjectives and prompts and elicit/explain any unknown
words. Allow ss 5 minutes to practise their dialogues, Ask individual pairs to
record their dialogues for their language portfolios (see introduction for
further details).
SuggestedAnswer Key You look angry.
B: I am The hotel has just
overcharged me.
A: Oh
dear,
You took disappointed
B: I am
I'vejust found out there's no running water. A: Oh dear.
43(T)

5

A:

You look exhausted.

B.

I am. I'vejust finished packing my
  suitcases.

A:

Oh deat

6

You lookpleased

B;

I am. The airline has found my missing luggage!

A:

That's great

7

A:

You look upset.

B:

I am. / can't get the best room in
  the hotel,

A:

I'm sorry.

8

A:

You look fed up.

B:

I am. I've lost my passport

A: Oh,
dear.
Writing
 writing a weather forecast Portfolio:
Read out the task and ask a S to explain what the class has to do, Check ss'
answer, Ask ss to look at Ex 4 and their notes for Ex. 5, Recycle any language
related to the weather and the climate they have seen by brainstorming and
prompting ss. Play the audio cassette/CD with pauses for ss to make notes of
language features and ideas they may find useful. ElicitJExplain any unknown
words or structures, If possible, make photocopies of the tapescript for Ex 5
to give ss a general idea of what a weather forecast should look like or bring
a recording of a W/radio weather forecast on video/cassette- Allow ss 10
minutes to write their forecasts. Monitor the task. Check ss' answers.
Alternatively, you can assign the task as H/W provided you have gone through it
orally in class
Extension: ss pretend they are on TV and act out their
weather forecasts in front of the class, They can prepare a map of their city
or of certain regions of their country and pin it up on the blackboard.
Instruct ss to draw and cut out clouds, suns, lightening, snow, etc, and stick
their cuttings on the map with Blue Tack as they present their weather
forecasts. Tell ss that it is important to use their arms and facial expression
to make their presentations livelier. Hold a class vote for the best weather
forecast.
Suggested
Answer Key
In
London tomorrow, there will be light rain in the morning which will give way to
sunshine in the afternoon. Strong winds will make it feel rather cold. Overall
it's going to be sunny and dry but cold with temperatures ofaround 140C.

interested — interesting fascinated — fascinating thrilled —
    thrilling disappointed — disappointing

1 He got held up in
  traffic, and amused excited as a result he missed his plane!
satisfied 2 He caught the 8 0'clock
  train bored — to Liverpool and met Steve

there.

3 He rode his bike to school

A: How like?

when he was a child.

B: It was

4 He
    always drives his wife to

A,' Howdidyou feel about...?

work

B: 'felt..

5
  He took the Tube as it was
      faster
  than driving.                                                                      Expressing
  feelings STUDVSKILLS
6
  He helped the old lady (to) get 9 Portfolio: Use the Intonation on the
  bus. adjectives and prompts to Use suitable intonation to act out dialogues,
  as in show your feelings.This the example. Record your helps the listener to
Prepositional phrases                                                   dialogues.                                                       understand
  you better,
7
  a.
1
2
3
4
b.

I usually spend my holidays abroad

I never travel byplane.

1 book / holiday

5 finish / packing suitcases

2
    someone / steal my purse

6 airline
    find/ my missing luggage

Present/Past
    participles

3 hotel / overcharge me

7 get / best room in hotel

4 find out/ no running

8 lose / passport

8
  a. Study the table.

•
We use -ed participles to describe how we feel

/ felt excited when we landed in
  Rome.

• We
  use -ing participles to describe what something/somebody is like, Flying to
  Madrid was exciting,

Means of transport

b. Use
  appropriate participles and the prompts to talk about travel experiences.
  Think about:

6

Fill in: catch,
  drive, miss, get, take or ride in the correct form.

trip, flight, service/hotel localpeople, museums,
  nightlife, etc

water
A: You look excited.
B: I
am. I've booked my holiday!
A: That's good/great.
Wrí+ínt-
A:
What's wrong? You look upset.
B: lam. Someone's just stolen my purse.
A: Oh
dear. / I'm sorry.

Portfolio: Listen to the weather forecast in Ex, 5
again. Then, write a short weather forecast for your city for tomorrow

43
Grammar
Reference

            a
really busy                   but
because
plane
he felt a bit anxious about missing his
flight.
he was looking forward to his holiday in Malta when
he was about to check in, he realised he didn't have his passport.
he reached home. Would he be able to find
it?
he heard the phone ring

a actions which happened immediately
one after the other in the past b an action which
happened in the past c an action which was in progress at a stated time in the
past d an action which was in progress when another action interrupted it e two
simultaneous actions in the past which were in progress,
2 Put the verbs in brackets into the past simple or
past continuous.

A: Where 1) were you (you/ be) at 5 0'clock yesterday?
B: 1 2) was cooking (cook) dinner while Tony 3) was
working (work) in the garden.

A: When 4) did you see (you/ see) Sue?
B: While 1 5) was waiting (wait) at the bus stop yesterday
morning.

A: What 6) happened (happen) to Rob?
B: He 7) crashed (crash) his car while he 8) was
driving
(drive) to work,
44
6      His heart was beating               f
he drove to the airport
         fast                                                                    g
he decided to drive
7      He
was opening the front as             home and get the door passport.
 Speaking
4
Talk about a bad
experience you had while on holiday
name of place means
of transport days/weeks friends/family/alone
OK, but , problem
explain
5
Use the prompts
to make sentences about yourself.
• yesterday • last month • in
2000 • last Monday
• two days ago • so • when •
while • then
Me

Play in pairs. You narrate a story, your partner
mimes it. The class votes for the best story and mime.
I was walking down the street when I slipped on a banana
skin.
(partner pretends
to be walking, then slipping.)

1       practising
the past simple/continuous
Elicit the past simple and past continuous tense forms,
In order to revise the past simple say verbs in the infinitive, ss report back
with their respective past simple forms, Use both regular and irregular verbs
e.g. T: swim
S l : swam
T: walk
S2: walked, etc
ss read the text. Elicit the meaning of any unknown
words. Do item I with ss, In pairs ss do the exercise
Answer
Key  b past simple - it is used to describe an action finished in the past
2      c past continuous - it is used to
describe on action in progress a past simple - it is used to
describe actions that happen one after the Other e past continuous - it is used to
describe actions in progress at the same time
7
d past continuous
- it is used to describe an action which was in progress when another action
interrupted it
8
b past simple -
it is used to describe on action finished in the past
Answer
Key

2 because - a

4 but— c

6 as—d

3 then-f

5 so—g

7 when —e

Then ss think of an ending to the story Tell
ss they should add no more than 5 or 6 sentences, Check
ss' answers around the class.
Suggested
Answer Key
Tim answered the phone. It was his colleague, Sarah. She was phoning from
the office. She told him he had left his passport at work and offered to bring
it to the airport. Tim couldnt believe his luck! Hé thanked her and
drove quickly back to the airport
4  COnS01idating tense usage through
personalisation
Explain the task and go through the prompts,
Point out that ss will have to use the appropnate tense(s), ss complete the
task in pairs, Ask some pairs to act out their dialogues in front of the class.
SuggestedAnswer
Key

2
Explain the task, ss do the exercise. Monitor ss' work. Make notes of
any difficulties ss may have (e.g. #6 happened is not a transitive verb). Write
them on the board and elicit feedback/ explanations from ss. Ask some ss to act
out the dialogues in pairs.
SuggestedAnswer
Key (See overprinted answers)
Extension: Write the following sentences on the board
and ask several ss to explain the different structures:
Helen
saw the famous actor.
Who did
Helen see? (we want to find out about the object of the sentence, i.e. the
famous actor) Who saw the famous actor? (we want to find out about the subject
of the sentence, i.e. Helen)
Elicit similar sentences from ss around the class.
3
 Practising using linkers
Present the Study Skills tip. Explain the task and read
out the first sentence. Elicit the function of and in the sentence (it connects
both parts of the sentence in a logical way, adding something). Check ss'
understanding of the other linkers, Refer ss to the Grammar Reference Section
for more detail. ss Complete the task. Check ss' answers by asking various ss
to read out the story

A:

Where didyou go?

B:

I went to Rome?

A:

How didyou get there?

B:

I went by plane.

A:

How long did you go for?

B:

I went for a week.

A:

Who didyou go with?

B:

I went with my friend, Jane.

A:

Did you enjoy it?

B:

Yes it was OK, but I had a problem,

A:

What happened?

B:

I lost my
  luggage on the way there.

A:

What didyou do?

B:

I had to borrow my friends clothes
  until I got my luggage back

A:

Oh dear. I'm sorry to hear that

5 Read out the prompts and elicit what
tenses these time expressions are used with. ss make sentences about
themselves. Some ss report back to the class.
(ss'
own answers)
Game

44(T)

Ask ss to use as many action verbs (slip,
fall over, etc) as possible so that the story can be mimed. Ask individual
pairs to present their mimes. Class votes for the best presentation.
6 a.  reading for gist
Ask ss to skim the text and say whether the information
given is personal or factual.
Answer
Key (See overprinted answer)
 Practising definite/indefinite articles
Explain the task. Revise the use of the, by calling out
a variety of names. ss, in teams, add the where necessary
Suggested list: Europe, Nile, John. High Street,
Himalayas, Pacific, France, Earth, United States, etc.
                 e.g.                   T:
Europe
Team A SI : OK
T: Nile
Team B Sl : the Nile
Refer ss to the Grammar Reference section for further
detail.
Do Item 1 with ss. ss then complete the task. Check ss'
answers by asking various ss to read from the text.
Answer
Key (See overprinted answers)
c.  listening and reading for gist
Play the audio cassette/CD. ss listen and read. Then
ask ss to close their books and to say as many things as they can remember,
(ss' own answers)
7  distinguishing between a past habit and a
state (used to/would)
Elicit/Explain
the meaning of a past habit (a routine we had in the past) and past state (a
past situation/ condition - not an action)
Read out the two sentences. Check answers. Ask ss to
say in which sentence used to can be replaced by would. Both used to and would
are used for habitual actions in the past.
Answer
Key (See overprinted answers)
Extension: Write the following on the board: When I was
younger, . Then, ss write four true sentences about themselves, using this
beginning. Two should be past states and two past habits. Elicit and check
answers from ss.
8 a•  listening for
detailed comprehension and specific information
Explain the task. Go through the list of activities and
eliciUexplain any unknown vocabulary. Play the audio cassette/CD. ss do the
task.
45(T)
Answer
Key (See overprinted answers)
Kate used to/would go swimming with her three sisters,
Kate used to/would have picnics on the beach. Kate used to/would make
sandcastles.
b. Elicit/ExpIain how the interrogative and negative
of used to is formed, Point out that would is not used in these forms to
express a past habit, Explain the task and read out the example, ss can use the
phrases in the exercise as well as their own ideas, Monitor ss' performance,
Ask some pairs to report back to the class,
SuggestedAnswerKey
B: goto the beach
A'
Didyouusetogo swimming when you were six?
B:
Yes, I did I used to/would go swimming with my brothers. etc
9
 practising sentence transformations
Read out the rubric and explain task. Do item 1 with
the ss. ss, in pairs, complete the task. AnswerKey (See overprinted answers)
10      Practising
phrasal verbs (come)
Elicit the meanings of the phrasal verbs by giving
examples, synonyms or miming
ss work in pairs and complete the exercise. Ask ss to
write sentences of their own for each phrasal verb.
SuggestedAnswer
Key
come round: visit (where the speaker lives/ is) come across: meet/
discover by accident come into: inherit come out: be published/released come
up: arise
Answer
Key (See overprinted answers)
Writing
Portfolio: Assign the task as 1-1M/ provided you have
gone through it orally in class. ss can use encyclopaedias and the Internet as
resources.
Suggested
Answer Key
Mexico
is in the south of North America The country borders the Caribbean Sea, the
Gulfof Mexico, the North Pacific Ocean, Belize, Guatemala and the USA. Mexico
Cityis the capital and it is the largest city in the world. The official
language is Spanish. In 1821 Mexico become an independent country.
Land:
Mexico wide in north narrow in south
Products: Country produces coffee, cotton and fruit.
People:
Mexico has a population of 104 million people. About a quarter ofthem live in
Mexico City.
Definite/lndefinite
               articles                   Grammar
Reference
Reading
6
a. Skim the text. Does it give personal or factual information?
factual information
b.    Read
the text and fill in a, an or the where necessary. How do we use articles?
c.    Listen and read, then tell your
partner as many things about Argentina as you can remember.
Used to/would Grammar Reference
7
Which sentence expresses: a past habit? a past state? Where can
we use would ?
1      1
used to live in the country when I was young, past state
2      In
summer they used to hire a boat and go fishing-past habit/ would  Listening
8
a. Kate is
talking about her summer holidays when she was six. Listen and tick the things
she used to do. Then make sentences.
[IL.] go bird-watching lie on beach
go swimming have picnics on the beach make sandcastles hike
Kate
used to/would go bird-watching with her father.
b.    In
pairs, ask and answer.
A:
Did you use to go bird-watching when you were six?
B: No, Ididn't. I used to/would r.

_l
Argentina is l) the second largest country in 2) — South America. 3) The
Atlantic Ocean lies east of Argentina. 4) The country is bordered by Bolivia,
Brazil, Chile, Paraguay and Uruguay. 5) — Buenos Aires is 6) the capital. It
lies along 7) the Rio de la Plata, which means 'silver river'.The official
language is 8) — Spanish. In 1 816 Argentina became 9) an independent country.
Land: Argentina is shaped a lot like 10)
long triangle. It is wide in I l) the north and narrow in 12) the south. 13)
The Andes Mountains run all the way down Argentina's long western border.
Products: 14) The country produces beef, corn and
wheat.
People: Argentina has 15) a population of
35 million people. About 16) third of them live in Buenos Aires.
Sentence transformations
9 Complete the second sentence so that it means the same as the first,
using the word in bold.
1 We haven't stayed at a hotel for years.
since It's years since we stayed at a hotel. 2 There were two swimming pools at
the hotel. had The hotel had two swimming pools.
             3
John had an accident on his way to the office                    had
John was on his way to the office when he
had an accident, 4 The hotel room was too small for Tom's family. enough The
hotel room wasn't big enough for Tom's family.
       Phrasal verbs                      round
across
10 Explain the phrasal verbs,
theninto fill in the correct particles.
out
I While in Prague, he came across some
great shops, 2 His last book came out last month.
3      Don't
call— just come round at about 10:00
4      She
came into a fortune when her aunt died.
Wri+í½.-

Portfolio:
Write a short factfile about your country like the one in Ex. 6.
45

I
2

               YÓu mean
there's absolutely nowhere to stay?                          A: Good evening,
sir, How may I help you?
B: My name is Peter Martin. My wife and I have a 3 a.
Read the dialogue and complete sentences reservation for a double room for
tonight.
1-5, Then read out the dialogue in
pairs.    A: Just a moment, sir. I m afraid I can't find the booking, sir. When
did you reserve the room? I The dialogue is between Mr Martin and the B: It was
booked through my travel agent two receptionist.      months ago.
2
There's no room available for the Martins.        A. I'm afraid there's
no record of a booking and the
3

A travel agent made the booking
two         hotel is completely full, There's a festival on in months ago          the
town and there are no rooms available
4
There are no vacancies in the hotel because    anywhere.
B: You mean there's absolutely
nowhere to stay? there is a festival on in the town.     to do?
What are we going
5
Mr Martin is very angry and exhausted,             I could
try ringing around a few other
A: Well, places, but I don't think
there's much hope,
B: Look here! My wife and I have been
travelling all b.What do you think happened next? Listen exhausted. I demand to
speak to the day Wé're and check. In pairs, think of a different

manager! ending

Complaining and apologising
Listen and read. Underline the phrases which suggest
apology.
•     A:
I'd like to complain about the TV. It's not working
B: I'm so sorry. sir- I'll get someone to see to it
immediately
•     A: Excuse me, I think you gave me the
wrong change.
B: Oh dearl I-da-apnlnglse, sir
b. Portfolio: Work in
pairs. Imagine you are at a hotel and you are having some problems. Use the
table and your own ideas to act out similar exchanges, Record your dialogues.

•     room
not clean
•     room
service slow
46
•     no
hot water
•     no
towels

class discussion about typical
problems that tourists might face in their ss can recount personal experiences.
ss in groups could prepare sketches and act out the funniest stories.

1
scene
Ask
ss to look at the picture and elicit answers to the questions.

The people are in a hotel. The man and woman could
  be checking in or checking out. The receptionist is listening

4

a•
   listening
  and reading in order to identify register and tone

to what the man is
  saying.

Play
  the audio cassette/CD. ss listen and read, then do the task. Check ss'
  answers.

2  identifying register
Go
  through the sentences and explain any

Answer
  Key (See overprinted answers)

unknown
  words. Elicit answers around the classr

b'  deVeloping speaking skills
  (register &

then
  ask ss to speculate about the problem. Check

tone
  of voice)

ss'
  answers.

Read out the rubric and explain
  the task. Go

Suggested Answer Key

through the language in the table
  and the

1, 2 and 4 could be
  said by a receptionist. It seems that

prompts, and elicit/explain any
  unknown words.

the receptionist cant
  find a booking.

e.g. T: I'd like to complain
  about the room. It hasn't been cleaned./lt's dirty/lt's not

3
  a•  reading
  for specific information;

clean.

summarising
  the text

Sl: Oh dear. I do apologise,
  madam. I'll get

Explain the task. Go through
  items 1-5 and

someone to attend to it
  immediately.

elicit]explain any unknown words.
  ss read the

        Explain to ss that they can use
  the                 in

dialogue and complete the task.
  Check ss'

Ex. 4a as models. Do the first
  item with a S.

answers.
  Elicit/Explain any unknown words in the

Brainstorm for solutions to each
  of the prompts

dialogue. ss read out the
  dialogue in pairs.

and elicit words/phrases such as:
  to attend to sth

Monitor ss' performance, checking
  intonation

straight
  away, to get 5b to do 5th immediately, to see

and pronunciation. Choose some
  pairs to act out

to
  sth right away, etc.

the
  dialogue in front of the class.

ss work in pairs and practise
  their dialogues. Ask

SuggestedAnswer Key
  (See overprinted answers)

individual
  pairs to come up to the front of the class and record their dialogues (see
  introduction

b•
   Predicting
  the outcome of the event;

for
  further details),

listening for confirmation;
  improvising and

Suggested Answer Key

providing
  different ending for the situation

A:

I'd
  like to complain about my room. It's not clean.

Elicit guesses from ss around the
  class. ss listen

B:

/
  do apologise, madam. I'll get someone to attend to

and check. Allow ss one minute to
  think of a

it
  immediately.

different
  ending in pairs, Invite some pairs to act out their dialogues. Elicit
  feedback from the

A:

I'd like to complain
  about the room service. It's very

rest
  of the class as to their performance.

B:

slow.
I'm so sorry sir. I'll
  speak to the staff immediately.

Suggested Answer Key

A:

Excuse me, but there's
  no hot water.

Maybe the receptionist
  was able to find them a room at

B:

I do apologise, madam. I'll get
  someone to fix it

another hotel in the
  town.

immediately.

Perhaps the receptionist found them a room at that
  hotel, after all.

A:

Excuse me, but there
  are no towels in my room.

Mr Martin might have had a big argument with the
  manager, and then walked out.
Maybe Mr Martin was very angry with the manager and
  refused to leave the hotel until they found him a hotel.
Answer Key
He found the booking after all. Somebody had
  inversed Peter Martins' name by mistake.
(ss' own answers)
Extension:
  Ask ss how they would feel in a similar situation and what action they would
  take. Invite a

B:

I'm
  terribly sorry, sir. I'll send some up right awqy

SuggestedAnswer Key
46(T)
5 a s  Predicting information before listening
Elicit the meaning of holiday rep (someone who
represents a holiday company) and explain
that rep is short for representative. Read out the Study Skills box. Explain
the task. Brainstorm ideas.
(Wown
answers)
b•  listening in order to
identify, understand and interpret information
Explain
the task. Ask ss to read the itinerary and guess what kind of information is
missing (1 name ofa room, 2 number, 3 person/place, 4 adjective, 5 time, 6
noun). Elicit/Explain any unknown words.
Explain that this is a note-taking exercise and that ss
need to listen carefully for the key points, Play the audio cassette/CD. ss
listen and fill in the gaps, Check ss' answers.
Answer Key (See overprinted answers)
6
 Preparing and giving a short speech
Explain the situation and the task.
Brainstorm useful information for each of the points and write them on the
board (times of meals, time and destination of day trips, etc). Take the role
of holiday rep and briefly introduce yourself. Then model the first point. Ask
a S to continue with the second point, another S with the third point and so
on. Allow ss some time to prepare their monologues. Choose some ss to present
them in front of the class. Elicit feedback from the rest of the class about
each S/s performance. ss can use the tapescript of Ex. 5b as a model.
(ss'
own answers)
7
 simulating 'real-life' situations
Read out the heading and the rubric and
allow ss some time to look at the spidergram, the useful language and the
example. Ask ss to explain what they have to do and what they think a hotel
assessment form is (if possible bring one in and pass it around the class.
Ask several ss to read out the words in the spidergram and the useful
language and elicit/explain their meanings/structures. Act out the model
dialogue with a S. ss work in pairs and act out their dialogues. Monitor ss'
performance around the class. Ask some pairs to act out their dialogues in
front of the class.
Suggested Answer Key A: How's the swimming poof?
B: It's
very good.
B: Howdoyou find the tennis court? A: It's
not very good.
8  listening for
intonation; simulating 'reallife' situations
Read out the rubric and explain the task.
Play the audio cassette/CD with pauses for ss to listen and repeat chorally,
Monitor ss' performance, paying
47(T)

9

special attention to intonation. Ask some ss to repeat
individually. If necessary, play the audio cassette/CD again
Act out the dialogue with a S. ss work in pairs and
make up short exchanges for the remaining sentences. Monitor ss' performance
and offer help where necessary. Check ss' answers by asking some pairs to
report back to the class. Elicit feedback from the rest of the class as to each
pair's syllable stress, intonation and speed.
SuggestedAnswer
Key

A:

You were wrong to let John take the
  car this evening!

B:

What are you talking about?

A:

I'm afraid the hotel restaurant is
  closed this evening, sir.

B:

This is outrageous!

A:

I thinkyou should pay for all of us.

B:

You'rejoking!

A:

That's £50, please.

B:

You're kidding!

describing a picture
Explain to ss that when describing a picture, we first
summarise what the picture is about before describing the most important
details. Point out though is not natural to talk about very small and
unimportant details.
Ask a S
to read out the rubric and the prompts. Brainstorm ss for ideas (e.g. at a
fishing port, sailing boats in the background, on an island, at a summer
resort, bright/colourfu/ summer clothes, taking a stroll, woman pulling a rope,
probably tying up their boat, enjoying their holiday, feeling relaxed/happy,
etc). ss work in pairs and describe the pictures. Monitor ss' performance
around the class.
SuggestedAnswer
Key
It's
summertime. A family of four people are by the water. It looks like a harbour
or a fishing port. They must be on holiday. They are wearing brightly-coloured
summer clothes and they've all got tans. The mother and little boy might be
fishiñg or tying up their boat. The father and daughter are watching,
They look very happy.
Ask individual ss to come up to the front of the class
and record their monologues for their language portfolios,
b'  revising and consolidating vocabulary in
a speaking activity
ss talk in pairs about their favourite type of holiday
and justify their choice. Monitor ss' performance, then choose some ss to
report back to the class,
SuggestedAnswer
Key
My
favourite type of holiday js a beach holiday, This is because I love swimming
and sunbathing and walking along the beach. t love having picnics on the beach,
too!

Giving travel information
> Listening

Predicting
Before you listen, think about the
  topic. Predict words/ phrases related to the topic. This improves your
  listening comprehension.

5
a. You are going
to listen to a holiday rep talking to some new guests at their hotel. What
might she tell them?
(Y' Listen and fill in the missing information.
6
Imagine you are a holiday rep, Tell the guests how they can spend
the day. Talk about:
Expressing annoyance
>
Intonation
8
Listen and repeat. In pairs, make up short exchanges.
1      How
dare you speak to me like that?
2      What
are you talking about?
3      This
is outrageous!
4      You're
joking!

Name:       Jane Clarkson
Company:
  Sun Tours
Meals
Breakfast: — in 1) the dining room-ground floor Lunch: 12:00-2:00pm
  restaurant— 2) (on the) 1st floor packed lunches available — order 3) (from
  waitress) bg7/before 7 the day before
Dinner:
  restaurant — variety of 4) international dishes
Pool
Opening hours: 7am - 5) 7pm
Sunbeds available
Snack bar - 6) (serves) dishes and snacks

5      You're
kidding!
A: I
insist that you leave now.
 Howdareyou speak to me like that?
Describing a picture
9 a.
Portfolio: Describe the picture to your partner. Think about:
• where the people are
• what they are wearing
• what they are doing
• why they are there
• how they feel
Record
your monologue.

Expressing
(dis)approval
7 Imagine you are filling in a hotel
assessment form. In pairs, use the spidergram and the useful language to ask
and answer, as in the example
swimming pool            tennis court
room serice sports
centre
fast-food    laundry snack bar     service
babysitting  dry-cleaning
ser•ñce       children's    service
playground
         B: Oh, it's very good indeed
Don'tyou think so?                                                                     partner.
47
Writing a story ( 1 st person narrative)

Getting started

Adjectives & adverbs

I

What can a
  story be about (adventure, mystery, etc)? What

5

Underline the adjectives in the

tenses can
  you mostly use?

story. Replace them with synonyms.

Let's look closer

6

Complete the phrases 1-6 with

2

a. Read the rubric. What can your
  story be about?

the adverbs used
  in the story. How are they formed? Make

 A local
  magazine has asked its readers to send in short

sentences
  using the phrases (1-6).

 stories
  with the title 'A Trip to Remember', The best story wins a

 completely blocked

two-week holiday to Thailand

2
  climbed carefully
3
  shouted urgently

It was very windy when I set off for the airport last
  Monday morning The sky was full of dark clouds and soon it started raining
  heavily. What a great way to start a holiday!

the plan, then, write your story,
• A tr.ayellerszmagazjne has

While I was driving to the airport, the storm got worse.
  Suddenly, a huge flash of lightning struck a tree. It came crashing down just
  metres in front of my car. The fallen tree completely blocked the road, so I
  was stuck. I tried to call the emergency services on my mobile, but the line
  was dead.
I was positive that I'd miss my plane, so I turned on the radio and
  tried to get used to the idea. Soon there was a loud knock at the window. To
  my surprise it was a young man in leather clothes, "Need a ride?"
  he said. My

to send in  short
  stories entitled:
" The Most
My-Cife-" (80-1 OO words)

4
drove fast
5
tightly shut 6 quickly sped away
Your turn
Underline the
key words in the rubric. Answer the questions in
 asked its readers

plane
was leaving in an hour so I didn't think twice. I grabbed my bags, Sequence of
events climbed carefully onto the motorcycle and shouted urgently, "To the
airport When writing a story, present the events in the order they
happened,This please!"                helps readers follow the story
easily.

Qan

Introduction
(Para 1) Men/Where did the story
  happen? Who was/weæ the main characters?
Main Body
(Paras 2-3)
  What happened? (events in sequence and the climax event) Conclusion
(Para 4) What happened in the end? How didyou feel?

It was my first time on a motorcycle
so I was terrified. The young man drove so fast that I kept my eyes tightly
shut all the way. Suddenly, the motorcycle came to a halt. "We're
here!" he said. I looked at my watch and saw that I was just in time for
my flight. The young man wished me a nice trip, then quickly sped away.
As
soon as my plane took off, I breathed a huge sigh of relief. I could now relax
and enjoy my holiday.
3
Read the story and put the events in the order they happened.
4
I turned on the radio.  2 Lightning struck a tree.
6    He drove
me to the airport.        5 A man knocked at the               I set
off for the airport.  window.
7    The
plane took off           3             A tree blocked the road.
Linkers/Time Expressions
4 Which
of the words in bold: —join similar ideas? — refer to time? join contrasting
ideas? -show consequence? Use them to make sentences of your own.
48

I  determining specific features
related to stories
Ask
ss to think of all the stories they have read as part of their extensive
reading tasks and identify their types, To prompt ss hold up various books from
the classroom literature corner and elicit their types, Read out a passage to
elicit what tenses are mainly used
Suggested Answer Key romance, horror,
history, true story, etc Answer Key
We mainly use the past simple and past
continuous, The past perfect simple and continuous are less frequently used
2  analysing
the rubric and brainstorming for ideas
Read
out the rubric and ask ss to underline the key words (a local magazine, short
stories 'A Trip to Remember'). Check ss' answers. Elicit what the title may
refer to (an excitingjourney). Brainstorm ideas from ss around the class.
(Ss'own answers)
b•  listening to sounds to predict a
story
Explain the task. Play the audio
cassette/CD. ss listen and identify the sounds. Elicit a number of possible
storylines from ss around the class. ss then read the story and see if their
guesses were correct.
(ss' own answers)
3
 ordering
events chronologically
Allow
ss some time to read the story carefully and the list of events. ss complete
the task. Check ss' answers around the classr by asking them to summarise the
story
Answer Key (See overprinted answers)
Explain/Elicit
the meaning of any unknown vocabulary in the story by giving examples,
synonyms/ antonyms or by miming
4
 identifying
and practising linking words and time expressions
Explain
the task. ss work in pairs. Check ss' answers. ss make sentences of their own
Answer Key
join similar ideas: and time
expressions: when, while, until, then, as soon as contrasting ideas: but show
consequence: so
5
 building
up vocabulary
Explain the task. Do the first item With
SS (windy—• stormy/tempestuous, etc). SS in pairs, scan the story,
underline
all the adjectives and complete the task, Check ss' answers.
Suggested Answer Key
windy — stormy; dark - black/grey; great -
fantastic; huge — big/enormous; fallen - uprooted; dead - out of order;
positive — certain; loud - sharp; young — youthful; leather - denim; terrified
—petrified/(very) scared; nice pleasant; huge - deep
6
 identifying
and practising adverbs
Allow
ss some time to find the verbs in the story and fill in the sentences with the
correct adverbs. Write them on the board and elicit/explain how they are
formed. Ask ss to think of more examples for each case.
complete
+ ly —+ completely; extremely (but possible —+ possibly), etc careful +1y
carefully; beautifully; usually, etc fast (irregular; other irregular adverbs:
well, hard, early, late, etc)
Check
ss' answers, then ss make sentences. Ask individual ss to present their sentences
to the class. Answer Key (See overprinted answers)
7
 analysing
the rubric; brainstorming for ideas; writing a story (1st person narrative)
Read out the rubric. Help ss to identify the key words and underline them.
Present the Study Skills tip. Read out the questions in the plan and elicit
answers from ss, Brainstorm for ideas.
ss
complete the task in class.
Alternatively,
you can assign the task as H/W provided that you have gone through it orally in
class.
Suggested Answer Key (See overprinted
answers)
The Most Exciting Holiday ofMy Life
Last summer my parents took me to
visit my aunt and uncle in Toronto, Canada. The flight took 7 hours. When we
arrived my aunt and uncle were there to meet us. It was wonderful to see them
again.
The next morning my uncle said that
he was going to take us to see Niagara Falls, one ofthe biggest waterfalls in
the world. It was amazing, I was taking pictures with my new camera when all of
a sudden I saw a boat heading towards the falls. I watched in horror as it
disappeared into the mist under the falls. I told my uncle
to get help. I was sure that the boat was
going to sink.
My uncle laughed and told me that the
boat trip was for tourists and it was perfectly safe. Then he pulled five
tickets out of his pockets. " Come on," he said "we're on the
next boat. "
Amazing
Facts!
Read
out the sentence and explain any unknown words. Then ask ss if they know any
other amazing facts connected with travel-
48(T)
frenglish.ru

1      Ask
ss to look at the picture and the title and say if they know the book. If so,
ask those ss to summarise the main points of the plot.
 reading for gist; multiple-matching
Read out the questions. Allow ss some time to read the
background information and answer the questions. Elicit/Explain unknown
vocabulary. Check ss' answers.
Suggested
Answer Key (See overprinted answers)
2       reading
for detailed meaning and for continuity
Ask a S to read out the rubric and explain the task,
Prompt him/her if necessary. Read out sentences A-E with appropriate
intonation, adding drama, and ask ss to underline key words, and picture the
settings. Allow ss some time to read through the extract and complete the task,
Check ss' answers.
Answer
Key (See overprinted answers)
Help ss explain the words in bold. Alternatively, ss can
look up any unknown words in their dictionaries. Check ss' answers.
b. Play the audio cassette/CD. ss listen and follow the
lines. Allow ss a few minutes to go through the text and think of comprehension
questions. ss work in pairs and ask and answer. Monitor ss' performance around
the class and help them if necessary. Ask some pairs to report back to the
class.
Suggested
Answer Key
A: When do the events take place? B: On 5th November.
A: What time ofyear is it?
B: The
beginning ofsummer. etc
3       predicting
an outcome; improvising a dialogue; listening for confirmation
Explain the task. Help ss by asking the following
questions:
 What do you think is the first thing that Gulliver says when he sees the
Lilliputian standing on his chest?
 Where are they?
 What do you think they'll ask each other about their sizes?
 What explanation do you think the Lilliputian has for standing on
Gulliver's chest?, etc
Allow ss some time to make up dialogues in pairs. Then
ask ss to act them out. Monitor ss' performance around the class. Choose pairs
to act out their dialogue in front of the class.
49(T)
Suggested
Answer Key
G? Who
are you? And where am I?
L: I'm a Lilliputian andyou're in Lilliput G: Lilliput? Where that?
L: It's
an island in the middle of the sea.
G: Why are you so small?
L: I'm
not small, Everyone here is this size. Why are you so big?
G:
Where I come from, everyone is my size. What happened?
L: Well, we felt the ground shaking and heard a loud
noise and when we arrived here, we saw a giant lying on the ground
G: A giant? Oh, you mean me?
L: Yes and then we got ropes and ladders and tools We
wanted to tie you down, you see, because we were afraidyou would hurt us. We're
still afraid G: Hurtyou? I don't want to hurt you.
L:
Maybe not, but if you take just one step, you could squash us under your feet.
And anyway you're very frightening to look at
G: So, what are you going to do to me?
Extension: Take the class into the art room and ask them
to paint a scene from the extract. If ss have read the book, they can paint any
scene they wish, Help ss with their paintings. ss may display their paintings
and describe them if they feel confident enough. However, do not pressure ss
who might be self-conscious about their painting skills,

frenglish.ru
Literature 4

Jonathan Swift (1667-1745) was Dean of St Patrick's
Cathedral, Dublin, but he is better remembered today as one of the finest
satirists in the English language. His works include A Tale of a Tub (1704) and
A Modest Proposal (1 729), but Gulliver's Travels (1726) is Swift's
masterpiece. In this satire, Swift makes fun of politics and some of the
important people of his time. In each of its four parts the hero, Lemuel
Gulliver, goes on a voyage, but he ends up shipwrecked on a strange island. In
Part One, Gulliver is thrown into the sea during a storm. He reaches dry land
in Lilliput where he meets the tiny Lilliputians.
Reading
& Listening

Gulliver's Travels? Read the

A

information on the left, then

B

answer these questions.

C
D

a What kind of novel is
Gulliver's
  Travels? satire b How many parts has it

E

got? four parts

b.

c Who is
  the main character?

3

I     What do you know about
GULLIVER'S

2

A

On 5th November, which was the beginning of summer in
those parts, the seamen suddenly saw a rock close to the ship; but the wind was
so strong that we were pushed onto it. Six of the crew, including myself, let
down the boat into the sea and tried to get away from the ship and the rock• In
about half an hour the boat was overturned by a sudden strong wind from the
north. What happened to the men in the boat, as well as those who escaped on
the rock, or were left in the shi , I cannot say; but I imagine they were all
lost.
I often let my legs drop, and could not feel the
bottom; but when I was able to struggle no more, I found myself in shallow
waters; and by this time the storm was much calmer. I walked for nearly a mile
before I got to the shore, which I guessed was at about eight o'clock in the
evening. I then walked on for another half a mile, but could not find any sign
of houses or people. I was extremely tired, and with the heat of the weather I
needed to sleep.
I
slept better than I remembered ever having done in my life, and when I awoke,
it was just daylight. I tried to get up, but was not able to for, as I was laid
on my back, I found my arms and legs were strongly fastened on each side to the
ground; and my hair, which was long and thick, tied down in the same way. I
could only look upwards; the sun began to grow hot, and the light hurt my eyes•
In a little time I felt something alive moving on my left leg, which, moving
gently fonvard over my chest, came almost up to my chin; looking downwards as much
as I could, I realised it was a human creature not six inches high, with a bow
and arrow in his hands.
Read the extract and match the sentences (A-E) to the gaps (1-4). There
is one extra sentence which does not match any gap. Then, explain the words in
bold.
As for me, I swam,
and was pushed forward by the wind and tide I lay down on the grass, which was very
short and soft.
We rowed about nine miles, till we were able to row no
more.
Puzzled, I tried to discover what this
strange sound might be. I heard noise around me; but in the position I was in,
I could see nothing but the sky.
Listen and read In pairs, ask and answer comprehension
questions.
What do
you think will happen next? In pairs, make up a

Lemuel Gulliver
dialogue between Gulliver and the Lilliputian standing on his chest.
Listen and see if your guesses were correct.
49
                                                        03HaKOMwreAbHaA
                frenzlis
Vocabulary & Grammar
I                                                                                Fill
in the missing word,       3 Complete the second sentence so that it means the
same as the first. Use up to three words.
1      The
Rio de la Plata is a river in Argentina
2      Come
round and see me whenever you like      1 It's been six months since I saw
Jack.
3      He
joined the club in order to learn to play        I haven't seen Jack for six
months tennis.             2 When I was at university, I spent most of my
4      How
long have you been working here?              time studying
5      Have
you ever been to France?               used to spend most of my time studying
6      While
shopping, I came across a nice vase.        when I was at university
7      He
got up early in order to avoid the traffic.      3 This is the first time I
have been to Spain.
8      He
was sleeping when the phone rang. I have never been to Spain before. 9 We went
on a guided tour of the museum.           4 I moved to London ten years ago.
10 She ran into Mrs Smith outside the
bank                                 I have lived in London for ten years, 5
Mary is still doing her homework
( 10 marks)
Mary hasn't finished doing her homework yet.
(10 marks) 2 Circle the correct item. 4 Fill in the
correct preposition
1 We managed to catch a of the 1 That
book belongs to me. president Of the company as she was leaving, 2 Bob loves
working with animals.
                   A
look                   B sight              C) glimpse                                      3
It is not too late to save many animals from
extinction. 2 Snakes and crocodiles are .
A mammals (B) reptiles C species 4 Our car broke
down so we went the rest of the way on foot.
           3
This part of the country has a hot dry                                                                                (8
marks)
                 (8) climate                  B
weather C temperature
Communication
4     Many
species of animals have become .
A
hunted B dead C)
extinct        5 Complete the exchanges.
5     Asa
child, he     love watching cartoons.               a Anything to declare?
A
am used to (B) used to C would b Excuse me — this isn't what I
ordered. c How dare you speak to me like that? 6 Spain is by Portugal and
France. d Really? That's great news!
                   A
edged                   B joined C) bordered
e It's very good 7 He ran a friend of his
on his way to
1
A: The council has opened a recycling centre. work.
                 (A
into                   B out Of            C over                                             B
Really? That's great news!
2
Excuse me — this isn't what I ordered
8
He usually         the train to work.
                   A
rides                 B travels           C takes
9
She was very   . when she heard the bad news,

            A
exhausted B fed up              C upset
10 We                our
holiday a month ago.
         A
saved                 B reserved (Q) booked
(TO marks)
031--1aKOMnereAb1--raS1
Kor1H51 -

3
4

A
B
B

5

A

B
B
reng is .ru I'm sorry, sir. I'll change it immediately.
Go away!
HOW dare you speak to me like that7
Anything to declare?
No. I don't think so.
What do you think of the sports centre? It's very good.
(10 marks)

Self-Assessment Modu e

Listening
6 You will hear a radio interview about a beached
whale. For each question, put a tick (V) in the correct box.
1      Mr
Ian Saunders
A
C] is the
interviewer.
B
L]works in the area
C
2 is the person who found the whale.
2      Why was the whale on the beach?
A
2 because it wanted to sunbathe
B
D because it was too heavy to swim out to sea
C
Llbecause a wave had carried it onto the shore
3      The whale is
A
4 years old
B
young female humpback whale. C a a fast swimmer,
4      Who
is Jake Henner?
A
a a teacher
B
vet
C
ûan
employee at the
Wildlife
Protection
Agency
5      What
did Jake Henner do until help arrived?
A
C) He kept the whale cool and dry
B
He tried to move the whale back into the sea.
C
(2He made sure the whale was wet.
6      The blow hole of a whale needs to be
At:jwet and uncovered.
B
and uncovered.
C
a dry and covered
(12 marks)
Reading
7 Read
the holiday brochure
True (T) or False

and decide
  if each statement (1-5) is

Yukon Adventure Bolidayts
Looking for the perfect place for a holiday?
Then come to the Yukon, in north-western Canada, where we have package holidays
to please everyone.
From October to March you can choose one of our
'winter wonderland' holidays, These include skiing, snowmobiling and
dogsledding. From March to August we have organised hiking or mountain climbing
activities, as well as canoeing or white water rafting down some of the most
beautiful rivers in the Yukon Valley. All of our adventure package holidays
include guides and instructors to help you enjoy activities you have never
tried before. Accommodation ranges from four-star hotels to log cabins or
camping grounds.
For more information check out our website: www.yukonholidays.com
or call us toll free at I -800-YUKON.
1 Package holidays are available all year
round. F 2 You can travel by dogsled in July.
3
You can do watersports in the Yukon.
4
You can only stay at campsites. 5 Phone calls to the company are
free of charge.
(20 marks)
Writing
8 Your teacher has asked you to write a short story with the title: A
holiday I'll never forget. Write about: where/when the holiday was, who you
were with, what happened, what happened in the end and how you felt. (See
Suggested Answers Section) (20 marks)
(Total = TOO marks)
Now I c-an„,
• talk about environmental issues •
write
— types of holidays & means an
article about a zoo of transport   — notes
          — the
climate/weather                               — a letter to a penfriend
— my holiday experiences — a weather
forecast a holiday advertisement express a short factflle about my my feelings
(dis)approval, annoyance & country
surprise     — a story complain & apologise               ish

031--1aKOM1rreAb1--raS1 Konni - rengis .ru
ARCTIC
OCEAN

GREENLAND
NORW
CANADA
ICELAND
USA
MOROCC
EGYPT
MEXIC
EQUATOR
                                                                        PER                                                 co
ZIL
ENTINA
SOUTH
AFRICA CHI
I Look at the map and the text. How are they related? How many climate
zones are there?
The
World's Climates
Equatorial: At or near the equator. No change in seasons. Hot and wet all
year round. High temperatures and regular rainfall in all months.
Tropical: Two seasons, wet and dry. High temperatures
and lots of rain during the wet season,
C Desert: Very hot during the day, but at night the
temperature drops to about OOC. Very little rainfall. Warm and dry
winds.
Mediterranean: Hot, dry summers and mild, rainy
winters.
Some
rain in the summer in the form of thunderstorms.
Temperate: Mild summers and cool winters. It rains all
year round. It can often be cloudy and foggy
     Subarctic:
Short, cool summers and very long, cold winters,  Some rain during the
summer. Snow is common during autumn and winter.
     Tun&a:
Temperature does not often rise above OCC.
Freezing even in the summer. Long, bitterly cold
winters.  Below the surface the ground remains
frozen all year round.
52
03HaKOMrrreAbHaS1 Korma frenzl
RUSSIA
                                 CHINA             APAN
BIA
PAPUA
INDIAN
OCEAN
MADAGASCAR                            AUST                 NEW
ZEALANt
2 Read and listen to the text and mark the statements True
(T) or False (F). Then explain the words in bold.
1
It rains all year round at the equator.
2
It's always hot in the desert.
3
Winters in subarctic areas are shorter than summers.
4
It is extremely cold in the tundra regions.
3
In pairs, talk
about the climate in various countries marked on the map.
A: What's thec/imate/ikein/taly? B: Italyhas a
Mediterranean climate, so it's hot and dryin summer.
A: Yes, and it rains in winter.
4
Project — Portfolio: What is the climate like in your
country? Collect information from an atlas, encyclopaedias, the Internet etc,
then write a short text about it.
1       Ask
ss to look at the map and the text and elicit answers to the questions.
SuggestedAnswer
Key
The map
shows the different climate zones around the world with each climate
represented by a different colour and the text explains the characteristics of
each climate. There are seven climate zones.
2       Read
the questions aloud, then play the cassette/ CD. ss listen and read following
the lines, Allow ss some time to complete the task, then check ss' answers. ss
then explain the words in bold by giving a synonym, example or explanation
using their dictionaries to help them if necessary.
Answer
Key
SuggestedAnswer
Key equator: an imaginary line around the middle of the Earth temperatures: how
hot or cold sth is rainfall: the amountofrain that falls drops: goes down
quickly mild: not too hot or cold form: type, kind thunderstorms: a storm with
lots of rain and thunder and lightning cool: a little cold but not too cold
cloudy: when there are lots ofclouds in the sky foggy: when there is fog (a
thick mist in the air) common: normal, usual, happens often rise: go up
freezing: when there is frost and ice, very cold bitterly cold: extremely cold
ground: soil, land remains: stays frozen: hard from the cold
3       Explain
the task and read out the example, ss work in pairs and talk about the climate
in various countries. Monitor ss' performance around the class, then ask some
pairs to report back to the class,
SuggestedAnswer
Key
A:
What's the climate like in Canada?
B:
Most of Canada has a subarctic climate, so it has short coolsummers and long
cold winters, A: Yes, and it snows in autumn and winter,
A:
What's the climate like in the UK?
B: The UK has a temperate climate, so it's mild in the
summer and cool in the winter. A: Yes, and it rains allyear round
4       Assign
the task as HW and check ss' answers in the next lesson.
Suggested
Answer Key
In Spain, the climate varies from temperate in the north to Mediterranean
in the south. The warmest months are April to October. July and August are very
hot in many areas with temperatures of up to 350C during the daytime
and down to 15 0C at night.
The winter is mainly mild (5C to 180C) and this is when most
of the year's rain falls. Quite often there are also strong winds and fog in
the winter.
The sun shines for most of the day for about 320 days each year.

Useful
Links ss can visit http://www blueplanetbiomes.org/ climate.htm to get more
information about world climate zones.

52(T)

> Before you start
 recycling
vocabulary
Make two spidergrams on the board, one for
zoo and one for holiday. Allow ss some time to look at units 3 and 4 and revise
the related vocabulary. Ask ss to close their books and brainstorm for
wordsfldeas around the class. Write them on the board. Elicit answers from
individual ss to the questions in the book.
(ss' own answers)
>
Look at Module 2
 introducing
the themes in module 2 Divide the class into five groups and give each group a
picture on p. 53 to describe. Ask them to brainstorm vocabulary for their
respective pictures. Alternatively, ask ss round the class to brainstorm ideas
for each picture. Walk around the class, monitoring and prompting ss where
necessary.
When
the time is up. ask each group/several ss
report
all the words they came up with and use
them
to talk about their/each picture to the class.
Write
the vocabulary on the board. Encourage ss
from
other groups/around the class to ask questions or add details.
Ask
ss to look through units 3 and 4 and find the page numbers for the pictures.
Ask ss around the class to report back with their answers.
Answer Key (See overprinted answers)
Draw
ss' attention each picture and ask them to scan the spread in order to
speculate about the picture and what the spread is about
Suggested Answer Key
Picture 1, p. 55
•
from
the title and subheadings, I suppose this unit is about shopping  picture
shows car boot sole so text must be about places/events where you can get
second-hand items
•
read
the text/questions & find the correct answer/act out a dialogue between a
salesperson & customer
Picture 2, p. 71  picture
shows woman celebrating birthday with family  this
spread & probably whole unit must be about celebrations & events  the
subtitles/dialogue/invitation/useful language table are all about special
occasions/events
Picture 3, p. 59  picture
shows women shopping/looking at clothes on a rack  from
the subheading, I think we have to look at the pictures and make assumptions
about them  aim ofexerCise is to practise
grammar/different modals
53(T)
Pictures 4&5, p. 66  pictures
4 & 5 have been used to show celebrations/ customs  use
the prompts & pictures to describe each celebration/custom
 (from the other subheadings) learn
vocabulary/ expressions related with expressing feelings/
congratulations/thanks & wishes/greetings; write greeting cards ofour own
> Find the unit and page number(s) for
In
pairs, ask ss to go through the list of items they have to find and
elicit/explain what they are and where we would use them. Allow ss some time to
browse the units in pairs and find the page numbers. Ask ss around the class to
report back with
their answers. Check ss' answers.
SuggestedAnswer Key/Answer Key a poem: a
piece ofwriting where words are put together in short lines one below the other
to create powerful images and/or sounds (rhyme); 6 - p. 64 notices on shop
windows: messages usually written in large
letters on pieces of paper and stuck on shop windows to inform the public about
sth, such as a service/prices/opening-closing hours, etc; 5 - p. 56 a report:
an official piece ofwriting that a person or group has been asked to complete,
giving information, describing or examining 5th specific, such as a newshop,
etc;5- p. 62 a page from a clothing catalogue: a list Of the clothes a
shop/business is selling, and is usually sent to people or is available online;
5 -p. 57 greeting cards: a hard piece ofpaper that is folded in the middle and
has a picture on the front and a greeting/wish to the person it is addressed
to, inside; 6 - p. 67 a formal invitation card: a hard piece of paper that is
folded in the middle and has a picture on the front and information inside
about a party or other event, asking the person/recipient to be at that event;
6 - pp. 69, 70 a diary entry: a written description of the events in one's life
on a daily basis; 6 -p. 69 a cartoon strip: a story or joke that is told through
a series of drawings and speech bubbles, in boxes and is often printed in
newspapers/magazines; 6 - p, 68
 Listen, read and talk about.../Learn
how to.. ./Practise.. ./Write/Make...
As
described in Module 1 relevant section
(ss t own answers)

shops and products

clothes and prices

objects

celebrations and customs

Learn how to .  buy second-hand things  ask about
prices  make requests  express impatience  calm
someone down  offer and accept gifts  express your
feelings  congratulate and thank  make
arrangements  invite, accept and refuse invitations

a short paragraph about the perfect place to pick up bargains in your
country

a page for a clothing catalogue a poster of Dos and Don'ts for your
school/work place

a report assessing the good and bad points of a department store an
article about a traditional wedding in your country greetings cards

an e-mail to a friend to invite him/her to a dinner party

a postcard

Culture Clips: Styles of Homes in
  the USA;
Bizarre Annual Events in the UK

Curricular Cuts (Maths)

•

5a On Offer      golf bag

Lead-in
I       Where can you buy the items
in the pictures? What else can you buy from these shops? Tell your partner•
•department
store • charity shop
•electrical
store • antique shop
•second-hand shop You can buy a camera
at a(n) ...
2 Why do you think people go to
second-hand shops? Use the prompts to discuss in pairs.
• pick up bargains • variety
of items
• antiques • help people in
need
• great/unusual/rare/cheap items
A: I
believe people go to second-hand shops because they can pick up bargains. What
do you think?
B: I
agree. You can also find
Reading
3
Look at the title
and the subheadings of the text. What do you expect to read?
4
a. Read the text and for each question (1-5) choose the best
answer A, B, C or D.
b.
Listen and read, then explain the highlighted words.
lamp
camera
fan 1 This text was written mainly to explain
A why second-hand items are great bargains.
B how second-hand sales raise money for charity
C)  where you can go to
buy second-hand things,
D) which items second-hand
shops specialise in,
2       What does the writer say about car
boot sales?
A     You
probably wouldn't want the things on sale there.
B     They
are a fun way to spend a holiday weekend
C     Schools
hold them to exchange toys and games.
A wide range of things may be found on sale there.
3       The writer says that second-hand
shops
@ often sell only one particular type of thing.
B     always
sell things that have been carefully checked.
C     are
usually surprisingly good.
D    never
give you a refund after you buy something.
4       What does the writer say about
charity shops and bazaars?
A     They
are good places for poor, homeless people to shop.
@ They are good because shopping there helps poor people.
C     They
sell things that are worth almost nothing
D    They give
second-hand items to people in poor countries.
5       Which of the following might the
writer agree with?
First decide what you want to buy,
then find the place that specialises in it,          City centres offer the
best second-hand shopping.

Second-hand shopping D takes a bit longer, but it's
Do
your second-hand shopping worth it.
at weekends, Christmas and on Bank Holidays.
carpet
—mobile phone
. 54
gramophone
fren ish.ru

Objectives
Reading: signs, true/false; multiple choice skills
  focus — skimming the text; reading for gist; reading for specific information
Vocabulary: shopping; second-hand items; shops and
  products; clothes; materials
Grammar: modal verbs
  (necessity/permission/ obligation/prohibition); past modals; too/enough;
  making assumptions; adjectives phrasal verb — 100k
Listening: multiple choice; matching skills focus -
  listening forspecific information
Speaking: ranking; buying
  second-hand items; asking about prices; describing objects; offering and
  accepting gifts intonation - losing patience
Writing: short paragraph about where to buy bargains in your
  town; a clothing catalogue; list of Dos and Don'ts at school/work; a letter
  of complaint

B: You're right, and sometimes you can find antiques or

NB: For Lesson 4, ask ss to bring in certain belongings for
  them to describe.

really unusual items at great prices,

I  introducing
  the theme of the unit

3

 Predicting
  the content of a text
Read out the title of the article
  and the

Elicit the theme of the unit by
  referring students to

subheadings and ask ss to guess
  what it will be

the pictures, Elicit the meaning of
  the phrase on

about. Elicit what a car boot sale
  is by referring ss

offer by encouraging students to
  come up with

to the main picture, and explain any
  unknown

similar words and phrases
  associated with

words. Allow ss some time to scan the
  text quickly

shopping: e,g, on sale, reduced prices,
  special offer, etc. Draw ss attention to the pictures. Elicit/Explain

and check if their guesses were
  correct.

what the items are and what they
  are used for

SuggestedAnswerKey

e.g. We use a camera to take pictures.

The article is probably about places you can go to buy

Read aloud the list of shops and elicit
  what types of goods you could find in each one. Explain the

second-hand goods.

difference between a charity shop,
  which sells new

4

a•  reading for
  detailed comprehension;

and used goods donated by the
  public to help a

to understand attitude/opinion; to
  read for gist,

particular charity, and a
  second-hand shop, where

inference and global meaning

you can buy cheap used goods,
  especially clothes

Read out the rubric and ask ss
  around the class to

and furniture. ss match the items
  in the pictures to

tell you what they must do, Elicit
  what study skills

the shops. Check ss' answers.

they should employ (scan the text
  for gist author's

Suggested Answer Key

purpose and global meaning, read the questions and

       electrical
  store/departmentstore.

the answers and underline the key words, find the parts

You can buy a golf bag at a
  department store/charity shop.

of the text
  each answer refers to, look for rephrasing/paraphrasing, eliminate unsuitable

You can buy a fan at a department store/electrica/ store.

answers choose the best answer; see
  p 7, Sts book).

You can buy a gramophone at an antique shop/second-

Allow
  ss some time to complete the task and

hand shop.

compare
  their answers. Ask several ss around the

You can buy a lamp at a department store/electrical

class to report back with justifications
  to their answers and elicit feedback from the rest of the

store/charity shop.

You can buy a carpet at a department store/antique

class. Check ss' answers.

shop/second-hand
  shop.
You can buy a chess set at a department store/antique

Answer Key (See overprinted answers)

shop/charjty shop.

b. Play the audio cassette/CD. ss
  listen and follow

You can buy a mobile phone at an electrical store.

the text. Help ss explain the
  highlighted words

deportment store: clothes, luggage, shoes, underwear,

by
  giving examples, synonyms/antonyms,

accessories, towels, houseware (crockery, cutlety,
  electrical

miming, etc. This exercise could
  also be done as

appliances), gardenware,jewellery, cosmetics, etc.

dictionary work (see introduction
  or Unit 1, p. 7 Ex.

charity
  shop: gifts, cards, toys, house furnishings/ decoratives (chairs,
  candlesticks, etc), stationery, travel

4). Check ss' answers.

items (backpacks, luggage lock, restpillow, etc)

54(T)

electrical
store: DVD players, musical instruments, camcorders mobiles dishwashers,
barbecues, etc.
antique
shop: jewellery, mirrors, portraits, china/ porcelain crockery notes/coins,
books, decoratives (wooden horse, piano stool, etc), silver knives/forks, etc
second hand shop: books, furniture, electrical goods toys; clothes etc
Extension: you can ask ss to name other shops and items
that can be bought in them
2 Allow ss some time to read through the prompts and
the example. Elicit/Explain any unknown words, ss discuss. In pairs, monitor
ss' progress around the class. Ask some pairs to report back to the class.
Sugges ted
Answer Key
B: a varietyofitems„
A:
That's true, and ifyou buy things from a charity shopt the money is used to
help people in need
fren ish.ru

5
 listening
for specific information
Explain
the task. Play the audio cassette/CDr twice if necessary. ss listen and answer
the questions. Play the audio cassette/CD again with pauses so that ss can
check their answers.
Suggested Answer Key
1
The
dialogue takes place ot a car boot sale or in o second-hand shop.
2
The
dialogue is between a salesperson/troder and a customer.
3
He
wants to tryout the rocking chair, 4 The final price is £80.
6
[ÊêêUSžlperforming
language functions; simulating a 'real-life' situation
Read
out the rubric and explain the task. Go through the prompts and elicit/explain
any unknown vocabulary. Brainstorm for Ideas and typical language (Could I take
a closer look at it?, etc), and write examples on the board. Act out the dialogue
with a S. ss in pairs complete the task. Walk around, monitoring the activity
and offering immediate feedback. Choose some pairs to act out their dialogues
in front of the class
Suggested Answer Key
A: Good morning. Can I help you?
B: Yes, I'm interested in this china vase.
Could I take a closer look at it, please?
A: Certainly. There you are. AS you can
see it'S in very good condition
B. How much do you want for it?
Well,
it's worth about £40 but I'll let you have it for
£35.
B: OK. I'll take
it! (etc)
7  discussing
a topic; consolidating vocabulary through personalisation
Allow
ss some time to think and talk about the task in pairs and make notes. Remind
them to use the prompts in order to organise their thoughts and ideas, Monitor
ss' progress around the class, giving any necessary help with vocabulary.
Choose some ss to give a short talk in front of the class.
Suggested Answer Key
There
is an antique shop in my areat it's called Silverwoods. It's on the main road
quite close to where I live. It has lots of furniture, including tables desks
and lots of mirrors in beautiful frames. It is quite expensive but most of the
items it sells are rare and in very good condition. It's open Monday to Friday
from 9:30-6 and on Saturday from 10-5 It's closed on Sundays and Bank Holidays.
55(T)
Writing/Portfolio
 writing
a short paragraph, describing a shop
Ask
ss to read the rubric and underline the key words. Ask ss questions to check
comprehension.
e.g.
T: What do you have to write? Sl: A short paragraph T: About what?
S2:
A good place to shop for bargains in my town
Elicit
the types of shopping places that they could write about e.g. second-hand
shops, local markets, pound/euro shops, supermarkets, etc. Ask them to think
about 1) what type of things they can buy there e.g. clothes, food, electrical
goods, etc, 2) when they are open e.g. Monday to Saturday 9-6 etc, or held.
once a week/month/year, etc and 3) what they like about them e.g. great value
for money bargains, friendly staff, etc. ss complete the task in class. Walk
around, monitoring the task and making notes of any difficulties ss may have.
When the class has finished, write any recurring errors you noticed while
monitoring. and elicit corrections and explanations from the class. Allow ss
some time to correct their work and copy it into their notebooks. Check ss'
answers.
Alternatively,
you can assign the writing task as H/W, provided you have gone through it
orally in class first.
SuggestedAnswer Key
The best place to pick up bargains in my
town is the weekly market. It's held every Sunday in the field behind the
railway station. There you can find everything from toys and clothes to fresh
fruit and vegetables. My favourite stall is the second-hand book stall where
you can buy used books for next to nothing.

frenglish.ru
Checking
out second-hand city

If so, why nQt consider. hunting
  around fÿ'

Charity Shops

and patience, it's possible to find
  some great

People donate used clothes, shoes, toys and other

þargains. Take a look at the shopping alternatives we've come up
  with which are not only lighter on your pocket, but also lots of fun!
Car Boot Sales
People bring unwanted things that they
  dig out of their attics and garages to a car boot sale. There, in a large car
  park or on a school playing field, they sell them or swap
  them with other traders for something else.
2 Anything from
  children's toys to sports equipment  can turn up at these which are usually
  held at weekends or on Bank Holidays.
Second-Hand Shops

amiscellaneous
  items to charity shops where you can 4 usually buy them for next
  to nothing! T-be-nQney homeless or who live in poor developing
  countries.
Christmas Bazaars
These are wonderful places to buy handmade
  gifts, Christmas decorations and second-hand items. The beauty of these
  bazaars is that all the money raised usually goes to charity, so you can shop
  till you drop knowing that it's all for a good cause! The only problem is
  they are only held in December!
So, next
  time you're in the mood to shop, instead

clothes and antique furniture. Always check things Do you
love to go shopping, but seem to spend all carefully before you buy them as it
may be difficult to your hard-earned cash on just one or two items? exchange
them or get a refund later.

Good second-hand shops can be full of
surprises and of using your credit card, head for 'second-hand 3 are often the
perfect place to pick up a bargain! Manx You won't be disappointed!
k in pairs. Imagine you are at a second-hand shop. Take roles and act out
similar
Portfolio: Use your answers from Ex. 7 to write a short
dialogues 5. Use to the the prompts.one in paragraph about the perfect place to
pick up bargains in Ex.
 isogreatp/ace to.... Therem can find .
/tis open/he/d..
Ronna fren

Vocabulary practice

fishmonger's   greengrocer'sjeweller"s electrical            [612]
dry cleaner'sbaker's           Clothes store     CC] stationer'snewsagent's              4
In pairs, think of as many clothes confectioner's           Chemist'sfurniture
shop              and accessories as possible.
bUtcher's

Asking
about prices

               Speaking                                                                                Remembering
new words

£1

one pound

50p fifty
  pence

fl .50 = one (pound) fifty

2 Look at the
prices on notices A-G. In pairs, ask and answer. Try to learn vocabulary in
groups of words. Making connections between words helps you learn
new
words easier. A: Look! They've got tomatoes on special offer at the
greengrocer's.

B: Really? How much are they? 5Read
the clothes catalogue on A: They'reonÍy60pakjlo.
p. 57
and list words under the B: That's a bargain! below. headings
      Prepositional Phrases                                                  •
clothes • materials

3 Fill in: by, for, on or in. Then, use the completed phrases to • accessories
make sentences about your shopping habits. bWhich of these items would you
I Could I pay by cheque as I have no cash
with me? buy for: a beach parÿ? a 2 That's new stock but there are some
items in the sale. wedding? a job interview? a
3     I
wonder if this house is for saleskiing holiday?
4     We
bought our fridge on credit
5     You
won't believe it; Tim paid for his car in cash
56
- fren ish.ru

Fora beach party I'd buy a pair of
sandals,
5b

I  reading
  for specific information

Explain
  the task. ss complete the task. Check ss' answers by asking various ss to
  read their

a. Explain the task.
  Elicit/Explain the meaning of

sentences
  aloud               Elicit/Explain what         the

any unknown vocabulary. Allow ss some time
  to read the notices and the list of shops, and

prepositional phrases mean.

complete
  the task. Check ss' answers. Elicit

Answer Key (See overprinted
  answers)

answers
  to the questions.(Tell ss you cannot

SuggestedAnswer Key

buy anything from the dry
  cleaner's.)

I never pay by cheque.

SuggestedAnswer Key

I usually buy things that are in a sale.

2

C (TV) CD player, video, DVD player

I would never ask if a house I liked was for sale.

3

B (chocolates) fudge, sweets

I don t buy things on credit.

5

F (potatoes, tomatoes) onions, carrots, grapes

I prefer to pay for things in cash.

7

A (office equipment) pens, paper,
  envelopes

9

G (watches) necklaces, bracelets, rings

4

 brainstorming
  for words related to

10

D (cream cakes) loaves, biscuits, rolls

clothes & accessories

12

E (sofa) chairs, tables beds, cupboards

Brainstorm
  with ss to find vocabulary related to

fish, seafood

clothes and accessories. Write the words on the

4

meat, chicken, turkey sausages liver

board under respective headings. ss copy the

6

you can getyour clothes cleaned and
  pressed

words into the vocabulary section of their

8

medicines,
  toiletries (shampoo, soap, toothbrush toothpaste etc), suncream, cosmetics

notebooks.

11

newspapers, magazines, cigarettes, sweets

Suggested
  Answer Key
Clothes: coat,jacket, suit, waistcoat, trousers, shirt,

b.

Ask ss around the class to talk
  about the shops

blouse, skirt, dress, leggings, socks, cardigan,jumper,

in their neighbourhood.

swimsuit, raincoat, shoes

Suggested Answer Key

Accessories: hat, scarf, gloves, tie, belt

Sl: In my neighbourhood there is a greengrocer's, a

5

as
   grouping and remembering words in

butcher's, a baker's, a newsagent's and a

categories (spidergrams/concept
  maps)

chemist's. If we want any of the other shops, we

Present
  the Study Skills tip. Refer ss to p. 57,

have to go to the shopping centre in town.

On the board, draw a spidergram or concept
  map like the one below and have ss fill it in

Extension: ss can make notices to
  put up behind

with the appropriate vocabulary, giving any

their stalls on their charity day
  for the items on

necessary help.

sale.

Answer Key

etc). ss complete
  the task in pairs. Monitor the activity and offer any immediate feedback, Ask
  several pairs to report back to class, Check ss' answers.
SuggestedAnswer
  Key
     At Look! There's       offsofas
  at the furniture shop.
B: Really? How much are they?
A: They're only £299.
B: That's a bargain! etc
3  building
  up and practising vocabulary
(prepositional phrases)

b. Read through the
  questions. Allow ss some time to answer the questions. Check ss' answers.
SuggestedAnswer
  Key
   the shorts, a T-shirt and the
  sunglasses.
For a wedding, I would buy the women's/men's suit and the
  high-heeled/lace-up shoes.
For a job
  interview, I would buy the shirt and tie, the men's suit and the lace-up
  shoes / the women's suit and the high-heeled shoes.
For a skiing
  holiday, I would buy the waterproof nylon anorak and the sunglasses.

2          performing
language functions; simulating 'real-life' situations (asking about prices)
Read out the rubric and explain the task.
Explain the equivalent of the prices in the table in Ll . Write some more
prices on the blackboard and ask ss to read them out. Act out the dialogue with
a S and elicit/explain any unknown vocabulary. Brainstorm and recycle useful
vocabulary (e.g. That's really cheap/great/a bargain; We'd better hurry— the
offer ends soon; Wow!/Real/y?/You're joking!/Are you serious? ; I think we
shouldpick one up; it's still too expensive for me,
56(T)

Game
Play the game as instructed in the ss' Book.
6
 grouping antonyms in pairs
Explain the task, ss complete the exercise. Check ss'
answers by asking them to explain the words. Act out the dialogue with a S,
explaining any unknown vocabulary ss, in pairs, make their own dialogues.
Monitor the activity ss perform their dialogues in front of the class.
Answer
Key (See overprinted answers)
A:
Well, whatdoyou think ofthis skirt?
B: f
think its a bit too long. Why don't you try (on) something shorter. etc
7
 differentiating confusing words
Read out the rubric and explain the task, This exercise
can be done as dictionary work. It would be advisable to do the first item with
ss, Ask class to open their dictionaries at the entry for match, Read out the
sentence and elicit what part of speech match is here (verb) and what its
intended meaning is. Go through the dictionary entries for the verb to match.
Allow ss some time to underline the one they think is the most similar to the
one in the book. Do the same for suit. Ask ss to compare the two and decide on
the right one, Follow the
same procedure for the remaining items.
Answer
Key (See overprinted answers)
Extension: Ask ss to make up sentences with each of the
words in bold
8  Practising standard shopping exchanges;
to listen for confirmation; identifying the situation
Explain the task. ss complete the exercise in pairs
Elicit/Explain any unknown vocabulary Play the audio cassette/CD for ss to
check their answers and listen for pronunciationfintonation. Ask several ss to
act out the exchanges.
Answer
Key (See overprinted answers)
Writing/Portfolio  making a clothes
catalogue
Bring in some catalogues or flyers and distribute them
around the class, Check that ss comprehend the function of a catalogue by
asking for information.
e.g- T What are catalogues used for?
SI : To advertise things that are for sale.
T: Who usually publishes a catalogue? S2:
Shop owners,
57(T)
Elicit information from ss regarding the layout of a
catalogue page,
e.g. T: How are sale prices highlighted?
Sl : They are printed in large coloured fonts and
are inside coloured circles.
T: Why are they highlighted like this?
S2: Because it attracts shoppers' attention to the
sale price. etc.
Divide the class into 3 groups. Give group A pictures
of electrical appliances (cut out from magazines, newspapers, etc), group B
pictures of items of clothing, and group C pictures of supermarket food items.
Elicit what types of shops would sell these items (e.g. electrical store,
clothing store, supermarket). Explain the task and ask each group to decide on
a name for their shop. Allow ss time to design and create their catalogue
pages. Monitor their progress and provide help if necessary. When they have
completed the task, ask the groups to exchange catalogues and comment on how
attractive and informative they are.
Extension: You could use the catalogue pages to
practise ordering something over the phone. In pairs, ss could take it in turns
to order an item.  Dickens Electronics, Sam speaking. Can I
help you?
B: Yes, I'm interested in the colour TV, advertised
in your catalogue.
A: Certainly, sir. Could you tell me the make,
the size and the price please?
B: Yes, it's the Sony, 24 u on sale for
£150, etc.

5b
€
20,50

UndepOffer
€ so,oo                              41,00

Play
  in teams. Describe a piece of clothing. Take turns to guess what the piece of
  clothing is.
Leader:
  They're woollen and we wear them to keep our hands warm.
TeamAS1.'
  Gloves.

 Listening
8        Match the exchanges, then listen and check.
Where might you hear them?
In
a large department store,
Where's the
menswear department? Could I try these sandals onr please?
6                      Match the
opposites, then, in pairs, ask andCan I try this on?
answer.HOW
much IS this shirt?

SUMMER
  SALE
Unbeatable
  value for the whole family!

e€ 28,00

Men's quality white cotton shirts
  & ties

Designer sunglasses

Choose from a wide range of styles
  and sizes Women's black leather

Men's black leather
  lace-up shoes

Sizes:
  MIL/XL

Selection of elegant silver dress
  rings

high-heeled shoes
Sizes
  3-8

Sizes
  7-11

€
  5,00

qecial Offep
€ 46,75
Unisex red & white sports
  jacket with free

woollen gloves
Selection
  of colours
14,00

27,60

baseball
  cap

FREE

Unisex full-length

69,00

98,50

Sizes: S/M/L/XL
Cotton/acrylic mix
Machine washable
Men's
€
  9,00 swimming trunks

baseball
  cap
€
  24,

waterproof nylon
  anorak Sizes: S/WL
Yellow/black
  or red/blaek

All colours and

Boys' baggy-style denim
  jeans

Women's rubber

Women's suit

Men's
  suits mix

sizes in stock

Boys'
  cotton shirts

beach
  sandals

100% pure wool

Wool & polyester
  Sizes: IJXL

Sizes: SIMIL/XL Selection of
  colours

All
  sizes
Selection or eolours

Sizes: SIMPL
Dry clean only

Black/grey/navy
  blue Dry clean only

Men's
  shorts

                     Black/navy
  bluefred                                       Unisex T-shirts
Sizes:
  S/M/VXL
                                                            €
  5,00  Selection and designsof colours

€
  3,00

[SILL] I think you've overcharged me for
these plai    shortcasual       sunglassesIon  brightloose/baggy dul   fancytight        trendy  a
Of course. The fitting rooms are over there.

b
  It's £15, down from £20.

A:
  Well, whatdoyou thinkofthis dress?

c
  Certainly. What size?

B: It's a bit too
  plain. Why don't you try something

d Really? Could I check your
  receipti please?

fancier?

e
  It's on the third floor, sir.

7

Underline the correct word, You
  can use your dictionaries.

Wrí+ínt-

1
  The shoesmatch/suit your dress.

Portfolio:
  Find pictures of clothes and

2
  Can I try/wear this dress on?

accessories and make a
  page for a clothes

3 This dress fits/suits
  you perfectly.

catalogue like the one in Ex. 5. Present it to

4
  Blue really goes with/suits you.

the
  class.

57

Grammar in use
Modals (present forms)
Grammar
Reference
I   Match the modals (1-4) to their
uses (a-d).

In England

1
most school children have to wear a school uniform.
2
you don't have to tip taxi drivers.
3
you can't/mustn't drive a car until you are 17,
4
you can drive for a year with an international licence.
[Ã[L.I expresses obligation
[514] gives permission
[©P] expresses prohibition expresses
absence of necessity
2 Complete the sentences about your country using the
appropriate modal.

In my country

I youdrive on the left 2 yousmoke in
public places.
3      drivers .wear their seatbelts.
4      youvote
when you are 16 years old.
5      diners
.leave a tip in restaurants.
6      yoube
18 to obtain a
credit card
7      children
under 16work
> Listening
3 Listen to someone talking about his job and tick
(U) the correct column. What is his job? Make full sentences.
He
works as a security

guard at a TV studio.

MUSTI
HIVE 10

CAN'T

DON'T
HIVE 10

Be polite and cheerful

Wear
  expensive clothes

Take short
  breaks

Eat or drink at work

Work overtime

A ...
has to be polite and cheerful.
58

4
Tell your partner three things that you (don't) have to do at work/home/school,
etc.
I have
to water the plants and take the rubbish out, but / don't have to help with the
shopping,
> Reading
5 a. Where would you see the signs
(1-3)? What does each sign mean? Read and choose the best answer (A-C).
If you buy two, you can have another one free. BUY
TWO B If you buy two, you can have AND GET one of them free. ONE FREE
C If you buy two, then another one, you may get them all
free.
     A You can only try on three
items.        MOQf THAN
ITEMS You mustn't try on more than
FITTING All ROOMSIN three items at a time.
C You cannot buy more than three items.
b. Underline the modals in the correct answers. What
do they express?
Modals (past forms)
Grammar Reference
6 Read the sentences (1-4) and complete the past forms.
1     She
could swim when she was 5 years old (ability in the past-repeated action)
2     Jim played well, but in the end Tony
was able to beat him, (ability to do sth in one particular situation in the
past—single action)
3     She
left her credit card at home so she couldn't/ wasn't able to do her shopping.
(inability in the past) 4 He couldn't come yesterday. He had to work late.
(he
decided to do so)

Present

Past

have to / must can be able to

had to could
  was able to

I  identifying and practising the use of
modals (expressing obligation, permission, prohibition and absence of
necessity)
Read out the uses (a-d). Make sure ss understand the
terms. ss read sentences 1-4 and match the modals to the uses. Check ss'
answers.
Refer ss to the Grammar Reference section at the back
of the book for more detail
Answer
Key (See overprinted answers)
2
Explain the task. Allow ss some time to complete the task, using
the modals from Ex. 1, Check ss' answers around the class. Note that answers
may vary depending on the country ss come from.
SuggestedAnswerKey

1 must not/mustn't

5 don't have to

2 can

6 must

3
  must
4
  cannot/cant

7
  cannot/can't

3
 listening for specific information
Explain the task. Play the audio cassette/CDt twice if
necessary. ss complete the table. Play the audio cassette/CD once again so that
ss can check their answers.
Answer
Key (See overprinted answers)
Allow ss some time to make sentences about the man's
job. Check ss' answers.
Suggested
Answer Key
A security guard has to be polite and cheerful.
A
security guard doesn't have to wear expensive clothes, A security guard has to
take short breaks.
A security guard can't eat or drink at work.
A
security guard doesn't have to work overtime.
4
 COnSOlidating the use of the modals
through personalisation
Allow ss some time to make sentences. Monitor ss'
progress around the class. Choose some ss to present their sentences to the
rest of the class.
Suggested
Answer Key
I have
to clean my room, do my homework and help my mum with the cooking. f don tt
have to take the rubbish out ordo the laundry.
5
a•  interpreting signs; reading for detailed
meaning
Explain the task. Allow ss some time to answer the
questions and do the exercise. Check ss' answers,
Answer
Key (See overprinted answers)
b. Ask ss to look at the correct answers
to Ex, 6a, underline the modals and answer the question Check ss' answers.
Answer
Key
1       can (expressing permission)
2       mustn't (expressing prohibition)
3       mustn't (expressing prohibition)
Extension: Ask ss to make a sign that they
would find in a shop/department store/supermarket/ bazaar, etc each. Give ss a
week's deadline so that they can look around them for 'real-life' notices to
get ideas.
6
 identifying and practising the use of
past modals.
Explain the task. Allow ss some time to
read sentences 1-4 and complete the table. Check ss' answers. Refer ss to the
Grammar Reference section for more detail.
Answer
Key (See overprinted answers)
58(T)

7
 consolidating
the past forms of modals through personalisation
Read
out the past modals in the table in Ex. 7 and make sure ss know when to use
them. ss make sentences. ss, in pairs, exchange information about each other.
(ss' own answers)
8
 identifying
and practising different forms of making assumptions
ss
look at the picture. Read out the sentences beside the picture. Three of the
sentences refer to the present, and one to the past. ss, in pairs, answer the
questions. Refer ss to the Grammar Reference section (p. 135).
SuggestedAnswer Key

They
must be tourists on holiday. (we are quite sure)

They
may/might be siSter5, (possible)

They
cant be shopping for winter clothes. (impossible)  They
may/might have been shopping all day
(possible in the past)
9
 consolidating
different forms of making assumptions
ss
look at the pictures and then, in pairs, make sentences. ss use the structures
from Ex, 8 Monitor
ss' progress.
SuggestedAnswer Key
2
She
must be upset. She cant be feeling happy
3
She
must be surprised about something. She may/ could be feeling happy. She cant be
upset.
4
He
must be happy about something. He cant be feeling sad. He may have had some
good news.
10      practising making requests
Look
at the examples. Read out sentences 1-5, Act out the example with a S, then ss
complete the task in pairs. Monitor ss' performance. Ask some pairs to act out
their exchanges in front of the class.
Suggested Answer Key
Could you put me through to the
menswear department, please?
B: Certainly.
Can you make mea sandwich, please?
B: Yes, of course.
May / have Friday off work, please?
B: I'm afraid not
Can you give me a lift to work
tomorrow, please? B: Sure.
11  practising too/enough
Explain
the task. Elicit/Explain how we use too/ enough in sentences, ss complete the
exercise and
590)
compare
their answers with their partners. Refer SS to the Grammar Reference section at
the back of the book for more detail
Answer Key (See overprinted answers)
12
 consolidating
use of too/enough
Explain
the task Explain any unknown vocabulary. ss complete the exercise, Ask several
pairs of ss to report back to the class.
Answer Key (See overprinted answers)
13
 Practising
phrasal verbs (look)
Elicit/Explain
the meaning of the phrasal verbs. ss complete the exercise
Suggested Answer Key look forward to:
to expect to enjoy sth look out: to pay attention/be aware look up: find a word
or information in a reference book look for: try to find sb or sth look after:
to take care of sb or sth
Answer Key (See overprinted answers)
Writing — Portfolio  making poster of rules of
school/work
Elicit
various school/work rules from ss around the class. Write suggestions on the
board in note form e.g. NO eating in the classroom/N0 personal phone calls at
work, and ask ss to change them into sentences using must/mustn't, can/can't
have to/don't have to e.g. We can't/mustn't eat in the classroom/We cant/mustnt
make personal phone calls at work ..., etc. Show the class some samples of
posters. Elicit what a poster should look like e.g. It should have an
eyecatching title; drawings pictures or cartoons make it more interesting; use
of colour to highlight important information, etc (refer ss to Unit 3, Writing
to remind them of how to design a poster). Divide the class into groups who
then design posters. Monitor their progress and provide help if necessary. Give
each group a large piece of paper and some coloured pens to write their lists
of Dos/Don•ts- Ask ss to vote for the rules which they think are the fairestSuggestedAnswer
Key

Dos:
I can leave school at 3
  0'clock
I
  must pay attention to the teacher.
I have to do my
  homeworkeveryday etc

Don'ts:
I can't
wearjeans to school.
I
mustn't use my mobile phone in class. etc

ish.ru

7 Tell your partner:
•     something
you had to/didn't have to do yesterday
•     something
you could/couldn't do when you were six
•     something
you were able to do in one particular situation
Making assumptions
Grammar
Reference
8
Look at the
picture and read the sentences. Which one talks about something that:
• IS impossible? • is possible?
• we are quite sure about?
• was possible in the past?

9

Look at the pictures and make assumptions.
Making requests
10 Study the examples. In pairs, act out exchanges
for each situation (1-5).

1
You want to borrow your friend's pencil.
A: Can
I borrow your pencil?
B:
Sure.
2
You call a department store and ask to be connected to the
menswear department.
3
You want your mum to make you a sandwich. 4 You want your boss to
give you Friday off work.
5 You want your friend to give you a lift to work
tomorrow,
Too / Enough
Grammar
Reference
11     Fill in the gaps with too or enough.

This skirt is too long;
  you can't wear it without shortening it first!
• I can wear
  this coat; it's long enough to cover my skirt,

12     Answer the questions.
1
A. That sofa over there is great! Why don't we buy it?
(expensive)
B
Well, I'm afraid it's too expensive.
2
A: What do you think of these shoes for the trip? (comfortable)
B
Yes, they look comfortable enough.
3
A: Come with me to the flea market, (crowded) B Thanks, but it's
too crowded.
4
A: I don't
understand this instruction manual
(easy)
B
Let me try It looks easy enough to me,
Phrasal verbs
forward to
13 Explain the phrasal verbs, then complete
           the
sentences.                    after
1       1'm
looking for a long black dress.
2       1
always look out for pickpockets.
3       My
holiday starts next week, I am really looking forward to it.
4       Could
you look after my dog while I'm away?

•   Can
  you call me later? (informal)
•   Could
  you call Mr Jones for me, (please)? (formal)
•
  May I have a
  glass of water, (please)? (very formal)

Positive Responses: Sure / Of course / Certainly.
Negative Responses: I'm sorry, but I
  can tt. /
I'm
  afraid not

Wrí+in8
Portfolio:
Make a poster of ten Dos and Don'ts for school/work.
Dos: I
have to be at work at 7:30.
59
ish.ru
Listening & Speaking skills
Losing patience
Intonation
1      Come on!
2      Forgoodness'
3      finally, we'll be off 4 Oh n, again!
5      Out beIQng.
6      What is itnow?
7      That'sit!
8      I've
had engugb!
Reading
Look at
the
b. Read the dialogue and complete the
sentences.
1 Jim doesn't like
2
3      Ann
finally chooses
4      Jim
decides to take
5      The
security guard asks
Calming down
1 wait a bit (x3)
temper
the table to describe
describe them.
ish.

B: Not without my wallet! A: Why not?
B: Because it's gotmydriver's licencein
it!
5
 encouraging
prediction; listening for confirmation
Explain
the task and elicit answers from ss. ss, in pairs, complete the exercise. Play
the audio cassette/CD again. ss check their answers.
SuggestedAnswer Key
A: I think Jim forgotto return the black
cardigan and the security guard thought he was shoplifting.
B:
Theguard mightcal/ the manager or even thepolice, Answer Key
Jim apologises and tries to explain.
Thankfully a salesgirl saw what happened and told the security guard.
6
a  building up vocabulary related to
objects; to practising describing objects and the order of adjectives
Ask
ss to look at the pictures and read the table Explain/EIicit the meaning of any
unknown vocabulary and the order of adjectives, Elicit the names of the objects
(1-5). Read out the example and check ss' understanding. ss complete the task
in pairs. Check ss' answers.
SuggestedAnswer Key

1
 listen
for stressed syllables; practising intonation
Explain
the task. Play the cassette/CD. ss listen and underline the stressed syllables
in items 1-8. Play the audio cassette/CD again with pauses after each item for
ss to repeat chorally Check ss' answers.
Answer Key (See overprinted answers)
2
a.  setting the scene
Explain the task- Allow ss some
time to look at the picture, read the first exchange and answer the questions
in pairs- Check ss' answers.
Suggested Answer Key
The people seem to be in a department
store/boutique. Jim seems to be rather impatient
b.
Allow ss some time to read the dialogue and complete the task. Point out to ss
that they shouldn't blindly lift answers from the text because they might not
fit the structure already given. Check ss' answers. Suggested Answer Key 1
shopping.
2
which
cardigan to get
3
the
red one,
4
the
shopping and wait for Ann in the car. 5 check Jim's bags.
3
 identifying
language functions
Explain
the task. Allow ss some time to read the dialogue again„ Check ss' answers.
Answer Key
1 Justa minute, wait a minute, Hold
on a second. 2 don't get upset 3 Nearly done!
4
 listening for gist; improvising
Play
the audio cassette/CD again. ss listen and follow the lines. Explain that they
can use the dialogue in their books as a model or reference for useful language
but that they should come up with a different setting. Monitor ss' performance
around the class, checking pronunciation/ intonation and offering any help. Ask
some pairs to act out their dialogues in front of the class.
SuggestedAnswer Key
A: Come on, hurry up. We're going to be
fate. You know f hate missing the beginning ofa film.
B: Just a minute, I cant find my car keys,
A: For goodness sake, you're always
losing them! B: OK, don't get upset. Oh, here they are A: Finally, lets go!
B:
Hold on a second have you seen my wallet?
A:
Oh no, not again! Look, I'll pay for your ticket. Come onjustget inte
2       It's a blue, cotton cap with a red
peak
3       They're
brown and beige leather hiking boots with black laces.
4       It's
a large, red umbrella with a wooden handle.
5       It's
a plain, pink cotton blouse with small buttons.
b.
Ask various ss around the class to describe the personal belongings they have
brought.
Alternatively,
ask them to describe items in their schoolbags
Suggested Answer Key
It's a large striped pencil case with
a white zip. It's an old plain black canvas schoolbag with a front pocket.
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A: I hopeyou like this straw
  sombrero from Mexico. B: I've always wanted one ofthose. Thankyou!
A: I bought this Matryoshka doll for you from Russia. B: That's very
  thoughtful ofyou.
Extension: Ask ss to think of/bring
  souvenirs a tourist should buy while visiting their country. ss describe the
  souvenirs. ss can also prepare a leaflet advertising their country's
  souvenirs.
Further Extension: Invite a class
  discussion about advertisements and commercials, eliciting ss' opinions on
  how they think ads and commercials are effective. Ask ss to think about the
  language used, the announcer's intonation and speed of voice, the packaging,
  the music and sound effects, etc. You can write a list of rules on the board
  with blanks in some sentences for ss to read and fill in order to practise
  the use of modals expressing permission or prohibition
e.g. In Canada

7       listening
to identify key information from short exhanges
Go through the Study Skills tip and then ss read the
questions. Play the audio cassette/CD. ss complete the task (ss can take notes
as they listen if they wish). Play the audio cassette/CD again. ss
check their answers,
Answer
Key (See overprinted answers)
8       reCYCling/consoIidating vocabulary
related to objects; simulating 'real life' situations
Explain the task. Explain/EIicit what a 'lost property
office' is, and read out the example. Brainstorm items that may be in a suitcase.
Write these on the board. Go around the class eliciting a brief description of
each item. ss work in pairs, take roles and act out their dialogues. Monitor
ss' performance around the class, then ask various pairs to act out their
dialogues in front of the class.
SuggestedAnswer
Key
A:
Could you tell me what is inside the suitcase?
B: Well, there are some clothes and a camera.
A:
Could you describe the clothes for me, please?
B:
There is a pink, silk blouse, a denim skirt, some black cotton trousers, two
cotton T shirts and a pair of black leather, high-heeled shoes.
A: And
couldyou describe the camera please?
B: It's
a small, silver-coloured Nikon digital camera
A: Thank
you; Mrs Turner. Please leave your name, address and phone number and well let
you know if we find your belongings,
9
 presenting vocabulary related to souvenirs
Read rubric and elicit what souvenirs are. Explain the'
task. Elicit the material and origin of the souvenirs in the pictures. ss
complete the task.
Answer
Key (See overprinted answers)
These
are straw sombreros from Mexico.
These are wooden Matryoshka dolls from Russia. This is a clay pot from
Greece,
10    IÊê<ýSS]
               PerfOrming language    functions;
simulating 'real-life' situations
Read out the useful language in the table. Elicit/
Explain any unknown vocabulary. Act out the dialogue with a S, Remind ss that
they can use the objects in Ex, 9 and any other objects from the unit. In
pairs, ss complete the task. Monitor ss' progress around the class, Choose some
pairs to act out their dialogue in front of the class.
Suggested
Answer Key
A: I was on holiday in Greece and brought you a clay  pot
B: HOW lovely!

1       Advertisers
 use
words like 'new', 'introducing' and 'introduces' to describe a product for more
than one year.
2       Advertisers
are not  to sell products that aren't meant for
kids.
3       Advertisers
 make
you believe that you're getting everything that's shown in the commercial.
4       Advertisers
only show kids or adults doing safe things with the product.
5       Advertisers
never say that using their product will make you better than other kids.
As a follow-up to the previous extension, ss work in
groups to create their own TV commercials. First, they should decide on the
item to be advertised, their presentation of it and make sure they are within
the time limit. One S should assume the role of director and give directions to
his/her team and then undertake the task of recording the TV commercial on
video. When all the teams have completed their commercials, you can play them
on video for the whole class and then vote for the best one

frenglish.ru
Offering and accepting gifts
9 Match the souvenirs (A-D) to the country (1-4)
they come from, then make sentences.

Choosing
  the right picture
Read the questions. Look at the
  pictures and think Of words you expect to hear. This makes it easier for you
  to identify the correct one while listening.

                                                                                C]C]
Russia                                 Mexico
                                                                                Japan                                Greece
7 Look at the pictures and think of
words related to each. Listen and tick G') the correct picture.
1       Which
is the best watch for Peter?        0.9
2

What did the woman order online?       (clay)
10 Use the language below and the prompts in
Ex. 9 to make
dialogues as in the example. You
3       Which
bag do they decide to buy for their

Offering a gift

•
  I bought this for you from
•
  Here — this is for you !
•
  I hope you like this
•
  I was on holiday in . and brought you a
•
  I know you love and so I bought you .

•
  How lovely!
Thank you so much!
•
  That's very kind/ thoughtful of you
•
  That's great! Thank you!
•
  Wow! What a fantastic/ wonderful present!
•
  You shouldn't have! I've always wanted one of these.

daughter?can also use your own ideas.
4
Which ball do they need for the game?
5
Which jacket does the man try on?
sentences.

I       Which
of the following are true when we write a report? Look at the report in Ex. 2
and answer.
a The style of writing
is informal b The person who is going to read it is a
person in authority. T c We write our points under subheadings
Let's look closer
2 a€
Underline the key words in the rubric. Who is the report for? What is its
purpose?
 A new
shoppinq centre has opened in your town and the  editor of
the local newspaper vou work for has asked you  to write a report assessinq its qood and bad
points, Write your report, describinq the shoppinq centre and what it
has to offer.
b. Read
the report and fill in the subheadings below.
• Shops • Conclusion • Facilities • Introduction
To:               MrBFox
From:            Frank Watts
Subject:
Sutton Shopping Centre Date:             14th March
Introduction
The aim of this report is to describe Sutton Shopping Centre and assess
its good and bad points.
Facilities
Sutton Shopping Centre is centrally located with plenty Of parking,
However the car park fees are quite expensive. What is more] there are
escalators and lifts to the upper levels. There are also a lot of fast food
restaurants and cafés With seating for 250 people. Yet, the area is
often dirty and untidy and this is also tnae of the toilets,
Shops
There are over 200 different shops Inside the Sutton Shopping Centre.
There is a variety cf large well-known cham stores and smaller shops and
boutiques, However most of the shops are rather expensive
Conclusion
To sum up, Sutton Shopping Centre offers a Wide range
of facilities and a variety of shops in a good location. Although it could be
cleaner, cheaper and better organisedi I think it is a good place to go shopping,

Linkers

3 a. Look at the linkers in
bold. Which add more points to the

frenglish.ru

staff: friendly — helpful  coffee shop: spacious — dirty

restaurant: comfortable — variety of dishes  products: of high
quality — expensive
The
staffare very friendly. What is more, they are very helpful,
Your turn
4 Underline the key words in the
rubric. Answer the questions in the plan, then write your report.
 The editor of the newspaper  vou work for has asked you  to write a report assessinq the
good and bad points of a new department store in your area. Write your
report describinq the store'S facilities/services and departments.

Why
Main

Would

Qan

Introduction (Para 1) are you writing the report?
Body (Paras 2 & 3)
What are thefacilities/services like? (restaurant/café, toilets,
  car park, staff, etc)
What are the departments like? (size, variety Of products, prices,
  quality, etc)
Conclusion (Para 4) you recommend it?

MAZING
After the Chinese discovered how to make silk, they kept it
secret for 2,000 years.
I  introducing the genre; determining
specific features related to reports
Read the question and the points aloud and elicit
answers from around the class.
Answer
Key (See overprinted answers)
2  analysing the rubric
a. Allow ss some time to read the rubric, identify
and underline the key words, and answer the questions. Explain/Elicit the
meanings of any unknown words, then check ss' answers,
SuggestedAnswer
Key (See overprinted answers)
1
The report is for the editor. The purpose is to assess the good and bad points
of the shopping centre and what is has to offer
b•  reading for gist
Explain the task. Read out the prompts and
elicit/explain their meaning. Allow ss some time to read the report and
complete the task Check ss' answers.
Answer
Key (See overprinted answers)
Elicit/Explain
any unknown vocabulary in the report. Draw ss' attention to each paragraph and
highlight its key features (wealways state the purpose ofthe report in the introduction;
in the main body we describe the advantages and disadvantages of certain
features/aspects of the building/place, etc, we are writing our report on; in
the conclusion we sum up the pros and cons and give our opinion/ recommendation
ofthe subject of our report).
3
 identifying and practising using linkers
a. Explain the task. Elicit answers from ss around the
class. ss can add to the spidergrams they have drawn in their notebooks.
Suggested Answer Key
add more points: what is more make
contrasting points: however, yet, although
b.
Suggested
Answer Key
The
coffee shop is quite spacious. However, it is often dirty.
The
restaurant is very comfortable. What is more, it offers a wide variety
ofdishes.
The
shop only sells products of high quality. Yet, they are very expensive.
4
 analysing the rubric; brainstorming for
ideas; writing a report about a department store
Read out the rubric and explain the task. Ask ss to
identify and underline the key words. Then, read lactir
Suggested
AnswerKey (See overprinted answers)
Write two headings on the blackboard:
facilities/ services and departments, Elicit from ss what could go under each
heading, e.g. facilities/services: lifts, escalators, cafés,
restaurants, toilets, customer service, etc; departments: toys clothing,
electrical goods, furniture etc Then ask ss to brainstorm the good and bad
points associated with each facility/service or department, e,g, lift: large,
easy to locate, very slow etc. Divide the class into small groups and ask them
to answer the questions in the plan, Monitor their progress and provide help if
necessary. Make notes of any difficulties ss have, write them on the board and
ask ss to clarify and/or correct them. Ask one group to report their answers to
the questions in the plan to the class and ask other groups to add any other
suggestions. Then allow ss time to complete the task. Remind them that they
should use the report in Ex. 2 as a model. When they have completed the task,
ss check their work and make a clean copy for their portfolio. Mark ss' work
and hand it back to them to correct.
Alternatively, you could assign the task as
H/W provided you have gone through it orally in class first.
Suggested
Answer Key
To: Mr
Davis
From: Jane Sharp
Subject:
Booth Deportment Store
Date: 4th April
Introduction
The
purpose of this report is to describe Booth Department Store and assess its
good and badpoints.
Service/Facilities
The staffare friendly and helpful and the store has a large customer
service department. What is more, there are six large lifts which are fast and
efficient The store also has a coffee shop, which is spacious and comfortable,
on the top floor. However, the prices are rather expensive.
Departments
The store offers a wide range of large departments including furniture,
women's, men's and children's clothing, and electrical goods. However, although
there is a huge variety ofhigh quality products, many items are more expensive
than in smaller shops.
Conclusion
All in all, Booth Department Store offers excellent facilities anda wide
range ofgoods. Although, it is quite expensive, I would recommend it as a good
place to go shopping.
Amazing
Facts
Read the Amazing Facts aloud and ask ss to
think of any other interesting facts they know related to products or materials
and present them to their class. frenglish.ru

of houses

confirmation and multiple-matching

Read out the title and ss look at
  the pictures. Ask

ss
  look at the pictures, make their guesses and

ss if they have ever seen houses
  like these. ss think

compare
  them with their partners'. ss then read

about which house they would like to
  buy, then tell

the texts and check their answers.

their
  partners, giving reasons for their choices. Ask several ss to report back to
  class.

Answer Key (See overprinted
  answers)

SuggestedAnswer Key

Allow
  ss some time to read the texts carefully and

53: / would buy the Prairie style house because I like the

in pairs explain the words in bold.

porch and the upstairs balcony.

5

                 reading
  for specific information,

2

 brainstorming vocabulary related
  to houses

consolidating
  vocabulary ss skim through the texts and list all the features of

To help ss
  organise their thoughts, ask them to

each
  house, Ask several ss to report back to class,

make spidergrams in the vocabulary section
  of their notebooks for the following categories. types

and write their answers on the board

of houses, external/internal features, rooms, furniture,

Suggested Answer Key

appliances, decoration and building materials. ss

House A

brainstorm ideas in pairs,

style: 18th century, colonial, 18th century English house, wood or
  brick

introducing
the theme of different styles                                            4Predicting
information reading for
first floor; living room, dining
room, kitchen and four windows, central doorway, framed door, wooden shutters
on windows second floor: bedrooms, bathrooms and five windows shape; simple,
symmetrical rectangular
House
B style: 14th century English cottage, stone or brick walls, low doors, small
window panes, steep uneven slate roof interior: small house, two or three rooms
downstairs, one or two rooms in the attic with sloping walls
House
C style: Prairie, early 19005, designed by architect Frank Lloyd Wright, often
made of stone exterior: long rows of windows, flat roof, wide porch with roof
Ask ss to choose the house they would like to live in
and use their notes and the picture to talk about it to their partners, ss take
turns to describe the house of their choice. Monitor the activity. Ask some
pairs to act out their dialogues.

A: What is your house like?
B: Well,
  it's an early 18th century Colonial style house

3  matching
  vocabulary to pictures

and it is
  perfect for a large family. On the first floor

Look at the list of features.
  Elicit/Explain any

there's the living room, dining
  room and kitchen.

unknown vocabulary. Elicit answers
  to the

A: That sounds nice And suppose the
  bedrooms and

question. Explain to ss that they
  can skim the text

the bathrooms are on the second floor.

to check their answers.

B: That's right. There are four bedrooms and two large bathrooms.
  All the bedrooms have big windows.

Suggested Answer Key

A: And is it built ofstone?

PictA — small window panes, wooden shutters, long rows of windows, a symmetrical
  shaper central

B: No, it's built ofbrick and it has wood flooring.

doorway
PictB - small window panes, steep uneven roof, rooms in the
  attic, central doorway, a slate roof
Pict. C - wide porch, long rows of windows, symmetrical
  shape, rooms in the attic, central doorway

6

 writing a short
  description of a house

SuggestedAnswer
Key

Project: Explain to ss they should find information from
encyclopaedias and the Internet (see introduction). ss collect information and
do the

task as HW.
(ss' own answers)
Styles
Of 1—1mEs in the USA

 Reading & Listening
1
Look
at the pictures. Which house would you buy? Why?
2
In one minute,
list as many words as possible related to houses.
3
Look at the
pictures. Which show(s):
      small window panes • wooden
shutters
      a steep, uneven roof
      a wide porch  long rows of windows  a symmetrical shape  room(s) in the attic  a central doorway  a slate roof
4
Look at the
pictures and try to answer the questions (1-3). Read and check.
Which
style of house ...
I
is the smallest? B
2
is an original American style? C 3 is often made of wood? A Explain the words
in bold.
 Speaking
5
Read again and
list all the features of the three houses. Work in pairs. Imagine you live in
one of them. Use your notes to describe it to your partner.
6
PO"tf01io:
What style of house is the most popular in your country? Write a short
description of the style. Write about its:
•
history
•

building
materials
•
interior/exterior
•
features
A
Colonial style
The
Colonial style started in the early 18th century, when
America was still a
British colony, and copied English houses of that time. Typical Colonial houses
have a simple, symmetrical rectangular shape. The living room, dining room and
kitchen are on the first floor, and the bedrooms and bathrooms are on the second
floor. There is a central doorway with two windows on each side of the first
floor, and a row of five windows on the second floor. Colonial houses are
usually built Of wood or brick, with wooden shutters and a large frame around
the front door.
B Cotswold Cottage
style
The Cotswold Cottage style first
became popular in the U.S.A. during the 1920s and 30s. It copies traditional
cottages built in the Cotswold area of England since the 14th century, They are
small with stone or brick walls, low doors and small window panes, The steep,
uneven roof is usually slate. There are two or three rooms downstairs and one
or two rooms upstairs, These rooms have sloping walls because they are in the
attic.
C
Prairie style
The Prairie style was developed by
America's most famous architect,
Frank Lloyd Wright, in the early
1900s, These large houses have strong horizontal lines, with long rows of
windows and quite flat roofs that stick out from the walls. There is usually a
wide porch with a flat roof, too. They are often made of stone.
03HaK0MwreAb1--ra¶               -

6a Happy
  Days!

Lead-in
1
Close your eyes and listen to the music. What images come to
mind? What can you see, smell and hear? Describe the place and your feelings to
your partner.
2
What can you see
in the pictures? What is the theme that links them?
Listening
3 a. Listen to this extract from an Irish
poem. Which event is it related to? Is it modern or traditional? Give reasons.
Marry
when the year is new, always loving, kind and true. When february birds do mate
you may wed, nor dread your fate. If you wed When March Winds blow, joy and
sorrow both you'll k?tozv.
b.
Read the extract, Which month is suggested but not mentioned?
Which is/are the best month(s) to marry in?
c.
Match the words in
bold to their meanings.
• luck/fortune fate
• get married wed
• sadness sorrow
• be afraid of dread
• couple mate
Reading
4
a. Read the title
and subheadings of the article. How might the article be related to the poem
you heard?
b. Think of three questions you would
like to ask about a traditional Irish wedding. Listen and read to check if the
text answers your questions.
5
a. Read the text and mark the statements True

(T) or False (F).
1      Irish couples don't follow ancient
customs.
2      The
groom couldn't go to the bride's house before the wedding.
3      Irish brides don't carry expensive
bouquets. .
4      In
the past the wedding cake was homemade.
to wear green.

                             Objectives                                     3

Reading: identify specific information in an article
(true-false); read greetings card messages and identify different occasions
(matching); confirm predictions in a cartoon strip; distinguish between
different types of messages and locate specific information (answer questions);
identify specific information in an invitation (comprehension questions); infer
background information and identify specific information in a dialogue;
identify layout and language used in a postcard Vocabulary: celebrations and customs;
feelings; occasions where congratulations are in order; adjectives describing
events; language used in greetings cards
Grammar: future forms (will, be going to, simple
present, present continuous, future continuous); rephrase and reformulate
information (sentence transformations); verbs with prepositions phrasal verb -
break
Listening: understand the main idea of
a poem; infer topic & speakers' feelings in short monologues; understand
detailed meaning, attitudes and opinions (radio programme);
Speaking: talk about wedding
traditions in your country (general conversation); congratulate & thank sb
on a special occasion (short exchanges); describe events and express
likes/dislikes (simulated situation); talk about future plans (short exchanges);
make and accept]refuse an invitation (simulated situation); describe a picture
(extended turn) Intonation: question tags
Writing:
short article about traditional weddings; greetings cards; short e-mail of
invitation; postcard

4
I  introducing the theme of the unit
Read out the title. Elicit what the unit
might be about (celebrations). Ask ss to close their eyes. Play the cassette/CD
and ask ss to guess which events the tunes are related to. Elicit answers to
the questions from various ss around the class. Encourage ss to recount past
experiences or imaginary situations in as much detail as possible.
(ss'
own answers)
2  indentifying theme of the unit
ss discuss the questions in pairs. Ask ss how the
pictures and theme relate to the title of the unit.
Suggested
Answer Key
We can see balloons, a wedding cake, presents, a mask and flowers. All
the pictures are related to the theme of celebrations. (When we celebrate
something, we are happy; these are the happy days in our lives.)
 introducing
the topic of the text Ask ss to close their books, Tell them they are going to
listen to an Irish poem and that you want them to try and identify which event
from the ones they have already discussed it is about, Play the cassette/CD.
Check ss' answers, Ask ss whether the poem sounds modern or traditional, Ask ss
to give reasons,
SuggestedAnswer
Key
It is related to weddings (marry, wed). The style of the poem and the
choice of words (wed sorrow) show that it is a traditional poem.
 providing practice
in inferring meaning and identifying specific information in a poem
ss read the extract. Read out the questions
and elicit which month is suggested. Ask ss to say which of those mentioned
is/are the best month(s) to marry in.
Answer
Key
January is suggested but not mentioned (when the year is new). The best
months to marry are January and February.
Extension: ss, in pairs, write two verses
about another month ss read out their verses.
c•  identifying literary usage of words
ss match the words in bold to the meanings
in the list. Check ss' answers around the class
Answer Key (See overprinted answers) a.  identifying the topic
ss discuss the questions in pairs.
Suggested
Answer Key
The text is about a traditional Irish wedding and the poem is also
related to such traditions. The subtitle of the text seems to be a line from
the poem
b-  generating interest in the text
Focus ss' attention on the subheadings to
help them think of possible questions. Elicit a variety of questions and write
a selection on the board. Play the cassette/CD. ss read and/or listen and
answer their questions.
SuggestedAnswer
Key
Do the
brides wear white? — doesn't say
Do they prepare special food at Irish weddings? — goose, three-tier
fruitcake
Are
there any special customs? — wild flowers, 'magic' handkerchief, horseshoe
frenglish.ru
reading
for specific information
Elicit
any unknown words in the statements. ss underline the key words in each
statement and make any possible word associations (related words. synonyms.
antonyms).
Suggested Answer Key  don't
follow ancient customs: accept, like/don't like, old, modern times, modern ways
2       couldn't
go, before: was/wasn't allowed after, during
3       expensive
bouquets: cheap, bunch of flowers
4       homemade:
made at home, make your own cake, the mother/grandmother makes the cake
5       unlucky:
good/bad luck lucky fortunate/unfortunate
ss
read the text, underlining the parts which are related to the key words in the
statements. ss read the underlined parts carefully to see if the meaning is
similar to or different from the statements. ss decide whether the statements
are true or false.

AnswerKey

1 F (In 3-4)

3
  T(ln 12)

5 T(1n30-32)

2 F(1n7-8)

4
  T(ln 19-20)

b•  inferring meaning from context
Draw
ss' attention to the Study Skills box. Elicit the meaning of the word
"context" . ss to try to guess the meaning of the words and ask them
to give an explanation, example or synonym. If ss find it hard to understand a
word, try to elicit the meaning by giving an example or synonym yourself
6        encouraging ss to compare
information from a reading text with their own experiences
Draw
the following table on the board without any information. ss copy it into their
notebooks. ss look back at the text, individually, and complete the Irish
traditions, both ancient and modern. Use ss' answers to complete the
information on the board. Then, ss work in pairs and brainstorm ideas in order
to complete the traditions of their country. Check ss' answers and complete the
table on the board.

Ireland

Ss'own country

groom

invited to the bride's house just
  before the wedding a goose is cooked in his honour

bride

wears a wreath of wild flowers in
  her hair carries wild flowers, magic handkerchiefand horseshoe part of
  wedding dress is used to make christening robe offirst-born

wedding cake

three-tier fruitcake made by an
  older female member of the family decorated with swans or fairies top layer
  is saved for the christening cake offirst-born

reception

wedding cake dancing - the bride shouldn't dance
  with both feet offthe ground

other traditions

(ss' own answers)

Suggested
Answer Key
Writing
 article
describing wedding traditions
Portfolio:
Go through the instructions and elicit the key words from ss (international
magazine, short article, describing traditional wedding, your country), Ask ss
to use the information in the tables they made in Ex, 6, Assign this writing
task for I-IWW
Suggested Answer Key
Georgian Wedding Traditions
The man buys an engagement ring and asks
the woman's father for her hand in marriage. Then, the parents of the bride
offer the groom and his parents tea, During the wedding ceremony the couple
wear crowns; exchange rings and share wine from a silver cup. The groom's
mother hosts the reception at their house. When entering the house, the
newlyweds step on a ceramic plate for good luck. Then, they eat a sweet which
symbolises the sweetness of married life.

frenglish.ru

So says one Irish wedding tradition
which. like many others,             The icing on the cake

has its roots in ancient history, folklore and interesting superstitions!
Even in these modern times, many couples try to include ancient customs in
their wedding, in the hope that it will bring them luck and happiness. Here are
some of the traditions that Irish people fOllow on their wedding day.
A
treatfor the groom
In the
past. the groom was invited to the bride's house just before the wedding and a
goose was cooked in his honour. Many Irish people believe that showing such
generosity to the groom will make sure that he won't change his mind about the
wedding at the last minutel
Bride, be beautiful!
A
traditional Irish bride doesn't spend a fortune on bouquets of xotlC flowers,
Instead, she usually wears a wreath of wild 'flowers in her hair, freshly picked
on the morning of her wedding. She carries more wild flowers in her hands, as
well as a 'magic' handkerchief and a horseshoe for luck. Part of the bride's
wedding dress is usually used to make the christening robe for the first-born
child
Understanding
new words
While reading do not use your dictionary each time you
come across an unfamiliar word. Read the whole sentence This Will help you
guess the meaning from the context.
b. Explain the highlighted words. Which meanings can
you guess from the context?
Speaking
6 In pairs, list the wedding traditions in Ireland
and in your country under the headings below. HOW similar are they?
•groom
• bride • wedding cake • reception
•other
traditions
In the
old days, an older female member of the family would take great ptide in
producing a traditional three-tier fruitcake for the reception, Nowadays,
however, most Irish couples visit their local baker and order a cake which is
decorated with Irish themes such as swans or fairies. According to tradition,
the couple save the top layer of the cake. They often store it in a tin and use
it as the christening cake for their first baby.
Fairies
and luck
Whether you believe in them or not. Ireland is traditionally the home of
fairies, who are said to love beautiful things especially brides! For this
reason, Irish wisdom advises brides never to wear green on their wedding day or
to dance with both feet off the ground, as both of these things will tempt the
fairies to carry them off forever!
Wri+ín6-
Portfolio: An international magazine for
English language students has asked you to write a short article describing a
traditional wedding in your country (50-60 words). Write your article. Use your
answers from Ex. 6 to help you.
fren ish.ru

Celebrations and customs
1
Listen to the music. Which celebration (A-E) does it match? Which
of these events do you celebrate in your country? When?
2
a. Match the lists of customs (1-5) to the festivals A Carnival
(spring) (A-E). Can you think of more customs?

buy new clothes pray in mosques children receive money as
  gift visit

friends and neighbours ... have fairs eat
  special cake

B New Year's Eve (December 31st)

pull crackers hang up
  stockings sing carols ... decorate tree exchange gifts dress up watch street
  parade ..
dance throw streamers watch
  fireworks sing songs go to parties wait until midnight exchange greetings

C Christmas
  (December 251

b. Choose
  a celebration and describe it

D Eid Al-Fitr (after Ramadan)

to your partner.
Halloween is
  celebrated on October 31st. Children make pumpkin lanterns and wear strange
  costumes

E Halloween
  (October 31:

children make pumpkin lanterns wear strange costumes scare friends trick or
treat
to scare their friends, They go from house
to house Play in pairs. One describes a celebration, the and play trick or
treat'. other mimes the activities. The best mime wins,

Feelings

Congratulating & thanking

 Listening

4

Work in pairs. Use the table and
  the prompts to act out dialogues as in the example.

3

Listen to the descriptions and
  match them

Thanking

Congratulations!
That's great! Well done!
That's fantastic!

Thanks (a lot)
You're too kind
Thank you very much.

to the
events. Which words helped you decide? Listen again. What can you see, hear and
feel? How does each person feel? Why?
INDEPENDENCE
A: I got
ajob!        A: Thanks. I'm really B: That's great.               excited!

Bridal

get a job win the match

excited

Showe

pass my driving test

pleased

get
  married

relieved

b. Are
  there similar events in your country?

have a new baby

satisfied

How do you celebrate them? Talk
  about:

brother

thrilled

• time of year • place • reason •
  activities

graduate
  from college

                                                                                fren
ish.ru                                                               fascinated

I  encouraging ss to talk about different
kinds of celebrations
Ask ss to look at the pictures and say if they can
think of any kind of music for each of the events (dance music, New Year &
Christmas carols, religious hymns, Halloween rhymes). Play the cassette/ CD,
elicit answers to the questions and ss then discuss which events are celebrated
in their country.
Suggested Answer Key New Year's Eve
2
a•  vocabulary for describing customs
ss do the matching task. Check the answers as a class.
ss work in pairs and brainstorm more customs related to these celebrations
especially for those celebrated in their countries. Provide ss with any
vocabulary items they may need. Then, ss exchange ideas as a class.
Answer
Key (See overprinted answers)
 providing ss with practice in using new
vocabulary for describing events
ss
choose one of the events in Ex.2a and use the new vocabulanj as well as any
other ideas they have brainstormed and exchanged to describe that event. Work
in pairs, describing the event to their partner.
Suggested
Answer Key
B      Many countries around the world
celebrate Christmas on December 25. People pull crackers, hang up stockings
sing carols and exchanges gifts. All the family helps decorate a Christmas
tree.
C       Carnival is celebrated in February or
March every year in many countries. Two famous carnivals take place in Venice
and Rio de Janeiro. People dress up, watch street parades, dance and throw
streamers.
D      New Year's Eve is celebrated on the
31st December in almost every country in the world. People watch fireworks,
sing songs wait until midnight, exchange greetings and go to parties.
E       Eid-Al-Fitr is celebrated on a
different date each year in countries all over the world People buy new clothes
and pray in mosques. Children receive money as gifts. People visit their
friends and neighbours, have fairs and eat a special cake.
3
a•  encouraging ss to infer the topic/
speakers' feelings based on textual clues
Elicit what ss know about each of the events. Explain
the task and play the cassette/CD. ss complete the task. Elicit which words
helped them complete the task. Play the cassette/CD again and elicit answers
about their and the speakers' feelings.
Answer
Key (See overprinted answers)
SuggestedAnswer
Key
I
Independence Day: (4th July), freedom, United
States,
flags
Speaker
1 feels happy and proud because he is celebrating the independence of his
country
2      May Day: Spring, flowers, May Queen
Speaker 2 feels happy because spring has arrived and the local community
comes together to celebrate it
3      Bridal Shower: get married, wedding
Speaker 3 feels cheerful and excited because she is celebrating the fact
that a friend or relative of hers is getting married
(ss' own answers)
 talking about celebrations
Ask ss what similar events are celebrated
in their country and how they are celebrated. ss make notes under the headings,
then individual ss report back to the class.
(ss' own answers)
Game
Play the game as instructed in the Student's Book.
4  providing ss with the chance to practise
everyday language for congratulating and thanking
Look at the useful language in the box and
read out the example with appropriate intonation. Go through the prompts and
elicit the meaning of any unknown vocabulary Then, ss act out short dialogues
in pairs.
Suggested
Answer Key

A:

We won the match!

B:

Well done!

A:

Thanks. I'm really pleased

A:

I passed
  my driving test!

B:

Well done

A:

Thanks. I'm really relieved.

A:

I'm getting married!

B:

Congratulations.

A:

Thank you very much. I'm really
  thrilled.

A:

I'm expecting a baby.

B:

That's fantastic! Congratulations!

A:

You're too
  kind. I'm really excited.
I (havejust) graduated from
  college!

B:

Congratulations!

A:

Thanks, I'm really pleased.

A:

/ got a promotion!

B:

That's great.

A:

Thanks, I'm really delighted.

getting ss to use a variety of adjectives describing
events
Go through the Study Skills box together with your ss
and explain that every time they listen to a recording of themselves with a
view to evaluating their performance, they should focus their attention only
one single aspect, that is, grammar, syntax, vocabulary, fluency or intonation.
Go through the events and the lists of adjectives.
Elicit/Explain the meaning of any unknown vocabulary, then model the example
dialogue with a S. ss work in pairs and complete the task. Monitor ss'
performance around the class, then ask some pairs to act out their dialogues in
front of the class and record them. Then ask the class to evaluate the ss'
performance focusing on the use of a variety of adjectives.
Suggested
Answer Key
A:
The rock festival last night was exciting. I really enjoyed it.
B:
Well, I found it rather crowded There were so many people there.
A;
Susan's fancy dress party was fun. I really enjoyed it.
B:
Well, I found it rather disappointing. The food was dreadful and the music was
horrible.
A:
Mary's dinnerparty was boring. I didn't enjoy it at all. B: Well, I thought it
was superb.
A:
The play last night was very interesting. I really enjoyed it
B:
Well, I found it rather boring. It went on for so long!
A:
Bob's retirementparty was fantastic. I really enjoyed it. B: Well, I found it
rather dull. I didn't know anyone there.
 helping ss identify a certain text type
Ask ss to take a
quick look at the short texts, go through the questions and elicit/confirm what
a greeting card is (A card containing good wishes usually for a special
occasion).
Answer
Key
They
are messages we write to people on different occasions. We could read them in
greetings cards.
b'  helping ss distinguish between
different occasions
Allow ss some time to read the messages and match them
to the occasions/events in the list. There are cases where more than one
message matches an occasion.
Answer
Key
1 Christmas 6 new born baby graduation 7, 8 birthday graduation, retirement 10, 12 accident
4
wedding         11           anniversary
5
New Year
Writing
 giving ss the opportunity to create
their own greetings cards / practising and consolidating the use of greetings
messages on different occasions
Portfolio: Go through the situations together with the
ss and ask them to choose two each and write a message on a greetings card that
ss have brought to class or created themselves. Tell them to add a sentence of
their own to make the message more personal and sign Love, + their first name.
Give them a couple of minutes to complete the task in class. ss can put their
cards on display in the classroom.
Suggested
Answer Key
•       Congratulations on your new baby. I
hope she will bring you a world ofhappiness.
•       Get well soon! Wishing you a quick
recovery.
•       Congratulations! I knewyou could do
it!
•       Happy Birthday! Have a special day!
•       Congratulations! I hope you will be
very happy together!
•       Goodbye and good luck The office wont
be the same withoutyou!

•       Speaking

Recording yourselves
Record yourselves when you do a
pair-work activity. This Will help you evaluate your performance in terms
Ofgrammar, syntax, vocabulary, fluency and intonation.

5 Portfolio: Imagine you have attended one of the
events listed. In pairs, use the adjectives below to discuss how you
liked/disliked it.
an engagement party a voclk festival a fancy dress party a dimer party a
play a Iretürem&lllt party
JAi'
•  fantastic • exciting • interesting
•  thrilling • spectacular • amusing
•  fun • entertaining • superb
, Negatlve
•boring • crowded
• tiring • dull
•disappointing •
terrible • unpleasant
Record yourselves, then evaluate your performance.
A:
Tony's engagement party was fantastic. I really enjoyed it.
B:
Welltlfounditrathertiring. ltwenton for so long!
Greetings Cards
 Reading
6 a.
Look at the short texts. What are they? Where could you read them?
b. Match the texts to the occasions/events.
•
Christmas • New Year • accident
• birthday • wedding •
retirement
• graduatir
2
Season's
Greetings
3

We 'eel/

4
Best wishes

not We "ute

for your future together

5
Best wishes

6

tor a

Congratulations

Happy

on the birth

New
    Year
7

of your son

Many
    happy returns
9

8
Happy
21st

well done!Get
well
soon!
11 Happy 12 silver   Best wishes
anniversary for a speedy     recoven
Wri+in&
Portfolio: Write greetings cards for the following situations:

Your sister has just had a baby.

Your best friend is in hospital  Your brother has graduated from college  It's
your nephew's birthday next week.

Your friend has just got engaged

Future
forms
Grammar
Reference
1
a. Look at the pictures and guess the story. Why is the police
officer surprised? Listen and read to find out.
b. Underline
the future forms in the cartoon strip. Find examples of a future intention, a
fixed arrangement, an on-the-spot decision.
2
Fill in: begoing to or will.
3
Choose the correct verb form. Give reasons.
1      Be
good or you won't go/arenit going out.
2      Guess
what! Ann gets/is getting married!
3      The
concert starts/is going to start at 9 0'clock.
4      That's a lovely dress! I'm
buying/l'll buy it
5
Tina is travelling/travels to Rome on Monday.
6      She will have/is going to have a baby
in May.
7      The
train reaches/is reaching York at T. 15pm 8 Are you coming/Do
you come to the party?
 Speaking
4

 We're running out of time.
B Don't worry, I will help you.
 Are you coming home for dinner?
B. I don't think so, I will probably be late
tonight.
 I'm worried about my exam next week.
B: Don't worry, Ann, You will pass
 Look at the clouds! It is going to rain.
B. Don't worry. I've got my umbrella with me  Why
are you wearing those old clothes?
 l' rm t•qr-'ir-tr' tm nairvf•

- fren

I a • warming up ss; encouraging ss to
read/listen to confirm predictions
Ask ss to look at the pictures in the cartoon strip for
a few seconds only without reading the story to see what they think the story
is about. Then, tell them to close their books and elicit ss' ideas around the
class. Ask them to open their books and play the cassette/CD for them to listen
and read. Elicit an answer to the question.
SuggestedAnswer
Key
The officer is surprised because John misunderstood his
instructions and he is treating the penguin like a visiting friend.
 helping ss recognise the usage of
certain future forms
Ask ss to read the cartoon strip again and elicit the
future forms. Draw ss' attention to the use of tonight and tomorrow. Take the
opportunity to go over the different ways of expressing the future. Write
examples on the board, one for each future form. Ask ss to recognise the future
forms and elicit the usage of each one (will, be going to, simple present,
present continuous)
AnswerKey
a
future intention: tomorrow I'm going to take him to a fancy dress party
a fixed
arrangement: tonight I'm taking him tÔ a rock concert an on-the-spot
decision: OK, I will do that
2       Providing
ss with practice in using the future forms be going to and will ss complete the
exercise. Check ss' answers as a class. Ask ss to justify their answers,
Answer
Key (See overprinted answers)
3       providing
ss with further practice in future forms
Do item 1 with ss. Justify both right and wrong
answers. Allow ss a couple of minutes to complete the task and then, check the
answers as a class. Ask them to justify their choice.
4helping ss
consolidate the use of future forms in everyday English
Go through the instructions and the example. Elicit
possible questions using the question words, ss work in pairs and complete the
task. Go around the class, monitoring ss and keeping notes on any difficulties
they have with questions and future forms. Ask some pairs to talk in front of
the class, Elicit feedback on any important points.
Suggested
Answer Key

A:

Where are you going?

B:

I'm going to my house in the countryside.

A:

Who areyou going with?

B:

I'm going with my brother,

A:

How are you getting there?

B:

Wé're going by train

A:

How long are you going for?

B:

I'm going to stay for the
  afternoon.

Game
 helping ss consolidate future forms
Choose a leader for the game and divide the class Into
two teams, The leader thinks of something that he/she has planned for the
weekend and he/ she mimes an action, e.g. I'm cleaning the house, ss from each
team take turns asking questions about the leader's plans, using be going to.
Each team can only ask two questions. The team that guesses correctly wins a
point and one of its members becomes the next leader.
Suggested
Answer Key
      Leader:     I'm cleaning the
house.
Team AS
1 : Areyou going to have friends for dinner? Team BSI: Areyou going to have
visitors?
      Leader:      I'm goihg to the
bathroom
Team AS 1 : Are you going to have a bath?
Team
BSI. Are you going to wash your hair?
      Leader:     I'm grating some
cheese.
Team
ASI, Are you going to make a pizza?
Team
BSI. Are you going to make an omelette? etc

Answer
Key

1

won't go

(threat)

2

is getting

(fixed
  arrangement)

3

starts

(schedule)

4

I'll buy

(on-the-spot decision)

5

is travelling

(fixed
  arrangement)

6

is going to have

(a future intention)

7

reaches

(schedule)

8

Are you coming

(invitation)

68(T)
fren ish.ru

5
Practising
tenses in time clauses
Write
a couple of examples on the board using time conjunctions (when, after, as soon
as, before, while), Elicit the use of simple present in the time clause (the
secondary sentence introduced by a time conjunction) and the use of simple
future in the main clause, Make sure you include an example with when used
after believe/think/know, in which case it is followed by will (e.g. Ex, 5/item
6), Explain to ss that they have to complete the sentences using their own
ideas and allow them some time to do the task in pairs, Collect ss examples to
check and give ss back their work next lesson
Suggested Answer Key
1
1
finish (present simple)
2
we
will take a taxi home (will)
3
wecan
(present simple)
4
we
announce it (present simple)
5
will
do the shopping (will) waits in the car (present simple)
6
will
be back (will)
Extension/Game:
Divide the class into teams. Each team prepares 5 beginnings of sentences
containing a time conjunction, e.g. Ill finish my homework before ss from each
team take turns reading their clauses for the other team to complete. If the
team completes the sentence correctly, they win a point and get another turn.
The team with the most points wins the game.
6
 introducing
the future continuous
Read
the speech bubble aloud and elicit the answer to the question.
Answer Key (See overprinted answers)
7
a.
 distinguishing between different
types of messages; locating information in a text and use it to practise the
future continuous
ss
look at the texts and identi9 what type they are. Focus attention on features
of layout, organisation and style. Check answers as a class. Go through the
questions with ss and do the first one as an example. ss answer the rest of the
questions. ss check their answers in pairs
AnswerKey
A     an
e-mail  D an informal invitation
B     a
note       E a diary entry
C     a
formal invitation
Answer Key
•
Tomorrow
evening, Frank will be discussing business over dinner with MrJones,
•
Next
Saturday at 7:15 Frank will be going to a fancy dress party
•       Tomorrow
afternoon at 3:00pm, Frank will be having
At
8:00pm next Wednesday evening, Frank will be watching a film with John.
•
At
11:00am tomorrow, Frank will be flying to Madrid
•
At
9:00pm next Sunday, Frank will be having a dinner party with Graham and Fiona.
•
Next
Friday evening at 8:30pm, Frank will be attending a business awards ceremony
 encouraging
ss to use the future continuous to talk about personal plans
Refer ss to the questions in Ex. 7a and
allow ss time to prepare some sentences. Ask different ss in the class to read
out their sentences. Alternatively, ss can do the task in pairs in the form of
questions and answers. (e.g. What will you be doing tomorrow evening? Ill be
having dinner with my family.) Monitor pairs. Ask some ss to ask and answer
questions in front of the class. Elicit feedback.
(Sown answers)
8
 practis
i ng rephrasing and reformulating information
Remind
ss that the second sentence should convey exactly the same meaning as the
first, Allow ss some time to complete the task individually and then, ask them
to compare their answers in pairs. Finally, check the answers as a class.
SuggestedAnswerKey (See overprinted
answers)
9
 using
the phrasal verb break
Write
the phrasal verbs on the board together with example sentences. Read them out
one at a time and elicit the meaning of each phrasal verb. Then, allow ss some
time to complete the sentences.
Answer Key (See overprinted answers)
Extension:
Ask ss to make sentences with the remaining phrasal verbs and give them to
their partner to complete the particles.
Writing
 practising
writing an informal invitation Go through the rubric with ss and elicit the key
words (short e-mail, friend, inviting, barbecue). Focus ss' attention on the
list of points they need to include. Refer ss back to text A from Ex. 8 and
tell them they can use it as a model. Allow them some time to complete the task
in class. Alternatively, you can assign it for HW. Suggested Answer Key
Dear Paul,
I'm having a barbecue at my place on
Saturday, 20th July at about 8pm and I'd love you tojoin us!
Love,
Anne

a
meeting with Mr Jones.
69(T)

Present Simple or will?
5 Complete the sentences,
1       I'll
call you when

2       After
we finish shopping,
3       We'll
let you know as soon as
4       Don't
tell anyone before
5        while
he
6       I
don't know when he

Future continuous
Grammar
Reference
From: ran                                    To:
ra am         sona
Subject:
Dinner Part
Dear
Graham and Fiona,
I'm
having a dinner party on Sunday (next Sunday, 1 9th
June —
not today!) from around 8. Do come.
Best
wishes,
Frank
Hi Frank

6
Match the verb form in bold to the meaning.

@ the person will be in the middle of doing sth at a certain time in the future
b the person makes a prediction

>
Reading
7
a. Name the types of messages (A-E). Imagine it's
Sunday 12th June. What will Frank be doing:
•     tomorrow
evening? • at 7:15 next Saturday?
•     tomorrow
afternoon at 3:00pm?
• at 8:00pm next Wednesday evening?
•     at
1 1 :00am tomorrow?
•     at
9.00pm next Sunday?
•     next
Friday evening at 8307
Use
the verbs: attend, fly, discuss, watchf go, have dinner.

b. What will you be doing at the
  same times

away

next week?

1
  John and Lyn broke off their engagement.
2
  Greg broke out of prison a week ago

Sentence transformations

3
  Thieves broke into her house and stole all

8

Complete the second sentence so that
  it means

her jewellery.

the same as the first. Use up to three words.
1 Why don't you hire a costume?
You could hire a costume.

4 His car
  broke down so he had to walk to work

2 It'S too cold to have the party by
  the pool
It isn't warm enough to have the
  party by the

Wrí+ínt-

pool.

Portfolio: Send a short e-mail to
  your friend

3 There are still some invitations
  to send.

inviting him/her to a barbecue.
  Write:

We haven't sent all the
  invitations yet,

• date • place • time • what to

4 She
  probably won't make it to the part½

wear

I don't think she will come/will
  make it to the

You can use text A in Ex. 7 as a model.

out (of)
                party                                                                                69

Hats off

Making arrangements
I         Read
the invitation and answer the questions.
1       Who
sent the invitation?
2       What
is the invitation for?
3       Where
will the party be held?
4       What
time does the party start/end?
5       What
should you do if you can't go?
 Reading
2 Read the first two exchanges. What is Mark's and
Joyce's relationship to Elizabeth?
Mark: Hi, Joyce! How
are things? Found a job yet?
Joyce: Give me a break, Mark — your sister and I
have only Just graduated! Has she started job hunting?
Mark: Not yet. Speaking of which, you're coming to
her graduation party, aren't you?
Joyce: I just got the invitation in the post this
morning. Sounds like it's going to be quite
Mr and Mrs
Roderick Green request the pleasure of your company at a
Graduation Party
for their daughter
Elizabeth
on Saturday, 28th June
7 - I l pm
1 3 Apple
Road, Darleigh
Regrets only by 1 5th June 824-6951

Grammar
Reference
5 a.
Underline the question tags in Ex. 2. How do we form them?

                posh!                                                                                Listen
  again and repeat.
Mark: Well. you know what our mother's
  like, She always has to do things in style, doesn't she? 1 Let's dance, shall
  we?
Joyce: So Elizabeth says. Who
  else will be there?                               2 They had a party, didn't
  they?
Mark: Some other students from your
  course ... our 3 This is your costume, isn't it? neighbours a few relatives
  some of our 4 Don't forget to tell Sue, will you? parents' friends. 5 Call
  her, will/won•t you?
Joyce: Oht so there'll be a good mix of
  ages. How 6 He has put on weight, hasn't he? formal will it be, Mark? I mean,
  there won't 7 You'll pick me up, won't you?
be a fancy sit-down meal, will there?   8 Theyve invited you, haven't
  they? Mark: No, no. The caterers are doing a sort of buffet.           9 We
  can't do that, can we?
    Joyce:
  OK, I can't wait!                                                                               10
  She left early, didn't she?

b. Fill in the appropriate tag. Listen and
tick.

I  understanding and inferring information
contained in a formal invitation
Ask ss to read the invitation, then elicit answers to
the questions from ss around the class.
Answer
Key
1       Mrand Mrs Roderick Green
2       their daughter's graduation party
3       13 Apple Road, Darleigh
4       Itstartsat
7pm and ends at I Ipm.
5       Call them on 824-6951 by 15th June,
2       inferring
the relationship of the speakers in the dialogue
Allow ss a couple of minutes to read the first exchange
and answer the question. Ask them to justify their answers and check them as a
class.
Answer
Key
Mark is
Elizabeth's brother and Joyce is her friend (they studied together).
3       practising
listening/reading for specific information
Ask ss to go through the statements first so that they
have an idea of what kind of information they are looking fon Play the
cassette/CD while ss listen and read, ss complete the task. ss compare their
answers in pairs then, check the answers as a class. Choose pairs of ss to read
the dialogue aloud.
Answer
Key
 Giveme a break Mark— I have
onlyjustgraduated.
2      Icantwait!
3      so
there'll be a good mixofages
4      The caterers are doing a sort
ofbuffet.
4       practice
in making and accepting invitations
Explain the task and have ss work in pairs to prepare
their dialogues. Ask various pairs to act out their dialogues and ask the rest
of the class to note down any mistakes. Elicit feedback from the class and allow
pairs some time to rework their dialogues. Finally, choose a couple of pairs
and record their improved dialogues.
SuggestedAnswer
Key
SA: Hi, Lisa. Doyou want to come to a party on
Saturday?
SB:
Ofcourse! Where is it?
SA: I'm having it in my garden.
SB.•
Great! And it's this Saturday right?
SA:
That's right, Saturday the 16th June starting at 8:00pm.
SB:
Sounds good to me. Will there be food?
SA:
Yes, of course. I'm having a barbecue.
SB: I can't wait!
SA: See
you there, then!
5 a.  revising the forms of question tags
Allow ss some time to go through the dialogue and underline the question
tags. Elicit the rule for forming question tags (auxiliary/modal/to be +
pronoun; with a positive sentence use a negative question tag and vice versa)
and add to the list the different forms (first person, imperative, lets, etc).
.
Answer
Key
Questions tags to be underlined: You're coming to her graduation party,
aren't you? She always has to do things in style, doesn't she? There wont be a
fancy sitdown meal, will there?
We form question tags with the auxiliary
or modal verb ofthe main clause and the appropriate subject pronoun.
b'  practice in forming
question tags; distinguishing between certainty — uncertainty depending on
intonation
Ask the ss to complete the question tags
and then check their answers, first in pairs and then as a class.
Explain that there is a difference in the
meaning of question tags depending on intonation. Write the first item on the
board as an example and read it aloud in two different ways (using rising and
falling intonation). Ask ss to say when you sounded sure and when you sounded
uncertain. Ask ss to listen to the question tags and tick the right box. Then
they compare their answers in pairs, If necessary, play the tape again, pausing
after each question tag while ss check and correct their answers. Check the
answers as a class.
Answer
Key (See overprinted answers)
ss practise intonation using any of the
items in the exercise and ask the rest of the class to determine the meaning of
the question tag.
Funtime
Ask ss to underline the question tags in
the joke, ss can then act it out.
70(T)

 PrediCting/anticipating
information, providing practice in listening for detailed meaning and
identifying opinions and attitudes
Ask
ss to go through the statements and make guesses based on any knowledge they
might have of the cultures of the countries mentioned and then to compare thew
answers.
(ss'
own answers)
Play
the cassette/CD. ss listen and complete the task. ss compare their answers In
pairs, then, check them as a class.
Answer Key (See overprinted answers)
b•  talking about personal experiences
Elicit
various customs when gifts are given in ss' countries and ask ss to talk about
them in front of the class.
Suggested Answer Key

Egypt
When invited to someone's home, you should
take chocolates. Flowers are traditionally associated with funerals, so avoid
giving them. You should always give and receive gifts with your right hand.

Hong
Kong
When invited to someone's home, you should
bring sweets and fruit. You should wrap all gifts, but avoid blue gift wrap,
because it symbolises mourning.
7
a.  describing a picture
Go
through the Study Skills box together with ss Ask them to look at the picture
and say what else they would consider to be "too much detail". Then,
allow them some time to think about the points in the list before they start
describing the picture.
Answer Key
In the picture can see a family: the
parents and the two children, a boy and a girl. They are probably at home They
are celebrating the mother's birthday. She is looking at the cake in front of
her. There are brightly-wrapped gifts on the table and some plates and a cup of
coffee They are all smiling and they seem to be very happy and relaxed.
b.  talking about personal experiences
Elicit
from ss how they celebrate birthdays in their country,
(ss' own answers)
8
 distinguishing
between formal
Informal
English; inviting - accepting/refusing
Explain
the task Play the cassette/CD, ss do the task.
Answer Key (See overprinted answers)
71(T)
9
 making and accepting/refusing
invitations
Go
through the useful language in the box With ss and elicit which phrases are
formal and which are informal. Elicit complete sentences using the expressions
in the box. Model the first situation with a student and focus ss' attention on
Intonation and stress. Allow ss some time to practise the dialogues in pairs.
Monitor ss' performance making notes on any important points. Ask some pairs to
act out the dialogues in front of the class. Give/Elicit feedback on language
and Intonation. Answer Key
Inviting

How
wouldyou like to ?   - quite informal

Do you want to
?          — very informal

I'd/We'd
be delighted ifyou could— formal
Suggesting

What/How
about ... ?          — very informal

Let's/Shall
we .— informal  Why
don 't we— informal
Accepting

Thanks!
I'd love//ike to.     — informal

That
sounds great.               — informal

I'd
love/be delighted to.      — quite formal
Refusing

I'd
love to but can't.             — informal

I'm
(terribly) sorry but ...        - quite formal

I'm
afraid I can't   - quite informal
Suggested Answer Key
 How about lunch ?
Bt Thanks! I'd love to.
2
A:
Would you like to come to the office Christmas party?
B: I'd be delighted to.
3
A: Do you want
to go to a concert?
B: I'd love to, but I can't.
4
A: Would you
like to come to my graduation party?
B: I'm afraid I can't.
10
 Practising
verbs with prepositions
Allow
ss some time to complete the sentences. Ask them to compare their answers with
their partner's first, then, check the answers as a class. Then, ask ss to make
sentences using the verbs and the prepositions.
Answer Key (See overprinted answers)
Giving gifts
 Listening
6 a. You will hear part of a radio
programme about giving gifts in other countries. Read questions 1-5 and predict
the correct answer, Yes or No. Listen and check.
Yes No
1
In Japan, it's impolite to give money as a gift
2
The Japanese like to receive gifts which are colourfully wrapped.
3 The Chinese never open a gift as soon as they receive it.
4
People in South America think highly of leather gifts.
5
When visiting a British homet you don't need to take a gift
b. Are there any special customs about giving gifts
in your country? What are they? Tell the class.
Describing a picture

Describing
  pictures
Avoid
  describing pictures in too much detail. It makes your description
  unimaginative and uninteresting. e.g. Don't say, 'There is a spoon on the
  Plate."

7              a. Work in pairs. Describe the picture
to your partner. Think about:
• where
the people are • what they are wearing/doing • how they feel
Evaluate your partner's description.
b. How do you celebrate this occasion?
Inviting
8
Listen to the exchanges. How formal or informal is each one? Who
accepts the invitation?
1
A: Wouldyou like to come to our party tonight?
 Thanks! I'd love to, Informal — accepts
2
A. It's our son's
wedding next Saturday, and we'd love it ifyou could be there
BOh dear! I'm afraid
I'll be away that weekend — but do give my very best wishes to the happy
couple. Not very formal — refuses
9
Look at the
expressions in the box. Which are formal /informal? In pairs, act out dialogues
for situations 1-4.
ACCEPTING/REFUSING

INVITING/SUGGESTtNG

• How
  would you like to
•
Do you want to ...? I'd / We'd be delighted if you could

•  Thanks!
  I'd love / like to.
•
  That sounds great.
•
  I'd love/be delighted to,

•
What / How about ... ?
•
Let's / Shall we ? Why don't we ?

•
  I'd love to but
  I can't
•
  I'm (terribly)
  sorry, but .
•
  I'm afraid I can't.

1
Ask a friend from work/school if they want to join you for lunch
2
Invite your boss to the office staff's Christmas dinner party.
3
Ask your mum to go to a concert with you
4
Invite your school teacher to your graduation party,
Verbs with prepositions
Fill in: to, on, in, with, of. Use the
verbs in bold and the prepositions to make sentences of your own.
1      We congratulated them on the birth of
their

son.
2      She
succeeded In passing her exams.
3      She
agreed to help me withthe preparations.
4      She
agreed with Tony about having a party by the pool.
5      She
insists on having the reception at the hotel
6      I'm
thinking of going to the festival next week
71
Writing a postcard

        Getting
started                                     4
I How often do you send postcards? Who to? When? Why?
Let's look closer
2 Read the rubric, underline the key
words and answer the questions.
 Imagine you are on holiday in a city. Write a  postcard to a friend. Write about.  • where you are staying • what there
is to see and do there • what you think of the place 1 What will the postcard be
about?
2 Which beginnings/endings can you use? Circle.

Dear Paul,                                Dear
Sir/Madam                 5
Dear Mr Richards,                              To
Paul,
Jane uses the same two adjectives to describe
everything. Find and circle them. Replace them with others from the list.
• amazing • lovely • great •
fantastic
• delicious • wonderful •
attractive
Your turn

Interpreting rubrics
Make sure you include all the points
in the rubric.The rubric gives us information about the situation, who we are
writing to and what we should write about.

a.
Read the rubric. What information does it give you about: who you are, who you
are writing to, what you should write about?
 You are spending New Year with some  friends. Write a postcard to your
English pen friend. Write about:

write your postcard (40-55 words)
3 Read the postcard and answer the questions.

 • where you are staying • what you think of  the place • how people celebrate the
event
I  introducing the idea of a postcard;
activating ss' background knowledge
Start a brief class discussion about postcards based on
the questions.
(ss'
own answers)
2            analysingfinterpreting
  a             rubric; distinguishing between formal and informal language
used in postcards and letters
Go through the Study Skills box together with the ss.
Then, read out the rubric and elicit the key words from the class (the words
that give information about the situation, the target reader and the main
points to include). Then allow ss some time to answer the questions in pairs or
individually before discussing and checking the answers as a class.
Answer
Key
Key
words to be underlined: you are on holiday; city; postcard; friend; where you
are staying; what there is to see and do there; what you think of the place
1      The postcard will be about my holiday
in a city (i.e. where I am staying, what there is to see and do there, and what
I think of the place).
2      Dear Paul, -Hi, -Paul, - Bye, — Lots
oflove, -Love,
3       understanding
the layout and language used in postcards
Ask ss to look at the postcard and elicit answers to
the questions. Then, ask ss to read the postcard and say whether the writer has
covered the three points mentioned in the rubric in Ex. 2, Answer Key
1      We write the person's address on the
right hand side of the postcard, next to the main text.
2      XOXOX means, "Hugs and
Kisses", when writing letters.
4       practising
use of adjectives in writing postcards
Allow ss some time to read through the postcard again
and find and circle the two adjectives that are repeated all the time (nice,
good), Elicit the idea that repetition makes your writing very boring to read.
Go through the adjectives in the list and ask ss to brainstorm for more
adjectives that could replace the ones used in the postcard and write them on
the board, Allow ss some time to replace the adjectives in the postcard,
Explain that more than one adjective can be used with each noun. Choose a couple
of ss to read out their version of the postcard. Ask ss to compare the new
version of the postcard with the one in the book.
Suggested
Answer Key
I'm having an amazing/lovely/great/fantastic/
wonderful time.
lim staying at an
amazing/lovely/great/fantastic/ wonderful hotel.
The food is
amazing/great/fantastic/delicious. The shops are amazing/lovely/fantastic with
great/lovely souvenirs.
There are lots
ofamazing/lovely/great/fantastic/ wonderful parades.
Street
bands play amazing/lovely/great/fantastic/ wonderful music with guitars and
drums.
5  a nalysing/interpreting a
rubric
Ask ss to work in pairs and allow them some
time to think about the questions. Then, check the answers as a class.
SuggestedAnswer
Key

I am spending New Year
with some friends.

/ am writing to my
English pen friend

I should write about
where / am staying, what I think of the place, and how people celebrate the
event.
 making an outline
for the specific writing task; practising writing postcards
Allow ss some time to make notes answering
the questions in the plan. Then, give them another ten-fifteen minutes to write
their postcard in class. Alternatively, you can assign the writing of the
postcard as HW,
Suggested
Answer Key
Dear
Lisa,
Greetings from Montreal! I am staying with some friends in a lovely house
near the city centre The food here is delicious and the shops are amazing. Here
on New Year's Eve people celebrate at big hotels in the city. They have parties
and decorate the rooms with coloured balloons and beautiful lighting and play
great music until very late. Wish you were here!
Love, Debbie xoxox
Amazing Facts!
Read out the sentence and explain/ehcit the
meanings of any unknown words. Ask ss if they do any similar activities in
their country.

Useful
Links ss can visit http://www.ipanema.com/carnival/ hote.htm to get more
information about Carnival in Rio de Janeiro.

72(T)
I  introducing the topic of the text
Read
out the title of the text. Elicit answers to the two questions (explain/elicit,
if necessary, the meaning of bizarre and annual).
Answer Key
Annual: once a year, UK United Kingdom
2
 predicting/anticipating
information; practising reading/listening for specific information
Ask
ss to look at the pictures and the subheadings in the text. Ask different ss in
the class to guess what each event might be about, ss work in pairs or
individually and think of one question about each event, Ask ss to share their
questions with the rest of the class, Choose some questions and write them on
the board.
Play
the cassette/CD. Ask ss to listen and/or read the texts underlining any parts
in the text that answer their questions. Check the answers to the questions as
a class. (Where does it take place? What time ofyear is it held? Why is it
held? etc).
(SST own answers)
3
 practising
in reading for specific information; inferring the meaning of words from the
context
Ask
ss to read the questions first and underline the key words or phrases (eat, prize
money collected help people, speed act, strange clothes). Allow ss some time to
answer the questions. Explain that for some questions there is more than one
correct answer. ss try to guess the meaning of the words in bold and ask them
to give an explanation, example or synonym. If they find it hard to understand
a word, try to elicit the meaning by giving an example or synonym yourself.
Answer Key (See overprinted answers)
Suggested Answer Key takes place (phr):
happens pier (n): a long wooden or metal structure sticking out from the land
over the sea, along which people can walk cash prize (n): money won by o
contestant in a competition charity (n): giving money food or help free to
those who are in need because they are ill, poor or homeless, or any organisation
which is established to provide money or help in this way spectator(s) (n):
audience, viewers contestant (n): competitor steep (adj).• rising ata sharp
anglè roll down (phr v): move downwards turning over and over chase (v):
run after prize (n): award flaming torches (phr): long sticks with fire at one
end galley (n): a ship with sails and oars put on (phr v): organise or perform
73(T)
alike (adv): the same freezing (adj):
extremely cold dip (n): swim attracts (v): catches the attention of certificate
(n): a piece ofpaperproving a qualification or award
4  using information and vocabulary
from a reading text in a speaking activity
Explain
the task and allow ss time to prepare their dialogues in pairs. Ask some pairs
to act out their telephone conversations in front of the class. Ask ss to sit back to back while acting
out their dialogues, to make the task more realistic. Give/ Elicit feedback on
ss' performance.
Suggested Answer Key
SA:
Hi, what areyou doing?
SB: I am at the Cooper's Hill Cheese
Rolling Competition.
SA:
Where is that held?
SB: In Gloucester in the UK.
SA: And what sort Ofcompetition is it? etc
5  talking about own culture
ss
work in pairs and make notes on an unsual festival in their country and talk
about it. If ss cannot think of a 'bizarre' event in their country. they can
talk about a festival from another country that they know about. If all ss come
from the same country, ask the pairs to decide on a festival and prepare a
short presentation for the class. Ask some pairs to report back to the class.
Suggested Answer Key
name: LA TOMATINA place: Bunol, Spain
date: Last Wednesday ofAugust activities: people dress up and gather in the
streets and throw tomatoes at each other

A:

La
  Tomatina is a bizarre annual event in my country

B:

Where does it take
  place?

A:

In
  Bunol, in eastern Spain.

B:

When is it held?

A:

On
  the last Wednesday in August.

B:

What do people do?

A:

They
  gather in the streets and throw tomatoes at each other It's the biggest food
  fight in the world

B:

Sounds
  like fun!

Extension:
This task could be expanded into a mini project: Divide the class into groups
and ask ss to choose an unusual festival or event in their country or in
another country. ss do research on their chosen festival or event and they
produce a poster and/or make a presentation in class.

Reading & Listening
I
Look at the title. How often and in which country do these events take place?
2
Look at the photos and
the subheadings. Think of one question you would like to ask about each event.
Listen and read to see if the texts answer your questions.
3
Read and answer the
questions. Then explain the words/phrases in bold.
In which festival(s):
1
can you eat the prize? 3
2
is money collected to
help people?
3
is speed important? 4 do
the participants act? C
5 do the
people wear strange clothes? A, C
 Speaking
4
Work
in pairs. Imagine you are at one of these events. Phone your friend and give
your impressions.
5
Make notes under the
headings about a bizarre event in your country then describe it to your
partner.
• name • place • date
• activities
Culture (6
Bizarre Annual Events
in the
A The Bognor Birdman Competition takes place in
Bognor Regis in May. Competitors build strange homemade flying machines or wear
unusual costumes and ny to 'fly' off the pier. The person who flies the
furthest wins a large cash prize
Many of the
fliers take part to raise money for charity. many as 40,000 spectators watch
this competition every year.
B The
Cooper's I-Iül Cheese Rolling Competition is held in Gloucester every year
in May. Contestants stand at the top of a very steep hill. A huge cheese is
rolled dowm, and the contestants have to chase it down the hill. Nobody ever
manages to catch the cheese, but the person who gets to the bottom first is the
winner, and keeps the cheese as a prize!
C Up-Helly-Aa
is held every year on the last Tuesday of
January in the Shetland Isles. Up to 1000
people dressed as Vikings and holding naming torches pull a Viking galley
through the streets. When they reach a certain place, they throw their torches
into the galley and burn it. Then, they put on short funny plays in local
halls. The festival is very popular with locals and tourists alike.
D The Peel
Dip takes place every New Year's Day on the Isle of Man. About 200 people jump
into the freezing waters of the Irish Sea to raise money for charity. The dip
attracts people of all ages. All the swimmers get a medal and a certificate.
frenglish.ru
Vocabulary & Grammar
1 Fill in the missing word.
I Don't forget to stop at the baker's and buy some
fresh bread
2 I prefer plain shoes rather
than fancy ones.
3 Liz is getting married next
Saturday.
4 Would you like to come to
the party?
5 You don't have/need to wash
the dishes.
washed them earlier.
6 This suit is too expensive
for me to buy,
7 That shirt fits you perfectly,
8 He insists on having a
reception by the pool
9 You can look up new words
in the dictionary. 10 Could I try these shoes on?
(10 marks)
2
Circle the correct item.
            1
At Christmas we .            crackers.

A blow

B watch (O pull

2 That bag

your shoes. You should buy it.

A suits

(B) matches C fits

3
ThlS time tomorrowi to Rome.
                  A
will fly                   B be flying (O will be flying
4
They decided to
break their engagement,
                  A
up                          B down (O off
5
l ive just passed my driving test." (A Well done!
B Get well soon!
C Good luck!
6
I didn't think much . the parade.
                  A
in                        B on               (Q) of
7
He is sleeping. He      be tired
                  A
can't                (6) must           C needs
8
He    . to work late yesterday
                 (A
had                       B needed C must
9
That dress is on special
                 (A
offer                    B discount C sale
10    Ted will
look .              the dog while we're away.
                  A
forward          (6) after            C for
(10 marks)

Use of English
3
Complete the second sentence so that it means the same as the
first. Use up to three words.
1      It
is not necessary for you to work overtime today.
You don't have to work overtime today.
2      He
probably won't go away this weekend
I don't think he will go away this weekend.
3      I
can't wait to see Mary next month I am looking forward to seeing Mary next
month.
4      Jim
is too young to get a driving licence.
Jim isn't old enough to get a driving licence.
5      I
think you should buy a new pair of trainers. Why don't you buy a new pair of
trainers?
(10 marks)
4
Fill in the correct preposition,
1      He
paid for his shopping in cash.
2      She
succeeded in passing her driving test.
3      He
decided to pay by cheque.
4      Mark
buys everything on credit,
5      They
congratulated me on my success.
(10 marks)
Communication
5
Complete the exchanges.

a Certainly. One moment, please. b I bought
this for you.
c How about going to the cinema tonight? d
Could I try on this dress, please?
e Well done!
1
A' I bought this for you.
B. That's very kind of you
2
A. Could you put me through to Mr Smith,
B: Certainly One moment, please,
3
A. Guess what— I passed all my exams! B. Well done!
4
A' Could I try on this dress, please?
B: Of course. The fitting rooms are here.
5
A. How about going to the cinema tonight? B: I'm afraid I can't.
(10 marks)

8

1
    Shopaholics always buy more than they need.
2
    Shopaholics shop to make themselves feel happy.
3
    If you shop a lot, it is best to leave your cash at home. F
4
    Buying only what you need helps you control your shopping.
5
    Shopaholics should not watch TV
6
    You should be sure you really need something before you buy
    it.
(18 marks)
Writing
You ordered a shirt and a pair of trousers from a
    catalogue. When your order arrived, you realised that the shirt had no
    buttons, and when you tried on the trousers, the zip broke. Write a letter
    of complaint, stating that you are returning the clothing and asking for a
    full refund.
       (See Suggested             (20
    marks)
Answers
    Section) (Total 100 marks)
Nov I oan,.,
• talk
    about
— clothes & prices
—shops & products
—
    celebrations & customs make requests & arrangements inviter accept
    & refuse invitations write/make
— a poster of Dos & Don'ts for
    your school/work place
— a report assessing good & bad points of a department
    store
— an
    article about a traditional wedding in my country
— greetings cards
— an e-mail to a friend inviting
    him/her to a dinner party a postcard
in 416.1íC>h

reng is .ru Listening
6 You will hear two people talking about a wedding
they have been invited to attend. Fill in the missing information in the
numbered spaces (1-6).
Air SS' Mrs (I) Green would like t/w pleasure ofyour
company at the wedding of their daughter, (2)Jane, 10 Mr Paul Smith on
Saturday, (3) 14thJune
St Mary's Church at (4) If con and aJierwarcls al a
reception al tlw (5)
RSVP no later than 30th (6) May
(12 marks)
Reading
7 Read the text and mark the statements (1-6) as true
(T) or
false (F)
BUY, guy, BUY...

Do you go shopping whenever you feel depressed? Do you spend too much money on
things you don't really need, lose control and then get into debt? If you
answered 'yes' to these questions, you may be a shopaholic!
'Shopaholismi is uncontrolled shopping in
order to feel better about yourself. Just like some people go on holidays to
sunny countries or eat chocolate to feel better, others simply go on shopping
sprees. But shopaholics usually come home with bags and bags of items, most of
which will never be used, and an empty bank account. So, what can you do about
the problem?
•  Always pay in cash.
Never take your credit cards with you when you go shopping — or better still,
destroy them altogether,
•  Make a shopping list
before you leave the house and stick to it.
•  Work out a monthly
budget, so you know what you can spend.
•  Take only enough
money with you to pay for the absolute essentials.
•  Avoid ordering goods
from catalogues, and don't watch shopping channels on TV
•  If you see something you
feel you must have, ask the shop to keep it for you and go back again a few
days later. If you still want it, buy it.
Just follow these simple steps and you should never
lose control of your purse or your budget again!
03HaKOM11TeAbHaS1
Konns-l - rene is .ru

Key 1   Explain the key in your
language.
2 Problem: Look
at the price list and the three people's shopping lists, How much will each
person's shopping cost?
e.g. Ian
Answer
£799 X 2 = 5.98

cheddar cheese        .99 (400g) sugar  65p     per kilo
  beef steak            £7.99 per kilo toothpaste
Coke   (2 litres) biscuits coffee            £3.09
  margartne      £1 .29 apples m        69 (2 kg bag)

11598 + £1.27 + £1 .99 =
£1914
3 Answer the questions.
1
Whose shopping bill is the highest/lowest?
2
How much change will Pam get from £10?
3
Which notes and coins does Sue need in order to give the exact
amounP A £5, £1, sop, 2P

B £2, £2, £1,
20p, 20p, lop, 2p, 2P
4 Which three items on the price list
cost exactly f4 50 in total?
4
A shoe shop has
increased its prices by 4%. Look at the old prices and work out the new ones.

5
Project: Write a
shopping list of the things you/your family usually buy each week. Go to the
supermarket and write the prices next to each item. Compare your list with your
classmates.Say whose is the most expensive weekly bill.
76
frenglish.ru
1     Go
through the list of mathematical symbols and elicit the equivalents in ss' Ll
from various ss around the class.
(ss'
own answers)
2     Explain
the task. Explain/Elicit the meanings of any unknown words in the lists, than
allow ss some time to calculate the cost of each person's shopping. Check ss'
answers by asking various ss to show their calculations on the board.
As an optional extension, ask ss to go on to
complete Ex. 3 before checking their answers to increase the level of
difficulty
Answer
Key
Pam
£3.09 + £0.65 + £1.29
Sue£l.86+£1.69+£l.99=£5.54
3     Allow
ss some time to work through the questions. Check Ss t answers on
the board.
Answer
Key
1       Ian's shopping bill is the highest
(£19.24) and Sue's is the lowest (£5.54).
2       £1000-£6.22=£3.78
3       B £2+£2+£1
+20p+20p+lOp+2p+2p=£5.54
4       sugar, toothpaste and cheese
£0.65 + £186 + £1.99 =
£4.50
4     Explain
the task and read out the instructions. Explain that to work out 1% ss should
move the decimal point two places to the left. Allow ss some time to complete
the task and then check ss' answers by asking various ss to show their
calculations on the board.
AnswerKey

£005x4=£0.20
£499+£0.20-£5.19

£3599+£1.44=£37.43
5     Ask
ss to include at least ten items on their shopping list, Assign the project as
HW and check ss' lists in the next lesson, Alternatively, ss may use an
itemised supermarket receipt.
(ss'
own answers)
76(T)

> Before you start
 recycling
vocabulary
Ask
ss to go to the word list for units 5 and 6 at the back of their books. Divide
the class into teams. Revise the vocabulary.
Make
two spidergrams on the board, one for shopping centre and one for celebration.
Allow ss some time to look through units 5 and 6 and revise the related
vocabulary. Ask ss to close their books and brainstorm words/ldeas around the
class. Write them on the board. Elicit answers from individual ss to the
questions in the book.
(ss'
own answers)
Look
at Module 4
 introducing
the themes in Module 4 Divide the class into five groups and give each one a
picture on p. 77 to describe. Ask them to brainstorm vocabulary for their
respective pictures. Alternatively, ss round the class brainstorm ideas for
each picture, Walk around the class, monitoring and prompting ss where
necessary.
When
the time is up, ask each group/several ss
report
all the words they came up with and use
them
to talk about their/each picture to the class.
Write
the vocabulary on the board. Encourage ss
from
other groups/around the class to ask questions or add details.
Ask
ss to look through units 7 and 8 and find the page numbers for the pictures,
Ask ss around the class to report back with their answers, Answer Key (See
overprinted answers)
Draw
ss' attention each picture and ask them to scan the spread in order to
speculate about the picture and what the spread is about, Suggested Answer Key
Picture1,p,87  from
title of section & text, and picture, text must be from a book — the
picture is probably of a chocolate and sweets factory  perhaps
the theme ofthis unit is food  look at picture and try to guess
what it is about/read and listen to the text to check/explain highlighted
words/think of another room and talk about it
Picture 2, p.82  picture
shows man pushing trolley in a supermarket
• from the subheadingt rubric and shopping
list I gather we have to listen and find out which things he forgot to buy  from
the title of this section, Ex 4b and the table I think we will be practising
countable/uncountable nouns
77(T)
Picture 3, p. 94  from
the subtitle / suppose this theme must be about sports  picture
shows a sport (sailing)  because this section deals with
listening and speaking I think we have to listen to some sounds and then
describe the picture
Picture 4, p.88  from
the title ofunit & other pictures on this page I'm certain that we will be
talking & reading about sports  picture
shows man taking part in a trail sled dog race as the title ofthe picture says  look
at the sports/races & match them to the countries where they come from/read
the text & say whether the sentences about it are true or false/imagine we
are there & write o postcard
Picture 5, p. 79  picture
shows marble statue/some tables in the background so it must be in a restaurant
 from the title Of unit & text
& the Other pictures I think this unit must be about food and this text is
probably about some unusual restaurants in Toronto  read
the text & the descriptions Ofthe people & decide which place would be
the most suitable for them/say which restaurant we would like to go to/write
about an unusual restaurant in our country
 Find the unit and page number(s) for
In
pairs, ask ss to go through the list of items they have to find and
elicit/explain what they are and the situation where we would use them, Allow
ss some time to browse the units in pairs and find the page numbers. Ask ss
around the class to report back with their answers, Suggested Answer Key/Answer
Key
restaurant reviews: a form of report
usually found in a newspaper or magazine column in which the author assesses
the good and bad aspects ofvarious restaurants and gives his opinion about them
at the end; 7-79 a recipe: a list of step by step instructions on how to make a
particular dish or dessert and the food items you need for it; 7-80 a shopping
list: a number of items/goodst written one below the other on a piece ofpaper
so that a person does not forget what he needs to buy usually from a
supermarket; 7-82 a plan ofa sports club: a map ofthe premises ofa sports club;
8-91 a memo: a short note sent from one person to another in the same
workplace, containing important information or requesting sth; 8-92 a sports quiz:
a short test to find out how much you know about sports; 8-92 a reminder: a
short note or letter about things one must not forget to do
>
Listen, read and talk about. Ml-earn how to-. ./Practise.. ./Write/Make As described in Module 1 relevant
unit
Listen,
read and talk about

restaurant etiquette and table manners  supermarket
shopping

cooking methods and tastes

cutlery, crockery and appliances  sports and sports
qualities

sports injuries

sports places

the pros and cons of a sport

Learn how to

express likes/dislikes
related to food

order a meal

negotiate

express opinions about sports
Write /
Make
a short review about an unusual restaurant

• a recipe for a local dish  a shopping list  a story  a
postcard • a message

7a Eating out!

Lead-in

A 1 Dave is a
student at university, so he doesn't
  have much money.

Remember new words

He isn't keen on foreiqn food.

Put new words into sentences.

and he                   a
  variety of plain

This helps you remember them.

but tasty dishes, When he
  eats

You can look at the examples in

            out,                                 is

your dictionary to get ideas.

more important than the C 2 Sandra IQ.yes surroundinqs, French and
  Italian food.

1

How are these words related to

She can't afford to eat out

restaurants? Make sentences.

very often, so she likes to

• waiter • menu • dessert

go to places that offer

• chef • bill • tip • napkin

qood value for money

• soft drinks • linen tablecloth

and
  have interesting

• side dish • four-course meal

B 3 Nina
  and her decor.

• servings • seafood dishes

husband always try to

• main course • starter

find
  somewhere fun to go for dinner. They usually

A waiter serves customers in a

choose places where the f.QQ4

restaurant.

is interestinq but plain and
  where the children won't

2

Match the adjectives to the nouns.
a fast, slow, poor, decor c
excellent b high, low, reasonable
c
  modern,
  luxurious, simple, unusual SERVICE a
d
  tasty; spicy,
  plain,

qet bored,
E 4 Mr and Mrs
Finch are lookinq
  for somewhere special to celebrate their 25th anniversary. They
  prefer elegant restaurants and they would love to eat at a
  place

tasteless, traditional 0 e
  relaxed, romantic,

b

where famous people often go•

friendly, fOrmaI atmosphere e

Listening                               5

a.

Listen and read. Match the pictures
  (1-6) to the

3

Listen to some people talking

restaurant reviews (A-F)

about restaurants they have been to.

b.

Explain the words in bold. In pairs, ask and answer

Who is(n't) satisfied? Why (not)?

comprehension
  questions.

A.

Where3 a goodplace to go for seafood in Toronto?

LYN        PAUL     JULIE &
  BILL

B:

Captain John's Harbour Boat
  Restaurant.

Reading
4 The people (1-4) are
trying to decide which restaurant to eat at. Read the descriptions and
underline the key words. Read the reviews (A-F) and decide which restaurant
would be best for each@ Which words helped ou decide? Underline them.

6

Speaking
Imagine
you are in Toronto. Which restaurant would you like to visit? Tell your
partner. Use phrases from Ex. 2.
Writins
Portfolio: Think of an unusual restaurant in your town
and write a short review of it (40-50 words), Write about the:
• location • decor • food • prices • atmosphere

Objectives

Reading: Matching (article); gap-filling (recipe); checking
predictions (story); matching (advertisements); checking predictions (literary
extract)
Vocabulary: words related to restaurants; food items; verbs
and abbreviations related to cooking; adjectives describing cooking methods;
adjectives describing tastes; cutlery, crockery and appliances; quantities of
food Skills - explaining words from the context; categorising words; expressing
food preferences
Grammar: countable and
uncountable nouns; quantifiers; compound words with some/any/no/ every; past
perfect simple and continuous; verbs with prepositions phrasal verb — give
Listening: Task Type — multiple
choice; Format — longer monologue
Skills - listening to identify speaker's opinion; listening
for confirmation; listening for specific information; listening for detailed
meaning
Speaking: simulated situation
(choosing a restaurant; ordering food in a restaurant); extended turn
(describing a picture); general conversation (expressing preferences about restaurants;
comparing table manners in Russia with your country; speculating on a literary
text) Pronunciation: identifying stress
Writing: sentence
transformations; a story (3rd person narrative)
Portfolio - a short review of a restaurant; a recipe; a
shopping list

I  practising vocabulary related to
restaurants
Read out the title of the unit. Encourage ss to predict
what the unit will be about (food and dining), Go through the list of words
with ss and elicit/explain their meaning.
Focus ss' attention on the Study Skills box. You can
ask ss to write definition sentences or personalised sentences (e.g. Last
summer, my older brother worked as a waiterin a Greek restaurant). Check ss'
answers.
Suggested
Answer Key from Ex. 1
A menu
is the list of food items that you can order in a restaurant.
A
dessert is a sweet dish that is eaten at the end ofa meal The chef is the
person who cooks the food in a restaurant.
The
bill is the piece of paper with the cost of the meal written on it.
A tip
is an amount of money, usually a percentage of the total bill, that you leave
for the waiter who servedyou. A napkin is a piece ofcloth thatyou put on your
lap while you eat to protectyour clothes. Soft drinks do not contain any
alcohol.
A linen
tablecloth is a piece of cloth which is placed over the table before it is set
with cutlery and crockery. A side dish is a dish that is served together with
the main course and can bea salad, French fries, etc.
A four-course meal is composed of a starter, a main course, dessert and
tea or coffee.
A serving is the amount of food placed on
your plate for you to eat.
Seafood dishes are those which include prawns, octopus, squid, mussels
etc.
The main course of a mea/ comes after the starter and before the dessert
A starter is o dish ofa small amount offood eaten at
the beginning of a meal.
2
 recognising adjective-noun collocations
Go through the list of adjectives and nouns
with ss and check understanding. Elicit/explain the meaning of any unknown
words. ss do the task individually before checking in pairs and with the whole
class.
Answer
Key (See overprinted answers)
3
 listening for the speaker's opinion; to
hear new words in context
Elicit which words from Ex. 2 ss would expect to hear said by someone who
is/lsn't satisfied with a restaurant. ss listen to the recording and do the
task individually. ss report back their answers, justifyng them, Play the
cassette/CD to the class a second time, if necessary
Answer
Key
Paul: not satisfied (o bit disappointing, pasta - soft garlic bread -
cold, prices — high, service — poor, won't be going there again)
Lyn: satisfied (food — tasty, decor — simplet friendly atmosphere,
waitress very nice, made me feel comfortable, prices — reasonable, I'll
certainly go back) Julie and Bill: not satisfied (wasn't great* service - slow,
waiters - looking down their noses at us, food - bland and tasteless, waste of
money)
4  reading for specific information
ss read the descriptions. Help ss with
unknown words, if they are essential to the task (è.g. value for money
elegant). Remind ss that key words are those which carry the main ideas, e.g.
the words student and not much money give the main idea of the first sentence.
Elicit the key words in the first text. ss underline the key words in the other
three texts.
Suggested
Answer Key (See overprinted answers)
Ask ss to read texts A-F and underline any
parts that match the key words in the descriptions. Remind ss that some key
words may match information in more than one text, and that the correct match
is the one that meets all the requirements given in the description. Tell ss
that key information in the descriptions is usually expressed in a different
way in the text (i,e. it is paraphrased), so they should avoid matching texts
simply because the same words occur. ss do the task individually, then they
compare their answers in pairs and report back to the class, justifying their
78(T)
answers With references from the text. Elicit which
words/phrases helped ss complete the task.
Answer
Key (See overprinted answers)
5 a.  identifying descriptive language
ss describe the pictures in pairs and then
as a class. Play the cassette/CD. As ss read and listent they underline any
parts in the text that could help them match the reviews to the pictures. Allow
ss some time afterwards to complete the task.
Answer
Key
 A (a modern shopping mall)
2
F (tower, the best view
of Toronto and Lake Ontario,
300
metres above the ground)
3
B (the sign Rainforest
Café, unusual decor)
4
D (harbour, beautiful
ship)
5
C (carousel)
6
E (statues, trees
growing through the floor)
b.  inferring the meaning of words in
context; to check comprehension of the text ss explain the words in bold by
giving examples, synonyms, etc.
ss prepare 4-5 comprehension questions (whquestions)
individually. Then ss ask and answer their questions in pairs.
Answer Key from Ex. 5b servings:
portions flowerpots: containers used to grow flowers in jugs: large containers
for liquids mammoth: huge, enormous appetite: a desire to eat save room: make
sureyou are not too full scoops: servings (ofice cream) dishes: food that is
prepared/served a certain way waterfalls: water flowing over an edge into a
pool below aquarium: a glass tank where fish are kept thunderstorm: storm with
thunder and lightning and heavy rain warehouse: building used for storage gas
lamp: a lamp which uses gas as its source ofenergy stained glass:colouredglass,
often used in church windows carousel: merry-go-round; electronic ride with
horses baked: cooked in an oven bottomless: constantly full or refilled
included: covered by; incorporated into range: span; vary; extend decks: levels
on a ship gentle rocking: calm, slow movement from side to side cuisine:
cooking celebrities: well known/famous people growing: living; spreading
fountain: a structure from which water is forced up in the air and falls down
into a pool dine: sit at a table and eat lively: fast tempo, active
79(T)
tower: tall, narrow building view: what can be seen from a window or from
the top Of a building revolves: moves around in a circle constantly: all the
time
Suggested
Answer Key

A:

Where is Mr Greenjeans?

B:

It is situated in the Toronto Eaton
  Centre. What does it offer?

A:

It
  has good food at reasonable prices. What is "A Dish Called Wanda?

B.

It's a dessert which includes nine scoops ofice-cream. Where is the
  Rainforest Café?
It's in Yorkdale Shopping Centre.
  What's on the menu there?

B:

There are
  dishes such as Jungle Safari Soup, Planet Earth Pasta and the Rainforest
  Burger. What is unusual about the decor? etc

6

 VOCabuIary for
  describing restaurants

Remind ss to use the points and language from Ex, 2 in
order to justify their choices to their partners. ss agree/disagree with each
other's choices.
Suggested
Answer Key
I would
like to go to the Rainforest Café because the decor seems very
interesting and unusual. I like the idea of eating my dinner to the sounds of
the rainforest Also, the prices are reasonable and the dishes are tasty.
Writi ng  writing a review Of
a restaurant
Portfolio: In pairs, ss brainstorm vocabulary for
restaurants or other eating places (e.g. fast food restaurants or cafés)
they have been to in their town (or possibly another town) and choose the most
special or unusual one, Ask them to make brief notes in the writing section of
their notebook under each of the given headings, Encourage them to use the
vocabulary from Exs I and 2. Go around the class giving any necessary help with
ideas and/or language. Refer ss to texts A-E p,79 which they can use as models
for their review, Draw ss' attention to ways of making a review interesting for
the reader,
e.g.
use of adjectives, second person, imperative etc. ss use their notes to do the
task as HW
Suggested
Answer Key
If you
are looking for an exciting meal and a fun dining experience, you must visit
'The Wacky Warehouse" which has branches around the UK! 'The Wacky
Warehouse" offers a large variety of traditional British food at
reasonable prices, The restaurant has a giant indoor barn full of fun play
equipment for children, The "Wacky Staff" hold childcare
qualifications too, The atmosphere is relaxed and friendly and the decor is
bright and colourful. It's a great place to go for a family meal out

A.
Mr Greenjeans

Situated in the Toronto Eaton
Centre, a modern shopping mall, Mr Greenjeans offers good food at reasonable
prices in a relaxed and friendly atmosphere. Make sure you're really
hungry; though because
the servings are huge! Salads are served irvflowerpots milksha.kgsA:ome
in jugs and to finish one Of the 'mammoth' burgers you need a mammoth appetite!
If you do manage t(ýsavè room for dessert, try A Dish Called
Wanda — it includes nine scoops Of ice cream!
B.
Rainforest Café
For
those of us who can't get to the real rainforest, Yorkdale shopping centre has
the next best thing. The Rainforest Café's tropical menu offers
such tasty dishes as the  Planet Earth pasta and the Rain Forest Burger

C.
The Old Spaghetti Factory
Imagine
a buge warehouse with

hi.glu:eilings,
gas-lamps and stained glass
windows. Add an old-streetcar and
a working carousel that's over 100 years old, and you've got the Old
Spaghetti Factory on The Esplanade. The service is great and the menu includes
traditional-pasta dishes such as spaghetti Bolognese and lasagne. Salad
or soup, freshly baked bread, ice cream and bottomless cups of tea, coffee and
soft drinks are all included in the  of the main courses, which range
from $8.99 to $14.99.
D.
Captain John's Harbour Boat
Restaurant
In Toronto harbour there is a
E.
Sassafraz
One
of the most popular but expensive places to eat is Sassafraz in Yorkville. It
offers delicious French and Californian Cuisine in beautiful Many celebrities choose to
eat in the Garden Room, where there are sta.t.ue.s, trees growing through the
floor, a fountain and a 40-foot-high glass roof- So, for that once-in-alifetime
Óccasiop, come to Sassafraz and dine in the sun or under the stars
while listening to lively jazz music.
F. 360: The Restaurant at the Tower
Located in the CN Tower, the tallest tower
in the world, the restaurant offers the best view of Toronto and Lake Ontario.
300 metres above the ground, it slowly

at
very reasonable prices. The unusual-decor includes waterfallshuge aquariums and
live parrots The
effects include all sorts of animal-calls, and every half an hour there
is a huge tropical five decks This is Captain John's

Harbour
Boat Restaurant. In this quiet, romantic atmosphere you can enjoy the gentle
rockingof the boat as you taste some of the best seafood dishes in the city.
The prices are a bit expensive but definitely worth it.

the
windows is Constantly changing. If you are looking for excellent service,
reasonable prices and
fine dining in a formal atmosphere, come to 360 — you'll feel on top of the
world.
79

beautiful
ship, over 300 feet long with revolves
so that the view outside

Vocabulary
Practice
Supermarket shopping
1
a. List two things you usually buy from each supermarket section
below.

b. In pairs, ask and answer questions.
       A,' Excuse me I need to buy
some apples. Where can I find them?  B: In the Fruit and Vegetables section.
Thats in aisle 5.
           Reading & Listening                                                                       c.
Read the text. What do the
2
a. What type of text can you see below? Where might you               following
abbreviations mean?
             find it?                                                                                •
2 tbsps • 2 tsps • 250 g
Cooking methods
How do you like to eat the food in the pictures? Ask
and answer. • fried • baked • boiled
• grilled • roasted • scrambled
• mashed • steamed
some grated Parmesan
cheese
no
for topping a Pinch of sall and pepper
1) Chop the onions and 2) Dy them gently in
a little olive oil with the mushrooms. 3) Add the chopped tomatoes, basil,
oregano, salt and PePPer. 4) Simmer the sauce for aboul 20-25 mins.
5) Put the pasta into boiling, salted water
and 6) cook for about 8 mins. When cooked, 7) drain the water and place the
pasla on a plate. A: Howdoyou likeyoureggs- boiled 8) Pour the sauce over the
pasla. 9) Sprinkle or fried?
         some cheese on top and
serve.                                                                                B:
Actually I prefer them scrambled

1 as  revising vocabulary related to food and
drink
Go through the names of supermarket sections and check
understanding. Elicit/ExpIain the meaning of any unknown words. ss write two
(or more) words for each section in their vocabulary notebooks and compare
their answers in pairs. Ask ss for their answers and write them on the board.
ss add words from the board to their notebooks
SuggestedAnswer
Key

1 milk, cheese

6 bread, cake

2 pizza, ice cream

7 beans, peas

3 crisps, biscuits

8 spaghetti, brown rice

4
  cola, mineral water
5      apples carrots

9 chicken, beef

 Practising vocabulary related to
supermarket shopping through speaking
Read out the example and ask ss to repeat chorally and
individually, paying attention to intonation. ss use their lists and the
pattern in the example to ask and answer questions in pairs. Monitor ss'
performance.
Suggested
Answer Key
A:
Excuse me, / need to buy some crisps. Where can I find them?
B: In
the Snacks and Sweets section. That's in aisle 3. etc
2 a•  identifying text genre
Focus attention on the title, picture and layout.
Elicit answers to the questions from ss around the class.
SuggestedAnswer
Key
It is a
recipe. You might find it in a cookery book, a magazine or online.
b•  reading for detailed comprehension,
using verbs related to cooking in context
Read out the list of verbs and elicit their meanings by
miming the actions and/or giving examples. With a monolingual class, check ss'
understanding by asking them to give the equivalent verb in their Ll . Allow ss
some time to read the text and complete the task. Play the cassette/CD for ss
to listen and check their answers.
Answer
Key (See overprinted answers)
 inferring the meaning of abbreviations related to cooking
Ask ss
to find the abbreviations in the text and use the context to infer or guess
their meaning, (e.g. 20-25 mins refers to cooking time and 250g to the amount
of pasta we need). ss can check the meaning of the abbreviations in their
dictionaries.
Answer Key tbsps — tablespoons tsps — teaspoons g — gram(s) mins -
minutes
Game
 COnS01idating new vocabulary
Divide the class into pairs, Assign the
reading task to shy or quiet ss and get more extrovert ss to mime the actions.
If there is not enough time for everyone to do the task, choose a few pairs and
ask the rest to act as judges. ss take turns reading out the recipe and miming
the actions. At the end, ss vote for the best mime using the class ballot box.
3  Practising adjective-noun collocations
related to cooking methods through speaking
Go through the words and elicit/explain
their meaning by giving examples, miming or describing the cooking methods.
(e.g. When something is fried it is cooked in a pan with fat or oil.) Elicit
the different ways in which each type of food is usually cooked and write them
on the board, There might be some differences in opinion regarding cooking
methods, especially between ss from different ethnic backgrounds,
SuggestedAnswer Key eggs: fried, boiled or scrambled potatoes: fried,
baked, boiled, mashed vegetables: fried, boiled, steamed fish: fried, baked,
grilled, steamed, boiled rice: fried, boiled, steamed lamb: grilled, roasted
beef: boiled, grilled, roasted
Read out the example and ask ss to repeat
chorally and individually. focusing attention on intonation. ss make similar
exchanges. Monitor ss' performance, giving any necessary help. Ask some pairs
to report back to the class.
Suggested
Answer Key
A: How do you like your potatoes - baked or boiled? B: Actually, I prefer
them mashed.
HOW do you prefer your vegetables — steamed or boiled?
B:
Actually, I prefer them roasted. etc
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4 a.  vocabulary for food/tastes
Elicit/explain the meaning of the adjectives, Elicit
which of them refer to taste and which refer to texture (taste: spicy, bitter,
sour, sweet; salty hot, strong - texture: creamy, juicy). Ask ss to match
adjectives to nouns.
SuggestedAnswer
Key

nuts - salty

olives —juicy/bitter

melon —juicy/sweet

honey - sweet

mayonnaise - creamy

grapes -juicy

grapefruit
  -juicy/sour

vinegar — sour/bitter

pickles - strong/sour

chilli peppers — hot

lemons —juicy/sour

beefsausages — spicy/

cherries - sweet

salty

garlic —
  strong

crisps — salty

b•  talking about food preferences,
practising new vocabulary through speaking
Look at the language in the box. Read out each sentence
for ss to repeat chorally, focusing attention on stress and intonation. Act out
the example with a S, Ask ss to discuss their preferences about the food items
in the pictures in pairs, using words and expressions from Exs 4a and b. Ask
some pairs to report back to the class.
Suggested
Answer Key
A: Do you like melon?
B: Not really. It's toojuicyforme,Andyou?
A: Oh,
I love it! Do you likepickles?
B: I
think they're very tasty What aboutyou?
A: Oh,
they're disgusting! etc
5       organising
nouns related to food into semantic categories
Elicit/explain the meaning of cutlery (things thatyou
eat with), crockery (things that you use to serve your food and drinks) and
appliance (machines you use for cooking). ss do the task individually and check
their answers in pairs. Check understanding of the words as ss report back
their answers to the class. Read out the example sentence and ask ss to make
similar sentences to illustrate the meaning of each word. ss can write some of
the sentences in class and do the rest as HW-
Answer
Key (See overprinted answers)
Suggested
Answer Key
2 We use a blender to turn food into a liquid 3 We use a teaspoon to stir
a hot drink
4 We use a mug to drinka hot drink from. 5 We use ajug to serve drinks or
cream in.
6      We use a saucer to put under a cup.
7      We use a toaster to toast bread in.
8      We use a serving dish to serve food
at a meal 9 We use a soup bowl to serve soup in.
10
We use a
tablespoon to measure ingredients.
11
Weusea kettle to boil waterin 12 Weusea dessert fork to eat cake
ora sweet, 13 Weuseacarving knife to cut meat.
6  COIlocations for food quantities
Go
through the words in the lists and elicit]explain their meaning. ss match the
words individually before checking their answers. Revise/elicit the use of
much/many through examples [e.g. How much sugar...? (uncountable) — How many
apples (countable)]. Ask ss which of the nouns in the second list take much
(garlic, spaghetti, cheese, salt) and which take many (nuts, tomatoes and
olives take many). In pairs, ss make exchanges as in the example.
Answer
Key (See overprinted answers)
Suggested
Answer Key
A: How much sugardo we need?
B: One
cup will be enough, /Justone cup
A: How many nuts do we need?
B: A handful of nuts will beenough./Justa handful. etc
Writing
 Practising writing a recipe
Portfolio: Read out the rubric and elicit key words
(cookery magazine, recipe, typical dishf your country). Refer ss to the recipe
in Ex. 2 and draw their attention to content and organisation (it is organised
in 2 parts: list of ingredients and method). Also focus on language and style
(use ofimperative, words describing quantities adjectives and verbs describing
cooking methods, short and simplesentences). Ask ss to think of typical dishes
in their countries. You may want to present some more verbs commonly found in
recipes
e.g.
beat (eggs), mixt whisk, slice, fold
Suggested
Answer Key
Cheese & Mushroom Pancake
Ingredients
     For the
pancake                                 For the filling
1 oog
flour 509 grated cheese 1/4 litre ofmilk 2 large mushrooms a pinch ofsalt salt
and pepper 1 egg
1 tbsp
sunflower oil
Method
Put the
flour and salt in a bow/, Beat the eggs with the milk and add a little at a
time to the flour. Mix well. Whisk for one minute. Heat the oil in a frying pan
and add the pancake mix. Cook for a minute. Then turn it over. Slice the
mushrooms and put them and the cheese in the pancake. Fold the pancake over and
turn once more. Add salt and pepper and serve,

81(T)

Tastes

•
spicy • bitter • sour • sweet • creamy
•
salty • juicy • hot • strong

Speaking
4 a.
What do the food items in the pictures taste like?
Nuts are salty,                     grapefruit          pickles
           cherries
             b.
Use the sentences to discuss in pairs.                                                                                chilli
peppers
                beef sa usages                   crisps

A: Doyou like nuts?
B: Not really. They're too salty for me. Andyou?

Quantities of food

A: Oh, I
  can'tgetenough of them!// don't like them.

6

Match the words, then ask and answer in pairs.

Cutlery, crockery & appliances
5 Mark the items CU (for cutlery), CR
(for crockery) or A (for appliance). Make sentences.
1 plate CR 2 blender A 3 teaspoon CU
4 mug CR 5 jug CR 6 saucer CR. 7 toaster A
8 serving dish CR 9 soup bowl CR 10 glass
CR
1 1 tablespoon CU 12 kettle A
13 dessert fork CU 14 carving knife CU
         We use a plate to serve food
on.

A: How much chocolate do we need?

Writ; %

B: One bar will be enough. /Just
  one bar.

Portfolio:
A cookery magazine has asked you to write the recipe for a typical dish from
your country (5060 words). You can use the recipe in Ex. 2 as a model
81
Grammar in use
Countable and uncountable nouns
Grammar
Reference

1      Put
the words in the box under the correct heading.
Countable:
pea,
Uncountable: popcorn,

• popcorn • pea • onion •
peach
• lobster • cereal • water • bread
• yoghurt • salmon • meat •
salt
• spring onions • cauliflower
• wine
• ketchup • lettuce • cheese
•
mustard • cabbage • celery

2 Circle the uncountable nouns then make sentences
using them newsr money, furniture, apple, children,
Information, hair, banana, luggage, house, advice, pear, milk, pasta, timer
photo, rice, traffic
Quantifiers
Grammar
Reference
3 Fill in: some, any, much, many, (a)
little, (a) few, a lot, no, then complete the table. Make sentences for each
use
1      How
much pasta do you need?
2      There's
no yoghurt left! must buy some
3      We
need a lot of onions in order to make this dish.
4      How
some pears do we need?
5      Is there any cheese left? Yes,
there's
quite a lot.
6      We
have very few tomatoes
left, I'm afraid
7      There
are only some cherries left. Shall we buy some?
8      There
is only a little olive oil
left, We must buy some. 9 Don't put too much salt in
the water.
10 Would you like some tea?
82
 Listening
4
 a. Mrs Turner asked her

husband to buy some things from the supermarket, Look at the list then
listen. What did Mr Turner get wrong?
b. Read the sentences (1-6). Listen again. Why is Mrs
Turner annoyed with her husband? Complete the sentences with: any, no, too
little, too few, too much, too many.
1There aren't any green peppers.
2
He bought too few bananas.
3
There is too little sugar 4 There is no cauliflower.
5
He got too many
eggs
6
He bought too much milk
5 Use some/any/no/every+
body/thing/where to fill in the gaps.
1      ALet's
go somewhere quiet and relaxing to eat BWhat about
that little bistro on the riverside?
2      ADid
you book a table for tomorrow?
B.      i
called the restaurant but nobody answered I'll try later.
3      A.
Did you enjoy your meal, Slr?
B: Everything was fine, thank you.
4      ADo
you know anyone who comes from Japan?
B.      I
do, actually. There is a Japanese boy in my English class.
5      ACould
you get me some butter from the supermarket? B' Sure is there anything else
you'd like?

 revising COuntable/uncountable nouns
Check understanding of the terms countable and
uncountable. Elicit examples of countable and uncountable nouns from ss. Go
through the words in the box and check understanding. ss make two lists in
their grammar notebooks and compare their answers in pairs. Explain that some
nouns may be countable or uncountable according to whether we think of them as
one thing (e.g. There's only one yoghurt left, meaning a pot of yoghurt) or as
substance (e.g. We need some yoghurt for the cake) Refer ss to the
Grammar Reference Section for

Didyou buy any bananas? (C — interrogative)

more detail.
Answer
Key

Countable

Uncountable

burger, strawberry,

popcorn, cereal, water,

onion, peach, melon,

bread, yoghurt, salmon,

sandwichi broad bean,

meat, salt, wine,

cauliflower carrot,

ketchup, cheese,

biscuit, lettuce

mustard

2        identifying/revising
uncountable nouns ss do the task individually before checking their answers in
pairs. Focus ss' attention on the difference in meaning between hair and hairs.
Read the example sentence and ask ss to make their own sentences using the circled
nouns. ss read out some of their sentences to the class.
Answer
Key
Uncountable
Nouns: news, money, furniture, information, luggqge, advice, milk, pasta, rice,
traffic, knowledge
(ss'
own answers)
3        revising
and practising quantifiers

ss complete the sentences individually (using their previous knowledge of
quantifiers) before they check their answers in pairs and with the whole class.
Copy the table on the board and use the completed sentences (1-10) to elicit
the use Of quantifiers and complete the table, Focus attention on the
difference between little/few (emphasising a very small quantity or number —
not enough) and a little/few (simply indicating a small quantity or number). ss
use the completed table to write their own sentences and report back to the
class. Refer ss to the Grammar Reference section if necessary.
Answer
Key (See overprinted answers)
Suggested
Answer Key
I'vejust
bought some bananas. (C— positive)
I need
to buy some cheese. (U - positive)
Wouldyou
like some strawberries? (C— interrogative)
Wouldyou
like some sugar in your tea? (U — interrogative)
There
aren't any pears left. (C — negative)
There
isn't anyjuice left. (U — negative)
15
there any bread left? (U— interrogative) etc
4       a•
 listening for specific information
Go through the rubric and the shopping list and check
understanding, Ask ss to tick the items that Mr Turner got wrong. ss listen to
the recording and do the task, Encourage ss
to justify their answers by referring to specific parts in the recording
Suggested
Answer Key green peppers ('but where are the green peppers?' 'l forgot to get
them!') bananas ('And why are there fifteen bananas? I only asked for five!')
sugar ('Actually, I asked for two kilos ofsugar, not one.
cauliflower
(What about the cauliflower?' I forgot it.') eggs ('...look at al/ those eggs.
There are a dozen here and I wrote six on the list. ') milk ('And all this milk
— this is a two-litre carton We never drink such a lot')
 practising quantifiers
Elicit the meaning/use of too with quantifiers (too
little/few: not enough; too much/many: more than enough). Ask ss to complete
the sentences with what they remember from the listening text. Play the
cassette/CD for ss to confirm their answers.
Answer
Key (See overprinted answers)
5  practising compound words with some/
any/no/every + body/thing/where
Elicit all the compound words that can be formed with
some/any/no/every + body/thing/where. Refer ss to Grammar Reference section (p.
137), ss do the task individually, before they check their answers with the
whole class.
Answer
Key (See overprinted answers)

82(T)

 making predictions about a text
Read out the rubric and questions and elicit answers
from ss. SuggestedAnswer Key
1       Ina restaurant.
2       Aman
anda woman, they maybe husband and wife.
3       Something very (un)pleasant might
happen
Allow ss some time to read the text and check their
answers.
7  using the past
perfect simple
Write the following sentence from the text on the
board.
Last
Friday evening we decided to try out a new restaurant which had recently opened
in the centre of the town.
Elicit the two actions (we decided to try out a new
restaurant / had recently opened) and ask ss which action happened first (had
recently opened). You may illustrate the two actions with this time line.
BEFORE LAST
FRIDAY LAST FRIDAY                       NOW

restaurant opened we decided to go
Elicit the form and use of past perfect simple (form: had
+ past participle — use: to talk about an action that was completed before a
certain point in the past). ss underline the past perfect forms in the text and
report their answers to the class. Refer ss to the Grammar Reference section
for more detail.
Answer Key had opened had made, had finished, had left
8       practising
the past perfect ss complete the sentences individually- Ask different ss to
read out their sentences to the class,
Suggested
Answer Key
1
we had served our
guests,
2
she had already
seen the film, 3 it had closed for the night.
4 we
had eaten it all the day before.
9       using
the past perfect continuous
ss underline the past perfect verb forms in the
examples. Elicit the form and use of the past perfect continuous (form: had
been + verb + ing - use: to talk about longer actions on situations that had
been going on up to a certain point in the past) and ask ss to compare and
contrast it to the past perfect simple SuggestedAnswer Key
Verb forms:
10
I l
12
 using past perfect continuous/past
simple
On the board write: She had been waiting for an hour
befóre the bus arrived. Focus ss' attention on the verb form used to
describe each action (past perfect continuous for the earlier action and simple
past for the action after that). ss do the exercise.
AnswerKey
 She had been waiting for half an hour before they took her order.
2
She was tired because
she had been cooking all morning.
3
He had been driving for
a long time when he realised he was lost.
4
The boys were out of
breath because they had been playing football all afternoon.
5
He was exhausted because
he had been typing letters since the morning.
 Cansolidating new structures; practising
rephrasing and reformulating information
Remind ss to use no more than three words (contractions
count as two words) and to ensure the second sentence has the same meaning as
the first. ss complete the task individually.
Suggested
Answer Key (See overprinted answers)
 practising phrasal verbs with put
Elicit the meaning of each phrasal verb using examples.
ss complete the sentences individually, then they check their answers in pairs.
SuggestedAnswer Key give back: return sth to sb give out: dispense or
issue/stop working (machine) give up: stop doing/having sth give off: emit give
in: agree you are defeated give away: give 5th to 5b for free; reveal sth
Answer
Key (See overprinted answers)
Writing
Portfolio: Explain that ss should think about the types
and quantities of food their family would need in a typical week. ss can use
the list in Ex. 4 as a model. Encourage ss to justify their choices to their
partner (e.g. We don't eat much meat in my family, so we only need 1/2
kilo beef). Ask some ss to read out their shopping lists to the class.
(ss'
own answers)

7 a
has been waiting (emphasises duration) b had been waiting (emphasises duration
in the past)
2 a has been crying (visible result in the present) b had been crying
(visible resultin the past)

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A meal to remember

Reading
6 Look
at the title and the picture.
1       Where
do you think the story takes place?
2       Who
might the main characters be?
3       Why
could it be a meal to remember?
Read and check your answers.
Past perfect (continuous)
Grammar

7
Read the text and
find examples of an action which happened in the past before another past
action.
8
Complete the sentences using the past perfect.
1       We
started eating after

2       She
didn't come with us because

3       By the time we reached the restaurant

4       There was no more cheese as

The past perfect continuous is the past equivalent of the present
perfect continuous.

9
Compare the examples, Which expresses a visible result in the
present/past? Which emphasises duration in the present/past?
She's still at the
bus stop, She has been waiting for an hour for the bus to come, b She had been
waiting for an hour before the bus came.
Her eyes are red
because she has been crying. b Her eyes were red because she had been crying,
10
Make full sentences using the past perfect continuous and the
past simple.
1       She/walt/half an
hour/before/they/take/order
2       She/be tired/because/she/cook/all
morning
3       Heldrive/long time/when/realise/he/be
lost
4       The boys/be/out of
breath/because/they/play football/all afternoon
5       He/be exhausted/because/he
type/letters/since morning
Sentence transformations
Il Use the word in bold to complete the
second sentence so that it means the same as the first. Use no more than three
words.

Last Friday evening we
decided to try out a new restaurant which had recently opened in the
centre of
town. It was raining quite heavily, but      luckily  we managed to find a
parking space right outside the restaurant.
The restaurant was quite
busy,
but we had made a reservation, so the waitress took

us straight to our table. we
had a wonderful meal the service was excellent and the food was delicious.
After we had finished our meal, we asked for the bill. It was then that
realised I had left my wallet in the car. My wife stayed in the restaurant and
1 went outside to get my wallet. Imagine my surprise when 1 saw that my car was
gone!
1
There are only a few apples left  many
There aren't many apples left,
2     Jane
washed the dishes and then went to bed
after Jane went to bed after she had washed the dishes.
3 I
was surprised at how good the food was.
expected

I hadn't expected the food to be so good
4 We have run out of cheese. any There isn't any
cheese left.
Phrasal
verbs
12 Explain the phrasal verbs, then fill in the correct particle in each
of the sentences.
1
The fridge is giving back              out
off a terrible smell.
2
He promised not to in
give away myup
secret,
3
I must give up away off chocolate to lose weight.
4
John gave Sam back the money he owed him.
Writ; '18
Portfolio: Write your shopping list for a typical week. Compare your list

with your
partner.
83
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2 Which place(s) (A-C)
1      specialises
in one kind of meat?
2      is
open six days a week?
3      have
performances by singers and musicians?
4      has
a weekly competition?
5      will
provide food for a party at your home?
3 Work in pairs. Imagine you want to eat
out. Choose an advert (A-C) and ask and answer questions about it. Use the
prompts:
•     which/restaurant?

•     what/be/like?
•     when/be/open?
•     book/table?
Verbs with prepositions
4
Fill in: with, for, to, of, about then make sentences related to
food.
1 begin with; 2 complain about;
3 consist of; 4 wait for;
5
apologise to st) for sth
How
about mushroom soup to begin with?
84

5
6
Table manners
a. You will hear someone talking about good table
manners in Russian restaurants. Listen and choose the correct answers.
I Don't eat too much Of the first course as
@ there will be many courses to follow B
you are expected to eat very little.
C all the courses will be delicious.
2
In the restaurant, it's not polite to A put your hands on the
table.
B sit in the corner of the room.
keep your coat on
3
You should get
the waiter's attention by
        A
calling                  B waving.         (Q) looking at him.
4
The first toast
of the evening should be made by
      @ the host.             B the honoured guest.             C a lady.
5      When someone asks you for a knife, you should A put it
in their hand.            (E) place it on the table C hold it in your hand.
b. In pairs, compare table manners in your country
with table manners in Russia.
 Pronunciation (stressed syllables)
Listen and underline the stressed syllables, Say the
sentences in full
I Still or sparkling? 2 Ready to order? 3 Help
yourself.
4 Rarer medium or well done? 5 Milk and sugar?

1  genre
  type

(Ss'own answers)

Set a short time limit for ss to skim through the
  advertisements and identify the common topic.

5

a •  listening
  for detailed information

Focusing ss' attention on layout
  and key

Allow
  ss some time to read through questions

words/phrases ("Dining in Style; Twilight Dinner

1-5 and check understanding of key vocabulary

Special", 'The Best Beefin Town", Lunch and
  Dinner Daily).

(e.g. courses, toasty host, honoured
  guest). Encourage ss to underline the key words in the

Suggested Answer Key

stems (e.g. first courses, not
  polite, get waiter's

They are all advertisements related to eating out. You

attention, first toast, asks for
  knife), ss listen to the

might see them in the classified section of a newspaper

recording
  once and answer as many questions

or magazine or in a telephone directory in the section for

as
  possible. Play the cassette/CD again for ss to

restaurants.

check
  and complete their answers. ss compare their answers in pairs and then with
  the whole

2  reading for specific information

class.

Go through the sentences with ss and check understanding.
  Elicit the key words in each

Answer Key (See overprinted answers)

question (one kind, meat, opene six days, performances,

b'
   reflecting on one's own experience

singers, musicians weekly competition, food, party, at your home). ss
  do the task

and comparing it to information in a listening text;
  practising asking for and giving opinion

Answer Key

Elicit
  the main points about table manners in

1 B ('The Best Beefin Town")

Russia
  and write them on the board, Ask ss to

2 B (closed on Monday)

compare
  them with those in their country

3 A (Live Music Every Friday), C (Live Músic Every
Friday & Saturday Night)

Encourage a full class discussion

4 C (Karaoke Contest — Cash Prizes)

SuggestedAnswer Key

5 A (Catering available for functions offpremises)

A: How do you think table manners in our country are
  different to those in Russia?

3  Practising
  asking for and giving

B: Well, here, we don't have as
  many courses as they

information about advertisements

have in Russia and I don't think
  we eat as much,

Go through the prompts and check
  understanding

A: That's true. And/don'tthinkyou
  havetotryeverydish that is put on the table.

Allow ss some time to choose an
  advertisement

Bf No,
  neither do l. What about keeping your hands on

and prepare their questions. ss may ask
  additional questions if they want to, Go around the class,

the table? Is it bad manners here
  ifyou do that? etc

Focus

frenglish.ru monitoring and helping ss, if
necessary  6identifying stressed syllables; practising

Suggested
  Answer Key
Ad C
A; Why don t we go to 'The Blue Moon B: Alright. Where is it?
A: It's at 70 Park Road
  in Eastchester  What is it like?
A: Well, it's got live
  music every Friday and Saturday night and there is a karaoke night every
  Wednesday.  When is it open?
A: It's open everyday for both lunch and dinner.
B, Do we need to book a table? A: No, / don't think 50.
Extension: Ask ss to bring advertisements
  of restaurants (in English and/or their L 1) and repeat the task in the next
  lesson.
4  Practising
  verbs with prepositions
ss do the task individually and then check their answers in
  pairs, using a dictionary if necessary. Allow ss time to write their
  sentences, Check in class.
Answer Key (See overprinted answers)

pronunciation
ss go through the sentences and then listen to the
  recording and underline the stressed syllables. Check ss' answers. Focus ss'
  attention on correct stress. Play the cassette/CD again, if necessary, and
  pause after each sentence for ss to repeat chorally and individually. Elicit
  the complete sentences from the whole class,
Suggested Answer Key
 Would you like
  still or sparkling mineral water?
2
  Are you ready to
  order?
3       Please, help yourself.
4       How would you like your steak, rarer
  medium or well done?
5       Wouldyou like milk and sugar in
  your tea/coffee?

84(T)
frenglish.ru

7 a.  identifying the setting in a dialogue
ss read the first three or four lines of
the dialogue. Elicit an answer to the question from the class.
         Suggested Answer Key                                                                      9
They must be in a restaurant, because they are giving their order to the
waiter.
b•              Practising
reading for specific information
ss read the dialogue as they listen to it.
Then, ss go through the menu and read the dialogue again in order to underline
what each person ordered. ss calculate the total amount that the people will
pay and compare with a partner before reporting back to the class. Check
understanding of vocabulary and elicit/explain any unknown words. Play the
recorded dialogue again, this time pausing after each sentence. ss repeat
chorally to practise pronunciation, intonation and stress, You may assign roles
to individual ss to act out the dialogue in class.
Answer
Key
Tony
Mushroom
soup
Pasta
with fresh tomato sauce
Tropical
fruit salad
Cola
Julia
Chef'S
salad
Baked
salmon and egg pie
Chocolate
pudding
Mineral
water
They
will pay $4295 in total,
8  Practising ordering food in a restaurant
Divide the class into groups of three and
assign roles of waiter and customers, Refer ss to the model dialogue and the
menu and allow them some time to prepare their part, Choose some pairs to act
out the dialogue.
Suggested
Answer Key
A.'
Good evening, Are you ready to order, sir?
B: I
think so. Marcie, what would you like?
C:
IT/ have the seafood cocktail, pleaser followed by the roast lamb with steamed
vegetables.
A: And
for you, sir?
B: ltd like the cream cheese tart, please. And for the main
course I'll have the chicken. A. Fine. And for dessert?
C: Ice
cream for me, please. John?
            B:       have chocolate
pudding.
A: And
would you like anything to drink?
B: Yes — coffee for Marcie and tea for me, please. A: Thank you, sir.
85(T)
fren
Extension: Ask ss to make their own menus,
illustrating them with pictures, and bring them in the next class. ss act out
similar dialogues using their menus. Record ss' dialogues.
a-  Practising describing a picture
Focus ss' attention on the Study Skills box. Elicit
which aspects of a picture adjectives can refer to (e.g. peopler place,
atmosphere, food etc) ss brainstorm adjectives to describe the people, place
and food in the picture. Then ss read the description, underlining the
adjectives, and compare them to the ones they mentioned previously. Elicit an
answer to the question.
Suggested
Answer Key smartly dressed, helpful, small, beautiful, delicious, stylish,
expensive
Yes,
the description is interesting, because it includes a variety of adjectives
which make it more vivid and personal.
    practising using adjectives for
describing a picture
Divide ss into pairs. Each pair will consist of a
'candidate', who will describe the picture, and an 'examiner', who will keep
notes on the 'candidate's' performance (whether he/she covered all the points
and how well he/she used adjectives to make the description interesting)Allow
ss some time to think about the points given and of appropriate adjectives to
use in their description. Remind ss that they can use language and ideas from
the description in Ex. 9a. Monitor ss' performance as they work in pairs. Ask
the examiners' to report back their observations to the class.
Suggested
Answer Key
In this
picture, there are two casually-dressed people sitting at a table on a balcony.
They may be on holiday. They are talking and the woman is smiling. She looks
happy There is a blue and white check tablecloth on the table, They have
ordered sandwiches and salad and the food is colourfu/ and looks delicious. The
restaurant is informal and the atmosphere seems to be quite relaxed and casual.
It looks like it may be part of a hotel. The couple seem to be having a good
time and enjoying their meal.
Fun Time - Extension: Ask ss if they know other similar
jokes and tell the class. Ask ss to make up a similar joke and illustrate it.
Collect ss' jokes and display them in the class display board, ss can also vote
for the best joke using the class ballot box.
ish.ru

Ordering a
meal
7 a. Read the first few lines of the
dialogue. Where are Tony and Julia?
b. Listen and
read. Look at the menu and underline what each person orders. How much will
they pay in total?
Walter. Good evening. Are you ready to order, sir?
Tony I think so, Julia, what would you like?
JuliaI'll have the chef's
salad, please, followed by the baked salmon and egg pie.
Waiter: And for you, sir?
Tony: I'd like the mushroom soup,
please, And for the main course, I'll have the pasta
Waiter: Fine. And for dessert?
Julia. Chocolate pudding for me, please. Tony?
Tony I'll have the fruit salad.
Waiter: And would you like anything to drink?
Tony: Yes — mineral water for Julia and a
cola for me, please. Waiter.Thank you, sir.
8
Portfolio: Imagine you are at the same restaurant. In groups of three, take
roles and act out similar dialogues Use the dinner menu. Record your dialogues

ST

KILLS

UDVSb. Describe Picture B to
your partner. Think about:

Describing
  pictures effectively
When you
  describe a picture, use adjectives.This makes your description more
  interesting.

•
people & clothes
•
place
•
reason for

being there

Describing pictures

• activities

9 a. Look at Picture A, then read
  the text and

• people's

underline
  the adjectives. What makes the

feelings

description interesting?
In this picture there are two smartly dressed people

Use adjectives.

sitting at a table in a

Looks as if It's

restaurant They may

trying to get

be celebrating

Waiter, what's

out, sir.

somethingt or they

this fly doing in

may be colleagues having dinner

my soup?

together. They
are talking to a waiter. He looks helpful. There are lots of dishes on the
table. The food looks delicious. The restaurant has a stylish decor. It looks
quite expensive to me. The people seem to be enjoying their meal.
fren
ish.ru

Getting started

4

Which of the following
  has the

I

When setting the scene
  ofa story, we need to decide on the

writer used to make the story

characters,
  the place, the time and the action. Look at the picture,

more interesting? In pairs, find

read the beginning and
  answer the questions.

and
  underline examples of:

Writing
a story

• variety of adjectives/adverbs
present participles (-ing)/past participles (-ed) characters' exact words
(direct speech)

1

Who are the main

When does the story

characters in the story?

take
  place?

Your
turn
2
Where are they?          5
What is the weather   Organising ideas into
3
What are they
doing?  like?    paragraphs

When you write a story,
organise
2
We
can enda story by referring to the characters' feelings. Read the your ideas
into paragraphs.This ending, How do the characters feel in the end? helps you
co create a logical relieved and glad structure and guides your reader through
your story.

Bill and Ann put their picnic
blanket on the living room floor and sat down, They were relieved to be out of
the rain and 5 Look at the rubric and answer glad that their food was still
dry, "Perhaps being in the house the questions in the plan. Then isn't so
bad after all]' said Bill. write your story (100-120 words).

 asked
  you to write a story

Let's
  look closer

 with
  the title: A Dinner Party.

Your English teacher has
3
Read
the title and think of a beginning and an ending.Then, read the story and put
the paragraphs into the correct order. How do the characters feel in the end?
He felt surprised. An Unexpected Surprise!
Extremely disappointed, he went into the
living room and sat on the sofa. Imagine his surprise when, picking up the TV
remote control, he saw a little note stuck to saying: "Now that I have
your attention
Happy
Anniversary! Meet me at Les Ouatres Saisons at 8,30pm for a special dinner. r
He had just enough time to make it!
Martin opened the front door slowly. All
was quiet. "Good, she's not here yet," he thought. He went straight
into the kitchen and put down the heavy bags of shopping.
Busily chopping, slicing and frying,
Martin finally got everything ready. He felt proud and excited. However, by 7
0'clock there was still no sign of Fiona. Later, looking at the clock, Martin
saw it was almost 8 and finally lost his temper. "At least I can watch the
news", he thought.
He pulled out the recipe he had found
on the Internet. It had seemed quite difficult, but the lady at the supermarket
had explained everything to him. "Fiona will love the surprise anniversary
dinner," he thought, His wife always prepared the meals but tonight was
going to be different!

Introduction
  (Para 1) will you Slart your storv?
Who are the main
  characters?
IV/pere are they?
  When does the story take place?
Main Body (Paras 2-3) Whal
  happensfirst? What happens next? What's the climax event?
Conclusion
  (Para 4)
What happens in (he
  end?
How do the
  charactersfeel?

CPQa11
An
egg that is fresh will sink in water, but a stal

one won't.
86

1       Explain
to ss that when we start writing a story we need to set the scene: in other  think
about who the main characters are, where they are, when the story takes place
and what the people are doing. Ask ss to read the introduction and answer the
questions 1-5. Check ss' answers.
Answer
Key
1      Bill and Ann             4 In the
afternoon
2      In the park               5 Sunny
3      They are having a picnic
Extension: Show ss various pictures. ss work in pairs.
Elicit a description of each picture and ideas about what might be happening.
ss work in pairs and write a beginning using the one in Ex. 1 as a model.
Remind ss to think about the setting asking the questions presented in Ex. 1
(Who? Where? When? What?). Ask different ss to read out their beginnings to the
class,
2        identifying
elements of ending a story Explain to ss that the ending of a story should be
interesting to the reader. It can include the main characters' feelings. Ask ss
to read the ending and answer the question.
Answer
Key (See overprinted answers)
Extension: ss work in pairs to give another ending to
the story.
3        identifying
the chronological sequence of events in a story
ss work in pairs to suggest a beginning/ending to the
story. ss read the story individually and put the paragraphs in the correct
order. ss compare their answers in pairs and report back to the class. Elicit
the main events in the story in ss' own words and write them on the board.
Check as a whole class the order of the events — focus on the use of past
perfect (the recipe he had found, it had seemed quite difficult, the lady had
explained everything) to describe an action that happened before a certain
point in the past. (Here, the past perfect refers to the actions that happened
before the main events In the story)
Answer
Key (See overprinted answers)
Suggested
Answer Key
Martin
found a recipe on the Internet.
A lady at the supermarket helped him, He opened the front door.
Martin
went into the kitchen.
He
cooked dinner,
He lost
his temper.
He went
into the living room.
He
picked up the remote control.
Hé
saw a note from his wife.
He
went to Les Quatres Saisons, the restaurant.
4        identifying
narrative elements in a story
Go through the terms and check that ss understand their meaning. ss work
individually before comparing their answers in pairs and then as a whole class.
Suggested Answer Key variety of adjectives/adverbs — quiet, heavy difficult,
surprise, frantically proud, excited finally angrily ruined extremely
disappointed present participles (-ing)/past participles (-ed) disappointed picking up, taped saying
chopping, slicingr frying, looking, leaving character's exact words (direct
speech) — "Good", "She's not here yet", "I'm cooking a
surprise anniversary dinner for my wife", "At least I can watch the
news", "Now that/ have your attention...Happy Anniversary! Meet me at
Les Quatre Saisons at 8.30pm for a special dinner". character's feelings —
proud excited lost his temper, muttered angrily extremely disappointed surprise
5        identifying
text organisation; to plan a writing task
Focus ss' attention on the Study Skills box.
Refer ss to the model story and focus their attention on how it is organised
into paragraphs and what each of them does (para 1 sets the scene; paras 2
& 3 include the main events and a climax event — an important point in the
story; para 4 includes a turning point and an epilogue - what happened at the
end). Read the rubric aloud and go through the plan with ss. Remind ss to think
of the setting, main events and an interesting twist to their story. Allow ss
time to think about the questions in the plan and make some notes in their
notebook. ss work individually or in pairs. Go round the class giving any
necessary help with ideas and language Suggested Answer Key
A Dinner Party
It was a lovely, warm summerS evening. Debbie and Darren had just arrived
at their friend Gary's house for dinner. Standing in the doorway they smiled
happily as he invited them in.
They were chatting cheerfully when suddenly a strong smell filled the
room. Worried Darren turned to Gary and said "Is something burning?"
Suddenly, the smoke alarmed sounded noisily. Gary ran out of the room and
a moment later frantically shouted "Oh no! the kitchen's on fire!"
Alarmed we ran outside and called the fire brigade. Within minutes the house
was in flames. The firefighters arrived quickly and immediately went to work
Gary, Debbie and Darren huddled together outside as they watched the fire
being put out. They were frightened and upset but relieved that no-one was
hurt.
86(T)
 making
predictions about a text
Elicit
answers from ss around the class as to what is strange in the picture. Allow ss
some time to read the background information, then elicit who the people in the
picture might be.
Suggested Answer Key
The picture is strange because the people
are travelling down a brown river which may be chocolate. There are brightly
coloured doors with signs for strange foods on them. The whole situatiòn
seems to be an imaginary one. Charlie, Grandpa Joe and Mr Wonka are in the
boat.
2       Predicting content of a reading
text
Focus
attention on the sign on each door and encourage ss to predict what might be
behind the door. Encourage ss to use their imagination and give a detailed
description of the contents of each room. ss listen to and/or read the story to
check their predictions.
Suggested Answer Key
Behind the door that says 'Storeroom 54
Al/ The Creams', there must be different flavoured creams that are used to make
sweets and chocolate But there might be some unusual creams too, like face
cream, because this is a very strange chocolate factory.
3       inferring meaning from context
Focus
attention on each word by reading the corresponding extract from the text.
Elicit the meaning of the words using the context, word morphology or
similarities with Ll ss may use their dictionaries to help them if necessary.
Elicit how the writer plays with look round. (He plays with two different
meanings of look [to see and to appear] and round [the shape and the adverb].)
Elicit any other uses (to visit a place and look at the things in it, e.g. We
stopped at London, but we only had a couple of hours to look round.).
SuggestedAnswer Key steamy mist (phr):
water vapour hanging in the air like fog tunnel (n): underground passage
scrambled (v): to hurry in an awkward manner keep up with (phr v): move at the
same speed as someone else rushing on (phr v): go ordo sth very quickly no end
(phr): very much, a lot peek (n): a quick look rows (n): lines, series flung
(open) (p. fling) (v): push or throw sth (open) quickly and energetically tiny
(adj): very small triumphantly (adv): in a proud or victorious manner By golly
(phr): old-fashioned exclamation, used to show surprise
87(T)
4  speculating based on information
from a literary text
Remind
ss that this is a strange factory, so they would have to come up with an
unusual idea for a room. Monitor ss' performance as they talk in pairs, Then,
ss present their ideas to the class.
SuggestedAnswer Key
A: What other room could there be in Mr
Wonkag Chocolate Factory?
B: This chocolate factory is very unusual.
So, we have to think ofa strange room.
A: What about a room with chickens that
lay chocolate Easter eggs?
B: That's a great idea! There would be
tons ofchocolate eggs in different colours and sizes. It sounds yummy! What
else would there be?
A: There would be thousands of chickens
running around eating special seeds...
B: Yes, they could be made ofmilk, so that
the chickens that ate them would lay chocolate eggs.
Extension:
As HW, tell ss to use their ideas from Ex, 4 to write a continuation for the
extract. Encourage ss to be imaginative!

         Literature
7

 Reading
& Listening
I
What is strange about the picture? Read the text below and say who the people
are.
Roald Dahl (7916-1990) was a popular
British author who first became a successful writer of short stories for
adults. Then he began writing books for children and one of his best known is
Charlie and the Chocolate Factory.
Charlie lives next to Mr WonkaS mysterious
chocolate factory which nobody has ever been inside. Then five luckychildren
win a ticket to visit the factory. Charlie is one ofthem. Each child can take
an adult with them, so Charlie goes with his Grandpa Joe.
2
Read
the signs on the doors. What is behind each door? Listen and read to find out.
3
Read
the extract and explain the highlighted words. The writer plays with the words
'look round. How does he use them?
 Speaking
4
In pairs, think of another room for
Mr Wonka's chocolate factory. What is in the room?
A steamy mist was rising up
from the great warm chocolate river. "Look Grandpa!" cried Charlie.
"There's a door in the wall!" It was set into the wall of the tunnel
just above the level of the fiver. STOREROOM No 54, it said. ALL THE CREAMS -
DAIRY CREAM, WHIPPED CREAM, VIOLET CREAM, COFFEE CREAM, PINEAPPLE CREAM,
VANILLA CREAM AND HAIR CREAM.
The boat stopped. Mr
Wonka stepped out. The children and their parents all scrambled after
him. Grandpa Joe and Charlie were half running and half walking to keep up
with Mr Wonka, but they were able to read what it said on the doors as they
hurried by.
HOT ICE CREAM FOR COLD DAYS, it said on
the next door. "Extremely useful in the winter," said Mr Wonka,
rushing on. "Hot ice cream warms you up no end in freezing weather. I also
make hot ice cubes for putting in hot drinks. Hot ice cubes make hot drinks
hotter."
COWS THAT GIVE CHOCOLATE MILK, it said on
the next door. "Ah, my pretty little cows!" cried Mr Wonka. "How
I love those cows!" on the next door, it said, SQUARE SWEETS THAT LOOK
ROUND,
"Wait!" cried Mr Wonka. "I
am very proud of my square sweets that look round. Let's take a peek."
The top half of the door was made of
glass. Grandpa Joe lifted Charlie up so that he could get a better view, and
looking in, Charlie saw a long table, and on the table there were rows
and rows of small white square-shaped sweets. Each of them had a funny little
pink face painted on one side.
"There you are!" cried Mr Wonka,
"Square sweets that look round!" "They don't look round to
me," said Mike Teavee.
"They look square," said
Veruca Salt. "They look completely square." "But they are
square," said Mr Wonka. "1 never said they weren't." "You
said they were round!" said Veruca Salt.
"I never said anything of the
sort," said Mr Wonka.
"But they don't look round!"
said Veruca. "They look square!"
"They look round," insisted Mr
Wonka,
"They most certainly don't look
round!" cried Veruca Salt.
Mr Wonka took a key from his pocket, and
unlocked the door, and flung it open and suddenly, at the sound of the door
opening, all the rows of

little square sweets looked quickly round
to see who was coming in. The actually turned towards the door and stared at Mr
Wonka. he cried triumphantly. "They're looking round! There's
8a Fit for Life

Lead-in
I Match the races to the countries they are held in.
Is there a famous race in your country?
The
Monaco Grand Prix is held in Monaco.
4
Prix
Race
1
the USA (2)
2
the UK
3
China
4
Monaco
09Oalhon
Derby
Listening
2         Listen to some friends taking part in a
sport, Can you guess the sport? How do they feel?
Reading
3
a. Look at the
title and the pictures. What do you think the article is about? a dog sledding
race
b.
Read the introduction and conclusion to the article. What qualities do you
think you need to take part in this race? Use the
88 prompts to discuss,

to be

to have

strong/fit/brave/well-trained/

stamina/

disciplined/competitive/fast/

a sense of direction/

organised/careful/patient/

lots of determination

determined

a sense of adventure

A:
/nmyopinion, you probably need to be very fit and strong to take part in this
race. What do you think? B: fagree, You also need to have a sense ofadventure.
Reading:
Self-assessment
After
you read, think about how difficult the text was for you. Think about: unknown
words, style, grammar Structures, and the reading task.
4
Read the article and mark each statement (T) True or (F) False.
Then, explain the highlighted words. How difficult was the text for you?
1     The
Iditarod Trail Sled Dog Race is famous all over the world. T
2     Only
people from Alaska may enter the race. F 3 The rules say how far each sled
should run every day, F
4      Mushers
must have determination and be well-organised. T
5      Dog
sleds are still more popular than snowmobiles in Alaska. F
6      The
race has saved a part of the traditional way of life in Alaska, T
7      The
race follows the same route every year. F
8      The
race is named after a village in the area. T
Speaking
5      Listen and read, then list
three reasons why the Iditarod is difficult to complete. In pairs, discuss
whether or not you would take part in such a race, giving reasons.
Wrí+íyt&
Portfolio: Imagine you are in Iditarod to watch the
race. Send a postcard to your friend. Include.
• information about the race (mushers, dogs, route)
• what the weather is like •
how you feel
fren ish.ru
Objectives

Reading:
identify specific information in an article (true/false); identify types of
texts (multiple choice); identify signs (matching); confirm predictions in a
dialogue; analyse a pros andcons essay Vocabulary: famous races; personal
qualities; types Of sports; use of play, do and go in sports; sports injuries
collocations; sports places; words related to illnesses and health problems
Grammar:
the passive, conditionals Type 0 and 1, if/un/ess; phrasal verbs - bring
Listening:
identify general information in an informal dialogue; matching sounds to
images; understand detailed meaning and identify speaker' attitudes and
opinions in an informal dialogue (true/false); confirm predictions in a
dialogue
Speaking:
list reasons for doing sth; discuss sports participation (simulated situation);
talk about sports injuries; (simulated situation); talk about the advantages
and disadvantages of sailing; describe pictures (extended turn); give advice on
medical matters and express sympathy (simulated situation) Intonation:
hesitating
Writing:
a postcard to a friend about a famous race; a short message telling a friend
about a change in plan; a sports quiz; a pros and cons essay

1        introducing
ss to the theme of the unit
Ask ss to look at the title of the unit. Elicit what
the word fit means (healthy, in good physical form) and ask them to explain
what the title as a whole means (It either means that you are in a good enough
physical condition to deal with life in genera/ or that you are fit for the
rest ofyour life.). Then, ask ss to explain the connection between the title
and the pictures (all the pictures show well-known races around the world and
ifyou take part in them, you will be healthy and fit). Go through the pictures
and elicit/explain any unknown words. ss match the pictures to the countries
and make sentences as in the example Check ss' answers.
In pairs, ss talk about any famous races in their own
country Ask them to mention the type of race, the rules, the route it takes
etc, Choose some pairs to report back to the class.
Answer
Key (See overprinted answers)
2        helping
ss to make inferences about a listening text based on the context
Go through the instructions and questions with ss. Play
the cassette/CD. ss complete the exercise. Check ss' answers. Ask ss to justify
their answers.
SuggestedAnswer
Key
I
think they are white-water rafting. (Clues: fast, hit rocks, wild ride, paddle,
water) I think they fee' excited and scared.
3       a
•  enCOuraging ss to make predictions about
the text
Ask ss to look at the title of the unit and
the pictures and guess what the text is going to be about.
Suggested
Answer Key (See overprinted answers)
b.  helping ss read for gist
Allow ss time to read the first and last
paragraphs of the article. Read out the prompts and the example, explaining any
unknown words, then elicit answers from pairs of ss around the class.
(S'
own answers)

Focus >

4encouraging ss to read for specific information
Read out the Study Skill. Explain to ss
that it is important to be able to assess themselves and their understanding of
a text each time they read, As they grow accustomed to analysing a text for
style, grammar structures and the type of reading task, it will help them
become aware of their difficulties and develop strategies for dealing with
them.
Allow ss some time to read the whole text
silently. Do statement 1 with ss. Read out the statements, stressing any key
words. Tell ss that the statements occur in the same order as the text and that
they should go through the text, paragraph by paragraph in order to complete
the task. Tell them to ignore any unknown words for the time being and
concentrate on finding and underlining the necessary information. ss complete
the task and compare answers with a partner, Check ss' answers,
Answer
Key (See overprinted answers)
ss explain the highlighted words by giving an
explanation, example or synonym.

Focus

5helping ss to summarise a text and apply
it to their personal view
Listen and make notes. Choose some pairs to
present their views to the rest of the class.
SuggestedAnswer
Key
The Iditarod is difficult to complete because:  it has a very challenging route  the weather conditions are very
tough  it is very long
A:
Would you take part in this race?
B: Well, I think might, though I know it would be tough. I
enjoy a challenge and love the open air I also love dogs, ofcourse!
A: Mmm, I
don't think I would I'm not very fit and f can't stand dogs, Also, / hate the
snow!
88(T)
Konnq

      Suggested Answer
Key for Ex. 4                                                              Try
this!
mushers (n): dog sled drivers  encouraging
ss to use information from line up (v): take position in readiness for an event
a reading text in a speaking task paw the ground: repeatedly move its foot over
the
ground (animal) In pairs, ss brainstorm
for questions they would like be off (v): get started to ask a musher. They can
use information from the onlookers (n): spectators text but encourage them to
use their imagination as cheer (v): applaud, shout 'hurray' well. Monitor
ss" performance around the class, encourage (v): urge, cheer sb on giving
any necessary help- Make notes of any typical toughest (adj).• hardest, the
most difficult mistakes that the ss make (question words. question guide (v):
lead show the way formation, syntax etc). After ss have finished on the trail
(n): on a route along a series ofpaths orroads preparing for the task, write up
your notes on the rest (v): take o break, stop for a while board and spend a
few minutes going over the most disciplined (ad): trained to behave/work in a
strictly common mistakes. Choose one pair of ss to come to controlled way the
top of the class to record/video them doing the win (v): come first in a
competition/race interview, Elicit feedback from the class. thick fur dense
animal hair vets (n): people whosejob is to treat sick or injured animals
Alternative procedure: Allow ss time to prepare their mail (n): letters and
parcels sent via the postal service interviews in pairs. Monitor their
performance around snowmobiles (n): small vehicles used for moving across the
class, giving any necessary help. Choose some pairs snow or ice to act out
their dialogues in front of the class and dying out (v): becoming less common
record/video record them while they are speaking. You challenging (adj):
needing great effort and determination may want to allow them a trial run first
because they crossing (v): travelling over/through 5th, e.g. river might be
nervous, Play the cassette back to the rest of icy (adj): frozen the class and
ask them to evaluate their classmates' valleys (n): low land between hills or
mountains efforts. Each time you do a recording, choose different odd-numbered
(adj): numbers such as 1, 3, 5, 7, 9 pairs to do it so that all ss get a chance
to be recorded. even-numbered (adj): numbers such as 0, 2, 4, 6, 8 Suggested
Answer Key challenge (n): sth new and difficult which requires effort
Interviewer: Is it true that this race is one of the hardest and determination    and
longest in the world?
cope with (v):deal with Musher: Yes, it
is! Teams from different countries travel for head (v); go or make your way
towards somewhere many hours over snow and ice.
Interviewer: What exactly does a musher do?
Writing
Musher: The musher guides the dogs, He is the one who decides how many miles
the team goes each day He is
Providing
ss with practice in writing a also the one who decides where to stop and what
to eat postcard; to consolidate new vocabulary Interviewer: What about the
dogs?
Portfolio: Go through the rubric and the
prompts Musher: Well, Huskies are best for this race because of with ss and
elicit the situation (you are in Ititarod to their thick fur and strong legs.
They need to be healthy watch the race), the text type (postcard), the target
and vets check them carefully before each race, reader (a friend) and the main
points to include Interviewer: f think you take a different route each year,
(information about the race, weather, feelings). Quickly don'tyou?
revise the layout of a postcard (refer ss
to Unit 6, p Musher: Yes. One year we go south,
while the next year 72, if necessary) and elicit the style and type of we go
north, The route goes through more than twenty language used in postcards
(informal style - everyday towns and is very difficult because we go across icy
rivers, language, contractions etc.) ss brainstorm for ideas as a lakes, mountains
and valleys.
class
or in pairs and make notes under each of the Interviewer: Well, thankyou again
and the best of luck in headings. ss do the task. this year's race,
Musher: Thank you.
SuggestedAnswer Key
Dear Graham,

Useful
  Links ss can visit http://www iditarod.com and http://www dogsled.com to get
  more infOrmation about the Iditarod Trail Sled Dog Race.

Greetings from Alaska! I'm here to watch
the Iditarod Trail Sled Dog Race. I'm having a wonderful time! Teams of dogs
led by a musher race their sleds across a long, tough course. I really admire
their courage, The weather is freezing cold, but the dogs don't
seem to mind I cant wait to see who wins. See you soon. Best wishes,
Tom
89(T)
the mushers make last-

minute preparations for the long trek
ahead. The onlookers cheer and encourage them. This sled race is known
internationally to be one of the longest and toughest sled races in the world.
It's the Iditarod Trail Sled Dog Race in Alaska, USA. It has become very
popular over the years with over 65 teams taking part from Alaska as well as
many other countries.
The Mushers
The musher is the person who drives the
sled and guides the dogs. Each musher must decide how many miles to run every
day, what to eat on the trail and the best places to stop and rest. A good
musher has to be disciplined and really want to win this race.
The Dogs
The
perfect sled dog is the Alaskan Husky with its thick fur and strong legs. Each
dog must be healthy, so vets examine them carefully before the race begins.
These dogs were originally used to transport goods and mail all over Alaska.
However, when people started using snowmobiles, travelling by sled became less
popular. This traditional form of transport seemed to be dying out until
the Iditarod Race was started in 1973.
way there. The route is extremely
challenging, crossing icy rivers and lakes, mountains and
valleys. It varies slightly, depending on the year. In oddnumbered years
the route goes south after Ophir to include the village of
Iditarod, while in even-numbered years it goes north through Ruby and
Galena.

cope
  with

Do
you love a challenge? Can you bad weather conditions? Can you travel over

89
KOIIHSI
Vocabulary
Practice
Sports                                                                            Sport
injuries
Listening

3 a. I a. Listen to the sounds. Which
sports do they match? Number the pictures in the order you hear them.
b. basketball T  cricket T               baseball T
A: B:
A: B:
Match the collocations, Have you ever had any of these
problems while playing sports?

to twist

a leg

to sprain

a wrist

to pullan ankle to
breaka muscle
Read the dialogue. In pairs, use the prompts in Ex. 3a to act out similar
dialogues.
What's the matter? I pulled a muscle
in my (leg/neck/ back, etc). Really? How?
While I
was playing football.

Adjectives with prepositions
4 Complete the sentences with of, with,
inor to. Then use these phrases to make sentences related to sports you enjoy.
b. Which of these are team sports (T) and which are
individual

sports (l)? Which sport(s) do you
  play?

I

The hockey coach was
dissatisfied with his team's

2

a. Study the tip then complete the
  dialogue.

performance.

We use:
  'play' with most ball games (e.g. football); 'go' with most sports ending in
  'ing' (e.g. swimming); 'do' with other sporting activities and martial arts
  (e.g. athletics, gymnastics, aerobics, karate, boxing).

2      I
was proud of my team when they won the championship
3      The
rules of American football

A: Do you
  play any sports, Bob?

appear
  to be similar to the

B: Yes, I play volleyball. How about
  you?

rules of rugby.

A: Well, I've never played volleyball,
  but I do gymnastics and I sometimes go windsurfing.

4

Be careful with/of the dog

B' Windsurfing? That sounds like fun!
  Have you ever been

5

The
  captain got angry with the

skiing?
A. No, I haven't — but l td like to try.
B So would I! Why don't we go skiing
  this weekend?

referee for
  not giving a penalty.

A' That's a great ideal

6

Mary
  never gets nervous before a big match. She is

 Speaking

experienced In playing in front of huge crowds

b. Choose sports from Ex. la and act out
similar dialogues in pairs.
90

I a•  encouraging ss to identify sounds
Read
out the list of sports and check that ss understand what each one is. Ask ss to
think of sounds associated with each sport/activity. Play the cassette/CD. ss
listen and match. Play the cassette/CD again if necessary and check ss'
answers.
Answer Key (See overprinted answers)
Suggested Answer Key
I play basketball in my school's team and
we win a 10t of games. I have been playing basketball for many years and I
really enjoy it. The main objective of the game is to put the ball into the
opposing team's basket You don't need much equipment to play—just a ball, a
pair ofgood quality trainers, a shirt and a pair of shorts, Basketball is
played on a basketball court. You have to be tall to be a good basketball
player.
2 a•  helping ss practise verbs
Read
aloud the tip and make sure ss understand what is said. Ask ss to provide some
more examples of the use of play, go and do. (play rugby, basketball, cricket;
go skiing, bowling, cycling, mountaineering; do running, jogging,
weight-lifting). Explain the task and allow ss some time to complete the
dialogue. ss compare their answers with a partner and then with the rest of the
class. Choose some pairs to act out the dialogue in front of the class.
Answer Key (See overprinted answers)
b'  allowing ss to practise talking
about sports
Ask
ss, in pairs, to look at the sports depicted in Ex. la again and decide whether
we use play, go or do (play basketball, play cricket, play baseball, play
ice-hockey, do boxing, go bowling, go skateboarding, play rugby). Check ss'
answers and allow them some time to make up dialogues using the sports from Ex.
la. Monitor Sst progress around the class, giving any necessary
help. Choose some pairs to act out their dialogue in front of the class. You
can record/video some pairs while they do their dialogues.
SuggestedAnswer Key
A: Do you play any sports, Jack?
B: Yes I play rugby, How aboutyou?
Well, I've never played rugby, but I
do boxing and / sometimes go bowling.

B: Bowling? That sounds like fun! Have you
ever played cricket?
A:
No, I haven't- but I'd like to try.
B: So would l! Why don't we play cricket
this weekend? A: That's a great idea!
3  helping ss make collocations
Read
out the words in the two columns and elicit/explain any unknown words. Allow ss
time to complete the task in pairs. Explain that there are several combinations
of collocations that they can make Then, ss compare their answers with other
pairs and the rest of the class.
Answer Key to break an ankle/a leg/a
wrist to twist an ankle/a wrist to sprain an ankle/wrist
b.
 providing
ss with practice in talking about sports injuries
Write
the following expressions on the board and ask the ss in what situations we use
them e What's the matter? What's wrong? What's happened? Is anything
wrong? Are you alright? (We use them when we want to express concern and ask 5b
about sth bad that happened to them).
Ask
two ss to read out the dialogue. Then, allow them some time to read over the
prompts in Ex. 3a and the expressions on the board and ask them to make up
similar dialogues. Monitor ss' performance around the class, giving any
necessary help. Choose some pairs to act out their dialogues in front of the
class.
Suggested Answer Key A.• What's
wrong?
B: I twisted my ankle.
A: Really? How?
B: While I was playing hockey. etc
4
 helping
ss practise adjectives
Explain
the task. ss complete the task. Explain/ Elicit the meaning of any unknown
vocabulary, then check ss' answers. Allow ss some time to make up their own
sentences, then check ss' answers around the class.
Answer Key (See overprinted answers)
Suggested Answer Key
1
I
am dissatisfied with the way the team is being trained.
2
I
was proud of my country when we won the World cup.
3
The
match was similar to last week's; we lost then, too.
4
Be
careful with the new sports equipment. It's expensive.
5
 The fans got angry when their team
lost the match.

90(T)

6
The
England football team manager is experienced in dealing with the press.
5
 helping extend ss' knowledge of
vocabulary related to sports places
Ask ss if they have ever been to a sports club and what
kinds of sports facilities were there. In pairs, ss try to remember the words
for sports places that they wrote in their notebooks for Ex. 1, Draw ss'
attention to the map of Astley Sports Club. Ask them to fill in the gaps
without looking at the words given. ss check their answers by looking at the
words and comparing their answers as a class.
AnswerKey
(See overprinted answers)
 helping ss consolidate vocabulary
related to sports and places in short exchanges
Ask two ss to read out the dialogue, Then, allow them
some time to read through the sports in Ex. 5a- Remind them to use do, play or
go depending on the sport they are talking about and ask them to make up
similar dialogues. Monitor ss' progress around the class, giving any necessary
help Choose some pairs to act out their dialogues for the class You can
record the pairs while they are performing their dialogues and ask the rest of
the class to evaluate their performance
SuggestedAnswer
Key
A: Can you go swimming at the sports club? B: Yes. It's gota great
swimming pool.
A: Can you do boxing at the sports club? B: Yes. It's got a great boxing
ring.
A: Can
you play snooker at the sports club?
       B: yes.
It's got a huge snooker hall.       etc
 helping ss identify text
Ask ss, in pairs, to look at the three texts and elicit
what types of texts they are and where they could be found. ss should justify
their answers. Then, they say what they expect to see in them. Provide ss with
any necessary assistance. ss check their answers as a class.
SuggestedAnswerKey
The
first text is a memo. The layout is typical ofa memo (it has To: and From).
Each club member would receive one in the post or by hand
The
second text is a sign It is circular in shape and it gives a short, precise
message It could be found on a wall beside a children S swimming pool.
The third text is a message. It
addresses one person and is very informal in tone. It could be found on the
fridge, on the kitchen table or near the phone in a shared flat
b•  training ss to read short texts
Allow ss some time to read the texts first and then the
multiple choice options carefully. Remind them that the options may seem very
91 (T)
similar but that only one will be correct. ss complete
the task and check their answers with a partner and as a whole class.
Answer
Key
It is
not A because members can still use the showers after 9,45pm —just that the
water will be cold It is not B because there is no hot water after 9.45pm.
It is
not B because it does not say that only children can swim at the same time,
It is
not C because it does not give a lower age limit for children —just children
under I Oyears Old.
It is
not A because the karate class is on Monday this week
It is
not B because from next week the class will be back to normal on Tuesday.
Writing
 to give ss practice in writing messages
Portfolio: Ask ss to read the message in Ex. 6b (No.
3) again and then go over the layout of a message with them (begin with just
the name of the person you are addressing the message to — not Dear. informal
language, ellipsis Of unnecessary words prepositions, articles etc.)
Then, read out the reminder and ask ss to imagine that
they have to give the message orally to Carole Ask them to tell you what they
would say, Encourage ss to give the message in their own words if possible.
Then, ask them to write the message according to the guidelines you have
already given them. Choose some ss to read out their messages to the class,
Elicit feedback from the class. Alternatively you can assign this task as
Suggested
Answer Key
Carol
- your tennis lesson on Tuesday has been cancelled, and your lesson on Friday
will be at 6:30 instead of5:30, but back to normal next week,
Extension: Draw the timetable below on the board. Tell
ss that it represents Carol's sports timetable for this week. Ask them to talk
about what kinds of sports she does and how often she does them

MON

TUES

WED

THURS

FRI

SAT

SUN

4.30-5.30
5.30-6.30
6.30-7.30

skating

running

tennis skatin

running

tennis

Sports
places
5 a.
Complete the map of Astley Sports Club with words from the list.
•
ring • pool • hall
•
alley
• course
•
pitch • court
b. In pairs,
ask and answer, as in the example.
A: Canyou
go skateboarding at the Astley Sports Club?
B: Yes. It's got a great/huge skate park
Messages

 Reading
6 a. What type of text (1-3) is each? Where A
Only children up to ten years could you see them?
old can swim here.
 b. Read and choose the correct explanation B
Only ten children at a time
can swim here.
                                                           A Members
cannot   C Only children between 6 and 10
1 mema use the showers years
old can swim here.
To: All club members  after 9:45pm.
From: The management B Members can                       John's
karate class
have a hotA
will be on a Tuesday for There IS no hot water shower afterthe next two weeks.
after 9:43pm,
so don't 9:45pmB will be on Mondays use the showers after that C Members
canfrom now on, unless you want a cold only have a coldC will be on a different
day
one I                             shower
afterthis week.
9:45pm.
           Wrí+ín&                         Must
remember to tell Carol
TUE 6:30
Portfolio: Use the reminder to write a short—
lesson CANCELLED message to Carol about the changes in herFRI 5:30 - 6:30
instead tennis lessons. Use text 3 in Ex. 6 as a model.Just for this week!
91

 Grammar in use

The passive
> Listening Grammar Reference
a. Do the sports quiz, then listen
and check your answers.
Are you a
true sports fan?
If you hear the umpire call "love-forty" ,
which sport is being played?
                 A
basketball           B football
2 Which country was the 2002 Football World Cup won
by?
                 A
England                     Brazil                    C France
 3 Which country has been awarded the
highest number of medals throughout the history of the Olympics?
                       the
USA              B Germany              C China
4      In
athletics, what do we call the long distance race which is run over 26.2 miles
(42.1 km)?
O a marathon B a decathlon C a pentathlon
5      In
which sport must a lifejacket be worn at each training session ?
                  A
swimming           B water polo                canoeing
b. Say
what the passive verb forms in bold are.
2 Fill in the missing passive or active forms. How do
we form the passive? When do we use it?

Active
•    They
  hold the Olympics every four years.
•    They
  are installing new equipment in the gym.
•
  The mayor 3) will open the
new gym.
TV producers 4) have
  not broadcast this sport on TV before.
The
  organisers cancelled the competition
•
  A reporter was interviewing
Ronaldo in his home
•
  You 7) should throw out those old trainers.

•
•
•

Passive
The Olympics 1) are held every four
  years.
New equipment 2) is being
  installed in the gym The new gym will be opened by the mayor.
This sport has not been broadcast
  on TV before The competition 5) was cancelled by the organisers. Ronaldo 6)
  was being interviewed by a reporter in his home.
Those
  old trainers should be thrown out

92
fren
ish.ru
>
Reading
3
Match the texts
(1-5) to the places you could read them (A-E). Expand the texts into full
sentences using the passive.

NO DOGS
ALLOWED
ON PITCH

A
on a poster
B
on a bottle of medicine
C
on a noticeboard
D
on a sign
E
on an application form
1      B Medicine must be kept out of reach
of children.
4
Fill in with or
by.
1      His
wall was covered with pictures of basketball stars.
2      The
race was won by a 20year-old driver.
3      The
athlete's wound was cleaned with some surgical spirit
4      The
plan to build a new stadium was rejected by the
Town Council
5      The
team's uniforms were made by a local company,
I a•  enabling ss to activate their previous
knowledge on sports; to listen for specific information
Ask ss to read the quiz through once, then read again
and circle the answers. Play the cassette/CD for ss to listen and check their
answers
Answer
Key (See overprinted answers)
b'  helping ss deduce
the rules for the passive voice
Ask ss, in pairs, to go through the quiz and identify
the verb tenses in bold. ss check their answers with another pair and confirm
as a class.
Answer
Key
1       present continuous
2       past
simple
3       present perfect
4       present simple
5       modal + present infinitive
Then, ask ss to say what is added on to the tenses of
the verb 'to bei in the quiz (the past participle of various verbs),
Explain to ss that this combination of the verb 'to be t and the
past participle forms the passive voice, and that the tenses of the verb 'to
be' used indicate the tense of the passive voice.
2  consolidating ss' knowledge of the
passive voce
Explain to ss that most sentences can be changed from
active to passive by switching the positions of the subject and object of a
sentence and changing the verb form. Say that when we want to change an active
sentence into the passive, we must analyse the sentence carefully to find out
what verb tense is used. Do item 1 with ss. Read out 'They hold the Olympics
every four years' and elicit what verb tense is used (present simple). Draw ss'
attention to the opposite column and elicit the answer, emphasising that we
must use the present tense of the verb 'to be' and the past participle of the
verb 'hold' (are held). ss complete the exercise individually and then check
their answers in pairs and as a class. ss explain how the passive voice is
formed.
Answer
Key (See overprinted answers)
Suggested
Answer Key
We form the passive with the verb 'to be' in the appropriate tense and
the past participle of the main verb.
We use
the passive when:

we don't know who does the
action  we don't want to say who does the action

theperson who
does the action is easily understood

we want to change
the focus of a sentence (i.e. make the object ofthe active verb the topic of
the sentence)  we want to emphasise the agent (who the action was done by, e.g. The
Iliad was written by Homer,)
Answer
Key (See overprinted answers)
3
 giving ss practice in inferring the
source of texts; provide ss with extra practice in the passive voice
Ask SS to look at the texts and say what
type they are (signs and notices). ss read the
texts and match them to the options. Help ss with any unknown words. Explain to
ss that signs and notices are usually written using the minimum of words (they
usually omit articles, the verb to be' in the passive voice etc) but are
intended to get important information across to the reader. Read out the
example and focus ss' attention on the words that were added. ss expand the
remaining texts individually, then they check answers in pairs and as a class.
Elicit correct use of tenses.
Answer
Key (See overprinted answers)
Suggested
Answer Key
2
Today's match has been postponed due to bad weather.
3
Nodogs are
allowed on the pitch.
4
Refreshments are
included in the ticket price 5 All forms must be received before 31st May.
Extension: Ask ss,
in pairs, to think of other texts they might see in these places and to write
them out in sign form and in the expanded form. Encourage them to use the
passive voice.
Suggested
Answer Key
A
Tickets available in
selected stores. (Tickets can only be bought in certain shops.)
B
Replace cap after use.
(The cap must be replaced on the bottle after you use the medicine)
C
Football boots to be worn on the pitch (Football boots must be worn on
the pitch at all times.)
D
Dogs on lead only (Only dogs that are on a lead are allowed in this
area.)
E
Al/ relevant information
to be included, (All the relevant information must be included on this form).
4
 practising with and by in passive
sentences
Read out the task, Explain to ss that we use
with to show what was used to perform an action, while we use by to show
who/what performed the action. Allow ss time to complete the task and then they
check their answers with a partner and as a class.

92(T)

Answer
Key (See overprinted answers)
 using the passive
voice
Explain the task. Remind ss that they must use the
words in bold/brackets in the correct form of the passive to fill in the gaps.
ss work individually and then check their answers in pairs and as a class.
Answer
Key (See overprinted answers)
6     a.  introducing
conditionals type 0 and 1
Explain to ss that there are four types of conditional
and that you will be covering the first two in this lesson. Say that these two
conditionals are used to talk about things that are generally true/accepted
fact (a scientifically proven fact) and also about probable situations in the
future (something that will happen depending on another thing happening). ss
read the two speech bubbles and decide which sentence refers to which usage AnswerKey
(See overprinted answers)
b .  forming
the conditional
ss look at the speech bubbles in Ex. 6a and identify
the verb tenses. Then. in the table, they complete the rules for the
conditionals.
Answer
Key (See overprinted answers)
7      using
conditionals 0 and 1
ss look at the prompts and decide which refer to a
general truth and which refer to a probable situation in the future. ss
complete the task by following the rules in the table in Ex. 6b. Remind ss to
indicate the type of conditional they used.
SuggestedAnswer
Key
2      Ifyou don't exercise regularly, you
will put on weight.     Type I
3      If/ miss the train, will takea taxi.           Type
I
4      Ifyou buya sports cart you will pay

higher insurance

Type

5 Ifyou
  heat metal, it expandÿ

Type O

6 fit rains, we wont go out.

Type I

7 Ifiron gets wet, it rusts.

Type O

Game
 COnS01idating conditional type I
Play the game as instructed in the ss book.
8  Onsolidating conditional type I
ss look at the sentences and elicit the type of
conditional they need to use (type 1). Do the first item with the whole class.
ss complete the rest of the sentences individually. Ask different ss from the 9
 refOrmulating information using if and
unless
Explain the usage of unless. (It is used as
a synonym for if not). Read the first item and the examples. Explain to ss that
all three sentences mean the same thing. ss complete the task individually.
Suggested
Answer Key
2
Ifyou don't listen to
the coach, you won't know what to do. Unless you listen to the coach, you won't
know what to do
3
Ifyou aren't a member:
you won't be able to exercise in the gym. Unless you are a member, you won't be
able to exercise in the gym.
4
If we don't hurry, well
miss the start of the match.
Unless
we hurry, we'll miss the start of the match.
5
If you don't register,
you wont be able to enter the race. Unless you register, you won't be able to
enter the race.
10  rePhrasing/reformulating information
Explain to ss that conditionals are often
tested in this type of exam task. Allow ss time to complete the task
individually. Check answers as a class.
Answer
Key (See overprinted answers)
Il
Practising phrasal verbs with bring
Read the verb and the particles on the
spidergram. Elicit their meanings by giving examples. ss complete the exercise
individually.
Suggested Answer Key bring sth out: produce sth and put it on sale. bring sth back: make sb
recall a past occasion bring sb round: make sb conscious again bring sb up:
raise a child bring sth about: cause sth to happen
Answer
Key (See overprinted answers)
Writing
Portfolio: Read out the task. Ask ss to
look at the quiz on p. 92. Remind them about the
layout of quizzes (5 questions with three multiple choice options). Explain
that the distractors must try to confuse the reader. ss write quizzes in pairs
and then give them to other pairs to do, Then, ss return quizzes to the
original pairs for checking The pair with the most correct answers
winç
Suggested
Answer Key
Sports Quiz

           class
to read out their sentences.                                                 1
In which sport would you dribble?
                                                                                A
volleyball          B football                     C tennis
SuggestedAnswer
Key (See overprinted answers)
2 The first modern Olympics in Athens
in 1896 had
A
only women B men and women C onlymen 93(T)               etc
fren ish.ru

1
2
3
4

Competitors may be divided into groups based on age, height/weightr
  gender or level. (may/divide)
The traditional karate uniform must be worn by all competitors during
  training and tournaments.
(must/wear)
In tournaments, scores can be given only by
  official judges. (can/give)
If a competitor is careless and injures an opponentt
  they could be disqualified.
(could/disqualify)

5 Complete these rules of karate, using the passive.
Conditionals:
type O, 1
Grammar
Reference
6 a. Read the sentences. Which refers to: a general
truth? a probable situation in the future?

a general
truth             a probable situation in the future
b. Complete the rules.

Type

Condition

Main Clause

O

If/When + present simple,

present simple

1

If + present simple,

imperative
  OR can, will, may, etc + bare
Infinitive

7 Expand the sentences. What type is each?
1 heat
ice / melt; 2 not exercise regularly / put on weight; 3 miss the train / take a
taxi; 4 buy a spotts car/ pay higher insurance; 5 heat metal / expand;
6 rain I not go out; 7 iron get wet/ rust
1
If/Whenyou heat ice, it melts. (Type O)

cnoose a leader. Imagine
  he/she will give a ticket to Hawaii to the person who makes the funniest
  promise. In teams make a funny promise, The winner is the one who makes the
  funniest promise.
TeamASl: Ifyougivemea tickettoHawaii, I'lljuggle three ice
  cream cones,

8
9
10
I l
Complete
the conditional sentences.
1
Don't wait for me if I'm not there by six o'clock.
2
If we leave now, we can still get there in time. 3 If you feel
sick, you should lie down.
4      She
won't join us If she has too much homework to do.
5      If
you study, you'll get better grades.
Study the examples. Then, rewrite the sentences using
ifand unless.

unless = if not

1 Train regularly or else you won't be ready in May. Ifyou don't train
regularly, you wont be ready in May. Unlessyou train regularly you wont be
ready in May. 2 Listen to the coach or you won't know what to do.
3      You
need to be a member to be able to exercise in the gym.
4      We'd
better hurry or we'll miss the start of the match
5      You
must register to be able to enter the race.
Sentence transformations
Complete the second sentence so that it means the same
as the first. Use up to three words.
I He can't see without his glasses.
He can't see unless he wears his glasses.
2
Wear your helmet or else you'll get injured You won't
get injured if you wear your helmet
3
She'll be late if she doesn't leave now, She won't get there in
time unless she leaves now. back
Phrasal verbs out
Explain the phrasalround verbs, then fill in the
correct particles.   about up

I The publisher brought out a book on
football. 2 It took the coach several minutes to bring the unconscious player
round.
3      This
song brings back childhood memories.
4      She
brought up her children by herself
Wri+í'16-
Portfolio: Use the quiz in Ex. 1 as a model to write your own sports quiz
Use the passive. 93
Listening &
Speaking skills

Doing sports

Negotiating

1

a, Look at the picture, Listen to
  the sounds.

3

You want to go to a sporting event
  (e.g. a

What images come to mind?

football match) this Saturday with your
  friend

tutn down his/her other suggestion
(e,g, to a tennis match) suggest a compromise (e.g. go bowling instead)
Describing pictures
4 a. Describe the picture to your partner. Think about:
where
the people are what they are wearing what they are doing how they feel
      2        Listen to the
conversation between Jim and
                 the
box Yes or No.                                                                                questions.
Use the phrases in the box.

Expressing opinions

  In my opinton/view  • i don't thlnk that

  I feel • I strongly believe

  I think             • I'dsay - . 11 wouldn't say

                                                                                Yes
NO
1      Melanie
paid a lot of money to go sailing.
2      Jim
doesn't feel well when he's on boats
3      Melanie
finds sailing relaxing1 How dangerous is this sport? Why (not)?
4 Jim would be scared of bad               2 Why do some people choose to do
dangerous weather if he was on a boat.
sports?
5
Melanie liked sleeping on the boatB Would you do a sport like
this? Why (not)?
6
Jim decides to go sailing
94
frenglish.ru

I   encouraging ss to use their
imagination and to describe a picture
ss
look at the picture and describe it. Encourage them to talk about what is
happening, what the weather/sea is like, their feelings about it, if they would
like to be there etc. Then ask them to guess what kinds of sounds they are
going to hear (waves splashing, sea gulls calling, creaking wood ropes, wind,
flapping sails etc). play the cassette/CD and ss check their guesses. ss say
what they thought about when they heard each sound
SuggestedAnswer Key
The picture shows a yacht sailing in the
sea. There are some people sitting on the deck The sea is a very deep blue but
it looks a little rough. The wind is blowing the sails and moving the boat very
fast. It seems to be tilting to one side The weather looks nice and sunny but
it is windy. In the background can see land so the people are not very far from
the coast. I would love to be on a boat like that. I would feel so free, with
the fresh air in my face and the sun shining down.
I would hear the waves splashing against
the sides of the boat, the wind flapping the sails and maybe sea gulls calling.
 enCouraging
ss to express their feelings about a topic
Allow
ss some time to read through the two speech bubbles and explain any unknown
words. ss decide which one they agree with. ss must justify their answers by
expressing their personal feelings about sailing.
(ss' own answers)
2
 giving
ss practice in listening to an informal dialogue for detailed meaning and
identifying the speakers' attitudes and opinions
Go
through the task with ss. Allow ss some time to read through the statements
(1-6). Play the cassette/CD, twice if necessary. ss complete the task
individually, ss check their answers in pairs and report them back to the
class, justifying them with information from the text.
Answer Key (See overprinted answers)
3
 providing
a role-play situation for ss to practise negotiating
Set
up the role-play situation. Explain that there are three different parts to the
task. Brainstorm with ss for expressions that they can use to invite, turn down
and suggest a compromise.
Suggested Answer Key
      Invitation:                   Wouldyou
like to come to..
How about coming to...  Do
you fancy coming to Turning down:         I'm sorry, I
don't
I would rather not go to I'm
not too keen on,
Suggest
alternative:
The best solution would be to go
to...
Let's
go to a instead.
A: Do you fancy going to a football match
this Saturday?
B: No, thanks. I don't really like
football. How about playing a game of tennis instead?
A: Yes, that's a good idea. I'd like that.
4
 providing
ss with practice in describing pictures
Remind
ss that they should use the appropriate grammatical structures in order to
present thew descriptions. Allow ss some time to read out the prompts and
stress the importance of including all the information requested. Give ss time
to prepare their presentations, letting them take notes if they like. Monitor
ss' performance around the class. Choose some ss to present their description.
You can record these ss while they are speaking. Play the cassette back to the
class and ask for evaluation.
Suggested Answer Key
The picture shows two people skiing
down a snowcovered slope on a mountain. They may be on holiday. It is sunny,
but they are wearing warm clothing so it must be cold. They seem to be moving
fast. They are smiling so I think they feel excited and happy
b"
 extending
a discussion based on a picture
Present
the Study Skill. Read out the expressions in the language box and remind ss to
use these when they are answering the questions. ss prepare their answers.
Check ss' answers.
Suggested Answer Key
 /
think it is quite dangerous because they are moving fast, and because there
might be rocks under the snow, they could be badly injured ifthey fell.
2
/
believe people choose to do dangerous sports because they are exciting and
scary and some people enjoy experiencing these feelings.
3
/
think I would like to go skiing because it looks exciting and fun.

fren
  ish.ru

94(T)
5 a•  establishing the context of a dialogue
Draw ss' attention to the heading of the section (At
the doctor's). Allow ss some time to read the first column of the dialogue. Ask
them to guess what the letters D and P refer to (doctor and patient). Then, ss
answer the questions.
SuggestedAnswer
Key
A
doctor might ask a patient these questions at a doctor's surgery.
b'  helping ss form a complete dialogue
Before ss look at the second column of the dialogue,
ask them, in pairs, to guess what the responses of the patient might be.
Brainstorm as a class and write the ss' ideas on the board, placing particular
emphasis on types of illnesses.
SuggestedAnswer
Key
stiff
neck - several days - all started after / wentjogging — some painkillers
Do not reject any suggestions at this point. Now, allow
ss time to read the second column and match the responses to the numbers in the
first column. Play the cassette/CD and ss check their answers,
Answer
Key
c•  to help ss make
predictions based on given information
ss brainstorm, in pairs, for ideas about what Mr
Harris' problem is (He probably pulled a muscle while playing tennis) and what
the doctor will ask him to do (He will probably prescribe some painkillers and
tell him to rest for a few days). Play the cassette/audio CD for ss to check
their answers.
6 a.  expanding ss' vocabulary related to
talking about health problems, sympathising and giving advice
Ask two ss to read the dialogue aloud. Write the four
categories (giving advice, expressing sympathy, asking about health, describing
health problems) on the board. Ask ss, as a class, to place the parts of the
dialogue into the appropriate category.
Suggested
Answer Key
Whats
the matter? - asking about health
I've
got a really sore throat — describing health problems
Oh
dear- expressing sympathy
Perhaps you should ... — giving advice
95(T)

Focus >

providing ss with extra practice in
sympathising and giving advice
Read out the prompts andr in pairs, ss make up similar
dialogues to that in Ex. 6a. Monitor ss' performance around the class, giving
any necessary help. Choose some ss to perform their dialogues in front of the
class. Encourage the ss to really get into the role (the S should pretend to
have a headache and hold his/her head and moan and groan while the partner
should show real concern and sympathy). You can record ss doing their dialogues
and then play the cassette back so that the class can evaluate their
classmates' performance.
Suggested
Answer Key

A:

What's the matter?

B:

I've got a
  headache

A:

Oh dear. Why don'tyou take an
  aspirin?

A:

Is something wrong?

B:

I've got toothache.

A:

I'm sorry to hear that You ought to see a dentist etc

7

 giving ss
  practice with intonation in hesitating

Explain to ss that people may hesitate when they are
unsure of the exact answer to a question or they want to avoid giving a direct
answer. Play the cassette/CD and pause it after each exchange so that ss can
repeat. Then, ask individual pairs to repeat for the whole class.
b.  practising hesitating in real
conversation
Explain the task and go through the phrases In the box.
ss, in pairs, make up dialogues based on their own personal preferences.
Monitor ss' performance around the class. You can record some of the pairs
doing their dialogues and get the rest of the class to evaluate their
performance.
SuggestedAnswer Key A: Doyoueata lotofjunk food? B: I suppose so.
A:
Would you say swimming is fun?
B.'
Kind of etc.
Funtime
Present the cartoon and explain/elicit any unknown
words.
fren ish.ru

b. In pairs,
use the prompts
At the doctor's below and the table to act
          Reading                                                                                out
similar dialogues.
5 a. Look at the first column of the
dialogue. Who might ask • headache • toothache these kinds of questions? To
whom might they be • back hurts • leg aches speaking? Where are the people?

• rest • hot bath • aspirin

           Complete
the dialogue by matching responses A-D to the                               •
dentist

spaces
  (1-4). Listen and check. In pairs, read the dialogue

Hesitating

aloud.

D: Hello,
  Mr Harris, What seems to

A

No — just an

 Intonation

be the matter?

aspirin from
  time to time to kill the

7

a. Listen
  and repeat.
 A' Do you have a healthy diet?

D How long
  has it been bothering

pan.

B: Um ... I guess so.

you?

B

Good morning. I

2 A Are you good at
  tennis?

this

B: You could say that.

D. Do you
  have any history of

backache.

3

 Do
                like

kind of trouble?

C

No, this is the first

A you water sports?
  B: Er, sort of.

P: 3)

time. Actually, it

4

                                       that

D I see. Are you taking any

A Would you agree

medication at the moment?

all started after a game of tennis.

swimming can be dangerous?
B: In a way, yes,

D: OK, let's have a look at you.

D

Well .. about a

Could you please take off your
  shirt?

couple of days.

b.

Portfolio: In pairs, make up similar short
  exchanges to find out about your partner's preferences on the following:

 c, What do you think Mr Harris'
  problem is? What will the

eating habits, sports, dangerous

doctor ask him to do? Discuss in
  pairs. Listen and check.

sports. Use the table. Record
  yourselves.

have a terrible

    Um /
  Er / well,        • I suppose/ I
•
  You could say              guess (so).
      that                           •
  Sort of/ Kind of.
•
  Not really [exactly • In a way,

Sympathising — Giving advice
6 a. Read this short dialogue. Which phrases are
used to: give advice? express sympathy? ask about health? describe health
problems?
A: Whats the matter?

          Asking about health             Describing
  health problems

•
  Are you all right?
•   You don't look well. What's wrong?
•
  Is something
  wrong?
•
  What's the matter?

•
  My is / are a bit sore.
•
  My (really) hurts / aches. I've got a

Sympathising

Giving advice

•
  Oh dear
•   Oh
  (no)i that's awful
•
  I'm sorry to
  hear that
•
  That's
  terrible,

You should
•
  You ought to
Why don't you
•
  If I were you, l i d .

B: I've got a really sore throat.
A: Oh
dear. Perhaps you should seea doctor
95
frenglish.ru

Writing
a pros & cons essay
Getting started
I Read the speech bubbles. What topic are they
about? Which is a positive/negative comment?
Horse riding is a great form of exercise,
There is a danger of falling while horse riding.
Let's look closer
2
Read the rubric and underline the key words.
What information do they tell you about
the: - target reader? teacher — type of writing? pros and cons essay
 Your teacher has asked you to write an  essay discussing the pros and cons
of horse  riding.
3
Read the essay. What is each paragraph about?
Horse riding is a popular activity with
many people. Before taking it up as a hobby, though, there are certain pros and
cons to be considered.
There are a number of advanta es to takin
up horse riding. To begin with, it is an enjoyable activity which
one can do by themselves or with others, so it is good fun. Also,
it is a good form of exercise which can help you get fit.
On the other hand
there are some disadvantages to horse riding. To start with, it is
rather expensive because lessons and equipment cost a lot. In addition,
it can be rather dangerous as a rider can suffer
serious injuries if they fall off the horse.
On the whole, althou h horse ridin is

ex
  nsive and

uite
  dan

erous, 1 believe it

is eat

fun and
ood exercise. It might be dangerous but, if you can afford it, the experience
is unique.

Topic/Supporting sentences
A topic sentence is
  the first sentence of a paragraph and contains the main idea or topic of the
  paragraph. The supporting sentences further develop this main idea.

4 Read the essay again and underline the topic
sentences. What are the supporting sentences?
96
fren
Linkers
5 Replace the linkers in bold in the text with words
below.
Listing: Firstly, To begin/start with
Adding points: What is more, also, In addition, etc
Introducing Results/Examples: As a result, Therefore,
Consequently,
For this reasoni becausee As
Showing
Contrast: Yet, However, But, Although Conclude: To sum up, On the whole, All in
all

Formulating your opinion
Brainstorm for arguments. Put them
into two columns: pros and cons. This will help you explain your arguments and
formulate your opinion.

Your turn
6 a. Read the rubric, underline the key
words and think of other for and against points.
 Your teacher has asked
you to write an essay  discussing the advantages and
disadvantages of going sailing. Write your essay.

For

Against

• a fun
  activity

•
  need to learn from an expert

• keeps
  you fit

• need
  expensive equipment

How

What you
What

Qan

Main

Introduction (Para 1) can you state the topic?
Body (Paras 2 & 3) pros/cons can you think o]? How can support
  them?
Conclusion (Para 4) is your opinion?

b.
Answer the questions in the plan, then write your essay (100-120 words).
ish.ru
I  helping ss recogntse positive and
negative comments
Ask
ss to read out the speech bubbles, identify the topic and say which is positive
and which is negative. ss must justify their answers.
SuggestedAnswer Key
The advantages and disadvantages of horse
riding is the topic. In speech bubble Ar the word 'great' is mentioned while in
speech bubble Br the words 'danger' and 'falling' are mentioned.
2
 to
help ss analyse writing task rubrics
Explain
to ss that one of the most important aspects of writing tasks is the rubric and
that they should read them very carefully and try to get the maximum amount of
information from them in order to complete the task- Allow ss some time to read
the rubric and underline the key words. Then ss answer the questions.
Suggested Answer Key (See overprinted
answers)
3
 helping
ss identify and summarise the various parts of an essay
Allow
ss to read the essay silently- Explain any unknown words. Elicit the function
and the man points of each paragraph
Suggested Answer Key
The first paragraph introduces the topic
and says that although horse riding is popular, there ore pros and cons,
The second paragraph goes through the
advantages of horse riding. It is a fun activity and good exercise,
The third paragraph goes through the
disadvantages of horse riding. It is expensive and can be dangerous,
The fourth paragraph is the conclusion and
summarises paragraphs 2 and 3.
4
 to
help ss identify topic sentences
Read
out the tip about topic sentences and elicit the first topic sentence and
supporting sentence in the essay from ss (There are a number of advantages to
taking up horse riding./To begin with, it is an enjoyable activity which one
can do by themselves or with others, soitisgood fun.). Allow ss, in pairs, to
complete the task. Check answers as a class.
Suggested Answer Key (See overprinted
answers)
5
 providing
ss with practlce in using linking devices
Read
out the linkers in the box, explaining any unknown words, Explain the use of
linking devices (words that we use to connect ideas, contrast ideas or
summarise ideas). Allow ss time to read through the essay again quietly and
replace the linkers with those from the box, ss compare thew answers In pairs
and then as a whole class
Suggested Answer Key To begin with:
Firstly To start with: To begin because: For this reason
In
addition: What is more
On the whole: Al/ in ail
Go
through the Study Skill and explain to ss that, before they start writing their
pros and cons essay, they should write out their arguments in two columns so
that they can organise their composition properly. Remind them to always
justify their answers
6
a•  brainstorming
for ideas in order to complete a writing task
Explain
the task. ss underline the key words and brainstorm for another point for each
column, keeping notes in the writing section of the notebooks.
Suggested Answer Key
Key words to be underlined: teacher,
essay advantages, disadvantages, going sailing For: sense offreedon; fresh air
Against: can be dangerous in bad weather
b  writing a for and against essay
Read
out the questions in the plan and allow ss, in pairs, some time to answer them.
Refer ss back to Ex, 2 on p. 94 for ideas. Check answers around the class. Refer ss to the
organisation of the model essay in Ex. 3 and remind them to use linkers for
connecting topic and supporting sentences, Then, ss write their compositions.
Suggested Answer Key
Going sailing is an enjoyable
activity for some people while for others it is the last thing they wont to do
in their spare time, What then are the pros and cons of going sailing?
Going sailing certainly has its
advantages. To start with, it is a healthy active, outdoor activity. Therefore,
it can help a person to get fit. What is more, it is a fun activity that can be
both exciting and relaxing.
However, there are some disadvantages
to sailing, too. Firstly going sailing can be expensive as boat and equipment
hire costs a lot Ofmoney. Furthermore, it can be quite dangerous in bad
weather. Boating accidents can easily happen in a storm and people could fan
overboard and may even drown.
To sum up, sailing has both positive
and negative points which need to be taken into consideration before you take
up the sport
Amazing Facts
Read
out the 'Amazing Fact'. Ask ss to carry out research at home and present an
amazing fact of their own to the class in the next lesson.
96(T)
fren
ish.ru
 introducing the theme of the lesson
Read out the title and ask ss to look at the picture.
Elicit that it shows the Olympic flag and that the connection is the Olympics.
Explain/Elicit what the rings stand for.
Answer
Key
The
coloured rings represent the five continents joined together within the Olympic
Movement and at least one of the colours in the flag including the white
background can be found in the flag ofevery country in the world.
2 a•  activating ss' previous knowledge about
the Olympic Anthem; to motivate ss to read the text
Elicit guesses for the questions, then allow ss some
time to read the text and check to see if their guesses were correct.
SuggestedAnswer
Key
Kostis
Palamas wrote the words and Spyros Samaras wrote the music. I think it was
written a long time ago,
b'  reading for specific information
Allow ss some time to read the text again and then
answer the questions. ss check their answers in pairs and as a whole class.
Suggested
Answer Key
1893 —
Kostis Palamas wrote the poem 'Ancient
Immortal
Spirit'
1896
— It was set to music and was played at the first Modern Olympic Games in
Athens.
1958
— The International Olympic Committee decided to adopt the anthem by Palamas
and Samaras as the official Olympic anthem.
3       identifing
the synonyms of words from the text
Explain the task. Allow ss some time to complete the
task using their dictionaries to help them if necessary, then check ss'
answers.
Answer Key immortal: living forever; everlasting antiquity: ancient times
descend: come down shed: pour
4       listening
to a piece of music and express feelings
Read out the words in the brackets and elicit/explain
any unknown words. Play the cassette/CD and ask various ss around the class to
share their feelings with the rest of the class.
Suggested
Answer Key
When I
listen to the Olympic Anthem, it makes me feel positive, optimistic and
inspired. It makes me want to take part in and support the Olympic ideal,
97(T)
5  enhancing ss' creativity
Project: Brainstorm with ss for words related to the
theme of the Olympics and write them on the board. Point out any words which
rhyme should ss wish to use them at the end of a line. Allow ss
some time to complete the task in class and write at
least four lines of a simple Olympic Anthem. Check ss' answers by asking
various ss to read their anthems aloud.
Alternatively, assign the task as HW and ask ss to
write at least six lines, Check ss' answers in the next lesson.

fren lish.ru

         Literature 8

 Reading & Listening
1
How are the
pictures related to the title? What do the rings on the flag stand for?
2
a, Do you know who wrote the
Olympic Anthem? Why do you think it was written? Read the text and check.
b.
What happened in 1893, 1896, 1958? Read the text again and find out.
3
Read the extract from the Olympic Anthem and match the words to
their synonyms.

immortal

come down

antiquity

living forever/everlasting

descend

ancient times

shed

pour

 Speaking
4
Listen to the Olympic Anthem.
How does it make you
feel (proud/patriotic/cheerful/ positive/optimistic/inspired)?
It makes
me feel . .
5

Write a short poem about the Olympic Games.
The Olympic

he
Olympic Anthem is played at the opening and closing ceremony of the
Olympic Games. It has a
long and interesting history, just like the Games themselves. It started out as
the poem 'Ancient Immortal Spirit', written in 1893 by Kostis Palamas a famous
Greek poet. In 1896, it was set to music by the famous Greek composer, Spyros
Samaras. It was played at the first modern Olympic Games in Athens in 1896.
Since then it has been translated into many languages and for many years
different anthems were played at the Olympics. Then in 1958, the International
Olympic Committee decided to adopt it as the official Olympic anthem, and it
has been played at every Olympic Games ever since.

                      Vocabulary
& Grammar                                                          10 This
salad tastes even better when you .
some fresh herbs on top.
1        Fill
in the missing word.                                                                               A
chop                  B pour             C) sprinkle
1     I
pulled a muscle in my leg while playing (10 marks) football yesterday,

5
6
7
8
9

At the end of the meal we asked for the
(A bill                      B
  menu             C tip
He doesn't take               sugar
  in his coffee
A a lot                          much            C
  many
The milk is giving  a terrible smell,
A out                       B
  away            C) off
I'm afraid I won rt be
  able to come to football practice because I've . my ankle. A
  headed             B pulled C) twisted
Kevin isn't fond of . dishes; he
  doesn't even like salt and pepper on his food A creamy (B) spicy C juicy

I

2
3
4
5
6

B'
A:
A.
A.
B:
A, B:
A:
B:

I've got a terrible headache.
Why don't you
  take an aspirin? A bottle of mineral water, please Would you like still or
  sparkling?
Have you been playing golf long?
Er, I suppose so.
live got a sore throat.
Why donrt you see a doctor?
May I have a bit more of that cake?
Of course — help yourself.
I'd like a cup of coffee, please.
Sure. Milk and sugar?

3 Kelly
  has been             aerobics
  for years.

c Of course — help yourself.
i

       A
  playing            (P) doing             C going

d
  l ve got a terrible headache.
e
  Why don't you see a doctor?

4 How many  of garlic should
  I use? A cubes B pinches C) cloves

f Sure. Milk and sugar?

2
You can find fresh strawberries in the fruit Use of English and vegetables
section, madam.
3     Can
you buy me a jar of olives? 3Complete the second sentence so that it means the
same as the first. Use up to three words.

1

You cannot play this sport without a
  ball

5 I'm afraid there are no eggs
  left.

This sport
  cannot be played without a ball

6 If I were you, I would give up
  smoking.

2

Remember to book a table for
  Saturday.

7 By the time we arrived, most of
  the food had

Don't forget to book a table for
  Saturday.

been eaten.

3

I was surprised at how delicious the meal was.

8 His book will be brought out next
  month.

I hadn't expected the meal to be so delicious.

9 These vegetables have not been
  cooked

4

That fish
  smells awful

properly

That fish
  is giving off an awful smell

10 The
  walls are covered with nice paintings.

5

Unless you get more rest, you won't feel

(10 marks)

better.

Circle the correct item.
1
  The new chef has brought  lots of changes
  at the restaurant-
A
  up          B back   (C) about
2     Whois
  the player who .              interviewed over there?
A
  is being B is         C should have

If you do
  not get more rest, you won't feel
better.
(TO marks)

4     Let's
go skateboarding this afternoon, shall

Communication
4
Complete the exchanges.

a     Would
you like still or sparkling?
b    Er, I
suppose so.

1 The Italian restaurant has

4

What does the presenter says about
  the starters?

A C] moved to the centre of the
  city,

A           They
  are all very light

           B
          only just opened.

B [Z] There is a wide variety.

           C
           changed its decor.

c C] You can choose between hot or
  cold soup.

2 The restaurant is different from
  others because

5

What does the presenter say about
  the desserts?

           A
          it is spacious.

A           They
  are all delicious.

B C] the atmosphere is very formal

B CJ They are all homemade.

           C
           it has an unusual name.

C [A They aren't as good as the coffee.

3 All the food at Angelo's

6

The presenter recommends Angelo's

A [2 looks beautiful

C] for romantic dinners only-

B [Z] tastes good.

B           mainly
  for its pasta.

C [2 is served with pasta.

c [Z] for anyone who wants a good
  meal.

Reading
6 Read and choose the correct word
  for each space,

(18 marks)

0

A some              @
  few

C little           D
  many

                      Slow Donce         Heolth

1

A and                   B
  either

(C) both       D
  neither

2

A before             B
  back

C past             (O) ago

There are O) fewforms of exercise so popular

3

A in                 B to

(C) of         D that

With 1) the young and old as Tai Chi Chuan,

4

A after                 B
  as

(C) like          D
  for

which was developed over 700 years 2) as a method of

5

A much             (B)
  lots

C enough D bit

self-defence for monks. Because 3) .... its smoothi gentle

6

B
  being

@been

movements it looks 4) „ a slow, graceful dance. As Tai Chi

7

(A on              B in

C at            D of

requires 5) of concentration, it has also 6) described

8

A to              (B) or

C either D in

as 'moving meditation'. It is based
  7)         the Taoist belief

9

A will oB are

C had            D
  was

that good health results from a
  balanced chi, 8)             life

10

A that                  B
  much

C far                D well

force, All movements of Tai Chi 9)                     practised
  to

(20 marks)

balance the body's chi, People around the world consider

Now t can...

it an art as 10)                as
  a relaxing form of exercise for

•

talk about

order a meal

people of all ages and fitness levels.

— restaurants & table manners

write
- a short review of

Writing

cooking methods
& tastes

a restaurant
— a recipe

7       You
  are planning a dinner party. Write an e-mail

sports 8 sports

— a shopping list

to
  your friend, Daniel, inviting him to the party

qualities

— a story

(40-60
  words). You should include details about.

express my likes/ dislikes related to

- a
  postcard/a note a sports quiz

• the date, time, place of party

food

a pros & cons

• who else will be there • how he should dress
(See
  Suggested Answers Section)                   (20 marks)

sympathise with someone & give

essay

(Total 100 marks)

advice

'tsh
(T)

e
031--1aKOMnreAb1--raS1

- rengis
  .ru

Self-AssessmentÑo u
Listening
5      You will hear a radio review
of a restaurant. For each question, put a tick (V) in the correct box.

1
Look at the
diagram and name food/drinks for each group. What percentage of a balanced diet
should each food group be? Fill in: 3, 17, 20, 28, 32.
2
Listen and read, then answer questions 1-5. Explain the words in
bold.

The food we eat should give us what
we need to grow, be active and stay healthy We need protein for growth and
repair of muscle, skin etc. We need carbohydrates and fats for energy We need
vitamins, minerals and fatty acids for the chemical reactions that take place
in body processes. Each food group gives us something of what we need each day
so it is important to make sure we have a balanced diet with the right amounts
of various foods from all five food groups. The table below shows what each
food group provides. The servings vary depending on such things as the age,
gender and lifestyle of the individual.

GROUP

PROVIDES

ESTIMATED NUMBER Of SERVINGS

eat some
    of these with every meal

(1 semng = e.

bread,
    cereals & potatoes

carbohydrates*
    ; calcium, iron B vitamins

6-1 1 (1 slicebread; 1/2 CUP cooked rice/pasta;
    small bakedpotato)

fruit & vegetables

vitamin C* vitamins Ar B, C; calcium, iron

2-4       (l apple/banana/etc; 3/4cup fruitjuice)
3-5           (I cup saladgreens;
    vpcupothervegetables)

eat a wide variety of different types

meat, fish
    & other proteins

proten*;
    iron;
B vitamins (esp. BI 2)

2-3       (70-80 g cooked chicken; 1 egg;
72 cup cooked dried beans)

2+ servings of fish a week; no fatty meat

dairy products

protein*; calcium*; vitamins A B2

2-3 (1 cup low-fatmilVyoghurt;40g hard cheese)

eat low-fat products

fats, oils & sugars

fatty acids*; vitamins A, D, E, K*
    carbohydrates

[we need   fat in ourdiet, but we should eat onlyvery
    smallamounts from this group]

olive oil is the healthiest source
    of fat

* = is a/the main source ofthis
1
  Why is it
  important to have a balanced diet?
2
  How many
  servings of fruit and vegetables should we eat a day?

[Food &
  Nutrition Board of the NationalAcademy ofSciences/
3
  How much fish
  should we eat a week?
4
  Which group is
  the main source of calcium? 5 Which group should be part of every meal?

3
Project: Write
down everything you eat in one day and assess your diet. Do you have a
balanced diet?
100
1
Elicit various foods/drinks for each group from ss around the
class, then ask ss to fill in the percentages. Help ss if necessary, then check
ss' answers.
SuggestedAnswer
Key
Fruits & Vegetables: 28% - apples, oranges, melon, bananas, carrot,
peas, lettuce
Bread, Cereals & Potatoes: 32% - rice, pasta, bread rolls,
cornflakes, sweet potatoes
      Dairy Products:        - milk,
cheese, yoghurt
Fats, Oil & Sugars: 3% - butter, cooking oil, chocolates, sweets,
cakes
Meat, Fish, Poultry & Other Proteins: 20% - beef, salmon, chicken,
seafood, eggs, dried beans, lentils
2
Play the cassette/CD. ss listen and read following the lines.
Read out questions 1-5 and elicit answers from ss around the class. Allow ss
sometime to read the text and the table again and explain the words in bold by
giving a synonym, example or explanation using their dictionaries to help them
if necessary.
Suggested
Answer Key
1
A balanced diet
makes sure we get the proteins, carbohydrates, vitamin and minerals etc that we
need every day to grow, be active and stay healthy.
2
We should eat 2-4
servings offruit and 3-5 servings of vegetables everyday.
3
We should eat no
less than 2 servings offish a week.
4
Dairy products
are the main source of calcium.
5
Something from
the group consisting of bread, cereals and potatoes should be part ofevery
meal.
protein (n): substance in foods such as meat and eggs which helps us grow
body processes (phr): things which happen naturally within the body such as
aging oxygen (n): a gas we breathe to live disease (n): illness carbohydrates
(n): substances in foods such as pasta and bread which give us energy vitamins
(n): substances in foods such as fruits and vegetables which keep us healthy
minerals (n): substances in the earth and in foods such as calcium, iron etc
which keep us healthy fatty acids (phr): chemical substances found in some
foods that consist offat chemical reactions (phr): processes in which two or
more substances mix to make another substance amounts (n): how much there is
ofsomething vary (v): differ, change
3
Explain the task and assign it as HW. ss present their daily
diets to the rest of the class and then compare them in pairs or small groups.
(ss'
own answers)
1 00(T)
frenglish.ru

> Before you start
 recycling
vocabulary
Ask
ss to go to the word list for units 7 and 8 at the back of their books. Divide
the class into teams, Revise the vocabular½
Make
two spidergrams on the board, one for eating out and one for sports. Allow ss
some time
to
browse units 7 and 8 and revise the related vocabulary, Ask ss to close their
books and brainstorm words/ideas around the class. Write them on the board.
Elicit answers from individual ss to the questions in the book.
(ss' own answers)
> Look at Module 5
 introducing
the themes in Module 5
Divide
the class into five groups and give each one a picture on page 101 to describe.
Ask them to brainstorm vocabulary for their respective pictures. Alternatively,
brainstorm ss round the class for ideas for each picture. Walk around the
class, monitoring and prompting ss where necessary.
When
the time is up, ask each group/several ss to report all the words they came up
with and use them to talk about their/each picture to the class. Write the
vocabulary on the board Encourage ss from other groups/around the class to ask
questions or add details
Ask
ss to look through units 9 and 10 and find the page numbers for the pictures.
Ask ss around the class to report back with their answers.
Answer Key (See overprinted answers)
Draw
ss' attention each picture and ask them to scan the spread in order to
speculate about the picture and what the spread is about,
Suggested Answer Key
Picture1,p.113  from
title ofsection & text, and pictures, text must be about British teenagers
and their habits/how much they are influenced by technology  the
theme of this unit must be about technology  read
the text, questions and options and choose the best answer/expiain the words in
bold and think of different subheadings/compare British teenagers to teenagers
in my country/ write a short article about teenagers in my country
Picture
2, p. 109  use the prompts to describe the
picture/use the paragraph in Ex, 6a as a model  perhaps
the theme of this unit is art and entertainment because apart from the
paintings / can see a picture ofa theatre, a notice about a play, a dialogue
about booking tickets and a leaflet advertising various events
1 01 (T)
Picture 3, p. 106  from
the title of the section, subtitle and table, the aim of the exercise must be
to practise wishes  I think we have to complete the
rules and then use the prompts to make sentences
Picture 4, p. 119  from
the subtitles, the picture, the dialogue and the useful language table, I think
this exercise will be about faulty or broken equipment/asking for and giving
help  fill iñ dialogue & listen
to check/talk about brokenfaulty equipment-objects/act out a dialogue
Picture 5, p. 104
•
al/
the pictures are ads for films showing at the cinema  from
the subtitles on this spread, the useful language in the table & the other
pictures, I think we will be focusing on films, books, newspapers and 71/
•
use
the prompts to say what types of films these are/use language to talk about
films we have seen
 Find the unit and page number(s) for
In
pairs, ask SS to go through the list of items they have to find and
elicit/explain what they are and the situation where we would use them. Allow
ss some time to browse the units in pairs and find the page numbers. Check ss'
answers.
Suggested Answer Key/Answer Key a magazine
review section: the part of a magazine in which the author assesses the good
and bad aspects of various/the latest restaurants, films, books, etc; and gives
his opinion about them at the end; 9-pn
102-103/110 a TV guide: a section ofa magazine or newspaper that gives the
schedule of what programmes are going to be shown on TV; 9-p.105 a cartoon
strip: a story or joke that is told through a series of drawings and speech
bubbles, in boxes and is often printed in newspapers/magazines to entertain their
readers; 9-p.106 a classified ad: a small advertisement you put in a newspaper
when you want to buy or sell sth or look for or advertise ajob; 10-p- 115 text
messages: short messages you can send over your mobile phone; we use them when
we want to contact someone withoutphoning them; 10-p.115 a science quiz: is a
short test used to find out how much you know about science; 10- p. 1 17
> Listen, read and
talk about.../Learn how to.. ./Practise.../Write/Make...
As
described in Module 1 relevant unit,

•
How often do you eat out? Where? Describe the place. How would
you recommend it?         sth
•
What is your favourite sport? How do you play • describe problems
and request action it? Do you think sport is good for young people?
Practise

•

•
•

Look at
  Module 5
Where are
  pictures 1-5 taken from? Pic: 1 —op. 113
Pic.2•p.109 Pic.4•p. 119Pic.5•p,
  104 Find the unit and page number(s) for
a
  magazine review section a TV guide a cartoon strip a classified ad text
  messages a science quiz      12

Give reasons,

Listen, read and talk about
•    free time
activities
•    films,
books, newspapers and TV
TV jobs
•    theatre
paintings
•    technology
in education gadgets, computers and processes
•    means
of communication
Learn
how to
•    make
suggestions/agree and disagree
•    comment
on films and actors
•    express regrets
•    so/neither-all, most, somet none
•    conditionals:
type 2, 3  wishes  relatives/relative
clauses  clauses of concession  reported
speech
•    indirect
questions
•    the
causative form  intonation in questions
•    phrasal
verbs: turn, take
Write

•
a review of a school event  a TV guide
•
an interview with a graffiti artist
•
a letter to a friend reviewing a film
•
a short article about teenagers in your country  a text
message
•
a science quiz
101
fren i
9a Going
Lead-in
I a. What indoor/outdoor weekend
activities do you do?
I
usually go to the cinema with my friends,
b. Use the language below to discuss which activities you find exciting,
boring, interesting, entertaining, etc.
I find (e.g. listening to So do l. classical music boring) X Do you? I
don't!
        I don't find (e.g. going      Neither
do I.
to the cinema
exciting) X Don't you? I do!
Reading
2
a. Look at the text. Where could you read it? What is its
purpose?
b.
Look at the posters and the subtitles. What types of
entertainment are mentioned?
3
a. The people in pictures 1-4 are all trying to decide what to do
this Saturday. Read the short texts about each person and underline the key
words.
b.
Read the reviews
(A-F) and decide which form of entertainment you think each of the people would
choose. Then explain the words in bold.
Listening
4 Listen to two people discussing where
to go this weekend. Where do they decide to go? Why?
102
out!
Elizabeth says, 'VI go out to hay-e-fA1.1.L A lot of laughs going clanging
— that's my idea of a good
1
Pick of the Week...
By Julia Parker
O Theme ni ht: Murder @
Cinema: BFi London

3 Mystery Dinner Theatre

IMAX

Dates/Times: Every week,

Dates/Times: Every week,

Thurs-Sun, 7:00 pm

12:30 am - 8:30 pm

Location: Charing Cross Thistle

Location: 1 Charlie Chaplin Walk;

Hotel, The strand, WC2

South Bank, SEI

Admission: £49 (including three.

Admission: £7.90 adults, £4.95

course
  dinner)
For an evening of dining and entertainment, head for
  the Charing Cross Thistle Hotel. Enjoy a great-dinner while watching a livø
  romady thrillar, or play the role of detective and help the actors solve
  the mystery. G.QQd-fQQd and a goad laugh guaranteed
Cultural Events: Union
2 Dance
Dates/Times:
  Thurs-Sat 8:00 pm
Location: Stratford Circus,

children

Theatre Square, El 5

Interested in films? Then don't

Admission: 29 adults, £5

miss the chance to watch the

children and seniors

latest 3D releases on the UK's

Experience an evening of

largest cinema screen. The BFi

multicultural ml lÇir and

London
  IMAX is a state-of-the-

mo.y.e.ment at the Stratford

art cinema with a 20-metre

Circus. The Union Dance

screen and
  digital surround

troupe is performing Urban

sound! Now showing: Bugs,
Ghosts of
  the Abyss and more!

Classics Il, a

miötllre Qf breakdancinq               and martial arts, to a
cultural-mix of hip hop. jazz and traditional African and Indian ml IGir
Objectives

Reading: identify specific information
and detail in film reviews (matching); identify types of programmes in a TV
guide — inferring (matching); recognise grammatical structure from context in
an article (open cloze); confirm predictions in a dialogue; examine the content
and organisation of a film review
Vocabulary: weekend activities;
types of films; adjectives describing films and actors; types of reading texts;
TV-related professions; types of TV programmes; collocations related to
theatre; words related to booking tickets
Grammar: conditionals types 2 & 3;
wishes (present & past); defining & non-defining relative clauses;
phrasal verb — turn
Listening: identify specific
information in an informal conversation; infer meaning from context (multiple
matching); identify specific information in a recorded message (gap-fill);
confirm predictions in a dialogue Speaking: make suggestions about going out —
agree & disagree (simulated situation); ask for and give information about
TV programmes (short exchanges); book tickets for a film (simulated situation);
describe a picture (extended turn); express preferences related to
entertainment (short exchanges) Intonation: identify sentence stress
Writing: a short review of a
school event; an extract for a TV guide; an interview with a graffiti artist;
an informal letter reviewing a film

I  recalling vocabulary related to leisure
activities
Read out the title of the unit and ask ss to say what
they think the unit will be about (entertainment and leisure activities e.g.
cinema, theatre, music etc.), Elicit the meaning of indoor and outdoor
activities. Make two lists on the board with the different activities that ss
mention.
Ask ss, in pairs, to make sentences as in the example
using the vocabulary from their notebooks.
Suggested
Answer Key
I
sometimes read a book in bed.
loften
go toa restaurant with my friends, etc.
b•  Consolidating vocabulary related to
leisure activities; to express and agree/disagree with an opinion about leisure
activities
Read out the examples in the box and elicit the meaning
and use of each response (So do l. agreeing with a positive statement; Neither
do I. agreeing with a negative statement; Do you? I don't! disagreeing
with a positive statement; Don't you? I do! - disagreeing with a negative
statement) Act out each exchange, focusing ss' attention on intonation, and ask
ss to repeat chorally and individually. Model one or two exchanges with
individual ss, then ss do the task in pairs, using the activities from Ex, la.
Go around the class, monitoring and giving immediate feedback to pairs who are
having problems with language or intonation. Ask some pairs to report back to
the class.
Suggested Answer Key A: I find going to museums boring. B: Do you ? /
don't!
 / find going to the cinema exciting.
      B.' So
dol.     etc
2identifying source
and purpose of a text
Focus ss' attention on the headings,
pictures and layout of the main text and elicit the meaning of pick (the best).
Ask ss where they have seen similar texts in their Ll and what these texts aim
to do.
Suggested
Answer Key
It could be a tourist board publication/newspaper entertainment
section/travel magazine article telling/ informing readers about what
entertainment there is in London this weekend.
be  using subheadings
and pictures to preview the content of a text
Ask ss to look at the pictures and
subheadings and elicit the different types of entertainment being advertised.
Suggested Answer Key theatre (murderplay, musical comedy), music and
dance, cinema, artexhibition, comedy show
Check that the ss understand exactly what
each form of entertainment consists of.
Suggested
Answer Key
A
A combination of
dinner and a theatre play where the audience is expected to become involved in
helping to work out who has committed the murder.
B
A dance
performance with a variety of styles of music from different cultures.
C
A film shown on a
large screen in a cinema equipped with the latest technology.
D
An art exhibition
showing paintings, drawings and photographs ofa well-known modern artist.
E
A place whereyou
eat dinner while listening to people performing in a comedy show.
1 02(T)
3
a.  identifying
key information in short descriptions
Explain
that the key words in texts 1-4 are the words which give information about each
person's taste and personality. Allow ss time to read the four short texts and
complete the task individually. ss compare their answers in pairs and report
back to the class.
Suggested Answer Key (See overprinted
answers)
b•  reading for specific information
and detailed comprehension; to infer the meaning of words in context
Ask
ss to read texts A-F and underline any parts that match the key words in the
descriptions. Remind ss that all the requirements of the description (the key
words they underlined in Ex. 3a) should be met. Allow ss time to do the task
Individually ss compare their answers in pairs and then report back to the
class, justifying their answers with information from the text.
Answer Key (See overprinted answers)
Encourage
ss to work out the meaning of the words In bold from the context, word
morphology or resemblance to Ll . Dictionary use is only for the words that
cannot be inferred.
4
 listening
for specific information
Go
through the instructions with ss. Explain that the speakers will talk about the
events presented in the reading text. Play the cassette/CD. ss listen and
answer the questions. Play the cassette/CD again if necessary, then ss check
their answers in pairs and report back to the class.
Answer Key
They decide to go to see Anything Goes
because it is a comedy, it isn't expensive and it doesn't go on too late.
5
 Practising
making suggestions, agreeing & disagreeing
GO
through the useful language in the box and elicit complete sentences from ss,
focusing attention on verb forms, [e,g, HOW about going to see Bugs 3D? Do you
fancy going to a musical? (gerund), but Shall we go to Jongleurs Comedy Club?
Why don't we go to the exhibition at the Tate Modern? (bare infinitive)] and
intonation, Read out the example and model the task with one student. ss do the
task in pairs, GO around the class, monitoring ss and making notes to share
later with the class, With a stronger class, you could encourage ss to have a
freer conversation e.g. to talk about times, prices or details of the events.
Elicit feedback and focus attention on the most important points that you noted
down
103(T)
Suggested Answer Key

A.

Would you like to go
  out this Saturday?

B:

Why not? Where do you
  fancy?

A:

Well,
  we could see Urban Classics Il at the Stratford Circus.

B:

I don't really like
  watching dance performances. Why don't we go to the History of Everything
  exhibition at the Tate Modern?

A:

Oh, I'm not in the mood to go to an art exhibition.
  How about going to see a film at the BFi London IMAX? Bugs 3D is on.

B:

That
  sounds great! Let's do that,

Writing
 writing
an extract for an entertainment guide; to consolidate new language
Go
through the instructions with ss and elicit the key information (your school —
putting on — special event review). As a class, brainstorm ideas on different
types of events and put them on the board. Encourage ss to look through the
text for language they could user especially adjectives (e.g. great,
unforgettable, highly entertaining, brilliant, impressive), language of
recommendation (Don't miss, come andjoin, the place to be, guaranteed) and
elicit words and phrases to write on the board. Allow ss some time to choose an
event and make notes in their writing notebooks for each of the points in the
instructions. Go around the class, giving any necessary help. ss write the TV
guide in class, or do the task as HW with the help of their notes and the texts
in the book.
Suggested Answer Key
Bexley School Variety Concert
Dates: 13th and 14th March, 8pm
Location: Bexley School Hal/
Admission: £5, Students & OAPs
£2
Get your tickets now for what is sure
to be an unforgettable evening. Singing, dancing, comedy, magic  don't
miss Bexley School's brightest talent in a show that has something for everyone

Melissa going to the theatre, and she particularly enjoys comedies.
She also likes eating at nice restaurants.
3

Ann loves
  music and dance. She is especially fond of shows that combine

modern and ethnic sounds,
  "Nothing

Frank is
  an art student, and he is

too
  serious, though," she says. "I prefer

interested
  in images of all kinds and

2

light. amusing entertainment,

photography:
  Being a student, he has to spend on entertainment-

Speaking
5 Work in pairs. Highlight the special
features in each review.
Take roles and discuss where to

Art Exhibition;

O Musical: Anything Goes

go this Saturday. Use the table

Tate Modern

Dates/Times: Mon-Sat, 7:30 pm

below.

Dates/Times:
  Mon-Thur, Sun, 10 am

Location: Theatre Royal, Drury

Suggesting

Agreeing

-6 pm. Fri & Sat, 10 am-IO pm

Lane, WC2

• Let's

• Great idea!

Location: 25 Bankside, Holland

Admission: £20 balcony, f35
  circle,

street, SEI

£45 stalls

• Shall we ?

• That would be great.

Admission: Free

• We could

•  Why not?
•
  (That's a)

Don't miss the Sigmar polke;

• What/How

good idea.

History of Everything exhibition

about ?

Disagreeing

at the Tate Modern. Polke is

• Why don't

• I don't really like

famous for using a variety of

we

• I'm not in the mood.

different
  materials and techniques to create interestinq images His impressive
  works include paintinqs, drawings and photographs. An amazing

Do you fancy
Would you
  like to see

• l td love to but

exhibition — not just for art

A: Doyou fancy going out to dinner?

lovers.

B: That would be great! Where
  should we go?

Comedy nights:

OR

IS DUI(IOUS,

A: We could go.

Jongleurs Comedy Club

SEASON

THEATRE
  ROYAL DRURY LANE

Dates/Times: Every Friday & Saturday night, 7 pm

Trevor Nunn's award-winning

Wrí+ínt-

Location: Camden Lock, Chalk

production
  Of the classic Cole

Farm Road, NWI

Porter
  musical Anything Goes

Portfolio:
  Your school is putting

Admission: £15

is a singing and dancing

on a special event (play, concert,

sensation, John Barrowman

etc). Write a review. Include:

For non-stop laughter and a

and Sally Ann Triplett give

great night out, Jongleurs

brilliant performances in this

• dates/times • location

Comedy Club is the place to be.

wonderfully entertaining

•
  price of admission

Enioy a meal during the
  highly

musical comedy.

• short description of the event

entertaining show then dance

You can use the reviews in Ex. 3b

the-nightaway
  at the disco. You're guaranteed a laugh a minute so come and
  join in the fun!

as models.

103
Vocabulary
Practice
Films, books & newspapers
I   Look at the pictures. What types
of films do you think they are? Choose from the list.
• romance • cartoon • historical drama • horror • science
fiction • musical • comedy • action

A: Have you seen Gladiator?
B: Yes.
It was a superb film.
A: What do
you think ofRussell Crowe? B: He's amazing, I really like him. Prepositional
phrases
at the end: in
the last part of sth in the end: finally, at last at the beginning: in the
first part of sth in the beginning: originally
3 Fill
in: at or in.
1       At
the end of the film everyone felt very moved.
2       He
wanted to call the police but in the end he decided not to.
3       At
the beginning of the story. Harry Potter doesn't know he is a wizard.
4       Harry
goes to Hogwart's school. In the beginning things are very strange to him but
he soon settles in.
104
4
What do you like
to read? When do you usually read? How much of it is in English?
• thrillers • poetry •
science fiction • comics
• newspapers • reviews •
world news
• adventure/short/detective/historical stories
• romance/humorous novels •
biographies
I like
short stories best. I usually read at the weekends, I sometimes read English
short stories.
5
Talk about a book
you read recently. Think of the:
• title • author's name •
type of book
• main characters • plot
Harry
Potter byJK Rowling is an adventure story. The main characters are ...
6
Underline the correct word in each sentence.
1 Do you enjoy
going to the muies/filrns?
2 Holly Marie
Combs stars/plays in Charmed. 3 This is my favourite radio channel/station.
4      The
location/se.tting Of the book is in 19th century England
5      The
film is so popular there are three screenings/showings every night.
1  film genres
Explain/Elicit the different types of film genres in
the list. Then ask ss to look at the pictures and elicit whether they recognise
the films shown and what they know about them. If they do not know the films,
ask them to guess what kind of films they are from the pictures. ss complete
the task. Ask ss to give more examples of films for each genre,
Answer
Key
Monsters, Inc. -cartoon, comedy
Bean —
comedy
Gladiator — historical drama, action
The
Matrix Reloaded - science fiction, action
2  Practising asking for and giving
opinions on films and actors
Go through the expressions in the box and
explain/elicit the meaning of any unknown vocabulary Read out the example and
focus attention on intonation and stress. ss repeat chorally and individually
Act out another exchange with a student. Encourage ss to talk about films and
the actors in them. ss do the task in pairs- Go around the class, monitoring
ss' performance. Ask some pairs to report back to the class.
Suggested Answer Key A: Have you seen Love
Actually?
B: Yes.
It was an excellent film.
A: What do you think ofColin Firth? B: He's great I really like him.
A: Have you seen Bean?
B: Yes.
I wasn't very impressed!
A: What
do you think of Rowan Atkinson?
B: He's
awful. I don't think much ofhim. etc
3       Practising
prepositional phrases
Go through the prepositional phrases in the box and
focus ss' attention on the differences in meaning. ss do the task individually.
Check ss' answers as a class.
Answer
Key (See overprinted answers)
4       recognising
and practising describing types of texts; to talk about reading habits
Go through the types of texts and elicit/explain the
meaning of any unknown words. Initiate a class discussion on the kinds of
reading ss do outside class in both their Ll and English. Focus attention on
the Study Skills box. Remind ss that reading outside class will not only help
them improve their knowledge of the language, but also their reading speed and
confidence in dealing with unknown vocabulary in texts. Suggest ideas for text
types or topics that would suit the age and interests of your learners, e.g. a
biography of thew favourite pop star or an Internet review of a new computer
game or film.
Suggested
Answer Key

I like
science-fiction stories best. I usually read in the evenings before I go to
bed. / never read books in English.

I like reading
newspapers. usually read on my way to work/school. I sometimes read English
newspapers.  I like reading comics, I usually read in the afternoons after school. I
often read English comics.
5       to
practise talking about books
Go through the instructions and check
understanding of author, characters and plot, Allow ss time to prepare their
answers, taking notes if necessary. Then ask individual ss to talk about their
chosen book in front of the class, Suggested Answer Key
Harry and his friends Ron and Hermione, At the age of eleven Harry learns
that he is in fact a wizard and he goes to Hogwarts School of Witchcraft and
Wizardry, Here he learns the art of witchcraft and magic that he and his
friends use to fight the evil Wizard of Voldemort,
Extension: Guessing game: In pairs, groups
or as a whole class, individual ss take turns describing a book they have read
(mentioning characters, setting, plot) and the other ss try to guess the type
of story (using the words in Ex. 5).
6       to
distinguish between words with similar meanings
ss do the task individually, then compare their answers
in pairs and report back to the class
Answer
Key (See overprinted answers)
Extension: Ask ss to write sentences with
the words they did not use, using their dictionaries for help.
1 04(T)

7      a•  recognising and practising words
describing TV-related professions
Read
out the professions in the list and elicit what the jobs involve. Ask ss to
look at the pictures and identify which professions are illustrated, then
elicit answers to the questions.
Answer Key
      Picture A -
newsreader         Picture C — cameraman
Picture B- quizmaster      Picture D — make-up artist
behind the scenes: reporter, make-up artist, cameraman
in front of the camera: reporter,
newsreader, quizmaster, weather forecaster, reporter
b'  listening for inference
Play
the cassette/CD, pausing after each speaker, ss listen and identify the
speaker's job, Elicit which key words/phrases help ss to provide each answer
Answer Key  weather
forecaster (sunny spells, showers)
2      newsreader
(welcome to News at 10)
3      cameraman (behind the camera)
4      quizmaster
(winning answer, congratulations)
5      make-up
artist (make the actors 100k like aliens)
 identifying
types of programmes in a TV guide
Ask ss to look at the extract and say
where it is taken from (a newspaper/rnagazine,'TV guide), drawing attention to
the titles and layout. Go through the types of TV programmes and elicit/explain
the meaning of any unknown words, Some ss will also use their background
knowledge in finding the answers, as some of the programmes may be familiar to
them. eg- Friends, Big Brother and Who wants to be a millionaire? ss compare
their answers in pairs, and then report back to the class. Encourage ss to
justify their answers with information from the text Answer
Key (See overprinted answers)
b•  reading for specific information
ss
scan the text quickly to find the answers to the questions and report back to
the class.
AnswerKey (See overprinted answers)
Extension: Ask ss to write two more questions about
the extract and ask and answer them in pairs.
9  practising words related to TV
programmes in short exchanges; to ask for and give information about TV
programmes
Go
through the prompts and model the questions for ss to repeat chorally and
individually, focusing attention on stress and intonation. Elicit possible
answers for each question. Act out the exchange in the example with a student.
ss make similar exchanges in pairs. Go around the class, monitoring ss'
performance and encouraging them to use a variety of questions and answers. Ask
some ss to act out their exchanges in front of the class and give feedback
Suggested Answer Key
A: Is
there a good drama on tonight?
B: Let's see ... There's ER on Channe/4.
A: When is that on?
B: At 9 0'clock. etc
Writing
 writing
an extract for a TV guide; to consolidate new vocabulary
Portfolio:
Go through the instructions and elicit the key words/phrases (a TV guide, a few
hours' viewing, one or two local channels). Explain that ss may choose to write
the guide for the morning, afternoon or evening schedule only, not the whole
day. and do not need to cover all channels — just one or two. Refer ss to the
TV guide in Ex. 8 and focus their attention on the layout, style and
information included (date. name of channel, times. names of programmes and a
brief description of each one). Allow ss time to do the task in class.
Alternatively, assign the task as HW
Suggested Answer Key

                STAR
    TV                                   No I TV

6.00 Star TV News
7:00 Fame School The
    contestants are finding that the road to fame and fortune is not always
    easy.
7:30 Westsiders
Sally starts hernew
    job, Jack is in trouble and Steve gets a nasty surprise
8:00 Tonight with David
Stevenson Chat show
    with guests Tom Cruise and Britney Spears,
9:00
    Star TV News
10:00 Doc
    Hollywood Romantic comedy starring MichaelJ. Fox as an ambitious doctor
    sentenced to do community service in a small town.

6:00 The Lottery Show
    Find out who will win this week's jackpot. It could be you!
7:00 Friends
Rachel and Ross get
    married.
7:30 Win a Million
    lucky con testants take part in a quiz to win up to €1 million
8:00 News on No 1 9:00 Tigers in the
    Wild See how these beautiful creatures survive in their natural habitat.
9:30 Match ofthe Day
Manchester
United
    v. Arsenal in the match sports fans have been waiting for.

1
05(T)
frenglish.ru
 Reading

 Listening
8
7 a. Which of the
TV-related professions below can you see in the pictures (A-D)? reporter
newsreader quizmaster makeup artist weather         cameraman
forecaster
 9
Who works:
- behind the scenes?
— in front of the camera?
b. Listen and match
the speakers (1-5) to the jobs in Ex. 7a. Which words helped you decide?
Speaker 1Speaker 4
Speaker 2Speaker 5
Speaker 3
a.
Look at the extract, Where is it taken from? Read and say what the types of
programmes are. Choose from the list.
•sports
• drama series • quiz show • chat show
•reality show • sitcom (situation comedy) • news report
•soap
opera • documentary • movie
Thursday 12th May
CHANNEL
0 6:00 Friends joey and Chandler leave baby Ben on a bus in this
lauqh-a-minute episode- sitcom
0 6:30 Big Brother Watch them sweat as they wait to see who's been
voted out of the house. reality show
0 7:00
Channel Four News news report
0 7:30 Speed Machines The history of speed and the titanic battle
in the 1920s and '30s to break the land speed rerord- documentary
O 8:30 Who wants to be a millionaire? Once again, knowledqe and compete
for the grand prize of £1.00C„000. quiz show
0 9:00 ERIn this week's dnnucepj5Qde, a fire fills the emergency room at
County General and Lewis has to give some bad news to a young cancer patient-
drama series
0 10:00 The Firm Thriller about corruption in a top law firm, starring
Tom Cruise. film
b. Which programme(s) can someone watch if they:
1 want to keep up with what 2 like comedies? Friends
is happening around the world? (Channel 4. 6:00)
Channel Four News (7:00) 3 enjoy films?
The Firm (Channel 4, 10:00)  Speaking
Use the TV guide in Ex. 8 and the prompts below to talk
in pairs.
• Is there a (good) ...
(film/comedy/quiz show, etc) on TV tonight?
• What's on Channel 4 (at
7:30/afterthe news, etc)?
• When is that (chat show/documentary etc) orp
A: Is
therea goodcomedy on TV tonight?
B:
Idssee. There's Friends on Channe14at60'clock-that'sasitcom.
Wrí+in&
Portfolio:
Write a TV guide for a few hours' viewing on one or two local channels. Use the
TV guide in Ex. 8 as a model.

105
I         Which are the conditional sentences in the              5
Correct the mistakes. Justify your corrections. picture strip? Do they
describe: wo Id
                                                                                1
If he got a job, he       move to a bigger house.
a     an
imaginary situation in the present/ future? 2 If I were you, I ' Clell
her the truth.
b     an
unreal situation in the past? 3 If he had read the book, he mighty have
understood the play.
Complete the rule. 4 If she had enough
money on her, she would have bought the jumper.
Type 2        If
+ past simple -Y would + bare infinitive                         5 If I hadn't
been tired, I would havegone out.
2 What
would you do if:
Wishes
1
you had £1 million?  Grammar Reference
2
you wanted to change your image? 6 a. Study the examples. Which
is a wish for the 3 you wanted to be a pop star? present? a regret for the
past? 4 you wanted to find a job?
Ifl won
I'd buya big house,
3
Read the sentence, then complete the rule. What sort of situation
do conditionals type 3 describe?
Ifyou
had studied you would have passed the exam.

If + past perfect -s would/could/might
Type 3
+ have + past participle
4
Complete the sentences.
1
If I had known it was your birthday,
2
If you had called me earlier,
3
If Joe hadnft studied for his test,
4
If I had seen you,
5
If Jane had left on time,
6
If I hadn't overslept, 7 If you had lent me
the money,
8 If Ian had caught the bus,
106
Complete
the table.
I wish/lf only + past tense. (wish for the present)
I wish/lf only + past tense. (regret for the past)
b. Use the prompts to make sentences,

• I've
  lost my keys

• I didn't
  start earlier,

• I didn't
  have any help.

• I don't
  have enough

• I didn't
  bring my camera.

time.

• I don't know how to

• It's
  raining again.

drive.

• I have to work tomorrow

• I ate
  too much chocolate

• I can't afford to go on

— I feel sick now.

holiday.

I wish / hadn't lost my keys.

I  identifying form and use of 2nd type
conditional
Ask ss to read the picture strip and say what they
think the joke is (that's what I'd do -+ wouldn't do anything), Encourage ss to
say what they know or remember about conditional sentences (e.g. they are
introduced with 'if', they describe 'possiblet or 'imaginary'
situations etc). Ask ss to underline the conditionals in the picture strip and
elicit the answer to the question. Focus ss' attention on the form of the 2nd
conditional in the underlined sentences and complete the rule as a class. Refer
ss to the Grammar Reference Section for more detail.
Answer
Key
What
wouldyou do ifyou had
Because
that's what I'd do if/ had £
Both
sentences are conditional Type 2. They describe an imaginary situation in the
present/ future (a),
2  using 2nd type conditional to speculate
about the present/future
Read out the questions and allow ss some time to write
their answers in their notebooks. Ask ss to read their sentences out to the
class and give/elicit feedback.
Suggested
Answer Key
If had
£ I wouldn't work anymore. If wanted to change my image, I'd cut my hair
and lose some weight
If I
wanted to be a pop star, I'd enter a talent competition
If I
wanted to find ajob, I'd go to a job centre or look in a newspaper.
3       identifying
form and use of 3rd type conditional
Read out the sentence and focus ss' attention on the
form of the 3rd conditional. Complete the rule as a class and model the
sentences for ss to repeat chorally and individually, focusing attention on
stress and intonation. Them elicit the use of the 3rd conditional (e.g. Does
the conditional talk about the present or the past? What happened? Can this
change now?)
Answer
Key (See overprinted answers)
We use
Type 3 conditionals to talk about unreal situations in the past (situations in
the past that are different from what actually happened).
4       using
3rd type conditionals
Ask ss to complete the sentences using the 3rd
conditional and their own Ideas. Read out the first sentence and encourage ss
to think of different ways of completing it. ss complete the rest of the
sentences individually. Ask various ss to read their sentences out to the
class. Give/Elicit feedback.

5

6
Suggested
Answer Key
I would have baked you a cake.
2
I could have come with you.
3
he wouldn't have passed it.
4
I would have given you a lift.
5
she wouldn't have missed the train.
6
I would have gone shopping.
7
I would have bought the shoes / wanted. 8he wouldn't have been late for work.
 identifying errors in the
form of 2nd and 3rd conditional sentences
Explain that each sentence contains an error in the
form of the conditional (an incorrect verb form or an extra word). Tell ss to
refer to the two rules in Ex. 1 and 3 for help. ss do the task individually,
before checking their answers in pairs. ss report their corrections to the
class and justify.
Answer
Key (See overprinted answers)
a•  to identify form in expressing wishes
Focus ss' attention on the pictures and read out the
speech bubbles. Ask ss what they think the problem is in each case (e.g. she
doesnt have ony friends, so she probably feels lonely; he's disappointed
because he didn't play well). Ask ss which speaker wishes things were different
in the present and which one regrets something that happened in the past.
Elicit the form used in each case and complete the rule as a class- Focus ss'
attention on the fact that past tense is used to refer to a present situation.
You may also want to compare wishes to conditionals types 2 and 3 (same tenses,
both refer to imaginaty or unreal situations in the presentorpast). Refer ss to
the Grammar Reference section (p. 138) for more detail
Answer
Key (See overprinted answers)
I wish I had some friends - present If only / had played better — past
b•  to practise
expressing wishes about the present and the past
Read out the first prompt and the example. Ask ss to
identify the type of wish and whether it refers to the present or the past.
Tell ss to make a sentence about each situation using I wish/lf only. Check ss'
answers.
AnswerKey
I
wish//fonly / had had some help.
I
wish//fonly I had brought my camera.
I
wish//fonly I knew how to drive.
I
wish//fonly / hadn't eaten so much chocolate.
I wish/lfonly I had started earlier I wish/lfonly I had enough/more time.
I
wish//fonly it wasn't raining.
/ wish/lfonly I didn't have to go to work tomorrow.
/
wish/lfonly I could afford to go on holiday

1 06(T)

7 a.  practising
  relative pronouns

10

 Practising
  phrasal verbs with turn

Through examplesr elicit the
  meaning and use

Elicit/Explain the meaning of each
  phrasal verb

of the relative pronouns in the
  list through

using examples and/or mime, ss complete
  the

examples (which: things; where: places; who:

sentences individually. Remind ss that
  there might

people; whose possession; that: used instead of

be
  more than one particle for each gap, and that

which or who in defining clauses). ss complete the

not all the particles are to be
  used.

sentences individually, Focus ss'
  attention on

Suggested Answer Key

the differences in form between defining
  and non-defining relative clauses (non-defining

turn up: to appear or
  arrive unexpectedly

clauses
  are separated by commas that is never

turn out: to have a
  result

used). Elicit the relative pronouns
  which can be

turn
  sth down: to reduce volume, heat etc

omitted and explain why and when
  this can be

turn sth off: to stop 5th (such as a light, TV, etc)
  working

done (b and c - they are objects to the verb of the

turn on: to start 5th (such as a light, TV, etc) working

relative
  clause Relative pronouns cannot be omitted

turn
  to: ask 5b for 5th such as help, advice or information

in non-defining relative clauses.)
Answer Key (See overprinted answers)

Answer Key (See overprinted answers)
Game

b•
   difference between defining and

 COnS01idating
  relative clauses

non-defining relative clauses

Go through the instructions and the example and

Read out two sentences, e.g. b and
  e, without

check understanding. Give one more example then

the relative
  clauses (Tom Cruise is the actor; York is a quiet city) and ask ss which of
  the two they

play the game as instructed in the
  Sts book.

can understand (e). Elicit the
  answer to the

I l

 recognising
  grammatical structure

question from the class. Explain that nondefining relative
  clauses add extra information,

Focus
  Sst attention on the picture and the title and

which is not necessary for
  understanding the

elicit the meaning of graffiti (pictures or writing

meaning of the rest of the
  sentence.

painted in public places, on walls, etc.)
  Encourage ss to express their opinions (i.e. whether they think it is

Answer Key (See overprinted answers)

art or a way of expressing one's
  thoughts, protesting etc. or simply vandalism).

8  practising
  relative pronouns

Ask
  ss to look at each sentence containing a

Read
  the rubric. Check ss understand what the

missing word. Elicit which part of speech is needed

term
  relatives refers to (here ss will only use

to
  complete each gap. Then ss find suitable words

who(m)
  and which). Do the first item as a class.

for each gap. After completing all the gaps, ask ss

Elicit
  the appropriate relative pronoun (focus

to
  read the whole text again to ensure that their

attention on the repetition of the
  person - Paul, He) and

choices are appropriate. ss check their answers in

the sentence that would be turned into a relative

pairs and report them back to the
  class,

clause. This depends on which sentence we think carries the
  man information and which one adds extra Information. Tell ss that the
  relative pronoun

AnswerKey (See overprinted answers)

replaces
  the personal pronoun (he —4 who). ss do

Writing

the task.

 writing a
  dialogue

Answer Key

ss brainstorm possible questions that an

 Paul, who is 80 years old, loves
  swimming.

interviewer
  might ask a graffiti artist (Why do you

2
  Chicago, which I saw on TVlast night, is a great film.

write graffiti? What do you like
  about graffiti? Is graffiti

3 Venice, which attracts many
  tourists, is in Italy/

really
  art? Should graffiti be made legal? Have you ever

Venice, which is in
  Italy, attracts many tourists.

been caught while painting on a
  wall? How would you

4 Ann, who we saw yesterday, is my colleague.

feel
  if someone drew graffiti on your wall? etc,)

5 The painting, which was painted
  in 1875, is worth

Encourage
  ss to use the text and their imagination

£10,000.

to
  get ideas for their questions and answers. Allow ss time to write the
  dialogue.

9  relative clauses
Go through the instructions and the prompts and check understanding. Read
out the example. Allow ss time to do the task individually, and then check
answers. Suggested Answer Key (See overprinted answers)
1 07(T)
Relative clauses
Grammar Reference

7 a. Fill in: which, where, who or
whose. Which of these words can be omitted in the defining relative clauses?
Defining
a      I
like films which/that are about aliens.
b     Tom
Cruise is the actor who/that I admire most.
c      The
man who/that I wanted to see was on holiday.
Non-defining
d      Bob,
whose father is a pianist, is an actor.
e      York,
where she lives, is a quiet city.
f
Tom, who was born in Wales, moved to Lisbon.
g      Monaco,
which is visited by a lot of film stars, is very expensive.
b. Which relative clauses can be omitted without changing the meaning of
the sentences? d, e, f, g
8
Use appropriate relatives to join the sentences.
1       Paul
loves swimming. He is 80 years old.
2       Chicago is a great film, I saw it
last night on TV.
3       Venice
is in Italy It attracts many tourists,
4       Ann
is my colleague. We saw her yesterday.
5       The
painting is worth £10,000. It was painted in 1875.
9
Match the columns to make complete sentences.
Josh, who
came out last week. the film whose they stayed last year. That's the Hilton
whic lives next door to us my friend where sister is a lawyer.
ThatÌs Josh, who lives next door to us, out         down
Phrasal verbs
toon
10

Explain the phrasal verbs, then complete the sentences (1-4) off up with the
correct particles.
1       Please
turn off/down the TV I want to read.
2       Don't
worry — everything will turn out fine.
3       John
turned up at the very last minute,
4       Please
turn down the music. It's too loud.

Play in teams. One team makes sentences about
  objects, people's jobs or places. The other team tries to guess the answer.
Team A S}: Thisisaplace
  wherewelistentolivemusic,
Team BSI: It's a concert hall

 Reading & Listening
11

Read the title. What do you
think of graffiti? Read the text and fill in the gaps 1-10 with one word. Listen and check.
Graffiti began in the 1960s in New York City O) ...when.... someone
started writing his signature or 'tag' on as many surfaces 1) as he could.
Other young people copied him and soon there were designs and paintings 2) on
walls everywhere. Graffiti also takes the form of slogans 3) which/that put
across the artists' opinions about certain social and political issues,
Graffiti is something you either love 4) or hate. Some people feel that
graffiti makes a city ugly. On the other hand, there are people 5) who/that
believe it is a form of artistic expression, and graffiti may even 6) be found
on display in famous art galleries.
Graffiti is actually illegal and some countries try to
deal with the problem 7) by not allowing people under the 8) age of 18 to buy
spray paints, In other countries, the authorities provide special walls 9)
where people can practise graffiti. Whichever way you look 10) at it, graffiti
is a popular form of expression.
Wrí+ínt-
Portfolio:
Write an interview with a graffiti artist based on the text above.
107

Listening & Speaking skills

Going to the theatre

A.

UCI
  booking line. Can I help you?
Hello yes I'd like to book two tickets for

1

Match the collocations. What topic are they

the
  new James Bond film, please

related to? Make sentences using them.

A.

Certainly. When for? There are screenings
  at

 Listening
2
  You will hear a recorded message. Read and try to guess what the missing
  words might be.

Darren Brown. It's 5747 8259 6398 0102.
A:
  Thank you. You can collect your tickets from the box office any time from 5
  pm today until ten minutes before the start of the film on Friday. B Thank
  you.

5:30 pm, 8 pm and
10:30 pm every day.
B: In that
case, I think the 5:30 one on Friday, circle
please
efformance A: I'll just check. ... Sorny — that showing is fully times booked.
Would you like me to try the later one?
B: Er yes,
please, If you could
interval
A: Yes,
there are seats available for the 8 0'clock time showing. Can I take your name
and credit card number, please?
they all relate
to the theatre
 Listen and complete. Were your guesses
correct? A: You're welcome, Goodbye.
4
Read and find phrases/sentences in the dialogue which mean:
1
What can I do for
you? Can I help you?
2
What date and time? When
for? 3 Let me see I'll just check.
4 If you don't
mind If you could.
5
Portfolio:
Work in pairs. Imagine that you want to book tickets for a film. Take the roles
of customer and cashier and act out the dialogue. Think about the:
•
title of the film •
performance times
•
number
of tickets • prices • credit card number Record your dialogue.
That's the fifth ticket you've bought. sir.
Booking tickets
 Reading
3 a. Read the first three lines of the
dialogue. What are the speakers talking about?
b. In which
context do you expect to find these words in the dialogue? Listen and read to
check.
• showing • fully-booked • credit card  I know.
but
there's a girl inside
• box office • tickets • screenings     who
keeps tearing
108 them up!

I  recognising and practising
vocabulary related to theatre
ss
match the two columns individually (you may need to pre-teach matinee — taking
place in the afternoon), then check their answers in pairs and report them back
to the class. Elicit the meaning of each collocation from the class, as well as
the topic they are all related to (theatre). Allow ss time to write sentences
using the collocations. Check answers by asking individual ss to read their
sentences aloud. Answer Key (See overprinted answers)
Suggested Answer Key
I I phoned the theatre to check the performance
times.
2       The
running time oftheplaywas three hours.
3       [booked
four seats in the uppercircle.
4       Jane
had an ice creamin the 15-mjnute interval.
5       Lots
of older people prefer going to a matinee performance.
2
 predicting
and listening for specific information
Ask
ss to read the advertisement and predict the kind of missing information for
each gap using the context, ss do the task individually and report their
answers back to the class, justifying them with words from the text,
SuggestedAnswer Key  preposition
(followed by the actors' names)
2
noun
(a day)
3
number
(duration - minutes)
4
number (price
-pounds)
5
number
(price —pounds)
6
number
(people in a group)
Play
the cassette/CD. ss listen and complete the text and check to see if their
guesses were correct. Play the cassette/CD again if necessary then ss check
their answers as a class..
Answer Key (See overprinted answers)
3
a.  previewing the content of a dialogue
ss
read the first three lines of the dialogue individually. Elicit an answer to
the question from the class
Suggested Answer Key
They are talking about making a booking
for film tickets.
b-  to listenfread for confirmation
Go
through the list of words and elicit/explain their meaning. Elicit what these
might refer to and how they might be related to the context of the dialogue.
Play the cassette/CD for ss to listen to the dialogue while reading and
checking their answers.
Answer Key
They are all related to booking seats at
the cinema.
4
 identifying
the meaning of sentences from the context.
Read
the sentences in the list aloud, then ss read the dialogue again individually
and find sentences with similar meaning. Check ss' answers as a class.
Answer Key (See overprinted answers)
5
 Practising
booking tickets for a film
Portfolio:
Divide the class into pairs and assign roles of customer and cashier. Ask ss in
pairs to think about the prompts and make notes. Refer ss to the model dialogue
in Ex. 3 for language and ideas and allow them time to prepare their parts.
Allow ss to use the model while doing the task, but encourage them to improvise
and use their own ideas whenever they can. Monitor ss' performance.

Classroom
  arrangement
If the activity is done as a
  telephone conversation, ss sit back to back. If it's a faceto-face
  conversation you may use the following arrangement:
•      Put a desk in front of the board
  as a counter.
•      Write 'CASHIER' or 'BOX OFFICE'
  on the board.
•      The 'cashier' sits behind the
  counter, while the 'customer' stands in front of it.

Suggested Answer Key

A:

Star
  cinemas. How may I help you?

B:

Hello. I'd like to book three tickets
  for the new Harry Potter film for Saturday, please.

A:

Certainly.
  What time? There are screenings at 6.00pm,
8.30prn
  and 17.00pm.

B.

Well, I think the 8.30
  one, please

A:

Let me see ... Sorry — that showing
  is fully booked. Would you like me to try the earlier one?

B:

I'm afraid 6 0'clock is
  too early. What about Sunday?

A:

Yes, there are seats available for
  8.30 on Sunday. Can I take your name and credit card number, please?

B:

Kathy Jones, The credit card number is 7989 6876
  3938 7239.

A:

Thank you. You can collect your tickets from the box
  office any time from now until ten minutes before the start of the film.

B:

Thankyou.

A:

You're welcome.
  Goodbye.

1
08(T)
6
a-  practising describing a painting
Focus
ss' attention on the Study Skills box. Elicit the meaning of main subject (what
the focus of the painting ist e.g a person or an object), setting (the place) and background
(what is shown in the distance, behind the main subject). Ask ss to cover the
text and describe the picture (in pairs or as a class) having in mind the
points mentioned in the Study Skills box. Then, ss read the description and
compare it with their own. They read again and complete the text individually,
then they check their answers in pairs and as a class,
Answer Key (See overprinted answers)
b.
Allow ss some time to think about the prompts and prepare their descriptions,
Ask individual ss to describe the picture to the class. Encourage them to
express themselves using synonyms or other words to describe something for
which they don't know or remember the exact word (e.g. accept umbrella in place
of parasol, or a small wooden platform in place or pier). Give/elicit feedback
on how effective the description was and whether or not the points were covered
Suggested Answer Key in this painting, I can
see a young woman sitting on some rocks or large stones next to a path by the
side of a lake. She is wearing a long white lace dress and a hat with some
flowers on it and she is holding a red parasol She js staring across the water.
There is a dog lying down on a small pier nearby It is also looking out across
the water They are in the countryside and there are lots of colourful wild
flowers around. They are in the centre of the painting. In the background / can
see the shore and what looks like a small village in the distance. In the
foreground i can see the path and some wild flowers. The artist has used rich
earthy colours and the painting makes me fee/ relaxed calm and peaceful,
7
 identifying
the topic of an advertisement
Ask
ss to look at the titles in the extract and elicit what it is about and what
types of events are advertised. ss read the extract and prepare 3-4
comprehension questions. In pairs, they ask and answer their questions orally
Monitor ss and make notes of any difficulties that they have with questions.
Write the most important points on the board and elicit feedback from the
class,
Suggested Answer Key
This extract advertises four different
events: a rock concert, a play a circus and a rock festival.
A: Who is playing at Hanley Stadium on
Friday and Saturday? B: The Rocking Rollers.
A. What time does Hamlet start?
109(T)
B. At 7.30 pm.
A
When is the circus performing?
B; On Friday 21 st July,
A.
HOW long does the rock festival last? B: 3 days/3 nights,

Focus
  >

8identifying and practising sentence
stress
ss
listen to the recording and underline the stressed syllables. ss check their
answers in pairs and report back to the class. Ask different pairs to read the
exchange aloud, paying attention to correct stress
Answer Key
What would you like to do this weekend?
I'd really like to go to the Rocking
Rollers concert
b
'  talking about preferences related
to entertainment
Go
through the useful language in the box and check understanding. Elicit complete
sentences from ss. Act out an exchange with one studentr then ss do the task in
pairs. Go around the class, monitoring and encouraging them to use a variety of
expressions from the box. Ask some pairs to act out exchanges in front of the
class. Give/elicit feedback on language and pronunciation.
Suggested Answer Key
A: Wouldyou like togo to the circus this
weekend?
B: I'd loveto./l'd rather go to see the
Rocking Rafters,
A:
Whatarewe going to do this weekend? B: 'fit were up tome, I'd go to see Hamlet.
A: What do you think we shouþddo
this weekend?
B: I think we should go to the Annual Rock
Festival.
Extension: This task could be done as a
simulated situation in which ss would have to agree on an event, place, date
and time and make ony other necessary arrangement (e.g. what time to meet, who
is going to buy the tickets etc).
Describing paintings
6 a.
Look at the painting and complete the text.
In this painting 1 1) can see a young man sitting 2) on a rock by the
sea. He is wearing blue-green trousers and a shirtf and he has a green cap 3)
on his head. He is staring out to sea. I think he is unhappy 4) as/because
there is nobody with him. In the background I can see the beach, some houses, a
few trees, and mountains. It's hard to see clearly, but it looks as if 5) there
are some people walking 6) along the shore. The artist has used bright, sunny
colours but the painting makes me 7) feel a little sad.
Expressing preferences
7 Look at the magazine extract. What is
it advertising? In pairs, ask and answer comprehension questions.
> Intonation (sentence stress)
8 a. Listen and underline the stressed syllables.
A: What
would you liketodothisweekend?
B: I'd really like to go to the
Rocking Rollers concert
b. In pairs, use the phrases in the
table to act out similar exchanges.

Expressing
  preferences

•What would you like
•Would you like to
•What are we going to
•What do you think we should

•
I'd (really)
  like/love to
• I'd
  rather
•
That sounds good to me.
•
I think we should
•
If it were up
  to me, I'd

STUDVSKILLS
Describing
paintings
When describing paintings you need to give the important details.Talk
about the main subject, the setting, the colours and the background. Also.
describe your feelings towards the painting. use present tenses.
b. Describe the painting. Think
about:
main subject • setting • colours • background your feelings
The
Rocking Rollers Live!
Hanley
Stadium
Friday 14th — Sunday 16th , 8 pm
Shakespeare' s Hamlet
Hanley
Royal Theatre
            Thursday 13th -Monday
          July, 7:30 pm
Starring John Thatcher and Caroline Kingsley
Come to the Circus!
Hanley
Arena
Friday 21st July, 2 pm -7 pm
Annual Hanley Rock Festival
3
nights ofgreat music in Hanley Park
Thursday 13th
Saturday 15th July, 7 pm till midnight
The Pinks
Gary Glamour
                  The Swinging Sisters..
and many more!!!
109

Writing an informal letter reviewing a film

Getting started

4

How does the
  writer recommend the film? Suggest other phrases to

1 Fill in: acting, cast, plot, action
  packed, miss, must, effects, highly, computer animated, What types of texts
  are these? Where could you read them?
Finding Nemo is a brilliant I)
  computer animated film from

recommend the film.
  don't miss it!
Your turn

Disney and Pixar. Watch Marlin, a
  clownfish, on an adventure

5

a, Underline the key words in the rubric. How does this
  rubric

to find his son, Nemo, after he is taken by a diver. funny and
  touching film with a great 2) plot. Don't 3) miss it!

differ from the rubric in Ex. 3?

This is part of a letter from your pen
friend.

In your last letter, you said you
  like eoine to the cinema What was the last film you saw? Was it good? Dib you
  like it? Write and tell me about it.

The
Return of the King is            Russell Crowe stars in the final part in The
Lord              Gladiator as a Roman of the Rings trilogy. Frodo               general
who is betrayed and and Sam are on their way              becomes a gladiator
to get to Mount Doom to             A(n) 7) action
revenge.
destroy the ring. An packed film with incredible
incredible film with an all-battle scenes and amazing
Star 4) cast and great8) acting. 9) Highly Write a
letter in reply (80-100 words), special 5) effects. This isrecommended.

a(n) 6) must see!b. Answer the questions in the (magazines and newspapers) plant
then write your letter.

2

Which phrases does the writer use
  to recommend these

films? A Don't
  miss it', B This is a must see! , C Highly recommended,

cpoan

Dear + your friend'sfirst name.
Introduction (Para 1)
How will           peet
WI!)' you writing to him/her?
Main Body (Para 2)
• What details t/'il/you give (e.g. title, type
  of/ïlm, actons•names, main characters, plot sum mury)?
Whal did like most? Mow die/ you feel?
  Would you /tjcommend it?
Conclusion (Para 3)
TIOIV can _vou end your letter?
Yours, + your/ïrst name

Let's look closer
3 Read the rubric, then read the review.
What information does the writer give for points 1-4?
1      title/type
of film             3 setting
2      cast/characters   4 plot summary
 Write a short review Of a must see film for a local  magazine.
1 10

I

a•  practising
  vocabulary related to film

Answer Key (See overprinted
  answers)

reviews; to identify text type
  (film reviews)

Suggested Answer Key

Ask ss to read the texts quickly
  to find out what

This is a must see!, Highly
  recommended!, Put this at the

they are about and what kind of
  texts they are

top ofyour list of films to see,
  This wonderful film is well

(film
  reviews). Elicit where we might find texts like these (in an entertainment
  guide, or the

worth watching„ You should see it!

entertainment section of a newspaper or a

5

 encouraging ss to analyse
  instructions

magazine). Go through the list of words in
  the instructions and elicit/explain the meaning of

for a writing task

any unknown words, Encourage ss to
  look at

Read
  out the rubric and elicit the key words

the meaning of the whole text as
  well as

which
  give information about the type of text

information before and after each
  gap. Do the

ss
  will have to write (a letter), the topic (the film

first item as an example. Elicit
  the kind of word

you last saw), the purpose (to give information and

we need (an adjective describing a film with

opinion) and the target reader (pen
  friend). Then

cartoon characters - computer animated), ss do

ask
  ss to compare the two rubrics based on the

the rest of the task individually
  before they

text typer topic, purpose and
  target reader.

check their answers in pairs and
  as a class,

Suggested Answer Key

Answer Key (See overprinted answers)

Key words to be underlined: letter from pen friend; last

Suggested Answer Key (See
  overprinted answers)

film you saw; write and tell me about it; letter
This task is different because it
  is an informal letter to a

2

 identifying
  language for recommendation

friend whereas Ex. 3a requires an
  article for a magazine

in a film review

b.
  Read out the questions in the plan. Elicit

Ask ss to
  read the texts again and find sentences

answers
  from the class. Elicit/Revise any useful

that encourage the reader to see the
  films. Check

language
  ss might need (e.g. words related to

the answers with the whole class

films,
  adjectives describing the film, plot, acting

Answer Key (See overprinted answers)

etc.) Elicit the style ss should use
  (informal friendly letter) and the features of this style

3

 examining the
  content and organisation

(contractions,
  idioms, everyday language), ss

of a film
  review
Go through the instructions with ss
  and elicit the

make notes of
  their answers to help them write their letters. ss do the task

meaning of a must see film (an
  excellent film, one

Suggested Answer Key

that you shouldn't miss). Encourage
  ss to underline

Dear Lisa,

the key words in the rubric (short review, must see film,
  local magazine) and elicit the text type, topic

Hi! You wanted to know about the
  last film I saw.

and target reader. Go through the
  four main points

I went to see Peter Pan a week ago. It is an adventure film

included in film reviews and check
  understanding

It's about a girl called Wendy, her
  brothers, John and

(elicit the meaning of setting), Ask
  ss to read the

Michael, and Peter Pan, a boy who never grew up. With his

review and identify the information
  that refers to

fairy friend, rpnkerbel/, Peter
  takes the children on a magical

each point. ss compare their
  answers in pairs and

trip to meet his friends, the Lost
  Boys, and their enemy

report back to the class, reading
  out the relevant

Captain Hook Jeremy Sumpter plays
  Peter Pan, Rachel

parts from the text.

Hurd-Wood is Wendy andJason Isaacs is Captain Hook

Suggested Answer Key

Peter teaches the children to fly
  and they go to Never

1 The Last Samurai is a brilliant action film

Never Land There they defeat
  Captain Hook and they meet some mermaids and Indians. They have great fun,

2 Tom Cruise stars as Nathan Algren, an American Civil

but they miss their mother and
  decide to go home They

War hero, and Ken Watanabe as Katsumoto, the samurai leader.

take the Lost Boys with them.

3 ltjs set in Japan.

This is a great film with excellent
  special effects. It is funny

4 Nathan Algren goes to Japan to fight the samurai but

and very entertaining. Ifyou can, you should see it.

after he is captured by Katsumoto he also becomes a

Write back soon!

samurai.

love,

4

 helping ss
  identify recycle and build up

Emma

language for recommendation
Ask ss to identify the words that
  the writer uses to

Amazing Facts

recommend the film. Elicit other
  expressions for

Present the 'Amazing Fact' and ask ss to find other

recommending films. ss repeat the
  expressions in

interesting
  facts related to the arts and entertainment

Ex. 1 and suggest other expressions.

and to share these with the class in
  the next lesson.

1 1 OCT)

1       predicting
the content of a text; to listen/read for confirmation and gist
Focus ss' attention on the pictures and ask them to say
what all the people have in common. Focus ss' attention on the title to help
them answer the questions. ss listen and/or read the text to check their
predictions,
SuggestedAnswer
Key
They
are wearing red noses, They 100k a bit silly, but they are probably doing it for a good
reason, perhaps for charity.
2       to
read for specific information; to recycle vocabulary; to infer the meaning of
words in context
Ask ss to read the gapped text and think of the kind of
information needed in each gap (e.g. a noun, a date, an amount of money etc.)
Ask ss to scan the main text to locate this information. Encourage ss to
distinguish between parts of the text which are not relevant to the task (e.g.
from 'Eating jelly' to the end) and the relevant information. ss complete the
text individually. then they check their answers in pairs and as a class. ss
read the text again more carefully and work out the meaning of the words in
bold from the context, word morphology and resemblance to words in their Ll .
Some of the words will be known (e.g. scissors or grapes), while for others, ss
might need to use their dictionaries. ss compare their answers in pairs and
report back to the class Suggested Answer Key (See overprinted
answers)
3       reProduang information
Go through the instructions and check understanding.
Divide the class into pairs and allow ss time to prepare their questions and
answers based on the points given, Encourage ss to think of other questions they
could ask (e.g. What difference has Comic Reliefmade to people? How did
you decide to join the organisation? What would you say to someone who would
like to support people in need?)- Monitor ss as they do the task, keeping
ñotes of any difficulties they have. Ask some pairs to act out the
dialogue in front of the class, Give/elicit feedback on the most
important points.
Suggested
Answer Key
A:
What is the aim ofComic Relief?
B: To
raise money to help fight poverty in the UK and in Africa.
A: How did it start?
B: It al/ began in 7985 when a group
of comedians got together in some comedy events which were broadcast on
Christmas Day. This helped people to know about the famine in Ethiopia. They
asked the public for money for these poor people.
A: What
special events does Comic Relief organise?
I l l (T)
The big
event is Red Nose Day, held every two years /t(s the biggest fundraising event
in the UK and people all over Britain do crazy stunts to raise money. It is
broadcast on national TV It shows documentary films about the people in need.
It also has top comedians,  Who are some of the famous celebrities that have taken part?
B.
Mr Bean, Robbie Williams and Victoria and David Beckham have all helped Comic
Relief,
Project
 extending information from a reading
text into a longer piece of collaborative work including speaking and writing
Portfolio: Divide the class into groups and appoint a
secretary to keep notes of the group's suggestions and a
group leader to organise the group and report back the suggestions to the
class. Ask ss in their groups to brainstorm ideas for fun activities for their
charity events and encourage them to be imaginative and original. ss make a
list of the suggestions and decide on the best ones to include in their charity
event. The group leaders report the suggestions back to the class and ss vote
for the best charity event using their ballot box. The task could be extended
with groups creating a poster to advertise their charity event, ss should include
information on the activities, the date, place, time, donations or entrance fee
as well as catchy titles and pictures to make their posters interesting, ss can
display their posters in class and vote for the best poster,
SuggestedAnswer
Key
Students
and teachers would ask their friends to:  run down a hill without shoes  eat a quantity of food (e.g.
spaghetti, pies) in a short time  dye their hair a strange colour
(purple, green)  shave offtheir beards/moustaches  play football/basketba/l non-stop
for a long time (e.g, 10 hours)  have a sponsored fancy dress day

Useful Links ss can visit
  http://www.comicrelief.com to get more information about Comic Relief.

COMIC                                               Clip
RELIEF
REV NOSES
FIGHT POVERTY
Take a minute and ask yourself: What do
charity and comedy have in common?
Nothing? Well, Comic Relief will certainly disagree with you.
Set up by a group of comedians, Comic
Relief is a charity that uses laughter to raise money from the general public
and help fight poverty in the UK and Africa. It began with a few live comedy
events that were broadcast on BBC 1 on Christmas Day 1985, in response to the
famine in Ethiopia. Since then, they have managed to raise about £300
million!
Comic Relief is best known as the
organisation behind Red Nose Day, the biggest fundraising event in the UK. On
Red Nose Day, held every two years, people throughout Britain put on a red
plastic nose and do the craziest things they can think of — all to raise money
for those in need. Eating jelly with chopsticks, cutting the grass with a pair
of scissors and eating grapes while wearing boxing gloves are just a few of the
things people have done. The event includes moving documentary films and
extraordinary comedy by some oí the best British comedians, broadcast on
national TV.
Over the years, many celebrities have taken
part, each in their own special way. 'Mr Bean', Robbie Williams, and Victoria
and David Beckham are only some of the famous people who have offered their
time and talent in an event that unites the whole nation in trying to help
other people and have fun at the same time!
Speaking

Culture

Reading & Listening
I What are the people in the pictures
wearing? Why do you think they are doing this? Listen and read to find out.
2
Read the text and complete the summary, then explain the words in
bold.
Comic Relief is a(n) 1)
charity. It started in the UK on 2) Christmas Day 1985. So far they have raised
3) £300 million. Every 2 years the British celebrate 4) Red Nose Day On
this day people wear 5) red noses and do silly things. The money raised helps
people in 6) need
03HaKOMwreAbHaS1
3
Work in pairs.
Imagine that one of you is a reporter and the other is involved in Comic
Relief. Act out an interview about:
•
the aim of the organisation  how it started
•
the special events it involves  who supports it

Pro •ect

4Portfolio: Imagine your school is planning a charity event
similar to Red Nose Day. List ten things you could do to raise money (e.g. run
a marathon, climb a mountain, shave yourhead, etc). You can make a poster as
well.
1 1 1
fren

loa Fast Forward

Lead-in
I Are these statements true (T) or false (F) about
teenagers in your country? Decide in pairs,
1 Most of them have got mobile phones. 2
None of them owns a video camera.
3
Some of them can use a computer.
4
Only a few wear designer clothes.
5
Most of them
change their hairstyl&frequently
6
The majority of them listen to hip-hop.
7
Only a few talk in chat rooms.
8
Most of them leave school to work.
2 Read the list of different kinds of
music, then listen and number them in the order you hear them. All About
School
British teenagers can leave school at
sixteen after taking their GCSE exams. They study for exams in as many as ten
subjects, so they have to work pretty hard! Today's teens spend more time doing
their homework than any teenagers in the past, studying for 21/2 — 3
hours every evening.
Free Time
It's not all work, of course. What do British teenagers
do to have fun? They love watching TV, going out, meeting friends in Internet
cafés and listening to music. Researchers found that 99% of teenagers
questioned in a survey said their favourite activity was watching TV, while
9896 also liked listening to music. Some teens like UK garage music, but others
prefer to listen to hiphop or nu-metal on their portable stereos, personal
stereos and CD players. 89% spend most of their free time online, e-mailing
their trnatesvor making new friends in their favourite chat rooms.
Technology
As well as the Internet, teenagers in Britain use their
computers to play games and do their homework. They also love their mobile phones,
and spend hours texting their friends and chatting. Today, phones are getting
smaller and lighter and you can do a lot more with them than just talk. Text
messaging hastaken over as the coolest and (trendiest way to socialise. More
than 90% of
12- to 16-year-olds have a mobile, and
1 12
Korma frenz 1
reggae [7] hip hop D
garage C] rock nu-metal C] jazz         technoC] rap classic C] country C) pop
C] disco [ Listening
3
Listen and match
the speakers (1-4) to the gadgets (A-D). Which words helped you decide?
camera             CEcomputer mobile Phone
4
Which of the
objects in the pictures on p. 113 do yc use for: - fun? - work? - study? Tell
your partner. / use my computer for study because / can find lots information
on theNetfor schoo/projects.
Teenagers
experts say that this trend stops teens
from spending their cash on sweets and cigarettes. The latest craze, mobile
phones with built-in video cameras, is taking the country by storm, as are
digital cameras with which you can take photos that can be sent over the Internet
Fashion
At school, almost all British teenagers have to wear a
school uniform. However, in their free time they can wear whatever they like,
and what they like is designer labels. In fact, 40% of British teens say that
they think it is important to have the latest designer gear. Nike, Diesel and
Paul Smith are the top favourites, but looking good doesn't come cheap in
Britain, and many teenagers think nothing of spending over £100 on one
item of clothing.
Objectives

Reading: understand
  details/gist/writer's opinion and purpose in an article (multiple choice);
  identify specific information and writer's purpose in an advertisement
  (comprehension questions); identify style in a newspaper article; answer
  questions in a quiz (multiple choice); identify context and appropriate
  responses in a dialogue (matching); identify organisation in a letter of
  complaint
Vocabulary: electronic appliances used in education;
  school subjects; compound nouns describing gadgets; means of communication;
  computers; verb-noun collocations related to computers; verbs describing
  processes
Grammar: clauses of concession; reported
  speech (statements/orders/questions); indirect questions; causative form;
  prepositional phrases phrasal verb — take
Listening: identify key words/phrases in
  short monologues (matching); identify specific information in a dialogue
  (gap-fill); identify specific information in a longer dialogue
  (multiple-choice/ quiz) understand details and speakers' attitudes/ opinions
  in a longer dialogue (true/false)
Speaking:
  make comparisons between different educational systems from prepared notes
  (general conversation); discuss pros and cons of Internet (general
  conversation); describe pictures (extended turn); describe problems/request action/respond
  (simulated situation); give an account of an event (extended turn)
  Intonation: identify stress in questions
Writing: short article on teenagers in ss' country; text
  message using abbreviations; science quiz; letter of complaint

I  introducing the theme of the unit
Read
out the title of the unit and elicit what it means and what it might refer to
(fast forward is a button on a video recorder/cassette player etc which allows
you to move the tape etc ahead quickly, so the title refers to moving ahead
quickly and relates to gadgets and technology).
Allow ss time to read the statements 1-8 and decide in
pairs whether they are true or false. Ask them to correct the false statements
according to what teenagers in their country have/do. Check answers as a class.
Suggested
AnswerKey
2
 discussing types of music

As a class, go briefly through the list of music genres to elicit what students
know about them and what opinions they might have. Then ask them to listen to
all twelve kinds of music and put them in the order they hear them. ss then
share answers to help those who are perhaps not familiar with all twelve types
of music. Play the recording a second time and pause after each type of music
to elicit answers from ss.
Answer
Key

1 jazz

5 rap

9 rock

2 techno

6 classical

10 nu-meta/

3 reggae

7 garage

Il disco

4 hip-hop

8 country

12 pop

3
 listening for key words/phrases
Explain to the class that they will hear
four people talking about four different gadgets and that they need to match
each speaker to the correct gadget Now play the cassette/CD for ss to listen
and complete the task Play a second time if necessary Then check answers
and which key words/phrases helped them make their choices.
Answer
Key
1       B keepin toucht ring tones
2       D putonaCD, listen, music
3       A take snaps, send bye-mail, rolls
offilm
4       C homework, e-mails, chat rooms,
access to information
4
 discussing uses of technological devices
Elicit what the objects in the pictures are
usually used for, Then ss work in pairs and discuss what they (might) use them
(objects in the pictures) for Ask some pairs to report back to the class.
Suggested
Answer Key
I use my personal CD player/persona/ stereo/portable stereo for fun
because I like listening to music in my spare time.
I use my TV for fun because I can watch o Jot of entertaining programmes.
I use my digital camera for work/ to study because / can download pictures onto my
(school/company) website, I use my mobile video phone for fun because I can
send pictures to my friends with a simple phone call.

true
2      false Some ofthem own video cameras.
3      false Most of them can use a computer
4      true
5      true
6      false The majority ofthem listen to
pop music.
7      false Many ofthem talk in chat rooms.
8      false Most of them go to college when
they leave school.

1 12(T)

predicting
text content
Go
through the Study Skills with ss, Focus ss' attention on the main title of the
text as well as the subtitles and elicit what ss think the article might be
about and how the four pictures might relate to it,
Suggested Answer Key
The article is probably about teenagers in
Britain and the different areas oftheir lives,
The pictures probably relate to the text
because these are items that teenagers use in everyday life,
6
 reading
for detailed comprehension and gist; to understand the writer's opinion and
purpose
Explain
to ss that they first read each question together with the options A-C), then
they read carefully through the text before making their choices. Allow ss five
minutes to complete the task. Ask ss to justify their answers. Answer Key (See
overprinted answers)
b•  inferring the meaning of words in
context
ss explain
the words in bold by giving an example. a synonym or an explanation using their
dictionaries to help them if necessary Then ss in pairs suggest alternative
subheadings.
Suggested Answer Key researcher (n):
someone who studies something and tries to find out facts about it question
(v): to ask questions/to ask about 5th survey (n): a study questionnaire
texting (v): sending text messages on a mobile phone chatting (v): talking in a
friendly and informal way socialise (v): mix/spend time with people in a social
situation craze (n): fåd, something that's very popular for a short time
(fashion) taking (sth) by storm (phr): spreading quickly and unexpectedly/to
suddenly be very successful designer labels (phr)•. clothes that are from
famous fashion designers or makers of expensive clothes. designer gear (phr):
expensive clothing and accessories
Alternative subheadings The Academic Side
— Leisure Time - The Latest Gadgets - Designer Gear
7
 summarising
the reading text
Allow
ss some time to read the text again and make notes under the four subheadings,
ss then make notes under the same headings about teenagers in their own country
based on their own experience and ideas. ss then discuss any differences in
pairs. Monitor ss' performance around the class, then ask some pairs to report
back to the class.
1 1 3(T)
Suggested
Answer Key British Teenagers: can leave school ot 16 take GCSE exams at 16
study ten subjects ot GCSE level do 2-3 hours homework 99% enjoy watching TV best
98% enjoy listening to music best
89% spend free time online 90%
12-16-year-olds have mobiles use computers for games and homework use mobile
phones for texting and chatting 40% wear designer clothes wear top designer
gear: Nike, Diesel, Paul Smith
e.g. British teenagers take exams at 16,
whereas in my country they don't/they toke exams at Z
Writing
 writing a short article
Portfolio:
Explain that ss should dc research on teenagers in their country They must find
accurate information and relevant percentages for a full comparison. They can
do this by looking in teen magazines, newspapers and on the Internet for any
survey results on school, free time activities, teenage use of technology and
fashion.
frenglish.ru

teenagers?
Read the title of the article and the
subheadings. What is the O They spend more time playing
5
article about? How are the objects in the pictures related to
with computers than doing their the text? Listen and read to check.         homework.
They don't meet up with friends
6
a. Read the article and choose the correct answer, A, B, C or any
more - they just call, text or D, for questions 1-4.      e—mail them.
1     What
is the writer's main purpose in writing the text?          They seem to have
more fun,
A    to describe the social life of
British teenagers              but in fact they work harder
B     to give statistical facts about
British teenagers than [previous generations of to describe preferences and
trends among British teenagers teenagers.
D to complain about teenagers in Britain
2     What
would a reader learn about communication between b. Explain the words in bold.
In pairs, think of alternative British teenagers?
subheadings. that technology plays an
important role in it
B     that they prefer to communicate face
to face
C     that it is unimportant to most of
them           Speaking
D    that they
have difficulty in communicating 7 Make notes about British teenagers under
each of the subheadings in
3     What
does the writer suggest about British the text. In pairs, make similar
teenagers¶attitudes to technology? notes about teenagers in your favourite
items of country. Use your notes to compare teenagers in Britain to teenagers
in B They only use technology your country. to play games and
socialise. British teenagers can leave school at 16, whereas
in my country they can leave
They are enthusiastic school about new
trends in technology,
                                                                    D
They see technology as cool                                    Wrí+int-
and fashionable,
Portfolio: Use your notes from Ex, 7 to write a short article about
teenagers in your country. 1 1 3

10b
Vocabulary Practice
Technology in education
I a. Which of these objects can be used in a
classroom? What for? Choose from the subjects in the list and tell the class.
• watch
documentaries, foreign language films, etc • 40 sums
• record & listen
qexarnine cells               film Scientific experiments
• listen to music • show
drawings & charts • take pictures
• show slides of ancient
sites • record performances
A video
recorder can be used in Geography lessons to watch documentaries about various
countries,
b. Which of these do/did you use at school? Do/Did
you enjoy the lessons? Why (not)?

all/most/some + verb in plural none +
  verb in singular

b. Conduct a survey
of your class and say which items all, most, some or noneofyou use regularly,
occasionally, rarely.
All ofus use mobile phones regularly None ofus uses a walkie talkie.
Means of communication
Do you use any of the means of
communication below? Use the prompts and the useful language to make sentences
about their pros and cons. mobile phone letter fax machine e-mail
• quick
• cheap •convenient
Pros reliable

• personal •
Gadgets• expensive •
slow • unreliable
Cons
• impersonal • inconvenient

STUDVSKILLS

Revising compound nouns
To revise compound
nouns, write all the nouns separately on pieces of paper. Mix up the pieces and
try to match the halves. This will help you remember them.

2 a.
Match the words. Which of these can you see in the

 discussing use of electronic equipment
Go through list of eight subjects. Elicit which pieces
of equipment illustrated in Ex. 1 could be used for each lesson. There will be
more than one choice depending on the lesson. Go through the prompts and elicit
examples of what the equipment can be used for in those lessons.
Suggested
Answer Key
A
video recorder con be used in language lessons to watch foreign language films.
A
camcorder can be used in Chemistry lessons to film scientific experiments or in
Music to record performances. A microscope con be used in Biology lessons to
examine cells.
A calculator con be used in Maths lessons to do sums.
An overheadprojector can be used in Geography lessons to show drawings and
charts.
A
slide projector can be used in History lessons to show slides ofancient sites,
A digital camera can be used in Art lessons to take
pictures.
A
portable stereo can be used in Music lessons to listen to music and record
performances.
b. Read out the questions in the task and elicit
answers from various ss.
(ss' own
answers)
2  revising
Compound nouns
Go through the Study Skills then ss work in pairs to
complete Ex 2a. Check answers as a class.
Suggested
Answer Key (See overprinted answers)
Thepictures
show a mobile phone, a personal organiser, a remote control and an answering
machine.
b•  practising compound
nouns

Divide the class into teams or groups and appoint a leader to each team/group.
Make a table on the board like the one given and ask ss to copy it into their
notebooks. Each leader asks the group/team members about the gadgets in the
table (e.g. Do you use a CD player? How often do you use it?) and completes the
table. Having explained that all/most/some take the plural form of the verb and
none takes the singular form, encourage the class to write sentences in their
notebooks as in the example. Then, members from each team/group take turns
reading out their sentences to the class. ss compare their results with other
groups/teams.

Item

No of ss

How Often

CD la er

e.

, re ularl

video recorder

fax machine

ersonal or aniser

remote control

answerin machine

video
  camera

ocket calculator

mobile hone

walkie-talkie

Suggested
Answer Key
Most of
us use a CD player regularly.
All ofus use a video recorder occasionally. None ofus uses a fax machine
regularly.
Most ofus rarely use apersonal organiser, All ofus use a remote control
regularly.
Most
ofus never use an answering machine.
Some
ofus never use a video camera.
Most
ofus use a pocket calculator occasionally,
3  diScussing pros and cons
Go through the instructions and the prompts
with ss and elicit/explain the meaning of any unknown words. Focus ss'
attention of clauses of concession and how they are formed. ss in pairs do the
task Check ss' answers.
Suggested
Answer Key
Despite being slow, a letter is persona/ and cheap. In spite of being
quick and reliable, a fax machine is expensive.
While
an e-mail is quick and convenient, it can be unreliable at times,
Game

Focus >

to revise
vocabulary related to computers
Divide the class into two teams. A student
from each team chooses a device to describe, Only two descriptions per team are
allowed to be given until the other team guesses correctly If they guess
correctly, they win a point and then take oven If they do not manage to
identify the device, then the next team still takes over. The team with the
most points is the winner.
4
 revising
vocabulary related to computers
Allow
ss one minute to write down as many words related to computers as they can
think Of, ss check their
lists with their partners, Then ask individual ss to read their lists aloud,
Make a list of Ss t answers on the board
Suggested Answer Key monitor, keyboard,
mouse, mouse pad, software, hardware, tower, processor, modem, program, Start
upr shut down, log on, Internet, browser, printer, Webcam, website, etc
5
a.  identifying text type and origin
Ask
ss to skim the text to identify its type. Then elicit where it might be found
SuggestedAnswer Key
It is an advertisement. It might be found
in the classified ads section of a newspaper, in a shop window or on a notice
board
b•  reading for specific information
Ask
ss to read the questions and elicit/explain any unknown words, ss answer the
questions individually, then they check their answers in pairs and as a class.
Suggested Answer Key
1
The
writer's purpose is to give information about an item for sale
2
a
desktop personal computer/599 euros/a modem, a
8  Understanding text messages
Ask
ss if they use text messaging and. if so, whether they use any special code,
like the one in the book Ask ss to read the first message and guess what is
says. Then refer SS to the list of abbreviations and elicit the complete
message. SS then complete the other three in pairs, then report back to the
class.
Answer Key
A     What's
up mate? Are you OK? Why aren't you at school? Seeyou later.
B     Thanks
very much foryourtext message. I want to see you tomorrow, too. Talk to you
later.
C     Doyou
wanttogoto thecinema laterorgoforcoffee? D Please tell the boss I am going to
be late for today's meeting.
Writing
 Practising
writing and reading text message abbreviations
Portfolio:
Go through the rubric and explain the task. Allow ss some time to write their
messages. Then ss exchange their messages with their partners and translate
them using the key in Ex. 8. Choose some ss to write their text messages on the
board for the rest of the class to translate.
SuggestedAnswerKey
YRUL84SCHLTDY?TXTMEM2CU.
Why are you late for school today? Send me
a text message, I want to see you.

mouse, a keyboard 17" colour
monitor and Windows '98 software
3
bycalljng03452340044
4
MB
= megabytes;GB = gigabytes; kbps = kilobytes per second
6       Practising verb-noun collocations
Explain
the task Do the first item with ss as an example, then ss complete the rest of
the table Check
ss' completed tables as a class, then ss use the collocations to complete the
sentences. ss check their answers in pairs, then read their completed sentences
aloud.
Answer Key (See overprinted answers)

Focus
  >

7      a. identifying text type/verb form
Read
the title aloud and ask ss to skim the text to identify the type
(instructions). Focus attention on the verbs and elicit the verb form used
(imperative). Ask ss, in pairs, to guess the missing words before listening.
Play the cassette/CD twice If necessary for ss to check and complete the
instructions. Check answers.
1 1
5(T)
Computers 4 You need a password to
log on to the system. Reading 5 No wonder it's not working. Look, it's not
plugged in.

4

In one minute, write down as
many words as possible related to computers. Compare with your partner.
5
a.
Look at the text. What type of text is it? Where would you find it?
As new — desktop PC, Pentium 4 processor,
128 MB
memory and 60 GB hard drive Includes
modem (56 kbps), mouse, keyboard and 17" colour monitor. Comes with
Windows '98 software and is set up for Internetaccess, Excellent condition,
€599.
call 0345 234 0044 (leave message)
b. Listen and read to answer the questions.
1      What is the writer's purpose?
2      What is for sale? How much does it
cost?
What is included?
3      How can the person be contacted?
4      What do MB, GB and kpbs stand for?

Action

    Opposite               Noun

turn / switch on

turn / switch off
  computer, monitor

turn
  up

     turn down             speakers,
  volume

plug
  in

         unplug              printer,
  computer

 log
  on

log
  off

system,
  network

save

delete

a
  computer file

6

Fill in the correct verb/noun
related to computers. Then complete the sentences.
1      It's better to turn your computer
off when you are not using lt.
2      Oh no! I forgot to save those new
files, and now I've lost the information.
3      Turn down the volume, please. It's
too loud.
Processes
 Listening
7
What
type is the text below? What verb form is used in such texts? Listen and fill
in the gaps (1-4).
How to send a text message
•      Press
'Menu'
•      Scroll to 'Messages' and I) press
'Select'.
•      Scroll to 'Write Messages' and
press 'Select i Use your@ypad to 2) type in your message.
Press 'Options'
•      3)Select
"Send' and press 'OK'
4) Enter your friend's phone number and press 'OK' to
send.
8
Read the text messages (A-D). Use the list of
abbreviations to 'translate' them.
SUP MB? RU
OK?
RNT U AT SCHOOL?
DO U 12 GO 2
CINEMA L8R OR GO 4 COFFEE?

CU = see you
L8(R) late(r)
M8 mate (i.e. friend) PLS = please  you...?
  SUP =What's up ?
TDY-— today
TVM = thanks very much
TOM tomorrow

TTYL = Talk to you later
TXT= (send a) text message
U =you
Y = Why
12
  = want to 2 to, too 4 = for
GNG = going
2B = to be

Wy-a-ins
Portfolio: Write a text message to an
English friend using abbreviations. Exchange your

message with a partner and 'translate' it. 1
1 5
Grammar in use

Reported speech

2        told
  us he would leave on Monday.

Grammar
  Reference

3 He said to Mary that Ann had left.

Statements

4 He said that he was going to be
  late.

I

a. Where could you read this text? Is it formal or
  informal?

3

Report
  what each speaker said.
1 I'm thinking of buying a computer,

Parents of pupils
at         £1.2m on new  2 I haven't heard from him since May. Sandleigh
School said               equipment last year,      3 I don't know what John is
doing.
yesterday that
they            said parents'                                           4 You
can use my computer if you like.
were very angry and      Fpokesperson,
Angela  5 He lost all his files were planning a      Sullivan.
Shvçla imed       6 I'll tell Ann I saw you protest march beca
use that, in fact, spending   7 Where is my mobile phone?
the Local
Education            for the previous year
Authority had not yet had
been less than Orders kept its promise to Mrs Sullivan improve computer added
that parents 4 a. Study the examples. How do we form facilities at the school.
could not acceptåhe reported orders? Complete the rule.
"They
announced that LEA's excuse they would spend

b. Use the information from the text in Ex. la to complete
  the table. How have the verb tenses changed?

He told metoswitch iton. Hetoldmenottotouch it.

positive
  imperative negative imperative

Direct Speech
Present Simple
"We are very angry. "
Present Continuous "We are planning a protest march.
Present Perfect
"The LEA has not yet kept

its promise. " Past Simple
"Spending for last year was less than
  £6,000 f"
will
"We will spend £1.2m. "
can
"We cannot accept the
LEAS excuse. "

Reported Speech
Past Simple
Parents
  said that they
I) were very angry.
Past
  Continuous
They said they 2) were planning a
  protest march
Past Perfect
They said the LEA 3) had not yet kept
  its promise.
She claimed that spending for the previous
  year 4) had been less than £6,000 would
They
  announced that they
5) would spend £1.2m.
could
They said they 6) could not accept the LEA's excuse.

to-infinitive
(not) to-infinitive
b. Work in groups of three. Give and report orders.
Questions
5
Study the
examples and mark the sentences (1-4) as T (true) or F (false).
                                                                                Direct                        Reported
"What
can I do?" He asked me whathecoulddo. "Are you OK?"             He
asked me ifI was OK.
1       Reported
questions can be I introduceci with 'asked'.
2       Reported
questions end with a question mark
3       We
use ifto introduce a reported wh- question,
4       A reported question is never in the
interrogative
6
Report the
questions. What object is the speaker asking questions about?

2 Fill in: told/said/asked. How do we
  use these verbs in direct/reported speech?
I "How can I get to the Arts
  Hall?" he asked

1
  Where do the batteries go?
2
  Are the headphones included in the price?
3
  Does it come with a carrying case?

4 Why is the model so expensive?
me.

1 16

I a•  identifying
  text type/origin and style

6 She/He said that she/he would tell Ann she'd/he'd seen
  me.

Ask ss to read the text then elicit the type of text and
  writing style. ss justify their answers.

7 She/He asked where her/his mobile phone was.

Answer Key

4

a.
   deducing the form of reported orders

This is part ofan article. You could read it in a newspaper

Read
  the examples aloud and elicit how reported

or in a magazine. It 's written in a semi-formal style.

orders are formed.

b'  deducing the form
  of reported speech

Answer Key (See overprintedanswers)

Read out the first direct statement in the
  table and ask ss to find who said it in the text in Ex. 1

b'  Practising
  reported orders

(parents)
  and underline the relevant sentence.

Ask
  ss to write 3-4 orders each. Divide the class

Focus
  attention on the verb forms in the direct

into
  groups of three. Sl gives an order to S2 and

and
  the reported statements and elicit the

S3
  repeats the order in reported speech. Monitor

difference in tense
  (direct:present- reported:past).

ss' performance,

ss
  complete the rest of the sentences in the table

SuggestedAnswerKey

in
  pairs and report back to the class. Present

"Be quiet!"— He toldyou to be quiet

simple changes to past simple; past
  simple and

"Don't stand up l" — She toldyou not to stand up.

present perfect change to past perfect; present continuous changes to
  past continuous. i.e. all tenses

"Sitstill!" — He told you to sitstill,

move one step backinto thepast. Elicit how the verb tenses
  change in reported speech and what

5

 deducing
  the form of reported questions

other changes occur (use ofa
  reporting clause, e.g.

Read
  the examples aloud. Allow ss some time to

Parents said, She claimed etc.,
  change ofpronouns, no

study the examples and answer the questions

quotation marks). Refer ss to the
  Grammar

individually. ss check their answers in pairs and

Reference Section for more detail

report back to the class. Ask ss to correct
  the false statements. Refer ss to the Grammar Reference

Answer Key (See overprinted answers)

Section for more detail.

2  practising
  reporting verbs (tell/say/ask)

Answer Key

Write the following sentences on
  the board.

 true                  2 false              3
  false              4 true

He told me (that) he wanted to
  watch the match on

Suggested Answer Key

TV

2
  Reportedquestionsdo not end with a question mark.

He said (that) he wanted to watch
  the match on TV,

3 We use if
  when the direct question begins with an

He asked me if he could watch the
  match on TV

auxiliary verb (be, do, have) ora modal verb

Focus attention on the reporting
  verbs (told/said/

6

 practising
  changing direct questions into

asked) and ask ss to notice any
  differences in their use [told is followed bya person (direct object), while
  said

reported questions

is usually not (when it is followed by a person we use to)
  -

Ask
  ss to read the questions and elicit what the

asked is used to report a question]. ss complete the

situation is (a customer asking a
  shop assistant

sentences. Check as a class

questions about a personal stereo). ss write the reported
  questions in their notebooks. Check ss'

Answer Key (See overprinted answers)

answers.

3  practising
  reformulating sentences using

AnswerKey

reported speech

1 He asked where the batteries went.

Explain the task. Refer ss to the
  rules of reported

2 He asked if/whether the headphones were included in the
  price.

speech discussed in Ex. 2. Do item
  1 with ss using

3 He asked if/whether it came with a carrying case.

reported speech as an example if necessary
  ss complete the task and check answers as a class.
SuggestedAnswer
  Key
 She/He said that she/he was
  thinking of buying a computer.
2      She/He said that/told me he hadn't
  heard from him since May.
3      She/He said tha t he didn'tknow
  whatJohn was doing.
4      She/He said that could use his
  computer ifI liked. 5 He said that/told me he had lost all his files.

4 He asked why the model was so
  expensive

1 16(T)

7 a•  deducing the form of indirect
questions
Allow ss some time to read the quiz and answer the
questions individually ss can guess the answers that they do not know. Then,
read out the example and the useful language in the box, checking
understanding. Model the sentences for ss to repeat chorally and individually,
focusing attention on intonation. Focus attention on the subject-verb order in
the example, and elicit that the subject comes before the verb although it is a
question Act out an exchange with a S, then, ss make similar exchanges in pairs
using their answers to the quiz. Go around the class. monitoring ss performance
and keeping notes on problems with indirect questions (especially word order) Put
the most important errors on the board and elicit feedback from ss. Refer ss to
the Grammar Reference Section for more details.
Suggested
Answer Key
36.70C. Can you tell me what
we use a seismograph
A:
To measure earthquakes. Can you tell me what the force which attracts objects
is called?
B:
I'm not sure, but I think it might be gravity. Do you know which of these
inventions was the first to be successfully built and tested?
A: Ihaventthe faintestidea. Do you know how heavyan average
adult human brain is? B: Ihaventaclue.
b.  listening for
confirmation
Play the cassette/CD for ss to listen and check their
answers.
Answer
Key (See overprinted answers)
8  deducing the meaning and form of
causative form
Focus attention on the two pictures and read the
sentences aloud, Elicit the meaning of the sentences by focusing attention on
the person doing the action in each picture. Elicit the changes made to the
verb forms,
Suggested
Answer Key
    In picture A Ted is repairing
thecar by himself without any help, In picture B, a mechanic is repairing Ted's
car forhim,
2
The verb has changed from is repairing (present continuous) to is having and
the past participle giving a passive meaning,
i.e. have + object+pastparticiple
Extension: Encourage ss to decide whether these
sentences are the same or different and what exactly each one means, Draw
attention to the fact that the causative form is used when someone else does
something for us,
1 17(T)
9
10
11 1 a The hairdresser cuts Anna's hair every month. b
Anna has her hair cut every month
2
a David is going to have his bike fixed b David is going to
fix his bike.
3
a Helen had her jacket cleaned yesterday.
b Helen had her clean jacket with her yesterday.
4
a She had cleaned the house before she went to the bank. b She had the
house cleaned before she went to the bank.
5
a You should have the TV mended b You should have
mended the TV.

Focus >

Practising reformulating statements
Read out the example, then ss complete the task.
Check ss' answers as a class.
Answer
Key
2
1'll have my carpainted red
3
lam having air
conditioning installed in my flat,
4
lam going to have
myCDp/ayer fixed
5
1 have had the microwave
oven fixed,
 practising rephrasing and reformulating
Information
Remind ss that their sentences must have the same
meaning as the sentence given and they should use three words or less. ss
complete the task. Check ss' answers as a class.
SuggestedAnswer
Key (See overprinted answers)
 Practising phrasal verbs with take
Read the Study Skills to the class. Tell ss that this
can be applied to other vocabulary items, especially those which are easy to
illustrate, e.g. action verbs objects etc. Elicit the meaning of the phrasal
verbs by giving examples. Then ss complete the sentences. Check ss' answers as
a class
Answer
Key (See overprinted answers)
Extension: As it often helps to have a picture in mind
when trying to remember new items, ask ss to close their eyes and try to
imagine a funny situation for each of the five verbs, e.g. take up: a teenager
learning to ski for the first time. Ask for volunteers to describe their funny
situations.
Writing
 Creating a science quiz
Portfolio: Divide the class into groups or teams. In
their groups/teams, ss brainstorm for possible questions. ss can use the
Internet, encyclopaedias, school text books or other reference books, if they
are available. ss write down 5 questions and three options for each one.
Alternatively, ss complete the task as HW.

frenglish.ru
5

Indirect questions
Grammar Reference Reading & Listening
7 a. In pairs, ask and answer the quiz
questions (1-5). Use the table below. What do you notice about the subject-verb
order?
A: Doyou know/Can you tell me what the
normal temperature ofhuman bloodis? B: I'm notsure, butlthinkit's.
Expressing ignorance Expressing uncertainty
• I don't know. • I'm not
sure, but I think .
• I haven't a clue.            •
I think it might be
• I haven't the faintest idea.
b.'
Listen and check your answers.
Causative form
Grammar Reference
8
Study the
examples and answer the questions.

Ted
    is repairing his car.

Ted is having his car repaired

1       How
do the sentences differ in meaning? 2 What changes have been made to the verb
forms?
9
Change the
following sentences into the causative from.
1       1
repaired the TV.
I had the TVrepaired.
2       1'll
paint my car red
3       1
am installing air conditioning in my flat.
4       1
am going to fix my CD player.
5       1
have fixed the microwave oven,
Sentence transformations
10     Complete
the second sentence so that it means the same as the first. Use up to three
words.
1       "What
will happen if I mix them?" he asked. He asked what would happen if he
mixed them,
1 What
is the normal temperature of human blood?
0 36.7 0 c B 42.2 0 c
c 28.4 0 c 2 What do we measure using a seismograph?
A a hurricane B a tidal wave O an eatthquake 3 What is the force that
attracts objects called?
          A density                   (D
gravity
C
4       Which of these inventions was the
first to be capacitysuccessfully
the submarine B the helicopter C the parachute 5 How heavy is the average
adult human brain? A 1 kg
C 2.5 kg
2      Where
is the lab exactly?
Can you tell me where the lab is exactly?
3      Someone
stole their test results last night
Their test results were stolen last night,
4      Do
you know why they did the experiment? Why did they do the experiment?

Phrasal verbs
then use them to complete the gaps. Choose a phrasal verb and draw a
picture of it. u p
1
The plane took off at 9:00 and arrived at
Gatwick at 12:45
2
Her parents took Ann out to dinner.
3
John decided to take up golf as a hobby. 4 He takes after his
mum. They have the same dark eyes.
5       It
was so hot I had to take off my shirt
Wrí+írt&
Portfolio: Collect information (from the
Internet, encyclopaedias, etc), then write your own science quiz. Use the quiz
in Ex. 7a as a model.
1 17

Listening & Speaking skills

Pros and cons

research;wide

range
  otsubjects

don't know who you are talking to in
  chatrooms

spend less time face to face with friends

information
  not

always
  accurate

develop computer
skills

find information quickly and easily

keep in touch

with friends cheaply

make new
  friends from other countries

PC can get a virus

I         Which of
these points concerning the Internet are pros and which are cons? Can you think
of others?
>
Listening
2 You will hear part of a dialogue about the pros
and cons of Internet cafés. Read through the sentences and underline the
key words. Then, listen and tick G/) if each sentence is correct (Yes) or
incorrect (No).
                                                                      Yes        No
1    Jean
thinks it is better for children to play outside.
2    Kathy
thinks that computers damage children's eyesight. 3 Kathy thinks
Internet cafés are not healthy.
4
Jean believes that Internet cafés help students research
their school subjects,
5
Kathy thinks that
children might find unsuitable information on the Internet.
6
Jean thinks Internet cafés are boring
Describing pictures

Speaking effectively
If
you feel you have made a mistake while speaking; don't worry. What matters is
getting the message across,

1 18
3 How are the
pictures related? Describe them. Talk about:
• the people • the places •
the activities
•

your feelings
Prepositional phrases
4
Fill in: between,
fort with, about, ofor on, Use the phrases to make sentences of your own.
1    These
days there is a great demand for mobile phones.
2    Simon
sometimes has difficulty with his Maths homework.
3    If it is
a choice between seeing my friends or surfing the Netr I would rather see my
friends.
4    Mr Peters
is an expert on computer systems — he
can fix any problem-
5    We had a
discussion about the Internet in class today.
6    Do you
know the difference between a portable stereo and a personal stereo?
7    One disadvantage
of mobile phones is that people can call you at inconvenient times.
8    Sam and
David set up a connection between their
two computers so that they could share files.
 Intonation in questions
5
Listen and
repeat. In pairs, suggest what another speaker might say in reply.
1      Who
is it?
2      Wendy
speaking — how may I help you?
3      Can
you ring back later?
4      Will
you hold?
5      Would
you like to leave a message?
fren ish.ru
I
a•  distinguishing
between pros and cons of the Internet
Elicit
what the Internet is, then ss go through the points and list them as pros or
cons, ss can suggest their own points.
Suggested Answer Key
Pros: research wide range of subjects,
keep in touch with friends cheaply, develop computer skills, make new friends
from other countries, find information quickly and easily
Cons: information not always accurate,
don't know who you are talking to in chatrooms, spend less time face to face
with friends, PC can get viruses
e.g./ really enjoy going to my local
Internet café because iCs always full ofpeople and it's great fun
playing games with different friends.
(Ss'own answers)
Extension:
You can have a class debate on the pros
and
cons of using the Internet. Divide the class into two teams. One team will be
in favour of the Internet and the other will be against it. ss can use the
points in their lists to persuade the other team. You should decide which team
was the most persuasive and when,
2
 listening
for detailed meaning and identify the attitudes and opinions of the speakers ss
read through the questions and underline the key words that they think will
help them to find the answer. ss listen and complete the task individually.
Play the cassette/CD again, then ss check their answers in pairs and report
back to the class.
Suggested Answer Key
Key words: play outside, damage eyesight,
not healthy, research school subjects, unsuitable information, Internet
cafés, boring
Answer Key (See overprinted answers)
3
 practising
describing pictures
Explain
to ss that when speaking, it does not matter if they make mistakes, What they
should do is either try and correct themselves or just keep going. What really
matters is that they get the general message across to their partner/the class.
Explain
the task and elicit the common theme in the two pictures (The pictures are
similar in that they both show young people using computers.) In pairs, ss
discuss other aspects of the photographs (using the prompts). Ask individual ss
to describe the pictures to the class and elicit feedback on how effectively
they got the message across.
SuggestedAnswer Key
The people in photograph A seem be in an
Internet café, while in photograph B they could be in a classroom,
In picture A, there is ayoung man
sitting ata computer. He is perhaps sending an e-mail orchatting on-line. There
is a young lady with him who iS smiling. They might be colleagues or friends:
There is another young lady drinking coffee but I'm not sure whether she is
with them or not,
In Picture B there are some men who
are sitting in front of computers. They look like students and the lady
standing at the front of the room seems to be the teacher. One of them is
raising his hand, maybe to ask or answer a question,
The people in the first picture seem
quite relaxed, so they are probably having a break from work or classes.
Thepeople in the secondpicture are perhaps having some sort ofcompany training
or a lecture at university.
4  practising prepositional phrases
ss
complete the sentences individually, then they check their answers in pairs and
as a class, Allow ss time to write sentences using the phrases, ss can use the
examples in their dictionaries for help
Answer Key (See overprinted answers)
Suggested Answer Key
There was little demand for tickets for
the Sunday performance.
I've always had difficulties with
grammarrules in English. It was a choice between visiting Paris or Rome Tom
is an expert on growing vegetables.
The class had an interesting
discussion about the benefits ofsport
The main difference between the two
cars was that the BMW cost a lot more.
Noise is a disadvantageofliving in a city.
There is a connection between eating
fresh fruit and having a long life.
5
 Practising
intonation in questions
Play
the cassette/CD and pause after each question for ss to repeat chorally. ss in
pairs, think of possible answers for each question. Ask different pairs of ss
to act out questions and answers and elicit feedback on whether the answers
were appropriate. Elicit situations in which each exchange would be possible.
Answer Key
          This isJane Smith
2
I'd
like to speak to Miss Brown, please
3
Not
I'm sorry I can't
4
Yes,
but not for too long.
5
Yes
that would be a good idea
1
18(T)

6
a. identifying
context in a dialogue
Focus
ss' attention on the picture and allow them some time to read the part of the
dialogue in the left hand column, Elicit answers from different ss.
Suggested Answer Key
I think a shop assistant is speaking to a
customer in a shop.
b•  identifying appropriate responses
in a dialogue; to listen for confirmation
ss
complete the task. Play the cassette/CD for ss to check their answers. ss then
act out the dialogue in pairs. Monitor ss' intonation in questions and responses
and give feedback.
Answer Key
7
a.  building up vocabulary on
technical problems
Go
through the items and the prompts with ss
and
elicit/explain any unknown words. ss match the objects to the problems
individually and check answers as a class Then ask ss to suggest other possible
problems that someone can have with these objects and write them on the board Answer Key (See overprinted
answers)

Focus
  >

b.
Practising describing problems/ requesting action and responding

Focus
  >

Go
through the instructions and the prompts and check understanding. In pairs, ss
take roles of customer and shop assistant and choose one of the objects in Ex.
7a to act out a dialogue similar to the model in Ex, 6b Go around the classr
monitoring ss' performance and keeping notes on any important points to give
feedback laterAsk some pairs to act out the dialogues and record/video them
SuggestedAnswer Key
A: How can I help you, madam?
B: I've got a problem with my mobile
And what is the problem exactly?
B: The menu button does not work. Could
you have a look at it, please?
A:
I'm afraid we'll have to send it away to have it looked at.
B:
When can have it back?
Around midday on Monday.
B: Thankyou very much. A: You're
welcome.
A: How can I help you; sir?
B: I think there's something wrong with my
CD player. The CDs keep jumping. Could you have o look at it, please?

A:

Certainly.
  We'll have to send it away to have it looked at It needs checking.

B:

When can I have it
  back?

A:

Midday
  on Monday,

B:

Thank you very much,

A:

Don't
  mention it,         etc

Focus >

8practising
giving an account of an event In pairs, ss take turns to complete the task. Ask
some ss to give their accounts of events to the class.
Suggested Answer Key
Did I tell you I broke my camera during my
trip to Paris? I was really disappointed I was leaning over the hotel balcony
to get a nice photo ofthe sunset when I dropped it. luckily, there was a camera
shop in the foyer of the hotel. The manager was very nice and managed to have
it repaired within a couple ofdays. He also managed to save most of the photos,
too. So things turned out better than I expected.

1 1
9(T)
6
7 a. Match the problems (1-6) to the objects (a-O.

Camera

player

Giving an account of an event
         1þ14
mobile                [416] pc
8 Your camera broke on a trip.

 engine
  — overheating

5 lens — broken

friend:

3 CDs -jumping

6 screen = flickering

     1 picture —
blurred                        4 buttons — not responding                                 Now
you're back home. Tell your
• how it happened
• where you took it to be
fixed
b. Portfolio: Imagine you have one of the objects (a-f) above • what
happened in the end but it is not working          In pairs, take the roles of
a

Writing a letter of complaint
Getting started
1 a. Have you ever bought a faulty item? What was wrong with it? What did
you do?
b. Imagine you have bought one of these items. Use the
language to complain.
• portable stereo - sound
badlydistorted
• fax machine - line doesn't
receive calls
• pocket calculator - display
doesn't work
• DVD player - disc tray ggts
Stua

  The I bought iSfaulty

  lid like to return this .
because

•
  Oh, fm (really)
  sorry.
•
  I'm sorry about that

A:
I'd like to return this portable Stereo. The sound is badly distorted
B: Oh,
fm reallysorry
Let's look closer
2 Read the rubric, then read the letter. Which
paragraph includes:
1 important facts about your
purchase?
2 details about what the
problem is?
3 information on how they can
contact you?
4 what you want done about
the problem? 5 the reason why you are writing?
You
bought a camera online. When you
received
it, you realised that the flash didn't work. Write a letter to the company and
•state when/how you bought it
•describe
the problem
•ask
for a replacement
 Dear Sir/Madam,
I am writing to complain about a camera
which I bought online from your company.
On 20th October, I ordered a Nikon 140 ED camera from
your website. Unfortunately, the camera seems to be faulty. When I tried to use
it, the automatic flash did not work. As a result, when I had my filrý
developed, the photographs were all too dark.
I would appreciate it if you could exchange it for
another camera. I have ?nclosedtopies of my"nvoice and guarantee. I look
forward to your reply. Please contact me

on 389 253582, Monday to Friday, 9:00 -
5:00 Yours faithfully,
Jane
Jenk.inÇ
Jane
Jenkins
120
Opening/Closing remarks
3 Which sentences are opening/closing remarks? Is the
language more / less formal than the language in Ex. 1b?
1
1 am writing to
express my dissatisfaction with

2
1 hope you will replace
3
1 feel I must complain about
4
1 feel I am entitled to a refund/replacement.
Your turn
4 Read the rubric and answer the questions in the
plan, Then write your letter (100-120 words).

You recently bought a DVD player online  which does not
recognise your DVD discs.  Write a letter to the company. In your
letter, you should:

state
when/where/how you bought it

explain what the
problem is

ask for a refund

Dear

(Para Main (Para
Closing (Para

Yours

1)

2)

3)

Sir/Madam,
Remarks
Why are you writing the letter?
Body
What did you buy? When/How/Where? is
  thepr»hlem?
Remarks
What do you want to he clonep
What is your contact number/addwss?
  filithfully; name)

STUDVSKILLS

Checking your writing
Always check your piece of writing
before handing it in. Check the grammar, spelling. punctuation.This helps you
minimise your mistakes.

AMAZING FACTs
The first fax process was patentedin 1843 by Alexander Brain but fax
machines only went into service in 1964
I
 introducing
the theme of the lesson
Initiate
a brief discussion on faulty items ss might have bought in the past, what the
fault was and what they did about the situation
(ss' own answers)
b  practising complaining about
faulty items and apologising
Go
through the prompts and the useful language in the box and elicit/explain the
meaning of any unknown words. Act out the example with a S, paying attention to
stress and intonation. ss make similar exchanges in pairs using the rest of the
items, Ask some pairs to act out exchanges in front of the class and give
feedback
SuggestedAnswerKey
A: I'd like to return this portable
stereo. The sound is distorted
B: I'm sorry about that, madam,
A: The fax machine I bought is faulty. The
line doesn't receive calls.
B: Oh, I'm really sorry
A: I'd like to return this pocket
calculator. The display doesn't work.
B: Oh, I'm terribly sorry about that, sir.
A: The DVD player I bought is faulty The
disc tray gets stuck.
B:
I'm so sorry about that
2
 analysing
the organisation of a letter of complaint
Read
out the rubric and elicit the situation. the type of letter, the purpose for
writing and the target reader. Go through the questions with ss and ask them in
which paragraph (1 2 or 3) in the letter they expect to see each piece of
information. Then allow ss time to read the letter and check their answers,
AnswerKey

Question
  1

Paragraph 2

Question
  2

Paragraph 2

Question
  3

Paragraph 3

Question
  4

Paragraph 3

Question 5

Paragraph T

3
 distinguishing
between opening and closing remarks
Read
out the four remarks and elicit from the class reasons for their choices as to
whether each one is an opening/closing statement. Ask ss to compare the language in the remarks with
the language used in Ex. 1b and give examples to justify their answers,
Answer Key
1, 3 opening remarks (reasons for writing)
2, 4 closing remarks (requests for action)
The
language is more formal than the language in Ex, 1b,
4
 writing
a letter of complaint
Ask
ss to read through the rubric and then in pairs or as a class answer the
questions in the plan and make notes in the writing section of their notebooks.
Ask ss to write their letter of complaint in class following the given plan and
using the model in Ex. 2 for help Alternatively, assign the task as I-IWI
FOCUS attention on the information
in the Study Skills box emphasising the fact that spending five minutes at the
end to double check composition/letter writing for mistakes (e,g spelling, grammar and punctuation)
could mean 'extra' marks in the end!
In
pairs, ss exchange their letters and circle any mistakes they find in grammar,
spelling and punctuation, Then, they specify the mistake by using the code
below. They then give back letters and ss correct their own work.
Marking
code:
gr    grammar          sp        spelling
p         punctuation
SuggestedAnswer Key
Dear Sir/Madam,
I am writing to complain about a DVD
player which I bought recently
On 10th February, I bought a
Panasonic DMR-E50 DVD player online Unfortunately, it seems to be faulty. When
I tried to use it my DVD discs would not play. As a result, I was not able to
watch any of them.
I would appreciate it if you could
exchange it for another DVD player. I have enclosed copies ofmy invoice and
guarantee. I look forward to your reply. Please contact me on 987654321, Monday
to Friday Yours faithfully, Kate Davids
Amazing
Facts

Read the amazing fact aloud
and ask ss to think of any other interesting facts they know related to
technology and present them to the rest of the class.

10
to introduce the theme; to understand the
main points in a text
Ask ss if anyone has ever lived or studied
in another country If they have, allow those ss to briefly describe the school
system of that country Then refer ss to the tables in Ex. 2 to see if they can
identify which one describes the British educational system and which describes
the American system. Play the cassette/CD while ss listen and/or read to check
their answers.
AnswerKey
Table 1 American education system Table 2: British education system
2
 to read for specific information
ss read the text again to fill in the tables
with the missing information. ss then explain the highlighted words in the text
by guessing from the contextt word morphology, resemblance to Ll or by using
their dictionaries if necessary.
Answer
Key (See overprinted answers)
SuggestedAnswer Key states (n): small
areas within large countries e.g. USA graduate (v): to complete studies
successfully and leave schoo//university typical (adj): standard/usua/ attends
(v): is present at split/divided (v): cut/separated into smallerparts national
curriculum (phr): subjects studied by all children in England & Wales leads
to (phr): finally ends up at qualifications (n): examinations passed e.g. GCSEs
results (n): final marks in exams further (adj): extra/additiona/
3
 to compare different educational systems
Make a table as the ones in Ex. 2 on the
board for ss to copy into their notebooks. In groups, ss complete the table
with information about the different levels of the education system In their
country. Then, using the tables ss find the similarities and differences
between the education system in their country and that of the UK and the USA
(e.g. In the UK, children startschool at the age offive, whereas in we don't
start until we're six.) Choose ss from each group to report their results back
to the class. Ask ss' opinion on which system or aspects of a system they think
are better and to justify their opinions.
121 (T)

10
The Education Systeryt of the
USA
There is no
single educational system in the USA      instead, each of the 50 states has
its own system.
In most states, however, children go to school from
about the age of six until at least age sixteen. Each year of school is called
a 'grade', and in order to graduate, all American students must successfully
complete 12th Grade.
In
a typical case, a student attends seven years of primary education, which is
often divided into four years of Elementary school (Grades 1-4) and three years
of Middle school (Grades 5-7). This is followed by secondary school, split
into; Junior High (Grades 8-9) and Senior High (Grades
10-12). After finishing Senior High, graduating
students receive the High School Diploma. If they choose to, they can then go
on to higher education at college or university.
 Reading & Listening

Age         School                      Level
5-7              Infant
PRIMARY
8-1 1          Junior

12-16      High                       SECONDARY

GENERAL CERTIFICATE OF SECONDARY EDUCATION

17-18         Sixth
  Form                     FURTHER

Advanced
  Level

18+             College/University
       HIGHER

'Which of the tables
in Ex. 2 do you think represents: a) the British education system,
b) the American system? Listen and read to
check your answers.
2 Read the text and fill in the
missing words/ ages in the tables, Then explain the words in bold in the text.

Age
6-9
10-12

School
Elementary
  Middle

Level
PRIMARY

13-14
15-17

Junior High
Senior High

SECONDARY

HIGH SCHOOL DIPLOMA

17+

college/university HIGHER EDUCATION

> Speaking
3 Make a similar table about the
education system in your country. In what ways is it similar/different to the
education systems in
the UK
and the USA? Discuss in groups.
1 21
                                                                                MH'reAbHaS1
                 - fren ish.ru

Vocabulary & Grammar

9 A lot of
  teenagers like wearing                 labels.

1

Fill in the missing word.

       (A designer         B
  school             C survey
10 It's a
  good book. but the           is hard to follow

1

If you had told me
  earlier, I could have booked tickets for the play tonight.

       (A)
  plot                 B setting             C cast
( 10 marks)

2

I think I'll turn off my mobile phone — I
  don't feel like talking to anyone right now.

Use of English

3

Please tell Mary that I'll be late
  today.

3

Complete the
  second sentence so that it means

4

Although it was expensive, Sheila bought
  the mobile phone.

the same as the first. Use up to three words.

1

You'd
  better study for the test.

5

BBC 1 is my favourite TV channeh

If I were you, I would study for the
  test.

6

I wish I had passed my exams.

2

Don't worry about the
  spotlights," said the

7

I'm not in the mood to go out
  tonight.

cameraman to the actress.

8

Kevin has taken
  on a lot Of responsibility in his new job as manager.

The cameraman told the actress not to worry about the
  spotlights.

9

Could you copy that file onto a floppy disc and give it to
  me later?

3

Rembrandt was a
  master of art. He lived and worked in Holland.

10

I didn't know you'd had air
  conditioning
installed
(10 marks)

4

Rembrandt, who was a master of art, lived and worked
  in Holland
Can you tell me how I should use this ?

2

Circle the correct item.

How should I use this ?

1

There's an interesting programme on Channel
4 tonight — it's a            about
  marine life
A thriller @documentary C
  performance

5

A famous artist is going to paint Nick's
  portrait. Nick is going to have his portrait painted by a
famous artist.
(10 marks)

2

Could you please turn the volume? l i
  d like to listen to the newsr up B on C out

4

Fill in the correct preposition.
1 What's the
  difference between these two cameras?

3

Make sure you save all your files before you
A unplug            (B)
  log Off            C pull out

2
  Tom is an expert on computers.
3
  There is a huge demand for the latest PS2 game.

4

The Corrsr new record has Just come out, are performing in
  town tonight. A who (B) whose C which

4
  The book was a bit boring at the beginning but then it got
  better
5
  I'm having difficulties with my computer. Can you help me?

5

EastEnders is my favourite soap
A series                B
  drama           (C) opera

6 I like films where
  everything turns out well in the end.
(12 marks)

6

The teacher asked Joe if he knew what
(6) the
  answer was          B was the answer

Communication

C is the answer

5

Complete the exchanges.

7

More and more people use
  personal              to
store information
A agendas
  (g) organisers              C calculators

a
  I'd love to go
  to the cinema.
b
  Fancy going out to dinner?
c
  Two tickets for the 8 0'clock screening, please,

8

Let's go to the 8 0'clock             .
  of the film.
(A)
  showing         B booking           C show

d
  I haven't got a clue.
e
  There's something wrong with this calculator

e
031--1aKOMnreAb1--raS1 Konni -
  rengis

.ru

elf-Assessment Module

Self-Assessment Module

I A: Do you know the temperature on Mars? B. I haven't
got a clue.
2 A:
There's something wrong with this calculator.
B What is the problem exactly? 3 A: Fancy
going out to dinner.
B. That would be great!
4     A:
What would you like to do tonight?
B lid love to go to the cinema,
5     A:
Two tickets for the 8 0'clock screening, please. B Sorry — that one is fully
booked
( I O marks)
Listening
6        You will
hear part of a conversation between two boys, Jim and Pete, about forming a
rock band. For each question, put a tick G/) in the correct box.
I Jim wanted Matthew to join their band because A    he
is an experienced songwriter.
B C] he works as a part-time musician on Saturdays.
c [Z] he can play more than one instrument.
2       Choosing a lead singer is difficult
because both Grace and Charlie
A  sing really well
B  C) refuse to sing
backing vocals
C  C] are equally
experienced as singers.
3       The band will get together this
weekend to A C] arrange a rehearsal.
B C] choose between Grace and Charlie. C
[Z] Practise a new song.
4       Jim's mother will allow the band to
practise in the garage if
A  Z.] they stop before
10 0'clock B C] the neighbours also agree.
           C             they
close the windows after 10 0'clock.
(8 marks)
Writing
7 Your school
magazine has asked its readers to write a review of their favourite book. Write
your review, briefly describing the plot and saying why you like it.
(20 marks)
Reading
8 Read and choose the correct word for each space.
DAEDALUS AND I CARUS
Who was the first man to fly? O) According to a Greek
myth, it was a craftsman and inventor called Daedalus. The story describes 1)
Daedalus and his son, Icarus, flew away from King Minos' prison 2) the island
of Crete. Using wax and feathers, Daedalus made wings for 3) and Icarus which
looked exactly 4) a bird's. Before they set 5) Daedalus 6) his son not to fly
7) . close to the sun, but Icarus did not 8) his father's advice.

The sun melted the wax in his wings 9) Icarus fell into
the sea and 10)

0
A Similar 0) According C Next    D Related
1
A that  B as      C
if       (O) how
2
(A on   C at      D
of
3
A him    B he       (C) himself          D them
4
A as       B at        C after  (V like
5
off         B to        C away D on
6
(A told  B reported C said             D made
7
A enough B so   (Stoo     D much
8
A do      O) take C listen D pay
9
A but    B although C because (O) and
10
A killed B had killed (Owas killed D did kill
(20
marks) Now t can...
(Total = 100 marks)
talk about
— my free time activities
— my favourite film, book, TV series
— gadgets, computers & processes
•
make suggestions/agree & disagree book tickets describe
paintings problems 8 request action
•
write

— a review of a school play
— a TV guide
— a letter to a friend reviewing a film
— a text message a letter of complaint
Ish

031--1aKOM1rreAb1--raS1 Kor1H51 - reng is .ru

                                                         Bedroom
at Arles                                                                        Persistence
of Memory
1
                                                          Vihcenr
Van Gogh                                                                                Salvador
Dali
Field in
Spring
Claude Monet
                  I   Which painting
do you like best? Why? Do you find any of them strange or unusual?
2 Read
and listen to the texts (A-D), What style is each painting?
STYLES OF
PAINTING

Cubism
Period: 1907 - 1914
Artists:
  Pablo Picasso, Georges Braque
Cubism was introduced in the early 1900s.
  The Cubists tried to create a new way of seeing the world through their art.
  They chose basic, geometrical shapes such as cubes, cones and cylinders. They
  used dull colours such as browns or greys to represent the way we see images
  in our mind's eye rather than in reality.
Post-Impressionism                                         c
Period: Late 1880s - 1900
Artists:
  Paul Gauguin, Paul Cezanne, Vincent Van Gogh Post-Impresslonism was inspired
  by Impressionism and emphasises colour- The artists in this group used thick
  brushstrokes and lines to express their feelings in their paintings. They
  preferred bright, bold colourst especially yellows and purples.

Impressionism
Period: 1867 - 1886
Artists: Pierre Auguste Renoir, Edgar
  Degas, Claude Monet Impressionism began in France in the mid 1800s. The
  Impressionists often painted outdoors as they wanted to show daylight. Their
  works are characterised by short quick brushstrokes of light colours such as
  blues, reds and purples. When viewed up close, they can look messy and
  unreal. If you Step back, the colours are blended by the eye and the subject
  becomes clear.
Surrealism                                            D
Period: 1920s - 1950
Artists: Salvador Dali, Rene Magritte
Surrealism started in France in the 1920s,
  Surrealists painted whatever they had dreamt about or imagined. Their
  paintings were very unusual and often showed everyday objects in a strange or
  unexpected way. They preferred bright, primary colours such as blues, reds
  and greens.

3
Read the texts again and ask and answer comprehension questions.
Then, explain the words in bold.
4
Project: Find paintings (from the Internet, encyclopaediasr etc)
which represent each of the
124                             four
styles of painting discussed above, Present them to the class.

1      Allow
ss some time to study the paintings. If possible obtain larger versions of
these or other paintings by the same artists to handout to ss around the class
by downloading and printing copies from the Internet or by producing colour
photocopies from art books. Elicit answers to the questions from ss around the
class.
SuggestedAnswer
Key
I   like Persistence of Memory by
Salvador Dali the best because like the way the clocks seem to be melting. I
think it is a strange and unusualpainting.
2      Play the cassette/CD. ss listen and
read following the lines. Elicit what style each painting (a-e) is painted in.
SuggestedAnswer
Key
I   — Post-impressiomsm
2 — Surrealism 3 — Impressionism
4  — Cubism
5  — Impressionism
3      Allow
ss some time to read the texts again. Then ss ask and answer in pairs. Monitor
ss' performance around the class, then ask some pairs to report back to the
class, ss explain the words in bold by giving a synonym, example or explanation
using their dictionaries if necessary. Suggested Answer Key When was Cubism
introduced?
In the
early 1900s.
Can you
name any Cubist artists?
Pablo
Picasso and Georges Braque.
What
are the characteristics of Cubism?
Cubists
use basic geometrical shapes and dull colours in their paintings.       etc
geometrical
(adj): a pattern or shape with regular lines cylinders (n): a tube, shape with
flat circular ends and long sides represent (v): means, stands for images (n):
pictures minds eye (phr): imagination reality (n): real life daylight (n):
daytime, sunshine characterised by (phr): the features/qua/ities 5th has are
obvious as being of this style/type viewed up close (phr): looked at from a
close distance messy (adj): untidy blended (adj): mixed smoothly subject (n):
the main person/object in a painting inspired (v): thought of, came from
emphasises (v): draw special attention to especially (adv): particularly
imagined (v): came from the imagination unexpected (adj).• surprising
4 Explain the task and assign as HW. ss present
their research in the next lesson,
(Ss'own
answers)
Extension: Ask ss to look at Van Gogh's Bedroom at Arles
and answer the questions.
1
What kind of person would live in this room?
2
How old do you think he/she is?
3
What does he/she do for a living?
4
Has he/she got a family?
5
Is he/she rich/well off? etc
ss, then work in pairs to ask and answer similar
questions about Monet's Fie/d in Spring.

Useful Links ss can
  visit http //www whytownps.sa.edu.au/ visarts/styles.htm to get more
  Information about various styles of panting

1
24(T)

Sonýhee+C»
125

2
Look at the title
of the song.
How far
do you agree with it?
3
Read the song and
try to fill in the missing words. Listen and check. In pairs, think of an
alternative title.
Don't judge a
book by its cover
4
Read the song.
Underline all the
words which refer to
appearance. Circle all those which refer to character.

126
5
Use the words in
Ex. 4 to describe the appearance and character of either a relative or a good
friend. You can use your own ideas.
My best
friend has blonde hair, fair skin and blue eyes. She is honest and very
friendly but she can be a little selfish sometimes.
6
a. Match the
beginnings in column A with the endings in column B to form English sayings,
then explain them.
1   Beauty is not
gold
2   All that
glitters  is only skin deep.
3   Don't judge a
book is in the eye of the beholder. 4 Beauty           by its cover
b. Are there any similar expressions in your language?

describing
  a person's appearance and

sentences usually rhyme. Allow
  time to read the

character

song and fill in as many words as
  they can Play the cassette/CD, twice if necessary ss complete the

Read
  out the two questions and ask ss to say what

task.
  Check ss' answers. ss, in pairs, think of an

the
  difference is between them. (The first one refers to

alternative title for the song.
  Check ss' answers

appearance
  while the second one refers to character) Draw a table on the board like the
  one below Then,

around
  the class.

elicit from ss words which fit
  each category

Answer
  Key (See overprinted answers)

Suggested
  Answer Key

4

            identifying
  vocabulary related to

                                                                                ss

Appearance                                                           character and
appearance

features:

narrow/oval-shaped face
Stout, thin, fat, muscular
  moustache, scar, glasses,

cheerful responsible, happy
  easy-going, sensible friendly, fair, good impolite, irresponsible, rough

Hair:long,
short, curly, wavy, permed dyed, blond, brown, greyss read the song and
underline all the words Facial big/sma/l/fong/wide nose, blue/ referring to
appearance and circle those referring brown/green/grey eyes, round//on to
character Remind ss to add any new words to the table from Ex. 1 In their
notebooks. Check ss'
Build:              plump,                                                     answers
around the class
Specialbeard, Answer Key (See
overprinted answers) features:birthmark
Character                                                                       5
 COnSOlidating
vocabulary related to
Positive           kind, helpful,    character
and appearance through speaking qualities:    patient, honest, Explain the task
and ask ss to use vocabulary from Negative           rude, unkind,    the table
from Ex. 1. Encourage them to use both characteristics: selfish, cruel,        positive
and negative words to describe their family

member or
  friend and to use contrasting words like

Allow ss some time to look at the
  pictures and

but,
  althought while etc, Allow ss some time to

describe the people's appearance
  and what they

complete the task. Check ss'
  answers around the

imagine
  their characters are like,

class.

Suggested Answer Key
Picture
  A: The man has short grey hair, parted at the side.

(ss' own answers)

He
  has blue eyes, a large nose and a thin mouth His face

6

a'  Practising English sayings
  related to

is
  long and thin. He doesn't have a beard or a moustache.

character and appearance and
  coming up with

He is wearing formal
  clothes - a shirt and tie and a suit. He seems to be a serious person.

similar
  expressions in your own language

Picture:
  The woman has short black, curly hair. She has

Explain to ss that there are some
  sayings in

brown
  eyes and a wide nose. Her face is round she has

English which refer to people's
  character and

red cheeks and she
  seems to be a little plump,

appearance. Ask them if they know
  any, before

She seems to be a kind
  cheerful person,

they
  look at the exercise. Then, explain the task. Allow ss some time to match the
  columns to

2  eXPressing your opinion about a
  title of

form
  the sayings. Check ss' answers.

a
  song

Answer Key

Read out the title of the song-
  ss try to guess what

Beauty
  is in the eye of the beholder. (Beauty is subjective

it
  means. (Your character is something that comes from

-
  it depends on the individual taste of the person

within
  you, is part of you and something that is difficult

whether they find
  something beautiful or not.)

to change.) ss, in pairs, discuss
  whether they agree

All that
  glitters is not gold. (Something that appears to

with the title of the song or
  not. Choose some ss

be expensive or
  valuable, might not really be so.)

to report their opinions to the
  class and justify their

Don't
  judge a book by its cover. (Don't assume that

answers

something
  is a certain way just by looking at its

Suggested Answer Key

appearance. It might be
  very different in reality.)
Beauty
  is only skin deep. (Physical beauty is something

I
  would agree completely with the title of the song. A

which is very superficial. Being beautiful doesn't
  mean

person's character comes from
  within them It is more important than appearance and it is not something that

thatyou are a good
  person underneath.)

you can change easily

b.
  Ask ss, in pairs, to think of sayings in their own language which are used in
  similar

3
   to
  predict missing words in a song; to

circumstances to those In Ex. 6a.
  Choose some

listen
  and confirm answers

ss
  to report back to the class.

Explain to ss that songs are like
  poems put to music and that the words at the ends of the

(ss'
  own answers)

1
26(T)

Konnq
fren ish.ru

I  describing pictures and predicting
words for a listening based on visual material
Ask
ss to read the title of the song and elicit what it refers to, Then, allow ss
some time to look at the pictures. Choose one or two ss to describe the
pictures in detail and say how they are related to the title. Tell ss that they
should try to predict what words they are going to hear in the song based on
the visual material.
Suggested Answer Key
The title ofthe song refèrs to
sailing in a boat.
The pictures show various things related
to sailing and traveling. I can see a map of the world indicatihg all the
places you can go, a travel diary for recording experiences while travelling
anda man sailing a boat Al' the pictures are to do with travel/ing, especially
by boat, travel, boat, sail, world adventure, sea, map
2
 listening
for specific information
Allow
ss some time to read through the song. Elicit/Explain the meaning of any
unknown words. ss complete the task. Check ss' answers.
Answer Key (See overprinted answers)
3
 listening
and reading for specific information
Allow
ss some time to read the song again. Then, play the audio cassette/CD again
while ss follow the song in their books. Explain the task. ss complete the
task. Check ss' answers.
Answer Key
                    I
really want to leave and have no responsibilities.
2
No,
he says that he will be back/return at some point in the future.
3
He
wants to travel and explore the world
4
Heis
leaving his friends behind
5
Heis
going to places that he has never visited before.
Extension
You
can introduce a class discussion about travel in general based on these
comprehension questions. Ask ss to talk about the reasons why people travel,
the advantages and disadvantages of travelling, places they would like to
visit, etc.
Suggested Answer Key
Reasons people travel: to explore/see
more of the world to visit friends and family to do business etc. Advantages of
travelling: meet new people, find out about other cultures, relaxation
Disadvantages of traveliing: the actual
journey can be stressful, out ofyour own environment, can be expensive
4
 practising
English sayings related to character and appearance and come up with similar
sayings in your own language
1 27(T)
Konnq

Read
out the sayings and ask ss if they can guess what they mean. In pairs, ss
discuss the sayings and decide whether they agree with them Suggested Answer Key
Absence makes the heart grow fonder. (When
you are away from someone for a long time, you miss him/her.) Out of sight, out
of mind. (When you don't see someone for a while, you forget about him/her.)
A rolling stone gathers no moss. (A person
who travels around a lot does not form deep emotional ties with other people.)
When in Rome, do as the Romans do. (When
you visit a culture other than your own, you should adapt your behaviour to
suit local conditions.)
The grass in always greener on the other
side. (Things which you cant have, or places that you cannot go to, Often seem
to be better than the things you have or the place you live in. Usually, when
you get the chance to go to these places, they are not as good as they seemed
from a distance.)
Ask
ss to think of sayings in their own language which are used in similar
circumstances. Choose some ss to report back to the class. (ss' own answers)
Extension
Ask
ss to think of some places that they would like to visit on a boat, like the
person in the song. Tell them to find any information they can about the placer
using encyclopaedias, the Internet etc and write a project on it. They can look
for pictures of the place in magazines or travel brochures to illustrate it,
Display the projects in class.
frenglish.ru

Sontshee+

I

How are the pictures related to the title of the song? What

3

Listen and read, then answer the

words do
  you expect to hear?

questions.
1
  What does the expression " 1

long to be free" mean?
2
Is the singer leaving his home forever?
3
Why is he going away?
4
Who is he leaving behind?
5
Where do you think he is going?
4 In pairs, discuss the following
sayings. What do they mean? Do you agree with them? Are there any similar
expressions in your language?
1      Absence
makes the heart grow fonder.
2
Out of sight, out of mind
3      A
rolling stone gathers no moss.

4

When in Romer do as the

2

Read the song and fill in the words in the list. Listen and

5

Romans do.
The grass
  is always greener

check.
• known • sea • return • leave •
  learn • home

on the other side.

The Boat Song
Sail, little boat
On the waves ofthe I) sea
Carry
me far away
I have
to 2) leave
I long
to be free
But I will be back some day
Take me to lands
Where I've never been
Places so far from 3) home
Show me a world
I've never seen
A world I have never 4) known
Son5hee+3

I

Look at the pictures. What do you
  think the

                 Listen to the song. Which of
  your

man is looking forward to? Read the first two lines of the
  song and check.

spidergram
  words are heard in the song?

2
In pairs, think of
ways to celebrate a birthday.

— place

type —

2
  Paint the town red
3       Have a whale of a time.

128

4 The
  company makes the feast.

Konnq

fren

ish.ru

3
a. Complete the spidergram. Compare with your partner.
4
Read the song.
How is the person going to
decorations                                       activities                       celebrate
his birthday?
5
Explain
the English sayings. Are there similar ones in your language?
1      All work and no play makes Jack a
dull boy.

      describing pictures and making
predictions based on visual material
Ask ss to explain what I cant wait means, (It means that
you are really looking forward to or are excited about something.) Ask ss to
look at the visual material for a few minutes and decide how the pictures are
connected. (They are all related to birthday parties). ss then answer the
question. (The man is looking forward to his birthday party.) ss read the first
two lines of the song and check their answers.
Ask ss to name the items in the pictures (party
lanterns, a birthday cake o picnic basket with flowers and food in it), Then,
ss think of other items that would be appropriate for a birthday party (food,
music CDs, candles etc) ,
2       Practising
speaking about ways of celebrating birthday parties
In pairs, allow ss some time to talk about ways of
celebrating special occasions in general and birthdays in particular. Encourage
them to use their imaginations in order to make the discussion more interesting
(for example, you could take your friends up in a hot air balloon and have a
party in the sky). Make sure ss include details to make their descriptions more
realistic, for instance, they should mention the type of food they would eat,
the kind of music or entertainment etc. Monitor ss' progress around the class
and choose some ss to report back to the class.
(ss'
own answers)
3      a•
 increasing vocabulary about parties and
celebrations and to listen for confirmation ss look at the spidergram and the
categories. Elicit/Explain any unknown words and allow ss, in pairs, some time
to come up with words for the various categories. Check ss' answers around the
class and write the vocabulary on the board. ss copy all the words into their
notebooks.
Suggested
Answer Key
Decorations:
streamers, balloons, flowers, party hats, - candles, lanterns
Activities:
dancing, singing; laughing, playing games, playing music, listening to music,
chatting, eating Places: home, playground, restaurant, hotel function room,
swimming pool
Type:
fancy dress, themed, outing to the theatre, cinema or show, dinner party picnic
b. Explain the task. Play the audio cassette/CDi
twice if necessary. ss write down any words from the song which they used in
their spidergrams. Check ss' answers.
Answer
Key
Decorations:
Activities:
singing, laughter, dancing, playing music
Place: show
Wpe.'
picnic, show
4
 reading for specific information
Allow ss some time to read the song carefully. ss answer
the question. Check ss' answers.
Answer
Key
The person is going to celebrate his birthday by having a party and
inviting his friends. There will be singing and dancing and everyone will be
laughing. He will play his favourite music.
5
 practising English sayings related to
character and appearance and coming up with similar sayings in your own
language
Read out the sayings and ask ss if they can
guess what they mean. In pairs, ss discuss the sayings and decide whether they
agree with them or not.
SuggestedAnswer
Key
All work and no play makes Jack a dùll boy. (Ifyou work all the
time and don't have fun sometimes, you will end up being very boring indeed.)
Paint the town red. (Go out and have a great time with
your friends.)
Have a
whale of a time. (Have a very good time/lots of fun.)
The company makes the feast. (It doesn't really matter where you
celebrate or have a party. If the people who you are with are good fun, then
you are sure to have a good time.)
Ask ss to think of sayings in their own
language which are used in similar circumstances. Choose some ss to report back
to the class.
(ss' own answers)
Extension
Draw a picture of your ideal birthday
celebration. Include the food, the decorations, the people and show what they
are doing.
128(T)

 matching
words to visual material Ask ss to look at the pictures and describe the sports
they see. (A baseball B roller hockey C football D basketball). Ask them to
tell you anything they know about these sports (number of players, rules, where
it is played, equipment used etc). Read out the phrases and elicit/explain any
unknown words, Explain the task. Allow ss, in pairs. some time to match the
phrases to the correct sport in the pictures, Check ss' answers.
Answer Key
Picture C— Football kick — match — team
— pitch — whistle
2
 predicting
information
Read
out the title of the song. Ask ss to tell you what they think it means (to
score a goa/ means to kick a football into the net Of the opposing team during
a football match). ss read the first two lines of the song and guess which
sport is being played (football). Play the audio cassette/CD, ss listen and
check their answers.
b.
Explain the
task Allow ss some time to read the song carefully, answer the questions and
underline the key words. Check ss' answers,
Suggested Answer Key
A member of one of the teams playing is
narrating the events. The song is from the point of view of the players, not
the fans. The player is describing the reaction of the fans to the team's
playing,
Key Words: team, pitch, gamer match,
winning, kick, ball, scorer goal whistle, blow, fans; champions, victory
3
 locating
words related to sound in a text
Ask
ss to imagine that they are at a football match in which their favourite team
is playing, Ask them to write down the kinds of sounds they would hear during
the match (cheering, singing, shouting, bal' being kicked referee's whistle).
Ask them which sounds are made by the fans and which are made by the players or
others (fans: cheering, singing, shouting players: shouting, ball being kicked
referee: whistle), ss read the song again and find the verbs related to sounds.
Answer Key kick ofthe ball, cheering,
call, whistle, singing, hear
b.
Explain the
task Allow ss time to complete the task. Check ss' answers.
Answer Key
1
our
hearts are set on winning
2
are
going wild
3
This
is like a dream
1
29(T)
4
fren  talking about feelings during a
sports event
Tell
ss to think about how they would feel if they were the football player in the
song. Set the scene for the role-play. Divide the ss into pairs, trying to
match a more outgoing S with a more introvert S Ask them to write out a list of
questions that they would ask during an interview with a famous footballer
about a match he had just played. The ss prepare their Interview Monitor ss'
progress around the class, giving any necessary help Choose one or two pairs to
do their dialogues in front of the class
SuggestedAnswer Key
Int:       Well, David, that was a
fantastic match! How are you feeling?
Player: Actually, Mike, I'm feeling pretty
good at the moment. We had great support from the crowd They were shouting at
the tops of their voices, Fantastic!
Int.: Yes, David I could hear them
cheering and singing a'/ through the match, and when you scored that goal, they
went absolutely wild!
Player: They certainly did. But I just
wish I had scored earlier in the game and then we could have relaxed and
enjoyed the game more, The other team really put the pressure on from the very
start. It was tough going, can tellyou.
Int: Well, it afl looked perfect from
where I was sitting. So, David, where next, after this great match?
Player.• Now I'll go back to my club and
start training for the next season. There will be a lot of hard training for
the next few weeks but I'm sure we'll have a great season.
Int:       I'm
sure you will. We're al/ rooting foryou!
Extension
Ask ss
to write about their favourite footballer or other sports personality. Tell
them to include information about how they started playing the sport, their
family background, any interesting personal information, what position they
play etc,
(ss' own answers)
ish.ru

Sonfhee+

1
In pairs, read the phrases and decide which sport (A-D) they
refer to. Which words helped you decide?
• the first kick
• to win the match
• to work as a team
• singing fans
• on the pitch
• hear the whistle blow

2
a. Read the first
two lines of the song. What sport is being described? Listen and check.
b. Who
do you think is narrating the events? Why?
Underline
the parts of the song that helped you decide

The teams are on the pitch, the game is just beginning
We're ready for this match, our hearts are set on
winning
The first
kick of the ball, the crowds have started cheering
We hear the words they call, it's our names that we're
hearing
Score another goal, we ve got 10 keep on wtnmng
Hear the whistle blow — all our fans are
singmg We're the champions now
With minutes left to go, it looks like we can do it
The fans are going wild, as if they always knew it
This is like a dream, the greatest victory ever

Working as a team, we won the match together
3
a. Read the song
and find three verbs related to sound.
b. Read
again and find phrases which mean:
1     we
want to Win
2     be
thrilled
3     it
can't be true
4
In pairs, take
roles and make up a short interview with a famous football player who has just
finished playing in the final match of the World Cup. Discuss:
• feelings • reactions •
regrets • any self-criticism
• wishes for the future etc.
129

1
Read the letters
sent to a magazine problem page.    3  Read the song and, in pairs,
           What
advice would you give these people?                                                        guess
what the missing words are

Listen and check. Were your guesses
correct?
I feel so ugly!
I'm 14 and get bullied at school
because I'm fat and have red hair, Only my best friend doesn't hurt my feelings
but it must be awful for her having a friend who's so ugly. I just wish I was
normal like everyone else.

Auntie Susan's column
Is all I ever 1) read
She always helps her readers
She knows just what they 2) need
Susan will advise you
On all life's little pains
She'll soothe away your worries
She'll help you smile again
Ifyou've
  got a problem
Or
  something troubling 3) you
Write to
  Auntie Susan
Shell
  tell you what to 4) do
Auntie Susan's clever
She knows just what to 5)
  say If you need direction
She'll help you find your 6) way
Susan is an expert
On matters of the 7) heart
She has a lot of wisdom
Which she's willing to 8) impart

My big bro's driving me MAD!
I'm 15 and my brother is making my
life a misery! He comes into mg room without asking for permission, listens in
on my phone calls and makes fun of my friends. When I complain to mg parents
they just 4 In pairs, make a list of some typical sag he'll grow out of it.
problems experienced by teenagers. What would you do if Take roles. One of you
explains you were me? what the problem is while the other gives advice.
5 Explain the English sayings. Are there similar ones
in your language?
2
Skim through the song. Who is Auntie Susan? I Where there's a
willi there's a way. What do you think her job is? 2 A problem shared is a
problem Think of a title for the song.         halved.
3
Every cloud has a silver lining.
130

1
matching texts to Visual material
Ask ss
what they think a magazine problem page is (It is a page in a magazine which
prints letters from readers who have problems which they need help solving).
Allow ss to read the texts and give advice. Suggested Answer Key
Text A:
Some girls would love to have red hair! You shouldn't listen to anyone — they
are probably just jealous because they would love to have red hair too!
However, ifthe bullying gets too difficult; tell a teacher or a parent. Your
friend sounds very loyall Your friend is your friend, no matter what you look
like. Make sure you keep her.
Text B:
Why don't you explain to your brother that you need some privacy and ask him
how he would fee/ ifyou behaved in the same way to him? Maybe he feels a bit
left out when you are with your friends. Does he have friends of his own? Maybe
you could try to include him sometimes in your outings with your friends.
Talking things over when you are calm is always the best thing to do. Anyway,
your parents are right - he will grow out ofit - sometime!

Focus >

2
reading for gist
Allow ss some time to read through the song quickly ss
answer the questions. Check ss' answers.
Answer
Key
Auntie
Susan is someone who helps people to solve their personal problems. Herjob
involves replying to letters sent to a magazine problem page, by people asking
for help with their problems. She is what's called an "Agony Aunt".
 think a suitable title for the song
is "Solve the Problem,
Auntie
Susan!"
3
 predicting words missing from a text and
then listening for confirmation
Allow ss some time to read the song and explain that
they must guess the missing words Remind them that words at the end of lines in
songs usually rhyme. Play the audio cassette/CDr twice, if necessary. ss listen
and check their answers.
Answer
Key (See overprinted answers)
4
 brainstorming with ss about the typical
problems facing teenagers (problems at school, with parents, friends, money
etc) and write them on the board. Explain the task and divide the ss into
pairs. Allow ss some time to come up with solutions to the problems and to
prepare their roles. Monitor ss' progress around the class, giving any
necessary help. Choose some pairs to act out their roles in front of the class.
Suggested
Answer Key

Focus >

A.
I don't get
enough pocket money from my parents. All my friends get a lot more than me and
they can buy fashionable clothes, while I can only afford cheap clothes. They
all laugh at me.
B: Well, the amount of pocket money get depends on thejobs do around the
house. For example, if I clean my Dads car or if I wash the dishes after
dinner, / get extra money, Maybe you could suggest to your parents that they do
the same. It will mean hard work for you, but then you can use the money to buy
whatever you like,
5
 practising English sayings and coming up
with similar sayings in your own language
Read out the sayings and ask ss if they can
guess what they mean. In pairs, ss discuss the sayings and decide whether they
agree with them.
Suggested
Answer Key
Where there's a will, there's a way, If you are really determined to
achieve something, then you will find a way to do it.
A.
problem shared is o problem halved. If you talk to someone else
about your problem, then it wont seem so bad
Every cloud has a silver lining. No matter what the problem is, there is
always something positive to be gained in the whole situation.
Ask ss to think of sayings in their own
language which are used in similar circumstances, Choose some ss to report back
to the class.
(ss' own answers)
1 30(T)

Irregular
Verbs

Infinitive

Past Participle

Infinitive

Past Participle

be

was

been

lie

lay

lain

bear

bore

born(é)

light

beat

beat

beaten

lose

lost

lost

become

became

become

make

made

made

begin

began

begun

mean

meant

meant

bite

bit

bitten

meet

met

met

blow

blew

blown

pay

paid

paid

break

broke

broken

put

put

put

bring

brought

brought

read

read

read

build

built

built

ride

rode

ridden

burn

burnt (burned)

burnt (burned)

ring

rang

rung

burst

burst

burst

rise

rose

risen

buy

bought

bought

run

ran

run

can

could

(been able to)

say

said

said

catch

caught

caught

see

saw

seen

choose

chose

chosen

seek

sought

sought

come

came

come

sell

sold

sold

cost

cost

cost

send

sent

sent

cut

cut

cut

set

set

set

deal

dealt

dealt

sewed

sewn

dig

dug

dug

shake

shook

shaken

do

did

done

shine

shone

shone

dream

dreamt (dreamed)

dreamt (dreamed)

shoot

shot

shot

drink

drank

drunk

show

showed

shown

drive

drove

driven

shut

shut

shut

ate

eaten

sing

sang

sung

fall

fell

fallen

sit

sat

sat

feed

fed

fed

sleep

slept

slept

feel

felt

felt

smell

smelt (smelled)

smelt (smelled)

fight

fought

fought

speak

spoke

spoken

find

found

found

spell

spelt (spelled)

spelt (spelled)

flee

fled

fled

spend

spent

spent

fly

flew

flown

split

split

split

forbid

forbade

forbidden

spread

get

got

got

stick

stuck

stuck

give

gave

given

sting

stung

stung

go

went

gone

stink

stank

stunk

grow

grew

grown

strike

struck

struck

spread           spread forget forgot
forgottenspring sprang sprung forgive forgave forgivenstand stood stood freeze
froze frozensteal stole stolen
hang hung (hanged) hung (hanged)swear swore sworn have had hadsweep swept
swept hear heard heardswlrn swam swum hide hid hiddentake took taken hit hit
hitteach taught taught hold held held tear tore torn

hurt keep know lay lead learn leave lend let

hurt kept knew laid led learnt (learned) left lent let

hurt kept known laid led learnt
  (learned) left lent let

tell think throw understand wake wear Win write

told thought threw understood woke wore won wrote

told thought
  th rown un derstood woken worn won written

Grammar Reference
Unit 1

Present
Simple and Present Continuous

We use
the present simple for.
      facts and permanent states Mark works
for an advertising company.
      general truths and laws of nature Oil
floatson warer-
      habts and routines Cwlth always,
usually, etc)- He usually goes jogging in the mornings.
      timetables and programmes (in the
future). The plane to MOdtid takes off ar 6:30 pm.
      sporting commentaries. reviews and
narrations Beckham wins theball, then he Crosses and Owen scores.
      feelings and emotions. / love Paris,
because it'S a beautiful city.
The time
expressions we use with the present simple are: Usually often. always, every
day/week/month/yeor/etc, in the morning/afternoon/evening, at nigh tithe
weekend, on Fridays. etc
      for actons taking place at or around
the moment Of speaking _ The kids are playing video games the living room.
      for temporary situations. They are
painting the house.
      for fixed arrangements In the near
future. lam going to aparty tonight.  for currently changing and developing
situations. The rivers are becoming more and more polluted
      With adverbs such as always to express
anger or irrltatlOn at repeated action. She is always biting her nails when
someone talks to her.
The
time expressions we use with the present continuous are: Now, at the moment, at
present, these days, nowadays stiff, today, tonight, etc

Stative
Verbs

Stative
verbs are verbs which describe a state rather than an action, and so do not
usually have a continuous tense, These verbs are  verbs Of the senses (appear. feel,
hear. 100k, see, seem, smell, sound,
taste. etc).
She seems really worried.
      verbs Of perception (believe, forget,
know realise. remember understand. etc). believe what he says.
      verbs Whtch express tee"ngs and
emotions (desire, detest. enjoy, hate, like, love prefer, want. etc). Jane
hates eating spicy food.
      and some other verbs (be, belong,
contain, cost, fit, have. include, keep. matter, need. ower own. want, weigh.
wish. etc). This house belongs too very rich mon

Present Simple
THINK think he' o very good actor.
  believe)

Present Continuous
We are thinking about moving to a
  new house. are considerin

HAVE
She has hundreds ofbooksr own, possess )

Everyone is having a great time ar
  the party experiencing)
He is having a bath. taking)
They are having lunch, (z eating)

SEE
You see my
  house from UP here. it is visible) f see what he means. understand)

seeing the dentist this evening,

TASTE
This pie tastes defioous. it is, has the flavour oft

Ann is tasting the soup to see if
  it's spo enough. iS testing)

SMELL
His perfume smells very good.
has the aroma)

He is
  smelling the flowers.
•s snftinq)

APPEAR
She appears ro know where she S
  goingw seems to)

He is appearing in a play at the Rex. is performing)

FIT
The skirt
  fits herperfectly it'S the right size)

John is fitting a new lock on the front door. is attachingflnstalling)

Some of these verbs can he used 'n
continuous tenses, hut With a difference In meaning_
Note•
      The verb enjoy can be used in
continuous tenses to express a specific

Bob
really enjoys going to the cinema. (general preference)
BUT: He'
enjoying the party veo• much. (specific preference)
      The verbs 100k (When we refer to
somebody's appearance). feel (experience a particular emotion). hurt and ache
can be used •n Simple or continuous tenses With no difference in meanrng He feels very sad = He isfeeling very
sad.

Adverbs of
Frequency

These
include always, frequently, often, once. twice, sometimes, never. usually.
ever, hardly ever. rarely, occasionally. etc.
•    Adverbs of frequency are normally
placed before the main verb I rarely drive to work. He hardly ever goes to the cinema.
•    However, adverbs Of frequency are
placed after the verb to be and after auxiliary verbs, Susan is often late for
work.
l' have always wanted to goon a
safari.
Unit 2

Comparisons

AS /
Like
We use
like
•     with nouns/pronouns'-ing form to
express similarity She rreors him like a king. (He isn't a king.)
•     with feel, 100k, smell, taste She
looks like her mother. we use as.
•     to say what somebody or something
really is.
He works
as a sales manager for a multinational firm.

Comparatives
and Superlatives

We use
the comparative to compare one person or thing with another We use the
superlative to compare one person or thing with more than one person or thing
Of the same group. we often use than after a comparative and the before a
superlative. After superlatvves we use in with places. She is younger thon me.
Shes the youngest person in the room. bur
This is
the happiest day of my life
Formatron
of comparatives and superlatlves from adlectives and adverbs:
      With one-syllable  we add -(e)r tn form the comparative
and
-(e)st to forrn the superlative dorge- larger - largest
Note:
for one-syllable adjectives ending in a vowel + a consonant, we double the
consonant, big — b'gger - biggest  with two-syl able adJectives endang
in -ly. -y. -w. we also add -er/-est narrow — narrower - narrowest
Note:
for adjectives ending in a consonant + y we replace the -y With an -i. heavy—
heavier— heaviest
      With other two-syllable adjectives or
adjectives with more than two syllables, comparatives and superlatives are
formed with more/most intelligent - more intelligent - most telfigent
Note.
clever. common, cruel. friendly, gentle, pleasant, polite, shallow, simple.
stupid. quiet can form thelr comparatrves and superlatives either with -ed-est
or with more/most clever - cleverer/ more clever - cleverest/most clever  with adverbs that have the same form
as their adjectives (hard, fast free, early. late. high. low. deep.
long, near, right/ wrong, straight we add -ed-est fast - faster - fastest
 two-syllable or compound adverbs take more/most. slowly - more 5[owfy —
most slowly  Irregular forms:
good —
better — best bad - worse — worst much — more — most many,'lots — more — most
little least far — farther/further — farthest/furthest
Types
of comparisons:
      as ± adjective + as to show that two
people or things are similar in some way. In negative sentences we use not
asfso The blue dress iS as beautiful as the red one  less + adjective than expresses the
difference between two people or things The opposite is more ... than. I find
comedies less interesting than thrillers.
      the least + adjective + offin compares
one person or thing to two or more people or things in the same group. The
opposite is most offin Claire is the [east ambitious person in the company  much / a lot / far I a little / a bit
/ slightly + comparative expresses the degree of difference between two people
or things. Enan is Slightly taller than Bill
      comparative and + comparative to show
that something is increasing Or decreasing. The Earth gets warmer and wormer,  the + comparative the ± comparative
shows that two things change together, or that one thing depends on another
thing The harder she studies, the more easily she'"/ pass the exam.
      by far + the + superlative emphasises
the difference between one person or thing and two or more people or things in
the same group Fred is by far the best student in the

-ing
form

The -ing form IS used  as a noun Jogging is very good foryour health.
      after certain verbs: admit.
appreciate, avoid, consider, continue. deny. fancy, go (for activities),
imagine, mind, miss, quit, save. suggest, practise. prevent Doyou mind
myopening rhe window?
      after love, like, enjoy. prefer,
dislike, hate to express general preference. Clan enjoys talking to her friends
on the phone. BUT for a specific preference (would like/would preter/would
lov•e) we use to-infinitive
      after expressions such as be busy,
it's no user it's no good, it's (not) worth, what's the use of. can't help,
there's no point (in), can't stand. have difficulty (in). have trouble, etc.
There is nopoint in talking to Chris about it — he never 'istens to you.
      after spend. waste. or lose (time.
money, etc), He wasted a lotof time doing n othing,  after the prepo¶tion to With verbs
and expressions such as look forward to, be used to, in addition to. object to,
prefer (doing 5th to Sth else), Sheprefers swimming to playing tennis.
      after other prepositions. He was
thinking ofgettinga newjob.
      after the verbs hear, listen to,
notice, see. watch. and feel to describe an incomplete action. heard Nick
talking to Eva. (l only heard part of the conversation.)
BUT: we
use the infinitive Without to With hear. listen to, notice, see. watch, and
feel to describe the complete action. heard Nick tell' the Story. heard the
whole story.)
Difference
in meaning between the to-infinitive and -ing form
Some
verbs can take either the to-infinitive or the -ing form with a change in
meaning.
      forget + to-infinitive = not remember
— She forgot to lock the door, forget + -ing form = not recall Well never
forget trove/lingoround Africa.  remember + to infinitive = not forget
— Did you rememberto turn offthe computer?
remember
* -ing form = recall — remember talking Jenny at the party.
      mean + to-infinitive = intend to — rm
sorry; never meant to offendyou. mean ± -ing form = involve — Ifhe gets
thisjob, it will mean moving to a new town,
      regret + to•infinitive = be sorry to
(normally used in the present smp'e with verbs such as say, tell, inform) — We
regrettö inform passengers the Air France flight to Paris has
been dejayedr regret ¥ -ing form feel sorry about — 'regret losing touch
with myold school friend Robert
      try + to-infinitive = attempt, do one's
best — ltried to call her but couldn't get through.
try +
-ing form do something as an experjment — Why dong you try changing the
batteries?
      stop + to-infinitive = stop
temporarily in order to do something else —
After
working for five hours they Stopped to have a rest.
stop +
•ing form finish doing something — At fiveo'dock everyone stopped working and
went home.

Infinitive
The to-infinitive  to express purpose_ She went to the
c/orhes shop to buy a new dre« the reception.
      after certain verbs that refer to the
future (agree. appear. decide, expect. hope plan, promise. refuse. etc) They
plan tobuyonewtor.  after would like, would prefer, would love, etc to express a specific
preference i would prefer to stay at home tonnght,  after adjectives which describe
feel•ngs/emotrons (happy, glad, sad, etc), express willingness/unwl'inqness
(eager, reluctant, willing eta or refer to a person's character (clever. kind,
etc): and the lucky and fortunate verygtad to hear that married
Note: WIth adjectives that refer to character we Can also use an
impersonal construct•on 't woskmdofyourohefpmewithmy essoy  after too/enough isn't worm enough to
go our without  to talk about an unexpected event (usually with only); I fino'"/
arrived home only to find rhat I had left my "vs Or' the Office.
      with it + be adjective/nounv It was
easy to find the houseofterall  after be 4 first/second/next/last/etc She was the first person to
congratula te me on mypromo  after verbs and  as ask. decide, explain, find out, learn. want. want to know, etc when
thev are followed by a question word- Their Moths teacher explained how to
50ive the problem. Note; why ts followed by subject + verb, NOT an Infinitive /
wonder Why she didn't Per 1/5 know about it  in the  to you the truth to he honest, to sum
up, to begin With, etc TO be honest, / don-t trust him anymore
Note: If two to-infinitives are linked by and or or. the to ot the second
infinitive rs omitted and visitKOteot the weekend.
The
infinitive Without to (also called bare infinitive) is used.
      after modal verbs
Caro/canspeakltfltian and French  after the verbs let, make, see. hear
and feel Theymadeherfi','ou' o/otof forms. BUT: we use the  after be made, be heard, be seen, etc
(pass.ve form)- She was made to fill outa lot offorms,
Note: When see, hear and watch are followed by an -ing form there ro
change 'n the passive I sawhimtalkingrogeth-Hewasseenra/kingtOBeth.  after had better and would rather We
had better avoid the town centre because the traffic is very heavy at the
moment.
      help can be followed by either the
to-infinitive or the infinitive without to She helped me kids" bedroom.
Preference

To
express general preference we use:
      I prefer + noun/-inq + to noun/.lng prefer ice cream to chocolate, prefer
swimming to sunbathing prefer to-•nfinitve rather than hare
infinit've prefer to watch TV rather than read books.
TO
express specific preference we use
      I'd prefer to-Infin•tpve (rather than
+ bare Infinitive)
I'd prefer to stay at hame (rather than go
      I'd prefer + noun (rather than noun)
      Would you cup coffee? • rd prefer
thanks.  Cd rather bare rnfinttvve (than h*re tnfinitive) rd rather watch TV than
read books.
Unit 3

Present
Perfect

We use
the present perfect (have + past participle) for:
      an action that happened at an un5tated
time the past. The emphasis is on the action; when it occurred is unimportant
or unknown have washed the dishes, Natalie has been to France twice.
      an action which started in the past
and continues UP to the present, especially with stative verbs (see Unit 1 .
above) Such as be, have. Ilke, know, etc. He has known me Six yean,  a recently completed action, have
(just/alteody) finished my essay  personal experiences or changes. She
has put on five kilos.
Konnq
Time
expressions used with the present perfect:
already
is used in statements and questions (to suggest surprise).
have already spoken to Ann, Have you finished cooking already?
yet            is used with the
present perfect in questions and negations.
Have
you paid the billyet? Steven hasnt finished workyet Other time expressions we
use with the present perfect are: always just, ever. never; so far, today, this
week/month/erc. how long, lately. recently still (in negations), etc

Present
Perfect Continuous

We use
the present perfect continuous (have * been * verb -ing):  to put emphasts on the duration of an
action which started in the past and continues up to the present. we have been
working on this ptojectall morning,  for an action which started in the
past and lasted for some time. It may still be continuing. or have finished but
left a result still visible in the present. SheS tired because She has been
working very hard lately.  to express anger, irritation or annoyance. She has been reading my
newspaper without asking me.
• for
repeated actions in the past continuing to the present, He has lost weight
because he has been going to the gym every day
Time
expressions used with the present perfect (simple and continuous):
since
from a starting point in the past) is used with the present perfect (simple and
continuous). I havent seen Paulsincewe left school.
for (z
over a period of time) is used with the present perfect (simple and
continuous). Theyve been working on the project months,
Note:
With the verbs live, work, teach and feel we can use the present perfect or the present perfect
continuous with no difference in meaning. He has lived/has been living in
Manchester for the lost six years.

Clauses of
purpose

we use
clauses of purpose to explain why somebody does something. They are introduced
with the following wordsrexpressions:
     to + infinitive — Helen went to Paris
to study law.
     in order to/so as to + infinitive
(formal) — They workedovertimeinorder to finish the project on time.
     so that + can/will (present or future
reference) — Give me your number so that I can callyou ifthere ore any problems
 so that + could/would (past reference) — He gavemehis numbersothatl
could call him if there were any problems.
     in case + present tense (present or
future reference) — Leaveyour mobile phone on in case I need to you.
     in case + past tense (past reference)
— They had made some sandwiches in case they got hungry.
Note:
In case is never used with will or would  for + noun (expresses the purpose Of
an action) — They went to PierroS for a pizza.
     for + -ing form (expresses the purpose
of something or its function) — Microwaves are used for heating up food
     With a View to + -ing fortn — Lucy
bought the Ofd house With a View to renovating it
We can
express negative purpose by:
     in order not to/so as not to +
infinitive — I wrote down the names and phone numbers the guests so as not to
forget to call anyone.
     prevent + noun/pronoun + (from) + -ing
form — The teachercovered up what written on the board to prevent the students
from reading it,
Unit 4

Present/Past
Participles

We use
present participles to describe something. It was a boring film. (How was the
film? Boring r)
We use
past participles to say how someone felt. We were bored (How did we feel?
Bored.)

Past Simple

We use
the past simple:
      for an action that occurred at a
definite time (stated or implied) in the past. Theyspent their
summerholidoysinfto/ylostyeor.
      for actions that happened in the past,
one immediately after the Other. She locked the door behind her and took offher
shoes  for habits or states which are now finished. Mt Smith worked in a bank
When he was younger.
Note:
used to can also be used instead of the past Simple for habits/repeated actions
in the past (see p. 135).
ago
back in time from now) is used with the past simple. got home about an hour
Time
expressions we use with the past simple include: yesterday then, when, How long
ago?@ last night/weeVmonth/year/Sunday/June/etc, in r980„ etc

Past
Continuous

We use
the past continuous:
       for an action which was in progress
when another action interrupted it. We use the past continuous for the action
in progress (the longer action) and the past simple for the action which
interrupted it (shorter action), We were watching a horror film on TV when we
heard a strange noise.  for two or more simultaneous actions in the past. They were having
dinner while Michael was washing the car.
       for an action which was in progress at
a stated time in the past. We don't mention when the action started or
finished. At 8 0'clock lastnight was walking home from work.
       to describe the atmosphere, setting,
etc and to give background information to a story The birds were singing and
the sun was shining. I was sitting outside in the garden when something strange
happened ,
Note:
When there are two past continuous forms in a sentence with the same subject we
can avoid repetition by using just the present participle Ging form) and
leaving out the verb to be He walking along, and he was eating an ice cream. =
He was walking along. eating an ice cream.
The
time expressions we use with the past continuous include: while, when, as
all'morning/evening/day/week/etc

Linkers

Linking
words show the logical relationship between sentences or parts of sentences.
       Positive addition:
and,
both and, too. besides (this/that), moreover. what IS more, in addition (to),
also. as well as (this/that), furthermore, etc. Tony is both kind and helpful.
       Negative addition.
      neither         nor), nor,
neither, either, etc. Neither Sue nor / went to the dub.
       ContrastjConcession:
but,
however, on the Other hand, yet. still, etc although (+ clause). in spite Of (4
noun/•ing), despite noun./•ingh While clause), whereas (+ even though (+
clause), etc. Even though we hurried, we still missed rhe bus.
       Giving examples:
such
as, like, for example, for instance, especially, in particular, etc.
The
weather hos been bad this week, and Friday in particular was very cold
       Cause/Reason:
as,
because. because Of. since. for this reason, due to, SO. as a result (of), etc.
She had to take o toxi because her had run out Ofpetrol.
       Condition:
if.
whether. Only if, in Of, in provided (that), providing (that), unless, as/so
long as. otherwise. or (else). on condition (that). etc. Joy said she could
tend me £50 as long as paid it bac k by Monday.
       Purpose: (see p. 134) to, so that. so
as (not) to, in order (not) to, in order that, in case, etc. David went to the bank to get 0 loan-
       Effect/Result:
such/so
that, sor consequently, as a result, therefore, for this reason, etc. She doesn't really like herjob so She
is looking for a

       Time:
when, whenever, as, as soon as, while,
before, until/till, after, since, etc They'll go Out as Soon as I get there.
       Exception:
except (for), apart from. etCL He paid all
thebillsexceptfor the electricity
       Relatives:
Who, whom. whose, Which, What, that, That's
the manwho works in the library.
Listing words show the sequence of a
series of events or the priority of a series Of points_
       To
begin:
initially, first, at first, firstly,
to start/begin With. first of all, etc First
the parcel was delivered.  To continue:
secondly. after this/that. second.
afterwards, then. next, etc.
Next [ unwrapped the box.  To
conclude:
finally. lastly. in the end, at last,
eventually, etc.
Event ually I read the card in
surprise.  Summarising:
in conclusion, in summary, to sum up, on
the whole, all in all, altogether, in short, etc- All in all, it was one ofthe
best presents had ever received

The indefinite article (a/an)

•
We
use alan With unspecified singular, countable nouns,
Jack h05 bought a new car (There are
millions of cars; this is one ofthem.)
•
We
use a with words that begin with a consonant soundi and an with words that
begin with a vowel sound. This depends on how a word is pronounced. not how it
is spelt a bonanø o European - on
apple, an honest person

The definite article (the)

We use the•  with
nouns when talking about something specific. jockowns o corand a motorbike. The
car i' black and the motorbike is blue.  with
nouns that are unique. (thesun„ the Earth, etc)  with
names of newspapers (the Guardian), cinemas (the Rex), theatres (the Empire).  galleries
(the Louvre), Ships (the organisations (the United Nations).
•
With
the names of rivers (the Thames), groups of Islands (the Bahamas), mountain
ranges (rhe Alps). deserts (the Sahara). oceans (the Atlantic) canals (the
panama canal), countries when they include words such as States, Kingdom,
Republic (the USA), and names or nouns With of (the Houses of Parliament), in
geographical terms such as the Antarctic/Arcric/ equator, the North of Germany
the North/EasrfSouthfWest.
•
With
the names Of instruments and dances (the guitar, the salsa),  With
the names of families (the Jones) and nationalities ending in -she -che ar -ese
(the Chinese). Other nationalities can be used with or without the (the
Egyptians/Égyp tians).
•
with
titles (the ambassadrz the President) but not v.nth titles including a proper
name (Prince Charles).
•
with
adjectivesiadverbs in the superlative form (the best film have ever seen) but
when most is fOllowed by a noun it doesn't take the (most people enjoy going to
the theatre)
•
With
the words day. morning. afternoon and evening, It was early inthe morning and
the sun was starting to rise.
BUT: at night, at noon, at midnight, by
day/night  with historjcal periods/events (the
lost Ice Age, the Vietnam war) BUT: World War I  with
only, last and first (used as adjectrves)_ He was the onlyone who saw her  with
station, cinema, theatre. library, shop, coast. sea(side), beach, city.
country(side), jungle, world, ground, weather Theywentforawalka/ong the coast
We do NOT use the  with
uncountable and plural nouns when talking about something in general, Cors
release harmful gases into the atmosphere. Coffee is a very r
drink.
•
with
proper nouns. John is my cousin.
•
with
the names of sports, games, activities, days. months. celebrations. colours,
drinks and meals, They aregoing to have dinner on Sunday.  WIth
languages unless they are followed by the word language. Andy speaks Spanish,
French and English fluently BUT: The French language is spoken in Belgium.
•
with
the names of countries which don't include the word State, Kingdom or Republic.
Germany India, China. BUT there are some exceptions: the Netherlands, the
Gambia, the Vatican.
•
with
the names of streets (Bond Street, Penny Lane BUT: the MI, the squares
(Trafalgar Square), bridges (London Bridge BUT: the Golden Gate Bridge), parks
(Hyde Park), railway stations (Euston, Kings Cioss), mountains (Mount Everest),
individual islands (Sicily), lakes (Lake Baikal) and continents (Europe)
•
With
possessive adjectives or the possessive Case, Thatismyhouse.  with
the names of restaurants, shops, banks. hotels, etc which are named after the
people who started them (Harrods. Tony:s Restaurant)  with
the words bed. hospital. college, court, prison. school, university when we
refer to the purpose for which they exist. The injuredmon had to be taken to
hospital. BUT: He went to the hospital to visit Bill.
•
with
the word work place of work)- He needs to bear work by 9 0'clock
with the words home, mother, father, etc when we talk about our own
horne/parents
•
with
by means of transport (by bus/ferry/train/car/etc) We traveled ro London by
train.
•
with
the names of illnesses. SheS got pneumonia. BUT: flu/the measles/the
measles mumps/the mumps,

Used to/Would

We use used to/would
(always/often/etc) + bare infinitive to refer to past habits or states- He used
gojogging every morning when he was younger,
In such cases used to/would can be
replaced by the past sjmple with no Change in meaning. When the Children were
younger they woke up/usedto wake up tate every day,
But for an action that happened at a
definite time in the past we use the past simple, not used to. t drove to work
yesterday. (NOE

We also use used to to talk about
past facts or generalizations which are no longer true. I used to live in Rome.
Now live in Madrid (NOT: '—live)
Unit
5

Modals
Modals
                may/might, must/[had oughtto, shall/shou/d, will/would
•
don't
take •s. •ing Ot -ed suffixes
•
are
followed by the bare infinitive
•
come
before the subject in questions and are followed by not in negations
•
don't
have tenses in the normal sense. When followed by a normal bare infinitive,
they refer to an uncompleted action or state (i.e. present or future); when
followed by the bare perfect infinitive, they refer to a completed action or
state.
Obligation/Duty/Necessity
Must: Expresses duty/strong
obligation to do sth. shows that sth is essential, We generally use must When
the speaker has decided that Sth is necessary (i.e. subjective). I must
remember to send my mother a birthday card
Have to: Expresses strong
necessity/obligation_ We usually use have to when somebody other than the
speaker has decided that sth is necessary (i.e. obJective). He said we have to
follow the instructions.
Had to is the past form of both must and
have to.
Absence of necessity
Don't have to: It isn't necessary to
do sth in the present]future. You donthave to do the washing up— will do it
Didn't have to: It wasn't necessary
to do Sth. We don't know if it done or not. He didnt have to pay all the bills
today (We dont know ifhe paid them ornot.) Permission/Prohibition
Can/May: Used to ask for/gve
permission. May IS more formal than can. Can/May borrow yourpen, please? Yes
ofcourseyou can/may.
Mustn'tjCan•t: It is forbidden to do
5th: it is against the ruleýlaw; you are not allowed to do sth. You
mustnvcantparkyourcarhere.
Possibility
Can + present infinitive:
General/theoretical possibility Not usually used for a specific situation. For
dessert you can have apple-pie or ice-cream.
Could/May/Might + present infinitive Possibility In a specific situation He should keep that souvenir - it may
be valuable one day.
Note:
can use can/could/might In questions NOT may Do you think that he
can/could/nught fix it?
Could/Might/Would
+ perfect infinitive: Refers to sth in the past that was possible but didn't
happen He might have succeeded if he had tried harder.
Ability/lnability can expresses ability in the present/futureo /canp/ay
the øono.
Could
expresses general, repeated ability in the past 'could taik when I was two.
Was(n't)
able to expresses liniabllity on a specific occasion in the past. wastn't) able
to get to the airport in rime to torch my flight-
Couldn't
may be used to express any kind Of inability in the past, repeated or spectf•c-
couldnt speak French When two. couldn rt./wasn•t able to remember
his when I saw him in the street.
Logical
Assumptions/Deductions
Must,
may, can't, etc + bare infinitive: for assumptions about the present. perfect
infinitive: for assumptions about the past
Must :
almost certain that this is/was true,
She's
been workmg ah day; so she must be realFy tired!
She was
working o'/ doy yesterday, so she must hove been teal/y tired!
May/Might/Could
— - possible that this is/was true
John
isn t at work todoy- he moyzmight be out oftown on business.
John       't at work yesterday — he
may./rmght have been out oftown on business.
Can't/couldn•t
= almost certa.n that th.s is/was impossible
That
can't be Janet over there - she' at her grandparents ' at the moment.
That can 't have been Janet you saw -
she     ar her grandparents' at that time-
Note
how the tenses of the infinitiv•e are formed.
Present
Simple go) cook
Present
continuous: (to) be cooking
Present
perfect simple (to) have cooked
Present
perfect cont.nuous (to) have been cooking

Too/Enough

We use
too + adjective/adverb (for sb/sth) + to-infinitive to show that something is
more than is wanted/permitted/etc.
He is
too young to drive. (He isn't allowed ro dlive„)
The
suitcase is too heavy (for me) to Corry, Il Corry it.' we use (not) enough (for
sb/Sth) to-infinitive to show that something is (not) as much as is
wanted/necessary/etc.
He isn't
old enough to drive. (He isn 't allowed to drive.)
The
suitcase is light enough (for me) to carry. con carry it.)
Enough follows an adjective/adverb, but is placed before a noun. I havein
't) got enough money to buya new car
Unit 6

Future
forms

We use the future simple (Will + bare
infinitive) for  decisions made at the moment of speaking. itS co/d in here - ['Il close a
v•wndow.
       predictions about the future. based on
what we think. believe or imagine, using the verbs think, believe. expect, etc,
the expressions be sure, be afraid, etc, and the adverbs probably, certainly,
perhaps. etc. He will probably come later,  promises. threats. warnings.
requests, hopes, and offers Will you help me wash rhe dishes?
       actions, events, situat.ons which will
definitely happen in the future and we can't control rom will be three
years o/d in September,
We use
be going to:
       for plans, intentions or ambitions for
the future, He rs going tobea lawyer when he finishes university,  actions we have already decided to do
in the near fúture. Peteris going to work with his uncle during the
holidays.
       predictions based on what we see or
what we know. especially when there is evidence now that something Will happen
later. It's Cloudy; it's going to rain tonight.
We use
the present continuous for.
       definite arrangements for the future.
'tm flying to Pans tomorrow. (I've bought my ticket.)
We use
the present simple ('timetable future') for:
       fixed routines and arrangements for
the future (timetables. programmesr etc), usually decided by someone else. My
flight to Paris leaves ot 6 0'clock tomorrow.
The
time expressions we use with future forms (future simple, be going to, present
continuous, present simple) include: tomorrow. the day after tonj9ht, soon, next
weevmonth/year/summer, etc, in o weeVmonth, etc

Future
Continuous

We use
the future continuous (will be + present participle of the verb):  for actions which Will he in progress
at a stated future time. Thi' time next month I'll be flying ro Rome.
• for
actions which will definitely happen in the future as the result Of a routine
or arrangement. He be Visiting his parents at the weekend.  when we ask politely about someone's
plans for the near future Will you be finishing with that book soon?

Time
Clauses about the future

When we
use words and expressions such as while. before, after, until/till, as. when.
whenever, once. as soon as. as long as, by the time, etc to introduce time
clauses about the future, they are followed by the present simple or present
perfect. but NOT future fOrms. By the time we get to the station the train will
have left (NOT:
We also
use the present simple and present perfect, but NOT future forms, after words
and expressions such as unless. if, suppose/supposing. in case, etc. rake an
umbrelfä in
We DO
use future forms with
•     when - when it is used as a question
word_ When will you be going shoppjng next ?
•     if/whether — after expressions which
show uncertainty/ignorance. etc, such as I don't know, I doubt, I wonder, I'm
not sure. etc. I doubt whether he will pass the exam.
Unit 7

Countable -
Uncountable Nouns

•     Countable nouns are those that can be
counted (one apple, two apples, etc), Uncountable nouns are those that cannot
be counted (water, bread, etc). Uncountable nouns take a singular verb and are
not used with a/an
Groups of uncountable nouns include:  mass nouns (milk, sugar, wine, etO  subjects of study (Physics, History,
Geography etc>  sports (football cricket, tennis)  languages (Arabic, French Chjnese)
•     diseases (chickenpox, malaria,
measles)  natural phenomena Crain. snow, mist)  collective nouns (money, furniture,
luggage)  certain Other nouns (accommodation, anger, puck)

Some/Any/No & their compounds

Some, any and no are used wath uncountable
nouns and plural countable
nouns. some water, some potatoes,
•     Some
and its compounds (somebody. someone, something, somewhere. etc) are normally
used in affirmative sentences rhete some
Wine left in the bottle.
•     Some
and its compounds are also used Interrogative sentences when we expect a
positive answerr for example when we make an offer or request Wou,icjyou
"ke something to dnnk?
•     Any
and its compounds (anyone, anything. etc) are usually used in Interrogative
sentences. Has anyone seen Jim today? Not any as used In negative sentences.
There isn't any petrol in the tank. Any and its compounds can also be used with
negative words such as without, never. rarely i
haveneverrnetanyone/ikehimbefore.
•     When
any and its compounds are used in affirmative sentences there IS a dlfference
In mean.ng. You can do anything you like, (it doesn't matter what)
Anyonecou/d have done that. (it doesn't
matter who)
•     NO
and Its compounds can be used Instead of not any in negative sentences. Laura
didn't sgy anything. She said nothing) There wasn't anybodyin the house, (a
There nobody in the house)
Note We use a singular verb with compounds
of some, any and no. There
is nothing they can do.

A few/Few - A little/LittIe

A few and few are used with plural
countable nouns. A little and little are used With uncountable nouns„

A
few means not many. but enough" We  We
con make an applepie. Few means "hardly any, almost none" and can be
used With very for emphasis, There were ivery,' few people queuing in the bank

A
little means "not much, but enougiÝ
Thereisalittlecoffeeleít-would you tike another cup?

Little
means "hardly any, almost none" and be used With very for emphass
Thereis left. goandbuy some

A lot of/lots of- much - many

A
lot of/lots of are used With both plural countable and uncountable nouns. They
are normally used in affirmative sentences_ The of is omitted when a lot/lots
are not followed by a noun_ There orealot/lots of oranges in the fridge. can
make some juice.

Much
and many are usually used •n negative or interrogative sentences. Much is used
with uncountable nouns and many is used with plural countable nouns There arent
many parks jn the centreof the City Did you spend much money at the supermarket
?

How
much and how many are used In questions and negations How
much + uncountable noun amount How many + countable noun number How much pepper shall 1' put in the
soup? How many children do they have?

Too
much is used with uncountable nouns. It has a negative meaning and shows that
there is more Of something than is wanted or needed He
couldn 't Sleep because the Children were making too much noise.

Too
many is used With plural countable nouns. It has the same negative meaning as
too much. was very crowded There were toomany people there.  We
use many/muchJsomeJany/most/(a) few/(a) littlefseveralfone/two, etc Of followed
by the/thaVthis/ these/those and then a noun when talking about a specific
group, Some of the houses in that district are very expensive. (houses in that
district) but: Some houses are very expensive. Chouses in general)

Past Perfect

We use the past perfect (had + past
participle):

for
an action which happened before another past action or before a Stated time in
the past. Ann had finished her homework by fiveo'c/ock.  for
an action which finished in the past and whose result was visible at a later
point in the past. She had sprained her ankle a few days eotfierand it hurting,

tor
a general Situation in the past. ESQrything Ot
first.
The time expressions we use with the past
perfect are: before after, already, just, foc since. tili/untit when, by the
time, never, etc

Past Perfect Continuous

We use the past perfect continuous:

to
put emphasis on the duration of an actlon which Started and finished in the
past, before another actlon or stated time an the past, usually
with for or since He had been driving
for an hour when he realised he had forgotten to lock the door  for
an action which lasted for some time In the past and whose result was vlSlble
an the past He hadbeen swimming und his hair was wet.
Unit
8

The Passive

We
form the passive with the verb to be in the appropriate tense and the past
participle of the main verb. Only transitive verbs (verbs which take an oblect)
can be used in the passive. (live does not have a passive form).
We use the passive:

when
the person or people who do the action are unknown, unimportant or obvious from
the context. Linda's purse stolen,
don t know who stole it,) The car is
being repaired_ (It's unimportant who is doing it.) The robber has been arrested (its obwous that the
police arrested him.)  when the action itself is more
important than the person/people who do
it, as in news headlines. newspaper articles, formal notices, advertlsements,
Instructions. processes, etc Theannuai meeting was held on March 20th.

when
we want to avoid taking responsibility for an action or when we refer to an
unpleasant event and we do not want to Say who or what to
blame Four people wereinjuredin the bank robbery
Changing from the active to the passive:

the
object of the active sentence becomes the subject in the passive sentence

the
actrve verb remasns in the same tense but changes •nto a passive form

the
subject of the active sentence becomes the agent, and IS either introduced With
the preposition by or gs omitted.
                      Subject               Verb            Object
ACTIVE         The
chef       was cooking       spaghettl_

                       Subject               Verb                   Agent
PASSIVE        Spaghetti     was
being cooked by the chef.

Only
transitlve verbs (verbs that take an object) can be changed into the passive
Active: Jack lives on the second floor (intransitive verb) no passive

Note, Some transitive verbs (have, exist, seem. fit, suit, resemble. lack
etc) cannot
be changed Into the passive. Mike has a red car. NOT:
we can use the verb to get instead of
the verb to be in everyday speech when we talk about things that happen by
accident or unexpectedly. Alex got injured when he was playing footbath unstead
of he was injured.. J  By + the agent is used to say who or
what carries out an actionv with + instrument/material/ingredient is used to
Say What the agent used. The sauce was made by Luggi. It was mode with fresh
tomatoes.

The
agent can be omitted when the subJect is they, he, someone/ somebody, people, one, etc Somebody
has washed the car. The car has been washed.

The
agent is not omitted when 't is a specific or important person, or when it is
essential to the meaning of the sentence, This poem by William Bloke.

With
verbs which can take t•vvo objects, such as bring. send, show. teach, promise,
buy. sell, recd, offer give, lend, etc, we can torm two different passive
sentences.
Joan
gove the parcel to him. (active)
He was given the parcel by Joan, (passive.
more usual'
              The
parcel wcs given to him by Joan. (passive,      usuO/J

it is placed
  immediately after the verb This item hit MatiU on rhe back.
Maria
  was hit on the back by this item,

If
in an active sentence a preposition followws a verb. then in the
passive  The verbs hear, help. seer and make
are followed by the bare infinitive in the active but by the to-infinitive in
the passive. Melissa's mum made her clean her room. Melissa was made to clean
her room by her mum

Let
becomes be allowed to in the passive. The teacher/et thechi/dren leave early.
The children were allowed to leave eorfy•

TO
ask questions in the passive we follow the same rules as for statements,
keeping in mind that the verb is in the interrogative form, Have they opened
the new fitness centre yet? Has the new fitness centre been opened (by them)
yet?

When
we want to find out Who or what performed an action, the passive question form
is Who/What by? Who was the film directed by?

Conditionals: type 0/1

Type O conditionals are used to express a
general truth or a scientific fact, In this type of conditional we can use when
instead of if

Type 1 conditionals are used to express a
real or very probable situation in the present or future

When the hypothesis comes before the main
clause, we separate the two parts with a comma, When the main clause comes
before the if-clause, then we do not use a comma to separate them
Note: With type 1 conditionals we can use
unless + affirmative verb if * negative verb)- He will not be able to finish
his homework unless Fred gives him a hand if Fred does not give him a hand,
Unit 9

So/Neither/Nor

So
and neither/nor are used to express the fact that a statement about one subject
(person, thing, action, etc) applies to a second subject in the same way,  So
follows a positive statement and neither/nor follows a negative statement

The
word order is So/Neither/Nor * modal/auxiliary subject. The auxiliary is the
same as in the statement or. if there IS no auxiliary in the statement. we use
do/does (present simple) or did (past simple).
Skiing is fun. So
is skateboarding.
Greta
Garbo was a film star So was Marilyn Monroe My brother doesn 't like chocolate,
Neither/Nor do l.

Conditionals: Types 2 and
3

•
Conditionals
Type 2 (unreal present) are used to express imaginary situations which are
contrary to facts in the present, and. therefore. are unlikely to happen in the
present or the future. We can use either were or was for 1st and 3rd person
singular in the st-clause, We can also use the structure If/ wereyour to give
advice.
•
Conditlonals
Type 3 (unreal past) are used to express imaginary situations which are
contrary to facts if the past They are also used to express regrets or
criticism.
             If-clause                                           Main
Clause
If + past perfect/ would/could/might
+ past perfect continuous bare perfect infinitive IfI had taken a taxi, would
hove been there in time.
Ifit hadn't been raining today, we would
have gone on an excursion.

Wishes

•
we
can use wish lif only to express a wish.
Verb Tense

+ past simple/ past continuous

Wish I was at home now (but rm not)
  If only I were going ro the wedding. (but rm non

To
  say that we would like something to be different about a present situation.

+ past perfect

[ Ni5h I had catted him
  earlier,
(but didn't
Ifon/y they hadn't
  broken up.
(but they did)

TO express regret about something
  which happened or didn 't happen in the post.

+ subject would + bare inf.

I wish you wouldn 't behave so rudely
Ifonly it would stop
  snowing,

to
• a polite imperative.
a
  desire for O Situation or person t; behaviour to change.

Note: • If only is used in exactly the
same way as wish but it is more emphatic or more dramatic.
•
We
can use were instead of was after Wish and if only. I wish were/was
on holiday now.

Relative Clauses

Relative clauses are introduced With
either a relative pronoun or a relative adverb
Relative Pronouns
We use:
to refer to people. ii, which/that to
refer to things.
iii. whose With people, animals and
obJects to show possession (instead of a possessive adjective).

Who,
which, and that can be omitted when they are the object of the relative clause.
He's the person (who) lam going to cooperate with.

Whom
can be used instead of who when it is the object of the relative clause. Whom
is always used instead Of who or that after a preposition. That's the boy to
whom Stella was talking on the phone yesrerday.

Who,
which, or that is not omitted when it is the subJect of a relative clause. The
man who owns that shop is Italian.
      Whose
is never omitted. That's the woman whose husband is our newboss.
Relative adverbs
We use:
i.      when/that
to refer to a time (and can be omitted> That was the year (when/that) we
graduated from University.
ii.    where
to refer to a place- The restaurant where we first met is going be pu lied
down.
iiiL why to give a reason. usually after
the word reason (why can be omitted). Thereason (why} she left is
stifflunclear:

        If-clause                                           Main
Clause
If + past simple/  would/could/might +
past contin uous        bare present infinitive
If' spoke their
Ponguage, would know what they were talking about.
IfRichard was
praying today, we would have a better chance ofscoring.
Identifying and
Non-Identifying Relative Clauses
An identifying relative Clause gives
necessary information essential to the meaning of the main sentence. It is rot
put in commas and is introduced with who, which, that, whose. where, when, or
the reason (Why) The dress which / bought last month
doesnt fit me.

IfI
  were you, f would apologise to her. (advice) the meaning Of the main sentence
  It is put in commas and is introduced with who, whom, which, whose, where. or
  when
Julia
  Roberts who has starred in a lot Ofsuccessful films, is my favourite actress

A non-identifying relative clause gives
extra information and is not essential to

Unit 10

All/Most/Some/None
of

•     All/most/some/none refer to more than
two people, things, etc  All/most/some of * plural pronoun is followed by plural verb.
Most Of
us/you/them believe this is wrong.
•     None of + plural pronoun is followed
by a singular verb None ofus/you/them is prepared to make such a sacrifice.

Reported
Speech

Reported
speech is the exact meaning of what someone said. but not the exact words. We
do not use quotation marks. The word that can either be used or omitted after
the introductory verb (Say. tell, suggest, etc), He said (that) he would come
home before 9 0'clock.
say -
Tell
•     say + no personal object— Shesaid she
was very angry.
•     say + to + personal object — She said
to she     very angry
•     tell + personal Object — She told us
she was very angry.
Expressions
used With say, tell and ask
hello.
good morning/afternoon, etc, someth'ng/ nothing, so, a prayer, a few words, no
more. for certain/sure, etc the truth, a lie, a storyr a secret, a joke. the
time, the difference, one Tell from another. somebody one's name, somebody the
way, somebody so, fortune, etc
a question, a favout. the price. after somebody, the time, around, for
something/somebody. etc
Reported
Statements
In
reported speech, personal/possessive pronouns and possessive adjectives change
according to the meaning of the sentence. Peter said, Tm hovìngmycat
3erviced.• (direct statement)
Peter said
(that) he was having his car serviced (reported statement)
•     We can report someone's words either a
long time after they were said (Out-of-date reporting) or a short time after
they were said (up-to-date reporting)L
Up-to-date
reporting
The
tenses can either change Or remain the same in reported speech Direct speech: Nancysaid, "l
still haventfinishedmy homework. Reported speech: Nanty said (that) She
still hasnt/hodnt finished her homework
Out-of-date
reporting
The
Introductory verb is in the past simple and the tenses change as follows:
Direct
speech

Present Simple "My bus arrives at 5 0'C/ock.

Past Simple
She said
  (that) her bus arrived at S o•clock.

Present Continuous am playing tennis this afternoon "

past
  Continuous
She said (that) she was playing tennis that afternoon

Present Perfect have made spaghetti.

Past
  Perfect
She soid (than she had made
  spaghetti.

Past Simple Past
'l paid six pounds for the CD.

Simple or
  Past Perfect
She said (that) she paid/hadpaid six pounds for the CO

Past Continuous -è Past Continuous was walking to the bus
  station,"

or Past Perfect Continuous She said that she was walking/had been
  walking to the s ration.

Future (will) will return the books
  tomorrow"

Conditional (would) She soid that she would return the
  books the next day.

•     Certain words and time express.ons
change according to the meaning as follows:

now

then. immediately

today

that day

yesterday

the day befOre. the previous day

tomorrow

the next/followang day

this week

that week

last week

the week before, the previous week

next week

the week after, the follow.ng week.

ago

before

here

there

come

go

bring

take

•     The verb tenses remain the same in
reported speech when the introductory verb is in the present/ future or present
perfectL Mum has said, "Dinner is ready:
Mum has
said (that) dinner is ready:
•     The verb tenses can either change or
remain the same in reported speech when reporting a general truth or law Of
nature,
The teacher soju, 'The Thames is a
The reacher said (that) the Thames is/was a river.

Reported
Questions

•     Reported questions are usually
introduced with the verbs ask, inquire, wonder or the expression want to know
•     When the direct question begins with a
questron word (who, where, how. when, what, etc), the reported question is
introduced With the same question word.
What
time is it, p/ease:' (direct question)
He asked
me What the time was. (reported
•     When the direct question begins with
an auxiliary (be, do, have), or a modal verb (cane may, etc), then the reported
question introduced with if or whether
        He asked, there any milk     (direct
question)
He asked
me if/whetherthere was any milk left, (reported question)
•     In reported questions, the verb is in
the affirmative. The question mark and wordS/exprewons such as please. well,
oh, etc are omitted The verb tenses, pronouns and time express.lons change as
statements, Can you me When the next train to Glasgow please? (direct question)
He asked
me When the next train to Glasgow was. (reported q uestion)

Reported Orders

TO report orders, we the introductory verbs order or
  tell in fin itive
Cease fire! (direct order)
He ordered them to cease fire, (reported order)
Stop
  talking! (direct order)
He told us to stop talking. (reported order)

sb 4 (not) to -

Reported Commands, Requests,
Suggestions, etc
To report commands. requests. suggestions, Instructions etc. we use a
special introductory verb followed by a to-infinitiver -ing form, or
that-clause, depending on the introductory verb.

Introductory verb

Reported speech

+ to infinitlve agree
*claim
•
  demand offer
•
  promise refuse
*threaten

"Yes. lend you £25"
"I'm working on a top secret
  project,"
"l want to be served im mediately_ "
"Wauid you tike me to help you With your essay?" promise do
  this foryou. "No, won 'r do whar they want.
"Be quiet    punish you. s'

He agreed
  to tend me £25,
She claimed to
  be working on o top secret project.
He demanded to be served immediately.
She offered to
  help me with my essay.
He promised
  to do that [or me He refused to do what they wonted.
He threatened
  to punish us if we weren't quiet

 The verbs marked With an asterisk can also be followed by a that-clause
in reported speech. He claimed that he knew nothing about it, etc

Reported speech

to-infinitive advise
allow
ask
command
encou rage forbid
invite
order
*remind
*warn

"You
  Should exercise more. "
"You
  can watch the film on
'Car) you
  do me
"Please. please. help me.
"Put
  the gun down,
"You should talk to her about
  this."
"You cannot listen to your music Ot this time oínight.
  'Willyou come to my birthday
"Do
  thirty push ups at once! •
"Don 't forget to call me when you ger home"Be careful, don't
  believe what she says,

me to exercise
He allowed me to watch the film on
He asked to do him iavour.
She begged me to help her. He commanded her to put the gun down.
He encouraged me to talk to her about that.
He forbade me to listen ro my music at that time oínight. She
  invited me to go to her birthday party.
He ordered me ro do thirty push            immediately
He reminded me to cal/ him when got home.
He warned me nor to believe what she

+ -ing form
Sb Of
%dmit (to)
apologise for
'boast
  about/ of
 (to sb) of/about deny
on
•suggest

"He
  stole my bag.
"Yes.
  dropped the vase-
Tm sorry / am [ate."
"I'm
  on excellent actor:
feei very
  tired.
1 didn't
  tell heryour secret!"
am gang
  to give you a lift home "
Why don't
  we ploy table tennis tomorrow

She accused
  hirnofstea/ing her
He admitted to dropping/
  having dropped the vase.
She
  apologised for being 'Ote.
He boas red
  ofbeing an excellen actor
She complained (to me) Of feeiing
  very tired
He denied telling/hoving
  told her my secret.
He insisted on giving me a lift
  home.
He suggestedplaying table tennis the next day.

+ that clause explain
inform sb

It is quit ket to take the train becouse the traffic
  is heavy."
"The fight has been con celled due to bad weather conditions.
  "

He explained that it
Quicker to
  take the train because the traffic was heavy She informed us that the flight
  hod been canceled due to baa weather

Causative form

Present Simple

She cleans the house.

She has the house cleaned

Present Continuous

She is cleaning the house.

She is having the house cleaned,

Past Simp e

S c nedt e use.

She had 1 e ouse cleaned

Past Continuous

She was cleaning the house,

She was having the house cleaned.

Future Imp e

        c an e   se

e Hi ave              use cleaned

Future Continuous

She wili be cueaning the house.

She will be having the house
  cleaned.

Present Perfect

She has cleaned the house.

She has had the house cleaned

Present Perfect Con tin us

She has been cleaning the house.

She hos been having the house
  cleaned.

Past Perfect

She had cleaned the house.

She had had the house cleaned.

ast er ct
Continuous

n C mng t house.

Infinitive

She should clean the house.

She should have the house cleaned

-ing form

Jr's worth cleaning rhe house.

worth having the house cleaned,

Causative form
      we use have object past participle to
say that we have arranged for someone to do something for us, The past
particple has a passive meanng_ Gloria had her hair dyed at rhe hairdresser's.
(She didn't dye it herself
      Questions and negations Of the verb
have are formed with do/does (present Simple) or did (past s•rnpie) Oid you
have your coot e/eoned yesterday?
      We also use have something done to
talk about an unpleasant exper•ence that somebody had. Lost night Jeffrey had
his Stolen, his motorbike was stolen)
      We can use the verb get Instead of
have in informal conversation Hes going to get a new loc k fitted on the back
door-

Notej The word order
is Very important Tony had the tyre changed and Tony had changed the tyre have
very different meanings, In the first case Tony arranged for someone else to
change the tyre whereas •n the second case he changed the tyre himself
      The verbs marked with an asterisk can
also be followed by a that-clause in reported speech. Heclaimed that he knew
nothing about it etc
Note To report negative commands and requests we usually use not +
toinfinitive
Direct:
Mum said "Don't touch the oven, it's hot!"
Reported:
Mum told us not to touch the oven because it was hot.
      In conversation we use a mixture of
statements. commands and questions. When we turn them into reported speech, we
use and. as. adding that and he/she added that. because, but, since, etc. Words
such as oh! oh dear, well. etc are omitted in reported speech
Direct: "Oh! That' a beautifuldress, •jean said tome, "It suits
you perfectly. " Reported: Jean said that it was a beautiful dress and
added that it suited me perfectly.

Rules for Punctuation

Capital
Letters

A capital letter is used  to begin a sentence. This is a book
•    for days of the week, months and
public holidays.
Tuesday,
February, New Year  for names Of people and places. My friend's name is Marco and hes from
Mi'an,
Italy.
•    for people's titles. Mrand Mrs Black;
Dr Carpenter; Professor Stevenson; etc  for nationalities and languages, They
ate Japanese; SheS fluent in Spanish and Russian.
Note:
The personal pronoun is always a capital letter. Tina and are going tonight.

A full
stop is used:
• to
end a sentence that as not a question or an exclamation. I'm having such a
wonderful time. I wish you were here,

Comma C,)

A comma
is used:
      to separate words in a list. We need
butter, milk, sugarand flour,
      to separate a non-identifyng relative
clause (i.e. a clause giving extra information which is not essential to the
meaning of the main clause) from the main clause.
Steve,
who is a doctor; jives in Canada.
      after certain linking words/phrases
(e.g. in addition to this, moreover, for example, however, in conclusion, etc).
Moreovet Susanis a very reliable person
      when if-clauses begin sentences. ffyou
have onyproblern,                  help
Note:
NO comma is used, however, when the if-clause follows the main clause.
      to separate question tags from the
rest of the sentenceMrs Adams is your Moths teacher, she?

Question
Mark (?)

A
question mark is used.
• to
end a direct question. Where do you live?

Exclamation
Mark (!)

An
exclamation mark is used  to end an exclamatory sentence, i.e. a sentence showing admiration.
surprise, joy, anger. etc. That's amazing! What great news!
Quotation
Marks
Quotation
marks are usedL  in direct speech to report the exact words someone said _ The meeting is
at 5:30 pm, said Cindy. "Whats your name?"she asked him.

Peter
and John,

Brackets
( )

Brackets
are used.
      to separate extra information from the
rest of the sentence. The most popular newspapers (i.e. The Times, The Doily
Mirror, The Guardian, etc) can be found anywhere in this country

Apostrophe C)

An apostrophe
is used:
      in short forms to show that one or
more letters or numbers have been left out. I'm I am) calling you She moved to
Los Angeles in the summer of '98 (-1998)
      before or after the possessive -s to
show ownership or the relationship between people.
Nic" dog, my brother'swife (singular noun + 's) my parents' friends
(plural noun + men's coats (Irregular plural 's)

UNIT 1
a little bit (phr) actual (adj) /æktJual/ address (v) /adres/
admire (v) /admarer/
advert (n) /ædva.•rtt advice (n) /ædvas/ advise (v)
/ædvaz/ all-time (adj) tan/ almond-shaped (adj) /amand leipt/ although
(conj) /o,lðoo/ amazing (adj) /emerzll)/ ambitious (adp /æmblJas/
appearance (n) /aplarans/ apply (v) /eplal/ aristocrat (n)
/ænstakræt/ audition (n) /adlJ9n/ audition (v) /o:dllan/
author (n) /oeer/ average build (n) /ævand5 bild/ average
looks (n) /æverlds lÖks/ bad taste (phr)
band
(n) /bænd/ barbaric (ad]) 'barbærlk/ be in a panic (exp)
be in a rush (exp) beard (n) /blercl/ beauty (n) /bju:ti/ beholder
(n) /blh0öldar/ blackmail (v) lblækmell/ Bless you. (exp)
bossy (adj) Ibosi/ brainstorm (v) /brernstarm/ brave (adj) [brew/
bright (àdj) /bratt/ broad-brimmed (adj) /bro:d brtmd/ bump into (phr v)
/bnmp Inta/ by post (exp) calm (adj) Ikam/ can't help (exp) caption (n)
/kæpPn/ capture (v) /kæptlef/ care about (v) 'keer
abaot/ caring (adj) /keann/ carry (v) /kæri/ cartoon (n) /ka:rtun/
casting (v) /kastll)/ central (adj) Isentral/ cheek (n) /tJi:k/ cheerful (adj)
/tJ1erful/ chest (n) /tlest/ chin (n) /tftn/ classmate (n)
/klasmelt/
42
cloak
(n) /klouk/ cold-hearted (adj) /k0öld ha:rtld/ collar (n) /kolar/
commercial (n) /kam3fJal/' complete (v) /kemplÉt/ complexion
(n) /kampleklan/ confident (adj) Ikonfldent/ confused (adj)
Ikanfjuzd/ consider (v) /kensldêf/ considerate (ad])
/kansldarat/ contact (n) /kontækt/ corridor (n) /korldo:f/
Count (n) /kaunt/ cover (n) /knvar/ crash diet (n) /kræJ
darat/ create (v) /krielt/ creator (n) /krielter/ crooked (adj)
/krokld/ cruel (adj) /kru:al/ cuff (n) /knf/ cunning (adj) /knrmn/ curly (adj)
/ka:rli/ daring (adj) /deann/ defeat (v) /dlfi:t/ definitely (adv)
/deflnltll/ delivery guy (n) /dlllvari gar/ depressed (adj) /dlprest/ detective
(n) /dltektlv/ determination (n)

/dlt3fnne1J9n/ determined (adj)
/dltarnmndt dishonest (adj) Idlsomst/ double (v) /dAb91/
double-breasted (adj) /dAb01 brestld/ dress up (phr v) (dres AP/
drop (v) /drop/ easily (adv) /tZlli/ easy-going (adj) /izi goölt)/
effective (adj) /lfekttv/ employer (n) ftmplaat/ essay (n) resell
eventually (adv) AventJuoli/ evil (adj) Rival/ exchange (n)
Ilkstfends/ face (v) IfelS/ facial (adj) /felPl/ fact (n) /fækt/ fair (n)
/fear/ fairest (ad)) /feanst/ fairy tale (n) /teari tell/ fearless (adj)
Ifla'les/ feature (n) /fttJar/ fed up (adj) /fed feel for (phr v) /fr,l far/
female (adJ) /fir.mellt fictional (adj) /flklanôlf
fight
(v) 'fait/ fit (v) /flt/ flame-coloured (ad)) /flelm knlard/ flatmate (n)
/flætmett/ focus on (v) /f0ökas on/ follow (v) /f010ö/
forgetful (adj) Ifargetföl/ friendly (adj) !frendli/
fur-trammed (adj) /far trmd/ gap (n) /gæp/' get back (phr v)
/get bæk/ get off (phr v) 'get of/ get on (phr v) lget on/ get over (phr
v) /get oovaf/ get up (phr v) [get AP/ good looking (n) (god IUklD/
good wins over evil (phr) Grand Duke (n) Igrænd djtlk/ greedy (adj)
/gridi/ greet (v) /gri:t/ hairy (adj) Ihearit halfway (adv) /ha:fwel/ handsome
(adj) /hænsom/ hero (n) /hleroo/ hide (v) /hald/ highlighted (adj)
/haflaltld/ honest (adj) /onlst/ honour (n) loner/ hook (n)
/hÖk/ humorous (ad]) /hjumaras/ hurt (v) identity (n) 'ardentlti/ impatient
(adj) 'Impellent/ important (adj) ftmpo:rtent/ in person (exp) in the eye of
the beholder
(exp) including (prep) indeed (adv) hndi:d/ influence (v) hnfluans/ insecure (adj) /lnslkjoar/
insensitive (adj) /lnsensltlv/ instead of (prep) hnsted av/ intonation (n)
AntanelPn/ issue (n) /lSju/ kidnap (v) /kldnæp/ kind-hearted (adj) /katnd
larger than life (idm) leader (n) /ltda(/ lecture (n) /lektJa7 limb (n)
flim," line (v) /larn/ literature (n) /lltrotfat/ location (n)
/lookelJ9n/ lonely (adj) /loonli/ lose (v) /lu:z/
loyal
(adj) 110101/ magazine (n) /mægazi:n/ main (adj) (man/ majesty (n)
/mædysti/ male (ad') /mell/ manner (n) /mænal/ medium
build (n) bild/ medium height (n) /midlam halt/ miss (v) ms/ mission (n)
/mlf"n/ mystery (n) /mlstarl/ neighbour (n) /naba¶/ neighbourhood (n)
/helbarhod/ nod (v) [nod/ Odd (adj) /0d/ on time (exp) optimistic
(adj) /optlmstlk/ option (n) /opJên/ oval (adj) /oovêl/
pace (v) 'pets/ pale (adj) /pell/ partner (n) /partnar/
patient (adj) 'pedant/ pause (v} /po:z/ perform (v) /petfarm/
pessimistic (ad]) /pesmstlk/ physical (adj) /flzlk01/ play (n)
/plel/ please (v) /pli:z/ pleasure (n) /plesat/ pointed (adj)
'pointld/ poisoned (adj) /polzand/ polite (ad]) /palalt/ popular
(adj) Ipopjöla'/ portfolio (n) /partf0ö1100/ power (n)
/paoar/ proud (adj) Ipraud/ purpose (n) /pa:rpas/ quality
(n) /kwolltl/ quick-thinking (adj) /kwlk
6111k111/ raise (v) /relZ/ rather (adv) /ra:òal/ react
(v) /riækt/ realise (v) /ri:alatz/ record (v) /tlko:rcl/
recording (n) /rlko.'Td10/ refer to (v) /rlf3.•r tap relationship (n) /nlaJanftp/
reliable (adj) /rllalabal/ remain (v) Inmern/ remark (V) frtrna:fk/
rephrase (v) /ri:frelz/ reply (v) reputation (n) /repJötelfan/
respected (adj) Inspektld/ richness (n) /ntfnas/ ring bearer (n) bearer/
robe (n) /roob/ rosy (adj) /roozi/ rubric (n) /ru:bnk/ ruin (v) /ruan/ rule (v)
Irer.l/ save (v) /sav/ scandal (n) /skænœl/ seeking (n) Istklt)/
selfish (adj) /selflJ/ sensible (adj) /senslbõl/ sensitive
(adj) /sensltlW shape (n) /IelP/ sharp (adj) /Ja:rp/ shooting (n)
/fu:tln/ shoulder-length (adj) /J0ölder lene/ shy (adj) Jar/ shyness (n)
Isanes/ size (n) Isalz/ slim (adj) 'slim/ spiky (adj) /spalki/ spring (v)
IsprlD/ staff (n) /sta:f/ statement (n) /steltmant/ step (n) 'step/ straight
(adj) Istrert/ straighten (v) /strelt9n/ stubborn (adj) /strþarn/
superhero (n) /su:parhlaroö/ take after (phr v) (tak take care of (exp) take off (phr v)
Iterk of/ take off (phr v) Iterk of/ takeaway (n) /telkawel/ team spirit (n)
/ti:m sprit/ teen (adj) Iti:n/ thick (adj) 191k/ timeless (adj) /talmlas/ trust
(v) /trnst/ trusted (adj) /trnstld/ turn (v) /tarn/ turn down (phr
v) /ta:rn daon/ uncaring (adj) /nnkearlï)/ understanding (n)
/nndarstændll)/ unfriendly (adj) /nnfrendli/ unselfish (adj)
/AnselflJ/ unsure (adj) /nnfuer/ upper (adJ) /npar/ upset
(v) /npset/ vain (adj) /veln/ valuable (adj) /væljuabBl/
villain (n) /vllan/ waitressing (n) /weltrêJlD/ wavy (adj) fwelvi/
weakness (n) /wiknas/
weakness
(v) /wi:knas/ weigh (v) /wer/ weight (v) 'welt/ well-built (adj) /wel bilt/
well-known (adj) /wel noon/ What's up? (exp) whether (conj) /lweðôf/
wicked (adj) /wlkld/ win (v) /wn/ wise (adj) Iwaz/ wizard (n) IWIZô'd/
You're joking! (phr)
UNIT 2
actual (adj) /æktfual/ aim (n) fem/ area (n) /eeria/ arrange (v)
larand5/ aspect (n) /æspekt/ attraction (n) /atrækPn/ availability
(n) /evelleb[llti/ backyard (n) /bækja:fd/ bank teller (n)
/bænk beware of (v) /bwear av/ block of flats (phr) booked (adji 'bökt/
bored (adj) /bo.rd/ bull (n) /bol/ can't stand (exp) chat (v)
/tfæt/ city slicker (n) /Sltl slikar/ clerk (n) /kla:tk/
close at hand (exp) close by (phr) comfortable (ad]) /knmfteb*l/ community (n)
/kamju:nlti/ community spirit (n)
/kemju:nlti
sprrlt/ comparative (n) 'kampærôtlv/ congested (adj) /kandsestld/
congestion (n) /kendsestjan/ connect (v) /kanekt/ constant (ad)
/konstant/ cool (adj) Ikul/ corner (adj) cosy (adj) /koozi/ countryside (n)
/knntrisald/ crop (n) /krop/ crowded (adj) /kraodld/ curriculum vitae (n)

(karrklolam vrtal/ degree (n)
Idlgrt./ direction (n) /darekPn/ district (n) /dtstrlkt/ down under (exp) dream
town (n) /dri:m taun/ drought (n) /draot/ dull (adJ) /dAI/ elegant (adj)
/eltgant/ employee (n) ftmp101i'J employer (n) ftmpkya¶/ entertainment (n)
/entartetnmant/
equal (adj) /tkwel/ escalator (n) /eskêleltaf/ escape (v)
/rskelp/ experienced (adj) /lksptananst/ extinguish (v) Ilkstlogwlf/ facility
(n) /faslllti/ familiar (adj) /famlliar/ fancy (v) /fænsi/
fence (n) Hens/ fitness centre (n) /fltnas sentart fluent (adj) 'fluent/ flying
doctor (n) /flatln dDktar/ fresh (adj) /frel/ furious (adj)
/fJuanes/ gain (v) /getn/ go off (phr v) /g0Ö of/ guide (v) /gald/ head
chef (n) /hed Jeff head for (v) [hed far/

hectare (n) huge (adj) /hJu:ds/ hustle and bustle (exp) in my element (exp) in the
heart of (exp) industrial (adj) findnstrlôl/ inspiration (n)
ftnsptrelf*n/ interview (n) isolated (adj) /asaleltld/ journalist (n) /dsa:rnallst/
landmark (n) /lændma:rk/ lane (n) 'Ian/ librarian (n)
/lalbrearian/ lifestyle (n) /lalfstall/ local (adj) Ilook91/ look
into (phr v) /lÖk Inta/ low (adj) /IOÖ/ medical centre (n) /med1k01
sentar/ narrow (adj) /næroö/ negative (ad') /negatlW neighbour (n)
Inelber/ on lead (exp) organised (ad') (ne gana17d/
outdoors (adv) /aotdo:rz/ pace (n) 'pets/ patient (adj) /pella nt/
pay a visit (exp) petrol station (n) /petral staJ0n/
plant (n) /plant/ playground (n) /plelgraond/ population (n) /popjule1Pn/
postpone (v) /pouspoun/ practical (adj) /præktlk01/ preference
(n) /prefarans/ produce (v) /pradju:s/ professional (adj) /prafeJanôl/
prospective (adj) /praspektlW provincial (adj) /praV1nJ01/ public
transport (n) /pnbllk trænspart/ put (sb) up (phr v) /pot put away (phr v) 'pot ewer/ put off
(phr v) 'pot of/ put on (phr v) /PÖt on/ put out (phr v) /pot aot/ put
through (phr v) Ipot eru:/ put up with (phr v) [pot AP wið/ qualification
(n) /kw011flke1Pn/ ranch (n) 'rant]/ reality (n) /riællti/ remote (adj)
/nmoot/ reserve (V) /rlZ3.•rv/ route (n) /ru:t/ run (v) /rnn/
(n) aoar,' žaiey
assistant (n) /serlz aslstant/ scenery (n) /sÉnari/ seaside (adj)
/st.sald/ security guard (n) /slkjöarrti ga.(d/ semi-detached (adj) /sem
dltætlt/ shave (v) /lev/ shopper (n) /JopaT/ side (n) 'sard/
sincere (ad]) /stnslat/ sire (n) IsalZ/ skyscraper (n) /skalskrapar/
sleepy (adj) /sli.pi/ spacious (adj) /spelJas/ spirit (n) ISPF1t/ square (v)
/skweart subheading (n) /snbheån/ suit (v) /su:t/ suitable
(adJ) /su:taWl/ superlative (n) surround (v) /saraond/ take a break
(exp) terraced (ad]) Itenst/ tiny (adj) /tani/ tour guide (n) ItÖar gad/
Town Hall (n) /taon ho:l/ traditional (adj) /tradllanôl/
traffic (n) /træflkf
traffic
congestion (n) /træflk kendsestJ9n/ traffic warden (n) /træflk
wcy.rdan/ tree-lined (adj) /trr land/ turning (n) /tarrmn/ urge (v)
/3[d5/ visa (n) /vr.za/ well-dressed (adj) 'wel d rest/ well-known (ad') /wel
noun/ wide (adj) 'wad/ wood (n) IWöd/
Yours faithfully (phr) Yours sincerely (phr)
CURRICULAR
CUTS 1: History (p. 28)
ambitious
(adj) /æmbJ/as/ armada (n) authority (n) /oeonti/ colony (n)
/koleni/ coronation (n) /koranelfan/ crown (n) /kraon/ defeat (v)
/dlfi:t/ demanding (adj) /dlmandln/ determined (adj) /dlta•rmnd/ encyclopaedia
(n)
/rnsalklap:dlô/ equal (to) (adj) /Ékwal/ global (adj) /gloubêl/
globe (n) fg10öb/ gown (n) /gaun/ image (n) /mds/ impression (n) /lmprePn/
Innocence (n) /lnasans/ Innocent (adj) Anasant/ official (adj) /aflJ01/
opposition (n) /opezlPn/ orb (n) 'ort)/ portrait (n) /partrert/
powerful (adj) /pauarföl/ reign (n) /reln/ reminder (n)
InmatndõT/ rightful (adj) /raltfol/ rule (v) /ru:l/ sceptre
(n) /septat/ school textbook (n) 'skul tekstbuk/ strong (adj)
/stron/ victory (n) /ùlktart/ wealth (n) /we19/
UNIT 3
access
(n) /ækses/
adopt
(v) 'adopt/ adoption (n) /adopJ9n/ adult (n) /aednlt/ against (prep)
/agenst/ albatross (n) /ælbatros/ alert (adj) /a13't/ amount (n) /amaont/
annual (ad)) /ænjuôl/ Antarctic (n) /æntœktlk/ apologise
(v) /apoladsarz/ applicant (n) /æpllkent/ assistance (n) lasistans/
attend (v) /atend/ average (adj) /ævendJ/ bald eagle (n) 1b'.Id tg êl/
base (n) /bets/ belief (n) /blli•f/ Best regards (phr) bin (n) /bln/ biologist
(n) /baoladsst/ bottle bank (n) /botêl bæok/ bottom (n)
/botam/ break open (phr) break through (phr v) /bretk eru:/ brick wall (n)
Ibrrk wal/ bulb (n) /bAlb,t bush (n) /boJ/ calf (n) /kaf/ capture
(n) /kæptJaf( carry out (phr v) /kærl aot/ certificate
(n) Isartlflkêt/ chess set (n) /tles set/ chick (n) /tllk/

Christmas carol (n) Iknsmas
kæral/ clap (v) /klæp/ clean-up campaign (n) /kltn  kæmpan/ cobra (n)
/k0öbrô/ colony (n) /kolenl/ come up (phr v) /knm competition (n) /komplt[Jên/
cover (v) /knva'/ crew (n) /kru:/ cross (v) /kros/ daily care (n) /delli keet/
decide (v) /dlsald/ deck (n) Idek/ declare (v) Idlklear/
deforestation (n) /dÉfortstelPn/ delay (v) /dllel/ directory (n)
/darrektari/ disappointed (adj) /dlsapolnttd/ domestic (adj) /damestlk/
electronic (adj) /llektronlk/ endangered (adj) /lnderndÿrd/ environmental
group (n)
/rnvaaranmental
gru:p/ environmentalist (n) hnvaaranmentaltst/ equipment (n) /lkwlpmant/ event
(n) /tvent/ except (prep) Ilk sept/ excited (ad) /lksaltld/ exhange (v)
/lkstletnd5/ expedition (n) /ekspldlPn/ experiment (n) /lkspenmant/ explore (v)
extinction (n) /lkstlnkJên/ fee (n) feeding behaviour (n) /fi:dln
blhavja(/ fill out (phr v) (fil aot/ fine (n) /faln/ flipper (n) Ifhper/
food supply (n) /fu:d saplal/ found (v) /faond/ fragile (adj) /frædsall/
freezing (adj) global warming (n) /gloubêl
goat
(n) /goot/ government (n) /gnvernment/ grow (v) /grou/ grown (adj)
/groun/ hand out (phr v) /hænd aot/ heal (v) /htl/ hen (n) then/ homeless
(adj) lh0ömlas/ huge (adj) /h1u:d3/ humanitarian (n)
lhjumænltearian/ hunt (v) /hnnt/ ice cliff (n) /alS klif/ iceberg (n)
/atsb3.•rg/ illegal (adj) /lIÉg êl/ import (n) [Impart/
imprisonment (n) limpnzanment/ in brief (exp) in favour (of) (exp) individual
(n) tindwldsuel/ indoor (adj) ftndar/ inspire (v) hnspald/ institute
(n) international (adj) hntarnæ/anêl/ issue
(n) /tsju:/ ivory (adj) lawerl/ join (v) /dsan/ layout (n) Ilaaot/ leader (n)
/ltdar/ leaflet (n) /li:flat/ leopard (n) /lepatd/ lift
(n) /llft/
living
proof (n) /IIVIÎ) pruf/ mammal (n) /rnæmal/ medical
attention (n) /medlkal
member
(n) member/ membership (n) /memba¶p/ memorable (adj) /memarêb01/
natural habitat (n) /nætJeral hæbltæt/ ocean (n) /0öJ5n/
orangutan (n) /arænutæn/ ordinary (adj) /ofdlnri/ over-fishing (n)
/oovar ozone layer (n) /oozoun lea(/ participate (v) /pa:rtl$lpert/
peacock (n) /ptkok/ petrol (n) 'petrel/ plant (v) Ipla:nt/ polar bear (n)
Ipoolar bear/ preschool (n) /prl.sku.l/ preservation (n)
/preza•rvegfrn/ preserve (v) /prrza•rv/ prevent (v) /prrvent/ product (n)
/prodAkt/ prohibited (adj) /prahlblt[d/ proper (adj) (proper/ pudding
(n) /pudlT)/ python (n) Ipa19an/ reasonable (adj) /ri:zanab01/
recommendation (n) /rekamendelên/ recycle (v) /ri:satkêl/
recycling centre (n) /ri:salklln
registration
(n) /redsstrelfrn/ renew (v) /rnu:/ reptile (n) /reptall/ research (n) /nsa:rtJ/
research station (n) /nsa•rtl stelJ9n/ reuse (v) /rijuz/ roast (adj) Foust/
root (n) /rut/ rope bridge (n) 'roup brld3/ rubbish tip (n) /rnbll tip/ rubric
(n) ,/rubrlk/ run away (phr v) /rnn awel/ run into (phr v) /rnn Inta/ run on
(phr v) /rnn on/ run out of (phr v) /rnn aot eW run over (phr v) /rnn oovaf/
sanctuary (n) /sænktluari/ scheme (n) /skl.•m/ scientific (adj)
'sapntlflk/ sensibly (adv) /senslbli/ shoot (n) (Jut/ shrub (n) /frt\b/ sight
(n) [salt/

similar
(adJ) /stmllar/ simply (adv) /srmpll/ slide (v) /slald/ snakeskin
(adj) /snekskln/ stick (v) /sttk/ stray (adj) /strel/ strength (n) /strenÐ/
sum up (phr v) /snm AP/ survive (v) /servarv/ tag (n) /tæg/
take part in (exp) take place (exp) tank (n) /tærjk/ task (n) /ta:sk/
thrilled (adj) /9rlld/ touching (adj) /tAtJ10/ traditionally (adv)
/trêd!Janäli/ underground (adv) /nndargraund/ underneath
(prep) /Andarnr.6/ unleaded (adJ) /nnledld/ upset (adj) /npset/
vaccination (n) /vækslnellan/ vet (n) /vet/ visible (adj)
/vlzrbôl/ voluntary (adj) /volantrl/ waste (V) 'west/
waterfall (n) /wotêffo:l/ watt (n) /wot/ whale (n) Plwell/
wildlife (n) /walldlalf/ wildlife park (n) /walldlalf park/ worldwide (adv)
Iwa¶dwald/ wrap (v) /ræp/ zookeeper (n)
UNIT 4
aboard (prep) /ebo:Td/ abroad (adv) /abro:d/ absolutely (adv)
/æbsalu:tli/ accommodation (n) /ekomadelPn/ action (n) /æklê
n/ action-packed (adj) /ækfôn pækt/ actlve
(adj) /æktlW adult (n) /ædAlt/ adventure (n) /ædventIaT/
adventurous (adj)
/ædnentlaras/ airline (n) /earlarn/ alive (ad)) /alalW
all inclusive (phr) ancient (ad)) /elnlent/ annoyance (n) /anaans/ apologise
(v) Hap019dsatz/ apology (n) /apoladsi/ approval (n) /apruval/
architecture (n) arrow (n) /ærou/ awake (v) /ewelk/ backpack (n)
/bækpæk/ beachfront (n) /biJfrnnt/ beat (v) /bit/ beef (n) /bi:f/
binoculars (n) /brnokjölarz/ bird-watching (n) /b3(d wotfin/
block (v) /blok/ book (v) /bok/ booking (n) (bökn/ border (v) bow (n) Iboo/ break (n) /brek/
breakable (adj) /brelkabal/ breathe (v) /bn:ð/ catch a glimpse
(exp) celebrate (v) Isellbrelt/ chance (n) /tlans/ change (n) /tJand3/ check in
(phr v) [trek In/ chest (n) /trest/ climax event (n) /klamæks went/ coach
(n) /k0Ötl/ come across (phr v) /knm akros/ come into (phr v) /knm Into/
come out (phr v) /knm aot/ come round (phr v) /knm raund/ come up (phr v) /knm
AP/ complain (v) /kamplan/ completely (adv) 'kampli:tli/ continent (n)
/kontlnant/ corn (n) /ko:rn/ court (n) 'kart/ crew (n)
/kru:/ culture (n) /kAltfar," daylight (n) 'dellalt/ dean (n)
/dtn/ definitely (adv) /definltli/ disappointing (adj) /d•sap01nt10/
disapproval (n) Idlsapru:vôl/ double room (n) /dAb*l ru:m/
downwards (adv) /daonwa'dz/' dramatic (adj) /dramætlk/ drop (v) 'drop/
dry land (n) /dral lænd/ early rtser (n) raza T/ emergency
service (n)

/rmx'dsansi Sa:tVlS/
engaged (adj) "ngadsd/ entertainment (n)
/ènterternmant/
enthusiast (n) /tn9južziæst/ escape (v) /1Skap/ excitement (n)
/lksaltmant/ exhausted (adj) hgzo:stld/ exotic (adj) /lgzotlk/ experience (v)
Ilksplanens/ fabulous (adj) /fæbjölas/ factual (adj)
/fæktJual/ fallen (adj) /falan/ fascinated (adj) tfæsrneltld/
fascinating (adj) /fæslnelftn/ fasten (v) /fasan/ fed up (adj)
/fed AP/ first-aid kit (n) /fa•rst eld kit/ flash of lightning (phr) flat tyre
(n) /flæt taler/ foggy (adj) /fogi/ fortune (n) Ifo:'tJtrn/
gently (adv) /dsentli/ getaway (n) /getewe¶/ glamorous (adj) /glæmeras/
grab (v) /græb/ guided tour (n) /galdld toar/ heat (n) (hit/ hike (v)
/halk/ hiking boots (n) /halklt) buts/ hire (v) (haler/ hold up (phr
v) lh0öld AP/ holiday rep (representative) (n)
/holldei
rep/ How dare you? (phr> human creature (n) /hJu:men krf.tlat/ hurt (v) 'hart/
ideal (adj) /aldi:al/ in style (exp) inch (n) /lntl/ incl. (including) (prep)
hnklu:dln/ incredible (adj) ftnkredlbal/ indeed (adv) /lndl.d/
independent (àdj)
/lnåpendant/ insect repellent (n) ftnsekt rrpelant/ insist (v)
Insist/ jotn (v) /d301n/ landmark (n) /lændma:rk/ laundry (n)
Ilo.ndri/ length (n) /1en9/ let
(v) nail* location (n) /10ökelfan/ lorry (n) /lori/
luxurious (adj) 'IAgsoanas/ make fun of (exp) masterpiece (n) fma:starpts/
meal (n) /mr,l/
Mediterranean
(adj)
/medltarenien/
midnight (n) /rmdnalt/ mild (adj) fmalld/ mile (n) [mall/ mime (v) Imam/
missing (adj) 'msn/ nailfile (n) fnellfall/ narrate (v) /naret/ narrow (adj)
/næroo/ nearly (adv) /ntafli/ nightlife (n) /natlarf/ north (n)
/no:'9/ official (adj) /aflJêl/ once-in-a-lifetime (exp)
outrageous (adj) /aotreldses/ overcharge (v) /ouvartJa:rd5/
overturn (v) /oovartarn/ pack (v) /pæk/ package
holiday (n) /pækld3 holidet/ packed lunch (n) /pækt Inntf/
pantomime (n) /pæntamam/ penknife (n) /pennalf/ personal (adj) /pa:rsan
ôl/ playground (n) /plagraond/ pleasant (adj) /plezent/
pleased (adj) /pli:zd/ plenty (pron) /plentl/ politics (n) /polltlks/ pretend
(v) /prltend/ professionally (adv)
/prateþnali/
puzzled (adj) tpnzõld/ rare (ad]) 'rear/ reach (v)
/ri]tJ/ real.se (n) Irr.elaz/ receptionist (n) Inseplarust/ reservation (n)
/rezarve1Pn/ reserve (v) /rrzarv/ resort (n) /nzo:rt/
rock (n) /rok/ row (v) /roo/ running water (n) /rnnlD water/ sailing (n)
/SelIlrj/ sandcastle (n) /sændka.sôl/ satire (n)
/sætalat/ satirist (n) /sæftnst/ seaman (n) Isi:man/
sequence (n) Isi:kwens/
set off (phr v) /set of/ setting (n) /setln/

shallow (ad') /Jæ10ö/ shape /JelP/ shipwrecked (adj) /llprekt/
shut (adj) /JAt/ sigh of relief (phr) sightseeing (n) /saltstrn/ slip (v)
Islip/ snack (n) /snæk/ spectacular (adj)
/spektækjula¶/
speed (v) /spi:d/ storm (n) /sto:r m/ straight (adv) /strat/ strike
(v) /stralk/ struggle (v) /strngal/ stunning (adj) Isthnrrj/ sunbed
(n) /snnbed/ sunscreen (n) /snnskrrn/ sunset (n) /snnset/ take Off (phr v)
/telk Of/ tale (n) /tetl/ terrified (adj) Iterlfald/ the line is dead (exp) the
outdoors (n) /ði autdo:rz/ thrill (n) /6rll/ thrilled (adj) /9rlld/
thrilling (adj) /9rlllD/ throw into (v) 19rotJ Inta/ tide (n) /tald/ tightly
(adv) Italtli/ tiny (adj) /talni/ tissue (n) /trsu:/ to my surprise (exp)
toiletries (n) /t011atrlï/ toothpaste (n) /tuepelst/ travel agent (n)
/træv ôl eldsant/ trek (v) 'trek/ triangle (n)
/tralængal/ underwear (n) /nndarweat/
unforgettable (adj)
/nnfargetatýl/
unlock (v) /nnlok/ unusual (adj) /nnju:sual/ upwards (adv) /ApweTdz/
vacancy (n) /velkansl/ vote (v) /vout/ voyage (n) /VOlld3/ weather forecast (n)
/weðar Wkast/ wet (adj) 'wet/ wheat (n) Pwr.t/ white-water
rafting (n) Plwalt water ra:ffin/ wide (adj) Iwaid/ windy
(adj) /wndl/ wish (v) /WIJ/ You're kidding! (phr)
You've
got to be joking! (phr)
CURRICULAR
CUTS 2. Geography (p. 52)
bitterly
(adv) Ibltarll/ climate (n) /klamat/ climate zone (n) /klamet zoun/
cloudy (adj) /klat5di/ cold (adj) /k0UldJ common (adj) /komen/ cool (adj)
/ku:l/ desert (adj) /dezart/ drop (v) 'drop/ equator (n) /lkweltar/
equatorial (adj) lekwato:rffl/ foggy (adj) /fogi/ form (n) /fo:r m/
freezing (adj) /fri:zn/ frozen (adj) /frouz3n/ ground (n) /graond/
map (n) fmæp/
Mediterranean
(adj)
/medltarernian/
mild (adj) /malld/ rainfall (n) /relnfal/ remain (v) /rtmeln/ rise (v) /ratz/
subarctic (adj) /snba:rktlkt temperate (adj) Itempartt/ temperature
(n) /tempratJar/ thunderstorm (n)
/6nndarsta•rrn/ tropical (adj) /troptk êl/ tundra (adj)
/thndra/
UNIT 5
absence
(n) /æbsans/ accessory (n) /æksesarif acrylic (n)
/ækrlllk/ alternative (n) ample (ådj) /æmp01/
anorak (n) /ænaræk/ antique (n) architect (n) /a:fkltekt/
assess (v) lases/ assumption (n) /asnmpPn/ attic (n) /ætlk/ baggy-style
(adj) /bægi stall/
Bank
Holiday (n) /bænk

holidei/ bargain (n) /ba:rgln/
baseball cap (n) /basbal kæp/ bazaar (n) /baza:t/ be held (V)
/bl held/ be worth (v) /bl wa.•re/ car boot sale (n) /ka:r bu:t
sell/ cardigan (n) /ka:Tdlgen/ casual (adj) Ikæsual/ cause (n)
Iko:z/ charity (n) /tfænti/ check out (phr v) /tfek aot/ checked (adj)
ltJekt/ chemist (n) Ikemst/ clay (adj) /klel/ colonial (adj) Ikalouniel/ colony (n) /kolani/ come up With (phr v) ,/knm
condition
(n) /kandlJan/ confectioner (n) /kanfeklana(/ confusing (adj)
/kenfju:zn/ consider (v) /kansldat/ copy (v) /kopi/ cottage (n)
Ikot1d5/ cotton (adj) /kotên/ customer (n) /knstamar/
decoration (n) Idekarelfa n/ deluxe (adj) /d11Aks/ denim (adj)
/derum/ developing (adj) /dlvelap10/ dig out (phr v) (dig aut/ diner (n) 'darner/
display (n) Idrsplet/ donate (v) fdoonelt/ dry cleaner (n) /dral kli:nar/
elegant (adj) /ellgant/ exchange (v) /lkstfelnd3/ fan (n) /fæn/ fancy
(adj) /fæns// fishmonger (n) /fllmnnga'/ fitting room (n) /tltln rum/
flea market (n) /fl•: maYklt/ floral (adj) /flo:ral/ For goodness sake! (exp)
formal (adj) /fo,rmal/' frame (n) Ifrem/ full-length
(adj) ffÖl len9/ give sb a lift (phr) half price (n) /ha,f pras/ handle
(n) fhændôl/ handmade (adj) /hændmeld/ hard-earned
cash (phr) head for (v) /hed fat/ high-heeled (adj) /hal hi:ld/ hold
on (phr v) /hoold on/ homeless (adj) thoomlas/ horizontal (adj) /honzontêl/
hunt (v) /hnnt/ I've had enough! (exp) in authority (exp) in need (exp) in the
mood (exp)
instruction
manual (n)
/lnstrnkJ0n
mænjual/ item (n) /altarn/ jeweller (n) /dsu:êlat/
kimono (n) /klmoonot-s/ lace (n) 'leis/ lace-up shoe (n) 'leis 111/ landscape
(n) /lændskerp/ last (v) (last/ layout (n) /lelaot/ leather (adj)
/leða'/ lighter on sb's pocket (exp) look after (phr v) /lÖk look for (phr v) 110k far/
100k forward to (phr v) /IÖk forward ta/ look
out (phr v) /IÖk aot/ look up (phr v) /IUk AP/ machine washable (adj)
ImaJi:n
woJab01/ major (adj) Imeldsat/ material (n) /matlarial/
menswear (n) 'menzweart miscellaneous (adj) /nmsalenas/ neccessity
(n) /rmsesltl/ neighbourhood (n)
/nelbe'höd/
newsagent (n) /njuzeldÿnt/ nylon (ad]) Inallon/ obligation (n) /DblrgePn/
obtain (v) lobteln/ old-fashioned (adj) /oold fæPnd/ on offer (exp) on
sale (exp) online (adj) /onlan/ option (n) /opPn/ original (adj) /ar1d51n01/
oval (adj) looval/ overcharge (v) /0öva rtla rc13/
overtime (n) /ouvartalm/
pane
(n) /pern/ patience (n) /pelJa ns/ pattern (n) /pætôt
n/ peak (n) 'Pick/ permission (n) /parrT11Pn/ pick up (phr v)
/Plk AP/ pickpocket (n) /plkpoklt/ plain (adj) /pleln/ polka-dot (adj) 'polka
dot/ polyester mix (n) /poliestar miks/ porch (n) /po:rtJ/ pot (n)
/pot/ prairie (n) /preari/ prohibition (n) /pr001blPn/ pure (adj) /PJUer/
quality (n) /kwolrti/ raise (v) /relz/ range (n) /relnd5/ receipt (n)
/nstt/ rectangular (adj)
/rektængjulerj reduction (n) /rldnkJ5n/ refund (n)
/ri:fnnd/ refuse (v) /rlfju:z/ salesperson (n) /sellzparsan/
saving (n) /selvlr)/
second-hand (adj) /sekand hænd/ selection (n) /sllekPn/ shape (n)
flap/ shop till you drop (exp) shutter (n) /Jrvte r/ silk (adj)
/Sllk/ slate (adj) /slelt/ sloping (adj) /sloopll)/ sombrero (n) /sombrearou/
specialise (v) /speJôlarz/
square
(adj) /skwear/ stationer (n) /stelfanS/ steep (adj) Istrp/ stick out
(phr v) /stlk aotf stock (n) /stok/ straw (adj) /strtl/ striped (adj) /strapt/
subheading (n) /srgbhedll)/ surprisingly (adv) /sarprarzrnli/ swap
(v) /swop/ swimming trunks (n) ,/swtmtl) trnnks/ symmetrical (adj) /slmetrikôl/
thatch (n) /ûætJ/ tip (n) /t1P/ trader (n) /treldar/
trendy (adj) /trendi/ triangular (adj) /traængjolart turn UP
(phr v) 'tarn AP/ two-seater (adj) /tu: si:taf/
unbeatable (adj) {nnbitabal/ uneven (adj) /nmvan/
unfortunately (adv)
/nnfartlönatli/
unisex (adj) /ju:ruseks/ unwanted (adj) Innwontld/ value (n) /vælju:/
waterproof (adj) /watarpru:f/ weekend (n) /wq:kend/ wheel (n) PWI:I/
wooden (adj) /wödên/ wool (n) /WÖI/
UNIT 6
according
to (prep) lako:rdln
alike
(adv) /alalk/ amusing (adj) /amw:urj/ ancient custom (n) /elnlant kAstam,/
annual (adp /ænjuel/ arrival (n) /eravêl/ attract (v)
latrækt/ attractive (adj) /atræktlv/ barbeque (n) /ba.rblkju:/
bizarre (adj) /blzaf/ bouquet (n) /b0ökel/ break away (phr v)
/brek ewet/ break down (phr v) /brelk daon/ break into (phr v) /bretk tnte/
break off (phr v) /brelk of/ break out of (phr v) /brelk at5t of/ break through
(phr v) (brak eruf bridal shower (n) /braldêl Jacjat/
bride (n) /brald/ buffet (n) /bAfelJ can't wait (phr) carol (n)
/kærõl/ carry off (phr v) /kæri of/ cash prize (n)
/kæJ praz/ caterer (n) /katarar/ celebrate (v) (Sellbrelt/
certificate (n) Isertlflket/ change one's mind (exp) charity (n)
/tJærtti/ chase (v) /tlers/ christening robe (n) /krtsa nll)
root)/ colleague (n) /koli:g/ collourfully (adv) /kAlSföli/ company (n)
/knmpani/ competition (n) Ikompltllõ n/ competitor (n)
/kampetlta'/ congratulate (v)
/kangrætJulelt/
congratulations (n)

'kangrætJole116nz/
contestant (n) /kantestant/ cordially (adv) /ko:tdiali/ cracker (n)
/krækar/ degree (n) /dlgri:/ delighted (adj) /dllaltld/ dip
(n) [dip/ dread (v) /dred/ dress up (phr v) /dres AP/ dull (adj) /dAl/ elbow
(n) /elboo/ empty-handed (adj) tempti hændld/ engagement (n) /lngeldsmant/
entertaining (adj) /enta rterllr)/ estimate (v) /esttmert/ evaluate
(v) /tvælJue1t/ exchange (n) /lkstJelnd3/ fair (n) [fear/ fairy (n)
/feari/ fancy dress (n) /fænsi dres/ fascinated (adj /fæslneltld/
fate (n) 'felt/ fireworks (n) /falarwa¶ks/ fixed arrangement (n)
/flkst erelndsmant/ flaming torch (n) /flelmlt) tartf/ flying
machine (n) 'flann maJrn/ folklore (n) /f0öklar/ forever (adv) /farevar/
fortune (n) /fo:rtJun/ freezing (adj) fruitcake (n) /frutkek/ furthest
(adv) /f3.•tð1st/ future intention (n) /fju:tJor
IntenPn/
galley (n) /gæli/ generosity (n) /dsenaroslti/ goose (n) /gu:s/ graduate
(v) /grædsuelt/ graduation (n) /grædsuqPn/ greeting (n) greetings card (n) /gri:tngz ka:fd/
groom (n) /gru:m/ Halloween (n) lhæloowcn/ handkerchief (n) /hænka rtJlf/
hats Off (exp) hire (v) /haraT/ homemade (@dj) /hoomrnerd/ horsehoe
(n) /harslu:/ hung up (phr v) /hærJ AP/ icing (n) /asrj/ image
(n) /lmlds/ in one's honour (exp) in style (exp) in the hope (exp) in the old
days (phr) in the post (phr)
Independence Day (n) Andtpendans del/ insist (v) 'Insist/ isle (n) lad/
job hunting (n) /d30b hnntlr)/ Jordan (n) /dso:rdan/ joy (n) /dsa/
layer (n) /leer/ link (v) Illt)k/
luck
(n) /IÄk/ mate (v) /melt/ May Day (n) 'mer del/ mosque (n) /mosk/ occasion
(n) /eketsan/ on the spot decision (phr) parade (n) /pareld/
participant (n) /pcrrttstpant/ pick (v) /Plk/ pick sb up (phr v)
/Plk AP/ pier (n) pleasure (n) /plesel/ posh (adj) /poJ/ pray (v) /prel/
promotion (n) Ipramoofrn/ pumpkin lantern (n) /pnmpkln læntarn/ put on
(phr v) /pnt on/ reception (n) /nseplan/ recovery (n) /rlknvari/
regret (n) /ngret/ relieved (adj) Irili:vd/ request (v) frtkwest/ retire (v)
/rltalar,/ retirement (n) /ntararrnant/ roll down (phr v)
/rool daön/ root (n) /ru:t/ run out of (phr v) /rnn aut eW satisfied (adj)
/sætlsfald/ sb can make it (exp) scare (v) /skear/ Season's
greetings! (phr) sit an examination (exp) sit-down (adj) (Sit daon/ sorrow (n)
/soroo/ spectacular (adj)
/spektækjolat/ spectator (n) /spektertar/ speed (n) tspi:d/ speedy
(adj) /spi:di/ steep (adj) Jsti:p/ stocking (n) Istoktr)/ store (v) /sta•f/
strange (adj) /strands/ streamer (n) succeed (v) /saksi•d/ superb (adj) /su:pafb/ superstition (n)
(suparst1Pn/ swan (n) /swon/ take place (phr) take pride in (exp) tempt (v) 'tempt/
theme (n) /€l.-m/ think highly of (exp} three-tier (adj) /9ri: tier/
thrilling (adj) terrlln/ top (adj) Itop/ treat /tri:t/
trick
or treat (phr) Viking (adj) wed (v) 'wed/ Well done! (exp) wild flower (n) /watld flaoer/
wisdom (n) /wzdam/ wrap (v) Iræp/ wreath (n) /n9/
CURRICULAR
CUTS 3: Maths (p. 76)
addition (n) ,/adlPn/ amount (n)
/emaont/ change (n) ltIelnd5/ coin (n) ,'kan/ division (n) /dlVlÿn/
multiplication (n)
/mnltlpllkerlan/
nearest (adj) /ntarast/ note (n) Inoot/ price list (n) 'prais list/ shopping
bill (n) /Joprt) bil/ subtraction (n) /sabtrækPn/
UNIT 7
add (v)
/æd/ adult (n) /ædAlt/ advice (n) /ædvals/ aisle (n) 'all/
anniversary (n) /ænlvxrsari/ annoyed (adj) /anold/ appetite
(n) /æplta't/ appliance (n) /aplalans/ aquanum (n) /akweanam/ author (n)
/o:eer/ awful (ad)) /o:fol/ baked (adj) /bakt/ bakery (n) /belkarl/
bar (n) /ba:r/ basil (n) /bæzal/ bistro (n) /bistroo/ bitter
(adj) /blta'/ boiled (adj) tb011d/ bottomless (adj) /botamlas/ By golly! (exp)
cabbage (n) /kæb1dJ/ carousel (n) /kærasel/ carving knife (n) /ka:rvlï)
naif/ catering (n) /keltann/ celebrity (n) /sllebnti/ celery (n) /selari/
cereal (n) fslariõl/ chilli pepper (n) /tfrli pepa¶ chop (v) /tJop/

chopped (adj) Htfopt/ clove (n)
/kloov/ cocktail (n) /koktell/ comfortably (adv) /knmftabll/ competition (n)
(kompltlPn/ constantly (adv) /konstantli/ contest (n) /kontest/ cream (n)
Ikrrm/ creamy (adj) /krrmi/ crockery (n) /krokari/ cuisine (n) /kwrztn/ cut off
(phr v) /kAt of/ cutlery (n) /kAtlari/ dairy (adj) /ðean/ deck (n) /dek/
decor (n) /dako:r/ dessert (n) /dlzart/ dine (adj) /datn/
diner (n) /dalnar/ disgusting (adj) 'disgnstlD/ doubt (n) /daut/
drain (v) /dren/ dressed (adj) /drest/ dried (adj) /drald/ elegant (adj)
/ellgant/ exact (ad]) hgzækt/ fling (v) Iflln/ flop (adv) 'flop/
flowerpot (n) /flaoarpot/ fOrmal (adj) /fo:r môl/
fountain (n) /faonttn/ four-course meal (n) /fo:r ko:rs
mill/ fried (adj) /frald/ frozen (adj) /froøzên/ fry
(V) [frail function (n) garlic (n) Iga:tllk/ gas lamp (n) /gæs læmp/
gentle (ad]) /dsentôl/ give away (phr v) /glV awel/ give back
(phr v) /g1V bæk/ give in (phr v) /g1V In/ give off (phr v) /glV of/ give
out (phr v) /glV aot/ give up (phr v) /g1V AP/ grated (adj) Igreltld/ grilled
(adj) /grlld/ grow (n) [grow handful (n) /hændfol/ Help yourself! (exp)
helpful (adj) /helpföl/ honoured guest (n) /one Td gest/ host
(n) /h0öst/ ice cube (n) /a1S klu:b/ in total (exp) included (adj)
/lnklu.dld/ information (n) /lnfarme1Jôn/
ingredient (n) ftngrÉdiant/ jug (n) /dsng/ juicy (adj) Idsu:si/ karaoke
(n) /kæri0öki/ keen (adj) /ktn/ keep up with (phr v) tkl:p AP
wtð/ ketchup (n) /ketlnp/ kettle (adj) /ketal/ knowledge (n)
/nolld3/ lettuce (n) /letls/ lift up (phr v) 'lift AP/ linen (adj) /llnrn/ live
(adj) 'law/ lively (adj) flawli/ located (adj) /10Ukeltld/ lose my temper (exp)
luggage (n) /lngld3/ luxurious (adj) /lAgsoarias/ mall (n) (mol/ mammoth (adj)
/mæmað/ manner (n) /mænaf/ mashed (adJ) tmæltJ
mayonnaise (n) /meranelz/ mineral water (n) /rmnaral water/ mist (n) 'trust/
mug (n) /mng/ mushroom (n) /mnfru:rn/ mustard (n) (rmstaTd/ mutter
(v) /mntar/ napkin (n) /næpkln/ no end (phr) nut (n) /nnt/ occasion (n) /akelÿn/ on top Of
the world (exp) oregano (n) torrganoo/ pasta (n) /pæsta/ peach (n)
/pÉtl/ pear (n) 'pear/ performance (n) /parfarmans/
Pickle (n) /Plk*l/ pinch (n) /PlntJ/ pineapple (n) /palnæpal/
place (v) /plelS," plain (adj) /plern/ pot (n) /pot/ poultry (n)
/poöltrl/ pour (v) /par/ premises (n) /premslz/ pudding (n)
/pUdlD/ range (v) 'rands/ reasonable (adj) /ri:zanabêl/
relaxed (adj) Inlækst/ report (n) /ñpo:rt/ reservation
(n) /rezarve1Pn/ review (v) Inv 111/
revolve
(v) /nvolv/ rise up (phr v) [raz AP/ riverside (n) Irtvarsald/
roasted (adj) /roostld/ rocking (n) /roklr)/ row (n) trow rush on (y) Irnf on/
salmon (n) /sæmen/ salty (adj) /so:ltl/ saucer (n) Isa-sari
sausage (n) /sostd5,l' save room (phr) sb makes (exp) scoop (n) Isku:p/
scramble (v) /skrærnbal/ scrambled (adj) /skræmb01d/
seafood (n) /si:fu:d/ section (n) IsekPn/ selection (n) /sllakPn/ serving (n)
/sarvlD/ side dish (n) /sard dlJ/ simmer (v) Islrnat/
situated (adj) /sltlueltld/ smartly (adv) /sma:rtli/ snack (n)
Isnæk/ sour (adj) /saoar/ sparkling (adj) /spa:rkllTJ/
specialise (v) /spelalaz/ spicy (adj) /spal$l/ sprinkle (v) /spnnkal/
stained glass (n) /stend glass/ stare (v) /steat/ statue
(n) /stætfu/ steamed Cadj) /strmd/ steamy (adj) /sti:mi/ step out (phr v)
/step aot/ still (adj) (still stylish (adj) Istalllf/ surroundings (n) /saraondlnz/ sweet
(adj) /swi:t/ tablecloth (n) /telbalk109/ take a peek (exp) tape (v)
/te10/ tax (n) /tæks/ tbsp (tablespoonful) (n)
/telbêlspu:nföl/ there is
no sign of 5b (exp) thunderstorm (n)
/9nndarsto:rm/ tin (n) /ttn/ tinned (adj) /trnd/ tiny (adj) 'tan/ tip (n)
/tlP/ toaster (n) /toostar/ topping (n) /toplD/ tower (n) /tacjar,"
triumphantly (adv) ltrarnmfantli/ try out (phr v) (tra aot/ tsp (teaspoonful)
(n)

tunnel (n) /thnêl/ twilight (n) /twallart/' unusual
(adj) /mju;sual/ value (n) /vælju:/
vanilla (n) /venrla/ view (n) /vju:/ vinegar (n) /vrrugd/ waitress (n)
/weftras/ warehouse (n) /weerhaos/ waterfall (n) wave (v) /wav/ weekly (adj) /wikll/
well done (adj) (wel dAn/ whipped Cadj) FWlPt/ yoghurt (n) /jogart/
UNIT 8
aerobics (n) /eeroublks/ aggressive (adj) /agreslW alley (n) /æli/
although (conj) /alòou/ ancient (adj) tenJant/ antiquity (n)
/æntlkwlti/ application form (n)
/æpllkelPn
farm/ As a result (exp) athletics (n) /æ91etlks/ attitude (n)
/ætltju:d/ award (v) 'award/ back trouble (n) /bæk trnbêl/
backache (n) /bækelk/ baseball (n) Ibasbal/ based on (adj) /bast an/ be
Off (phr v) /bi Of/ billiards (n) /blilerdz/ bother (v) /boöat/
bowling (n) /b0ö11n/ brave (adj) ,/brav/ bring about (phr v) /brlr) abaut/
bring back (phr v) /brrn bæk/ bring out (phr v) /brrn aot/ bring round
(phr v) /bnr) raund/ bring up (phr v) /brrn broadcast (v) tbro:dkast/ calcium (n)
/kælslarn/ cancel (v) /kænsal/ careless (adj) Ikeeqes/
ceremony (n) /senmani/ challenge (n) /tfællnd3/ challenging (adj)
/tfælrnd510/ champion (n) ltJæmplan/ cheer (v) /tJlat/
cheerful Cadj) /tftartöl/ childhood (n) /tlalldhud/ coach (n)
/k0UtJ/ come down (phr v) /knm daun/ committee (n) /karntti/
competitive
(adj) /kampetltlW competitor (n) /kampet1tar,Î compromise
(n) /kompramaz/ conclude (v) (kenklud/ consequently (adv)
/konslkwentli/
consist of (v) /kenslst av/ contrast (n) /kontra:st/ cope with (v) /k0ÖP
Wið/ course (n) /kars/ court (n) /ko:rt/ cricket (n)
Ikrlklt/ cross (v) /kros/ decathlon (n) Id[kæûlon/ descend (v)
/dlsend/ determined (adj) /dlt3rnnd/ die out (phr v) aot/
disciplined (adj) /dlslpltnd/ disqualify (v) /dlskwollfal/ dissatisfied (adj)
/dlsættsfald/ divide (v) /dlvald/ drop (v) [drop/ effect (n) /tfekt/
encourage (v) hnkNld5/ even-numbered (adj) /i:van nnmbarci/ expand
(v) Ilkspænd/ experienced (èdj)

/lksplarianst/ express (v)
/lkspres/ fall behind with (phr v) /fo:l bihand Wið/ finishing line (n)
/ftnlJlt) Ian/ fit (adj) /flt/ furthermore (adv) /f3:rðar mar/
gender (n) Idsendôt/ guide (v) Igatd/ gymnastics (n)
/d31mnæstlks/ hall (n) mo.-I/' head for (v) /hed fat/ however
(adv) 'hat-sever/ ice-hockey (n) lais hoki/ icy (adj) /asi/ immortal
(n) /lmo:rtal/ in a way (exp) in addition (phr) In
conclusion (exp) in the air (phr) in the open (phr)
individual (adj) /lndlVlcgu Ðl/ inspired (adj) /tnspaterd/
install (v) nnsto:l/ insurance (n) ftnloarans/ judge (n) /dsnd5/ keep out of
(phr v) /ktp aot
kill pain (phr) leader (n) level (n) /leval/ line up
(phr v) llan AP/ mail (n) Imell/ management (n)
/mænldsmant/ marathon (n) /mæra6an/ martial art (n) /ma.rJal
a rt/ medication (n) /medlkelJ3n/ melt (v) [melt/ memory
(n) /memarl/ moreover (adv) /mo:roovart musher (n) 'mnJaf/
negotiate (v) /mgoölielt/ noticeboard (n) /nootlsbaTd/
obviously (adv) /obwaslll' odd-numbered (adj) /od nAmbatd/ official (adj) /eflfal/
oil (n) 1011/
Olympic
Anthem (n) /êllmplk æn6am/ on the other hand (exp) on the trail
(exp) onlooker (n) /onlokar/ operation (n) /oparefn/ opponent (n)
/apoönant/ originally (adv) /arld31nell/ patient (adj) /pelJant/
patriotic (adj) Ipætnotlk/ paw (v) /pa/ pentathlon (n) /pentæ610n/
perform (V) Iparfo:r rn/ pitch (n) /PltJ/ pool (n) /pu:l/
poster (n) /pooster,/ postpone (v) Ipouspoon/ proud (adj) /praud/
pulled muscle (n) /pold mnsôl/ race (n) Iras/ reach (n) /ritJ/
refreshment (n) /nfreJment/ regularly (adv) /regjolaTll/ rgect (v)
Iridsekt/ ring (n) /rn/ rink (n) /nnk/ rough (adj) /rnf/ route (n) /ru:t/ rugby
(n) /rngbl/ sb has a history of (exp)
selfish (adj) /selflJ/ sense of direction (phr) shed (v) [Jed/ shower (n)
/Jaoaf/ skateboarding (n)

sled
(n) /Sled/ slightly (adv) /slaltli/ snooker (n) /snu:kaT/ snowmobile
(n) /snoomablll/ sore throat (n) Isa:' grout/ sort of (phr) sprained wrist (n)
/sprelnd nst/ stamina (n) /stærnrna/ stand for (phr v) /stænd far/
surgical spirit (n) spirit/ sympathy (n) /srmpa6i/ take off (phr v) /telk of/ target reader
(n) /tœrgrt ri:dS/ therefore (adv) /ðeatfo:r/
thick fur (n) 161k far/ to build sb's confidence (phr) to sum up (exp) tough
Gtougher -toughest)
(adj)
/tAf/ tournament (n) Itoarnemant/
Town
Council (n) /taon kaonsêl/ track (n) /træk/ training session (n)
/trernrn sepn/ transport (v) /trænspo:rt/ trek (n) 'trek/ turn
down (phr v) /ta:rn daon/ turn off (phr v) /t3:rn of/
twisted ankle (n) 'twistid ær)kal/ umpire (n) /nmpalat/
unconscious (adj) /nnkonf8s/ vary (v) Iveari/ vet (n) 'vet/
well-trained (adj) Avel trend/ what is more (exp) wound (n) /wu:nd/
CURRICULAR
CUTS 4: Science (p. 100)
carbohydrates
(n)
/kafb0öhaldrelts/ cereals (n) /srariôlz/ fatty acid (n)
/fæti æsld/ iron (n) larern/ low-fat (adj) /IOÖ
fæt/ protein /prouti:n/
serving (n) /sa.'tvlt)/ vitamin (n) /vttamrn/
UNIT 9
abyss (n) /æbls/ action-packed (adj) /ækJan pækt/
actually (adv) /æktluali/ admire (v) ledmae¶ admission (n) /ædmgrn/
advertise (v) /ædvartarz/ alien (n) /alian/ art lover (n) „@rt
Inver/ award-winning production (n) /eward pradAkPn/ background (n)
lbækgraund/ behind the scenes (exp) betray (v) /bltret/
box
office (n) ,boks ofis/ break down (phr v) 'bred•c daun/ break the record (exp)
broadcast (v) 'bradkcr.st/ browse the Net (phr) bug (n) /bng/ cameraman (n)
'kæmremæn/ capture (v) cashier (n) h<ælld/
celebrity (n) /sllebrlti/ channel (n) Ajænal/ charity (n)
/tfænti/ chat show (n) /tlæt IOU/ chopstick (n) Aopstlk/ classified
ad (n) /klæJlfald æd/ colleague (n) 'koltg/ compete (v)
gl<emptt/ computer animated (adj)
A'empjutar æmmeltld/ corruption (n) 'kernpPnf crazy
(-crazier-craziest) (adj)
Ikreœl/
cultural mix (n) 'knltJaral mikJ/ currently (adv) /knrantli/ date (v) /delt./
deal with (phr v) /dtl Wiö/
digital
surround sound (n) saraund saund/ disagree (v) /dlsagrt] documentary (n) /dokjamentri/
dreadful (adj) /dredtöl/ exhibition (n) lekslblPn/ experience (v)
hksplarians/ famine (n) /fæmtn/ fancy (v) /fænsi/ fascinating (adj)
/fæslneltlt)/ fight (v) /fatt/
fully booked (adj) /fUli bokt/ fundraising (adj) /fnndreœln/
gladiator (n) /glædiertar/ graffiti (n) /grafrti/ grand (adj)
/grænd/ grapes (n) /grelps/ greet (v) /grtt/ guaranteed (adj)
/gæranttd/ hilarious (adj) mileanes/ historical (adp /hlstonVl/ illegal
(adj) lilt-gal/ image (n) hrnd3( imaginary (adj) hmædyneri./
impressive (adj) /impresrv/ in common (exp) in need (exp) in the mood (exp)
include (v) hnklud/ issue (n) /lSjuJ it's up to sb (exp) jelly (n) /dseli/ keep
up with (phr v) 'kip "sp
Wið/ laugh-a-minute (exp) laughter (n) lla.•fter/ law firm
(n) Ao: farm/ lawyer (n) naar/ makeup artist (h) /me1kAp crrtlst/
material (n) /matlanal/ matinee performance (n)
/mætlnel parfo:rmans/ miss the chance (phr)
monster (n) monster/ movement (n) /muvrnant/ moving (adj) /muv1D/
multicultural (adj)
/mAltikAtJarel/
must (n) /mnst/ mystery (n) /múteri/ nation (n) InelJ0n/
neither (conj) /nalða¶/ newsreader (n) /njuzrÉdar/ novel
(n) /novel/ on display (exp) on sale (exp) on time (exp) oversleep (v) louversltp/
particularly (adv) /partlkjula(li/ perform (v) /psrfarm/
performance times (n)

/perfff.rmens tanz/
performance (n) /parfa•rmens/ picture strip (n) /PlktJer strip/ plot
summary (n) 'plot snmari/ poverty (n) /povarti/ profession (n) /prafeJan/
put across (phr v) /pot ekros/ put on (phr v) /pot on/ quizmaster (n)
nomzmastar/ raise (v) /relz/ release (n) frili:s/ revenge (n) /nvend3/ review
(n) /nvjUJ running time (n) /rnn1T) tam/ samurai (n) /sæmjural/ science
fiction (n) /saens flkJ0n/ scissors (n) /stzarz/ screen (n) /skri:n/ screening (n)
/skri:nrn/ senior (n) /Stnjaf/ sensation (n) /senselJ0n/
series (n) (Stariz/ set up (phr v) Iset AP/ setting (n) /setlÛ/ settle in
(phrv) /setal In/ shave (v) /Jerv/ shore (n) /Jo:t/
showing (n) /JOUIO/ signature (n) /slgnetJaT/ sitcom (situation
comedy) (n)
/S1t
kom/ slogan (n) /sloogan/ soap opera (n) /soop opare/ solve (v) /solv/ spray
paint (n) (spra pant/ stalls (n) /stalz/ star (v) /sta:r/
state-of-the-art (adj) /stett av ði art/ station (n) /steJõn/
superb (adj) /supa•tb/ support (v) /sapart/ surface (n) /sa•rfls/
sweat (v) /swet/ tag on (phr v) /taeg on/ talent (n) ftælent/ technique
(n) nekntk/ the authorities (n) /ði a60ntiz/ the pick Of 5th (exp) the
public (n) /ðe pnbllk/ throughout (prep) /ôru:aot/ top (adj) hop/
touching (adj) /thtfln/ troupe (n) /trup/ turn down (phr v) /ta•rn daun/ turn
off (phr v) /txrn of/ turn on (phr v) 'tarn on/ turn out
(phr v) aot/ turn to (phr v) /t3tñ tai turn up (phr v) /t3Tn
AP/ IV guide (n) vi: gad/ unbelievable (ad) /nnblli:vabal/ unite (v)
/ju:nalt/ unoriginal (adj) /nnerldsnôl/ unreal (adj) /nnri:l/
upper circle (adj) /nper sa•rk01/ valid (adj)
/vælldf vote (v) /voot/ weather forecaster (n) /weòar fatka:stal/
wizard (n) /Wlzard/ 15-minute interval (n) /flfttn minit Interval/
UNIT 10
access (n) /ækses/ accurate (adj) /ækjurat/ advanced (adj)
/ædvanst/ air conditioning (n) lear kandlþnlt)/
answering machine (n)
/a:nsann
maJt.n/ attend (v) /atend/ attitude (n) /ætltjud/ average (adj) /æverldÿ blurred
(adj) /blafd/ built-in (adj) /bllt In/ button (n) /bAtan/
capacity (n) /kapæslti/ carrying case (n) /kærill) kas/ cash (n)
/kæf/ CD-ROM (n) dt rom/ cell (n) 'sell chat (v) /tlæt/ chat room
(n) /tlæt rum/ communicate (v) /kamjunlkelt/ computer file (n) 'kampjutar
fall/ connection (n) 'kenekJan/ craze (n) 'krazÏ damage
(v) /dæmld3/ delete (v) /dlltt/ density (n) /densrtl/ designer gear (n)
/dlzatnar
W/ designer label (n) Idlzanar
I erbal/ desktop (n) "desktop/ digital camera (n) /dld$ltal
kæmra/ disc tray (n) /dlSk trev disk drive (n) /d1Sk draw/ display (n)
/dlsplel/ dissatisfaction (n)
/dlssæt•sfækPn/ distorted (n) /drstartld/ divide
(v) /dlvald/ educational system (n)
/edsokelfonal
slstam/ enclosed (adj) /inklouzd/

entitle
(v) hntaltal/ entry (n) /entri/ excuse (n) /lkskju:s/ experiment (n)
/lkspenmant/ expert (n) /êkspa•rt/ eyesight (n) /alsalt/ face to face
(exp) fast forward (phr) faulty (adj) /fo:lti/ flash (n) /flæf/ flickering
(adJ) /fllkarrn/ floppy disc (n) /flopi dlSk,/ frequently (adv) /frtkwentli/
gadget (n) /gæd3t/ garage music (n) /gæras mju.ZlkÏ
Gb
(gigabyte) (n) /grgabalt/ GCSE (n) /d3i: st es t/ grade (n) /greld/ graduate
(v) /græcguelt/ gravity (n) /grævltl/ guarantee (n)
/gærantr./ hairstyle (n) /heerstall/ hard drive (n) hard
draw/ headphones (n) /hedfoonz/ hear from (phr v) /h•ar frem/
hip-hop (n) 'hip hop/ hurricane (n) /hnnkan/ I haven't a clue (exp)
I
haven't the faintest idea
(exp)
install (v) hnsto:l/ invent (v) hnvent/ invoice (n) hnvas/ jam (v) /dsæm/
kbps (kilobyte per second)
(phr) keep in touch with (exp) keypad (n) /kÉpæd/ lab
(laboratory) (n) /læb/ lead to (v) /lt.d to/ lens (n) log on (phr v) nog on/ majority (n)
/tnadsorrtl/ mate (n) /melt/
Mb (megabyte)
(n) /megõbatt/ meet up with (phr v) /mt:t AP
WIð/ midday (n) /mddel/ modem (n) /moudem/ national curriculum (n)
/næJen31
karlkjulem/ no wonder (exp) nu-metal (n) metal/ occasionally (adv)
lekqsenall/ online (adv) /onlaln/ option (n) /oplan/ overheated
(adj) /ooverhl:tld/ own (v) /oon/ parachute (n) /pærafut/
parking ticket (n) /pa:rklT) tlklt/ password (n) /paswafd/
PC
(personal computer) (n) "pi:

st/ plug in (phr v) /plng In/
pocket calculator (n) /poklt kælkjuleltar/ portable stereo (n) /po:rtab01
steriou/ processor (n) /prousesêt/ properly (adv) /proparli/
protest march (n) /prootest ma.rtJ/ purchase (n) /partlrs/
qualification (n) /kwollflkelJan/ qualify (v) /kwollfal/ question (v) /kwestf0n/
range (n) /relnd3/ refund (n) /n:fnnd/ reliable (adj) frllaabêl/
remote control (n) /nmout kantrool/ replacement (n) /npletsment/ research (v)
/nsa rtJ/ researcher (n) /nsxrtJer/ result (n)
/nznlt/ scientific experiment (n)
/saantlflk Ikspenmant/ scroll (v) /skrool/ secondary school (n) /sekandri
skul/ seismograph (n) /sa:zmagraf/ select (V) /srlekt/ set up (phr v) /set share (v) /Jeor/ site (n) /sart/
slide (n) Islald/ socialise (v) /soufelalz/ software (n) /softweer/
split (v) /spllt/ spokesperson (n)
/spooksparsan/ state (n) /stelt/ statistical (adj) /stetrstlkêl/
sth is out Of order (exp) stuck (adj) /sthk/ submarine (n) Isnbmertn/ sum (n)
/snm/ surf the Net (phr) survey (n) /safVe-1/ switch on (phr v)
ISWltJ on/ take a place by storm (exp) take after (phr v) /tak after/
take off (phr v) /telk of/ take on (phr v) /tek on/ take out (phr v) ,'telk
aot/ take out (phr v) Reik aou take up (phr v) "tak AP/ teenager (n)
/ttne1dW/ text (n) /tekst/ text messaging (n) ftekst mes1d31t)/ tidal wave (n) /tald91
welv/ trend (n) 'trend/ trendy (-trendier -trendiest)
(adj)
Arendi/ turn up (phr v) 'tarn AP/ typical (adj) /tlplköl/
unplug (v) /nnplng/ unreliable (adj) /nnnlaebal/ unsuitable (ad)
/nnsutab01/ virus (n) /valaras/
walkie
talkie (n) /wo:ki takl/ windscreen wiper (n)
/wrndskrtn
wapaf/
You're
welcome. (exp)
CURRICULAR
CUTS 5: Art & Design (p. 124)
basic (adj) /belslk/ blend (v) 'blend/ characterise (v) /kænkteraz/
Cubism (n) ngu•brzem/ daylight (n) /dellaltf emphasise (v) /emfasarz/
especially (adv) Aspefali/ image (n) hmldY imagine (v)
/lmæd31n/ Impressionism (n)
AmpreJamzem/ inspire (v) hnsparat/ introduce (v) /gntredjus/
messy (adj) /mesl/ mind (n) Imarnd/ outdoors (n) /autdõ.z/
Post-Impressionism
(n) /poost
ImpreJanrzem/
reality (n) /riællti/ represent (v) /reprtzent/ subject (n) /snbcblkt/
Surrealism (n) Isertellzam/ through (prep) /9ruý unexpected (adj)
/Mlkspektld/ unreal (adp /nnrtl/ view up (phr v) /vjtl AP/S

American English—British English
Guide

American English                British
English
account   bill/account airplane              aeroplane
anyplace/anywhere              anywhere apartment             flat
bathrobe dressing gown bathtub          bath bill  banknote
billion—thousand million billion—mdlion million busy (phone) engaged (phone)
c
cab          taxi call/phone        ring up/phone
can                                                    tin
candy check           bill (restaurant) closet           wardrobe connect
(telephone) put through cookie             biscuit corn             sweetcorn,
maize crazy            mad
desk clerk               receptionist dessert               pudding/dessert/sweet
downtown       (city) centre drapes               curtains drugstore/pharmacy
chemist's duplex maisonette
eggplant aubergine elevator lift
fall           autumn faucet         tap
first floor, second floor, etc ground floor, first floor. etc flashlight         torch
French fries     chips front desk (hotel)               reception
garbage/trash        rubbish garbage can              dustbin/bin gas      petrol
gas station petrol station/garage grade    class/year
intermission           interval intersection               crossroads
janitor                                               caretaker/porter
kerosene                                           paraffin
lawyer/attorney     solicitor line            queue
lost and found             lost property
mail        post make a reservation book motorcycle motorbike/motorcycle
movie          film mov.e house/theater cine ma
news-stand                                       newsagent
O office (doctor's/dentist's) surgery one-way (ticket) single (ticket)
overalls    dungarees

American English

British English

pants/trousers

trousers

pantyhose/ nylons

tights

parking lot

car park

pavement

road surface

pedestrian crossing

zebra crossing

(potato) chips

crisps

public school

state school

purse

handbag

railroad

railway

rest room s

toiletkloakroom

sales clerk/sales girl

shop assistant

schedule

timetable

shorts (underwear)

pants

sidewalk

pavement

stand in line

queue

store. shop

shop

subway

underground

truck

lorry, van

two weeks

fortnight/two weeks

vacation

holiday(s)

vacuum (v.)

hoover

vacuum cleaner

hoover

vest
w

waistcoat

with or without (milk/cream in
  coffee)

black or white

yard z

garden

(pronounced, zee"}

(pronounced. " zed ")

zero

nought

zip code

postcode

He just went out.'
He hauust-gone out.

He hasaustAone out.

Hello, is this Steve?

Hello. is that Steve?

 a car?/
Have you
  got a car?
Spelling

 a car?

aluminum

aluminium

analyze

analyse

center

centre

check

cheque

color

colour

honor

honour

jewelry

jewellery practice(n) practise(v)

program

programme

realize

realise

tire

t Yre traveller

Expressions
with prepositions and particles

different from/than

different from/to

live      X street

live in X street

 a team

 a team

on the weekend

at the weekend

Monday through Friday

Monday IQ Friday

fren ish.ru

 Tapescripts

UNIT
1
Exercise 2b (p. 6)
Presenter: Don't mss this week's special
series Of programmes about heroes and villa•ns. On Monday at 5 it's Peter Pan,
the mischievous, daring boy hero Who never grows up. Will he beat his dangerous
enemy, the cunning Captain Hook? On Tuesday, watch the classic story of the
kind and caring Snow White. Can she escape the vain, cold-hearted Wicked Queen?
That's Tuesday at 2, The 9 0'clock film on
Wednesday is Superman, the most politer considerate superhero of all time Let's
hope he can save the day! And on Thursday and Friday at 8, don't miss our
two-part documentary about The Lord of the Rings. Meet the evil, greedy Saruman
and find out how he IS beaten by brave, honest Frodo. So get ready for Heroes
and Villains all this week on your favourite kids' channel
Exercise 6 (p. 9)
Philip: Sarah, thanks a lot for invitng me
to the end-of-filming party I'm really excited to be here
Sarah: That's alnght, Phllip, I hope you
er,JOY it,
Philip: I suppose all the stars of the
film are here, eh?
Sarah: Yeah, but a lot Of the production
crew are here, too For example, do you see that guy over there near the stereo?
Philip." You mean that tall man with dark brown hair — the one wearing a
blue suit?
Sarah: That's him. He's just putting on a
CD. That's Chris, the Director of Photography. He's very good at his job
Philip: And what about that short man over
there? Can you see? He's wearing a jacket and tie and he's got long curly hair
Sarah: Oh, that's Sam. He wrote the music for the film's soundtrack
Philip: Yeah, he looks like a musician
alright!
Sarah: Now, see that group of people over
there? Well, the older woman wearing the suit — with the grey hair and glasses
- is the make-up artist, Joanna. You should see some of her creations. They're
absolutely fantastic!
Philip: And who's that slim young woman
with the shoulderlength hair? Is she an actress? She's very pretty
Sarah: Her name's Laura, and she's a
production assistant. I can introduce you if you like.
Philip: That would be great, but I think
she's with that thin, dark-haired man WIth the beard and moustacheSarah: You
mean Alex. Noi she's not with him. Come on over and meet her
Exercise 4a (p, 10)
SFX: (sounds of sb cooking - chopping on
wooden board, saucepan lid being lifted, sauce bubbling, ping Of oven timer,
etc) Fiona: Hi, Sue! Have you seen George?
Sue: No, I haven't seen him since this
morning. Actually, I haven't seen his dog, either,
Fiona: OK, that explains it — he must have
taken her for a walk.
Sue:Why are you looking for him?
Fiona: We're meeting Paul and Steve at 12
0'clock. They're out shopping at the moment, but we're supposed to meet them
for lunch later on.
Sue: I see. Well, don't worry — I'm sure
he'll be back soon.
Could you do me a favour while you're
waiting?
Fiona: Of course. What is it?
Sue:
Could you have a look at what Kate and Jill are up to? They're in the playroom,
painting, but they're unusually quiet Fiona: Sure. By the way, where's that
music comng from? It can't be Simon playing his guitar!
Sue: Nor it's the radio. Simon's in the
living room, talking to Miranda on the phone again!
Fiona: Oh Isn't Miranda traveliing around
Europe these days? Sue:That's right! She's In Sicily now
Exercise 2b (p. 12)
Presenter: Do you have what it takes to be
a successful leader? It seems that some of us do, but that most of us don rt_
My guest on today's programme is psychologist Dr Ralph Graaf. who's here to
explain why. Dr Graaf, what is it exactly that distinguishes a really good
leader from everyone else?
Dr Graof: Well, David, let me begin by
assuring our listeners that they probably have some of the unique personal
qualities necessary for good leadership. Honesty, fairness and intelligencer
for example, are all qualities you would expect to find among successful
bosses, managers and team leaders. The same people are also often polite and
humorous.
Presenter: That sounds exactly like my
friend Tom. He's kgnd,
funny and generous. Everybody likes him
because he's always making us laugh!
Dr Graaf: Yes, but how does your friend
behave in difficult or, perhaps, dangerous situations? Tom sounds like a very
likeable person, but I'm afraid that being popular just isn't enough. It takes
a lot more than that to be a good leaden You see, leaders sometimes have to
make decisions which don't please everybody. Suppose you are a boss and you
have to tell ten hard-working members of staff that your company can no longer
afford to employ them- Bosses not only have to be absolutely sure that they are
making the right choices. they must also be strong and determined enough to act
on those choices, even if doing so occasionally makes them unpopular. Or
imagine being responsible for the safety Of hundreds Of people who are trapped
in a burning building, People usually panic in this situation, or simply don't
know What to do Leaders must be able to think fast
and act quickly in all kinds of circumstances. They have to stay calm,
cool-headed and in control, even if others are not.
Presenter: Hmm, I see what you mean. What
you're saying, then, is that leadership requires a
rather special sort of person? Dr Graaf: In a way, yes. Of course, you don't
have to be a superhero to be an effective leaderi but you must certainly win
the trust and respect of others and prove that you do, indeed, have all the
qualities and abilities I've just mentioned.
Presenter: No wonder good leaders are so
rare! Dr Graaf, thank you very much for being with us today On tomorrow's
programme
Exercise 7 (p. 13)
SEX: (doorbell rings, door opens, rock
music in background) Neighbour: Hello again, Stan.
Stan: Hi! Listen. I'm really sorry about
the music- I know it's loud
Neighbour: No. it's not loud at all. I've
heard you play this band's rnuslc so many times now that I've started to really
like then•y Do you think I could borrow the CD?
Stan: Why, um, yes, Of course Why don't
you come in for a while? You know, The Movers are good, but wait [fade outl
till you hear Crazy Strings
1
53

UNIT 2
   Exercise 3 (p, 16)
Bill:
I'm not really the sort of person who enjoys going out a lot or meeting new
people. I prefer a quiet lifet to be honest. That's why I don't want to sell
this house and move to the city, I suppose. Of course, there's more work in the
city, but I seem to get by out here in the countryside. A lot of the locals
rely on me, as I'm the only lawyer in the area, and I've got several close
friends around me, so I'm quite happy to stay here for the time being.
Anne: I
grew up in the country and I couldn't wait to escape. It was so boring — no
cinema. no cafés, no nightclubs, When I left homer I moved straight to
the city and I can't imagine living anywhere else now. I love the energy and
excitement — everything you could ever need, right on your doorstep. There's
never a dull moment, that's for sure!
John
and Mary: (J) We moved out of the city about two years ago now. Our second
daughter, Rosie, had just been born and we thought it would be a pity for the
girls to grow up in all that noise and pollution. (M) We wanted them to have
more space to play in and to be safer, really. The village we live in now is
perfect for children. It's quiet and clean. and there's plenty to do, (J)
Anyway, if we miss the bustle of the city it's only 20 minutes" drive
away.
   Exercise 5 (p, 18)
Man:
Excuse me. Could you tell me where the museum is, please?
Woman:
Yes, of course. You come out of the station and go across Station Road. Go down
Prince's Street, past the restaurant and the Concert Hall Man: Sorry, did you say Prince's
Street?
Woman:
Yes, that's right. Then turn right into High Street.
Man:
Right into High Street. OK
Woman:
Turn right again into West Street. The museum is on your right, opposite an
office block Man: Thank you very much. Woman: You're welcome.
 Exercise 1b (p. 20)
Presenter:
(fade in) is our next contestant in today's Capital City quiz. Remember, Frank,
ten questions, but only one minute to answer as many of them as possible.
Ready?
Contestant:
Ready.
Presenter:
OK Your time starts now. Question 1: Which is London's most popular tourist
attraction — the British Museum, Buckingham Palace or the Tower of London?
Contestant:
Urn Buckingham palace?
Presenter:
(buzz) The British Museum. Question 2: What's the tallest landmark in London —
Big Ben, the London Eye or the
Houses
Contestant:
It's the London Eye.
Presenter:(beep) Correct. Question 3: How many shops
are there in London — more than 50,000, more than 20,000 or more than 30,000?
Contestant:
Um what was the first one — 50,000?
Presenter:
(buzz) Sorry, it's more than 30,000. Question 4: Which is the busiest shopping
street in London — Regent Street. Oxford Street or Piccadilly?
Contestant:
Regent — no, no, it's Oxford Street.
Presenter:
(beep) Correct. Question 5: Which is the most expensive shopping district in
London — Camden, Knightsbridge or Chelsea?

Contestant: Oh, uh    it must
be Knightsbridge
Presenter:
(beep) Correct, Question 6: The London Underground is the fastest in the world,
the busiest in the world or the oldest in the world?
Contestant:
I think it's the oldest.
Presenter:
(beep) Correct. Question 7: Where would you find (long buzz) — ah, time up. Not
bad, Frank! That's four correct answers, so you're still in the running for our
final round (fade)
Exercise
1b, Exercise 2 (p. 22)
Judy:Hi!
It's great to see you, Matt!
Matt:
Welcome to Budapest, Judy, How was your flight? Judy: It was fine — no problems
at all. Oh, I can't wait to see Budapest!
Matt:
Well, let's have coffee and a chat first, then I'll take you to your hotel-
Judy:
OK. Tell me about Budapest. though, What's the best way to get around?
Matt.'
Wéll„ you can walk short distances, of course. For longer distances,
it's best to take the Metro or tram, and the tickets are cheap. Don't bother
renting a car — there can be lots of traffic, especially on the bridges across
the river. Judy: OK. I'd like to do some shopping, too. Are things expensive
here?
Matt: It depends. The nicest shopping centre is called
Vaci Utca, but it is expensive, Generally speaking, souvenirs are expensive,
but a lot of the things are are really beautiful and make perfect presents-
Judy:
So is Budapest an expensive place to live?
Matt:
Oh, nor the cost Of living isn't that high. Supermarket shopping is cheap, and
if you want to eat out in a restaurant the prices are very reasonable. You can
have a three-course meal for much less money than in most other European
cities. And as I said, public transport is cheap, so don't worry about money,
Judy:
Thankst Matt, that's really helpful. Ouf, I'm hot! I must take my coat off
Matt:
Yes, you won't need that ... after all, it's July, so it's really warm here —
as much as 30 0 C, most days. It's the winter that gets cold. It can
be minus 3 or 4 degrees in December.
Judy:
Brr! I'm glad I'm here in summer, then.
Matt:
Well, we id better get going. Let's get a taxi to your hotel. Here,
I'll take your bag .
Exercise
6a (p. 23)
A:
Good afternoon, Ms Harris. Did you have any trouble finding us? No, not at all
Please
have a seat.
B:
Thank you.
A: I
understand you are applying for the position of Tour Guide.
B: yes,
that's right.
A:
Could you tell me what your qualifications are?
B:
Certainly. I've got a degree in British History Oh, and I speak four languages,
A: I
see. What work experience have you had?
I worked for
two years as a tour guide at the Tower of
London,
and as a clerk in the Tourist Information Centre at Victoria Station for three
years,
Exercise
6b (p. 23)
Interviewer:
Well, Ms Harris, it sounds like you're just the person we're looking for. Would
you like to ask any questions? Ms Harris: Yes, I'd like to know what my duties
will be.
Interviewer:
Our tour guides pick up the tour groups from their hotel and take them on day
tours of London, You are responsible for their comfort and safety and you must
be able to answer their questions about the sights they visit, You'll also need
to be able to drive the tour bus in case of an emergency You do have a current
driving licence, don't you? Ms Harris: Um„, well. , unfortunately I don't. I
failed my driving test.
Interviewer:
Oh dear — what a pity! I'm sorry, but we need someone who can drive. Well, it
was nice meeting you, Ms Harris. Goodbye and good luck
Ms
Harris: So you mean I didn't get the job?
Interviewer:
No, I'm afraid not, But please get in touch with us when you get your driving
licence- your other qualifications are excellent
 Self Assessment 1
 Exercise 6 (p. 27)
Barcelona
is one of the most exciting cities in Western Europe. The best times to visit
are in spring, early summer or autumn — the weather's good and there aren't so
many tourists, Avoid the middle of summer, though, because it's much too hot
and all the tourist attractions are crowded. If you can come to Barcelona when
the city is having one of its many festivals, then your visit will be even
better, The easiest way to travel around the city is on the Metro. Buses and
taxis are also quite good. Many of the local people ride around on mopeds, but
visitors would probably find this a bit dangerous,
Barcelona
is a mix of the modern and the ancient. It has lots of big, brand-new shops and
huge office buildings, as well as narrow streets and hidden squares that are
hundreds of years old
Barcelona's
most famous street is La Rambla. No cars are allowed, and there are lots of
street entertainers and stalls selling everything from flowers to jewellery.
You'll also find a spectacular food markete called Mercat de la Boqueriar on La
Rambla as well as a noisy bird market, a famous 19th century opera house and
the Columbus Monument. At the bottom Of La Rambla, near the harbour, is
Maremagnum. This is a big area full of museums, cafés and shops. Then,
in the old town, there is the Gothic Quarter, where you can visit the cathedral
and ancient palace, and the Picasso museum is just a short walk away.
One
place you must visit - even if you don't have much time in Barcelona is La
Sagrada Familia cathedral. This is an amazing building, even though it still
isn't finished. It's worth climbing up inside the towers for a great view of
the unfinished building and of the city itself.
Barcelona
has so much to Offer (fade) that any visit is -
 UNIT 3
 Exercise 4 (p. 31)
Helen:
Hi, Mary! What have you been up to lately?
Mary:
Well, I've joined a group called the Jane Goodall Institute.
Helen:
What's that all about, then?
Mary:
We work in groups to try and make the world a cleaner place. You know recycling
rubbish, cleaning parks and rivers, helping the elderly — that kind of thing.
Helen:
That sounds like a really good cause. How do I join up? Mary: To become a
member, all you have to do is fill out the registration form on the website.

Helen: That's easy enough. Do I
have to pay to register?
Mary:
Yes, but not muchv Students and the over-65s pay S20 a year. Everyone else pays
$35 — or if you join as a family, the fee is only $50. But you can give as much
money as you like.
Helen:
C)he I think I can afford that-
Mary:
We started our own Roots & Shoots group. Then it's only $35 for the whole
group, or $45 for an international group Helen: Why don't I join your group,
then?
Mary:
That's a good ideal We have lots of projects at the moment, so there's
definitely enough work to go round. Helen: Brilliant! When do we start?
Exercise
4b (p. 32)
Good
afternoon, everyone, and welcome to the first meeting of Greenworld- NOW, as
you know, Greenworld aims to protect the environment and keep our local area
clean. By working together, we can really make a difference to our planet — but
don't forget, we can make a difference as individuals, too. There are lots of
things that you can do on your own to protect the environment. For example. in
your homes, you can stop throwing away rubbish and try to recycle as much of
your household waste as possible. You can recycle glass, paper, metal and
plastic. Another thing you can do at home is grow fruit and vegetables instead
of buying them at the supermarket. That way, you know you are getting organic
produce — and while you're out in the gardene you can plant some trees and
bushes to help absorb carbon dioxide and produce more oxygen for us all to breathe.
One
piece of advice we all know but tend to ignore is to leave our cars at home and
cycle or walk instead- It's better for us and for our planet. If you can't face
that much exercise, you can always use the bus or the train. If you really have
to drive, then drive sensibly and don't use any more petrol than you need to.
To avoid wasting petrol, always drive in the right gear; don't go too fast and
don't start off or stop too quickly. We can all do our bit in the office, too.
We can make sure we use recycled paper when we need to print something, and we
can print or copy on both sides of each sheet. You can save electricity if you
avoid using the lift and take the stairs instead — and this will help you keep
fit, too!
When
you go to the supermarket, try not to buy food or household products wrapped in
plastic, which just causes unnecessary waste. Try to choose food or products
which are grown or produced locally, and of course I don't need to tell you
that if a product is made from an endangered annal then you certainly shouldn't
buy it!
By
following these simple guidelines we can all do our bit to save the planet and
make our world a better place. so I hope that you will all remember to do so.
Now, let me tell you a bit more about how we at Greenworld can work together to
make an even greater difference _ (fade)
Exercise
1b (p. 36)
Our
next guest is Gerald Parker from the local Zoo, and he's come to tell us about
their new animal adoption scheme. Welcome to the show, Gerald
Thank
you. You know I always love coming on your show, Richard
Well,
we eve certainly learnt a lot from you about the animal kingdom.
Today, I'd like to ask you what this *Animal Adoption' scheme is all about.
Many of our listeners have written in asking for more details.
This is
a scheme that we came up with to help pay for the upkeep of the zoo and the
cost of taking care of the animals. As you know, Richard, the zoo has been
experiencing financial difficulties for some time and this is one way we can
make sure that the animals don't have to pay the price-
A: I
understand that you've had a very good response. even though the programme
hasn't been up and running for very long
B: Oh
yes. I'm happy to say that, so far, it has been a great success. We got over
100 applicants •n the first 6 weeks,
A:
Well, I think most of us would agree that it is a very worthy cause. Now.
according to your leaflet, it costs £30 a year to adopt an animal. Is
that correct?
B: Yes,
that'S right.
A:
Can you tell us exactly how this money is used to help the animals?
B:
Of course. £27 goes towards the cost of providing food and medical
attention for the animal you have selected The remaining £3 pays for the
administration cost of running the adoption scheme
A. I
see. Well, that doesn't seem expensive to me. This information leaflet you gave
me also mentions something about regular updates on the welfare of the adopted
animal
B: Oh
yes. Every 'foster parent' gets a monthly newsletter with pictures and
information about their adopted animal- They also get an official adoption
certificate and a free zoo T-shirt when they join.
A:
That sounds like a good deal to me. So, Gerald, if any of our listeners are
interested in your animal adoption schemee what should they do?
 Well, they can come down to the zoo and fill out an application form, or
they can call us and we'll be happy to send them one.
A:
OK, thanks. Now we're going to take some phone calls from our listeners
 Exercise 6 (p. 37)
B: Are
you taking me to the police?
A.' No,
sir, but we will have to fill out a report for our files
B: I'm
really sorry I had no idea
A:
Unfortunately, a lot of people are unaware of the Customs laws. Of course you
will have to leave your souvenirs here with us, Here's a leaflet for you to
read so that this doesn't happen again.  Thank you,
UNIT 4
 Exercise 2 (p. 40)
How
about a seven-day hiking holiday in the magnificent Scottish Highlands? Enjoy
breathtaking views. ancient forests, mountain walks and traditional Scottish
hospitality at its best, with full accommodation in historic Inchrie Castle,
all for only $1 ,030 per person. Looking for an action-packed winter break?
Then come to Gstaadi Europe's top Alpine ski resort! A great programme of
winter sports events, plus cosy accommodation in lovely Swiss chalets — and
there are special discounts for children under twelve, All prices include seven
nights' accommodation, starting at $1 ,300 for adults and just $650 for
children. For further details on these or any of our other incredible holiday offers,
simply call 0626 555 0708 or visit our website at www.vestatravel.com
Exercise
5 (p. 43)

Weather forecaster: (fade in)
rain With sunny spells. In Mexico City it will be sunny and dry tomorrow with a
nice summer breeze coming in from the west. Towards the late afternoon and
evening there will be some cloudy periods. possibly bringing a few light
showers but they won't last long. Overall, it's going to be a hot day with
temperatures reactung as much as 340 . Moving further north (fade
out)
Exercise 8a (p. 45)
Kate:
Oh, the summer holidays were always great/ Sometimes I used to go bird-watching
with my father. I used to have picnics on the beach a lot, too! We all love the
sea. I used to go swimming with my three sisters and we had great fun! The sun
seemed to shine all the time and it never rained. I used to make sandcastles
and decorate them with shells Every day was magic!
Exercise
3b (p. 46)
I
sincerely apologise for this unfortunate situation The only thing I can do is
ask you to wait, and if any of our guests fail to check in before 5 pm
l"ll give you their room. I see. Well, at least that's something
In the
meantime, please enjoy a meal in our restaurant with our compliments.
Thank
you,
Wait a
minute. Did you say your name was Peter Martin? Yes. why?
Well, I
think our problem is solved. There's a booking here for a Martin Peters — it
must be yours. Thank goodness for that!
Exercise
5b (p. 47)
Good
morning, everyone, and welcome to the King James Hotel My name is Jane Clarkson
and I'm your Sun Tours rep. If you need any help or information. you can
usually find me in my office, which is next to the hotel manager's office,
Please don't hesitate to call in and see me if you have any problems. Now, I'd
like to tell you about the hotel facilities and the meal arrangements.
Breakfast is served from 7:30 am to 9:30 am in the dining room on the ground
floor. It's a buffet-style breakfast. Lunch is served from 12 noon to 2 pm in
the restaurant on the first floor. The hotel provides packed lunches. but you
must order them from your waitress no later than 7 pm the day before. You can
collect them from the dining room in the morning before 9:30 am. Evening meals
are served from 7 30 pm to 9:30 pm in the restaurant, and there is a wide range
of international dishes to choose from. However, I recommend trying some of the
local dishes while you're here — they're delicious! The hotel pool is open from
7 am to 7 pm. Sunbeds are free and there are plenty available, so there is no
need to reserve them by leaving your towels on them. There is a snack bar by
the pool, which serves drinks and snacks — but guests are asked not to take
their dnnks away with them, as empty glasses left around the pool can be
dangerous.
Well. I
think that's everything for now Keep an eye on the noticeboard for details of
upcoming trips and excursions. I'll see you all at lunchExercise 3 (p. 49)
Who are
you? And where am l?

I'm a
Lilliputian and you're in Lilliput Lilliput? Where's that?
It's an island
in the middle of the sea.
fren ish.ru

G: Why
are you so small?
L: I'm
not small. Everyone here is this size. Why are you so big?
G: Where
I come from, everyone is my size. What happened?
L: Well,
we felt the ground shaking and we heard a loud noise, and when we arrived here,
we saw a giant lying on the ground G: A giant?! Oh — you mean me?
L: Yes,
and then we got ropes and ladders and tools. We wanted to tie you down, you
see, because we were afraid you would hurt us. We*re still afraid G: Hurt you?
I don't want to hurt you.
L: Maybe
not; but if you take just one step, you could squash us under your feet. And
anyway, you're very frightening to look at. G: So what are you going to do to
me?
Self Assessment 2
 Exercise 6 (p. 51)
and now I'd like to welcome Mr Ian Saunders, from our local wildlife
protection agency. He's here today to talk about the whale that spent yesterday
stranded on the beach in Whitney Bay. So, Mr Saunders, can you tell us how the
whale ended up sunbathing on our beach?
B:
It probably swam too close to the shore and the water carried it onto the
beach. Unfortunately, once a whale is out of the watert it can't move, because
of Its incredible weight. So that's why the poor whale was still there in the
morning when those joggers found him
A:
You spent a lot of time with it yesterday — can you tell us what kind of whale it was?
B: From
its size, shape and colour we could tell he was a young male humpback whale
between 2 to 3 years old Humpback whales usually swim quite close to shore and
they move rather slowly, This has made them an easy target for whalers, and
sadly humpbacks are now an endangered species. There are only about 15,000 left
worldwide.
A:
Well, we're all glad that he survived
B:
Yes, at least this story has a happy ending. Most beached whales don't survive,
because they get too hot when they're out of the water for more than a few
hours. Luckily our local vet, Jake Henner, knows a lot about whales, so he
managed to keep it alive until we arrived
A:
When you saw it was stuck on the beach, why didn't you try to move it back into
the sea?
B:
When we arrived, we saw that Mr Henner had organised some of the local kids
into groups, and they were taking it in turns to throw water over the whale to
keep it cool and wet. When we saw that it wasn't in any immediate danger, we
decided it would be better to keep it comfortable and walt for the tide to
carry It back out to sea.
A: Which it did, thank goodness! Poor
thing — I bet he'll look where hers going next time! And talking of
next time, do you have any tips for our listeners about what to do if we find
another poor whale stuck on our beach?
B:
The most important thing to do is to keep it cool and wet until help arrives.
But you must be careful not to get water into the whale rs blowhole.
Most people don't realise that a
whale
breathes air through its blowhole. If water gets inside a whale's blowhole it
can drown, even if Its body is out of the water. You must also be careful never
to block or cover the blowhole. or the whale will be unable to breathe,

A: Thanks,
Ian — we'll certainly be better prepared next time. Now, I was wondering if you
could tell us about the way whales communicate through song
UNIT 5
Exercise
5 (p, 55)
Woman:
Good morning, Can I help you?
Man:
Yes - I'm interested in that rocking chair. Could I try it out, please?
Woman:
Certain y. There you are, As you can see, it's in very good condition
Mon:
Yes I like it. How much do you want for it?
Woman:
Well, it's worth about f 100t but I'll let you have it for
Man:l'll
take it!
Exercise
8 (p. 57)
Where's the menswear department? It's on the third floor, sir.
Could I
try these sandals on, please?
Certainly.
What size?
Can I
try it on?
Of
course. The fitting rooms are over there.
How
much is this shirt?
It's f
15, down from £20.
I think
you've overcharged me for these sunglassesL Really? Could I check your receipt,
please?
Exercise
3 (p. 58)
A: Hi,
Jack. How's your new job going?
B:
Fine, thanks.
A: It
must be really exciting, meeting famous people all day
B: Yeah,
it's not bad. I have to be polite and cheerful all the time. though, Sometimes
that's hard you know, when someone's being awkward or difficult
A:
Well, I suppose that's all part of the job
Yes. .
I've got used to the early start now. too. I have to be there before everyone
else and of course I can't be late.
A.' Do
you have to wear expensive clothes?
No — I
have a smart uniform, though. The only thing I don't like about the job is that
I have to take short breaks, and I can't eat or drink while I'm working, so by
lunchtime I'm starving!
What
about overtime? Do you have to work a lot of extra hours?
B: I
don't have to, but if I volunteer I get paid double
A:
That's good. Do you think I could get a job as a security guard at a TV studio,
too?
Exercise
5 (p. 60)
Jim:
Oh, no! I'm so sorry! You seer I was helping my wifet and she asked me to put
this cardigan back, and .
Salesgirl:
It's all right, Frank. I saw the whole thing — it was an honest mistake
Exercise
7 (p. 61)
1 :
Which is the best watch for Peter?
Man:
That watch with the gold face and gold strap looks nice,
Woman:
Ooh, not for Peter. He's not really the sort of person who likes gold
Man:
Well, what about this one here, with the black face and matching black strap?

fren ish.ru

Woman: Mmm — it's too dark for Peter.
I think what he'd like best is this one, with the white face and brown leather
strap.
2: What
did the woman order online?
Man:
The new phone in the hall's really nice, Mary. Woman: I'm glad you like it, You
can never be sure about quality when you order online. Man: Well, it's
certainly different!
Woman:l was going to get one of those
modern, rectangular ones       then I thought, "Why not get a bright red
phone? but in the end I decided to choose this old-fashioned style
3:
Which bag do they decide to buy for their daughter? Woman: We need to get a
present for Claire's birthday. She said she'd like a bag — any ideas?
Man: Ah
I know she likes blue, so what about one of those little plastic bags that are
fashionable these days? Or we could get her a nice straw bag — I like those
Woman:
No, no) She hates plastic, and straw is so oldfashioned. She's only eighteen!
No, I think the best thing is to get her something more modern with lots of
bright colours, Man: Good idea. Let's do that, then.
4: Which
ball do they need for the game?
Girl:
I'm afraid I don't know much about the game. Is it the one where you use a
large round plastic ball?
Boy: No
— you're thinking of basketball
Girl:
Oh. So you need a small white leather one, then? Boy: You really don't know
much about it at all, do you? For this game, we use an oval leather ball.
5: Which
jacket does the man try on?
Man:
Good morning- I'm looking for a jacket,
Woman:
What about this nice checked one?
Man: Er
— yes, it is very nice, but I really want something plain that I can wear to
work.
Woman:
What about these two plain grey ones? Man: Mmm that one's a bit casual for the
office. This one's much smartert though — it's perfect. Can I try it onr
please?
 UNIT 6
 Exercise 3a (p. 66)
Speaker
1 (M):l always feel happy and proud on 4th July. It's my favourite day of the
year. because we don't have school and my mom and dad don't go to work, It
marks the freedom of the United States from English rule in 1776 and people
hang American flags outside their houses, The weather is usually great at this
time of year and everyone has a barbecue or a picnic. There are huge parades in
the big towns and cities in the daytime, and in the evening there are fantastic
firework displays. All my family and our friends get together at my house for a
barbecue- We have a great time!

Speaker 2 This festival always
makes me feel happy because spring has arrived and the local community comes
together to celebrate this, It takes place in Britain every spring, and the
main event is when the local children do a traditional dance. They each hold a
ribbon attached to a long pole decorated with flowers and they dance around it,
weaving the ribbons in and out. In some towns and villages there is a parade
with Morris Dancers, and a young girl is crowned as the May Queen. Speaker 3
I'm going to one Of these next week. It's like a party and it's lots of fun —
it makes you feel cheerful and excited. It's an American tradition where all
the female friends and relatives of a girl who's about to get married come over
to her house to celebrate They all bring gifts and there's food and drink and
music. It's usually held about a week before the wedding, and it's a great
opportunity for women from both sides Of the family to get to know each other
better and celebrate the fact that their friend or relative is getting married
Exercise
5b (p. 70)
1      Let's dancer shall we?
2      They had a party - didn't they?
3      This is your costume — isn't it?
4      Don't forget to tell Sue, will you?
5      Call her, won't you?
6      He has put on weight, hasn't he?
7      You'll pick me up, won't you?
8      They have invited you, haven't they?
9      We can't do that — can we? She left
early, didn't she?
Exercise
6a (p. 71)
Presenter:
Elaine, when it comes to giving gifts, customs aren't the same in all countries
around the world, are they?
Elaine:
That's righte David. What is considered polite in France may be rude in Japan,
You'd be surprised how easy it is to offend people if you don't know about
international cultural differences.
Presenter:
So, if I want to give a gift to let's say, someone from Japan, what are the dos
and don'ts?
Elaine:
Well, to the Japanese, gift giving is a way of showing respect, friendship and
appreciation. Your gift needn*t be expensive, but it should be of high quality.
Don't give money or gifts which advertise your company, and always offer the
gift with both hands. Also remember that the colour white symbolises death in
Japan, so use gift-wrap, but not that colour; or any which are too bright and
flashy. The opposite is true in Thailand, of course, where bright colours and
ribbons are very popular.
Presenter:
What about other countries?
Elaine:
Well, in Chinese. the word for 'death' is similar to the word for "clock'.
so these don't make ideal gifts. The same goes for sharp obJects — knives,
letter openers or scissors, which indicate the ending of a relationship as does
writing anything in red ink- Also, be aware that in China it's polite to refuse
a gift several times before accepting it, but extremely impoliteto open the
gift in front of the giver.
Presenter:
That's worth remembering!
Elaine:
Yes, small details like this can make all the difference. Of course, it's not
just how but whatyou give that matters, For example, a beautiful leather gift
probably wouldn't impress someone in South America, where most of the world's
finest leather is actually made!
Presenter:
Good point! How about gift giving closer to home? Elaine: Oh, well, if you mean
Britain, things there couldn't be simplec Gifts aren't even expected, although
taking chocolates or flowers for the hostess is a considerate thing to do Presenter: I see. Overall then,
Elaine. what's the best advice you can give on this subject?
Elaine:
Well, look for a tasteful gift that doesn't cost too much if you aren't
familiar with a countrys gift-giving customs. If you have time to find out more
about this subject, www.etiquetteinternational.com is a very informative
website which also suggests some imaginative ideas to help you choose the
perfect gift.
Self Assessment 3
 Exercise 6 (p. 75)
Woman:
Ooh, look - we've got an invitation to Jane Green's wedding Man: Who ?
Woman:
Jane Greene silly! My best friend from college. You remember her
Man:
Oh, yes, of course. Jane
Woman:
She's marrying Paul Smith. How lovely!
Man:
When's the wedding?
Woman:
It's next month. Saturday 14th June, Oh, I love summer weddings They're getting
married at St Mary's Church in Bridgetown, It's a lovely old church. It should
be a beautifúl weddingMan: What time is it?
Woman: Well, the service starts at 1 1 am Man: I l am! That's a bit early,
isn't it?
Woman:
Yes we'll have to get up early and set off at around 10 0'clock if we want to
get there on time.
Man: Is
there going to be a reception?
Woman:
Yes there ts a reception after the church service - it's at the
Regent Hotel
Man:The
Regent Hotel? We've been there before, haven't we? Woman: Oh, I'm sure it'll be
a wonderful day. I wonder what to wear. I'll have to buy a new outfit, of
course. After all, I want to look my best
Man:So,
we're going to the wedding, are we?
Woman: Of course we're going! I'll
write to Jane now and tell her we'd love to come, She wants everyone to reply
by 30th May. Ooh, I'll have to have my hair done before the big day. I expect
all our old friends from college will be there and I can't turn up looking a
mess.
Man.' Oh
dear. Here we go
 UNIT 7
 Exercise 3 (p. 78)

Paul.' Everybody had been
talking about it and in the end I decided to go and see what all the fuss was
about. Welli to tell you the truth, it was a big disappointment. I mean, it
can't be that hard to cook a bit of pasta and throw some garlic bread in the
oven, but they even got that wrong! The pasta was soft and the garlic bread was
cold. Very high prices, poor service — I won't be going there again in a hurry
Lyn: I was really hungry one evening and just wasn't in the mood to cook. As I
was coming home, I saw the sign and went in. Well, the food was very tasty. The
decor was simple, but it had a very friendly atmosphere. I felt rather odd
sitting on my own, but the waitress was really nice and made me feel very
comfortable. She even showed me how to use the chopsticks! The prices were
quite reasonable as well. I'll certainly go back Julie: Bill and I love going
out to eat — you could say it's a hobby of ours — so last Saturday, we tried
out that new French bistro on the high street. It wasn't great, I have to
admit, The service was slow and we got the feeling that the waiters were
looking down their noses at us. The decor was modern and bright, but the food
was bland and tasteless. A bit of a waste of money; really— but then, as the
saying goes, 'Win some, lose some '
Exercise
4 (p. 82)
Mr
Turner: I'm back from the supermarket. dear, Here's the shopping you wanted
Mrs
Turner: Thanks. I'll put it away, Let's see a kilo of onions. OK — but where
are the green peppers?
Mr
Turner: Oh! I forgot to get them! I saw Gerry by the vegetable counter and we
got talking
Mrs
Turner: But I needed them for the meal tonight! And why are there fifteen
bananas? I only asked for five!
Mr
Túrner: Sorry! But I did remember to get two bottles of mineral water
and a kilo of sugar.
Mrs
Turner: Actually, I asked for two kilos of sugar, not one. I have to make some
jam tomorrow, so that's not enough Now, how many packets of cereal did you get?
One. two — where's the third? Didn't you buy another? Ah, no, here it is. Good.
We only had a little left for breakfast tomorrow, but now there's plenty And
what about the cauliflower?
Mr
Tùrner: I told you — I was talking to Gerry by the vegetables and I
forgot it.
Mrs
Turner: You're hopeless! At least you got me the bread rolls I wanted, but look
at all those eggs! There are a dozen here, and I wrote six on the list. What
will I do with the extra ones? And all this milk — this is a two-litre carton.
We never drink such a lot. Didn't you bother to look at the list I gave you?
From now on I suppose I'll have to do the shopping myself .
Exercise
5a (p. 84)
There
are several important things to remember about eating out in Russia. First of
all, restaurants are mainly used for celebrations, and the Russians are always
celebrating something, so it can be tricky to get a table- If you are invited
to a restaurant by Russians, you can expect to be treated to a large and lavish
meal with many courses, which could last for hours. You won't want to eat for
days after one of these meals. Do not eat too much on the first few courses
even if they are very tasty There may be several more corning, and you will be
expected to eat a portion of each. You should always remove your coat, as well
as any other outdoor clothing- Russian restaurants have cloakrooms for these
items of clothing, and it's considered to be very rude to keep them with you.
Don't sit at the corner of a table, and avoid sitting with one ankle resting on
the knee or with legs apart. You should also keep your hands above the table at
all times, and don't start eating until your host tells you to do so. If you
want to get the waiter's attention, use eye contact — don't call or wave. If
you do need to use your hand, remember that summoning someone with the index
finger is regarded as insulting, so turn your hand palm down and motion inwards
with your four fingers. Men should always pour the drinks. Gentlemen. please
remember to make sure that the ladies' glasses are always full, If you forget
to do this, she may think you have no table manners. You shouldn't drink
without somebody making a toast. Traditionally, the host offers the first
toast, and the honoured guest is supposed to offer every other toast. A toast
is traditionally a short speech — not simply 'Cheers' As for cutlery. you
should never hand someone a knife from your own hand Set it down. and let them pick it up.
When you finish your meal. the knife and fork should be placed at right angles
meeting in the centre of the plate.
UNIT 8
 Exercise 2 (p. 88)
Ted:Wow,
this is great!
Meg:
Yeah, we're going so fast.
Ted:Wowl
We've never gone this fast before!
Jim: Watch out! We're going to hit those rocks! Instructor: NO, we're
not- We're doing fine,
Meg:
Phew! That was close!
Ted:
This is a really wild ride!
Lori: Oh, no! I've lost my paddle. Ted: There's a spare one in the back.
Instructor:
Don't get it now or else
All: Woo-oo-ow (inflatable nearly capsizes) Instructor: Lori's in the
water. Hold on I've got you. Lori: Thanks, Greg- That was scary!
   Exercise la (p. 92)
Presenter:
And now the answers to last week's sports quiz. The first question we asked
was, "If you hear the umpire call 'love-forty', which sport is being
played?" and the answer, of course, is tennis. "Which country was the
2002 football World Cup won by?" was question 2, and some viewers thought
it was France. Sorry — France won the 1998 World Cup, and Brazil, who lost to
France in that final, won in 2002 Next we asked who has won the most Olympic
medals, and not everyone got that — in fact, it's the USA, not Germany.
Question 4, the long distance race run over 42 kilometres is, of course, the
marathon. Finally, Question 5 asked about wearing a lifejacket at training
sessions, and if you answered 'canoeing' you're right! Quite a few of you got
all the answers, and this week is lucky winner is (fade)
   Exercise 2 (p. 94)
Jim:
Wow, you've got a great tan! What did you do this weekend ?
Melanie:
I went sailing with some friends. It was amazing! We even spent the night on
the boat
Jim:
Where did you get the money to go sailing? It must have cost a fortune!
Melanie:
Well, hiring a boat is expensive, but I used some of the money I saved from my
summer job. Besides, there were eight of us, and we split the costs, so in the
end it was quite reasonable. Jim: I always get seasick on boats. I really don't
understand why people would go sailing for fun.
Melanie:
You really don't know what you're missing! There's nothing that relaxes me as
much as being out on the open sea Sailing's a very healthy activity, too — it
keeps you fit, and of course you get lots of fresh air,
Jim:
Weren't you scared, though? I know I'd be scared- I mean, what if there was a
storm or the weather got rough? Aren't you worried about falling overboard and
drowning?
Melanie:
NO, not really. I'm a good swimmer, and I know what to do in case of an
emergency. Anyway, the weather was perfect — the sea was calm and we watched a
spectacular sunset.
Jim: So
why did you sleep on the boat? Were you too far from land to get back for the
night?
Melanie:
Of course not— we wanted to! The cabins were really comfortablee and it was
great sitting on deck under the stars, with the boat rocking gently on the
water. It's so peaceful all you can hear is the water lapping against the side
of the boat. Jim: Well, that sounds nice, but I'd still prefer to keep my feet
firmly on dry land.

Exercise 5b (p. 95)

D:

Hello„ Mr Harris. What seems to be the matter?

P:

Good morning, I have a terrible backache.

D:

How long has it been bothering you?

P:

Well     about a couple of days.

D:

Do you have any history of this kind of trouble?

P:

No, this is the first time,
  Actually. it all started after a game of tennis.

D:

I see. Are you taking any medication at the moment?

P:

No — just an aspirin from time to time to kill the pain.

D:

OK — let's have a look at you. Could you take off your
  shirt. please?

Exercise
5c (p, 95)
B: What
is it, Doctor? Is is something serious?
A:
No. You've pulled a muscle. I'll give you a prescription for some painkillers,
and you shouldn't lift anything heavy for a couple of days. You can apply a
heat pad — or have a hot bath. That will help, too
B:
Thank YOU,
Self
Assessment 4
Exercise
5 (p. 99)
Hello,
and welcome to this week's 'Where to Dine r . In our series on
Mediterranean restaurants in and around London we felt it was time for a taste
of traditional Italian cuisine, so last week we paid a Visit to Angelo's, one
of those little restaurants right in the centre of the city.
The
restaurant has changed a lot since it first opened six years ago, and it looks
more stylish now. One thing you notice when you come in is that there's lots of
space. Unlike some other restaurants we could name, tables here are placed wide
apart so you can sit and talk comfortably. The walls are covered with Italian
paintings and photographs, and the background music and soft lighting give it a
friendly; relaxing atmosphere. NOW to the food At Angelo's you can taste
traditional Italian dishes, simple but always tasty. It's the kind of place
where cooking comes first and presentation second — not a bad thing, we
believe. The menu has something for everyone, from pasta to seafood with rice
or potatoes — each very well prepared. There is a large selection of starters,
and I found it almost impossible to make a choice. You can choose from
traditional thick soups to lighter appetizers such as cold cuts or green beans
in warm lemon sauce. Our main course was agnelio — roast lamb with garlic and
fresh mushrooms. In a word: fantastic! Lorenzo, the head chef, also offers
daily specials including fresh fish and thick stews, so it's a good idea to
check the chalkboard when you go in. As for the desserts, be careful — all the
sweets come in such big portions and are so delicious that they'll destroy your
diet! We thought the homemade tiramisu was absolutely heavenly But you may just
want to finish off your meal with a cup of espresso. So, whether for a romantic
dinner for two or a pasta dish with friends, I whole-heartedly recommend
Angelo's for a fun evening of eating out.
 UNIT 9
Exercise
4 (p. 102)
A: I'd
like to do something different this weekend. What's on? B:Oh, plenty. What sort
of thing do you fancy?
A: I
don't know, Something that'll cheer me up. I've been feeling a bit down lately,
B:
Well, there's a Murder Mystery Dinner Theatre at the Charing Cross Thistle
Hotel. How about that?
A: Is it
expensive?
B: A
little It's £49, but that includes dinner.
A: Mm
I'm a bit short of cash. Is there anything else perhaps something a bit less
formal?
B: Let
me see Here we are. What about a night out at Jongleurs Comedy Club? There's a
comedy show, dinner and then a disco afterwards.
A: That
sounds like fun, but I bet it'll go on quite late. What about a comedy film at
the cinema? That would be and it wouldn't finish too late, either.
B:
Wait, here's something better. There's a musical comedy called Anything Goes at
the Theatre Royal, and it's only £20 for balcony tickets. It starts at
7:30. too, so we should be home by about 11 at the latest What do you think? A:
Sounds perfect! Let's book tickets for Friday night. B: 0K
 Exercise 7b (p, 105)
1       There will be some sunny spells but
mostly showers, I'm afraid
2       Good evening, and welcome to News at
10.
3       Welle I'm always In the studio, but
because I'm behind the camera I never actually appear on TV.
4       And that's the winning answer!
Congratulations, Michael!
5       1 really enjoy working on science
fiction productions„ where I have to make the actors look like aliens
 Exercise 2 (p. 108)
Thank you for calling the Theatre
Royal Haymarket. We are currently showing When Harry Met Sally with Luke Perry
and Alyson Hannigan in the leading roles. Performance times are as follows:
Monday to Saturday 8:00 pm; matinees Wednesday and Saturday at 3 pm. Running
time is 2 hours 15 minutes, with a 15-minute interval. Seating prices are:
Stalls £40; Royal Circle f40 and £37 SO; Upper Circle £26 and
£19, and Gallery £12 Group Rates are available for groups of 10 or
more on the top two prices for Monday to Thursday evening and Wednesday and
Saturday matinee performances only. School Tickets are £15 for groups of
10 or more and are valid for Monday and Tuesday evenings and Wednesday matinee
only. This reduction is for Upper Circle tickets only and is subject to
availability. The disabled rate is f 1 5. bookable in advance and subject to
availability If you would like to hear this message again, please press 1 If
you would like to book a ticket now, please press 2. If you would like to speak
to a booking agent, please press 3
UNIT 10
 Exercise 3 (p. 1 12)

Speaker It My mum got it for me
for my birthday. I'd wanted one for ages but she kept refusing. But the really
annoying thing was that all my friends had them and they could keep in touch
with each other all the timer I felt really left out So you can imagine how
thrilled I was when I unwrapped it, And it's the latest model as well, with
hundreds of ring tones_ Speaker 2: TO tell you the truth, I don't know what I
dld without it before. I have it with me all the time now. The best thing is
that it's really small and light. Some can be quite heavy, you know. And when I
have a free period at school. I can just put on a CD and listen to my
fàvourite music.
Speaker
3: This has got to be the most useful gadget I've ever had — and that's saying
something! I've had nearly every gadget under the sun. It's brilliant for when
I'm on holiday — I can just take as many snaps as I want and send them home by
e-mail The quality is great, and you don't have to worry about buying rolls of
film.
Speaker4:
My dad thought it would be a good idea to get one so I could use it to do my
homework. If he knew how long I spend sending e-mails to my friends and meeting
new people in chat rooms, I don't think he'd be very pleased. But, in fairness,
it has helped with my schoolwork a lot. It gives me access to loads Of
information.
Exercise
7 (p. 115)
How to
send a text message. Press "Menu". Scroll to 'Messages" and
press "Select". Scroll to "Write Messages" and press
"Select". Use your keypad to type in your message. Press
"Options". Select "Send" and press "OK". Enter
your friend's phone number and press "OK" to send
Exercise
7b (p. 1 17)
Teacher:
Good morning, everyone
Class:
Good morning, sir-
T:
Let's start today's lesson with a quick quiz to check if you've all been
listening in the last couple of lessons.
Class:
(groans)
T:
Don't worry — Just shout out the answers. OK. here we go. What is the normal
temperature of human blood — A, 36.7 0C, B, 42.20C or C,
28.40C?
Sl:367!
T: Well
done, Mary! OK — what do we measure using a sei smograph ? 52: An earthquake
T: Very
good, Brian - you didn't even wait for the choices! Third What is the force
that attracts objects called — A, density, B, gravity or C, capacity? S3: B -
gravity
T: That is right. Sarah.
Now, which of these inventions was the first to be successfully built and
tested — A, the submarine, B, the helicopter or C, the parachute?
54: The
parachute.
55: No!
It was A, the submarine!
T: Well
done, Paul - it was in fact the submarine. OK, last question How heavy is the
average human brain — A, 1 kg, Br 1.5 kg orc, 2 5 kg?
56.•1
know, I know! It's about 1.5 kg!
T:
That's righti John. Well. you didn't do too badly, so I think today we'll move
on to (fade)
Exercise
2 (p. 1 18)
K: So,
where's Toby today Jean?
J:
Oh, he's down at the Internet café again, He doesn't seem to go anywhere
else these days. He loves it there_
K;
Oh, yes I have to say I don't let Jamie go there. I don't think it's healthy
for young people to spend so much time indoors staring at a computer screen.
They should be out in the open air
J: Oh, come on, Kathy! Kids these days love computers —
they can't get enough Of them! I don't think there's any harm in them surfing
the Internet togethec They could be doing far worse things. I like the fact
that Toby's got somewhere safe to meet his friends and hang out,
K:
Hmm _ - well, I don't know I think that it's bad for kids' eyes to use
computers, More and more kids these days need glasses, and I'm sure it's
because they use computers too much.
J: Oh,
I don't think that's true! If they didn't go to the Internet café, they t
d stay here and watch TV, It's the same thing. At least when they're at
the café they can be with their friends, K,' Yes, and who knows who
they're meeting down there? All kinds of people go to the Internet café
It's very smoky, too- I don't want Jamie hanging around in smoky cafés
with a lot of strangers.
J:
Oh, Kathy, you worry too much! Besides. going to the Internet café gives
Toby a chance to do research for his school subjects, We don't have the
Internet at home, and he needs to find all sorts of information for his
homework
K:
Well, he'd be better off going to the library. I hate to think what kind of
'information' is available to kids online. They could be reading about
anything!
J:
Oh. come on. Kathy! Don't you think you're being a bit silly? The kids are just
having fun, and learning a few things at the same time, They can meet new
friends in the chatrooms and send emails to their mates, instead of being stuck
in their bedrooms all alone and bored to death. I think the Internet
café is great. Why don't you let Jamie go with Toby one evening?
 Well, I'm not sure. I'll think about it.
 Good for you. I promise you it's not as bad as you think.
 Exercise 6b (p. 119)
A: How
can I help you, sir?
B: I've got a problem with my cameraA: And what is the problem exactly?
B:
The flash doesn't work at all. Could you have a look at it, please?
A:
Certainly Well. I'll have to send it away to have it looked at properly.

B: When can I have it back?
A:
Midday on Monday
B: That's very kind of you. Thank you. A: You're welcome, sir.
Self Assessment 5
Exercise
6 (p. 123)

A:

So, Pete, did you ask
  Matthew if he wants to play in our band?
Yeah, I did.
  but he's really busy — he's got a part-time job at the supermarket. He works
  there after school, and on Saturdays

A:

Ah, that's
  too bad. He's a fantastic keyboard player - and he plays the harmonica, too.
  I think he's also written a few songs-

B:

Yeah, I know, it's a shame Now,
  what about a lead singer? We still have to decide between Grace and Charlie

A:

Right- It's a tough decision, isn't it? They're both, you know, really
  talented Charlie"s more experienced. of course - he's been in various
  bands for years- But, I don rt know, I think Grace's voice is more
  kind of . powerful, really.

B:

Yeah well, why don't we have both
  of them? I mean, Charlie plays bass guitar, right? So, liker depending on the
  song, one could sing lead and the other do the backing vocals.

A:
Might work. Let's discuss it with them — and if they agree, then we can arrange
a rehearsal for this weekend. I really want to try out that new song we ive
just finished
B:
OK, Vll call them tonight. Oh, and Jim — are you sure your mum isn't going to
mind us practising in the garage?
Sure —
she said it's OK as long as we keep all the windows closed and we don't play
past 10 0'clock, so we don't disturb the neighbours.
B:
Great! So all we need now is a name. What do you say to ' Homeboys ' ?
A: I
like it, but it won't work if we've got Grace (fade) in the group, will it?

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