--
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TEACHER'S BOOK
GERARD McLOUGHLlN
ELEMENTARY
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Outcomes Elementary Teacher's Book
Gerard McLoughlin
Publisher: Jason Mann
Senior Commissioning Editor: John Waterman
Development Editor: Heidi North
Senior Marketing Manager: Ruth McAleavey
Content Project Editor: Amy Smith
ELT Production Controller: Denise Power
Co ver and text des igner: Studio April
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INTRODUCTION TO OUTCOMES TEACHER ' S BOOK
4
STARTER UNIT 1
8
STARTER UNIT 2
12
01 PEOPLE AND PLACES
16
02 FREE TIME
22
Review 01
28
03 HOME
32
04 HOLIDAYS
38
Review 02
44
05 SHOPS
46
06 STUDYING
52
Review 03
58
07 FAMILY AND FRIENDS
60
08 PLANS
66
Review 04
72
09 EXPERIENCES
74
10 TRAVEL
80
Review 05
86
11 FOOD
88
12 FEELINGS
94
Review 06
100
13 NATURE
102
14 OPINIONS
108
Review 07
114
15 TECHNOLOGY
116
16 LOVE
122
Review 08
128
INTRODUCTION TO WRITING IN OUTCOMES
130
Writing Units 1-8
132
COMMUNICATION ACTIVITIES
Teacher's Notes
136
Photocopiable Communication Activities
144
Grammar Reference Answer Key
176
Starter Units Answer Key
186
Audio Track Listing
188

WHAT'S IN OUTCOMES STUDENT'S BOOK?
2 starter units The two fo u r-page u nits are designed to help
pre-Elementary level students get up to speed by revising very
basic g ramma r an d vocabulary.
16 units based round common topics Each un it has three
interlinked 'lessons' of 50-90 minutes. The uni t co ntents give
clear practical outcomes. The first lesson teache s la nguage
leading to Conversation Practice. The second and th ird spreads
develop reading or listening and teac h more gramm ar and
vocabulary connected with the topic.
8 writing units The two-page w ri ti ng uni ts on pp. 1 28-143
teach different types of writing for everyday li fe and exa ms.
Each has a model text, Grammar or Vocabu lary, Keywordsfor
writing and Practice.
8 Review units Each review has a page of games, ta sks and
pronunciation exercises to revise language and then a one-page
test includi ng a listening exercise.
Grammar Thirty-five pOints of grammar are cov ered. Each
Grammar sect ion links to the pre vious text. An ex planation or
guided questions teach me anin g. Exerc ises g ive contro l led and
freer practice. There's a lin k to t he grammar reference if you
need extra help.
Grammar reference Th is is on pp. 144-165 at the ba ck of
the book. Eac h sect ion ha s an expand ed ex planation, further
natural examples of us age and extra co ntrol led practice
exercises with a glossa ry.
Language patterns This is a short translation exercise
into students' own language and back into English.lt draws
attention to other aspects of syntax and grammar based on a
pattern seen in a text.
Vocabulary Vocabu lary is carefully chosen to enable students ~ o
t alk about t he topiC in the context of English as a ling ua fra nca.
Tas ks gen era lly move from meaning, to contextualised usage -c
persona li sed practice. Other sections focus on w ord-bu ildi g.
Outcomes Vocabulary Builder (OVB) The separate boo e:
allows students to look up meaning of new language \'. ~ :~
key t o learn , offers severa l exampl es of coll oca ions a~:; ~~" 5::
plus a page of rev ision pra ctice .
Native speaker Eng lish Draws attentio : 0 CG~~2~ ... 2 ':; 5
or phrases t hat fluen speakers use, which s:v:;e~:5 ~,,_. ~e,,'
or want to learn .
4 OUTCOMES
Keywords Most writin g " :s -3.e,, : 2: _5:- - .
"
w ords
andpatterns,whichhelpGe.e:::::=-~::-: ... ' : -5
-
- ere'salink
to the text, a short ex plana: e - ,,-:; :',, :: ::::: ::': 5::5.
Developing conversations - -:: ~:: :: :-0 :::,,:-:: .: : a
questions, responses and pa --:c ,rs ::--:-:: :: - . : : ' sa t ion.
An explanation clar ifies t he ~ c~s
::': 0::5 5 .e
controlled pract ice .
Conversation practice A . as e:5 ;;:_::: -:5 :',, :: se so cia l
and practical co nversat ion s Cl3S:::; :- :-= '=
-::
:::' en ce or
through role-play.
Speaking Thes e sect iors g .:: ::: _:=-:::: ::: -. : : -::: , 0
exchange ide as. The - ra ~:=:: -;::;:: - ::::: -
_-
: s longer
draws the lang uage a ::; :':-:: : -:: -::;; :::-::
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: : oge ther.
Listening Th ese se a ::-:: ,,':: -::=:~.:.::-: :,-" s-: --: descri ptio n
of the context. There s _s_::
,,: =- 5:=- -~:::-=". ~g :ask to
generate in teres or S'::: :: ::-:=-_ - :
:- '.:-::, :'::SOS -0 guide
students t o u nd ers:,,~: :-=::: : ::-: -:: .=:- ::.:::~ ary.
Reading Thes es:::: :-,,::':: -:: :=-:
:-"s-: - -: descr iption
ofthecontext. -
::':: ;; .; _::
.:: = :::: -~:::::" ng askto
generate inte res::' :'::: :: ::--= -
-:
: ::::::::s. togUide
studentstou C::'=---,,-: - -::-~-::-:-:'_=:- =: ao u lary.
WHAT'S IN O~
CH ER'S BOOK?
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: -: : -':::: s:: :: ::"S: ea cher's
no es :.': -;: ::::::- _ :: -:
_:--.-
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NOTES s·: ::: z. :.:-:= :- -:
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::::- :-'=_~- - -= -:::='" .'.- ;;0'. :: ' ::·e:: ::-: :: _:; :J scr ipts
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:e:: :.; 'e5 .
- - e I P:ea:_'e o~ersideason hings s c as:
::~e' o'.a;'5 0 check meaning;
'lOo', :0 aoap materialfor di~eren groups such as
"loro· or mult ili ngu al classes ;
bri ngi ng extra material into lessons .

The NOTE feature gives bite-size information about:
places and people in the text;
•
how cultures can differ.
The ALTERNATIVELY feature provides:
•
ideas on how to make an activity more or less challenging.
The OPTIONAL ACTIVITY suggests:
ways t o extend an activity if st uden s need to do
more work.
The WRITING LESSONS sectio n opens ' - h a' o -pa ge
introduction on teach ing writing. I exo lain s : ne approa ch
to writi ng and suggests ways you can orO'. lde 'ceedback to
students. The introduction is followed by TEAC HE ' s om and
the answer key for the eight writing lessons.
The COMM UN ICATION ACTIVITIES section conta in s s ir1~ e ~s : ' '" ion s
on how to use the 32 photocopiable act ivities. - ;- r e a::: . ~ es
are designed to revise key grammar and vocab u lar) ""'::~ : ~e
Student's book in a fun and varied way. There a re Qu ::e:;
word puzzles, questionnaires, games and informatior ga::::;
Each unit has two activities calc ulated to take 10- 15 JYl -
_:e5
of class time.
OTHER OUTCOMES COMPONENTS
Outcomes Workbook The Outcomes Workbook thoro ugh y
revises al l the language areas that are in the Student's bo o.
Each unit also has :
a listening and a reading with tasks based on topiCS loose ly
connected to the theme of the unit and providing interest
and extra challenges to students
DEVELOPING WRITING that focuses on types of text students
m ight write in their academic, professional and personal
lives and further work on relevant language.
The Outcomes Workbook also comes with:
Audio CD of recordings of the listening and reading texts
•
Answer key and Audioscript to aid self-study.
Outcomes ExamVie W® Writing tests to che ck you r students'
progress ta kes a lot of ti me and work but the ExamVieW®
CD allows you to cre ate tests and exams in as little as five
minutes. What's more:
all the tests are cl osely based on the Student's Book.
the softwa re als o generates the answer key.
it provid es a variety of exercise types (True / False, Multiple
Choice, Yes / No, M atching , Short answer, etc. )
tests ca n be printed, computer-based , or on the Internet.
you can easily edit the quest ions and add your own.
you can save all tests for another time.
it's easy to reorder questions to avoid cheating.
MyOutcomes online resource Every copy of the Ou tcomes
Student's Book has a unique code at the front of the book
which provides access to MyOutcomes online resource where
students will find additional work on all the elements of the
Student's book.There are :
over 230 activities practising the grammar, vocabulary,
pronunciation and conversations in the 16 units
additi o nal listening, read ing and speak i ng practice
reviews every four units to test stu d ents' progress.
Teachers can also use the online resource if they apply for an
access code. Go to myelt.heinle.com and request an MyELT
instructor account. This will allow you to set spe ci fic work for
all your students and then receive their results. You can then
store these results through the Grade book, so both you and
your students have a record oftheir marks and prog ress.
OUTCOMES ELEMENTARY
In this introduction we try to answer these questions:
What are the goals of language students?
What is key language for students at Elementary?
What is key for teachers to help them teach?
KEY GOALS
-
re : o'Tlmon European Framework of reference (CEF) states
:-2: 2'1gLlage learn ing and teaching overall goals should be:
: : :~ J::J .'lith the business ofeve ryday life in another country,
J r J :~ r:: !J ~'"ore'gne rs staying in the ir own country to do so;
: :::~ ::<rJrge n ormation and ideas with young peop le and
JJ... =... r= :~::J< J aifferent langu age and to communicate
: r :: .: =J~r= :;rJ5::e ngs 0 them;
: 3 == J: r =:::; .'. :;::' Jr[j aeeoer understandin g of the way of
_:: : Jr J _~r~: =-::r~Jgr= oJ: o~ner oeooles and of their cultural
- ~e5e ::e25 ... -:;e':; n e\eryth i ng we do in the Outcomes
se' e5 ~::: e~e"':ary, we look at can-do statements for A1 level
as a g... :;e : :1 ... na students might want to ach ieve .
Business of everyday life You can see the communicative
areas : ~a : are de alt with in the howto sections of the
con e": s and ti le strip that heads each unit. Ou tcomes has a
stro ng oraaical threa d. For example, students at Elementa.LY
learn he gramma r and vocabulary to:
. al about an area they live in pp.30-31
•
ta l about studying at university pp. 50-5 3
For many students passing exams is also the business of
everyday life, which is why Outcome s has a GRAMMAR REFERENCE
w ith exercises on all the grammar you'd expect. Similarly,
WRITIN Gdeals with both practical types of writing
(completing forms pp.128-129) and exam-type writing
(making arrangements pp.134-135).
INTRODUCTION 5

Communicating thoughts an d feelings Practicalities
are important, but just as i mportant,and perhaps more
motivating, is the abil ity to communicate in a way which
reflects your persona lity, feelin gs and opinions. Th at's why
most ofthe D EVELOPING CONVERSATIONS and CONVERSATION PRACTICE
work towards practis i ng typical con ve rs at ion s we have to
establish and ma i ntain friendships
share opinions and experience pp .72 -73
•
rejecting advice and offers pp. 92-93
This is also why we constantly give stu dents t he chan ce t o
exchange their ideas, through SP EA KI NG , prac t ice activi t ies in
VOCA BU LA RY and GRAMMAR, the lead-ins to RE ADING and L ISTENIN G
and discussions about the t exts.
Understanding other cultures Stu dents will be st
understand other cultures by talking with ot her students,
which the various speaking activit ies in Ou tco mes a lways
encourage. However, many classroo ms ma y no t have peop le
from a large mix of backgrounds, which is w hy we use t exts
with international contexts and refl ecting ot her cu ltu res
throughout the wo rld - including Britain. Students com e to
realise they share many of the same desires an d con ce rns!
Among others,you'll read and hea r about:
public holidays around the w orl d pp. 38- 39
•
Russian education pp.52-53
Native speaker notes also draw atten ti on to w ay s f luent
speakers express themselves, wh ich may be different t o the
neutral in t ernational langu age t hat w e generally present.
KEY LANGUAGE
There were five g uides to the input at Elementary leve l - the
comm u n icat ive outcom es (ou tl ined in Outcomes Goa ls), the
frequency of w ord s, ' na turalness ' of usage, student autonomy
and teacher - student expectations or interest.
For example, to describe what you want to buy (pp. 44- 45)
students need to kno w a number of co re adj ect ives which
are presented and practiced in VOCABULARY. The pract ice get s
them to thi nk of la nguage which might go with these words
and the eVB provides further help in terms of co llocat io ns.
GRAMMAR looks at this, that, these, those used t o sho w what
we want when shopping and prov ides a fu ller con t ext for
t he vocabulary. LI STENING gives a model conversation. DEVELOP I G
CONVE RSATIONS teaches how to ask questions and then in
CONVERSATI ON PR ACTICE students role-play buyin g things.
This istypical ofthe way language input is focused 0'" ""e :: ~5
stude nt s achieve t he stated commu nicat ive ou CO~e ::~ :
not all language lea rning can be deve loped in this :.a} :.. : :
ofvocabulary may be veryfrequent but not soec~ C: J a~_.
one topic (e.g . issue, unlike, refer).The la ng uage'" g r gr: e:
through t ex t s is largely of thi s nature. The exerc ses arc eVB
then show a range of natural collocations. Sim ,ar s n-e
grammar may not be fundamental to a co nversa - 'o r r - re
way we saw with'describing whatyou wa 0 buy .....e'e
6 OUTCOMES
we make thechoice basea 0" :.ra: 5:~:::~:S a~: :eachers
expecttobecoveredat· Se.e ::;' ra.e:::'0:=: ~ exams.This
m ay be 'exam gra mmar', 0
-
".e:~. :::5 .= ~a:~'3 s:::CJnding
ex amples.
Input is also decided on - e ~c 5 5: -;;: ::~.:::~:s ~,,:::: :0
learn outside the cla ss roorT'. - r : :
. .. :::';; =;;rr =: 'O: 'a-c '1
VOCABULARY, the eVB lan g age :::'::5 a-. : Ib...::- ,,( s~:: ... s
students how w ords are forrre': - ~ s~" :5 :-:: - '::::Joni se
and learn new words in the r::;:. _ 5:~': ::5 - -" sa-::
-.,ot ive s
underlie LANGUA GE PATIERNS , but ... : ~ a =::.s:~ 5'3--a r.
Finally, students and non -na t .:: 5:::a·::' :=,,:-::'S :~en
express an interest in colloqu a a- 5
. a 5=,,-:
.:::~5-he
NATIVE SPEAKER NOTE provides eX9 a-a: :~5 a-::: a-: eS of this
in contrast tothe norma . G~:
... r:~
:a~ :,, =-::::: "sed and
understood in contexts vre':: :: ~" _ _.
- ; _a ='arca.
KEY TO LEARN
Thereare ma nywa,s:: ::a'-:::.: : s::::-s : - :: 'e a'ea f ew
essenti als :
Stud ents neec :: -:: :::
Stu de nts ee:: : : _~:::'5:3-':
Stu de n see:: : : ::;-3:: .::: - s:.:·:: -
.' - ,,- 'eeeo ive.
Studen' s "ee: :.:
-.a
::- 5:; -=s
Stu de n· s r::::: : : :::::;: :-::.::: 5:::::" a
Noti cingand~' ~:rs:a -": ' -5 -
___
: -eexercisesi n
G RAMMAR a r : V:::;-'~.J"
:: -:.: _
-:;;:: 5:_::: -: 5 : 0 notice and
unders:ar :
•
s.a :: 3-: : ::3-:: : a-a: ::-5o~vocabulary and
exa mOe5:: =:: .::a- :-::
- --::
,::,,= rce m eani ng.The
LANG UAG: o.\.~ ~:: :: : ::::-a
-" 'O:~:::r:5 0 no ice andconsider
ho:. :: "5 5- ::-:a::-: :-:-::': ... " anguage.
Practice =:_:::-:::; 3 5 -" :: =~a'1 ceto pra ctise language.This
g::;::5 :-:- ::-_
::-: -. :
. ::-: '::- :: -:Jer an d test', and gap-fills to
-' " '::::' ': ::.: =. a-: C:~ 5: ~ as::: sge aki ng. COMMUNICATION ACTIVITIES
r :- 5-::;:-::'5 .::: :-: :::
- ore practi ce.
Marir..5 ~-,:: r ':: a : ea chi ng an d input can or should
=:: :-: :::::: : -:: ::_'se900k. We all know from exper ience
a-: '::5::;-:- :-,, : :::::: e earn new language when they are
5:'-55
-5 : ::: :-=5: sam e hinga ndthe 'correct'orbett er
, :-: 55 ::--- 5 5asowhywehavelotsofspeaking
a:: :::s - -:: _ a':: ro: ju st opportunitie s for stud ents to
:'3:::::: ~a: :-::) now;they are chancesfor them totryto
sa_ ,,:-::: -
-5
-e.\ s· retch t hemse lves and make m istakes,
. -:- :_ :a - : '1en correct.
e e ' 'on :eeing aword once is not enoughl Somesay
.:
_
-:: :::
:0 seeand understand vocabularyten timesbefore
_:_
-a.e ea ' . touseit!Maybegrammartakeseven longer.
;:::. _: r5 a d Revi sion is therefore a key part ofthe design
::; = C~ ::: rrn es . For example, the eVB , WORKBOOK an d EXAM VIEW®
a ::;:.J
- - by -unit revision,whileReviewafter everytwo units
ens res ~urther revision at alater date.

With grammar, students can revise after the class by using the
GRAMMAR REFERENCE and exercises , the WORKBOOK or MyOutcomes.
Grammar structures are often looked at in several contexts
over the course and at various levels. REV IE Wunits test
grammar and you can also create tests w ith EXAMVIEW®.
Apart from this revision we try to repeatedly re-use language
f rom VOCABULARY in LISTENING and READ IN G; in GRAMMAR and GRAMMAR
REFERENCE; in DEVELOPING CONVERSATIONS; in workbook texts; in
exercises and texts in other un its of the Studen " s boo a 0
even in other levels of the series . And as we have see n, SPEAJ(] G
and CONVERSATION PRACTICE allow students to re-use language
they've learnt.
In terms of speaki ng, research suggests that studen ts ca n
improve perform an ce with repeti t io n. Within the first two
pages of each unit there are often several oppo rtunities to
have conversations around the same topiC as we saw with
'describing what you want to buy' through VOCABULARY or
GRAMMAR practice, DEVELOPING CONVE RSATIONS and CONVERSATION PRACTICE.
The REVIEWun its also encourage students to look back and
repeat speaking tasks.
KEY TO TEACH
Most teachers need or want material that:
is quick and easy to prepare
caters for mixed level classes
motivates students.
Quick and easy to prepare A coursebook is easy to use when
the relation between input and outcomes i s clear and we hope
you already see that is the case with Outco mes. However, other
aspects of the design should help you just pick up the book
and teach:
limited number of sections appear in all units
a regu lar structure to the units
a variety offamiliar tasks
double -pages can exist as unique lessons but Six -page
units allow you to easily continue
straightforward rubrics in the Student's book fully
explain tasks
GRAMMAR and VOCABULARY have clear links to texts
OVB follows the spreads of the book so you and students
can easily look up words in class
Mixed level classes The exercises and design of Outcomes
works for mu lti -level classes.
eVB The Outcomes Vocabulary Builder allows weaker
students to easily look up new words, be f ore, during and
after class, because it follows the spread s of the book.
Stronger students benefit from the eVB because it gives
extra input through collocat ion lists , extra language boxes
and practice exercises.
Grammar The short explanations help weaker students
with exercises in the units. The grammar reference helps
weaker students w ith more examples, but stronger
students will like the extra information that is always
given .
Easy to difficult Whether it is grammar or vocabulary,
reading or listening, we usually move from easier to more
difficult tasks in ea ch section . For examp le, reading texts
often all ow language to be pre-taught, the first tasks are
then based on gene ral understand ing and further tasks are
more de' ai led .
Translation Se veral exerc ises i ncluding LANGUAGE PATIERNS
e co rage S uGen' s 0 translate. Tr an slation is particularly
mpo la": for ':ea er s- uden ts who benefit from the
support of ' heir mo l-Jer tongue and bili ngua l dictionaries .
In monoli ngua l classes, espeCla Iy, it allows stronger
students to help others in t he class by provid ing the
translations.
Test and remember Tasks like this are comforting f or
weaker students, but they can also be made more
challenging for stronger studen ts by ask ing them to
remember more.
NATIVE SPEAKER NOTES and LANGUAGE PATIERN S These offer extra
input f or stronger students and class es . You might co ns ider
dropping them for weaker classes.
TEACHER'S NOTES There are loads more ideas for dea ling with
mul t i - le vel classes in this book - particularly through the
TIP and ALTERNATIVELY features.
Motivating students As a teacher motivatin g students will
be a majo r part of your job; however, we know a coursebook
can often w ork against student motivation by having
' rrelevant or boring content, unclear, unrealistic or unfulfilled
ou comes or simply by a dull design. Outcomes helps you
moO 'vate stu dents by having:
outcome s matching students' wants and needs
a clear me nu of input and outcomes at the start of each
unit
input and tasks that carefu l ly match those outcomes
a manageable number of keywords to lea rn in the eVB
texts based on authentic sources that we think you'll find
by turns in formative, funny, even moving
a range of speaking tasks that allow for play, humour and
goss ip, as wel l as serious discussion
a fresh design w ith bright, interesting illustration.
The CEF and Level There is not a direct correlation between
pub lishers' levels and the CEF. Completing Elementary will not
mean a student has reached A2 but is progressing towards
th at goal. Tha t's because the CEF descriptions of level or the
ALTE can -do statements do not exactly describe content,
bu t describe someo ne's performance in a language. We have
used can-do statements from the A2 level at Elementary as a
gu ide to what tasks and outcomes students want to progress
towards. However, at this level students' performance in do ing
any of t he speaking, reading, listening or writing tasks may be
assessed using CE F scales as being Al (+) , A2 (-) .If students are
regu larly outside the range of Al (+) , A2 (-), they are probably
at the wrong level for this material.
INTRODUCTION 7

01 STARTER
. OVERALL AIMS OFTHE STARTER UNITS
' The overall aim of the two Starter units is to help those students who would beneili: from extra
support I revision before starting Outcomes Elementary. The units are four pages long and revise
' basic grammar and vocabulary as well as work with skills.
:' We recommend that you look through the units' before the new course begins todedde ifyour
students would benefit from doing these units. Ifyour students do not need t his extra support
, then begin with Unit 01 People and Places on page 16. If you feel that some students would
ben efi t fro m studying the Starter units, you cou Id ask themto do the exercises at home. There
~ is a p~otocopi~bleansvver key for Starter Unit 1 al'ld2on pp. 186-187. Ifyour institution has a
k. ?~lf.~ccesscentre, students could also do the Listenif1gex~rdses on pages 9,12 and 1~.
HELLO
Aim
To provide controlled speaking practice of saying hello.
Step 1 Write the dialogue f rom the sp eech bubbles on the
board a nd e rase the names . Then introduce yourself to a
couple of stu dents and in pai rs ask them to do the same.
Te ll students t o st an d up and introduce themselves to eac h
other. Conduct brief fee d ba ck on students' names.
Tip After st ude nts have int rod uced each ot he r, get them
to write their name in big letters on a piece of paper and
put it on their desk so everyone can see.Get them to do
this f or the fi rst couple of les so ns.
VOCABULARY Numbers 1
Aim
To present and practise basic numbers.
Step 1 Ask st ude nts to individually write the numbers
in exercise A in t he correct order.Tell them that t he firs::
three are done as an example. Monitor and help wi~h ar _,
problems. In pairs they compare their answers.Play ::r::
reco rding and get students to re peat wit h co rrect .... er:
stress, pa usi ng after each number.
8 OUTCOMES
~SUl.landAr :
zer o
one
two
three
fo ur
f ive
six
se ver
eigl-:
nil'::
.
;:.
.=
I . .....
"
_
-,..::.- -
..
11-
_
ATIVE SPEAKER ENGLISH Zero
;::=: : _: :-:: :: a d check that students understand
=_=~
- 5 " r:;: 'Jre 'he three ways ofsaying '0'1 (zero, oh
=-: _:~;;r: ' -
hem if they have different ways in their
READING Fam i ly
Aim
To introduce developing reading skills for detailed
information.

Step 1 Tell students how many peop le there are in your family
and ask them to do the same. Ask students to individually
look at the photo and complete the t ext with numbers.
Monitor and help with any problems.
Step 2 In pairs they compare ans w ers befo re checking in
open class. The n re ad the text t o st udents and get them to
read the text out to each othe r.
Answers
8,4,4
Step 3 Tell students to complete 1-6 in C vith words from
the photo and text. I n pairs th ey compare answe rs before
checking in open class.
Answers
1 three, four 2 sister 3 brother 4 father 5 0: er 6 baby
GRAMMAR Plurals
Aim
To present and practise regular and irregular plurals.
Step 1 Read out the expla nation box and ch ec
understanding: How do we form regular plura ls ) (no ~
+ s), What if the noun finishes with a y? (c hange the J
to an i + es, e.g. baby = babies), What are some commor
irregular plurals? (children, people, men, wome n) . D ri ll the
pronunciation of the words in the box.
Note Students will be introdu ced to using the gra mma r
reference in Starter Unit 2, but if you feel your stude nts
would benefit from looking at the grammar reference n ow,
then direct them to page 144.
LISTENING
Aim
To develop listening for specific information.
Step 1 Tell students they are going to l isten to two people
talking about their families and to read the conversation i n
A. Tell them to listen and write the numbers they hear. Play
the recording . Put stude nts in pairs to compare answers
(in bold in the audioscr i pt) before checking in open class. If
necessary, play the recording again.
~SU1.2
A: Do you have any brothers and sisters?
B: Yes. One brother and two sis ters.
A: How old is you r brother?
B: 39.
A: Are you married?
B: Yes.
A: Do you have any children?
B: Yes. One boy and one girl.
A: How old are they?
B: The boy's 12 and the girl is eight. Do you have any
brothers and sisters?
A: No.
B: How old are you?
A: 25.
Step 2 Put students i n AB pairs and tell them to practise
saying the conversation in A, then change roles. Monitor
and correct any language problems.
Step 3 Tell students they are going to ask each other the
questions in A and to think about their answers. Give them
a couple of minutes to do th is. When they are ready, put
them in pairs to interview each other. Conduct feedback.
VOCABULARY Food
Aim
To present and practise expressions related to food.
Step 1 Ask students what their favourite drink or food is,
e.g . My favourite drink is a cup of tea. Put students in pairs
matc h the kinds of food in A to the pictures 1-12 . Check
3 s '/ers in open class.
Answers
::. :; :::0 a
_
a :~a
7 a bottle of water
8 an ice cream
9 a ch icken sandwich
10 a ham burger
11 a green sa lad
12 a cheese sandwich
Step 2 ,',':= :~= _~'" or" ce ofa bottle of water on the
s::~ '': ,,~.: "S 5:"Ce IS dow do we ask the price? (How
~ ~:::~ S ':, ··e t his on he board. If necessary mime
rrcr=J ::; •~ ol ng f ingers together. Put students in AB
p3os.- e SI dentAtolookatFile1onpage166and
S- cere: 3 '.: look at Fil e 10 on page 169. Tell them they
ha ea s' of som e of the words and the prices of other
hi'lgs ' A. Put t hem in same letter pairs and ask them to
practse sayin g the prices . Model the activity by asking a
strong s·ud ent How much is a coffee? Then put students
into AB pairs to ask each other the prices of the items on
t hei r li st. Cond uct brieffeedback on prices.
Answers
Student A = a tea - £1.20, a cola - £1.95, a green salad-
£3.54, a chicken sandwich - B
.19, a hamburger - B .36,
an apple - 47p (pence)
St udent B = a coffee - £2.15, an orange juice - £2.37, a
bottle of water - £1.50, a cheese sandwich - B.05, an
ice cream - £1.89, a portion of chips - £2.01
01 STARTER 9

01 STARTER
Step 3 Tell students they are going to listen t o
Mr Burnham order ing things for his fam ily and t ick (V) the
things in exercise A he wants. Play the record ing. In pa irs
students compare answers before checking in open class.
If necessary, play the recording again and pause after t he
drinks, then after the food .
Answers
coffee, tea, orange juice, cola, bottle of water, gree n
salad, hamburger, cheese sandwi ch, ch icken sandw ich,
a portions of chips, apples
~SU1.3
A: Next!
B: Yes!
A: Yes, sir?
B: Umm, it's a big order.
A: OK.
B: To drink ... one coffee, three teas, five orange
juices, four colas and two bottles of water.
A: OK . One coffee, three teas, an orange juice, four
colas and two bottles of water.
B: Yes.
A: Anything else?
B: Yes, I want two green salads, seven hamburgers,
one cheese sandwich, one chicken sandwich, and
five portions of chips.
A: Yep.
B: And five apples.
A: Sure. So that's seven hamburgers one cheese
sandwich and one chicken sandwich, five chips,
two salads and nine apples.
B: That's it.
A: That's 69 pounds 64 altogether.
Step 4 Tell students they are in the same cafe as the
Burnhams and they should say what their family wants.
Give them a couple of minutes to look at the items in A
and decide what they want. When students are ready put
them in AB pairs to say what their family wants, Student A
gives their order and Student B writes the order, then they
cha nge rol es. Conduct brieffeedba ck.
Tip With a weaker class, you could get them to look at t he
aud ioscr ipt on page 170 for help and ideas .
GRAMMAR a / an / some
Aim
To present and practise when we use a / an / some to
express quantity.
Step 1 Tell students to look at the explanation box a~:;
che ck understanding: When do we use 'a ? (before s ~5- ,,'
nouns that begin with a consonant), Wh en do we use "r
(before singular nouns t hat beg in w ith a vowe :, rer :;.::
we use 'some? (before plural nouns ). Drill Lh e pror r:: 3: :~
of the words in the box.
10 OUTCOMES
I.\OL G ::,,~=: : .::':- ::
- 5:: :":: ~ ,--. : '::-=::'::-:=~;) v,
~her c 'e::: : -=~:: :::;;::::. -
_
pp.lO-11
VOCABULARY r :~~:_ =. - r;:
Aim
To present and practise uS...: -. :!; ::::- -:: - • ~= -_
Step 1 Wr ite read r:r,,::::-:=-: .: _
-
r;;: : ... ord
iSit?(a ver b}.As t he"';. -: :: : :- ""
_:::--
English an d write : .... e~:- :-= ::::-:
-::
--::- ~:a '5 ~o
match the verbs in :~=:: -
_:-
-
:::~ ~ .:r:;)r
and help with an ) ::-:: =-:: :-::-: :-: ::::
-
::=-:: as s.
Answers
1go
-
;:
-
2 read
-
3 write
4 liste n
S close
-
6 wor
7 start
-
8 fini sh
-
_.-
Step 2 - e s: .:::-::--" :-=~:-5:: O":.:: - : :J : en
sentences ::-:: .:
::: : --".
-::::' r A. Playthe
re cora r5 -:::
-0
--_
.: -::':: .:-: ::-5 ::e" re che cking
in ope-: ::::::
Answers
-
~-
- -~-=-
-: -~:: --
-
- -- ....
-
..... -
-
-
-
:: --=-- - =-
-
---
..
-
---
,
~ ..... t
•
r-Q
-
..'-
_
...
r'<
? "'rsh
:J ease.
:'
...
;;: .:_::: :J ease .
SiC-Cl 3 - :: - :: : . _:er:':o spend three minutes memorisin g
:.-::
::':"
r
_
::-::; :0 thinkabouthowto mimethem.
=::-: -0":.-;::::: nr IT' ng open. Put stud ents in AB pai rs,
:: _:=-: ~ :::-..5 :c,,: some words rom A a d Student B says
--~ '.:'':;5 :-,," : ne change rol es . Monit or an d help with
a- -' a- 5-35" --09Ie"1s. Conduct brief eedba ck.

SPEAKING
Aim
To provide controlled speaking practice of talking
about preferences.
Step 1 Tell students you have two options for thiseven ing,
eating at hom e or eat ing in a rest aurant, an d you don't know
what to decide .Then t ell t hem you prefer ea t ing at home
this evening. Tell them to individua lly loo at he options in A
and think about which one they pre er, Gi\e em a cou ple of
minutes to so this. Whe n t hey are ready, put ~hem in groups
ofthree or four t o tell each other which chey re£er an d see
what t hey have in com m on. Monit or and cor ree:: any lan guage
problems. Cond uct br ief feed ba ck on any sim ' ar': es,
GRAMMAR Subject prono uns
Aim
To present and practise subject pronouns.
Step1 Tell studentstolookatthetableinAande' -
the Singular for we = I. Put them in pairs and tell :re~ ::::
complete the table. Mon itor and he lp w ith any langLeg:::
problems . Check answers in open class.
I Answers
singular
plural
I
we
I
you
you
I
he (man / boy)
l
she (woman / girl)
they
I
it (thin g)
Step 2 Tell stud en ts t o ind ividually rep lace the words in
italics with a prono u n. W rite the first example on the board
to demonstrate . Mon itor and help o ut with any problem s. In
pairs they comp ar e answer s before checking in open clas s.
Answers
2she,he 3They 4We 5It6She 7You
VOCABULARY Time and days of the week
Aim
To present and practise common expressions related to
time and days of the week.
Step 1 Ask students how many days are in a week, and
how do we say them in Engli sh, Tell t hem to look at the
words in Vocabulary and drill the stre ss: Monday, Tuesday,
Wednesday, Thursday, Friday, Saturday, Sunday
Note Tell students we write the first let ter of the days of
the week with a capital .
01 STARTER
Optional activity Write the first letter of the days of the
week on the board and get students to spell t hem to you.
Step 2 Tell students to individually com plete the senten ces
in A with a day or time. Monitor and help with ideas. In
pairs t hey co m pa re answers before checking in open class .
Suggested answers
7 6 o'cloc k and 12 o'clock
8 1 o'clock and 6 o'clock
9 10 o'clock and 5o'clock
Step 3 Tell students to read thequestion in Band think
about thei r answers,give them a couple of minutes to
do this. When they are ready put them in groups ofthree
or four to discuss t heir ideas. Monitor an d cor rect any
la nguage problems. Co nduct brieffeed back.
DEVELOPING CONVERSATIONS
Everyday expressions
Aim
To introduce and give practice in using everyday
expressions.
Step 1 Read out t he explanation box to students. As k t he m
£ : rey now any exp ressions in English, e.g. Ho w are you?
Step 2 -e 5 udentsto read thesentences in A.In a
~ ~: ~ oJal cla ss ask students to trans late the sentences
~ :::: : ~e r own lan g uage and then without looking at the
:::- g ~e 5 - ransla te back into English. What simil a rit ies /
::; ~::':::rces do t hey notice? In a monolingu al class, get
s:_::;:::~:s ' n pai rs or t hrees to comp are th ei r transl ations
e-:: : ~E r Engli sh tra nslations . What do they notice?
Step 3 :>oint out that 1- 10 are questions, and 11 and 12
e':: .::::~",on rep lies. Get students to ask you the first ten
G~ES: ::::r5 in A. The n put students in pairs to ask ea ch other
: r:: GuEs: ions in A. Ask them to try and give answers using
a" guege 'rom the unit, or just say yes or no. Monitor and
corree: any lan guage problems . Con duct brief feedback.
GRAMMAR Grammar words
Aim
To present and practise identifying parts of speech.
Step1 ead theexplanation box to studentsand check
unde rstanding : What type of word is want? (a verb),
and brother? (a no un), and sma ll ? (an adjective), and he?
(a su bj ect), and f ootball? (an object). Put students in
groups offour or five and tell them tothink ofanswers
t o t he questions in A wit hout looking at their books or
dictio nar ies. Give them f iv e minutes to do this. Ask each
group how many ve rbs , nouns, or adjectives they have and
get the grou p with the most to tell the rest of the class .
01 STARTER 11

02 STARTER
VOCABULARY Numbers 2
Aim
To present and practise basic numbers.
Step 1 Write the first line of numbers in 8 on the bo ard
and get students to say them, e.g. thirteen, se vente en,
twentY-QJEJjfty, ninety-seven, one thousand Ask st ud ents
to individually choose six numbers from the bingo card
in A and circle them. Tell them they are going to list en to
some numbers and play bingo. Expl ai n that they cross out
(X) when they hear their numbers, and when they have
hea rd al l six of their numbers they say Bingo! The first
perso n to hear all six numbers correctly is the winner. Play
the recording. When a students says Bingo! chec k their
numbers by getting students to say the numbers and you
check with the audioscr ipt.
~SU2.1
78
15
12,000
44
211
16
1,000
33
17
100
97
20
1,300
18
65
22
14
109
50
21
13
5,260
86
19
12 OUTCOMES
Step 2 Pu- s: ~:::::-::: -:;
__
• =- :: ::'" .::-
theques-'o~5 - =. :'-: ::- .:
=.
--:: - :':: ::""5.
Co nduct 'eec::;,,:· ,, -: :
=
.
~::
Answers
1 four
2 sever
3twele
4 ~'-r':::-'
Step 3 '. -::: :-:: - '0_': ::
= _= - =:- : -:: ::::,,'::; and ask
studen' s .:::-:: : : - ,=':
.
: '.='~:: .: "" -::::essary an d
w rite're::--:::: : ' : :: .
-
=-:: : ::~: _.I, - ell s udents
tocharge:-::-_-:. :: ~-.: : ' :':" - :a icsin Dso
t ha ·res::-:::':::-_ ,,::' , ::--: :-::- :::n ' orand help
witha-: "-5'::'5=- : : =- .
=_::'::-- pa irsto co mpare
ans\ e-s :e'::: ':: :. ' .: . = '5 -:.::::,,:
., open class .
DEVElOP I G CO VERSATIONS
Aim
To intr .; ::: ~.; ~i :: ~ racti ce in using question w ords.
Step :'
-::::- =:: ,~-: :- ...
rd s on the board and check
~-::::'S:':-: -~ :- .
,,:.
-g
...
at in forma t ion come s after
:,r.:'
.: :-e ' .::'
.. - ;cr' a - me ex pression ), Where? (a
: :;:::
-;-:"-
.::::==
.ow? (in what way),How much?
::' ::: ':' .:.::.: -=-,
-
::;,', Old? (age), What time? (ho u rs or
--
-
.:::-::
-: .:r~ ' !:le, ' od of t ime), Which on e? (spe cific
':::::'e -::::: ::.: --:::- - 'lg vh en the choice is Iim ited) .Tel l
s: ,::e-:s::
-:;::- : he questio n words in 1-5 to t he
,,-;: .. e',,:;-:: ,,-::; 6-10 t o f- j . Put them in pairs to comp are
,,-s. e':: ::::.:'e:: ec in g in op en class .
S'\ ers
_
_
::-3d4b5a6j7f8g9i10h
-----------
--------_
.
Step2 -e Is·udentsthey are goingtolisten to a
:~- . e'sa ion wit h a t eacher and ask them to write down
-
e se en question w ords f rom A that they hear. Play the
recording. In pairs they compare ans w ers .

Step 2 Then play the recording again t o check and t ell
students to look at the audioscri pt on page 170 to ch eck
(answers underlined in the au d ioscri pt below) . Model the
dialogue with a strong stu den t. Then put students in AB
pai rs to take t urn s pract isi ng the dialogu e.
I
~ SU2.2 and Answers
A: What do you do?
B: I'm a teache r.
A: Where doyou work?
B: Ina school near here.
A: Which one?
B: No rthpark H igh.
A: I know it. How do you ge there?
B:Iwalk.
A: Ho w long does it take?
B: 35 minut es.
A: That's good. What time do yo u leave o'Tle?
B: Seven. We start at 8.30 (eight t hirty.
A: How old are the children you teach?
B: 14to18.
VOCABULARY Everyday things
Aim
To present and practise words related to everyday
things.
Step 1 Tell students one th ing you have in your bag or poc =:
and ask them to tell you one thing they have, e.g . mob ile
pho ne. Put students in pairs to match the words in the box
in A to the pict ures . Monitor and he lp w ith any language
problems. Check answers in open class and drill word stress .
Then get stude nts to cover the words and in pair s, St ud ent A
po ints to a picture and Student B says the word.
Answers
U~~~~re
c book
d beer
e .Qillera
f ticket
g~
h TV (pronounced as two separate lette rs)
i chocolat e
j money
Step 2 Tell stude nts t o indivi dually complete 1-10 in C wit h
words from A. Mo ni tor an d help with language problems. In
pairs they compare answers before checking in open class.
Answers
1 camera
6 chocol at e
2 money
7 book
3 paper
8 pen
4TV
9 phone
5 beer
10 ticket
Step 3 Tell students things you have now from A, e.g . I have
a boo k, Idon't have a ticket. Put students in pairs and ask
them to do the same. Monitor and correc t any language
problems . Co ndu ct brieffeedback.
Optional activity Get students t o write on two separate
pieces of paper one t hing they have and one thing they
don't have now. Collec t the slips of paper and read them out
to the class and get the class to guess w ho the information
refers t o.
GRAMMAR Pronouns
Aim
To present and practise pronouns.
Step 1 Read out the expla nat io n box, or write the
sentences on the board to chec k form and meaning. Check
u nderstanding by ask i ng: When 'it' com es before the verb
is it an object or subject? (subject), And after the verb? (an
object), Is 'I' a subject or an object? (subject), What's the
objectfor '/'? (me). Write the subjects on the board and
elicit the objects = I,you, he, she, it, we, they
Note Students w ill be introduced to using the grammar
refe rence later in this unit, but if you feel your students
w oul d benefit from looki ng at the g rammar referen ce now,
then di rect t hem to page 144.
GRAMMAR don't / do you ... ?
Aim
o present and practise asking questions using don't /
doyou ... ?
S e 1 :::=: 5: .Jcents to read the explanation box, or rea d
:
:_:
-
: r : ~e~ a check understanding Howdo we make
r::~:;-: ,e: ,. =r] 5"} don't = do + not, + verb), How do we
rr:;,:: JJe:: :;r: J~ f,n -
.'erb), What's the function of
J:- 3-:;_ '
:;':.•. e
r
. - 1" I em toindividuallywrite 1-5
-
:.. 3S
- e5;;: .es 3-:; :;~es ions. Monit or an d help with
0-5-35e :':: =...... 5. r pa i rs they com pare before checking
-
:::::- : 355 - I"
.n pairs they ask and answer the
Answers
ao . have a brothe r, Do you have a brother?
2 don" Ii efootball,Doyou likefootball?
3 I aon't drink beer, Do you like beer?
4 I don't speak French, Do you speak French?
j
5 I don't play tennis, Do you play tennis?
--
Step 2 W rite t he three sentence starte rs in C on the board
and eli cit different examples for each one. Tell students to
individ ually complete the se ntences i n A so that they are
true for them. Monitor and he lp with any problems with
language or ideas. In pairs they compare answers and see
if they have anything t he same . Monitor and correct any
lang uage prob lems . Conduct brief feedback.
02 STARTER 13

Step 3 Tell students to ind iv idua lly complete the questions
in D. Monitor and help with lang uage. Model by gettin g a
selection of students to ask you a couple of questions. Then
put students in pai rs to ask their q uestions . Monitor and
correct any language problems. Co nduct br ieffeedback.
_
pp.14-15
VOCABULARY Adjectives
Aim
To practise using adjectives to describe feelings.
Step 1 Write cold on the board and ask What kind of wor d
is it? (an adjective). Ask student s wh at other adjectives t hey
know in English and write them on t he board . Tell them
in pairs to look at the pictures and dril l the words, then i n
pairs they practise saying the words . Monitor and he lp wit h
an y prob lems with pronunciation (tt's cheap, "m hungry,
Sh e's QjQ, He's busy, We 're cold , They're late)
Step 2 Tell stude nts to cover A and write do wn the
sentences. In pairs they compare, and the n lo ok at A again
to check.
Step 3 Tell studen ts to i ndividua lly look at the questions
in D and think about thei r answers. Model by getting
st udents t o ask you, reply using Yes, ' am, No I'm not. Put
students in pai rs to ask and answer the questions. Mon itor
and correct any langu age problems. It's not ne cessary to do
feedback.
Step 4 Read the explanation box to students and ch eck
understa nding: Do adjectives go before noun s? (Yes) , Do
they go after the verb 'be'? (Yes), Do adj ectiv es chang e with
plural nouns? (No). Write t he first examp le in E on the
board and get students to tell you the correct order and
re -write it. Tell them to i ndividual ly put the sentences in
order in E. Monitor and help with any prob lem s with wo rd
order. In pairs they compare answers before checking
in op en class. Then in pairs they tell each other which
sentences in 1-6 are true for them .
Answers
1 I am tired.
2 Ihaveanewcar.
3 My teacher is good.
4 This is an easy book.
S My flat is small.
6 I have an expensive mobile phone.
Optional activity Tell students whi ch sentences in E are
true or false for you , us i ng negatives where necessary e.g .
I'm not tired. , have a new car Then tell them to i ndividually
write either positive or neg ative sentences so that they are
true for them. Monitor and help with negative forms. In
pairs they compare answers.
14 OUTCOMES
GRAMMAR be
Aim
To present and practise using be in the present simple.
Step 1 Get students to read the exp lanatio box and chec k
understanding: Which letter do we remo'leJ~rom -ne long
form to make the sho rt form, a con sonan r a. ...el? a oweI),
What happ ens to the word order in que st 'ors? ."'D - subject +
object or question word + verb + subject). '.r:e :~e ~JI forms
on the board and elicitthe short forms.Te' s: :;,, '- :S -0 ' en
and say the short forms .
SSU2.3
I'm
yo u're
he's
she's
it's
we're
they 'r e
Step2 Tell studentstolook athowweuset e ,eraoe
in B an d check understanding: What ty pe of .\'Ora carres
after 'be' in sentence 1? (a noun).Then put tner" ~!Ja rs ·0
decide w hat ki nd of word comes after be in eac~ sertf''lces.
Monitor and help out with any problem s. Chec a"s.vers in
ooen class.
An swers
1 noun
2 age
3 adj ective
4 country (or place)
5 day ofthe week
6 time
Step 3 Tell students to i nd ividually add one more : " ng to
1-6. Do thefirst one as an example. Monitor and ep with
id eas. In pairs they tell each other their new sen ;: e ce s.
Con d uct brieffeedback.
Suggested answers
1 a doctor
254
3 cold
4 Poland
S Sunday
6 12 o'clock
Step 4 Write ' am a student on the boa rd and elic"t how
o ask the q uestion = Are you a stu dent? Tell students to
individ ually write fou r questions to ask 0 her students in
t he class. Monitor and help with problems \V·th ideas or
language. Model the activity by getting a st ron g student
to ask you their questions and re ply using, Yes, f am or
No, I'm not. Write the short ans wers on . he board. Then
tell students to stand up and ask t w o or three different
stu dents their questions. M oni t or and correct any prob lems
w ith language . Condu ct brief feedba ck.

DEVELOPING CONVERSATIONS Me too
Aim
To introduce agreeing with someone using me too.
Step 1 Read out the exp la nat ion box to students and check
understanding. Tell the m t o loo k at the cartoon and ask:
What does the fir st person say ? (I'm t ired) , How does the
second person say th at it is true fo r them? (Me too) Ask if
they have a simi la r express ion in t heir language.
Step2 Tellstudentsto readthesen-ences in Aand ask
whatdoyou sayifthe sameisno rue "oryou?I'm not
(with the verb be) or 'don't (wit h otber .e(95). Model t he
first two examples with astrong s uder- . - nen put them in
AB pairs: Student A says senten ces :'- 5 arG -: Joen t B says
Metoo, "m notor,don't.Thentheychange 'ees
's not
necessary to do f eedbac k on th is activil).
Step 3 Tell students to write five sente nces .... :'" rr
e,
' have etc. Mon itor and help w ith ideas . Ther :::~ : :r::~ (l
pairs to take turns saying their sent en ces, ana : r:: ' :::;;r:r:: r
says Me too ,l'm not or ' don't. Monitor and correL: ,,-:
language problems. Conduct brieffeed ba ck.
VOCABULARY The Vocabulary Builder
Aim
To present and practise using The Vocabulary Builder.
Step 1 Read the explanation to students or get them
to read it and check understanding: Where can you lo ok
when a new word appears in the book? (The Vocabulary
Bu ilder), What information is there? (The new word, sp ace t o
translate, an example sentence and other examp les) , Wh en
can you use it? (In class to look up a new word, to test each
other, at hom e befo re and after class to remembe r t he
words),Are there any exe rci ses? (Yes , at the end of each un it).
Step 2 Tell stud ents to loo k at the first two pages of The
Vocabulary Builderfo r Un it 1 and to do 1-3 in A. Monitor
and help with any pro bl em s. In pairs they compare their
words.
Step 3 Put students in groups offour and five and tell
them to close their Vocabulary Builders. Tell them they
have three minutes to writ e all the w ords they remember.
Get them to stop after three m i n utes and ask how many
words they remember. Get the group with the most words
to tell the rest of the class the i r list.
02 STARTER
Optional activity Start a vocabulary box of new words.
Give each student two slips of paper. On one side they
write a new word and on the other they write the meaning
or a translation in a monolingual class . Then they stand up
and ask two or three students What does .... mean? Write
the question on the board . Collect the slips and keep them
in a box or plastic envelope . At the end of each week add
new words and repeat the procedure.
GRAMMAR The Grammar reference
Aim
To present and practise using The Grammar reference.
Step 1 Get students to read the exp lanation box or read it
out to them and check understanding: What information
is in the Grammar reference? (It has explanations with
examples, sometimes it has extra information and there
ar e more exercises), How do you know which page to look
at? (In the grammar sections in the unit there is a symbo l
with page reference), When canyou use it? (In class or at
home). Tell students in pairs to find out which grammar is
on pa ges 146,152,157 and 158. Conduct brieffeedback.
Answers
_
pa ge 146 = The past simple
~ :Jage 152 = Presentperfect 1and 2
_
9age 1 57 = Will / Won't for predictions, Verb patterns
=e
r
adjectives and Revision
J
-:
:::315e :'58 = Be th in king of+ -ing, Adverbs and Revisi~
Se2-"
s:_::e - s to individually read the Gramm ar
'"=,,',,-:,, ::' :r:: 5: ar:er Un" s on pag es 144- 145 an d fin d
:-'""
-,, 0'. :: ,,:,,3:= r "'':;'''''''3: on. - hen put t hem in pairs t o
5e3-"
::_:,,-: 3 ' 0 di 'dua lly choose one exerc ise
a-::: :
.:r ::r 31d 'le p wi h any problems. In pairs
:r". ::~::a'" a-s .\ers before che cki ng in open class.
C:-: _:: :' ,, " =eedback. Tel l them to do the other exercises
SPEAKING
Aim
To provide controlled speaking practice in talking
about different ways of learning English.
Step 1 Tell stu dents to read the ideas for learning English
with Outcomes in A, and look at the sentences in Band
de cid e what thei r answers are for each idea. In pairs they
say one of a- e in Bfor the ideas in A. Monitor and correct
an y lan gu age problems. Conduct brief feedback on their
ideas and check anything they don't understand.
02 STARTER 15

01 PEOPLE AND PLACES
SPEAKING
Aim
To provide controlled speaking practice of introducing
yourself.
Step 1 Ask students to look at the photo and read the
speech bubbles. Ask them: Do they know each other? (No,
they are meeting for the f i rst t ime.)
Step 2 Tell students to listen to the conversation. Write
the conversation on the board and show students the
intonation. Dri ll in open class, then get students to practise
in pairs.
~1.1
A: Hello. I'm Mlgue l. What's you r name?
B: Dasha. H i. Nice to meet you .
Step 3 Tell students they are go i ng t o go around the
room and introduce themselves to as many students as
possible. Erase the names from the board and model the
conversat ion with a student in open class. Then get them
to stand up and practise the dialogue. Monitor and co rrect
any problems with intonation.
Step 4 Tell students to look at exerc ise C. Write the
st ructure on the board: Who 's that? That's Yuki.
What's his / her name? Marco / 1don 't know. Rub out the
nam es and ask students to ask and answer questions in
pairs us ing the structure from the board. Conduct feedback
by ask i ng Who 's that? or What's his / her name?
LISTENING
Aim
To develop listening for specific information.
Step 1 Tell students they are goingto listen to a student
hav i ng an intervi ew at an English-lang uage school. Get t hem
to read the sentence s in exercise A. Che ck unde rstanding
e.g . What does family name mean? (your surname e.g. Smith) ,
What preposition do we use wit h places? (in).
16 OUTCOMES
Step 2 Tell e :::: 5":::- 3'lQ ick (v) the sentences
th at are true. Pia} :r:: '::::'~ ng . Put stud ents in pairs to
comp are ans wers ar:; = r::::::5sary, play th e recording again
before check ing ars:.::·~ - ::::e
r
c ass.
Answers
IT
2F
3::
:;c
~1.2
I =Ivy; M =Miguel
I: Hi. Come in. Si dc:.-
ra~es .<y. 'm a teach er
here . Wh at's you' na~::
M: Miguel.
I: Right. Hi .Nice 0 ""ee: _:
_ _.:-:; :."a: ·s your
surname,Migue ?
M: Sorry?
I: You r su rn ame. YOlA' ~~ rarre_
M: Oh, sorry.It'sHer ar :;:::. - -3::; --t -
-
-A-
-D-E -Z .
I: OK.And w here are )v~ =,:::.r ',' -guel?Spain?
M : No, I'm not. I'm rorr ','ex::::::
I: Oh,OK. Which pa
M: Chihuahua. It's ·n he or;:
Step 2 Te ll stude nts to 5:e- aga and correct the
se ntences in exerc ise A. " 3) : re recording and pause after
eachpieceofinforma- en :::: 3 0 VS udentstimetowrite
their answers. Ask s UGer):5:0 compare their answers in
pairs, then chec i n oce" c ass.
Answers
2 His f am ily nafT'e 's -1ernandez.
3 He's from Mexico.
5 Chihuahua is ·n he north.
GRAMMAR Th e verb be
Aim
To present and practise the verb be.
Step 1 Write He's f ro m Spain on the board and underline
He's , ask students w hat the full form is = He is, and write
that on t he board .Te ll them when talking in English we
often us e the short form when sp eaking. Ask them to

look at exercise A in pairs and writethefull form.Check
answers i n open class.
An swers
You are, He is, She is, That is, We are, They are
Direct students to the gram mar referen ce on page 146 if
they still seem unsu re.
Step 2 Tell students to rea d exercise B and complete the
conversation with t he correct sho . "'orm of th e ve rb be.
Do the first one as an example. 0 ~O', g ivin g parti cu la r
attention t o the weaker stude n ' s. Ge : s-<Jdents to compare
answers in pa irs. Play recording _.
"5" ~ :0 c eck answers.
Ask students to read the aud ioscr i ?: er sage =- 7=- 0 che ck.
Answers
1 name's
2 I'm
3 What's
4 what's
5 It's
6 That's
7 where're
8 I'm
9 I'm
10 It's
Tip With a weaker class ask students to li s"e
r
3 r :; :-:::.
with the audioscript at the same time.
Step 3 Put students in pairs and ask them to prac: :;::
reading the conversation. Tell one student to be ' g~E __
the other to be Ivy, then to swap. Monitor and corree;: a r
,
pronunciation problems .
Optional activity Give st u dents four minutes to memo's::
the conversat ion. Tell them to close their books. The n pu:
them in g roups of three, one student is Miguel and o ne
is Ivy, the third student can look at the dialogue and help
them when they can 't remember. They then rotate unti l
each student has bee n the 'helper'.
NATIVE SPEAKER ENGLISH surname
Read the box to students and check they understand by
asking What's an other way of saying yourfamily name?
(S urname). Ask them if they have a similar expression in
their language .
VOCABULARY Countries
Aim
To present and practise countries.
St ep 1 Ask students which coun trie s t hey are from and
tell them which part of the world that is, e.g. Student:
I'mfrom Italy, You: It's in Europe . Then tell them to look at
exercise A and in pairs to match the cou ntries to the parts
of the world, using the example in the book to help them.
Monitor and help with geography. Check in open class.
Answers
Africa = Morocco, Kenya
Asia = Japan, China, Thailand
Europe = Poland, Italy. Ge r many
the Middle East = Jordan, Oman
Cent ra l America = Panama, Mexico
South America = Brazil, Argentina
Step 2 Tell students they are going to listen to the
pronunciation of the countries. Play the recording and get
students to repe at. Pay pa rti cular attention to stress .
~1.3
I
Argentina Braill China Germany 1j:aly JaQilll Jordan
Kenya Mexico Morocco Qman Panama Poland
Thailand
Optional activity For further practi ce, put word stress
bubbles on the board: 000 0, 00 , 00, 000, 000. Get students
to te ll you how many syllables each country has and which
column to put it in according to the stress pattern . (0 000
= Argent ina, 00 = Brazil, Japan, 0 0 = China, Jordan, Kenya,
Oman, Poland, Tha iland, 0 00 = Germany, Italy, Mexico,
Pa nama, 000 = Morocco)
DEVELOPING CONVERSATIONS
,'. r ich part?
Aim
: 0introduce and practise finding out which part of a
p ce someone is from.
S ep _ ;:::3:; ::~: -re ex~lana ion box and check
_- : :: -:;:3-:
-5
- ::;,', ~~es yas where in Mexico Migue l is
-r- ~
'.
-
:.-
:~'": / . rg : ex:ra information does he give?
:3 -- .... .=--- ...
:: : : ::: : rerexamples, e.g.J'm !romSevifle.
S ep 2 -:: s:~:;er - s·o look at the map of Fra nce and check
: r::,' .r:,', r r.n , south,east, west, and which d irect ion
: r::,' a-::
- E : em to complete the senten ces in exercise A
:; , :;~a) sing the pla ces on the map. Do the first one
as a r ::xarrple. Monitor and help with the target la nguage.
\ ~3 '5 as< s·ud ents to compare answers before checking
in o~e class.
Answers
1 Paris
2 Lille
3 Toulou se
4 Strasbourg
5 Nantes
6 Moulins
Step 3 Tel l stude nts they are going to have conve rsat ions
like the examples in exercise B. They can use countries from
Vocabul ary or cities / areas in their countries. Get them
to ask yo u as a model, then model with a strong student
in open class. In pairs tell them to have the conversation.
Monitor a nd help with any language problems. Conduct
brieffeedback on where students are from .
01 PE OPLE AND PLAC ES 17

01 PEOPLE AN D PLACES
Step 4 Get studentsto readthe question in exercise C.
Check parents = yo ur mothe r and f at her; grandparents =
your mother's or father's parent s. Put st ud ents in pairs
t o ask each other the quest ion. Monitor and correct as
ne cess ary. Condu ct brieffeedback.
CONVERSATION PRACTICE
Aim
To practise using the language learnt in the unit so far.
Step 1 Tel l students they are g oing to have conversat ions
using the question s given in A. Give them t ime t o prepare
t heir answers. Mo nito r and hel p wit h language .
Step 2 When students are rea dy tel l them to sta nd up and
ask as many st udents as possib le, st ar ting the conversatio n
w ith What's y our nam e? M onito r and correct any language
problems . Ask a cou ple of students t o tel l t he class what
they know about theother studentsinthe class.
VOCABULARY Describing places
Aim
To practise expressions used to describe places.
Step 1 Ask students what places t hey v isit when they go to
another town or city, for example = a restaurant, a mu seum,
etc. Then tell them to look at the ph ot os and to individu ally
match the words inthe box tothepictures. Do thefirst one
as an example. Monitor and help th e w eake r students . In
pa irs student s compare their answe rs.
Tip Fo r ext ra practic e ask st ud ents how many syllables
each word has.
Answers (number of syl lables in brac ket s after t he word)
1 a restaurant (3)
6 t raffic (2)
2 a river (2)
7 an art gilllery (3)
3 a church (1)
8 a beach (1)
4 afactory(3)
9 a cathedral (3)
5apark(1)
10 a p£!ace (2)
Di rect stu dents to t he Vocabu lary Bu il der for more
information about the words on page 3.
Step 2 Ask studen ts What's the plura l of church?= churc hes,
and write it on the board.Tellthem that when aword
en ds with 'ch' we for m the plural by adding 'es' . Ask What's
the plural offactory? =fa ctories. Tell them t hat w hen a
wordendsin 'y', itchangestoan 'i'.Askthem Howdo we
normally make a plural in Eng lish? = add an 's'. Te ll st udents
to w rite the plural ofthe t en words. Monitor and co rrect as
18 OUTCOMES
neces sa ry. Eli cit w hich word has no plural = traffic. Why? =
Becau se it's an uncountable noun. In pai rs ask them t o say
t he plu ral to ea ch ot her. Check spelling and pronu nciati on
in open class.
Answers
1 rest aura nts
2 river s
3 churches
4 fa ctories
5 parks
6 traffic, no plural
7 art gal leries
8 bea ches
9 cat hedrals
10 palaces
~-------------------------------------- ~
Step 3 Pu~ stuoen-s in Dairs and tell them to say three
other things or ~ aces ." your town. in open class write a
list on the boaro ar ::; re Ds~udents with pronunciation.
Tip Start a pos:er r :"e c assroom with the title Places in
my town and aG::: : re :e~s ·com today's lesson . Each time
new placescome ~S se: s:~den~s toadd tothe list.You
can use it in l a~er:: asses ~~. 'e. sion.
READING
Aim
To develop reading ski:..:.s for general and detailed
information.
St ep 1 As k stuaer:s ... r::.:: : r::. Ye cram and is t he place
nic e, why / why r:::- ::::r : ... :.~
=si:udents say th ing s
w hich are gra mrra:::a -'
r:::,,:::::o JUSl \ ant to see
if t hey can re me~ s::- :-:: .::a::_ aJ' cram the previou s
exerci se.
Step 2 Tell stua er:s:: r:. =_a : re ad hefour textsand
answer the aLes: :-s r:a ' S : re;, ::ompare their answers
before chec.< ing r ::::r :: ass
Answe rs
Jeff: 1 e '" ::rrre.
-
:r:: S~Jl of Eng lan d
2 it's genera -' a r ::: ::: a:e, r ice beach, lovely
co unt rys·Ge =_-= r:: -- ~::r to do; no cinema s or art
ga lleries.
Nancy: 1 ~"'::.:a e :re miod le of Cal iforn ia, t he USA
2 It's no r:e a ::;: u~ c(me and not many jobs.
Rolando: 1 Se. e
- he sou th-west of Spain
2 ': 's a g'ea: ::J ace , lOts of nice cafe s and re staurants, a
grea~ ca : re.Js , a rive r and lot s of beautiful parks.
Yu Tsan: 1 -re yang, north-east ofChina
2 : '5 0 . 0 soffactories, people and traffic, but aIso lots
o· paces -0 go shopping, and grea t old buildings.
Step3 Tell studentsto read thefour texts again and
decide wh ich is the best / worst place for them and why.
Give them t ime t o prepare t heir ideas and them put them
in to pairs to comp are. Conduct fe edback in open class by
aski ng if they agree, why / why not ?

GRAMMAR there is / there are
Aim
To present and practise when we use there is / there are.
Step 1 Get students to read t he explanati on box, or read
it out to them, and tell them t hat w e use there's with
singular nouns and there are wit h plural noun s. Check
understanding by getti ng t hem to 'e ll you whi ch nouns are
sing ular (beac h, countryside) and : :hich noun s are plural
(c afes, restau rants, bui ldings).
Step 2 Ask students t o transla e t he exarr9.es in the
exp lanat ion box into t heir own la guage a~o 'lotice
any differen ces. In monolingual c,asses a5 s: udents
to compare their t ransla t ion s. In mu l: ' ~~>a asses
ask students to work in pairs and tell ea(~ ::~er "'~he
sentences were easy to t ranslate and \" r e : ~er : ~e; vere
able to translate them w ord for word. Is : ~e g'a~~ar he
same or different in their langu age?
Alternatively If you prefer not to use tra ns a::~ as·
students to notice the pattern = there is + s· r~> ,,' -: _- 5
and there are + plural nouns .
Step 3 Tell students to add there's or there are : 0 : ~"
sentences in exercise B. Remind them to loo k a· - re
noun and decide if it's singular or plural. Do the fC --=
as an example .
Step 4 Read students the pro nunc iation box and tell < =~
we pronounce there's as /beaz/ and there are as / b eaf a .
Drill the pronunciation as a class. Then play the reco rd irg
to chec k their answers to B. Play the recording again anG
get students to repeat after each senten ce. Put stude nts
in pairs and ask them to pra ctise saying the sentences.
Monitor and co rr ect their pronunciation .
Answers
1 There 's
2 There are
3 There are
4 There's
~1.4
5 there are
6 there's
7 There are
8 There's . there are
1 There's a cinema in the town.
2 It's nice. There are lots of trees and parks.
3 There are lots of hotels near the station.
4 It's not very safe. There's a lot of crime.
5 It's not a bad place, but t here are too many people!
6 It's a nice city, but there's a lot of traffic!
7 There are some nice shops and restaurants near here.
8 It's OK . There's a nice beach and there are a few cafes.
Step 5 Tell students to read the sen te nces in exercise Band
decide whi ch sentences describe the pla ce they are from.
Tell them they can change them from pos itive to negative
if necessary, e.g . There isn 't a cinema in my town. In small
01 PEOPLE AN D PLACES
groups they tell each other about the place they are f ro m.
Conduct brief feedback in op en class.
Direct students to the grammar referen ce on page 146 if
they still seem unsure .
SPEAKING
Aim
To provide fluency practice of using there is / there are.
Step 1 Tell students to think about three places they know
well, either in thei r own country or other countries. You
couId give your own exampies using there is/ there are and
the vocabulary f ro m the unit. Giv e them time to prepa re.
Put them in pairs to tell each other about the places .
Step 2 Te ll students to th in k about what's the best place /
worst pla ce to live in their country, and why. Give them some
tim e to prepare and then put them into groups offour or
five and tell them to discuss their ideas and say whether
they agree or disagree with their partner's opinions. Monitor
and take notes on the correct and incorrect la nguage they
use fo r a correction slot at the end . Conduct brief feedback.
pp. 20-21
Next class Make photocop ies of
lAp.144and1Bp.145.
V OCABULARY Jobs
:- PIe-Se.... j obs and p l aces where people work.
Step -~ 5::xe'c se acts as revision for students and lets you
5:: ... ~,,: :~eJ now alrea dy. Tell students to write as many
.::5 ,,5 :~e; can in one minu te. Make it competitive by timing
:..: . =::,,' :-e m i nute tell them to stop and ask how many they
r a, e ::,,~ : ne studen t with the most jobs to write their list
er : - e sea d. Check that the other students understand. Add
ar
J c:rers th ey have to the list on the board .
Step 2 - e I stude nts to find what jobs people in the class
do.'~:ney are not sure how to say it,tell them to ask you.
or loo in ~he ir dictio naries. Then ask How doyou ask
someone about the ir job? = What do you do? and write
this on the board. (What's your job? is al so possible). Then
get a studen t to ask you as a mode l. Tell students to stand
up and ask t he question to as many students as possible.
Mon itor and correct as necessa ry. The n put them in pairs to
tell ea ch othe r what jobs the other students do. Model fir st,
e.g. Luca is a doctor. Co nd uct br ieffeedback.
01 PEOPL E AND PLACE S 19

01 PEOPLE AN D PLACES
Step 3 Tell students to read the j obs and places the people
work. Check: shop assistant = someone who works i n a
shop; nurse = someon e who hel ps the doctor; civil servant =
someone who works in government administration; a
department st ore = a large shop divided into different
sections selling different things (you could give a loca l
exa mple). Tell them to match thejobs to the places people
work, do the first one as an example. In pairs they compare
answers before checking in open class.
Answers
1e
2f
3a
4b
5g
6d
7c
8h
Step 4 Tell students to look at the pla ces in 1- 8 in exercise C
and decide which pla ce is big ger / more important in each
case. Do the first one as an example. In pa ir s they compare
befo re checki ng in open class. Allow different optio ns as it
w il l depend on the student's op inion .
Suggested answers
1 a department sto re is bigger
2 a hospital is bigger
3 a local gove rnm ent office is big ger
4 a studio is more important
5 a big hotel is bigger
6 a un iver sity is bigger
7 the traffic department is bigge r
8 a restaurant is bigger
Step 5 Ask students to read the conversation i n exercise
E and t o prepare what they want to say by changing
the job and the place. Model the exercise with a strong
student in open class. Then put them into pairs to have the
conv ersations. Conduct brieffeedba ck in open class.
lA see Teacher 's notes p. 136.
LISTENING
Aim
To develop listening skills for specific information.
Step 1 Tell st udents they are going to hear f ou r people
talkin g about their jobs and the pla ces they work. Tell them
to listen and ci rcle the correct words. Give them time to
read the sentences and the n play the recording. In pairs
they compare before check ing in open class. If necessary,
play the recording again before checking.
Answers
1 doctor, hosp ital
3 civil servant, office, OK
2 teacher, school , enjoys 4 waiter, cafe , po lice man
20 OUTCOMES
~1.S
Conversation 1
A: Hello.
B: Hi. It's Jan, isn't it?
A: Yes.
B: What do you do, Jan?
A: I'm a doctor.
B: Rea lly? Wh ere do you work?
A: In a hospi al in Warsaw.
Conversation 2
C: So,Lara,w a·doyou do?
0: I'm a teacher.
C: Oh, rea lly? here do you work?
0: In a seco ndary schoo l in Bristol.
C:Doyouenjoy'-?
0: Yes, it's grea:.
C: WhatdoyOJ :ea:: ?
0: French.
C: That's go od. S' G:;~ : spea Fre nch!
Conversation 3
E: Marta,wha- de:~~ :;::?
F:I'macivilse .e
r
:.
E: Where do yot.. .'.::- '
F: In a loca l gc.e,rrrer : :::':::e · Braz il.
E: Oh, yes. Wha: :::a- .- = ::',, :
F: Rio Branco- ~ :~e .:':~.
E: So do you e~_::-, "
F:Yes,it's0 .
Conversatio n 4
G: W hat do,::_ :::: = ::::o ?
H:I'ma\ a':e'
G: W hereG:::::_
.'.::'.,0
H: In a care - :-e ::e-:re Hown - near the cathedral.
G:O .Dc:-_e~_::_ : '
H: o· 'ea
."3 ~: a a Uerent job.
G: 0 ? •• ~a::::: '::J :.an 0 do?
H:Ido ':
-:: :.
-
~ayoe becom e a policeman.
Step 2 -e s:_::e~:s 0 read the audioscript on page 170
anc D a: :re ';::::'ding aga i n. The n in pairs they choose one
0":"e ::::~.e'sa: :: S and practise it in pairs. Monitor and
he :. : - :;'::- nciation .
LANGUAGE PATTERNS
Aim
To draw students' attention to some common patterns
using want to ... .
Step 1 Ask st udents to look at the sentences in the
box and notice the similarities. Ask them to tran slate
each senten ce into their own language an d notice
any differen ces . In monolingual classes ask students
to compare their translations. In multilingual cl asses

ask students to work in pairs and tell each other if the
senten ces were easy to translate and whether they were
able to translate them word for word.
Step 2 Ask students to cover the Eng lish tran slations
and translate the sentences back i nto Engl ish us ing t heir
translati o ns. Then ask them to comp are their trans lat ion s
in pairs against the book.
Alternatively If you prefer not to use t ran slation, as k
students to notice the pattern = want + full infinitive.
Check understan ding by getti ng t hem to te ll you wh ich
verbs come after want i n each senten ce (to do, to go,
to become, to study. to be ).
READING
Aim
To provide fluency practice in talking about jobs.
Step 1 Tell students they are going to read three texts i n
which people talk about their jobs. Ask them to read the text
and answer the questions in A. Check answers in open class.
Answers
1 a designer
2 a journalist
3 an engineer
Ste p 2 Tell students to read the texts again and decide
whichisthe best joband why.Givethem time toprepare
t heir ideas then put them in pairs or small groups t o t ell
eac h other t he ir opini ons . Conduct br ieffeedback.
Step 3 Ask students to looka ~he wordsinbold and
translate them into t heir own language. See ;~ here are
any they ca n't translate.
Al tern atively If you prefer not t o use trans lat ion ~ e
students to look at the Vocabulary Bu ilder pp. 3-4. C ec :
get up = when you get out of bed in the morning; boring =
the opposite of interesting; angry = strong fee ling towards
someone that makes you want to shout at them; kids =
informal word for children.
Step 4 Ask students to complete the sentences individually
in exercise C with the words in bo ld. In pairs they compare
answers before checking in open class.
Answers
1 start
2 angry
3 because
4 manager
5 boring
6getup
7 kids
8do
9 interesting
- --- ----
--
Step S Ask students to choose one of the three people
in the t exts and, in pairs, to have conversations using the
questions in exercise D. Model by getting a student to ask
you in open class. Monitor and correct pronunciation.
01 PEOPLE AN D PLACES
GRAMMAR
Present simple questions and answers
Aim
To practise present simple questions and answers.
St e p 1 Tel l st udents to re ad the explanation box and check
unde rst and ing, When do we use the auxiliary verb do?
(To m ake qu est ion s and negatives.) What's the difference
between do and does ? (We use does in the third person
singular = he, she, it and do with all others.)
Step 2 Tell students 0 comolete he sentences inA with
do, does, don 't or doesn 't individually. In pai rs they compare
answers before checking in open class.
Answers
1do
2 does, don 't
3 does, doesn 't
4do
SDo
6 don't
7do
8 Do, don't
Direct students to the grammar reference o n page 147 if
they still seem unsure.
Step 3 Ask students to put the words into the correct order
to make questions, Do the fi rst one as an example. In pair s
they compare answers before checking in open class.
Answers
1 What time do you get up?
2 How do you travel her e?
3Whendoyougotobed?
4 Whe re do you live?
5Whodoyoulivewith?
6 What do you do in your free time?
7 How m any languages do you speak?
Step 4 s< stud ents t o i ndivi dual ly match the answers
,
exercse C ;: 0 the quest io n in B. In pairs they compare
a~ s .· ers gefore check ing in open class.
Answer s
:g2e3d4bSc6a7f
1B see Teacher's notes p. 136,
SPEAKING
Aim
To provide practice in asking questions in the present.
Step 1 Ask students to choose five questions from
pa ges 20-21 to ask another student, and to write one
more question of their own. Monitor and help with their
questions, Then put them in pairs to ask each other their
questions. Tell them to try and memorise their questions,
not just read them. Monitor and take notes on their use of
language for a correction slot at the end,
01 PEOPLE AN D PLACES 21

I
02 FREE TIME
L
Next class Make photoco pies of
2A p. 146.
VOCABULARY Free time activities
Aim
To present and practice talking about free time activities.
pa i rs to compa':: ""s ... ::'s ~ "ecessary, pl ay the recording
ag ai n beforecre:: "5 "rS".e's n open cl ass.
Answers
I oman
Man
sport
does n't like
wa lkin
doesn't l ike
::
loves
Step 1 Lead in by asking students to look at the photos
loves
and tell you what the people are doing (chatting on the
Internet, dancing, playing basketball)
Step 2 Tell students to read the vocabulary box and
check understa nd ing of going out for dinner = eating in a
restaurant. Put students in pairs. Tell Student A to act or
draw a n activity from the box and Student Bto guess the
word / phrase. Model the act ivity in open class first. Mon itor
and help w ith pronunci ation problems. When students have
fi nishe d, ask t hem to change roles and repeat.
Step 3 Tell students to w rite a different activity from
exercise A for each of t he statements in exercise C. Monitor
and help with any lan gua ge prob le ms. Put students in
different pairs to tell each ot he r their ideas, and see ifthey
agree. Conduct br ief fe ed bac k on what t hey agreed or
disagreed with.
LISTENING
Aim
To develop listening for specific information.
Step 1 Tell students they are going to listen to a you ng
m an a nd w oman talki ng about what they like and don't
like. Get the m to look at the pictures and , quickly in
pai rs, decide w hat they think they like / don't like. It's not
nec essary to do feed back at this stage.
Step 2 Tell stude nts to listen and compl ete t he table with
doesn't like, OK or lov es. Play t he record ing. Put students i n
22 OUTCOMES
~2.1
A: Do you r e:: -;: s::--:1
B: No. I'", .::
:,,: ,,: 5::--:
...
a abou you?
A: Yeah,'- s §'::,,: :.:::: 3) g ennis and
bas e:::"
.
:: ".Cl in g?
B: 0- ':5::'"5:. -,,:a~outyou?
A: It's 0,
."5:rg:::"epar.
B: Do) oJ ·":":"g :::: rrpu ergames?
A: 0,re:'"" . :. -3:aaou yOU?
B: Ilo.e : :5'E" • gooofun.Doyou likegoingto
the:: "E--:;
A: Yes, : 5 5'::":
B: C.E : :::::::0 ouwantto seeLoveTrain?
A:~--"-
e film s'. Ili ke horror films.
B: 0",
Step 3 -"
5:_:E":s'0 read the a udioscript on page 171,
ano :: "; : -E ',,::OfGlng again.Then put student s in pairs to
orae: se "".
-g - he conversati on.
NATIVE SPEAKER ENGLISH
ASK s;:uoen 5 0 read th e box and check that they
Jnoers and by asking What's another way of returning a
quesrion someon e asks? (What about you?) Ask them if
they have a sim ila r expression in their language.

SPEAKING
Aim
To provide controlled practice of talking about free time
activities.
Step 1 Ask students to look at the d ia logue in the Native
Speaker Eng lish box and tell them to ask ea ch other
questi o ns about free time activities from Vocabulary, or u se
their own ideas . Write t he res ponses on the board =
'-----"" ~
~.lo..
I love it; It's OK; Not really and What about You?
Drill the intonat ion.
Step 2 Mode l th e activi t y in open class by getting a strong
student to askyou and use t he responses. Monitor and
correct any languag e proble m s. Conduct brief feedba ck by
asking students to tell you w hat t heir partner thinks about
the di ffere nt free time act ivities .
GRAMMAR Verb forms
Aim
To present and practise verb forms .
Step 1 Read out the explanation box and check
understanding: What verb form comes after li ke? = verb +
- ing; What verb form comes after want? = infinitive. Get
t hem to look at exercise A and write full senten ces from the
notes . M o nitor a nd help with a ny problems. Get students to
co mpare answers in pairs befo re che cki ng in open class.
I Answers
1 Ilike meeting new people.
2 My daughter wants to geL a ne J phone.
3 My sister loves playing tennis.
4 I don't like shopping .
5 Do you like dancing?
6 Do you want to go out this weekend?
Step 2 Tel l students to w r ite two d ifferent se nte nces
about their free time for each of the sentence starter s in
exercise B. Put two examples of your own o n t he board ,
e.g . I lo ve dancing, I don't really like swimming.
Step 3 Put students in pairs to tell each other thei r
sentences. Ask them to find two things that are the
same. Monitor and correct any prob lems with verb for m s.
Conduct brief feedback on what was the same. Direct
students to t he grammar reference on pa g e 148 if they stil l
seem unsure .
Optional activity For extra practice, you could get t hem to
extend the dialogue e.g.
Do you like ... ?
Yes / No. What about you?
Yes, I love ... / No, Idon't love ..
Write the stru cture on the board and m o del the acti vity
with a strong student f irst.
2B see Teacher's no tes p. 136.
DEVELOPING CONVERSATIONS
Arrangements
Aim
To introduce and practise making arrangements.
Step 1 Read out the explanat ion box and check
understandi ng: W hat te nse can we use t o make simple
arrangements? (The present sim pl e. ) Wha t exa mples are
there in the dialogue? (Do you want t o ... ? Where do you
want to meet? Is ten OK?)
Step 2 Te ll students to match each quest ion i n the box
inAtoapairofanswersin1-5.Dothefirstoneasan
example. Monitor and help with the target language. In
pairs ask stu dents to compare answers before ch ecking in
open class .
Answers
1 Wh at time do you want to meet?
2 What time does the film finish?
3 Do you want to see Monsters 6 on Sunday?
4 Do you like going to the cinema?
5 Where?
Step 3 Put st udent s i n pairs and tell them to write thre e
different short conversations us i ng t h e questions an d
answers in exercise A. They ca n u se ac ivit ies from t he
Vocabulary box on oa ge 22 to help. Get them to ask you
as a model, he mode v' h as rong student in open
class. -
e" ou: ::.0 oa ·rs tooether to say their dialogues
o ea::: ::::"e' ' ,'0'" :or and help wit h la nguage
Sf::::; e~s C:::"Gu C: bri ef feedba ck on where they're
LISTENING 2
Aim
To practise listening for specific information.
Step 1 Tell students they are going to hear two
conversati ons where people are making arrangements. Tell
t h em to l isten and choose the correct words in the notes.
Play th e recording and get them to compare answers in
pa i rs bef ore checking in open class . If necessary, play the
recor d ing again.
Answers
Saturday = 1 m atch 2 Green Street station 3 four
Sunday = 4 Italian 5 one 6 cathedral
02 FREE TIME 23

-
-
~----- ------
~..----~ -., . -
-..-~
-
-
-
--
''< 02 FRELTIME '
,"
-,
•
~r
'>
x;."
~
•
"
~
..~ ,
~ 2.2
Conversation 1
A: Do you like watching football?
B: Yeah, It's OK,
A: Do you want to watch the match on Saturday?
B: Where?
A: In a cafe in town, It's on TV,
B: OK, What time does the match start?
A: Five,
B: So what time do you want to meet?
A: Is four OK? We want to get a seat.
B: OK, Where do you want to meet?
A: Outside the Green Street train station.
B: That sounds good, So four o'clock outside Green
Street station,
A: Yes.
Con v ersation 2
C: Do you like Italian food?
D: Yeah,Ilove it,
C: Do you want to go for lun ch on Sunday? There's a
really nice Italian restaurant near here,
D: Yeah. That sounds good, What time do you want
to meet?
C: Is one OK?
D: Yes. Where?
C: OutSide the cathedral.
D: OK,
Step 2 Ask students wh ich they think is better - lun ch with
Tina or the match with Jack ?Why? Model by givi ng your
own examp le, e,g, I th ink it's better to go with Tina, because
I love Ita li an food and Idon't li ke football . Put students
in pa i rs to discuss, Monitor and help with any language
problems, Conduct br ieffeedback.
CONVERSATION PRACTICE
Aim
To provi de conversation practice of the language
practised in the unit so far.
Step 1 Te ll students they are going to have similar
conversa t ions to the ones in Developing conversations and
Listen ing 2. Tell stude nts to individual ly write notes ab out
two th ings t hey want to do at the weekend (on Friday
night, Saturday or Sunday) and to decide where they want
to meet and what time, Give them time to prepare their
answe rs, Monitor and he lp w ith target language,
Step 2 When students are ready, put them in pairs and tell
them to make arrangements for the weekend, Monitor and
correct thei r use of language, Conduct brieffeedbac k on
what they arranged to do with their partner.
Tip With a weaker class get them to look at the audioscript
on page 171 for useful phrases to use,
2 4 OUTCOMES
_
pp.24-25
VOCABULARY Daily life
Aim
To present and practise expressions about daily life.
Step 1 Ask students' 0 say three things they do in their
daily lives, e,g, have brea 'ast, go to work, have a coffee.
Tell them to loo at the activi"iesin the box and write
t he activity next to "he e:ters a- h . In pairs they co mpare
answers before chec rg ' n open class,
Answers
a go out for dinner
b go to a concert
c watch the news
l! have a sho wer
e sleep
~:: ish school
g do homework
~se: p/gotobed
Step 2 Write three C8 ~~ ~~ :~ :"e bard: in the morn ing,
in the afterno on , or r qr: :: ::::,', re'l oeople no rmally do
the activities in he 0 :::~'::S ;;~::; ".' -e hem in the corre ct
column on theb a'c
Suggested answe rs
inthemorning= n c.::a~~:...::'ge: p
in the afternoor = ~r ~~ ~:~:: GC ~o ework,
atnight= gotoa(:::~:::-: ••a::~ :"ene vs.gotobed
L___________________________________
Step 3 Ask studer:~:: -::; ~ _ ='
:; a he other
activities in exe rc 5:::" a-::;::; a:e:re 3Cli Vi ies in the co rrect
columns, Te ll - "e~ :-a: :-::':: ~a: c" 0 her possibili ties,
but to th in c~:. ~::- ::::: :: r::;rrra / do '-hem. Monitor
and help ou: ... :- a-.
:.:::; ::~s , n pa i rs students compare
ans wers be~o'" :-:::.
-
:::;e- as s,
-
Suggest ed a S\ ers
in the rrorr rq = - a.::a 5"0. er, have acoffee, have
brea kfas :
in t he oJ-<:e rr:::: r = 5e: n me from work, do homework,
leave ".c·,
-C .e ~r:'1 , fini sh school
at nlgr: = 5: :_: =:' oinner, go out danCing, go to a
COflce-: : e,,::; 5: - 0 bed, drink whisky
St ep 4 - e 5:j::;e~:sLO look at the words for two m in utes
a G - ~, ::: ~::~y se em. Then to close their books and
' r ~3 '5 :-e,':" each other how many they remembe r.
CC%~::: :;' e~ ~eedba c k on who re membered the most, and
'."a: ".,,'e :ney,
TIp 0 can use the activity as a dictat io n, One stude nt
:e 5: e other what they remember and the other has
10 ('e hem down, At the end see whichpair has the
mos act iviti es ,

"
"
02 FREE TIME
GRAMMAR Adverbs offrequency
Aim
To present and practise adverbs of frequency.
Step 1 Read the exp lanation box to students and check
understa nding: Which word s tell us how frequently the
person does the activity? (always, usually), What is the
pos ition in the sentence? (a fter the subject = I, and before
the verb).
Step 2 Get stude nts to look at the line in exe rcise A and
check understanding: What percentage is each word, more
or less? (usually = 80%, occasionally = 2 5%, hardly ever =
5%) Tell them to individually complete the line with the
adverbs in the box. In pairs they compare answe rs before
checking in open clas s.
Answers
100% always
80% usually
75 % often
50% sometimes
25% occasionally
5% hardly ever
0% never
Step 3 Ask students to try and translate all the adverbs
into their own language. In a monolingua l class, ask
students to compare their translatio ns in pairs. In a
multilingua l class get them in pairs / threes to tell each
other if t he adverbs were easy to translate.
Alternat ively If you prefer not ·0 use transla" ion , ask
students to notice the pattern in the se ntences = subject .!.
adverb + verb.
Step 4 Tell students to tick (v) the sente nces" ha - a'e : ' ~e
for them in exercise B and to change the adverbs n I"e
other senten ces to make them true for the m. Do he 4r5-
one as an example. Monitor and help with word order.
Step 5 Put students in small groups and tell them to take
turns saying their sentences . Ask them to decide who is
most similar to them. Monitor and correct any problem s
with language. Co nduct brief feedback on who is most
similar in each group.
Step 6 Tell students to write fou r true sentences using the
phrases in the box in exercise D and an adverb. Mon itor
and help out with word order. Put them in pai rs to tell ea ch
other. Conduct bri ef feedback in open cla ss.
Direct students to the grammar reference on page 148 if
they sti ll seem unsu re.
READING
Aim
To develop reading skills for general and detailed
information.
Step 1 Ask students briefly to tell you how they spen d
their free time, and what do they do.
Note Do n' t worry if students say th ings which are
grammatically incorrect, you just want to see if they ca n
remember the vocabulary from the previous exercise .
Step 2 Tell students to ind ividually read the three texts and
answer the questions in A.ln pairs t hey compare thei r
answe rs before ch eck in g in open class . There are no
correct answers, it all depends on their lifestyles and opinions.
Step 3 Te ll students to read t he three texts again an d
decide which person does ea ch activity in exerc ise B. In pairs
they compare ans wers before giving feedbac k in open class.
Answers
1 Birgit, Svetlana 3 Bi rg it
2 Frankie
4 Frankie
--- ----- --
5 Svetlana
6 Birgit
7 Svetlana
8 Frankie
Step 4 Put studen s in pa irs to complete the sentences
with t he prepos itions i n bo ld in the article. Check answers
in open class .
Answe rs
1in2to3for4on 5at6for7at8During
-------------
--
--- ---
LANGUAGE PATTERNS
Aim
To draw students' attention to some common patterns
using time expressions.
Step 1 Ask stud ents to look at the sentences in the
~:JX a d notice the similarities. Ask them to translate
eacl- senten ce into their own language and notice
a y d i eren ces. In monolingual cl asses , ask students
·0 compare their trans lation s. In multilingua l classes,
as stude nts to work in pairs an d tell each other if the
sen ' enc es were easy to translate and whether they we re
ab le to translate them word for word.
Step 2 Ask students to cover the English trans lations
and translate the sentences back into Eng lis h using their
transl at ions. Then ask them to compa re their translations
in pai rs agai nst the book.
Alternatively If you prefer not to use transl ati on, ask
students to notice the pattern = once / twice / four times
a + period of time.
02 FREE TIME 25

--
--
02 FREE TIME
SPEAKING
Aim
To provide fluency practice of asking about free time.
Step 1 Tell students to read the questions. Give t hem time
to prepare what they want to say. Then put them into small
groups of t h ree or four to discuss the questions. Monitor
and help with any language problems. Ask them to decide
who is the busiest person in the g roup. Conduct brief
feedba ck in open class .
_
pp.26-27
L
Next class Make photo copies of
28 p. 147.
SPEAKING 1
Aim
To provide fluency practice in asking what people like.
Step 1 Tell students to read the questions and to look at
the conversations i n the speech bubbles. Give them t ime
to prepare what they t hi nk. Monitor and help with any
language problems . Then put them in t o pairs to discuss
the questions. Conduct brieffeedback in open class by
asking them what they have in common.
Optional act ivity Get students to have a class survey. They
interview as ma ny people as they can and write a summ ary
of w hat the cl ass likes about learning English .
LISTENING
Aim
To practise listening for specific information.
Step 1 Tell students to look at the sentences in exercise A
and decide who would usually say them - a teacher, a
student or both. In pa i rs they compare their answers. Tell
students they a re going to listen to a teacher check i ng the
answers to exercise A with her class. Play the recording to
check their answers .
Answers
1 teacher
2 stude nt
3 t eacher
4 teacher
5 both
26 OUTCOMES
6 teacher
7 both
8 both
9 t eacher
10 both
~2.3
T =teacher; 51 =student 1; 52 =student 2;
53 =student 3; 54 =student 4
T: OK.Stop there! Now compare your an swers w ith a
pa rtner.
51: Sorry.Can Igotothetoilet?
T: There's only five more minutes till the end of class.
51: I need to go now.
T Oh, OK.
51: Tha nk s.
T: OK. Let's check the answers. Number one - match
t he words and pictures?
52: Teac h er.
T: Yes.And two?
53: Stude nt.
T: Yes. Th ree?
52 : Teacher.
T: That's right .Wha
L
c:::es ~urn offmean ?
54: ' Close '.
53: Sorry, I don ' t Under5 : 3~::; _
T: Close, stop a mac ~;o~::; )ou have a d ictionary?
53: No, bu t Pepe has C~E
52: Here.
T: So it's apagar -" 5:3 - 5~
53: OK.
T: OK, weneed:c:-5-
-
= 'E ,,';0 : e ot her answers:
fou r, t eacher-:
.= ::: - 5 :Eac~er; seven, both:
eight, both; - -E : E3:-E' ::: - :; : f--.
52: Ten is both?
T: Yes.
53: Sorry,ha\ cc_:_ 53_ :- 5 .'. :,::;?' , SWEAR'?
T: No. 'Ans\\e'
53: Answer. - ra- 5
T: OK.So.cor -::~=':' ::E e'cse :'.page11inyour
Workbc 5 :' -
:_=5: ::-5'
51: Oh, we:~ 5-'
Step 2 Te l 5: _:=-:.0:: 5:::- "sa
and dec ide wh ich
ofthese :e-:::.0 :. -:.:
-
=' ='C seAtheyhear. Playthe
reco rding _ -
:" '50: _:=-:5 ::::'11 pare answ ers bef ore
c hec king'" ::=- : ,,55
Ans wers
Sentences :' :
.:f:-,8,9,10
VOCABULARY Thi ngs in the classroom
Aim
To present and practise common classroom vocabulary.
Step 1 eaa - he ex plan ation box. Check understanding: How
do ,fa", as . for someth ing in English? (Do you have, ... , ?), How
do you respond? (Yes . Here (you are), or No (i don 't) sorry).
Ste p 2 Ask stud ents to say three things in the classroom, e.g .
t he bo ard , a window, a pen. Tell them to look at the words
in the box and write the object next to the numbers 1-12 .
In pai rs t hey compare answers before checking in open class.

Ans w ers
1 aruler
7 a tissue
2 a rubber
8apen
3 paper
9 seat
4 a pencil
10 boa rd
5 scissors
11 wi ndow
6 a dictiona ry
12 bl ind
Step 3 Tell students to look at the words for two minutes
and tryto memorise them. Then putthem in pairstotell
ea ch which of the w ords from the li st are in t he classroom
now. Conduct feedback on w ho remembered the most, and
what were t hey.
Step4 Inthe same pairs getthem to name,inEnglish,
as many things as they can that are in t he classroom now.
Dothisasarace andgivethemtwominutestodoit.
In open cl ass ask who has the most objects and what
t hey are.
28 see Teac her's notes p. 136.
PRONUNCIATION
Syllables and word stress
Aim
To present and practise syllables and word stress.
Step 1 Read the explanation box to students and check
u nde rstan d ing: How many syllables are there in 'dictionary'?
(th ree ), Wh ich sylla ble has the main stress? (t he f irst),
Wha t happens to the 'a' in the third syllable 'ary'? (it's not
pronounced).Write didionaryon the board and ge s' udenLs
totellyou how largethebubblesare =dicr =0 -ion =0 ary=o.
Step 2 Tell students they are go ing t o hear he pronJ Cla:':::~
ofthe words in exercise A and to mark the vords v"th : "'e
number of syllables and the main stress, as in t he example
on the boa rd. Play the recording. Stude nt s compa re answers
in pairs before listen ing again. Check ans w ers in ope n cla ss.
~ 2.4 and Answers
••
1 sc issors
••
2 homework
••
3 tissue
••
4 mobile
• •••
5 pronunciation
6• '·1
socla
•••
7 cathedra l
••••
8 i nteresting
•••
9 manager
•
10 strange
02 FREE TIME
GRAMMAR a(n), any
Aim
To present and practise use of a(n) and any.
Step 1 Read out the expla nation box . Check unde rstanding:
Which word goes with Singular n ouns? (a), When do we use
'an'? (when the word begins with a vowel:a, e, i, 0, u), What
word do we use with plural nouns? (any), What word do we
use with some singular uncounta ble mouns? (any), Is 'd o y ou
have' the same as 'haveyou got? (yes).
Step 2 Tell stude nts to individua l ly compl ete the questions
in exercise A with a or any. Monitor and help with any
problems. In pairs t hey co mpare an swers before checki ng
in open class.
Answers
1a
2 any
3 any
4a
5 any
6a
7 any
8 any
Step 3 Tell students they are goingto ask each other the
questions and to give t ru e answers. Get them to read t he
speech bubbl es for how t o answer. Write t hes e on the
boa rd = Yes. Here. / No. Sorry. Model the activity with a
strong studen t. In pai rs they ask ea ch other the questions.
Mo nitor and corr ec t as necessary.
Step 4 Ge' s· udents t o read the explanation box and check
unders anding: Whe n you answer a questio n what can
you replace singular nouns with? (one) And with plural or
uncour ~able n ou ns? (some ).
Step 5 - el l students to ask a different person in t he
(ass - e qu esti ons i n exercise A and to reply using No,
D... ~
-
name of someone in the cl ass) has + one / some.
','::::ael in open class w ith a strong student first. M onitor
anG help with problems in the t arget la nguage. Direct
s: dentstothe grammar reference on page 149 ifthey
s- seem uns ure .
SPEAKING 2
Aim
To practise asking questions using Do you have ... ?
Step 1 Ask student s to write five questions to ask
ot her stude nts in the class. M onitor and help with t hei r
questions.Model the exercise by getting a student to ask
you thei r questi on s in open class.
Step2 Thentellthemtostand up and ask as many
st udents as they can in five minutes and see if they can
f ind peo ple to answer yes to all their question s. Monitor
andtake notes on the correct and incorrect languagefor a
correct ion slot t o fin ish.
02 FREETIME 27

I
REVIEW
CONVERSATION PRACTICE
Overview
This activity gives students practice in real, everyday
conversations. In this activity students decide for
themselves which one of two conversations they want
to repeat.
Aim
To give fluency practice and revision in the different
topics practised so far.
Step 1 Put students in pairs and tell them to decide
together which one of the two Conversat ion practice
activities they want to do. Then they look back at the
relevant part of the book and take a few minutes to re ad
and memorise the dialogue. When they are ready they
practise their dialogue, and then change ro le s. Monitor and
correct any language problems. Do a brief correction slot at
the end.
ACT OR DRAW
Overview
This is an enormously popular game amongst people
the world over because it is so much fun. The gap
between the actor / artist's performance and the
'guesser's' ideas leads to a lot of laughter and a lot of
language use as well.
Aim
To revise and practise vocabulary in a fun way.
28 OUTCOMES
Step 1 Put studen s r::::.=: '" :- ':0:05 and askthem to
take turns to act or os:. :-:0 • :-:" :--ase in the box,
chosen at ra ndom. - re. ,,-: _:
-: : 5:::3
ile they are
acting or d ra wing. -
e':,=: -: -:0' S S-:: _ ::i ou ess the word /
phrase. Then t hey s '.a:
QUIZ
Overview
This game is best p -ye:: ::. ::::.-..5 :.. ee or four in
order to promote speak:.:::s ::: a. good idea to give
students a realistic ~-r.: ::::- . :- 7'.::: ~nessure also
increases energy .t:.~ :: -:. : -::' E5 :t.e game more
exciting. You co u.:d a..S.:: ::::-.::::.~~.:s as a race between
two teams.
Aim
To revise and pra.::- . . sE:- -:: - . :-a' u:a..ry from the units.
Step 1 :>u: ::_::O-:E -:: :-':O::S :::_'5 and as t hem to
answer as ~3-_ -_:os: :-5 35 ::,5 :J,e. You cou lddo this
as a race 5:: :-,,: :-:0: 'S: :--ee ~our t o finish with the
Alterna ' e
:_
- :_:; G h iS activi ty as a 'pub quiz'with
)C_ '::3: -5 :_-= :0,,:- :
.... es;:ion a nd groups of three or four
S:_::O-:S 0::::':0: _
.. . · :e oown the answers. Then in open
(.=:::, ::3:- 5':-: s:,a:Js - he ir answers with another group.
::_ '::,,: :::: -= :re an swers and they mark each other's
3-0" :0'0 :-::: . : .
- h the whole group at the end.The
...
-- ::' S : -:: s' up with the most correct answe rs.

Answers
1 You eat breakfast in the morning, lunch in the
middle of the day and dinner at night.
2 Yes (kids is less formal than children ).
3 You sleep in bed.
4 You can watch TV, any kind of spo rt, people in the
street I pa rk, etc.
5 You can have a coffee at home, at work, in a cafe, etc.
6 People teach at school, university or college.
7 The job in a local government or tax office is civil
servant.
8 You can drink tea, coffee, beer, water, wine, etc.
9 The opposite of expensive is cheap.
10 No. If there is a lot of crime, a city is not safe.
11 A city is bigger than a town.
12 Things you can read are: a book , a newspaper, a
magazine, a report.
13 The opposite of south is north, and the opposite of
west is east.
14 People keep fit by doing exercise .
15 A nurse works in a hospital or a clinic.
FAST WRITER
Overview
These activities help students record recently taught
grammar and vocabulary. This can help students'
memory and give them a sense of achievement.
Getting students to write quickly helps them not
only remember words, but also to think about correct
spelling.
Aim
To revise and practise writing some common
vocabulary and grammar fro m Units 1 and 2.
Step 1 Put students in togroups ofthree orfour a 0 - '"
them to write each of the things in 1-5 . You could do - is
as a race so that the first group to finish is the winn er.
Conduct brieffeedback in open class.
PRONUNCIATION Sounds in Eng l ish
Overview
These activities encourage students to be reflective
about sound and to develop their 'inner ear'. The main
aim is not to make the students sound like native
speakers, but to develop their ability to understand
spoken English, as well as to improve their own
intelligibility when speaking to other non-native and
native English speakers.
Aim
To revise and practise sounds in English and draw
students' attention to how a dictionary shows
pronunciation.
Step 1 Get students to read the exp lanation box, or read it
out to them. Then tell them to look at t he words, and listen
and repeat the words and consonant so unds .
~Rl.l
south 18 1
free IfI
pen Ipl
take ItI
chat I tfl
sit 151
sheIfI
carIkl
the /01
live Ivl
bigIbl
bed Idl
job 1<:13 1
trees Izl
Asia 131
goIgl
heIhl
manIml
nice 1n l
like III
long Ir:JI
read Irl
walkIwl
yes/jl
Step 2 :::_: s:_:;e~:s "Da rs and ' ell them to say each
... :'': ,,"': :::"5 "a~: so nds aga in and ci rcle the wo rds a nd
5C_~:;:; : "": -
"
- hey have in their language. Monitor and
- " :: ... : " :::'0 nciation. Then tell them to say the sounds
... :~ ,,:: r:: le again and decide if they use their tongue, lips
c· :::: c~ :neir mou t h to make the sound. Monitor and help
".:- ccating where the sound comes from.
Step 3 Get stu dents to read the explanation box in
exerc ise C, or read it out to them. Then tel l them to listen
ano repeat the words and sounds.
Note Food is not in the first two units.
01 REVIEW 29

os. Rl.2
eat l i:1
fit Irl
goodlul
food lu:1
bedlel
river l al
work/ 3: 1
\
sport/"J: 1
bad 1(£ 1
fun I f\!
art l a:1
boss 101
great l erl
write larl
here Iral
where leal
town l aul
boy l"Jrl
golaul
pure l ual
Step 4 Put students in pairs and ask them to try and say
the words in exercise E. Play the recordi ng and get students
to check in the aud ioscript on page 171.
\
os. Rl.3 and Answers
1 park
2 shop
3 meet
4 wife
5 board
6 lunch
7 news
8 breakfast
9 mother
10 busy
11 relax
12 stations
Note Listen ing and the rest of the re view unit could be
used as a progress test. The suggested scores are given
below each exerc ise. Alternatively, these exerc ises could be
done in pairs or individually then chec ked in pairs , or you
could put students in teams and conduct them as a quiz
I competition. If students need help, you can direct them
to the re levant pages of t he grammar refe rence or the
Vocabu lary Bui lder.
30 OUTCOMES
LISTENING
Aim
To give practice in listening for gist and detail.
Exercise A Answe rs
a conversation 4
b conversat ion 2
c-
d conversat ion 2
e-
f conversat ion 3
os. R1.4
Conversation 1
A: So, wh at do ye" c:: -;;" :::'
B: I'm a bu siness .... ;; -;;5::·
A: Oh rea lly? e':: :::,:- " :-
B: For a compa ) - =-; -::: ',= ""1a e and sell pens.
A: OK. Do you er,:.
-
B: Yes, it's good.
Conversation 2
c: Where is :t?
0: In t he nor.:r
-
:::: ::::- :: . ., : : er land and Milan.
c: Is it a nice c ;;.::::-
0: It's OK. I 's ,e ,::-;
- -e'e are onlyafew shops
and one or:,' - ::;-:
-- ".: untryside is nice. It's
really bea,,: :-
C:OK.AnaGC :_
.:~( :-=:re?
0: o.IWO"
-
•
-
Conversation 3
E: What's : re ;-: ::':: :; ...estion 6?
F: 'To go'.
E: Oh. Do.:~
- ; :::; '~:;::er? Thi s i s wrong.
F:Yes, he'e.
E: Thar> 5
ConveIsa.ti n';'
G: \ "a:::, ::_'
-;; ....e.
H:L'''g. -
G: I-'
. ... .;:
H·-
G: ',re'e ;-= ::J ...
.crom, Lin g?
1-1:C" ra
,:-",':;,,-
: 5abigcityinthenorth.

GRAMMAR
Exercise A Answers
1is
2togo
3 any, some
4do,am
5 playing, it's
6 are
7 at, don't
8 very often
Exercise B Answers
1 I need to do some shopping.
2 I hardly ever play computer games.
3 Sorry, I don't understand. What does 'journalist' mean?
4 Do you have a pencil and paper?
5 There's a beautiful palace near the river. It's great .
6 She speaks English very well, but she's no t from t he UK.
Direct students to the grammar reference on page ::" L i ~
they find this difficu lt.
VERBS
Exercise A Answers
1 work
2 finish
3 get
4go
5 spend
6 keep
7 have
8 listen
ADJECTIVES
Answe rs
1 It's an interesting job.
2 I have a quiet social life.
3 He has a small car.
4 It's a cheap restaurant.
5 It's the best place to live in the UK.
6 It's in west Paris .
7 It's a short film.
8 I have an old mobile phone.
COLLOCATIONS
Answers
1 watch
2 live
3 play
4go
5 get
6 help
7 check
8 open
01 REVIEW
01 REVIEW 31

\
03 HOME
L
Next class Make photocop ies of
3A p. 148.
SPEAKING
Aim
To provide controlled practice of talking about local
facilities.
Step 1 Ask students to look at the two sentences and use
them to check understanding: When do we use 'there's?
(With singular nouns.) When do we use 'there are? (With
plural nouns.) What's another word for 'places'? (facilities).
In open class ask them What fac ilities are near the school>
Tell them to individ ually think about the areas they live /
work / study in . What shops, restaurants and other facilities
are there in each area? Monitor and help w ith any language
problems. In pairs they tell each other and decide wh ich
area is the best. Conduct brieffeedback on the best area.
Optional activ ity With a weaker class you may want to
further revise there is / there are from Unit 1. Model with
examples from your area, e.g. There 's a park near my house,
there are lo ts of cafes. Then ask students to tell the rest of
the class about their area.
VOCABULARY Loca l f aci lities
Aim
To present and practise talking about local facilities.
Step 1 Ask students to look at words i n the box and check
understanding of chemist's = a phar macy, where you can
buy medicine. Tell them to look at the photos and ask them
to decide which of the places in the box they ca n see in the
pi ctures.
Suggested answers
1 acafe
2 a chemist's
~ postoffi ~
32 OUTCOMES
4 abank
5 a restaurant
6 a shoe shop
Step 2 Tell students to match the things that people do
to the places i n exercise A. Do the first one as an exam ple .
Monitor and help with any language problems. In pairs
they compare answers before chec king in open class.
Answers
1 a bookshop
2 a chemist's
3 acafe
4 a clothes shop
5 a shoe shop
6 a restaurant
7 a post office
8abank
Step 3 Put students into groups of three or four and tell
them to discuss the questions i n C. Give your own example
first, e.g. Igo to the bank once a week to get some money.
Remind them of the time phrases they learnt in
Unit 2 = once / twice a week, etc. Monitor their use of
target language. Conduct brieffeedback in open class.
GRAMMAR Prepositions of place
Aim
To present and practise prepositions of place.
Step 1 Get students to read the exp lan ation box, or
read it out to them. Check understanding by miming /
demonstrating prepositions of place . Check department
store = a large shop divided into different sections for
different types of things. Get them to look at the map
on page 31 and mark the places described in exercise A.
Mon itor and he lp with any problems. Get students to
compare answers i n pairs before checking in open class.
Optional activity Put a photocopy of the map - or draw
one - on the board and get students to tell you where the
places are.
Answers
1c
2e
3a
4g
5f
6d
7b
8h
Direct students to the grammar reference on page 150 if
they stil l seem unsure.

Step 2 Write t he question and answer from exerc ise B o n
the board and get students to repea t. Then erase post office
and oppos ite, tell students in pairs to cover exerc ise A and
look at the map and to ask and answer questions li ke this.
Monitor and correct any problems w ith t he prep os it ions.
Conduct brieffeedback by getting a sele ct ion of st ude nts
to repeat their dialogue.
3A see Teacher 's notes p. 137.
LISTENING
Aim
To develop listening for general and specific information.
Step 1 Tell students they are goin g t o li sten to three people
asking about loca l places an d dec ide wh at places they are
talking about and why. Pla y t he reco rding. Put students in
pairs to compare ans wers be fore c ec i ng in open class.
Don 't focus on gram matica lly correct se nt ences, just focus
on the information. If necessa ry Dlay ~ h e recording again.
Answers
1 achemist's,tobuysome s ampoo
2 a restaurant,toget sor-e- g to eat
3 a bookshop,to buy a die: onary
'53.1
Conversation 1
A: I rea lly need to get 5"~e s'1ampoo. ls there a
chem ist's nea r here?
B: Yes, there's one 0
e.. S:reet.There's a big
bookshop on the r gr: a"C . 's next to that.
A: OK. Thankyou.
Conversation 2
C: I really need to ge: so~e: '" '1g 0 eat. Are there any
restaurants nea r here
D: There aren't rea lly ma": :: aces in t his area, but
there is a nice cafe0" :J x 'l oad.They dogood
sandwiches and sa lads.
C: Dixon Road?
D: Yeah. Do you know it?
C: Yes, Ithink so.
D: Well, it's on t he left - oppos e a shoe shop.
C: Great. Thanks for t hat .
Conversation 3
E: Is there a bookshop near here?I need to buy a
dictionary for my Eng lish co urse .
F: Yes, there's one just nea r here.
E: Oh, good.
F: It's on the corner of Chester Stree and Ha le Ro ad.
E: OK. Sorry. Can you show me on the map?
F: Yes, sure. Look. We're here - on Simpson Lane and
t he re's Hale Road and that's Chester Street there.
It's on the left. It's next t o a big superm arket.
E: OK. Great. Tha nk you.
~
Step 2 Tell students to li sten agai n and tick (i/ ) the
sentences that are t rue in exerci se B. Play the recording. Put
students in pairs to compare ans wer s and , if necessary, play
the recording again before che cki ng a ns w ers in open class.
Answers
1a2b3a
Tip With a weaker class, play the recording again and
pause after the answers to help st udents identify the m.
NATIVE SPEAKER ENGLISH
Thanks / Cheers
Ask students to read the box and check t hat they
understand by ask i ng What's another way of saying 'thank
you? (Thanks, Cheers.) Is this forma l or info rm al? (I nformal.)
DEVELOPING CONVERSATIONS
I need to ...
Aim
To introduce and practise conversations using
I need to ...
Step 1 Read out the explanat ion box and check
understanding: How do we explain why we want to go
somewhere? (I need to). What word come s after I need
to? (infinitive w ithout to), What normally com es f irst. the
explanation or the question? (the explanati on ).
Step 2 In open class ask students what t wo re asons do you
need to go to a bank = to get money,to transfer money. Tell
students in pairs to think of two reasons to go to each of the
places in the table in exercise A. Mon ito r and he lp w it h idea s.
Suggested answers
a post office = to send a package, to buy a stamp
a chemist's = to buy some aspirins, t o b uy t issue s
a clothes shop = to buy some new clothes, t o re turn a
present
a computer shop = to buy a new co mputer, t o get some
advice
a cafe = to have a coffee,to meetfriends
a supermarket = to buy food , to get a box of chocolate s
for a friend 's bi rthday
an Internet cafe = to chec k yo ur email s, to chat online
Step 3 Put students in pa irs an d t ell them to have
similar conversations about where they are, using the
seven questions in exercise A. Monitor and help with any
language problems.
01 PEOPLE AND PLACES 33

03 HOME
CONVERSATION PRACTICE
Aim
To provide conversation practice of the language
practised in the unit so far.
Step 1 Put students into AB pairs. Student A looks at
the map in File 3 on page 166 and Stude nt B looks at
the map in File 9 on page 169. Tell them they are going
to have similar conversations to the one in Developing
conversations and Listening. Individua lly students think
about the directions and how to ask what they need. Give
them time to prepare. Monitor and help with la nguage.
Step 2 When students are ready, tell them to hold the
conversations and to begin by ask ing Is there a ... near here?
to find the places they want Remind them to explain why
they need to go to each pla ce. Monitor and correct their
use of language. Conduct br ieffeedback on where they
wanted to go and why.
_
pp.32-33
VOCABULARY In t he house
Aim
To present and practise expressions about common
household items.
Step 1 Write 'living room ' on . he boa rd and ask students
t o say three th ings they have there, e.g . a TV, a bookcase,
a table. Tell them to look at t he things in the box and check
understanding: a mirror = spec ial gl ass where you can see
yourself; cupboard = a piece offurniture for storing things,
not clothes; towel = a piece of cloth f or drying yourself
after washing or having a shower;jridge= used for storing
food at low tempe ratures .
Step 2 Tell students to look at the things in the box and write
which room they are usu ally in . Monitor and help with any
language problems. In pa irs they compare answe rs before
checking in open class. Wr ite the rooms in four columns on the
board and get students to put them in the correct columns.
Answers
kitchen = a cupboard, plates, th e sink, a table, a fridge
bathroom = a cupboard, a mirror, shampoo, the sink,
towels
living room = a cupboard, a sofa, a mirror, a TV, a table
bedroom = a cupboard, a mirror, an alarm clock, a bed
Step 2 Tell students to individually look at t he things in
the box in exerc ise B and to think ab ou t where they do
each thing. Tell them they can look up any words they don't
know in the Vocabu lary Builder on pp. 11 -12 . In pairs they
discuss their ideas with a par t ner. Monitor and help with
ideas. Conduct feedback in open class.
34 OUTCOMES
Suggested answers
kitchen = do the washing up, cut vegetables, wash your
clothes
bathroom = brush your teeth, wash your clothes
living room = check your emails, watch DVDs
bedroom = put on make-up, get dressed
Step 3 Tell students how often you do some of the things,
e.g. I brush my teeth three t imes a day, I do the wash ing-up
after every meal, etc. Tell students to think individually
about how often they do the things in exercise B. Then in
pairs they t el l each other and decide which are the same.
Conduct brieffeedback.
READING
Aim
To develop reading skills for general and detailed
information.
Step 1 Ask students who they live with and what is
good or bad about it. Then put students in groups of
three or four to think of one good thing and one bad
thing about living with your parents, on your own, and
sharing a house / flat with friends. Monitor and help
with any ideas. Conduct feedback in open class and get
one student from each group to tell the rest of the class
their ideas.
Suggested answers
liv ing with your parents = good - you can save money,
bad - you have no persona l space
living on your own good - you can do what you want,
bad - you can have no-one to talk to
sharing with friends = good - you have lots of company,
bad - you can't get in the bathroom sometimes
Step 2 Tell students they are going to read about a young
Greek woman, Maria, describing where she lives. Tell them
to individually read Maria's blog and answer the quest ions
in exercise B. In pairs they compare answers before
checking in open class .
Answers
1 She lives in Thessaloniki (Greece) in the week and
sometimes goes to the family house near Ask6s.
2 Thessaloniki = good - there are a lot of things to do,
bad - the flat is very small and she shares a bedroom
with he r sister; Ask6s = good - it's a beautiful place,
bad - there's not much to do there.
3 her sister, Dimitra and her brother, Cost a
4 her brother is messy (not tidy), her sister spends
hours putting on her make-up and washing her hair

Ste p 3 Tell students to read the blog again and match the
verbs with the words they go with in the text . Do the first
one as an example: l ive with my sister and brother. In pairs
they compare answers before doing feedback in open class.
Answers
1d
2f
4b
3a
5e 6c
]
St ep 4 Read the example in exercise D to students. Then put
them in pairs to say what they can remember about the blog,
using the language in exercise C. Conduct brieffeedback.
LANGUAGE PATTERNS
Aim
To draw students' attention to some common patterns
using spend + time expressions.
Step 1 Ask students to look at the sentences in the
box and notice the similarities. Ask them to translate
each sentence into their own language and notice
any differen ces. In monolingual classes, ask students
to compare their translat ions. In multil ingual classes,
ask students to work in pairs and tell each other if the
sentences were easy to translate and whether they were
able to translate them word for word.
Step 2 Ask students to cover the English transl ations
and translate the sentences back into Engl is h using their
translations. Then ask them to compare t heir trans lations
in pairs against the book.
Alte rnat ive ly If you p refer not to use tra nslation as
students t o notice the pattern = spend.l- period 0' time.
Chec k und erstanding: What 's another way 0 say 'takes a
long tim e'? (spend ), What time express ions do we say after
'spend'? (ho urs / about an hour, a lot of time, etc.).
GRAMMAR
Possessive adjectives and pronouns
Aim
To present and practise possessive adjectives and
pronouns.
Step 1 Read out the exp lanation box an d check
understanding: When do we use possessive adjectives?
(before nouns, to say something be lon gs to someone /
thing, e.g . my, your). What can replace a poss essive adjedive +
noun? (possessive pronoun, e.g . min e, yours) . Ask students
to complete the table in exercise A. M onitor and help with
any problems . Put students in pa irs to com pare answers
before checking in open class.
Ans wers
possessive adjectives = his, their
possessive pronouns = hers, ours, theirs
....
.':
."
03 HOME
•
,-
.....
. !,.
....
Step 2 Tell st udents to choo se the correct word in each
sentence in exercise B. Monitor and correct any problems
with posses sive adject ives and pron ouns. In pairs they
compare ans wers before checking in open cl ass.
Answers
1 Your
2 Their, ours
3 her
4 yours
5 our, theirs
6 my,yours
7 your
8 yours, hers, Mine, my
Direct students to the gramm ar re ere ce r page 150 if
they still seem unsure.
SPEAKING
Aim
To give students fluency practice of talking about where
they live.
Step 1 Tell students to read the questions 'n e X;:'':: Se A
Give them t ime to prepare what they wan~:c sa; - ren put
them into groups of three or four t o d iscuss {re c~es;:'on s.
Monito r an d take notes on their corr ect and 'lCC"e •
lang uage. Conduct brief feedback in ope n c ass J) as ' ng
them what they discussed, and g ive feedbac c r :. ra- you
noticed while monitoring.
_
<pp. 34-: -35
_:
~.
.
Next class Make photocopi es of
3B p. 149,
LISTENING
Aim
To practise listening for specific information.
Step 1 Lead in by putting students in pa i rs to look at the
pictures and describe what they can see. Do the first one
as an example = there's a woman sitting next to a man in
a li ving room, it is probably summ er, but it looks li ke they're
co ld because the air conditioning is turned up ve ry high. In
open class get different pairs to t ell the cla ss what they can
see in one of the pictures,
Step 2 Put students in pairs t o match sentences 1- 8 to the
situations in pictures a-h . Chec k an swers in open class,
03 HOME 35

03 HOME
Answers
1c
5a
2d
6f
l3h
7g
4e
8b
Step 3 Put students into groups of three orfour and tell
them to discuss which of the problems in exercise A they
have at home, and what do they say or ask next in each of
the eight situations . Tell them they should try and say it in
English, and they should use a dictionary to help them. Do
the first one as an example, e.g. Can you switch offthe
air-conditioning? Conduct brieffeedback i n open class.
Step 4 Tell students they are going t o hear t hree
conversations in someone's hom e. Te ll the m to listen
and match each o ne to a situ at ion in exercise A. Play the
recording and get them to co mpare in pai rs be o re checking
in open class. If necessa ry, play the reco rding aga i n.
Answers
Conversation 1 = g
Conversation 2 = a
Conversation 3 = h
~3.2
Conversation 1
A: Simon!
B: What?
A: Look atthis room!
B: What?
A: It's a mess!
B: What?
A: I can't walk across it and not break something!
B: It's not bad.
A: Ca n you tidy it. please?
B: Later.
A: Now, please!
B: But, mum!
A: Now!
B: OK, OK.
Conversation 2
C: Wh ... what te ... te... temperature is t he air
conditioning on?
D: 17.
C:Ca...ca
...
can you turn it d ... down? I'm co.
co ... cold.
D: It's not cold.
C: P ... please.
D: OK.
C: Thanks.
36 OUTCOMES
Conversation 3
E: What did he say?
F: ' It's not you, it's me'.
E: Oh ... and what was that?
F: 'I don't love you a nymore.'
E: OK ... What? Can you turn it up? I can't hear it.
F: It's old age, Dad ... Is that OK for you?
E: Yes thanks.
G: Can you turn the TV down? I need to study
and I can 't concentrate.
Step 5 Tell students t o li sten again and complete each
sentence in exercise D with one word . Play the recording. In
pairs students compare answers before checking in open
class . If necessary, play the re cord ing again.
Answers
1 a can't
2aon
3asay
b tidy
b turn
bup
--- -
c not
cOK
VOCABULARY Collocations
Aim
To present and practise common collocations.
Ste p 1 Read the explanat ion box to students and check
understanding: What do w e call words t hat go together?
(collocations). What do you do when you learn a noun?
(learn a verb or adjective that goes w ith it). Elicit other
examples e.g. play tennis, do your homework.
Step 2 Put students in pairs. Tell them to look at the
collocations from the Vocabu lary Bu ilder pp. 10-12 and
use it to match the verbs in the box to 1-6, and match the
nouns in the box with 7-12. Monitor and help w ith finding
the collocations in the Vocabulary Bu ilder. Put the pairs into
groups of four to compare answers before checking in
open class.
11put on
2 cut
3 turn up
4 brush
5 wash
6 share
7 towel
8 air-cond itioning
9 cupboard
10 table
11 sink
12 alarm clock

Step 3 Write always / usually / hardly ever / never on the
board and get students to tell you how frequent they are
(always 100%, usually 80%, hardly ever 5% and never 0%) .
Read the examples from exercise B to the students. Tell
them to think about themselves and the people they live
with and the activities in exercise B, and to add one of
the expressions from the board. Monitor and he lp with
problems with the target language.
Step 4 Put students i n pairs to tel l each other about
themselves and the people they live w ith, and to decide if
anything is the same. Conduct brieffeed back.
3B see Te acher's notes p. 137.
GRAMMAR can / can't
Aim
To present and practise can / can't to ask people to do
things, and if something is possible or impossible.
Step 1 Read the explanation box to students an d ch eck
u ndersta nd ing, How can you say something is imposs ible?
(can't + verb). How can you ask to do something? (Can / /
you, etc. + verb).
Step 2 Write the first example on the board = sleep / can't
and get students to tell you the correct order = / can 't sleep.
Tell them to write the sentences in exercise A in the right
order. Monitor and help with any prob lems . Put students in
pai rs to compare their answers. Play the record ing to check
their answers. Check as a class.
Tip With a weaker class, ask them t o read the audioscript
on page 172 while they listen and check.
'" 3.3 and Answers
1 I ca n't sleep.
2 Can you help me?
3 Can I use your bathroom?
4 Can you turn upthe music?
5 Ican't find mybook.
6 Can I was h some clothes?
7 We can't co me nex wee.
8 He can't drive at the momen .
Step 3 Tell students to read · he explara: ~r ::cx arG - e
them that we can prono unce can ':':r a erg 5 nd :0
emphasise it, Ik~n/ , or with a sho so ne, an, hen
we don't emphasise and th at we always oronounce can't
Ika: ntl with a long sound. Model and dr'll i' h the different
intonations.
03 HOME
Step 4 Te ll students to listen to the sentences again and
pay attention to the pronunciation of can and can 't. Play
the recording and pause after each sentence and get
students to repeat them as a group, then ask them to
practise the sentences in pairs .
Step S Tell students to write questions with Can / ... / Can
you ... ? and the words i n brackets. Do the first one as an
example. Monitor and he lp with the question forms. In
pairs they compare answers before checking in open class.
Answers
1 Can you move?
2 Can you take me in the car?
3 Can I talk to you later?
4 Can you set the table?
5 Can I open the window?
6 Can I make a sandwich?
Direct students to the gramm ar reference on oage 151 if
they still seem unsure.
Step 6 Read the two speech bubb les to s uaen- s and tell
them t o have similar convers at ions using ,re' r G es ion s
from exerc ise D. Mon itor and cor rect a y prOD erns with
pronunciation. Conduct brieffeedbac .
SPEAKING
Aim
To provide fluency practi ce in as king people to do
things.
Step 1 Put studen-s r oa 'S. 4S :hem to writeshort
con versat ions basec er - e!) aures in Listening,
exercise A on sage 3": . ',' oni or and hel p them write their
conversat ers.
Ste p 2 - e s:"oen s to pra ctise their conversations and
: c : ,:. or:: rememb er them . Then put two pairs together,
c r e::3 raGS out one of their conversations and the other
:;3 r ras 0 say which situation it is. Then they change
'e es. on ito r and take notes on their use of correct and
correct lan guage for a correct ion slot at the end.
Optio nal activity Get a se lection of pairs to act out their
dia log ues for the class and get the class to decide which
situation it is.
03 HOME 37

04 HOLIDAYS
LISTENING
Aim
To develop listening for general and specific
information.
Step 1 Ask students what activities they normally do
at the weekend e.g. I usually go shopping, I always read
a book. Get students to look at the photos and describe
what weekend activ ities t hey are in open class (a rock
festiva l and shopping at t h e supermarket). Then get them in
pairs to read what four differ ent people did last wee end
and decide which activit ies t hey t hink w ere great, OK or
bad. Check understa nding of had a bad cold = you have a
temperature, and your nose and throat are sore.
Step 2 Tell students they are go i ng to listen to four
conversations about last weekend and put sentences 1-4 in
exercise A in the order they hear them. Was each weekend
great, OK or bad? Play the recording. Put students in pairs
to compare answ ers before checki ng in open class. If
necessary, pl ay the re cording again.
I Answers
Conversation 1 = se nte nce 2, gre at
Conversation 2 = sente nce 4, OK
Conversation 3 = sente nce 1, ba d
Conve rsation 4 = sente nce 3, g reat
~4.1
Conversation 1
A: Hi , Helga. How are you?
B: OK. But tired!
A: Oh.What did you do at the weekend?
B: We went to a rock festival. It was fa nt astic.
A: Really? Who did you see?
B: Oh, lots of bands! The Killers , The Stones. W ho else
now? Oh,yes. I saw The SpeciaIs on Satu rday
night. They were good.
A: Sou nds great.
B: Yeah , it was great, but I didn't sleep much.
38 OUTCOMES
Conversation 2
=l
C: Hello.
D: Hi , how are you? Did you have a nice weekend?
C: Yes,it was OK.
D: What did you do?
C: Nothing much really. I did some shopping on
Saturday morning. I played tenn is, watch ed TV,
the usual things.
D: It sounds OK.
C: Yea h, I needed to re lax.
Conversation 3
E: Did you ha ve a good weekend?
F: ot really.
E: Oh!That soundsbad. What did you do?
F: othing! Iwas ill.Ihad abad cold.Istayed in bed
a ll weekend.
E: Oh, no! Are you OK now?
F: Yes, but I have to work now!
Conversation 4
G: Detlev! Hi! How are yo u?
H: Good.
G: Did you h ave a nice weekend?
H: Yes, it was great.
G What did you do?
H: Well , some friends came to visit, so I showed
them the city.
G: That sounds nice . Where did you go?
H: Well , on Saturday, we went to the cathedral and
for a picnic in the park, and in the evening we
went into the old town. Then on Sunday, we went
to the market in the morning, and then I cooked
lunch for everyone.
G: That sounds great.
H: It was. It was lovely.
Step 3 Tell students to listen again and match a-f in
exercise C to the conversations. Play the recording. Put
students in pairs to compare answers and, if necessary, play
the record ing again before checking answers in open class .

Answers
Conversation 1 = b, f
Conversation 2 = e
Conversation 3 = c
Conversation 4 = a, d
Step 4 Put students in pai rs and get them to discuss the
pOints in D. Monitor and cor rect any language problems.
Cond uct brieffeed back .
GRAMMAR The past simple
Aim
To present and practise the past simple.
Step 1 Ask students when the weekend happened in
the listening = in the past. Get st udents to read the
explanation box and check understand ing: How do weform
the past simple with regu lar verbs? (verb + -ed or -d if the
base verb ends in an -e). How do weform the pa st simple
with irregu lar verbs? (It's different and som e exam ple s
are: saw, got, etc.). Get them to loo k at verbs in t he past
simple from Listening in exercise A and w rite the base
form. Monitor and help wit h any problems. Get stude nts to
compare answers in pairs before checking in open class.
Step 2 Put students in AB pairs an d get them to test each
other. Student A says a verb and Student B says t he past
si mple form. They then swap. Monitor and correct any
problems with the past simple forms.
Answers
1go
6 show
2do
7 cook
3 have
8 stay
4be
9 play
5 come
10 watch
Step 3 Tell students t o ind ividually complete t he sentences
with the past simple form of t he verbs in the box in C.
Monitor and help w it h any prob lems with the past simple. In
pa irs they com pa re answers before checking in open class .
Answers
1 had
2 went
3 stayed
4 watched
5 was
6 came
7 got
8 spent
Direct students to the gram mar referen ce on pag e 152 if
they still seem unsure.
Step 4 Tell students to write three things they d id in the past
that were great, and three things that w ere bad or bor ing. In
pairs they read out their sentences and their partner gues ses
if each one was great, bad or boring. Monitor an d help with
any language problems . Con d uct brieffeedback on one great
thing and one bad or boring thing.
DEVELOPING CONVERSATIONS
- na - sOJnds."
Aim
To introduce and practise using That sounds ... to
express feelings .
Step 1 .ea:; 2~: :~:: EX: ara:ion box to students and check
understana rg - :;:. c;:; ... :: g e ou rfeelings abo ut what
people are sa.! r~' - ... :; ~ s::;jr:is ... ). What word comes after
'That sounds? ar a: E:: .:: .
Step 2 Tell stude :5:::; ... , : :: a :::;~rrent about the
sentences in exerc i se ;" ~s ~g - r:; : sC:Jnds + an adjective
from the box. Do t he ':- ' 5: ::;~:: as a~ exa....,ole . M onitor and
help with ideas.
I
Suggested answers
a That sounds nice I great.
I
b That sounds great.
c That sounds bad.
d That sounds nice I bad .
e That sounds interesting .
f That sounds great.
' ------
Step 3 Tell students to look at the con ersa: : r r ,re speech
bubbles. Put them in pai rsto practise re r:r. ='sa: f"S'n
exercise A. Monitor and help with any laf"guage :;'':::9 e'l's.
Conduct brieffeedback by getting a se leG er : -= s:~de"n:s to
have their conversations in open cla ss .
NATIVE SPEAKER ENGLISH so u S
Ask students to read the box and che ck t hey u":::e's: and
by asking, What's an other way of sayi ng 'Tha : s Jf'as .. .?
(S oun ds .) What part don't we say? (T he subjec: = : ar.) Tell
them that the exp ression is used in in for ma cos... . As
them if they have a simi lar expression in t heir ar gJage.
PRONUNCIATION Past simple form s
Aim
To present and practise pronunciation of regular verbs
in the past simple.
Step 1 Get students to read the explanation box and ch eck
understa nd ing : What's the pron unciation of pas t ve rbs
ending in -t? ( IIdl or lid I ). What's the pro nunciation of
other verbs? ( Idl or It/). Model and drill t he pron un ciation .
Step 2 Tell students they are going to he ar eight sentences
and to circle the form ofthe verb or verbs they hea r in each
sentence . Play the recording and in pairs st udent s compare
t heir answers. Check answers by playing t he recording
aga in and paus in g afte r each sentence.
04 HOLIDAYS 39

04 HOLIDAYS
Answers
1 visit
2 visited
3 played
4 tried, play
I ~4.2
5 wanted, rained
6 met, chatted
7 walk, chat
8 walked, had
1 My friends visit me a lot.
2 Last time, we visited the cathedral.
3 I played a game of tennis with a friend.
4 I tried to phone you yesterday to a rra nge to play
tennis.
5 I wanted to go out last night, but it rained.
6
l~
I met a friend and we chatted all night.
We often walk together and chat.
We walked along the river and had a picnic.
J
Step 3 Get students t o loo k at t he audioscript on page 173
and, in pairs, practise rea ding the co nversations from
Listening. Tell them to pa y attention to the pronunciation
of the past simple -ed endi ngs. Monitor, paying particular
attention to pronunc iation.
Tip With aweaker class getthem tolook at the verbs in
the audioscript first and dec ide how to pronoun ce the -ed
endings before they start practi sin g .
CONVERSATION PRACTICE
Aim
To provide conversation practice of the language learnt
in the unit so far.
Step 1 Tell students to think about their last weekend and
to choose an answer to Did you have a nice weekend? from
the list in exercise A: Yeah, it was great, It was OK, Not really.
Tell them to individu ally write two or three things they did.
Monitor and he lp w ith any language problems.
Step 2 When students are ready, put them in pairs to talk
about the i r weekends. One student starts with Did you
have a good weekend? What did you do? and their partner
comments on the answers wit h That sounds .... Model the
activity by getting a strong stude nt to ask you. Then get
students to ask different students i n t he class. Monitor and
correct their use of language. When they have finished get
them in pairs to decide which person in the class had the
best weekend. Conduct brieffeedback.
_
pp.38-39
L
Next class Make photocopies of
4A p. 150.
40 OUTCOMES
VOCABULARY Months, seasons, dates
Aim
To present and practise months, seasons and dates.
Step 1 Write the letters J, F, M, A on the board and tell
students they are the first letters in a sequence of twelve
and ask them to tell you what the words are (January,
February, March, April ). Tell them in pa i rs to look at the
words in the box in exercise A and to put the words in the
correct order. Check answers in open class.
Answers
----
-
:J
January, February, March, Apri l, May, June , July, August,
Septem ber, October, Novem ber, Decem ber
L---
_____
_
__
Step 2 Get students to look at the photos and ask them
what time of the year ea ch photo refers to and write the
seasons on the board: spring, summer, autumn, winter. Put
students in groups of three or four and tell them to discuss
the questions in B. Monitor and help out w ith any ideas.
Conduct feedback in open class.
Step 3 Get students to read the explanation box and check
understa nd ing:How do we say the dates of t hefirst three
days of the month? (the first, second, the third ) How do we
say other days? lfourth,fifth, etc.), What about 21 , 22, 23
an d 31? (twentylirst, twenty-second, twenty-t hird, th irty-
first). Ask students what the date is today. Ask students in
pairs to look at the photos and describe w hat they can see
and what publi c ho li days they represent.
Answers
I
1 Martin Luther King day
2 Mother Theresa day
3 Day of the Dead in Mexico
4 San Joan i n Catalunya (Spain)
5 Someone skiing ( Martin Luther King day)
J
Step 4 Tell them to listen to the dates of the public
holidays in exercise C. Play the recording and in pairs
students compare answers before chec ki ng in open class.
I ~ 4.3 and Answers
1 January the first
2 October the nineteenth
3 Ma rch the eighth
4 November the second
S June the twenty-fourth
6 the th i rd Monday in January

Step 5 Put student s into AB pai rs.Tell Student Ato look
at File 4 on page 167 and Student Bto look at File 11 on
page 169. Tell them to ask t he questi on When's .... ? It's
on the .... Monitor an d hel p o ut with any problems wit h
language or ideas. When they are ready t ell them to ask
and answer q uestio ns. Con d uct brief feedback.
Step 6 Tell stude nts t o read the questions in exe rcise E and
think about their answers. Put them in g roups of three or
four to discuss t he questions. Monit or an d corre ct their use
of dates, months and seasons. Con du ct fe edback by asking
ea ch group to tell the rest of the cl ass about a public holiday.
Tip Try and put student s in mult ilingual groups to
co mpare their co u ntrie s.
4A see Teacher's notes p. 137.
LISTENING
Aim
To develop listening for general and specific
information.
St ep 1 Read the expla nation box to students an d check
unde rsta nding: Is it important to hear every word people
say? (No. ) What do you focus on when peop le are talking
about pub lic ho lidays? (The im portant words: days, dates,
months, etc.)
Step 2 Te ll students they are going to liste n to three
people talking about what they did in the public holidays
from Vocabulary exerc ise C. Te ll them to list en an d write
wh ich public holidays they talk about and to listen for
dates, mo nths and days . Play the recording . In pairs
they co mpare ans\ ers before checking in ODen class. I ~
necessary, play the record ing aga in.
Answers
1 San Joan, 24 June
2 Women's Day, March
3 Martin Luther King Day,Ja~.Ja,:.
04 HOLIDAYS
~4.4
1 The night before, we made a fire on the beach with
some friends. We sat round the f i re all night and
we drank and ate and sang songs and laughed. We
had a great time. Some of my friends swam in the
sea, but I didn't. The sea wasn 't very warm . Then on
the 24th, I slept till four i n the afternoon.
2 In March, I was in London for work so I missed
the holiday. They don't have this holiday in the
UK . It was sad. On Women 's Day, men usually
treat us very well. They do nice th ings and give
us presents . But I didn't go out for dinner. I didn 't
get any flowers. Nobody said nice things to me.
I sat in my hotel room and watched TV! It wasn't
very nice.
3 On the holiday, we went to Snowshoe Mounta i n in
West Virginia. The snow's good in January. We left
on Saturday at three i n the morning and we drove
to the mountains. We got there at eight and spe nt
the weekend skiing. It wa s very clear an d sunny.
There wasn't a cloud in the sky. We had g reat views.
We left on Monday afternoon , bu t th e t raffi c was
bad. We didn't get back home to Washington t ill
two i n the morning .
Step 3 Get students to look at the words in exercise B
and check understand ing: warm = not ho~ bu ~ no~ co ld;
missed = didn't go; views = wha you can see. Individually
get students to t hink abou wha~ eac person did u si ng
the words. Play t he rec ord ing'.:
ec :neir ideas. It's not
necessary to chec u nde's:. and"g ro as they talk abo ut
this in exercise :: .
Step4 -"
s-:~::;"r:.s:o read he senten ces in exercise D and
:. :: :. ~ ~. a:;::;~: :. ~e :lOrds in each gap . Play the reco rding
aga ~ er::; ge-:. em 0 complet e w ith the missi ng word. In
::a 'S :' '' '') compare an swe rs before checking in o pen class.
= "eces sa ry, play the recording again and pause afte r each
Gerson 0 check .
Answers
1a made
2 a holiday
3aleft
b sang
b treat
b mountains
c sea
c Nobody
c sky
Step 5 Put students in pa irs and get them to say what ea ch
perso n did on the last public holiday using the words in
exercise B. M onitor and help with ideas .Then get them to
compa re their ideas with the audioscript on page 173, what
differen ces and similarities d id they have? Co nduct br ief
feedba ck on what they remember about each public holiday.
Tip With a weaker class, get them to rea d the audioscript
first a nd then tell ea ch other what they remember.
04 HOLIDAYS 41

04 HOLIDAYS
GRAMMAR Past simple negatives
Aim
To present and practise past simple negatives.
Step 1 Get students to read the explanatio n box and ch eck
und erstanding: How do wejorm the past negative with the
verb 'be? (wasn't / weren't), And with other verbs? (didn't
+ verb, e.g. didn't get). Tell students to write the negative
forms of the past verbs in brackets in exercise A. In pa i rs
they compare answers before checking in open class .
Answers
1 didn't do
2 didn't get up
3 wasn't
4 didn't take
5 weren't
6 didn't answer
7 didn't have
8 didn't go
Step 2 Read the exp lanation box to students and check
understanding: Ho w can we modify what we say about
someth ing ? (not very + adjective ad erb), Ihar's tneform
with the verb 'be? (be + not + very + adjective / adverb), And
with other verbs? (didn 't + verb + very + adjective / adverb). Te ll
students to indivi dually rep lace the words in italics using not
very + the words in brackets. Do the first one as an example
in open cl ass. Mon itor and help with word order. In pairs
students compare answers before checking in open class.
Answers
2 wasn't very cheap
3 didn't get back very early
4 weren't very friendly
5 wasn't very much to do
6 didn't buy very many things
7 didn't stay a very long time
8 weren't very happy
Direct students to the grammar reference on page 152 if
they still seem unsure.
SPEAKING
Aim
To provide controlled practice of talking about public
holidays.
Step 1 Ask students to work individually and write answers
to the questions. Monitor and help with any language
problems. Then put them in grou ps of th ree or fou r to tell
each other their answers and decide if they did sim ilar
things on the public holidays. Conduct brieffeedback.
pp. 40-41
42 OUTCOMES
L
Next class Make photocop ie s of
48 p. 151.
VOCABULARY Going on holiday
Aim
To present and practise expressions about holidays.
Step 1 Get students to look at the dictionary entry for go
on holiday. Ask them when was the last time they went on
holiday and where they went. Tell them to match the verbs
in 1-6 with the groups of words they go with in a-f. Check
understanding of sightseeing = visit the major monuments
in a city or town. Monitor and help with any problems. In
pairs they compare answers before checking in open class.
I An swers
1b2d3c4a5f
6e
Step 2 Tell students to think about the questions in B. Give
then some time to prepare and then put them into groups
of three or four to discuss the questions. Monitor and
correct any la nguage problems. Conduct brief feedba ck.
READING
Aim
To develop reading skills for general and detailed
information.
Step 1 Tell students they are going to read an email from a
Danish man, Nicklas, to his Italian friend, Mauro. Tell them
to individually read the email and answer the questions in
exercise A. In pairs they compare answers before checking
in open class.
Answers
1 Ireland
2 No, he went with Helena
3 three weeks
4 Yes, it didn't rain once
5 He spent a week in Dublin and went sightseeing
every day, saw al l the old buildings, in the evening
they went out and enjoyed the nightlife, then they
rented a car and spent two weeks driving around the
country, they stayed in little bed and breakfasts and
met some lovely people, they went walking in the
mountains in County Mayo
Step 2 Tell students to complete the senten ces with one
word in each space. Tell them to read the email aga i n
if they need help. Do t he first one as an example . In
pairs they compare answers before checking in open class .

"
,
04 HOLIDAYS
Answers
1 flew
2 spent
3 beautiful/fun
4 worried
5 favourite
6 walking
7 anyone
8 was
9 Did
--- ---
LANGUAGE PATTERNS
Aim
To draw students' attention to some common patterns
using anyone, anywhere, anything, any.
Step 1 Ask students to look at the sentences in the
box and notice the similarities, Ask them to translate
these sentences into their own language and notice
any differences, In monolingual classes, ask students
to compare thei r translations, In multilingual classes,
ask students to work in pairs an d tell each other if the
sentences were easy to translate and whether they were
able to translate them word for word,
Step 2 Ask students to cover the English trans lations
and translate the sentences back into English using their
translations, Then ask them to compare their translations
in pairs against the book,
Alternatively If you prefer not to use translation, ask
students to notice the pattern = anyone (people), anywhere
(places), anything (things), any (people or things),
SPEAKING
Aim
To provide controlled practice of talking about holidays.
Step 1 Ask students to think about t he bes places :~e '
countrytodothethingsinexerciseA. 0 ora Gr"::
with any ideas , Give them so me ime ' o ores"',, arc :r"r
put them in pa irs to tell each ocre' arc c,,: ;:;" ... r :r : r"
best place is, Mon i or and cor'e:: a r : arg_::ig" s'c:; errs.
Cond uct brief feedbac. .
Tip Ifyou have a monoling a ro 0 ge ' hem to decide
what would be the best p,aces ~or different people to visit,
e.g . a couple of young friends, a Older couple, a couple
with two ch il dren, etc.l fyou have a multi li ngual group
get them to comp are what the bes' pl aces are in their
countries.
GRAMMAR Past si m p le qu estions
Aim
To present and practise past simple questions.
Step 1 Get students to read the explanation box and check
understanding: How do we make questions w ith the verb
'be? (was / were) , And with other verbs? (d id + su bject + base
verb) . Writeyou / go on holiday anywhere on the bo ard and
elicit how to ask a question using this, and write it on the
board = Did you go on holiday anywhere? Get them to look
at notes in exercise A and to write past simp le questions
they could ask a friend about their holiday. Monitor and
help with any problems with question forms. Get students
to compare answers in pairs before checking in open class.
,----
Answers
1 Did you go on holiday anywhere?
2 Where did you go?
3 Who did you go with?
4 Did you have a good time?
5 How long were you there for ?
6 Where did you stay?
7 Was it very expensive?
8 Was the weather good?
9 Was the food good?
Step 2 Tell students to match t he ques iOf1S '1 exercise A
to the answers in exercise B. Monitor and cor rect any
problems with ideas . In pairs they compare a"s vers before
check i ng in open class.
Answe rs
Id2h3f4a5e6c7g i9b
--- ---- ---- --- ---- ---- ---- -
Direct s ude s: :r" g'::i~~::i' 'e -e'e ce on page 153 if
theys~ see~~rs~'e
SPEAKING
Aim
To provide fluency practice in what students have
learnt so far in the unit.
Step 1 Ask students to choose one of the things in exercise
A they want to talk about. Tell them to think about what
they want to say an d to ind ividually write five past simple
questions for their partne r to ask them about their day /
weekend / holiday. Monitor and help with question forms.
Step 2 Put students in pa irs and get them to swap
questions and interview each other about their day /
weekend / holiday. Monitor and take notes on the correct
and incorrect language for a correction slot at the end.
Conduct feedback by getting a selection of pairs to tell the
class what they fo und out about their partner.
4B see Teacher's notes p. 137.
04 HOLIDAYS 43

02 REVIEW
CONVERSATION PRACTICE &
ACT OR DRAW
Fo r aims and suggested procedures see Review 01
pp. 28-29.
QUIZ
For aims and suggested procedures see Review 01
pp.28-29.
Answers
1 The seasons that have warm weather are spring and
autumn.
2 You can buy med icin e, some toothpaste, some
aspirins etc. at a chem ist 's .
3 New Year's Day is 1st January.
4 You can put on all kinds of clothes or some make-up.
5 You can send a package at the post office.
6 You can go to a restaurant to have a steak.
7 You can wash your hands or do the washing up in a
sink .
8 You normally have a sofa in the livi ng room.
9 You use a mirror to put on make-up, shave, check
your hair I clothes .
10 You normally brush your teeth in the bathroom.
11 You might not be able to reach the cupboard
because it's too high or you're too short.
12 The seasons are: spring, summer, autumn (fall)
winter.
13 On holiday you can stay: in a hotel, with friends, in a
bed and breakfast.
14 You give someone a present on special days, for
example, their birthday, on an anniversary, Women's
Dayetc.
15 Ifyou are ill you can stay in bed, have medicine, goto
see a doctor or go to hosp ital.
FAST WRITER
For ai ms and suggested procedure see Review 01,
pp. 28-29.
PRONUNCIATION Consonants and air
Aim
To revise consonants and give practice in how the use of
air can help make a sound.
44 OUTCOMES
Step 1 Get students to read the explanati o n box. Play the
re cording and get students to repeat the words and sounds
on the top row.
~R2.1
bath 181
fun IfI
past I pl
t urn It!
ch ange I tfl
miss Isl
washIfI
key Ikl
Step 2 Tell students to put a piece of paper in front of their
mouth and totry and move the paper when they say the
sounds. Play the recording an d get students to repeat t he
words .
'" R2.2
Ipl IfI It! Itf l Ikl
Step 3 Pu t students into pairs and tell them to take turns
t rying to say the wo rds in C. Play the recording and get
students to check with t he audioscr ipt on page 173.
~ R2.3 and Answers
1 put
2 cut
3 sofa
4 show
5 match
6 think
7 photo
8 plates
Step 4 Put stude nts in pai rs and get them to pra ctise
say ing the sentences in E and decide wh o has good
pronunciation and w hich soun ds are difficult for them .
Conduct feedba ck on any sounds that a re difficult.
Note Liste ning and the res t of the review unit cou ld be
used as a prog ress test. The suggested scores are given
bel ow ea ch exercise . Alternatively, these exer cises could be
done in pairs or individually then checked in pairs , or you
coul d put students in teams a nd conduct t hem as a quiz
I competition . If students need help,you can d ire ct them
to the relevant pages of the grammar refe rence or the
Vocabu lary Bu ilder.

LISTENING
Aim
To give practice in listening for gist and detail.
Answers
a conversation 4
b conversation 1
c conversation 2
l~=
f conversation 3
~R2.4
Conversation 1
---
----------------------~
A: Did you have a n ice weekendt
S: Yes, it was OK.
A: What did you do?
B: Well, on Saturday I went shoppi ng w ith my friend,
Denise.
A: Oh yes? Did you buy anything nice?
B: I didn't. I didn't see any clothes I liked, but Denise
bought a jacket a nd some shoes.
Conversation 2
C: We need to buy some things to make sa ndwich es for i
tomorrow. Is t here a supermarket near here?
D: Not real ly. Th ere's a fruit and vegetable sh op
opposite t he station. It's a ten-minute wa l k.
C:Oh,OK.Canyoushowmeonthemap?
D: Sure. We're here and this is Amwell Road. The shop is
on the corne r opposite the station, here.
C: OK. Than ks.
Conversation 3
E:You're tall, Pete. Ca n you reach that big plate?
F:Sorry,Ican't .
E: Don't worry. Pas s m e hat chair, I can stand on that.
F: Here.
E: Thanks. Can you hold it ?
F: Sure.
Conversation 4
G: Did you go anywhere in he holidays?
H: Yes, we got a cheap flig ht an d f lew to Copenhagen.
G: Really? That sounds nice.
H: It was.
G: What did you do?
H: We walked round and did some sightseeing and had
some nice meals.
G: Was the weather OK?
H: Yes, it was sunny but ve ry cold. There was snow on
the grou nd. Here, I have some photos on my phone.
GRAMMAR
Exercise A Answe rs
1on
2 next to
3My
4 hers
Exercise B Answers
1 had
2 flew
3 spent
Exercise CAnswer s
1 Is there ..
2 Did you have ..
3 Was it good?
4 Can you help me?
5 can't
6 didn't
7go
8 were
4 saw
5 took
6 stayed
Direct students t o the grammar re fere nce 0 9age 153 if
they find this difficult.
ADJECTIVES
An swers
1 Do you have any clean clothes?
2 It's very cold in here.
3 His room's normally very messy.
4 It's quite cloudy today.
5 Is that towel wet?
6 The people were quite unfriend ly.
COLLOCATIONS
Answers
1 share
2 close
3 change
4 set
VOCABULARY
An sw ers
1 house
2 drive
3 prefer
4 annoy
5 n ightl ife
5 cut
6 wash
7 turn up
8 show
6 sing
7 fun
8 clear
9 view
10 visit
02 REVIEW 4S

05 SHOPS
VOCABULARY
Describing what you want to buy
Aim
To present and practise describing what you want
to buy.
Step 1 Write the table headings on the board = colour,
material, clothes,jood, shape and elicit examples for each
category: red, woo l,jacket,jruit, long. Put students in small
groups to look at the words in the box in exercise A and to
complete the table. Tell them they can use a dictionary if
they want. Check answers in ope n class.
Answers
co our
t.I
ma ena
Ith
co es
fd
00
hs ape
green
wood
shirt
cak e
square
yellow
plastic
jeans
cheese
round
brown
leat her
dress
fish
short
cotton
Step2Inthesamegroupsas swdens 0 00. att e
photos and ident ify as many words in exercise A as they
can. Te ll them t hey have two minutes. Conduct feedbac on
who found the most and w hat t hey found.
Answers
cake, shirts, fruit, cheese, fish, red, white, yellow, brown,
green, cotton, wood, square, long, round, small , square
LISTENING
Aim
To develop listening for general and specific
information.
Step 1 Tell students they are going to listen to three
conversations in places in the pictures, and to decide
which place they are in. Play the recording . Put students in
pairs to compare answers before checking in open class. If
necessary, play the recording again .
46 OUTCOMES
Answers
~
1 fruit shop
2 cake shop
3 clothes shop
~
- -----
--------
~5.1
Conversation 1
A: Who 's next?
B: Me.
A: What wou ld you like?
B: Can I h ave some apples?
A: These ones?
B: No, those red ones.
A: How many would you li ke?
B: Six.
A: OK. Anyt hin g else, my love?
B: Er, yes . Th os e things there. What do you call them?
A: Th ese?
B: Yes.
A: Peaches. Do you wan he yellow or t he orange
ones?
B: - ree yel OIN ones.
A: - here you go. That's £3.10 altogether. Thank you.
I ext?
Conversation 2
C: Those look nice.
0: Mmm. That yellow one espec i ally.
C: Hello. Do you speak English?
E: A little.
C: Can we have some of that yellow cake?
E: How much? Like this?
0: A bit more. That's fi ne.
C: And the brown one above it? With ... is that orange
on top? What's that cake made of?
E: Coffee, and yes it's orange on top.
C: OK. I'll have a piece of that.
E: Like this?
C: That's great.
E: Five euros 46.

Conversation 3
F: English?
G: Yes. How much are those?
F: Depends. 5 dollars, 7 dollars 50,10 dollars. Which do
you like?
G: How much is that red one?
F: This one?
G: No, the other one there at the top. With 'E gypt' on it.
F: Th is one.
G: Yes.
F: 10 dollars.
G: What size is it?
F: Any size. What do you want?
G: Can I have one i n medium? Thanks.
F: There. Medium.
Step 2 Tell students to listen again and de cide which
thing(s) they buy and how much is it / are they. Play the
recording. Put students in pairs to compare answers before
check ing in open class. If students are havi ng prob lems,
play the recording and pause after each conversation to
check answers.
Answers
Conversation 1 = six, red apple s, three yellow peaches,
£3.10
Conversation 2 = some yellow ca ke, coffee and orange
cake, € 5.46
Conversa t ion 3 = T-shirt wi h 'Egya- ' .. (:le" 0" 1', 5::'0
Step 3 Put stude nts in groups' 0 discuss he questions
in exerc ise C. Mon i or and correct any language prob lem s.
Conduct brief fee dback on their op inions.
GRAMMAR this, that, these, those
Aim
To present and practise this, that, these and those.
Step 1 Ask stud ents to look at the pictures and identify
an object from Voca bulary. e.g . apples an d jeans. Ch eck
understanding for each picture: Is the app le near to or far
from the person? (ne ar), Are the jeans near to or far from
the person? (far), What do we say if a sing le object is near?
(This) andfar? (That),What do we say ifa plural object is
near? (These) and far? (Thos e) . Get students to look at the
sentences in exercise A and to choose the cor re ct word
based on the ideas in the pictures. Do the first one as an
example. Monitor and help with any problem s. Get students
to compare answers in pairs before checking in open class .
Answers
1 That
2 these
l3 that
4 This
5 those
6 this
7 This
Direct students to the grammar reference on page 154 if
they still seem unsure.
Step 2 Point to different things in the classroom and ask
students to tell you What's this / thaU or What are these /
those? in English. In gro u ps they do the same and see how
many different things they ca n name i n the classroom.
Monitor and correct any langua ge prob lems . Conduct brief
feedback by getting different grou ps to ask other groups
the questions.
DEVELOPING CONVERSATIONS
Questions in shops
Aim
To introduce and practise questions in shops .
Step 1 Read out the explanation box to stude n s and tell
them to individually look at the question s in exerc i se A. Tell
them to decide who usually asks them - shop a 55 i s~ ant s or
customers. In pairs they compare answer s before checking
in open class.
Suggested answers
shop assistants = 1,5,6,7,8; customer = 2, 3,4
Step 2 Tell students in pai rs to match each pa ir of answers
o a question in exercise A. Monitor their us e of language.
Check answers in open clas s.
Answers
1 = question 4 (Can I have some ... ?)
2 = question 3 (How much are the app les?)
3 = question 1 (Who's next?)
4 = question 6 (How much would you lik e?)
5 = question 2 (What are those made oP)
6 = question 8 ( Anything else?)
7 = question 7 (How many would you like?)
8 = question 5 (Which one(s}?)
Step 3 Tell students to spend two minutes rememberin g
one answer in exercise B for each question in exercise A.
Put students in AB pairs, Student A asks que stion s, Student
B closes their book and gives an ans wer. Then they change
roles. Monitor and help w ith any language problems.
Optional activity If time, ask a selecti on of students to
have their conversations in open class.
05 SHOPS 47

05 SHOPS
CONVERSATION PRACTICE
Aim
To provide conversation practice using the language
practised in the unit so far.
Step 1 Tell students they are going to have simi lar
conversations to the ones in Listen ing. Put them in pairs
and tell them to choose a shop from the pictures from
Listening. Student B should choose two different things
to buy. Give them a couple of m in utes t o think about
what they want to say, tell them to try and use as much
language from the page as they can .
Step 2 When they are ready, tell Student A they are t he
shop assistant and to hold their book open for Stude nt B
to see t he shop . Tell Student B they are the customer. They
then have their conversation . When they have finish ed, t ell
them to change roles, choose a different picture and have a
si milar conversation. Each time, monitor and he lp w it h any
language problems .
Tip With a weaker class, get them to read the audioscri pt
on page 173 to help them with the language.
pp. 46-47
Next class Make photocopies of
SA p. 1S2.
PRONUNCIATION Numbers
Aim
To present and practise pronunciation of numbers .
Step 1 Get students to look a he numbers in' he box 'n
exercise A and ask: How many syllab les are rhere in each
word? (Two.) Te ll t hem they are goin g '0 li s'en to the
numbers and to u nderline the main s reS5 on the syllabl es.
Play the recording and in pairs s·udents compare thei r
answers. Check answe rs by playing t e recordi ng aga i n
and pausing after each w o rd . Check understa nd ing: What's
the difference in pronunciation between fifty and fifteen,
etc.? (with fifty, sixty ete. the stres s is on the fi rst syllable
and with fifteen , sixteen, ete. the stress is on the second
syllable) .
I '" 5.2 and Answers
thirteen
!bl.rty
fourteen
forty
l
Sixteen
sixty
---
Tip With a weaker class get them to listen and repeat the
numbers after each one .
48 OUTCOMES
Step 2 Tel l students they are going to hear eight more
numbers and to listen and write the numbers they hear.
Play the recording . In pairs students compare their answe rs.
Che ck answers by playing the record ing agai n and paus in g
after each word. Get one student to say the number and
another student has t o write it on the board in numbers.
Elicit and drill the stress, e.g . f ifty = Ho w m any syllab les?
(two), Where's t he ma in stress? (on the first syl lable).
I
'" 5.3 and Answers
fifty
seventy
eighteen
ninety
thirteen
nineteen thousand
I
two hundred and f ifteen
fifty thousa nd
Ste p 3 Get students to look at the numbers in exercise C
and give them some time t o think ab o ut how to say them.
Put them into pairs. Student A says one of the numbers
in a-f and Student B pOints to the number, then they
change roles. M onitor and correct the pronun ciation of t he
numbers and main stress.
Answers
a fourteen, fo rty
b fifteen , f ifty
c one hundred and eight een , one hun dred and eighty
! d five h undred and thirtee n, five hundred and thirty
e s ixte~ thousand , si~ thou sand
f seventeen thousan d, se venty thousand
--------
READING
Aim
To develop reading skills for general and detailed
information.
Step 1 Tell students they are going to read about two
women working in shops. The shops are having a sa le =
redu ced prices. Put them in groups to discuss the questions
in A. Te ll them to de cide who got the best price and to use
sentences like : I bought a coat, It was 30 euros, reduced
from 60. Monitor and help with any language problems.
Conduct brief feedback on what they bou ght in the last
sales and who got the best price.
Step 2 Put the class into two groups, group A reads about
Emily and answers 1-6 i n exercise B. Group B reads about
Dalena and also answe rs 1-6. Monitor and help with any
problems. Put students in same letter pairs to compare
the i r answers.
Step 3 Put students in new AB pairs, one from each group,
and tell them to ask each other questions 1-6 to learn
about their partner's text. Check answers in open class.

Answers
Emily =
1 Germany
2 She manages the shop.
3 in a bookshop
4 There are lots of big bookshops which have cafes and
famous writers give talks, they can 't do that and they
are losing money.
5 She 's sad because her grandfather opened it 60 years ago.
6 She doesn 't really know but she doesn't want to work
in another bookshop.
Dalena =
1 Slovakia
2 she 's a sales assistant
3 atan S&Astore
4 the shop is having its summer sale
5 She 's tired but she likes it, she likes helping people
find nice clothes.
6 She wants to continue working with S & A and maybe
I become a floor manager and then a shop manager.
~aybe she can get ajob in one oftheir shops in the U~
NATIVE SPEAKER ENGLISH bargain
Ask students to read the box and check that they
understand by asking What's another way of say ing
'something that we bought is good and cheap? (a bargain).
Ask them if they have a similar expression in their
language. Ask if they bought any barga i ns in the last sales.
SPEAKING
Aim
To provide controlled practice of talking about shops .
Step 1 Ask st ude nts what they - in abo :::'1"' s snop
closing down, if it is a good c'1ange or 0- .4s : ner' to ead
thequestionsinAandgi·e~ em-'meto h'n abou what
they want to say. W hen they are eady put t hem into groups
of three or four t o discuss he questions. Monitor and
correct any language prob lems. Co nduct brief f eedback.
GRAMMAR Present co ntin uous
Aim
To present and practise the present continuous.
Step 2 Read out the explanation box and chec k
understanding: When do we use the pr ese nt continuous!
(To talk about things happen i ng around now which are
temporary and not finished.) How do weform the present
cont inuous? (am / are / is + -ing). Tell students to look at
the two articles in Reading and find ten examples of the
present continuous . In pairs they compare answers before
checking in open class .
rAnswers
--
---
I Emily = We 're having a sale because we're closing the
shop, lots of people are buying things, We 're not getting
I
many customers, w e're losing money, I'm looking fo r a
job.
Dalena = It's doing very w el l, We 're having our summer
sale , I'm working really hard , The shop is staying open
late, They are growing at t he moment.
Step 2 Tell students to com plete the sentences in exercise B
witham / are /isand trytousethe short form where they
can. Do the first one as an example - use the short form .
Monitor and help with when to use sho rt f orms. In pairs
they compare answers before checking in o pe n class.
I Answers -- ---
I They're
1
2 I'm
3 She's
1
4 economy's
5 team's
I6 you're
7 are
~ brother'_
s_
Step 3 Tell students they are going to listen to he
sentences in exerc ise B and repeat the m. Play each
sentence, pause and get st udents to repeat as a cla ss.
St ep 4 Write the firs sen ' ence on the board and elicit
wh ich words are s-ressec . - 'len i oalrs t ey practise saying
theonesvhic are-r e"or-
.ern to each other, payin g
a.e
· ·on :o:"e :::'0 unc a( on. onitorand helpwithany
or 0 er"'S.
~ 5.4 and Suggested answers
:. ID.~.y're having a sale at a shoQ in town.
2 [ m not working very hard at the moment.
3 My m ot her 's not here. She's go!D.g the shopping.
4 The economy's growing fast at the moment.
5 My football team's doin very well now.
6 I'm sure you're e.QjQylD.g t h is class .
7 Some friends are staying with me at the moment.
8 My brother's studying at universit .
Direct students to the grammar reference on page 154 if
they still seem unsure.
Step 5 Tell students we often use the prese nt continuous
when talking on the phone to say what someone is doing.
Tell them they are a 're ceptionist' and they answer the
phone. The caller wants to speak to the people in the
box, but the people do n't want to / can't talk now. Check:
mum = mother, dad = father. In open class elicit some
ideas why their mum can 't come to the phone, e.g. She's
cooking dinner, She's having a shower. Then ask students to
individually write reasons why the different peop le can't
come to the phone . Monitor and help with ideas.
05 SHOPS 49

05 SHOPS
Step 6 Pu t students in pairs to ho ld conversations using
their ideas. Tell them to look at the example in E and tell
them to substitute the perso n (mum or dad) and the
reason (They're watch ing afilm) with the ir own ideas.
Mo n itor and correct an y problems with the present
continuous. Conduct brief feedback by getting a selection
of students to role-play one of their dialogues.
SA see Teacher's notes p. 138.
_
pp.48-49
L
Next class Make photocopies of
S8 p. 153.
VOCABULARY Department stores
Aim
To present and practise expressions about department
stores.
Step 1 Tell students to look at the different departments in
the box and check: Home Enterta inment = where you can
buy TVs, DVD players, etc.; Accessories = where you can buy
small things to wear with your clothes, e.g. belts, handbags,
jewellery. Elicit where you would go ifyou wanted to buy all
of t hese things in one place = A department store. Check, if
possible, by getting them to give names of loca l department
stores . Ask st udents to individually match the things in the
pictures to the departments in the box. Monitor. In pairs
they compare answers before checking in open class.
----
------
--
--
-
Answers
1 Comp uting and Gaming
2 Womenswear
3 Accessories
4 Beauty
5 Toys
6 Sports
7 Menswea r
8 Home Entertainmen
Step 2 Put students into groups of hree or cour and tell
them to think of one more thing they can buy in each of
the departments in the bo x. Co ndu brief feedback.
Suggested answers
Home Entertainment = a TV, Accessor ies = a necklace,
Computing and Gaming = a printer, Womenswear = a
skirt, Toys = a board game, Beauty = perfume, Sports = a J
football, Menswear = a shirt
--- ---
-
--
Optional activity Set a time limit offive m inutes and tell
each group they have to add as many th ings as they can to
each category. Get feedback from the group with the most
items.
Step 3 Ask students to read the words in the box and
check understanding: the basement = the floor of the shop
that is underground, the chang ing rooms = where you can
try the clothes, shelf = along piece of wood or glass that
displays the things, the lifts = an elevator, the esca lator = a
SO OUTCOMES
moving stair, the till = where yo u pay f o r your things. Put
students in pairs to look at the pictures and decide what
words from the box t hey can see .
,-----------------------------------,
Answers
1 the stairs
2 the top shelf, the bottom shelf
3 the escalator, the first floor, the second f loor
4 the ground floor, the first floor, the second floor
5 the main entrance
~h~ -------- ---
--- -- --
Step 4 Put st udents in pairs to answer the questions in
exercise D using the words from C. Check understanding of try
on = to see if the clothes are the right size . Mon itor and help
with any language problems. Check answers in open class.
Answers
1 changing room
2 the esca lator
3 the main entrance
4 the lift
5 the top shelf
6 the basement
7 the ground floor
8 the stairs
9 the till
S8 see Teacher's notes p. 138.
LISTENING
Aim
To develop listening for general and specific
information.
Step 1 Te ll s~udents they are going to listen to th ree
people in a departme nt store. Tell them to listen and
ans ver he questions in A. Play the recording . In pairs
hey compa re answers before check i ng in open class . If
necessary, play the recording again.
Answers
1 1 radios 2 by the till, on the bottom shelf
2 1 shirts 2 in the Menswear department on the second floor
3 1 sun c ream 2 in the Sports department on the
fourth floor
---
-- --
- --'
I ~S.S
Conversation 1
A: Excuse me. Do you sell radios?
B: Yes, madam. They're over there, by the till.
A: Really? I didn 't see them there.
B: No? Well, come with me . Let's see. Yes, look . There
they a re . O n the bottom shelf.
A: Oh, that was stupid! I walked past them a
minute ago.
B: Don't worry. It's no problem.
I
A: Well, thanks for your help.
B: You're welcome.
~----

>
,
'.
,.
c
05 SHOPS
,
,.
.
Conversation 2
C: Excuse me. Do you sell shirts?
0: Yes, of course, sir. In the Menswear department.
C: Right. OK. And where is that?
0: On the second floor. If you go up the esca lator
here and turn right at the top, it's there . Next to
Gaming and Computing .
C: Great. Thanks for your help.
0: You're welcome .
Conversation 3
E: Excuse me. Can you help me?
F: Yes, of course,
E: I'm looking for some sun cream. I looked in the
Beauty and Make-up department, but I couldn't see
any. Do you sel l it anywhere?
F: Yes, we do, but it's in the Sports department .
E: Oh , that's strange,
F: Well, people use it when they go sw i mming,
I suppose .
E: OK, So where is the Sports department?
F: On the fourth floor. You can take the lifts from
over there.
E: OK.
F: And when you get out of the lift, it's on the left,
E: Left. OK, Great. Thanks for your help,
F: My pleasure , Have a nice day now,
Step 2 Tell students to listen again and complete the
sentences in B with one w ord in each gap (point out that
question 3c is two words). Play the recording again. In pairs
students compare answers before checking in open class .
If necessary, play the recording again and pa use afte r each
sentence.
Answers
la by
bOn
c :Ja5:
2a On
bD
:a:
3a in
b0er
::: ::...-: 0-
Step 3 Get studentsto c a:: eaud scr p- on page
174 and to choosefou ' crds or use~ul expressions to
remember. In pa irs they e eac 0 her and see if they
chose the same . Co nd uct br'e ' .ceedback.
Step 4 Tell students t hey are goi ng to have si milar
conversations to the one s in Listen ing . Te ll them to write
five things they want to buy in he ir loc al department
store. They can use a diction ary to help t hem. Monitor and
help with any language prob lem s. In pairs they take turns
asking and answe ring questio ns about wh ere things are.
They can use one of the sentences in t he speech bubb les to
start. Monitor and help with any pr obl ems, Conduct brief
feedba ck by getting a selection of students to act out one
of their dialogues in open class,
Tip With a weaker class, they can read the audioscript on
page 174 and substitute the things and places ea ch time.
LANGUAGE PATTERNS
Aim
To draw students' attention to some common patterns
using imperatives.
Step 1 Ask students to look at the sentences in the box
and notice the sim ilar ities . Ask them to translate these
sentences into their own language. In monolingual classes,
ask students to compare their translations. In multilingual
classes, ask students to work in pairs and tell each other
if the sentences were easy to translate and whether they
were able to t ranslate them word for word.
Step 2 Ask students to cover the Englis h t ransl ations
and translate the sentences back into English using their
translations. Then ask them to compare t heir tran sla t ions
in pairs against the book .
Alternatively If you prefer not to use tra n slation, ask
students to read the language patte rn box and check
understanding: When you want to fini sh a con versation,
what can you say? (Have a nice day.) When y ou want to
te ll someone it's not a problem , wha t can y ou say? (Don 't
worry.) When you meet som eone and you want [h em to
sit down, what can you say?(Ta ke a sea .) When someone
is going out som ewhere, what ca n you say? Have a good
time.) Wh en someone is irritared DJ somerhing, wh at can
you say? (Don 't ge t angry.)
SPEAKING
Aim
To provide fluency practice in talking ab out shopping
in ge n eral.
Step 1 Get st udents to read the text about Stockmann
and chec k understa nd ing: What kind of shop is it?
(d epartment store), Where are the stores? (Finland, Russia,
Latvia, Estonia), Can you buy online? (y es ), What does it sell?
(everything). Ask them if they know of any similar stores
loca 11y.
Step 2 Ask students to individually read the questions in
exercise A and to take notes on their answers. Monitor and
help as necessa ry. When students are ready, put them into
groups offour or five to discuss the questions, Monitor for
their use of language for a correction slot at the end.
Step 3 Cond uct feedback by getting each group to tell the
class one thing they discussed that was interesting.
05 SHOPS 51

06 STUDYING
VOCABULARY Subjects
Aim
To present and practise describing subjects.
Step 1 Get students to look at the pictu res and check
understanding PE = physical education ,lT = information
techn ology. Then in pairs ask them 0 discuss the que stions
in A. Monitor and help with any problems. Check answe rs
and main stress in open class.
Sugges ted answe rs
1 Literature, History, Geography
-~
2 Maths, Chemistry, IT (pronounced as two separate
letters), BiQ)ogy, Engineer ing, Med icine
3 PE (pronounced as two se para e letters)
4 Engin~ring , Mill:Jseting, ~
St ep 2 Tell students to thin k abo ut which subje cts they
think are interesting, boring, most / leas important. easy /
difficult and which they are go od at. Give· hem a couple
of minutes to think about what t o say. Then put students
in groups of three or four to discuss the ques~ i ons in B.
Monitor and correct pronunciation . Co nduct feedbac k ·n
open class by getting one person from each group 0 say
one thing they had a lot to say about.
LISTENING
Aim
To develop listening for specific information.
Step 1 Tell students they are going to listen to three
conversations about studying and to complete the table.
Play the recording. Put students in pairs to compare
answers before checking in open class. If necessary, play the
recording again.
52 OUTCOMES
An swers
~ bject
Year
How's it goi ng?
1 Marketing
1st
Really well.
2 Geography
2nd
Not very well.
3 Engineering
3rd
OK , but it's d ifficu It.
01506.1
Conversation 1
A: So what do you do, Imke?
B: I'm a student.
A: Oh , OK. What're you studying?
B: I'm doing a degree in Ma rketing .
A: Right. And what year are you in?
B: My f i rst. I only started this year.
A: How's the cour se going?
B: Really well. It's great. I' m really enjoying it.
Conversation 2
C: So what do you do, Tom? Are you worki ng?
D: I'm a student at university.
C: Oh right. What're you studying?
D: Geography.
C: Really? What year are you in?
D: My second.
C: And how's it going?
D: Not very well. It's quite boring!
Conversation 3
E: What do you do? Are you working?
F No, I'm not, actually. I'm at the polytechnic.
E: Oh right. What're you studying?
F: Engineering.
E: Wow! OK. What year are you in?
F: My third. I finish next year.
E: And how's it going?
F: OK , but it's quite difficult. It's a lot of work!
E: I'm sure. Well, good luck with it.
J

Step 2 Tell students to listen again and choose the correct
word in italics in exercise B. Play the recording. Put students
in pairs to compare before checking in open class. If
necessary, play the recording again and pause after each
conversation to check answers.
Answers
1 a doing
2aat
3a work
b enjoying
b boring
b with
l
Step 3 Put student s in pairs to discuss if they know anyone
at university / college at the moment, what they are
studying, what year they are in and if they are enjoying it.
Monitor and correct any language problems . Conduct brief
feedback.
PRONUNCIATION are
Aim
To present and practise the pronunciation of numbers.
Step 1 Get students to read the explanation box. Tell them
we produce the sound with no lip or tongue movement,
and the sound comes from the stomach - it's like pressing
on your stomach and letting out the air. Get them to try to
produce the sound. Tell students to listen and repeat what
they hear. Play the recording and pause after each question.
Ask them to repeat the question as a class and then q u ietly
to themselves.
i5f 6.2 and Answers
1 What are you st udying?
2 WhatyearareyouiD?
3 Are you enjoying t?
4 How are YQ!!?
5 Are you bJ!rJ.gry?
6 Are you good at English?
7 Where are you from?
8 Where are you staying?
Step 2 Tell students to listen again and write the eight
questions they hear. Play the recording and in pairs
students compare their answers. Check answers by playing
the reco rding again and pausing after each question. Write
the questions on the board and show them the ma i n stress.
St ep 3 Put students in pairs and get them to ask and
answer the questions. Model with a strong student first.
You ask the student the questions, paying attention to the
sentences stress. Monitor and correct any problems with
pronunciation. Conduct brief feedback.
DEVELOPING CONVERSATIONS
How's the course going?
Aim
To introduce and practise questions to find out if
someone is enjoying their course .
Step 1 Read out the explanation box to students and
check understanding: How can we ask someone if they are
enjoying their course or not? (How's the course / it going?)
How do we respond pos it i vely? (Really well), and in the
middle? (OK), and negatively? (Not very well)
Step 2 Tell them to look at the nine answers to the
question How's it going? and add Really well, OK or Not very
we ll. Do the first one as an example, e.g. The person says,
but it's quite difficu lt, so do they respond negatively? (No,
they are in the middle). What's the answer? (OK). In pairs
they compare answers before checking in open class .
Answers
1OK
2 Not very well
3 Really well
4 Really well
5 Not very well
6 Really well
7 Really well
8 0 very ','e
90
Step 3 ::~: o:~;:;e~:5 n: o groups 0 ~ hree or four and t ell
:~::~ ::: C 5[",55 :"e aLOes ions in 8. Monitor and help with
a~) 3'1guage problem s. Con d uct bri effeedback by getting
a student from ea ch gro up to summarise what they think
about t he course.
Alternatively Instead of talking about the current course,
ask them to tell each other in groups about the best / worst
course they've done, and what they liked / didn't like about it.
NATIVE SPEAKER ENGLISH
How's it going?
Ask students to read the box and check understanding :
What's another way saying 'How are you?' = How's it
going? Ask them if they have a similar expression in their
language. Put students in pairs and ask t hem to practise
the dialogue in the box.
06 STUDYING 53

06 STUDYING
CONVERSATION PRACTICE
Aim
To provide conversation practice using the language
learnt in the unit so far.
Step 1 Tell students to look at the audioscript on page 174
and read the dialogues. Put them in pairs and tell them
they're going to have four similar conversations asking
and answering these four questions: So what do you do?
What're you studying? What year are you in? How's the
course going? Give them time to think about what they'd
like to say. Tell them to have four conversations, with
different answers each time. Monitor and he lp with any
language problems.
Optional act ivity If time, get a se lect io n of pairs to act out
one of their dialogu es for the class.
_
pp. 52-53
VOCABULARY
School and u niversity / col lege
Aim
To present and practise expressions about school and
university / college.
Step 1 Get students to look at the adjectives in the ci rcles.
Ask students to try and translate the adjectives into their
language and see if there are any they can't translate.
Check any they have difficulty with.
Alte rnative ly If you prefer not to use translation, ask
students to match the adjectives to the pictures. You might
need to check understanding e.g . lazy = someone who
doesn't want to work very much, varied = things which are
different, strange = unusual.
Step 2 Tell students to match each of the nouns in exerc ise
B to the group of adjectives in ex ercise A that describe
them. In pairs they compare before checking in open class.
Ans we rs
a course = varied, boring, difficult
a teacher = helpful, patient, strange
a classmate = friendly, nice, lazy
a university = popular, expensive, modern
-----
-----
Step 3 Put students into pairs and tell them to add one
more adjective to each group in exercise A. Conduct brief
feedback.
Suggested answe rs
a course = i nteresting, a teacher = kind, a classmate =
helpful, a university = good
54 OUTCOMES
Step 4 Ask students to think which adjectives describe
their school/university / college life. Monitor and help
with ideas. When students are ready, put them into pairs to
compare ideas. Conduct brieffeedback.
Tip With a monolingual class, ask them to discuss if they
agree or disagree on which adjectives describe their school /
university / college life . In a multilingual class, get them to
find out things which are similar or different.
-------
----- -
-----
-
LISTENING
Aim
To develop listening for specific information.
Step 1 Ask students if they know anything about the
Russian school system. Tell them they are go i ng to listen
to an interview with a Russian student, Irina, talking about
the Russian school system. Tell them to read the questions
in exercise A and check that they understand them. The n
tell them t o listen and put the questions in the order the
' nTerv iewer asks them. Play the recording . In pairs they
comDare before che cki ng in open class. If necessary, play
· ne record ing again.
Answe rs
1g
2c
3f
4b
5h
6a
7d
8e
~ 6.3 and Answers
A: What age do you start school?
B: Seven, but most children attend some kind of
pre-school classes for a year before that.
A: And when ca n you leave school?
B: At 16ifyou want to.You can then get ajob or go
to a special college to learn a trade, but lots of
people stay until 18.
A: And when does the school day begin?
B: We start at half past eight in the morning.
A: And how long each day do you study at school?
B: We usually have six - sometimes seven -lessons a
day. Each class lasts 45 minutes.
A: How many breaks do you get?
B: Five - between the six lessons. They last between
15 and 25 minutes.
A: How much homework do you get?
B: Quite a lot! It depends on the age of the student,
but usually between an hour and a half and three
hours - and possibly more! We do a lot of writing
and a lot of preparation for class.
A: What kind of subjects do you study?
B: We do lots of different things - ten or more. W~
do Russian language, of course, as well as Russian
Literature. We do English and maybe one other
--
--

foreign language as well- usually French or
German. Then there's History, and plenty of science
subjects too: Biology, Chemistry and Physics as
well as Geography and lots of Maths. We do IT and,
finally, we do PE as well.
A: What's your favourite subject?
B: Ilike foreign languages, because I find them easy
and Ilike my teachers! I'm doing two - English
a nd French.
Step 2 In pairs ask students to look at the number or
numbe r expression in exercise B and tell them they are the
answers to the questions a-h . Ask them to match them to
the correct question . Play the recording again and get them
to compare answers in pairs before checking in open class.
Answers
two e
seven g
ten or more d
16or18c
half past eight f
six or seven b
45 minutes b
between 15 and 25 minutes h
between an hour and a half and
three hours a
Step 3 Play the recording again and ask students to make
a note of other things Irina says that they find interesting
or different. In groups of three or fours they compare ideas
before sharing in open class.
Step 4 Tell students to listen again and complete the
sentences in exercise D with one word only. Play the
recording. In pairs they compare answers be f ore checking
in open class.
Answers
1 attend
2 trade
3 lasts
11 deoerc5
LANGUAGE PATTERNS
Aim
To draw students' attention to some common patterns
using last.
Step 1 Ask students to loo a ~he sen tences in the
box and notice the simi larities. Ask them to translate
these sentences into their own langu age and notice
any differences. In monoli ng ual clas ses, ask students
to compare their translation s. In multilingual cla sses,
ask students to work in pairs and tell each other if the
sentences were easy to translate an d wh ether they were
able to translate them word for word.
Step 2 Ask students to cover the Eng li sh translat ions
and translate the sentences back into English using their
translations. Then ask them to compare their translations
in pairs against the book.
06 STUDYING
Alternatively If you prefer not to use translation, ask
students to notice the language pattern: last(s} + time
expression (45 minutes, 15 and 25 minutes, very long) or in
questions, How long + subject + last(s}.
GRAMMAR Modifiers
Aim
To present and practise modifiers.
Step 1 Ask students to read the explanation box, or read
it out to them and chec k understanding: When do we use
'very; 'really; and 'quite'? (to modify our opinion about
something), Do they come before or after the adjective?
(before the adjective), What do we say to mean 'a lot'?
(very / really), What do we say to mean 'a little '? (quite). Get
them to look at the sentences in exercise A and choose the
correct form. Do the first one as an example . Monitor and
help with any problems. Get students to compare in pairs
before checking in open cl ass.
Answers
1 very
2 really
3 very
4 quite
5 very
6 quite
7 not very
8 really
Direct s~ udents :0 :re gr,,~"""ar r~ =e'::r[e
hey s ' 11 seeN' ~rs~'::
Clage 1 55 if
Step 2 - :: 5:_:e- ::::
-: . Gaythin ofthings (or
:e:::: : -,,: ,,'e .:: : :;CSJ ar at · he moment, rea lly
~':~-5 .~ ::_ : e s: range, not very m odern and quite boring.
::_: ~~::~r:s r ' o groups of four or f ive to discuss their
::e"5. : .o";:or for t hei r use of language . Conduct brief
'<eedba c by getti ng different groups to tell the rest of the
cla ss one thing they told each other.
SPEAKING
Aim
To provide controlled practice of talking about
education systems.
Step 1 Tell students to think about the education system
in their country or the school they went / go to and to
answer the question from the interview in Listening
exercise A. Give them a couple of minutes to do this. Then
when they are ready, put students in pairs to discuss their
ideas. Monitor and correct any language problems . Conduct
brieffeedback on their opinions about education.
Tip With a multilingual class, put them in mixed nationality
pairs. In a monolingual class,you could ask them to talk
about the similarities and differences between the Russian
system (from Listen ing) and their own.
06 STUDYING 55

06 STUDYING
_
pp.54-55
Next clas s Make photocopies of
6Ap.154and68p.155.
VOCABULARY Languages
Aim
To present and practise expressions about languages.
Step 1 Put students in pairs and ask them to look at
languages in the box and say wh at country each language
comes from and which language isn't based on a country
name. Do the first one as an example, e.g. French = France.
Monitor and help out with any vocabulary. In pairs they
compare answers before checking in open class.
Note The main languages of China is Mandarin, but it is
often referred to as Chinese.
Answers
Spanish = Spain, Jap anese = Jap an , Finnish = Finland,
English = England,Ch inese =China, Arabic = not based
on a country, Tu rkish = Turkey, German = Germany,
Russian = Russ ia
Step 2 Put students in pa irs and ge them to discuss how
important t hey t hink these languages are in the w or ld:
very, quite, not very important an d w h ich of the languages
sound n ice to them. Mon itor and correct any language
problems. Conduct brief feedback in open class.
Tip If you th ink the question of importa nt languages
could be sensitive, you could get students to think of
categories where each language m ight be important. For
example, music, communication, in different parts of the
world, ete.
6A see Teacher 's no t es p. 138.
SPEAKING
Aim
To provide controlled practice of talking about
languages.
Step 1 Ask students to read the short article and to
answer the questions in exercise A. Gi ve them a few
minutes to do this. Then when they are ready put them
into groups of three or four to d iscuss the questions .
Monitor and correct any la nguage problems . Conduct brief
feedback on their opinions about learning languages.
56 OUTCOMES
READING
Aim
To develop reading skills for general and detailed
information.
Step 1 Tell students they are going to read for information
and opinions about growing up bil ingual. Ask students if
they have a similar experience or know of anyone who has,
and what they think about it. In pai rs get stu dents to read
the sentences in exercise A and decide what the word in
bold means. Tell students they can check on pp. 23-24 of
the Vocabu lary Builderfo r help. Conduct brieffeed back o n
what the words mea n.
Answers
creative = have a lot of interesting ideas; sensitive =
knows how other people feel ; flexible = open to new
ideas and ways; caused = created; solving = finding
solutions to problems; high grades = good results in a
test / exam; positive = happy and open; emotional =
easy to show how you feel
Step 2 Put st ud ents in pairs and tell them to discuss
which of the senten ces are true about them. Monitor
and help with any prob lem s. Conduct brieffeedback in
open cla ss .
Step 3 Tel stuaen ' s to read he article and d ec ide which
op inions in exercise C the writer agrees w ith. In pairs they
comp are t heir ideas and expla in their choi ces. Check answers
in open class and ask students to explain their choices.
Tip With a weaker class, get them to underline where they
found the answers in the article.
Answers
The write r agrees with all the opinions except 1- some
people worry about this, but the writer doesn 't agree
2 70% of the world's population is bilingual
3 growing up with two languages is better than
knowing one language
4 children who speak different languages are more
creative
5 these experiences can cause emotional problems
which makes learning difficult
6 results are even better if students can do some things
at schoo l in their first language
7 students feel positive about both their school and
their language
Step 4 In pairs get students to discuss the questions in E.
Monitor and help with ideas. Conduct brief feedback on
their opinio n s about bi lingual education.

GRAMMAR Comparatives
Aim
To present and practise comparatives.
Step 1 Get students to read the explanation box and
check understanding: When do we use comparatives? (To
compare how good two things are or to explain why). How
do we form the comparative ofgood? (better) and flexible?
(more flexible) and high and easy? (higher, easier) . Tell
students to look at the se ntences i n exercise A and choose
the correct comp arative . In pairs they compare answers
before checking in op en class.
An swers
1 higher
2 slower
3 funnier
4 more interesting
5 lazier
6 sho rter
-
-
-- -,
St ep 2 Tell students to work in pairs and discuss when we
add -er / -ier / more ... to make a comparative. If you can,
put them i nto monolingual pairs and let them t a lk in their
own language. Mon itor and help with when to use the
different forms. Conduct brief feedback in open class.
Alternatively If you don't w ant t hem to ta lk in thei r own
lan g uage, get t hem to discuss how we make co m parat ives
in Eng lish. Go through the answers on t he board .
Answe rs
-er wit h adjectives of ore s} 3~ e "'c: er::: "g ...
-::
::'-
-ier w ith adject'ves : '13 : erG "'.1
morewithadjec.: ':es :. :r:... ·e" c' rr:'"S. ;;:::5
som etim es with' .'.0 s.: :;~::5
Direct stud ents o · e gr:;~""'3r rerere ce on page :'55 if
they still see m un sure,
Step 3 Tell student s 0 c ose a partner and to compare
themselves to their pa ne' Lsing the se nten ces in
exercise C. Tell the m t o choose an adj ect ive and write
the comparative and t o th in or quest ions t o check their
ideas,e.g. How tall are you? on; or and help out with any
problems with the co mpa ra t ive 'orm s and question forms.
Check the question fo rms in open cla ss.
Answers
How tall are you?
How big was your school?
How good a student are you?
How far is your house from the school ?
How easy do you find Maths?
06 STUDYING
l How expensive was your mObile_?
_
________
Step 4 Then they tell their partner their ideas and see
if their partner agrees. They can ask questions to decide
who is right. Model the activity with o ne student, e.g . I am
ta ll er than Marco. How ta ll are you? Monitor and correct
any problems with comparatives . Conduct brief feedback i n
open class on what they agreed on.
Option al activity Get students to produce their own quiz
in teams. Each quiz should have five or six questions about
the same topic or different topics, e.g. sports, famous
people, h istory, geography. For example, Which river is
longer, the Ni le or the Amazon? (the Nile) . Then put two
groups together and they ask each other th ei r qu estio ns.
The winner is the tea m with the most questions correct.
Conduct brieffeedback by getting eac h grou p t o ask t he
class one of their qu est ions.
6B see Teacher's no es p. 138.
SPEAKING
Aim
To provide fluency practice of giving opinions when
~a..lking ab • comparing things.
S ep 1 ...:;. :;~a y get students to choose five things in
:-" :::x anG ' 0 oecide ifthe things are better or worse
caG :nan before and to think of one or two reasons why.
JO an exam pl e in open class first, e.g . I think schoo ls are
be tter now, students have more choices about subjects and
th ey have more technology to find out information. Give
them two minutes to do this, and tell them they can use a
dictionary if they need to. Monitor and help as necessary.
Step 2 When students are ready, put them in t o groups
of four or five to discuss the questions. Mo ni tor and t ake
notes on their use of correct and incorrect langua ge fo r a
correction slot at the end.
St ep 3 Conduct feedback by getting each group to tell the
class one thing they discussed that is bette r or worse than
before, and why.
06 STUDYING 57

03 REVIEW
CONVERSATION PRACTICE &
ACT OR DRAW
For aims and suggested procedures see Review 01
pp . 28-29.
QUIZ
For aims and suggested procedures see Review 01
pp. 28 -29.
Answers
1 The opposite of difficult is easy
2 Shirt sizes are small, medium and large.
3 The main entrance of a building is at the front.
4 A retired person is usually over 65.
5 Prices are normally reduced in a shop in a sale.
6 Pieces offurniture are: a sofa, a cupboard, a
wardrobe, a table, a bed, etc.
7 The opposite of make money is lose money.
8 Material is wool, leather, cotton, plastic etc.
9 You can get a degree at university.
10 Yes , it's good to be lucky.
11 The opposite of the top is the bottom.
12 A football match usually lasts 90 minutes.
13 If something im proves it gets better.
14 A teacher gives you grade s.
FAST WRITER
For aims and sugges ted procedures see . eve \I 0:'
pp. 28-29.
PRONUNCIATION
Aim
To revise and practise vowel sounds.
Step 1 Get students to read the explan at ion box, or read it
out to them . Play the recording and get st udents to repeat
the words and sounds and notice how the ir mouth gets
rounder for the sounds towards the right of the chart.
Model and drill.
~R3.1
seat li:1
f ish III
putlul
true lu:1
58 OUTCOMES
bread l el
agree lal
first 13:1
store 1):1
match IC€I
luck 1111
half l a:1
wrong 101
Step 2 Tell students to try and say the sounds again. Tell
them to touch the end of their tongue and notice when
the tongue moves back and when it moves down.
Step 3 Play the recording and get students to repeat after
each sound. Get them to notice what happens to their
tongue. In pairs students practise saying the sounds from
left to right and then top to bottom in the chart in the
explanation box.
~R3.2
li:l, I il, lul, lu:l, /i:/, lel, lael
Step 3 Put the stud ents into pairs and tell them to take
turns sayin g the words in D. Play the recordi ng and get
students to check in the audioscript on pa ge 175.
~ R3.2 and Answers
1 plea se
2 art
3 good
4 lose
5 im portant
6 exam
7 worry
8 college
Step 4 Put students i n pairs and get them to practise
saying the sentences in F and decide who has good
pronunciation and which sounds are difficult for them.
Conduct feedback on any sounds that are difficult
for them.
Note Listening and the rest of the review unit could be
used as a progress test. The suggested scores are given
below each exercise. Alternatively, these exercises could be
done in pairs or individually then checked in pairs, or you
could put students in teams and conduct them as a quiz
I competition. If students need help,you can direct them
to the releva nt pages of the gram ma r reference or the
Vocabulary Builder.

LISTENING
Aim
To give practice in listening for gist and detail.
,- -------_._--
-- --
Answers
1b,c 2a,d3b,d4c,d
~R3.4
Conversation 1
A: What do you call that yellow fruit in English?
B: What? These th in gs?
A: Yes.
B: They're plums .
A: OK. Can I have a kilo and also some apples?
B: How many?
A: Six.
B: Anything else?
A: No, thanks.
B: That's £3.30, please .
Conversation 2
C: What do you do?
D: I'm a manager in a bookshop.
C: Do you enjoy it?
D: Yes, it's great.
C: Do you like reading?
D: Yes, I love it, and I get free books.
C: That's good.
D: Yes , the only problem is , I hard ly ever read them
because I work very long hours!
C: Oh.
Conversation 3
E: What do you do?
F: I'm a stu dent.
E: What're yo u s uayi g?
F: I'm studyi ng to be come a primary schoo l teac h er.
E: OK. How's it goi ng?
F: Great. I'm rea lly enjoyi ng it.
E: What year are you in?
F: My third year. I have my final exams in June .
Conversation 4
G: You speak English very we ll.
H: Yes, I go to a bilingual school in Italy.
G: Oh , really? Is your mum or dad English?
J
H: No, they're both Italian. They just want me to speak
English well.
G: So, are all the classes in English?
H: No. Some are in Italian.
G: So, what subjects did you study in English?
H: It changes. One year we did Science in English, and
the next year in Italian.
G: So, do you want to go to university in Britain?
H: No, I want to study Engineering in Rome.
GRAMMAR
Exercise A Answe rs
1 those
2 Are you
3 harder
4 he's watching
5 does your brother do
6 quite
7 this, better
Exercise B Answers
1 not
2 I'm
3 are
4 It's
5 those, really / very
6 this, bit
7 reading, it's, more
Direct students to the grammar reference o n page 15 4 if
they find this difficult
ADJECTIVES
Answers
1 popu lar
5 creati e
2 tall
6 sad
3varec
"' a~D
L ~a: er:
8 .exible
COLLO CATIONS
Answers
1 cause
2 improve
3 give
4 leave
VOCABULARY
Answers
1 own
2 plastic
3 online
4 started
5 look for
6 pay
7 have
8goup
5 found
6 positive
7 grew
8 continues
0 3 REVIEW 59

07 FAMILY AND FRIENDS
Next class Make photocop ies of
7A p. 156.
VOCABULARY Relationships
Aim
To present and practise describing relationships within
families.
Step 1 Le ad in by asking students who their favourite
member of their family is and why. If you feel comfortable,
you could g ive your own examp le as model, e.g. my
favourite person in my fam ily is my aunt, she's my mother's
sister and she is so patient and happy and always wants to
listen to me.
Tip You might like to do th e Na t ive Speake r English box
now, before they fill in t he table.
Step 2 Get students to look a he vocabu af) DOX and
chec k und erstanding: grandmorher = YOLr rather's or
mother's mother, mum = a short name for mo her, dad =
a short name fo r father. Then in pairs as student s to
complete the table w ith t he words in the box. M on itor and
help with any proble m s with language. Chec k answers and
main stress in open cla ss .
I Answers
grandfather
husband
dad
son
uncle
QQyfr iend
brother
cousin
grandm ot her
wife
mum
daQghter
aunt
girl friend
sister
cousin
Optional activi ty With a weaker class, put a fa m ily tree on
the board to check the family relationships. You cou ld use
your own family tree, if you feel comfortable. Alternatively,
use the family tree of a famous family in your country. Then
ask students to write their own and tell each other who
the people are.
60 OU TCOMES
Step 3 Tell students to individually complete the
sentences in exercise B with words from exercise A. Check
understanding : Larry = boy's name, Mel = g irl's name.
Monitor and help out with any language problems. In pairs
students compare answers before checking in open class.
Answers
1 brother
2 cousin
3 son
~
4 sister
5 grandm other, mothe r
6 g irlfriend
Step 4 Write t he names of three people in yo ur f amily on
the board and tell students who t hey are using t he target
lan g uage. Te ll students to write down the names of six
people in their fa mily. In pa irs they tell each other who they
are. Mon itor and corre . any probl ems. Co nduct feedback
on anyone who had the sam e names.
NATIVE SPEAKER ENGLISH
Grandma and Grandad
Step 1 Ask students to read the box and check they
understand by eliciting other names for Grandmother =
Grandma, Gran, Granny; and Grandfather = Grandad, Grandpa.
Ask them if they have different names in their language.
7A see Te acher's notes p. 139.
LISTENING
Aim
To develop listening for general and specific information.
Step 1 Tell students they are going to listen to three
short conversations about families, and to decide which
relationships from VocabulalJlthey mention. Play the recording.
Step 2 Put students in pairs to compare answers before
checking in open class. If necessary, play the recording again.

Answers
Conversation 1 = brothers and sisters
Conversation 2 = cousin, girlfriend, uncle, aunt, brothers,
sisters
Conversation 3 = wife, son
~7.1
Conversation 1
A: Do you have any brothers or sisters, Zoe?
B: Yes, I do. I have two brothers.
A: How old are they?
B: My older brother's 28 a nd my you nger one is 19.
A: What do they do?
B: Neil's a teacher and my younger brother, Tim, is at
university.
A: What's he studying?
B: (hem istry.
Conversation 2
C: Did you go out yesterday?
0: Yeah, I did. I met my cousin and his girlfriend for a drink.
C: Oh , OK. 15 he visiting?
0: No, he lives here. He is English.
C: Really?
0: Yes. My uncle Giorgio met my aunt Ruth in London
and they stayed in England.
C: So how old is your cousin?
0: 18. He's a year younger than me.
C: Do you have any other cousins here?
0: No, I don't, but I have 12 back in Italy.
C: Really? How many aunt s and unc le s have y ou got?
0: Nine. My dad has eight brothers and sisters!
Conversation 3
E: So a re you married. - ed?
F: Yes,Iam.30yearsne •J"a
r
E: Really?
F: Yep.
E:Sowhatdoesyo r... -=eGO?
F: She's a nu rse.
E: And do you h ave a ,'c -Idren?
F: Yeah,just one son - -eo Junior. He's f inishing
college this yea r.
Step 2 Tell students t o listen aga ' n and decide what they
learn about the fam ily members. Pu prom pts on the board
to help them, e.g . name, age,job. Play the recording again.
Put students in pairs to co mpare t heir id eas. Then tell them
to read the audioscript on pa ge 175 to check. Check the
information in open class.
Answers
Conversation 1 = Zoe has two brothers, her older
brother, Neil is 28 and is a teacher and her younger
brother, Tim is 19 and is at university.
Conversation 2 = Her uncle, Giorgio is Italian and her
aunt, Ruth is English. Her cousin is English and is 18, he's
a year younger than her, she has 12 cousins in Italy and 9
aunts and uncles, her dad has 8 brothers and sisters .
I
~
______
____
_
----.J
I Conversation 3 = Ted's wife is a nurse and his son, Te~
Junior is finishing college this year.
,
--
----
GRAMMAR Auxil iary ve rbs
Aim
To present and practise auxiliary verbs.
Step 1 Ask students to read the explanati on box and check
understanding: When do we use aux iliary verbs? (wh en we
don 't want to repeat the main verb and / or words that
follow it). What auxiliary verbs are there? (be, do, have, can).
Tell students to complete the sentences in exercise A w it h
the correct auxiliary verb. Do the f irst on e as an example.
Monitor and he lp with any prob lems . Ask st udents to
compare answe rs in pairs before chec ki ng in op en class.
Answers
1do
2is
3 does
4 does, doesn't
5 are
6 are,aren't
7 did
8 didn't
Step 2 Te ll stud ents to individua lly read he ques' ions an d
thin k ab o ut opposi e ans 'Iers, e.
_
aJestio ::. \ '0 , I don't.
Wh en studen 5 are read; OU:: e'n ~:o oa ' [s ana ell them
to take urns read ~g : re :::_,,5: er's a"'c g ng opposite
answers . \'c" :::- arc ::::",,:: a r ; a gJage problems. It's
0: ",,::,,55a-: ::::::::: ="e:::::a:: 0"' : 5 aavity.
::: ':::: s:~:::"r:5 ::: :re grammar ref ere nce on page 156 if
DEVELOPING CONVERSATIONS
Addin g in f ormation
Aim
To introduce and practise adding information to short
questions by giving additional comments.
Step 1 Read out the explanation box to students. Tell
them to match the comments to the quest ions and short
answers in Grammar exercise A. Do the first one as an
example. In pairs they compare answers before checking in
open class.
Answers
1 answer 8
5 answer 4
2 answer 7
6 answer 5
3 answer 1
7 answer 2
~ nswer6
8 answer 3
-----
Step 2 Put students into pairs and tell them to practise
reading the conversations in Grammar and add the
comments in exercise A. Model the first one in open cl ass
with a strong student. Monitor and co rre ct any g ramma r
problems. It's not necessary to do any feedback.
07 FAMILY AND FRIENDS 61

Step 3 Cet а strong student to askyou thefirst question
in exercise С and answer it with а short answer and а
comment, e.g. 1 Уе5 l do, l сап walk to school every day.
Tell students to look at the questions in С and write short
answers and add comments.
Step 4 Then put students in pairs to ask and answer the
questions. M\onitor and correct any language problems.
Conduct brieffeedback Ьу getting а selection of pairs to
act out one oftheir dialogues.
РпошUNсlАтlоN Really?
Aim
То pTesent and practise the pronunciation of really?
Step 1 Tell students to listen to the word really рrопочпсеd
in difГerent ways and to repeat it in the same way that they
hear it. Play the recording and ask students to repeat.
ф7.2
Rea lly?
Rea l ly?
Rea lly?
Step 2 Cet students to read the expianaiicn Ьох апi
check understanding: What do you поtiсе obout the
рrопuпсiаtiоп of 'Really'? (it goes up and then comes
down), What is the speaker showing? (surprise оr interest).
Step 3 TelI students they аrе going to listen to six
sentences and to say Really? if the information is surprising
оr interesting and to say Oh, ОК if it's not unusual. Play the
recording and pause after each sentence to allow students
to respond.
СошчвпsАтlоN pRAcTlcE
Aim
То provide controlled conversation practice of talking
about families.
Step 1 Tell students to write five questions about families
that they want to ask other students in the class. /V\onitor
and help with question forms. l\Лоdеl the task Ьу getting
а strong student to askyou опе oftheir questions, answer
it with something interesting оr surprising and add а
comment, and encourage them to say Really?
Step 2 Tell students to stand up and ask their questions to
difГerent people in the class and to try and add comments
when they answer and 5ау Real/y? when they hear
interesting оr surprising things. fu\onitor and соrrесt апу
language problems. Conduct brief feedback.
VОСДВ U LARY
Jobs and activities in the home
Aim
То pTesent and practise expTessions about jobs and
activities in the home.
Step 1 Ask students to tell the class one job they like doing
at home and one thing they don't like doing, e.g . cooking
dinner,takingtherubbishout.Thengetthemtolookatthe
words in exercise А and check understandin g: look after =
take care of someone and make sure they have what they
need,feed = give food to а реrsоп or апimаl, pick up =
collect someone or something from а place. Tell them to
individually match the verbs 1-5 to а-е and б-10 to f-j. ln
pairs they соmраrе answers before checking in open class.
Nextclass MiaKe pnoTocopres of а Я
7Вр.157.
ry \i
6
7
8
9
10
ý,
Answers
, 1 Really?
l 2 Really?
з ohoK
4 Really?
5 Really?
6 ohoK
L
ф7.з
1 Му dad has ten brothers and sisters.
2 Му brother's 15 years older than me,
3 /Иу wife is а nurse.
4 lt's my birthday today.
5 Му grandma's 98.
6 Му sister's iп her last year at school.
Answers
]_с
2d
зь
4е
5а
i
f
j
h
с
Optional activity То give further practice, get students
to look at Audioscript 7.3 on page 175. lп pairs, Student А
reads the statement а nd Student В responds. Then they
chan,ge roles.
Step 2 Tell students to think about which things in exercise
А аrе essential, bad оr boring, оr nice to do. Cive them а
couple of minutes and then put them in pairs to discuss their
opinions. Monitor and help with any language problems,
62 oUTcoMEs

Step 3 Put students into small groups of three orfour and
tell them to discuss if t hey do any of the j obs and activities
in exe rcise A. Monitor and co rrect any language probl ems.
Co ndu ct brieffeed back.
Optional activity In pairs ask st ud ents to look at the
activities in A and im agine who in the class li kes / hates
doing it and who gets someone else to do it fo r them .
Monitor and help out wit h ideas and language. Then
students read out the ir ideas to the class an d the othe r
students say if they agree or di sag ree , f i nal ly the student
the statement wa s about tell s the class the correct answer.
SPEAKING
Aim
Step 2 Tell students to read again and decide if eac
person thi nks both parents wo r king is a good thin g, c ==-
thing, or both good and bad. Monitor and help out w i :~
ideas. Students compare answe rs i n pairs before chec ~~
in open class.
Answers
I good thing = Bertha, Jose, David
bad thing = Lourdes , Sophie, Roberto
good and bad = Hannah
Step 3 Put st ud ents in pairs to discuss if they li ke what
each person wrote or not . Conduct brieffeedback.
GRAMMAR have to / don't have to
To provide fluency practice of talking about family life.
Aim
Step 1 Ask stude nts if they read discussion boards on
webs ites, if yes, what have they rea d about? Te ll students
to read the text ' Debate of the week : Working parents'.
Check understanding: earned = to receive money for wo rk,
housework = do the cleaning, cooking ete. around the
house. Tel l them to think about their own situation or
country and to answe r t hese quest ion s: Who does all the
housework? Ho w does both parents work in g affect the kids
andfamily life? Is it a good thin g? Give them a couple of
minutes to do this.
Step2 When theyareready put studentsintopairsto
discu ss their ideas. Mon it or and correct any language
pro blems. Conduct brief feedback on heir opinions.
READING
Aim
To develop reading skills for general and detailed
information.
Step 1 Tell stud ents t hey are goin g to read some mo re
comments about working paren· s. Check u nde rst anding of
nanny = a qualified perso n oarents pay to look after their
children. Ask students to indiviaually read the comments
and decide which words in t he box fits ea ch of the people
below. Do the first one as an example and t ell them one
word is not necessary. Mon it or and help out with find ing
the right comments and w or d. In pa irs they compare
answers before checking in o pen class .
Answers
mother = Hannah, grandmother = Be rtha , a father =
Roberto, a nanny = Lourdes, a son = Jose , a daughter =
Sophie, an uncle = David
a grandfather isn 't necessary
To present and practise have to / don't have to.
Step 1 Ask students to read the exp lanation box and ch eck
un de rstanding: What do we say if som eth ing is necessary?
(have to), What do we say if something is not neces sary?
(don't have to), What comes after 'have to / don't have to?
(base verb e.g . empty, do)
Step 2 Get stud ents to look at the sentences i n
exerci se A and choose the correct form. Do the fi rst one
as an example. Monitor and he 0 v"th any pro blems . Get
students to compare r pa·'s se£ e c ec kin g in op en class.
Answers
_
.... a.=:::
~ ::::;~: "a.€ ·o
:; :e
6 doesn' have t o
7 have to
8 don't have to
Direct students to the g rammar reference on page lS6 if
they still seem unsure.
Step 3 Te ll stude nts to individua lly think about t hin gs they
have to do at ho me. When stu dents are rea dy, put them
in to groups offour or five to tell eac h other. Monitor and
correct any language problems . Conduct brieffeedback by
getti ng different gro u ps to tell t he rest of the class things
they all have to / don't have to do at home.
78 see Teacher 's not es p. 139.
07 FAMILY AND FRIENDS 63

07 FAMILY AND FRIENDS
SPEAKING
Aim
To provide fluency practice of giving opinions about
family life.
Step 1 Tell students to individually think about the
situat ions in exercise A and decide if it's good, bad or
doesn't matter = not important. Give them a couple of
minutes to do this .
Step 2 When they are ready put students into pairs to
t ake turns saying their ideas and sta rt their rep ly w ith I
agree ... , I don 't agree ... or It depends .... Demonstrate the
activity with a strong student f irst. Monit or and correct
any language problems. Conduct br ief f eedb ack on their
opinions about family life.
Step 3 Tell students to individu all y w rite t w o more
opinions they have about f am il y li fe, e.g. ifparents and
kids go out together once a we ek. Monit or and help with
any problems with langua ge or ideas. Then put students
in groups of three or four to sh are their opinions and
see if they agree. Monitor and cor rect any problems with
language. Conduct brieffeedback.
_
pp.62-63
SPEAKING
Aim
To provide students with fluency practice of talking
about people they know.
Step 1 Ask students how important f riends are to t hem,
and why. Tell st udents to read the short text 'A li 'Ie help
f rom you r f riends' and chec k under st anding OCget on
with = to have a good re lationsh ip w ith someone. Tel l
st udents to individually think abou the quest ion s in A.
Give them a co uple of minutes to do hi s. When they are
ready, put stude nts into groups of three or four to discuss
t he q ues t io ns. Mon itor and correct any lang uage problems.
Cond uct brieffeedback on t heir opinion s.
LISTENING
Aim
To develop listening for general and specific information.
Step 1 Tell students they are going to li sten to four people
ta lking about people they know and to decide what kind
of f riend from t he text each person is describing. Play the
recording. In pairs they compare answers before check i ng
in open class. If necessary. play the recording again .
64 OUTCOMES
I Answers
speaker 1 = the old friend
speaker 2 = the 'friend ' you don 't really like very much
speaker 3 = the online friend
speaker 4 = the friend of the fa m iIy
~7.4
1 Johan and I grew up together. We first met at
school and later we shared a house together in
Ma l mo. He's very creative. He's a photographer and
he lives in New York now, but we 're still very close.
We talk all the time. We're friendsfor life, I'm sure.
2 I on ly know Miguel because my husband works
with him. I don't really get on w ith him very well,
but what can I do? They were already friends when
we met and I respect that. He likes going out a
lot. He goes to parties all night. I think he 's a bit
stupid. He's 38, but he thinks he 's sti ll 21! He also
sometimes says stupid things ab ou t women .
3 In some ways, Cla ire and I don't know each other
at all. She lives in Wisconsin and I live in Leeds.
We never meet face-to-face. We only meet in
chat rooms and we talk thro ugh M esse nger. She's
very sensitive and she really understand s me. My
friends think I'm cra zy, but when I leave co llege, I
want to go to t he US and meet her in person!
4 Liu Bing - orAuntieLiu asIcall her- isn't reallymy
a u nt. She 's an old friend of my mum's. They went
t o school together and she came t o our house a
lot w hen I was a kid. She's a strong and confident
woman, and she mad e m e f eel good about myself.
When I moved to Shangha i, she helped me find a
place to live and ajob, so now she's not only my
mother's friend , she's mine, as well!
Ste p 2 Tell students to listen again and to correct two
mistakes in each summary. Play the recording again and
pause after each person to give students time to correct
the sentences.
Step 3 Put students in pairs and as k them to read the
audioscript on pp. 17S-176 and check their answers.
Finally check in open class.
Answe rs
1 They grew up together, He's a photographer
2 Her husba nd works with Miguel, Miguel is 38
3 He met Claire online, He wants to go to the US
4 Liu is an old friend of her mum's, Liu is a strong and
confident woman
Tip You might like to go through the Language patterns
box before going on to the next step (exercise D) .
Step 4 Tell students to write sentences about what makes
them laugh, happy, angry and sad. Monitor and help out
with ideas and correct word order. Put them in pairs to
tell each other, and see if they have anythi ng in common.
Cond uct brief feed back.

LANGUAGE PATTERNS
Aim
To draw students' attention to some common patterns
using make someone + verb / adjective.
Step 1 Ask students to look at the sentences in the
box and notice the similarities. Ask them to translate
these sentences into their own language and notice
any differences. In monolingual classes, ask students
to compare their translations. In multilingual classes,
ask students to work in pairs and tell each other if the
sentences were easy to translate and whether they were
able to translate them word for word.
Step 2 Ask students to cover the English translations
and trans late the sentences back into English using their
translations. Then ask them to compare their translations
in pairs against the book.
Alternatively If you prefer not to use translation, ask
students to notice the language pattern = the person or
thing + make + pronoun + adjective (sad) / verb (cry) /
verb + adjective ifeel good).
VOCABULARY Describing people
Aim
To present and practise expressions to describe peopl e.
Step 1 Ask students to translate the eig ht adjectiv es
in the pictures into their own language. Put her"' · ":<i'5
to compare their trans lations . Check hey J" ce's:<i-:: : -::
meaning and dri ll word stress (see <"0
...
-5
_
:::e- :: <i55
Alternatively If you oon't :,'a": :" lose : sr5 <i: cr. ::-ec
understa nding: clever = .
le ge":;~ =
_
g G pnysica l
shape; loud = noisy; reliaole =sorre 'le or some hing you can
depend on ; confident = someone who is sure of themselves
and does not feel nervous or frightened;1!mny = someone
or someth ing which make s you laugh ; quiet = not loud;
strict = has set rule s which must be followed.
Step 2 Tell students to decide which adjectives are positive
and which are negative and why. Do the first one as an
example, e.g . clever = positive, because you are good at
different things. Mon itor and help out with any language
problems. Check answers in open class.
Answers
1 clever = positive, because you are good at different
things
2 confident = positive because you are sure of what you
do and what you want to do
3 fit = positive because you are always in good shape
and don't get tired easily
07 FAMILY AND FRIENDS
4 funny = positive because you can make people laugh
5 loud = negative because you can't speak around this
person
6 quiet = positive because they are good listeners,
negative because you don't know what they think
7 reliable = positive because you can depend on them,
strict = positive becaus e you know the rules, negative
because you don 't have much free dom
Step 3 Tell students to individually complete the sentences
in exercise A with the adjectives . Monitor and help with
language. Put students in pa irs to compare answe rs before
checking in open class.
Suggested answers
1 funny
2 fit
3 quiet
4 clever
5 loud
6 strict
7 reliable
8 confide nt
~-----------------------------------
Step 4 Tell students to t hink abou~ \ hicr o£I ne adje ctives
describe them and t he people in : eir £a rr-) oeople they
know,andwhy. or:cranehe~ :. :n ::.;eas
Step S ,be" s:~:;::r:s <i'e 'e<i::. ::_: :r::~ -:::: groupsof
three 0' ": _':: :: 5:_55 :-e :: _::5 : :;rs _ J :;"d c;: brief
SPEAKING
Aim
To give students fluency practice in talking about
people they know.
Step 1 Tell students to think of f our people they know-
not family members - and to write their names and think
of answers to the questions in exercise A for each person.
Monitor and help with any problems with la nguage or ideas.
Step 2 When students are ready, put them into groups of
four or five and tell them to ask and answer the questions
about the people they know. Tell them to start their
conversations using I have a friend called .. If you feel
com fortab le with the group you could te ll them about a
friend of yours and get students to ask you the questions.
Monitor and help them with ideas , and take notes on their
use of correct and incorrect language.
Step 3 Conduct brief feedback on anything interesting
they found out about their partners. Conduct a correction
slot to finish.
07 FAMILY AND FRIENDS 65

08 PLANS
Next class Make photocopies of
8Ap,158and 8Bp,159,
VOCABULARY More common activities
Aim
To present and practise describing common activities
that people do regularly.
Step 1 Ask students what activities they do regularly, e.g . go
shopp ing , go to wo rk, Tell them these are common activities
that people do and that we often use freque nt verbs
together with a noun to descr ibe them. Write go f ish ing and
play basketba ll on the board and point out the combination =
go +fish ing (noun ) and play + basketba ll (noun), Get students
to match the verbs in the box to the groups of words they go
with, Monitor and he lp with the verb combinations, In pairs
they compare answers before checking in open class.
5go
6do
7 play
8ge
Step 2 Put students in pa irs ana - El he'Tl 0 Lnd examples
fro m exercise A of two th ings people GO at work, students
do, people do ifthey fee l ill, people do 0 eep fit, they
did yesterday, and they are planning to do soon, Check
understanding offee l ill = not fee l we ll, maybe have a
stomach ache or have a cold , Do the f irst one as an example,
Monitor and help with ideas. Check answers in open class
and accept a number of options,
Answers
a have a meeting with a client, write a few emails
b go to the library, do my homework
c go to the doctor's for a check-up, go home, take a taxi
home
d go for a walk in the park , go for a run, play tennis, play
baseball
If
e students' own answers
students' own answers
66 OUTCOMES
8A see Teacher's notes p, 139,
LISTENING
Aim
To develop listening for general and specific
information.
Step 1 Tell students they are going to listen to three
short conversations about plans and to decide w hich
conversation happens at work, at univers ity or on holiday.
Play the re cord ing, Put studen ts in pairs to com pare
answers and say how they dec ided, Check answers in open
class and get them to say how t hey dec ided .
Answers
Conve rsati on 1 = at un iversity = study in the library, do
some read 'ng Lor my Litera ture course, go home and
s udy
Co nver sation 2 = on holiday = check details of my flight,
can show you some nice places where there aren't too
many tou rists
Conversation 3 = at work = going to the meeting, meet
some clients, give a presentation
~8.1
Conversation 1
A: What're you doing now? Do you have time for a
coffee?
B: No, sorry, I don 't, I'm going to study in the library
and do some reading for my Literature course,
A: Oh, OK. Maybe later?
B: I can't, I'm going to go home and study. I have my
exams next week,
A: Oh , right, Well, good luck with them, What
about after your exams? Do you want to go out
somewhere? Maybe dinner one night?
B: I'm really sorry, but I can't, I " um ", I have to work
that night. Bye,
A: But I didn't say which night!
~

Conversation 2
C: What're you doing now?
0: I'm going to look for an Internet cafe. I have to
check the details of my flight for next week. I need
to write a few emailstoo.Whataboutyou?What.re
you doing?
C: I'm going to go running by the river. I need to do
some exercise!
0: Me too! What're you doing later? Are you busy?
C: No. Why? Do you want to meet somewhere?
0: Yes, OK . Where?
C: How about in the main square at 8?
0: OK. Great.
C: Then I can show you some nice places where there
aren't too many tour ists .
Conversation 3
E: What're you doing now? Are you going to the meeting?
F: No, I'm not. I'm going to meet some clients and
have lunch with them.
E: Oh right . Where are you going to eat?
F: A new French place in Harajuku.
E: Oh, that sounds good.
F: Yeah. What about you? What're you doing now?
E: Oh , I have to give a presentation at the meeting,
but after that I'm going to go out somewhere. Do
you want to come?
F: Maybe, yea h. Ca II me later, OK?
E: OK.
F: Great. See you.
Step 2 Tell students to look at the situations in
exerc ise C and in pairs to discuss in whi ch conversation
they happened. Ch eck understanding of go our Of! 0 5:1 : :: =
invite someo ne to go ou because you a'e -:e'es:e: -
them roma ntically. Play (f,e rec:yc -5 3 53 r
;:-: :;:_:::: c-=:'::'
each con versat ion - 0 cne: : -e' :e;;:: - r::=::::,,;:r ':::;:,
t he sect ion with the a'ls:, e'
I Answers
Conversation 1 = 3, 5
lConversation 2 = 2, 6
Conversation 3 = 1,4
------------------------
LANGUAGE PATTERNS
Aim
To draw students' attention to some common patterns
asking about someone's plans.
Step 1 Ask students to loo k at the sentences in the
box and notice the similarit ies. Ask them to t ranslate
these sentences into their own language and notice
any differences. In monolingual classes, ask students
t o compare their translations. In multilingual classes,
ask students to work in pairs and tell each other if the
senten ces were easy t o translate an d whether they were
able to trans late them word for w or d.
Step 2 Ask students t o cover the Engl ish translat ions
and translate the sentences back into English using their
translations . Then ask them to compare their translations
in pa irs against the book .
Alternatively If you prefer not to use translation, get
students to read the language pattern box and check
understanding: If I say 'What're you doing now? ' am I ask ing
aboutyour p lans? (Yes .) Am I ask ing about what you are
actua lly do ing now? (No. ) How do we ask about people's
plans? (What areyou doing + time phrase.)
Optional activity For further practice get students to look
at the questio ns in the Language patterns box and think
abou t their answers . Then put them in pairs to practise
asking and answering the questions .
GRAMMAR Be going to + verb
Aim
To present and practise be going to + verb to talk about
definite future plans and decisions for t he future.
St ep 1 Ask stud ents to read' he exo la a: lor box and check
understanding: When do :,'e Jse ce go rg ~O) - 0 ~a l about
definite plans a 0 aec 5 :}rs "':' :-e"_:JrE "'ow do we use
the 'be goi ng: _~:'rr' ce~: rJ ~::; -
. e'9 e.g. m going to
SW'?,
-e
s:_:::-:s : : ::rr:: e:e :-e semences in exercise A
:. :- :-e ::"e:: ":'rr :"ce go rg :0 - Iheverbs in brackets.
:::: :-e': '5": ,:r:: cS ,,- e x a~D e. on itor and help with any
:':: e-5 . ::::e: 5":_:::- :5 :0 compare answers in pairs before
Answe rs
are going to get
2 'm notgoingto
3'mgoingtogo
4 are going to have
5 Are you going to be
6 'm not going to play
7 's going to
L 8 are you going to repair
Direct students to the grammar reference on page 15 7 if
they still seem unsure.
Step 2 Tell students to read the explanation box. Tell them
we often pronounce going to as / gaUIl]ta /. Tell students
they are going to hea r six sentences and to listen and write
what they hear. In pairs they compare answers. Play the
recording and pause after each sentence to check answers.
Then play the recording aga in and pause and get students
to repeat what they hear.
08 PLANS 67

~ 8.2 and Answers
1 I'm going to go now.
2 He's going to cook for me tonight.
4 I'm not going to answer that question!
5 Where are you going to stay?
W
3 I'm not going to see you tomorrow.
6 When are you going to leave?
---
-
-
Step 3 Tell students to individ ual ly look at the things to do in
exercise D and deci de w hich things they are going to do today,
tomorrow and this week. Monitor and help with language .
Step 4 When they are ready, put them into pairs to tell
each other when and see if they have anything in common.
Conduct feedback by asking a selection of students what
they have in common.
8B see Teacher's notes p. 139.
DEVELOPING CONVERSATIONS
Making suggestions
Aim
To introduce and practise making suggestions.
Step 1 Te ll students to read the exp lanation box and check
understanding: How do we often make suggestio ns = How
about ... ;> Tell them to put the sentences in exerc;se A 'n
the correct order to make a conversation. In oa'rs :"ey
compare answers and then play he recorc "'g : 0 crE::: .
Tip With a weaker class you could el em ne "rs: ' nE = a.
~ 8.3 and Answers
A: What're you doing later? Are you busy? (d)
B: No. Why? Do you want to meet somewhere ? (g)
A: Yes, great. Where? (f)
B: How about in the main square, under the big clock? (a)
A: Yes, fine. What time? (f)
B: Is six OK? (b)
A: It's quite early (h)
B: Oh, sorry. Well , how about seven thirty? (c)
A: Perfect! See you later. Bye . (e)
Step 2 Put students into pairs and tell them have similar
conversations, using places in their town / city. M odel the
activity in open class with a strong student. Mon itor and
correct any language problems. Conduct brieffeedba ck.
St ep 3 Tell students to individually look at the situations in
exercise D and think of possible suggestions. Monitor and
help out with any ideas. Put students in AB pairs. Student
A asks the questions and Student B makes a suggestion
using How about ... ? Then they change roles. Monitor and
correct any language problems.
68 OUTCOMES
Step 4 If time, con d uct brief feedback by getti ng a
se lection of pairs t o make their suggest ions to the rest of
the class.
CONVERSATION PRACTICE
Aim
To provide conversation practice using the language
practised in the unit so far.
Step 1 Tell students they are going to have similar
conversations to the ones in Listen ing. Give them a couple
of minutes to look at the ideas in the table and to think of
possible plans. Model the task by getting a strong student
to be Student B and you Student A. Put students in pairs
and tel l them to decide who is Student A and wh o is
St udent B, and the n have conversation about t hei r plans.
Monitor and corre ct any language prob lems . Conduct brief
feedback by asking a selection of stude nts to tel l the class
their plans, or have their conversations.
liSTENING
Aim
To develop listening for general and specific
information.
Step1 -el, s udents they are goingto listen tofour
people al in g about things they want to do. Put students
in pairs to look at t he four pictures and discuss the
questions in A. Monitor and help with ideas. Che ck ideas
in open class.
Suggested answers
picture a = a famous person is getting out of a car and
there are a lot of paparazzi, maybe she wants to be
more famous
picture b = Shaolin monks (Buddhist Chinese monks)
doing martial arts, maybe they want to exercise and
become at peace with themselves
picture c = a fashionable young woman working in a
modern office and she has a lot of modern equipment
on her desk, maybe she wants to be a successful
designer
picture d = a m iddle-aged man is working in a garden,
maybe he wants to grow the biggest vegetables
Step 2 Tell students to listen to each speaker say what they
want to do and match them to one of the pictures. Play the
record ing. In pairs they compare answers before checking
in open class.

Answers
speaker 1 = picture b
speaker 2 = picture c
speaker 3 = picture d
speaker 4 = picture a
~8.4
Speaker 1
I'm from the Czech Republic, but at the moment, I'm
living in Manchester. I' m doing a degree here. I also
work part-time and I'm saving money because, after
university, I'd really l ike to go to Ch ina to study kung fu.
I practise three times a week here, and I'd like to take
it to the next leve l.
Speaker 2
I work for a big design company in Sao Paulo, but I'd
like to leave and start my own business sometime in
the next two or three years. I don't like having a boss.
I'd like to work for myself. I'd also like to start a family,
have children, but maybe that has to wa it !
Speaker 3
I retire next year, after working for 38 years. It's going
to be strange, but I'm looking forward to it. I'd like to
spend more time gardening. I have a small piece of
land and I'd like to grow my own fruit and vegetables.
I'd also like to spend more time with my wife and
children.
Speaker 4
I'd like to be really famous . I'd like to have my own
TV show and I'd like to have lots and lots of money.
I'd like so meone t o drive me arou.,d i., a b'g car arc
I'd like to eat in exoens .e 'es:a~'a"":s - e ....:::; .:;
Step 3 Tell studenisto read hes:a:erre cs 'n exerciseC
and to listen again and tick (v) the sentences ' ha are
true. Play the recording again. Tell students to underline the
words that helped t hem to dec ide. Tell them to check their
answers w ith t he audioscr ipt on page 176. In pairs they
compare ans w ers before ch ecking in open class .
Answers
1b2b3a4a
Optional activity Get st udents in pairs to rewrite the
false sentences so they are true. Tell them to read the
audioscript on page 176 to check . Conduct feedback in
open class.
GRAMMAR would like to + verb
Aim
To present and practise would like to + verb.
Step 1 Ask students to read the explanation box, or read
it out to them and chec k understanding: When do we use
would lik e to? (to talk about th in gs we want to, or hope to
do sometime in the future). Ifl say 'I'd li ke to go to Iran one
day; do I think it's an interesting thing to do? (Yes.) If I say 'I
wouldn't like to do his job; do I want to do it? (No.) How do
we make the positiveform? (would lik e to + verb), and the
negative? (wouldn't like to + verb), and the question form?
(would + subject + like to + verb).
Step 2 Tell students to complete the sentences in exercise
A with the pairs of words in the box. Ch eck understanding:
save = to put money in a safe place for when you need it,
lo se = unable to find something or have less of something.
Do the first one as an example . Monitor and help with any
problems. Get students to com pare in pairs before chec king
in open class.
Answers
1get+lose
2 retire + relax
3learn+go
4 start +become
5 leave+ge
6save+buy
Step 3 Tell students 0 ind '0 1;3 " : .... "< a90CJ~ -he things
they wouldIi. e do r exe'c se:" 3
r
:::; :, " I,. - "en:ellthem
to (:e :"e c~es- :;r =:;- ec::
r
se'"':e"c". Ge- :nemtolook
c: :....e 5 ::ee:: .... :; ~:::: :;5 cS "r ex,,""" D e. .\ hen student s are
rec::, ::~~ :-e~ -:':;::c'5 a....oie ,hem 0 askeach other
:r:;:_::5: :;rscr:::; : c'sc ssthe thingstheywant todo
cr :::; :. -~.
...
. .. . ) 'lot. I on itor and correct any language
::r:;:; errs. Condu ct f eedba ck by getting a selection of
Si ucen-s t o tell the class some of the things they would
liketodo and why.
Tip With a weaker class, check they have the correct
question forms before they ask each other. For example,
Would you lik e to retire sometime in the next ten years?
Would you li ke to learn Arabic? Would you li ke to start your
own business? Would you like to le ave home? Would you like
to save money and buy a car?
Step 4 Get students to read the explanation box, or read
it out to them and check understanding: When do we use
'li ke / love + -ing? (to talk about things we always enjoy
or think are good ), What do we say when we want to talk
about th in gs we want to do in the future? (would(n't) like /
love + noun or verb). Which form describes a genera lfee li ng?
(like / love + -ing) and a future want / need? (would(n't)
li ke + noun or verb). Tell students to individually choose
the correct form in exercise C. Monitor and help with
any problems . In pairs students compare answers before
checking in open class.
08 PLANS 69

08 PLANS
Answers
1 I'd like to buy
2 I love going
3 I'd really like to learn
4 I really like going
5 I wouldn 't like to live
6 I don 't like shopping
7 Do you like
8 Would you like
Di rect students to the grammar referenc e on page 157 if
they still seem unsure.
SPEAKING
Aim
To provide fluency practice of talking about things
students want to do.
Step1 Ask studentsto read thelist ofthingstodo in
exercise A and check und erst and ing of ki ds = informal term
for children. Tell them t o thi nk abou w hi ch of the things
theywouldliketodointhefu ure andwhy/whynot.Give
them a couple of minutes to do -his. When they are ready,
put them into groups offo r or L ' e to discuss the things
they want to. Tell them to find ou i'they have anything in
common and to note an y di"erences . M onitor and correct
any language probl ems . Co a bri ef f eedback on thin gs
they had in com mon or any d "erences.
Step 2 Tell studentsto loo. a he statements in Band to
think about their answers. odel hetask by givingyour
own examplefirst,e.g.I'd rea rloveto visit Peru andgo by
train to Ma chu Picch u. - hen DU st ude nts in groups of three
or four to d isc uss. M Onitor and correct any prob lems with
language. Cond uct br ief f eedback.
_
pp.68-69
READING
Aim
To develop reading skills for general and detailed
information.
Tip You might like to do the Nat ive Speake r Eng lish box
first, before students start the read ing, since council is in
the headlines .
Step 1 Ask students if they read short news stories and
why they read them e.g . they give information in a brief
way and are easy to read. Tell students they ar e going
to read some short news stories about government
70 OUTCOMES
plans. Ask them to read the exp lan ation box and check
understanding: What can help you understand words you
don't know? (pictures, numbers), What shou ldyoufocus
on first? (the words you know) , What do we ca ll the short
sentence at the top of a news story? (the headline) .
Step 2 Individually get students to match the headlines
in exercise A to the news stories on the right. Tell them
not to use a dictionary and to use the underlined words
they know to help them. Monitor and help. In pairs they
compare answers before checking in open class.
Answers
text 1 = Government to expand ai rport
text 2 = Government to introduce new road laws
text 3 = Government to reduce tax
text 4 = Council to cut service for young people
I text 5 = Council to develop city's historic centre
~~~
Step 2 Tell students to read the news stories again and
match each word in blue in the texts and in the headlines
to a picture in 1-6 or a meaning in 7-12. Do the first one as
an example. In pairs students compare and check answers
in a d ict ionary before checking in open class.
Answers
1 protest (text 1)
2 knocking down (text 5)
3 dangero us (text 5)
4 save (text 4)
5 i ncrease (text 1)
6 speed limit (text 2)
7 expand (headlinefor text 1)
8 cu t (he adline for text 4)
9 develop (headline for text 5)
10 introduce (headline for text 2)
11 provide (text 4)
12 advice (text 4)
l
_J
Step 3 Tell students to imagine they live in the different
places in the news stories and to individually decide if they
think the plans are good or bad, and why. Monitor and help
with any ideas or language. When students are ready, put
them in pairs to discuss thei r opinions. Monitor and correct
any language problems. Conduct brieffeedback.
NATIVE SPEAKER ENGLISH council
Ask students to read the box and check understanding:
What's another way of sayin g the loca l government?
(council). Elicit where the council building is in your
town / city. Ask them if they have a similar exp ression in
their language.

VOCABULARY For and against
Aim
To present and practise expressions to say if students
are for or against something.
Step 1 Read the explanation box to students and check
understanding of the example sentence:Are the local
peop lefor or against the plan? (against), How do we know?
(the reason is negative), How do we express the result s of
the plan? (b e going to). Tell students to look at the results
for the plans in exercise A and de cide if they show people
are for or against an idea. Do t he first one as an example,
e.g. number one says 'cause more crime', Is this a positive
or negative thing? (neg ative), Is it for or against the idea?
(against). Monitor. In pairs they compare answe rs before
che cking in open class.
Answers
1 against
2 for
3 for
4 for
5 for
6 for
7 for
8 against
9 for
10 against
Step 2 Put students in pairs and tell them to decide which
sentences in exercise A could comment on the government
plans in Reading. Monitor and help with ideas. Check their
ideas as aclass.
Suggested answers
1text4
2text1and5
3text4
4text2and5
5text5
6text1and5
7text5
8text1
9text1
10 text 3
Step 3 Tell students to cover exerc ise A an d complet e the
verbs in exercise C. Monitor and help with any language
problems. In pairs they compa re answers before checking
in open class.
Answers
1 provide
2 cause
3be
4 improve
08 PLANS
5 lose
6 attract
7 works, save
8 create , make
Tip With a weak class, put students into AB pairs,
Student A can look at the sentences and help Student B
by spelling the word letter by letter until Stude nt A gets
the right answer. With a strong class, put students into
AB pairs, tell them they have three minutes to mem orise
the sentences. Then Student A can look at the sente nces
and Student B has to try to say the whole sentence f rom
memory. Student A can help if they have problems. Then
they change roles.
Step 4 Put students into new pairs and tell then to di scuss
their opin ions of the plans they ta lked abou in exercise E
in Reading, and to say if they are for or aga i st each one
and exp lain why. Tell them to use the se n ence starters
in exe rcise C. e.g. Ithink it's a good idea, f'rr: agansr it, etc.
Model the activity with a stron g stude n , e.g .
Teacher: What do you think about the PIOf' ~o DJ d a new
termina l?
Student: Ithink it's a good idea,it's going :~ era. de alot of
jobs.
Monitor and help with any language ::;':;::; e~s ondu ct
brieffeedback in open class.
SPEAKING
Aim
To provide flue ncy prac:ice of talking about
governmen plar..s .
Step 1 - e 0: :e-:s:: ',::i:; :"e ideas in exercise A and
::-e:
_- : e'o::;-:
-5 r qr·speed tra ins = very fast trains .
-e
:-e--:: :e::e :;:ney are for or against each, and
.-:e ..-_
',':- :or and hel p with any problems. When
0:_:e - :5 are ready, tell them to look at the spee ch bu bbles
arto check un derstanding: Which speakers are for the idea?
('irst and second speakers), How do we know? (I'm for ... =
gives their opinion, Yes, me too. = agrees with them), Whi ch
person is aga inst? (third person), How do we know? (I 'm
aga inst it.) .
Step 2 Put students into groups offour or five to discuss
. he' r 001 Ion s, uSing the phrases in the speech bubbles to
he lp. on tor and corre ct any language problems.
Step 3 Conduct br'e"' "'eedbac on ~ heir opinions and
their use of correct artd cor'e' language noted while
monitoring.
08 PLANS 71

REVIEW
CONVERSATION PRACTICE &
ACT OR DRAW
For aims and suggested pro ced ures see Re vi ew 0 1
pp. 28-29.
QUIZ
For aims and suggested procedure see Review 01
pp. 28-29.
Answers
1 Your uncle is your father's or your mother's brother.
2 You can see a doctor for a check-up.
3 You can grow vegetables, fruit and flowers.
4 Some examples of housework are: clean the floor,
do the washing-up, empty I fill the dishwasher, cook
dinner, ete.
5 People tell jokes to make other people laugh.
6 The opposite of put on weight is lose we ight.
7 If you develop something, it's better.
8 You can borrow books I DVDs, read newspapers I
magazines, use a computer in a library.
9 The opposite offill is empty.
10 A nanny looks after children for a job.
11 Yes . If you are for a plan, you agree with it.
12 Governments sometimes cut services to save money
13 A colleague is so meone you work with and a client is
so meone you work fo r.
14 If you expand a servi ce, you make it bigger.
15 If a school is pri vate, yo u pay for your education.
FAST WRITER
For aims and suggested procedvre see e. eo". ~ :
pp. 28- 29.
PRO N UNCIATION Dip hthongs
Aim
To revise and practise diphthongs.
Step' Get students to read the explanation box, or rea d it
out to them. Play the recording and ask them to re peat t he
sounds.
72 OUTCOMES
[SR4.1
date l ell
driver l all
career Ilel
area l eal
noise 1)11
cloudy l aul
soullaul
tourist lual
Step 2 Tel l students to listen and say the si ngle sou nds ,
then the diphtho ngs. Tell them to touch their lips and
notice how they move when they say the diphthong. Play
the reco rding and get students to repeat the sounds.
------ --
S R4.2
1 lel
III
l ell
2 (£1
III
l all
3 III
lal
Ilal
4 lel
lal
leal
5 1(£1 lul
l aul
6 101
III
1)1 1
7 lal
lul
l aul
8 lu:1
la
l ual
- ----- ---- ----- ----- ---- -----
Step 3 Put the students into pairs and tell them t o take
turns trying to say the words in C. Play the recording and
get students to check in t he audioscri pt on page 176.
Then get them to listen again and repeat the words.
-s. R4.3 and Answers
1 loud
2 fair
3 tour
4 clear
:>ejoy
6 "'0: ce
7 ar'a ge
c e'1::
Step 4 :Jut s udents in pairs and get t hem to practise
sa)g he sentences in Eand decide who has good
9'onunciation and w h ich soun ds are difficult for the m.
Conduct fe edback on the sounds that are difficult for t h€~
Note Listening and the rest of the rev ie w unit cou Id be
used as a progress test. The suggested scores are g iven
below each exer cise . Alterna t ively, these exercises co ulc ::e
done in pairs or in dividually t hen che cked in pairs, or YCv
could put students in teams and conduct them as a qu =
I competition. If st udents need help, you can direct then-
to the releva nt pages of the gramma r reference or t he
Vocabu lary Bu ilder.

LISTENING
Aim
To give practice in listening for gist and detail.
Answers
1 worked, 18
2 older, is
~R4,4
Conversation 1
A: What do you do?
3 cousin, friendly
4 don 't agree, be good
B: Well, at the moment, I'm looking after my daughter
Laura, but I worked for a car company before.
A: Oh right. How old is your daughter?
B: A year and a half.
A: Lovely - so she 's walking and talking now.
B: Yes . It's nice.
A: Are you going to go back to work?
B: Yes, I'd like to continue my career, but I'm happy at
home w ith Laura.
Conversation 2
C: What are you doing now?
0: I'm going to meet my brother for a dri nk.
C: You have a brother? Is he older or younger?
0: He 's a year older than me. We're quite close.
C: That's nice.
0: Do you want to come and meet him?
C: I'd love to. Where are you going to go?
0:The ba r opposite here.
C: OK. Can I meet you there in 20 minutes? I have
to finish some work.
D:Sure.
Conversation 3
t.: Who are the othe r t w o people in the photo?
1'·.I!le guy is my cousin, lames, and t!lat's !lis
girlfriend, Amanda.
E: She looks nice.
F: Yes, she is. She's quiet, but she's very friendly. I
like her.
't;. ·.'N'nen \'S \'ne p'no\o '~om!
F:Fromwhenweleftschool. .e:,E'ea r - r :,
same class .
Conversation 4
G: Did you know the government isgo· g 'a expand
the airport?
H: Really? That's great.
G: I don't agree. It's going to be bad for the
environment and it's going to cau se a lot of noise.
H: Maybe, but it's going to help loca l business.
G: Well, I think it's a stupid idea.
GRAMMAR
Answers
Exercise A
1be,am,at
2 don't
3 are
4 still, can
5Do
6to
7 does
8 would, there
Exercise 8
1 I'm not going to see him today.
2 She doesn't have to come t o the meet ing.
3 Would you like to be famous some day?
4 I wouldn't like to work for that co mpa ny.
5 Is he going to stay here?
6 DoIhavetowait?
Direct students to the gramm ar refere nce 0 oage : 57 if
they find this difficult.
VERBS
Answers
1 reduce
2 stop
3 save
4 provide
ADJECTIVES
Answe rs
1 fit
2 clever
3 an0 c)e::
4 cerr :::;~r:
S increase
6 cre ate
7 wor
8mae
~ "~::po 'ive
c =.... ny
-
strict
8 loud
c.o\.\,oc.flr..\\O~S
Answers
1 check
2 have
3 pick up
4 attract
5 work
6 repair
7 stay
8 give
04 REVI EW 73

09 EXPERIENCES
SPEAKING
Aim
To provide fluency practice of talking about travelling.
Step 1 In open class ask students to look at the picture and
describe what they can see. Put them into groups offour
or five and tell them to discuss the questions about travel.
Monitor and correct any language problems. Conduct brief
feedback.
GRAMMAR Present perfect 1
Aim
To present and practise the meaning of the present
perfect.
Step 1 Ask students to read the explanation box and chec k
understanding : When do we use the present perfect? (to
f i nd out if someone has a particular experience or not), 0 0
we know when it happened? (no). Tell students to co mp le te
sen t ences 1-3 in exercise A with one word in ea ch space.
Monitor and help with any problems. Get studentsto
compa re answer s in pair s before chec kin g in ope n class.
Answers
1 been,have 2 seen,have,you
Step 2 Put students in pairs and tell them :0 'la e similar
conversations about co untrie s or c i ~ ie s a d or different
films. Monitor and correct any probiem s \' itn pr esen t
perfect. Conduct brief feed ba ck on wha' ~ hey have done.
Step 3 Tell students to read t he exp lana' ion box an d
check understanding: When we kno w someone ha s done
someth ing , what tense do we use to add more deta ils about
the exper ience? (past simple) . Ask stud en t s to tran slate
the conversation in the box in thei r own language and
then without look ing at the ori gina ls, transl at e ba ck into
English . What similarities / differences do they notice? Put
them in pairs to discuss if they use the same tenses in their
language.
74 OUTCOMES
Alternatively If you prefer not to use t ranslation, ask
students to notice the lan guage pattern : question =
present perfect, positive ans wer = present perfect, more
deta ils = past simple.
Step 4 Tell studen ts to look at the dialogue s i n exercise D
and to individu al ly add deta il s in the past si mple using the
ideas in italics. Do the f ir s one as an example. Monitor and
help with any proble ms ith : he past simple . In pairs they
compare ans wers befo re crec<ing 'n ope n class .
Answers
1 Iwent there las: yea'.
2 Icame herea"eo', )ears ago
3Ididn'lie:.
4 Isaw':are: veeksago.It was great!
5 e \Ve r : .:esterday. We loved it!
Step 5 -e students t hey are going to have similar
CO" ,ersa: ions to t he ones in exercise B, but this time, they
s rOLIO add detail s when they answer. Give them time to
:h r oftheir answers.Put them into new pairs to have
- ne conve rsations . Monitor and correct any problems w ith
pre sent perfect or past simple. Conduct brief feedba ck on
their experiences .
Di rect students to the grammar reference on page 158 if
they stil l seem unsure.
LISTENING
Aim
To develop listening for specific information.
Step 1 Ask students if they have been to Istanbul and if
they have, what did they visit, if not get them to look at the
photos and discuss what they can see, e.g. Topkapi Palace
(an Ottoman palace), Blue Mosque (called blue because of
the interior blue tiles) .

Step 2 Tell students they are going to listen to a
conversation in Istanbul between a tourist and someone
who lives there, and to put the questions in exercise A
in the order they hear them. The first one is done as an
example. Play the recording and pause after the first
question. Remind students that this is the first question,
then play the rest of the recording without pausing.
St ep 2 Put students in pairs to compare answers before
checking answers in open class. If necessary, play the
recording again.
t>.n sweys
1 Have you been to Istanbul before?
2 When did you arrive?
3 Where have you been?
4 Did you go up the Galata Tower?
5 Have you been to Topkapi Palace?
6 How long did you spend there?
7 What are you doing later?
8 Have you seen that film Berlin?
~ 9.1
A: Have you been to Istanbul before?
B: Well, it's my first time, but Harry's been here
before.
C: Yeah, once - but I didn't see much the r].
A: When did you arrive?
B: Friday. We're really enjoying it.
A: Where have you been?
B: Well , today we went round the 3:; : aa'. -~a: ".as
great. Then we went over to Ca :;:a :;-;:; o'.a
ed
round there.
A:Didyougoup heGaa-a
- ::;0'.::,-
C: No. There was a long · n::::;: ::::::: "arG ve didn't
want to wa it.
A: Really? You get a grea: . ,,0'. -=,:::~ :ne "Zop.
C: Yeah, I heard . Another : ~:: ~:;:::e.
A: Have you been to Top ac :J:; are?
B: Yes, we went there a-: e ".:::: e'ld. lt's amazing,
a nd it's so big!
A: I know. How long d id yo SCenG - here?
B:Allday!We weretired a "Z ee"'o.
C: Yeah, really tired!
A: I'm sure.
B: We also went to the Hagia Soph'a.
A: Did you? I've never been in - here.
B: But you live here!
A: I know, but sometimes you don' hink about
visiting places when they're nea r.
B: That's true. We live in London a nd I've never been
to Buckingham Palace.
A: So what are you doing later?
C: We want to do something that's not sightseeing.
Are there any films in English here?
A: Sure. Have you seen that film Berlin?
B: No, we haven't, but we'd like to.
A: Me too. They say it's good.
Step 3 Put students into pairs to discuss what they
remember about the answers. Monitor and help with ideas.
Play the recording again and tell them to take notes, pause
after each question to allow them to write. Check answers
in open class.
Answe rs
1 It's her first time, Harry 's been here before, but didn't
see much.
2 Friday.
3 They went round the Bazaar, then they went over to
Galata and walked round there.
4 0, there was a long line and they didn 't want to wait.
5 Ye s, they went there at the weekend.
6 All day, they were tired at the end.
7 Th ey want to do something which isn 't sightsee ing .
8 0 they haven't, but they'd like to.
----
-
-------
Step 4 Te ll students to think about to the questions in C.
G' 'e them two minutes to do this. Then putthem into
grou os offour or five to discuss the questio ns. Mo ni or and
correct any la nguage problems. Cond uct brief feeo bac k.
DEVELOPING CONVERSATIONS
Metoo/ Me neither
Aim
To introduce and practise sharing opini ons and
experiences using me too I me neither.
Step 1 Tell students to read t he explana on box and chec k
understand ing: if we share the same oOln ionlexperience, what
can we say? (Me too) , if we want to respo nd ro a negative
sentence, what can we say? ( e ne'· her). Te ll s udents to look
at the sentence s in exerc ise A and 0 decide on their answers.
Put students in pa i rs and · ell them to take turns to say the
sente nce and respond w ith Me too or Me neither. Model the
activity w ith a strong st udents, e.g. Student = I've been to
Thailand, Teacher = Me too. Monitor and correct the use of
Me too I Me neither. Check answers in open class .
Step 2 Tell students they are going to wo rk in groups of
three and they have to find eight opinions, experiences,
facts, etc. about themse lves that they all share. Remind
them to use statements, not questions. Get them to read
the speech bubbles as an example. Give them a couple
of minutes to think about their opinions, experiences or
facts. Monitor and help out wit h ideas. Then put them into
groups ofthree tofind out things in com mono
Step 3 Conduct brieffeedback by asking groups to tell the
class what they all share, encourage the other students to
respond with Me too or Me neither.
Tip With a weaker class you could get them to write eight
opinions, experiences or facts about themselves before
they work in groups. Tell them they can use the sentences
in exercise A for ideas .
09 EXPERIENCES 75

CONVERSATION PRACTICE
Aim
To provide controlled conversation practice using the
language practised in the unit so far.
Step 1 Tell students they are going to have similar
conversations to the ones in Listen ing. In pairs get them to
write a list of places to visit or go to at night in the area or
country they are studying in. Monitor and help with ideas.
Step 2 Then tell them to individually imagine they are a
visitor and think of answers to the questions in exercise B
about the area / country they are studying in and some of
the places on their li st.
Step 3 Put students in AB pairs to have their conversations.
Student A is the loc al person and asks the questions in
exercise B, Student B is the visitor and answers using their
ideas from exercise B. When they have finished, tell them to
change roles and repeat. Monitor and correct any language
problems. If time, conduct br ieffeedback by asking a select ion
of students to tell the class about the visitor's exper iences .
_
pp.74-75
VOCABULARY Good and bad experiences
Aim
To present and practise describing good and bad
experiences.
Step 1 Tell students to look at the sentences in exercise A
and check understanding:jailed my exam = not pass,fell
off the wall = move quickly from a higher position, usually
by accident. Tell them to individually match sentences
1-9 to the pictures a-i . Tell students to look at page 35
in the Vocabulary Builderfor help. Monitor and help with
any vocabulary problems. In pairs they compare before
checking in open class.
Answers
1i2h3f4a5c6b7e8d9g
Step 2 Put students in pairs and tell them to decide if
the experiences in 1-9 in exercise A are very serious, quite
serious or not very serious. Monitor and help with ideas.
Check answers in open class, and ac cept a number of
options because it depends on students' opinions.
76 OUTCOMES
Suggested answers
very serious = 1, 4, 9
quite serious = 2, 3, 5, 6
not very serious = 7, 8
Step 3 Tell students to replace the verbs in 1-9 with the
opposites in the box. Monitor and help w ith any problems. In
pairs they compare answers before checking in open class.
IAnswers
1 passed
2 won
3 found
4 was born
5 remembered
~
6 climbed onto
7 repaired
8 supported
9 married
Step 4 Tell students to think in dividually about five things
that have happened in the last year using some of the
verbs from exercises A and C, as in the examp le. Give them
time to do this. When students are ready, put them in pairs
to discuss their experiences and see if they have anything
in common. Monitor and correct any language problems.
Cond uct brief feed back.
READING
Aim
To develop reading skills for general and detailed
infonnation.
Step 1 Te I st den s -ney are going to read a magazine
article abou ' wha the father's writer told hi m w hen he
had a bad experience. In pairs get t hem to discuss ifthey
agree with each of the sentences i n exercise A. Monitor and
help out with ideas . Conduct brieffeedback.
Step 2 Tell students to re ad the article and decide which
sentence in 1-4 best explains the writer's argument. Tell
them to underline where they found the information that
helped them decide.
Step 3 Put students in small groups to compare their ideas.
Tell them to discuss anything they didn't understand and
see if their partners can help them. Check answers as a class.
Answers
Sentence 3 = His father told him 'Put it down to
experience' and in the final paragraph the writer says:
'Society is better if people criticise less, worry less and
feel OK' about making mistakes.
-----
Step 4 Tell students to work in pairs and discuss if they
liked what the writer said, which of the writer's opinio ns in
exercise D they agree with, an d why. Monitor and help with
ideas or language. Conduct brieffeedback.

.
.
.
,
-
"
09 EXPERIENCES
•
_
~
..
'",
~_~,~.
__,
r.'
,"" _.~
•
•
LANGUAGE PATTERNS
Aim
To draw students' attention to some common patterns
using let / don't let.
Step 1 Ask students to look at the sentences in the
box and notice the similarities . Ask them to trans late
these sentences into their own language and notice
any differences . In monol i ngual classes , ask students
to compa re their translations. In multilingual classes,
ask students to work in pairs and tel l each other if the
sentences were easy to translate and w hether they were
able to translate them word for word.
Step 2 Ask students to cover the English translations
and translate the sentences ba ck into English using their
translations. Then ask them to compare their translations
in pairs against the book.
Alternatively If you prefer not to use translation, ask
students to notice the language pattern = (Don't) Let +
object pronoun, e.g. me, them / personal pronoun + nou n
e.g. my son + verb.
SPEAKING
Aim
To provide general fluency practice of talking about
good and bad experiences.
Step 1 Tell students to think about the questions in A.
Give them a couple of minutes to do this. When they are
ready, put them into grou ps of fou r or five to discuss the
qu estions . Monitor and correct any language problems.
Co nduct brief feedback on their experiences.
Tip If you are short on time, get students to choose just
two questions from A to discuss in groups.
GRAMMAR Present perfect 2
Aim
To present and practise the form of the present perfect
to talk about experiences.
Step 1 Ask students to read the exp lanation box, or read it
out to them and check understanding: How do we form the
present perfect? (Have + past participle), What different past
particip les are there? (some are the same as the past si mple
= regular verbs verb + -ed, irregula r verbs , e.g . had, had ,
others are different from the past simp le = sto le, sto len).
Tell them to look at the verbs in the box and think of the
three forms. Give them a couple of minutes to do this.
Step 2 Put students in pairs and tel l them to take turns to
test each other, one student says the verb and the other
has to say the three f or ms . Monitor and help with any
problems. Check answe rs in ope n class.
Answers
lose - lost - lost
cry - cried - cried
fail-failed -failed
steal- stole - stolen
make - made - made
work - worked - worked
win-won-won
do-did-done
break - broke - broken
fall-fell-fallen
Direct students to the gramma r reference n oage 158 if
they still seem unsure.
Step 3 Tell students to individually co mO,e te the qu estio ns
in B with the correct form of the verbs 'r exerc ise Aln pa irs
they compare answers before check ing in ooe n c ass .
Answers
1 won
6 sto len
2 broken
7 worked
3 lost
8 cried
L1 fallen
9 done
5 failed
10 made
Step 3 Tell students to ind ividua lIy choose" ,e c " - ne
questions in exe rcise B and write answe rs : ra: are irue
f or them. Monitor and help with ideas ana ,anguage.
When t hey are rea dy, tell them to write tl1e r ~r"'=::er 0 the
quest ions th ey have answered o n a pie Ce 0 " =::aGer and
give it to a partner. In pairs they t he n as< arc ans: er the
question according to the numbers. Mode : ~e a vity by
writing a number from 1-9 on the board arG ge - a stron g
student to ask you the question. In pa rs : ne; GSCuSS and
see if they have anything in com mon . ' or': c' and corre ct
any language problems. Conduct br ieL ceeG=::ac .
Step4 WriteHaveyou ever ... ?on the [J arG and elicit
example questions. Tell stude nts 0 · ..,c . 'oua lly writ e two
mo re present perfect quest io ns to aSK o;: ne students in
the class. Monitor and help with langLage and idea s. Tell
students to stand up and as k the i r questions to different
students. Conduct brieffeed bac .
9A see Teacher's no es p. 140.
Next class Make pho tocop ies of
98 p. 161.
09 EXPER IENCES 77

VОСДВu LARY Descri bi n g experiences
Aim
То present and practise expressions to describe
experiences.
Step 1 Te|l students in pairs to look at the pictures and
describe what they сап see, Conduct brieffeedback.
5uggested answers
а three people standing next to а coffin at а funeral
Ь students asleep in а university lecture
с а man is having а mа55аgе оп а beach
d а man iп а formal suit, his zip is ореп and showing his
u nderpa nts
two people in а саr trying to avoid а lоrrу
а woman trying to sleep but can hear loud music
а mап sitting at his desk with а соfГее, he looks very
busy
а couple in а helicopter flying очеr snowy mountains
Step 2 Tell students that each picture is describing an
ехреriепсе and to individually match the sentences in
exercise А to the pictures. Chelk: аппоуiл9 = rп;l.,,ou
feel а Iittle angry and impatient, embarrassina =fеэ,
nervous, ashamed or stupid in а socia] slir,a: э- s:r,,, =
quite frightening. Do the first о.е as э- i\:^ : .
=
:-
Answers
а embarrassing
Ь relaxing
с scary
d annoying оr stressful
е sad
f stressful
g exciting
h boring or stressful
Fпя
&'\*
9В see Ъасhеr's notes р. 140.
LlsTBlulluc
Aim
То develop listening for geneтal and specific information.
Step 1 Tell students they аrе going to Iisten to two people
describing expel-iences thеу;эче had and to decide which
adjective frar, \./с:эс.l 9,1 эxcrcise А best describes each
eXpei.ena-,
) ;_. : -=,a:].a .le_ ln эаir-s students compare
ans\.,..e.S ::'a.= :-=:.,
-: :г сэеп cIass.
5uggested answers
t,,"ь
;::],:'_=Saal.'
f
о
ь
picture а the woman is с,у п5,
,с,,,
,,,
j: :.: :,.J, .-:a
was really sad, Monitor э.с
--
э,., .:^ э,. :.::
=^-;
...
ideas. ln pairs the,r со-iэl,е э-s., .: .; э-'э,: :-=:.
-:
-
ореп class.
Answers
1с2fЗЬ4а5dбh7е8g
Step 2 Put students in pairs and tellthem to discuss which
adjectives in exercise А describe good experiences and
which describe bad experiences. /Иonitor and help out with
ideas. Conduct feedback on their opinions.
Answers
good ехреriепсе5 = rеlахiп8, exciting
bad experiences = annoyin8, boring, sad, embarrassing,
sca rу, stressfu l
Step 3 Tell students to individually decide which of
the adjectives iп exercise А they can use to describe
experiences a-h in exercise С. /V\onitor and help with any
language problems. ln pairs they соmраrе answers before
checking in open c|ass.
cl 9.2
-
о,е.,.::<:,э эз:-, .:а.. rепtеd а house iп the
CoJ.il,_rS ;е ,,, :^ ;эте с|5 friends from university
for а fey,l cavs. \!.;е пас а :eai,y iovely time. l really
needed it because of ail the siress at work. we
got up late every day, we had nice Iопg breakfasts,
we went fоr walks in the hilIs пеаr the house and
then we went swimming in the sea. lt was lovely.
We were very lucky with the weather: it was nice
and sunny and the evenin8s were wаrm, so we sat
outside and chatted untii late. lt was wonderful to
see everyone again.
2 Опе day last уеаr, l left work late, about пiпе o'clock.
lt was dark and l was very tired. lt was summer
and it was very hot, so l opened my саr window. l
stopped at а traffic light and suddenly two men
jumped into my car. One of them had а gun, and
they told me to drive. l didn't want them to shoot
me, so l drove!They took mе to а рооr part of town
and then they stole my саr, alI mу cash and my
credit cards, and mу jeans. lt was awfuI, but, hey, |'m
stilI alive!
78 oUTcoMES

Step 2 Tell students to look at the words in exercise C each
speaker used and check if they understand them . Check in
open class: countryside = area outside of a town with trees,
field, etc.lovely = very nice, hills = h igh area of land but
lower than a mountain, lucky = something good happens
to you, warm = not hot nor cold, traffic light = set of red,
g reen and ye ll ow li ghts that contro l traffic, shoot = to fi re a
gun, cash = money in notes or coins, alive = not dead.
Step 3 Individually, or in pairs if possib le, ask students to
think about what each person did but do n' t spend too
much time as they will be talking about this later. Play the
recording again to check their ideas.
Step 4 Te ll the student to read the statements in exercise C
and to listen again and complete the sentences with one
word in each gap. Play the recording again. In pairs they
compare answers before checking in open class.
Suggested answe rs
1arented bhad
c got
dhad esat
2aleft
b opened c stopped d part e stole
St ep 5 Put students in pairs. Using the words in exercise C
and the sentences in exercise Eto remind them, tell them
to describe each person's experience. Monitor and help out
with ideas. Then tell them to compare their ideas with the
aud ioscript on page 177.
Tip With a weaker class, put students in AB pairs. St ud ent
A writes a summary of conversat ion 1 and St uden B writes
a summ ary of convers ation 2. Then Student A re '5 S:"oe r :
B about conversation 1, St udent B loo sa: : he 3"C ::5::' :::
on page 177 and helps w ·· h de:a s - r"r :r,,: :'-:;'-g" ': ,,5
NATIVE SPEAKER ENG LlSH nice and ...
Ask studentsto read :. ebox and tell them that nice isa
very common wordr Eng li sh to de scr ibe your feelings.
Check they und erstand by asking What do we add to 'nice
and ... ' to make it sound more positive? (A positive adjective,
e.g . sunny, warm, etc. ) As them if t hey have a similar
expression in their la nguage.
PRONUNCIATION Jo ini ng w ords together
Aim
To present and practise pronunciation of joining words
together.
Step 1 Read the explanation box t o students and check
understanding: What happens when one word ends in a
consonant and the next word starts with a vowel? (we join
the words together).
Step 2 Tell students to look at the sentences in exercise A
and in pairsto decide which ofthe words in 1-10they can
join togethe r. Do the first one as an exa m ple, (see answers
below). Play the recordi ng to che ck their answers. Then play
the recording again, pausing afte r each sentence and get
them to repeat
~ 9.3 and Answers
1 I stopped at a traffic light.
~
2 A poor part of town.
\.....}
3 It was awful, but I'm still alive .
\.....}
\....J
\....J
5 We sa(5utside and chatteentillate.
6 I can speae few wordC3f Italian.
8 He ha~wful accident.
9 It wa(j rea lly stressfulJxperience.
10 She fe ll9u~ w'ndo
SPEAKING
Aim
70 provide fluency practice of talking about experiences.
St ep 1 Tell stu dents to choose one of the sentences in
Vocabulary exercise A to describe an expe rience they have
had. Tell them to th ink about when it happened, where
they were, who they were with and what happened first,
second, etc. Give them four or five m i nutes to plan what
they want to say and tell them to use a di ctionary or ask
you if they need any help.
Step 2 When students are ready, put them into groups
of three or four to tell ea ch other t heir stories, the other
students have to guess what kind of experience it was
(from Vocabu lary exercise A). Monitor and take notes on
the ir use of correct and incorrect language.
Step 3 Conduct feedback by getting one student from
each gro up to tell the rest of the class the most memorable
experience in their group. The rest of the class has to
decide what kind of experience it was.
Optional activity Write the correct and incorrect language
on the board. Put students in groups and tell them to
decide which language is correct and to correct the
incorrect language. Then check the i r ideas in open class.
09 EXPERIENCES 79

10 TRAVEL
VOCABULARY Trains and stations
Aim
To present and practise describing trains and stations.
Step 1 Tell students to look at the pictures and say what
kind of train it is, e.g . a regular train, a high-speed train , a
luxury train. Ask them if they ha ve ever travel led by one of
these trains and what their experience was. Put students in
pairs and get them to look at the words in bold in exercise A
and help each other with the meaning. Tell them to check in
the Vocabu lary Builder if they need to. Check understanding:
discount = a reduced price, platform = area where passengers
get on the train, delay = not on time, usually late,get off =
to descend from the tra in at the end ofyou r jou rney, line =
the m etal rails (tracks) that t he train goes on. Tell student s
to individually match qu estions 1-8 to t he answers a-h .
Monitor and he lp out with any vocabulary problems. In pairs
they compare answers befo re checking in open class.
Ans wer s
1d2h3f4b5g6e7a8c
Step 2 Put students in pairs and tell them to decide
w ho usually asks the questions in exercise A - so meo ne
travelling or someo ne who works for a train compa ny.
Check answers in open class.
Answers
someone travelling = 2,3,4,5,6,8,
someone who wor ks for the tra in company = :., 7
Step 3 Put students in AB pairs. Studen A asks the
questions and Student B ans wers, the n hey change role s.
Monitor and correct any langu age prob lems. ot necessary
to conduct feedback on this acti vity.
Opt io nal acti vity Put students in gro ups of three an d
get t hem to memorise the questions and answe rs i n
exercise A. Give t hem three minute to do t h is. The n tell
them to close their books and give each student a letter:
A, B, or C. Student A says the question, Student B says the
a nswer and Student C can open the book and help. Then
t hey change roles.
80 OUTCOMES
LISTENING
Aim
To develop listening for specific information.
Step 1 Tell students they are going to listen to a
conversation in a trai n station in Amsterdam, Holland and
dec ide what kind of t ickets the passeng ers buy, how much
the tickets are, how t hey pay, what ime their t rai n is and
which platform t hey need. Play the recordin g. Put student s
in pairs to comp are ans wers before checking in open class.
If necessary, pl ay the recording again .
, Answers
1 two second-c la ss sing les
2 f ifty-four euros ad' ,yenty cents
3 visa (cred it card
4 12.25
5 plat<orm 6
'50 10.1
A - e 10. I'm sor ry. Do you speak English?
3: Of course . How can I help?
A: rli. W e'd li ke two tickets to Groningen, please.
B: Gr o nin gen. Certainly. Travelling today?
A: If possible, please, yes.
B: 0 problem. The next train is at 12.25, so you have
lots oftime.
A: Good.
B: Single or return?
A: Return, I think, but we're not sure when we're
gOi ng to come back.
B: Ah, so it's probably best to buy two singles. Return
tickets only last one day.
A: Oh , OK. How much are the single tickets?
B: First class is fifty-two euros fifty and second class
is twenty-seven euros ten .
A: Two second class is f i ne , thank you.
B: That's fifty-four euros and twenty cents, please .
How would you like to pay?
A: Is Visa OK?
B: Yes, of course . Please enter your PIN. Great. Thank you .
A: Thank you. What platform does the train leave from?

B: You need platform 6, and you have to change at
Hilversum.
A: Oh, really? It's not direct?
B: No, there are no direct trains to Gron i ngen from here.
A: I see. How long does the journey take?
B: It's about two a nd a half hours in total. You have to
wait thirty minutes in Hilversum. You arrive around
three o'clock.
A: OK. And it's platform 6 , yes .
B: Yes , platform 6 at 12.25.
A: OK. Thanks for your he lp.
C: Did you get the t ickets OK?
A: Yes, it's at twenty-five past twelve. What t ime is it
now? Do we have time for a coffee?
C: Yeah - plenty oftime. It's quarter 0 welve.
Step 2 Tell students to liste n aga in and co m plete the
senten ces in exercise Bw ith one word . Play t he record ing
again. Put students in pairs to compa re an s\ ers before
checking in open class. If necessary, play t he recordin g
again, pausing after each sentence to chec k.
Answers
1 How
2 next
3 best
4 enter
5 change
6 take
7 arrive
8 help
Step 3 Tell stude nts t o think about the questions in C. Give
them a coupl e of minutes to do this . Then put them in to
groups of fo ur or f ive to disc uss the questions. Monitor and
correct any language proble ms. Conduct brieffeedba ck.
LANGUAGE PATTERNS
Aim
To draw students' attention to some common patterns
using take to describe how long something takes.
Step 1 Ask students to loo k at t he senten ces in the
box and notice the sim ilar ities . As them t o trans late
these sentences into the i r own language and notice
any differen ces. In monoling ual classe s, as k stude nts
to compare their trans lations. In mult ilingua l classes ,
ask students to work in pai rs an d tell each other if the
sentences were easy to translate and whether t hey were
able to translate them word for word.
Step 2 Ask students to cover the Engl ish trans latio ns
and translate the sentences back into English us ing thei r
translations. Then ask them to compare t heir trans lation s
in pairs against the book.
Alternatively If you prefer not to use translation, ask
students to read the language pattern box and to notice
the use oftake. Check understanding: How can we tell
someone how long we spend trave ll ing? (it take s (+ object
pronoun) + time.) How can we ask the question? (How long
does the journey take?)
DEVELOPING CONVERSATIONS
Telling the time
Aim
To introduce and practise ways of telling the time.
Step 1 Tell students to read the explan at ion bo x, or rea d
it out to them and check understandi ng : What are two
different ways of telling the time? (twen ty jive past twelve
or twelve twentyjive). Is there a differenc e between the two
ways? (no, they are both common). Wh en do we use 'past ?
(from 1 minute to 30 minutes) and 'to? (from 31 mi nutes
to 59 minutes).
Step 2 Tell students to match the times in exerci se Ato the
pictu re s. In pairs they compare answers before chec ki ng in
open cla ss.
Answe rs
If2a3d4b5c6g7e8h
Step 3 Put students in pairs and t ell ·helTl W cover 1- 8 in
exercise A. Tellthem to say each oftee:
. imes in the
pictures a-h in two different ways. Do : 'le first on e as an
example, e.g. three fo rtyjive or a auarrer ro fo ur. Mon itor
and help. Ch eck answe rs in ODen c ass.
Answers
a three forty-five, a quar.:er 0 our
b eight f ifty-five, ~ive t o ni ne
c nine oh five, five past nine
d fourfh een,aquarterpastfour
e three t -rty, half past three
f nine, nine o'clock
g six twenty-five, twenty-five past six
h two thi rty, hal f past two
Ste p 4 Get st udents to read the quest ions in exerc ise C
and che ck: catch the bus = get on the bus. Tell them to
indivi dually think about their answers. When they are
ready, put them into groups of three or four to discuss the
qu esti ons. Monitor and correct their use of telling the time.
Con duct brief feedback on any times they had in common.
Optio nal activity If you have a multilingual class, get them
t o tell the class what the time is now in their countries
using the two different forms.
10 TRAVEL 81

10 TRAVEL
PRONUNCIATION to
Aim
To present and practise the pronunciation of to.
Step 1 Read the explanation box to students and
check understanding of when we say to with a weak
pronunciation = when it comes between two words. Tell
students they are going to listen to eight sentences and
to write the words they hear. Play the recording and pause
after each sentence to give them time to write. In pairs
they compare answers before checking in open class. Then
play the recording again pausing after each sentence, and
getting students to repeat.
'5 10.2 and Answers
1 Quarter to seven.
2 Five to twelve.
3 Twenty-five to three.
4 Ten to ten.
S Talk to me.
6 I'd love to go to Thailand.
7 We have to change here.
8 I don't have to go to work today.
~-----
CONVERSATION PRACTICE
Aim
To provide controlled conversation practice in buying
train tickets.
Step 1 Tell students they are goi ng to have similar
convers at ions to the ones they heard in Listening about
travelling. Tell students to in divi dua lly decide where they
want to go, what kind of t ickets they want and \i hen
they are going to travel. Tell hem to' h'n abo - " m es OC
trains, prices, how to pay, how lon g ' he jou'r.e} sa nG he
platform. Mon itor and help w ith ideas .
Ste p 2 When ready, put students in AB pairs and all ocate
roles. Tell them St udent A is buying the t icke ' s, Student B is
selling tickets and they should ha ve similar conversations
to the one in Listen ing. When fin is hed, t hey change roles
and have a similar conversation. Monitor and correct any
language problems . Conduct brieffeedb ack by getting a
selection of pairs to tell the group about their t ickets, etc.
Tip With a weaker class , get students to read the
audioscript on page 177 for useful language to use.
L
Next class Make photocopies of
lOA p. 162.
82 OUTCOMES
VOCABULARY Transport
Aim
To present and practise describing transport.
Step 1 Tell students to look at the sentences in exercise A
and check understanding: miss = arrive after t he bus, train,
etc. has left, lock = to put a chain around a vehicle and
use a key to secure it. Tell them to individually match ea ch
word in the box to a group of words in exercise A. Monitor
and help with any vocabulary problems. In pairs they
compare answers before checking in open class.
Answe rs
1 bus
2 car
3 train
4 bike
S taxi
6 flight
Step 2 Tell students to read the qu es t ions in exe rcise B
and to think about their answers . Mon itor and help with
any problems. When students are ready, put them into
groups of three or four to discuss the questions. Monitor
and correct the i r use of language. Conduct feedback on
anything that was similar or different.
Optional activity Put students in AB pairs . Student A reads
the group of words in exercise A and Student B says the
form of transport.
lOA see Teacher's notes p. 140.
READING
Aim
To develop reading skills for general and detailed
information.
Step 1 Tell students they are goi ng to read som e facts and
stories about taxis and taxi drivers. In pairs ask them to
discuss what is good about taxis and taxi drivers, e.g. they
are cheap and quick, they can te ll you interesting places
to go to. Monitor and help out with ideas . Conduct brief
feedback on thei r opinions .
Step 2 Tell students to read the article and decide if each
story is true or untrue. In pairs they discuss their ideas and
then tell them to read File 2 on page 166 to see if they
were right.
--
I
Answers
._
I
~he 'Expensive' text is untrue, all the other stories are tru~

Step 3 Put students in pairs and tell them to say w hat they
can remember about the things, places and numbers in D.
Monitor and help w ith ideas or language. The n get t o read
again and check their ideas. Conduct fee db ack on th ei r
answers in op en class.
---- -- -
---------
Answe rs
1 thepart ofthebrain connected to memory and
learning
2 has pink taxis driven by women and they on ly pick up
women
3 London taxidrivershave to learn 320routes and only
25%finish thecourse and pass theexam
4 anyone withacar can be ataxi driver
5 numberof people whodiedin 'taxi wars' when
companies co mpeted to control taxis and routes
6 the longe st journ ey across t he dese rt in Austra lia, the
cost ofthetrip
7 Spanis h couple pa id $3,000 because t he axi drive r
hea rd the wrong city, Halde n not Olde n, which wa s
over 550 kilom etres away
8 the number of langu ages the city prov ides a
translation service for
9 Brita in ha s some ofthe worst tra nsport problems
in Europe,butitisnumberone fortaxisas vo ed oy
tourists on a website
- ---- --
Note Generally people say either Britain o r t he U , bu~
technically (Gre at) Britain consists of Engl and , Sco' lapo a d
Wales, while t he UK co nsi sts of England, Scot land, ales
and Northern Ireland.
----------
GRAMMAR too, too much, too many
Aim
To present and practise too, too much and too many.
Step 1 Ask students to rea d the explanation box, or read it
out to the m. Che ck un de rst anding: When do we use 'too?
(to show something is bad and is more than we want).
Write ex amples from t he expla nation box on the boa rd and
check the for m, What word come s after 'too much? (traffic),
What part of speec h is it? (sin gula r, uncountable noun),
What word com es after 'too ma ny'? (de lay s), What part of
speech is it? (p lur al no un), What wo rd comes after 'too?
(fast), What part of spe ech is it? (an ad j ective or adverb).
Step 2 Tell studentsto match1-3witha-c inexercise A,
based on the examples in t he explana t ion bo x. Monitor
and help with any proble ms. Get st udents t o com pare
answers in pairs before chec king in op en cla ss .
,------
Answers
la2c3b
Step 3 Tell students to individually choose the correct words
in exerc ise B. Mon itor and correct any prob lems with too.
In pairs students compare answers before ch ecking in
open class.
Answers
1 too
2 toomany
3 too much
4 too
5 Too many, too
6 too many, too
Step 4 Put students in g roups of three or f our an d tell
them to look at the picture. In three m inutes see how
many se ntences they can say usin g too / to o much / too
many Do an example, e.g . There 's too m uch traffic. St op
them after t hree minutes, and ask eac h g ro up how many
they got.Get the group with the most to tell the rest of the
class their answers .
Suggested answers
Too much pollution / smoke, too much noise, driver s are
too angry, bus is too full, it's too dangero us, motorb ik e
has too many pizza s, the driver is t oo dangero us, the
pedestri an is too lucky, is li stenin g to mu sic t oo loud,
an d is too w orri ed about pollution.
Direct student s t o the grammar refere nce on page 1')9 if
t hey still seem uns ure.
SPEAKING
Aim
To provide fluency practice of talking about transport.
Step1 Tell studentsto readthe box and ~o·hin about
where t hey live and to ans w er the questions in A. Give
them a coupleof minutes to do this.
Step 2 When students are rea dy, put them into groups of
four or five to discuss the question s. Mon it or and correct
any language problems. Conduct brief f eedb ack on the ir
opinions and their use of langua ge .
_
pp.82-83
Next class Make photoco pies of
lOB p. 163.

DEVELOPING CONVERSATIONS
Recommendi ng places
Aim
To introduce and practise recommending places.
Step 1 Te ll s< ud ents t o read the explanation box and check
unders' and ing: Wh at do you do ifyou te ll someone that
you hin a pla ce is good? (you recommend it). Tell students
-
0 100< a' the qu estions i n exercise A and match them to
I'le an sw ers a-h .Tell them not to worry about the words
n bold at the moment. Do the first one as an example.
;, onitor an d help with ideas. In pairs students compare
answers before checking in open class.
Answers
Ib2h3d4fSc6a7e8g
Step 2 Put students in pairs and get them to discuss what
they th ink the words in bo ld in exercise A mean. Tell students
o use the context to help them g uess the meaning, e.g .
In the f irst example they are talking about a restaurant,
an d they say the food is good . What else is importa nt in a
restau rant? (the service, the ambien ce = the atmosphere).
Tell them to look at page 40 in the Vocabulary Builder for
he lp. Monitor and help with mean ings. Cond uct feedback in
ope n class and ch eck word stress.
Answers
bike lanes = lanes on the road which are only for cyclists
Qtmosphere = the feeling you get from a place
live bands = group of musicians who play in front of an
audience, not reco rd ed
rate = price
swimming poo l = lar ge structure fi lled with water for
people to swim in
se lection = a range of th ings to choose from
stvle = i ndividual way you wa nt your hair cut
good vajuejor money =the pr ice and the quality of what
you buy is good
Step 3 Tell students to individ ually thi nk of answers to the
questions in exercise A abo ut their tow n o r city. Give them
a couple of minutes to do this. Monitor and help out with
ideas. When students are ready put them int o AB pairs.
Student A is a tourist and asks the q uest ions, Student B
recommends places they know. Then they change roles.
Monitor and correct any language prob le ms. Conduct brief
feedback on new places they found out ab out.
Tip If you have a multilingual class, whe re possib le put
students of different nati o nalities in pairs.
84 OUTCOMES
LISTENING
Aim
To develop listening for specific information.
Step 1 Tell students they are goin g to listen to two guest s
talking to a receptionist in a hotel , an d de cid e which two
questions from Developing conversat ions exercise A the
guests ask and whi ch places the receptionist recommends.
Play the recording.
Step 2 Put stude nts in pairs to compare an swers before
ch ecking in open class. If necessary, play the re cordin g
agai n.
~~~
l
Where's the best place to eat? = Captain Nemo's.
Where's the best place to go shopping? = A nice ma ~
rket
in the ma in square .
------ --
-
-
-- ---
---
~10.3
A: Good even i ng, sir, madam . How can I help you?
B: Hi. We'd like to go out for dinner.Where's the best
place t o eat?
A: Try Capta in emo's. lt's a lovely li ttl e re staurant by
the sea. It's n ot the cheapest plac e in town , but the
fish there is rea lly exce ll ent.
C: Oh,that sounds great. Do we need to book?
A: Ican do thatforyou, if you like.What time would
you like your table?
B: About ha lf past eight?
C: Yes, that sounds fine. What's the eas iest way to get
there? Can we walk?
A: Not really. It takes about ha lf an hour to walk there.
It's probably best to take a taxi. Would you like me ;::
book one for you?
C: Yes , please. That's great.
B: Oh, there's one other thing, before I forget . We 'd like
to buy some presents. Where's the best place to go
shopping?
A: There's a nice market in the ma in square tomorrow.
They have some nice things . Try there. It starts at
around eight and goes on until about two.
B: It sounds perfect. Thanks for your he lp.
LA: No problem. It's my pleasure.
Step 2 Put students into pai rs and tell t hem to choose the
words they heard in exercise B. Play the re cordin g again.
Ch eck answers in op en class.

Answers
1canI
2 We'd like
3 cheapest
4Doweneed
5 What
6 easiest
8do
9in
1
,:7 takes
10 It's my
----
Step 3 Tel l st ud ents to individual ly think about the
questions in A. Give t hem a couple of minutes to do
th is. Then put them in pairs to discuss the questi on s.
Monit or and co rre ct any language proble m s. Conduct brief
feedback.
NATIVE SPEAKER ENGLISH
You're we lcome
Ask students t o read the box and ch eck understanding
How can we re sp ond when someone says Thank you?
(You're welcome and we can often say No problem, too.)
Tell them that No problem is less formal than You'r e
we lco me. Ask t hem if they have a similar express ion in their
language.
GRAMMAR Super lat ives
Aim
To present and practise superlatives.
Step 1 Write the examples fro m the explanation box
on the board and check understanding: Wh en do w e us e
superla t ives? (to comp are more than two things), How do
we form the superlative? (use the + superlative adjective),
What are the rules? (s hort adject ives , add -est or if they
end in -y change t o -iest, longer adjectives use the most +
adj ective) , What are some common irregularforms? (good =
best and bad = worst).
Step 2 Ask students to read the explanation box or read it
ou t t o them . Tell students to complete the table with the
superlative f or ms. Mon itor and help with any problems. In
pairs they compare answers before checking in open class .
Answers
the best, the worst, the fastest, the smallest, the earliest,
the hottest, the most boring, the most interesting
Direct stude nts to the gramma r referen ce on page 159 if
th ey st ill seem unsure.
J
I
10 TRAVEL
Step 2 Tell students to individually co m plet e the
conversations in B with the superlative form of the
adjective in brackets. Monitor and help with any problems
with the fo rm. In pairs they comp are answers before
checking in open class.
Answers
1 the quickest
2 the most beautiful
3 the chea pest, the most expensive
4 the most dangerous
5 the worst
6 the most difficult
SPEAKING
Aim
To provide fluency practice of recommending places.
Step 1 Put students in groups of three orfour and tell
them to make questions by changing the words i n italics
into supe rl atives . Monitor and help out with t he su pe rlative
forms.Check answers in open class.
I
Answers
1 thebest
2 the worst
3 the oldest
c.. he eas"es-
9 c emos 7arnous
10 the most im portant
11 the most delicious
112 the best
l!3 t he worst
Step 2 Tell students t o individua lly think ab ou t their
answers t o the quest ions. Give them four or five minutes
to do this . When students are read y, put them into the
same groups t o discuss their answers, tell them to see if
they ag ree with the othe r people in the group. Monitor and
take notes on their cor rect and incorrect use of language.
Step 3 Conduc t feedback by getting one stude nt f rom
ea ch group to tell the rest of the class w hat they agreed on
and what they disagreed on. The res t of th e cl ass has to say
if they agree or disagree .
Optional activity Write language you not ed while
m o nitor in g on the board, still in their groups, ask students
t o decide which language is correct and correct t he
incorrect language . Then check answers in open cl ass.
t)
lOB see Teacher's notes p. 140.
10 TRAVEL 85

REVIEW
CONVERSATION PRACTICE &
ACT OR DRAW
For aims and suggested procedures see Review 01
pp.28- 29.
-
--
-
---
-----
---
-
----
QUIZ
For aims and suggested procedure see Review 01
pp . 28-29.
Answers
1 If you fail , you don't pass the exam.
2 A mountain is bigger than a hill.
3 Youwaitforabusatabusstop.
4 Bad weather or accidents can caus e delays Q a ua '!'
or flight.
S You can pay for something in cash , by cred ;' I debit
card or by cheque.
6 Younger children, people over 65 (wh atever the
retirement age is the country), people with a
disability (blind, etc) get a disc ount on public
transport.
7 Many possibilities . Examples are: British Airways,
EasyJet, Singapore Airlines etc
8 It's good if a service is reliable , it means you can
depend on it.
9 Any kind of food can be delicious.
10 No, good value means cheap, not expensive.
11 You can miss a bus, a plane, a train, (any public
transport).
12 It's dark at night.
13 Traffic lights are: red = stop, yellow = wait, green =
go.
14 The oppos ite of alive is dead.
15 A guard protects a person or building.
FAST WR ITER
'r\)~ 21\Th\ 21')\t \~~~~\\~~ ~\'\)\.~~ ~'f,-~ ~ ~'-"\ Q,\.
pp. 28-29.
PRONUNCIATION
Voiced and unvoiced consonant s
Aim
To revise and practise voiced and unvoi ced consonants.
86 OUTCOMES
Step 1 Get students to read both the explanation boxes,
or read them out for them. Play the recording and get
students to touch their th roat and repeat the sounds. Tell
them that for the words in the bottom row they should
feel more vib ration and that the words on the top row use
a lot of air.
~RS.l
bath 18 1
offIfI
trip Ipl
letIt!
catch I tfI
bus 151
cash f
QC
he 101
alive !VI
bikeIbl
died Idl
edge 1rf3 1
bars Izl
Asia 131
gun 191
Step 2 Tell students to listen and say he single sounds,
then the diphthongs. Tell them that with 1 f 1 and I v 1 the
top teeth touch the bottom lip and with I p I and 1b 1the
lips come together. Play the record ing and get students to
repeatthewords with1pi,1bI,1f1a d1vI.
~RS.2
pay, bath, fat, very, map, boss , laugh, arrive
Step 3 Put the students into pairs and tell them to take
turns saying the words in C. Play the recor ding and get
students to check in the audioscript on page 178. Then get
them to listen again and repeat the words.
~ RS.3 and Answers
1 born
L c.ause.
3 course
4 guard
5 jump
6 visitor
7 further
8 divorced
Step 4 Put students in pairs and get them to practise
say ing the sentences in E and decide who has good
pronunciation and which sounds are difficult for them.
Conduct feedback on the sounds they found difficult.

Note Listen ing arid the rest of the re'Jiew urlit could 'oe
used as a pro gress test.The suggest ed sco res are given
be low each exercise . Alternative ly, these exe rcises cou ld be
done in pairs or individually then checked in pairs, oryou
couldput students in teams and conductthem as aquiz
/ competition. If students need help, you can direct them
t o the relevant pages of t he gra m mar reference or the
Vocabu lary Bu ilder.
LISTENING
Aim
To give practice in listening for gist and detail.
Answers
I 1 three, relaxing
3 6.00, has time
2 annoyed, in cash
4 someone stole his bag, a bo ne
"-----
--
I~R5.4 -­
Conversation 1
A: When did you arrive?
B: Three days ago.
A: Are you enjoying it?
B: Yes, it's been great.
A: Where have you been? Have you done any
sightseeing?
B: No, we've been nowhere! We've sat by the pool and
eaten some nice food, and we've read a lot.We were
both rea lly st ressed before w e came here and we
needed to do nothing for a few days.
Conversation 2
C: Can I have a single to Handford?
D: When are you going?
C: Now. The train's going to leave in two minutes.
D: Oh, sorry. There's a delay with that train. It's going to
be 35 minutes late .
C: No! There isn 't a tra i n before that?
D: There is, but it's not a direct train. It's very slow. It
arrives at 12.38 .
C: I'm going to be late for my meeting.
D: I'm sorry, sir. How would you like to pay?
C: Cash.
D: That's £32.45.
C: That's awful.
Conversation 3
E: What time's your flight?
F: A quarter to eight, so I need to get there at about six. 1
How long does the train take to the airport?
E: Oh, it's quite quick. It only takes ha lf an hour.
F: That's good.
E: So, what do you want to do today?
F: Well , I haven't been to the city museum . How about
go i ng there?
E: OK.
------~
Conversation 4
(
G: Have you been to t he old part of town?
H: Yes, and I don 't want to go there again!
G: Really? Why not?
H: When I went there, someone jumped out in the
I
street and stole my bag. I fell down and broke my
arm.
G: No!
1 H: Yes. It was awful!
GRAMMAR
Exercise A Answers
11Have you ever been, I went
2 Hasyourson,He saw
I 3 Have they visited, they came
4 Has she met, We had
5 Have you tried, I didn't like
Exercise B Answers
1 That's her best book .
2 He has done this hundreds of times.
3 The easiest way to get there is by ta xi.
I 4 I've never read anything by Gunter Gr ass .
5 His books are much too long.
1
6 There are too many guns in our society.
7 The Alhambra is the most beautiful bui lding in 50a in.
8 I played a really good computer game yesterday.
Direct stu d ent s to the grammar reference o n page :' 60 ·f
hey f ind this difficu lt.
ADJECTIVES
Answers
1 near
2 stressful
I 3 boring
4 poor
'---
--
COLLOCATIONS
I
Answers
1 repair
2 repeat
3 arrive
~o_k_
VOCABULARY
Answers
1 born
2 driver
3 supported
4 cycling
5 simple
6 amazing
7 happy
8 impossible
5 get off
6 reme mber
7 charg e
8 lose
5 motorways
6 lanes
7 SOCiety
8 divorced
05 REVIEW 87

1 FOOD
L
Next class Make photoc op ies of
llA p. 164.
SPEAKING
Aim
To introduce talking about going to restaurants.
Step 1 Ask students which is their favourite restaurant and
why. Model first by giving your own example. Put students in
groups of three or four to d iscuss the quest io ns in A. Monitor
and correct any language problems. Co nduct brieffeedback.
VOCABULARY Restaurants
Aim
To present and practise expressions related to restaurants.
Step 1 Put students in pairs and tell them to use the extra
information in 1-6 in A to try and guess the mean i ng of
the words in bo ld.
Step 2 In a multilingual class, ask students to translate the
sentences in their own language and then without looking
at the originals, translate back into Eng lish. Ask them what
similarities / differences they notice. In a mono lingual
class, get students in pairs or threes to compare their
translations. Then te ll them to check the words in the
Vocabulary Bu ilder page 42 . Check answers in open class .
Answers
menu = list of food in a restaurant
bill = piece of paper saying how much to pay
service = tip included as part of the bill to give to the
waiter for serving you
tip = to give extra money to the waiter for service
starters = small amount of food at the start of a meal
main course = the biggest part of a meal
table = the place you sit at in a restaurant
booked = made a reservation in advance
dessert = the sweet part of a meal
order = tell the waiter what you want to eat and drink
88 OUTCOMES
Step 3 Put students in pairs an d tell them to decide if A
is~he waiter / waitress or customer in 1-6 and to put the
dialog ues in the correct order you usually hear / say them.
on': c r and help with ideas . Conduct feedback in open class ,
Answe r s
1 A= cus:o""er
4 A = customer
2 A =cus:orner
5 A = waiter / waitress
3 A= wai er ':a':ress
6 A = waiter / waitress
Correctorder= ~ :.6,3,5,2
llA see -eacr er's notes p. 141.
LISTENING
Aim
To develop listening for general and specific information.
Step 1 Tell studentsthey are go g 0 listen totwo English
people in a restaurant in France , a"d : 0 dec ide w hich
six quest ion s from Voca bulary exe rcse A h ey hear and
in which order. Play the record ing, ::> ~ st udents in pairs
to compare answers before chec ki g in ope n class . If
necessary, play the recording ag ain,
Answers
1 Can we have a table for two, please ?
2 Have you booked?
3 Can we see the menu, please
4 Would you lik e any dessert?
5 Can we have the bill, please ?
6 Does this incl ud e service?
~ll.l
A: Hello. I'm sorry, Do you spea k English?
B: A little, yes.
A: Great, Can we have a table for two, please?
B: Have you booked?
A: No, I'm afraid we haven't.
B: Ah. We are very busy tonight. Can you wait ten minutes?
A: Yes.
C: Can we see the menu, please?
B: Of cou rse.

C: Ah. You don't have English menus?
B: We don't. I'm sorry, but I can help you. This is chicken,
this is fish - but I don't know the name of the fish in
English - this is steak, this is soup and this is a bird -
I don't know the name - it is similar to a chicken, but
smaller. It's very, very good . I recommend this.
C: Oh. I'd like to try that, please.
B: Certainly, madam. And for you, sir?
A: The fish, please.
B: I'm sorry, sir, but the fish is finished. We don't have
any more.
A: Oh, right. Well, can I get a steak, please? Well
cooked. No blood.
B: As you prefer.
B: Ca n I take your plates?
C: Thank you. That was delicious.
B: Would you like any dessert?
A: No, I'm fine . I'm really full. Can we have the bill, please?
B: Of course. One moment.
B: Here you are.
A: Thanks. Does this include service?
B: Yes. We add 15 per cent.
C: OK . Thank you.
Step 2 Put students in pairs to discuss the questions in B.
Then tell them to listen and read the audioscript on page
178 to check their ideas. Play the recording again. Check
answers in open class.
,-------- -
-
Answers
1 they haven't booked a table, the menu isn't in English,
the fish is finished
2 the woman orders a bird similar to chicken and the
man orders a steak
3 they might, but service (the tip) is already included in
the bill
Step 3 Put students in pairs and get them to discuss the
pOints in D. Monitor and correct any language prob lems.
Cond uct brief feed bac k.
Note If you are teach ing in France, get studen s to
talk about t heir favour ite French food or if they had an
international visitor what they would recommend.
Tip Get students to look at t he aud ios cript on page 178
and underl i ne any useful expressions or word s they
don't know. In pairs they compare and help each othe r
with mean i ng, then put them in groups of four to do the
same. Monitor and listen for any com mon expression
they are not sure of. In open class get them to share the
new expressions and clarify any they are not sure of.
----
--
-- --
-----
NATIVE SPEAKER ENGLISH Can I get ... ?
Ask students to read the box and check they understand by
asking What's another (more informa l) way of saying 'Can
Ihave ... ?' = I'd like or Can Iget ... ?Ask them ifthey have
similar expressions in their language.
DEVELOPING CONVERSATIONS Checking
Aim
To introduce and practise using checking questions to
clarify what someone has said.
Step 1 Read out the explanation box to students and check
understanding: How can we check information? (by using
negative sentences), What's the word ord er? (su bject + don't
+ verb), What happens to our vo ice? (it goes up). Model and
drill the intonation.
Step 2 Tell students to write negative se ntences using
the verbs in exercise A. Do the first one as an example. Pu t
the m in pairs to compare answers.
Step 3 Either individually or in the same pairs, ask them to
match a-e to 1-5 in exercise A. Ask them to check 'n pairs, then
play the recording to check. Conduct brieffeed ba ck in o!Jen cla ss .
Answers A
1 You don't eat meat?
2 You don't take cards?
3 You don't want any dessert?
4 So you don't have any free tables'
5 So you don't drink alcohol?
Answers B
a3
b1
'" 11.2
Conversation 1
A: I'm a vegetarian .
c4
d5
B: Oh rea lly? You don't eat meat?
e2
A: No. 0 m eat, no fish. Nothing that moves !
Conversation 2
A: It's cash only, I'm afraid.
B: You don't take cards?
A: 0, I'm afraid not. We don 't have a mac hine.
Conversation 3
A: I'm really full.
B: Yeah? You don't want any dessert?
A: No, I'm fine. Really. I can't eat anything else .
Conversation 4
A: We're very, very busy tonight.
B: So you don't have any free tables?
A: Not at the moment. Can you wait ten minutes?
Conversation 5
A: I'd just like something non-alcoholic.
B: OK. So you don't drink alcoho l?
A: No. I don't like the taste.
L-____
Step 4 Put students in pairs to practise the conversations.
Monitor and help out with any problems with the
intonation . Conduct brief feedba ck by getting a selection of
students to have their conversations in open clas s.
11 FOOD 89

11 FOOD
CO NVE RSATION PRACTICE
Aim
: 0provide controlled conversation practice of ordering
:.. a r estaUIant.
S ep 1 - ell students they are going to have a similar
::".ersa · ion to the one in Listening. Ask students to
"d
du all y w rite a menu for a restaurant in their country,
<i"G - 0 in clude starters, main courses and desserts. Monitor
a d help out with any language problems.
St ep 2 Pu t students in AB pairs, Student A is the customer
an d Student B is the waiter / waitress. Ask them to lo ok at
he plan in B and give them three minutes to decide what
t o say. When students are ready, tell them to have their
conve rsation. Then they change roles and repeat.
Optional activity Bring in a selection of menus from local
re staurants or down load them from the Internet. Give
stu dents the dishes on separate pieces of paper and they
have to decide if they are starters, main courses or desserts.
They could then use them as ideas for their own menus. If
you have a stronger grou p, you cou Id get them to write their
favourite menu for homework and then use this to start the
next class (they tell each other and say if they like it).
Tip With a weaker class, ask them to read the aud ioscr ip-
on page 178 to help them with the language nee ded .
_
pp.88-89
Next class Make photocopies of
11B p. 165.
VOCABULARY Food
Aim
To present and practise expressions related to food.
St ep 1 Ask students what the ir favourite food is and if
there is anything they don't like to eat. Tell students in pairs
to match the kinds of food in A to the pictu res 1-9 . Check
understanding: seafood = fish that comes in a shell, e.g .
lobster,fish = animal that lives in water and swims. Monitor
and he lp with any problems. Chec k answers in open class.
Answe r s
1 meat
2 vegeta bles
3 fruit
4 seafood
5 dairy products
90 OUTCOMES
6 nuts
7 beans
8 fish
9 drinks
Step 2 Write sa lt / sugar / pepper / spices / water on the
board and ask students which word does not go in the group.
(Water = They are all things you add for flavour, except water.)
In pairs tell students to decide which word doesn't go in each
group in 1-8 and use the sentences to explain why. Monitor
and help out with any ideas. Conduct feedba ck in open class.
Answers
2 basic foods except cream
3 dairy products except wine
4 fruit except eggs
5 dri nks except carrots
6 vegetables except lemon s
7 meat exc ept tomatoes
8 beans except chicken
St ep 3 Ask students i n pairs to look at the photos and say
which foods in 1-8 t hey can see in the pictures. Conduct
brieffeedback in open class.
Answ ers
1 beef, stea , Iamb, chi c en
2 potatoes, tomatoes, on ions , broad bean s (fresh)
3 apples, ora nges, bananas, kiwis
4 nothing
5 cheese, butter, milk, cream
6 nothi ng
7 broad beans (dried), peas, soya
8 nothing
9 beer, wine, water, milk, fruit juice, tea, coffee
Step 4 Put students into AB pairs. Tell Student A to look at
the pictures in File 6 on page 167 and Student B to look at
the pictures in File 8 on page 168. Tell them to individually
think about how to describe and draw the food. Tell them
to use the example in D to help. Give them time to prepare.
When they are ready, tell them to take it in turns to describe
and draw thei r food to thei r pa rtner who writes the na me of
each food in their own language. When they have finished,
they look at each other's drawings and say if they wrote
down the correct name in English . Conduct brief feedback.
Tip With a weaker class,you cou ld put all the Student As
and Bs together and they help each other prepare.
Optional activity In groups get students to write their own
group of words w ith one word that doesn't go. Then they
swap lists and identify the word that doesn't go.
Step 5 Write the examples in E on the board and check
understanding: When we say 'me neither' are we agreeing
with a positive or negative statement? (negative, e.g. I don't
like potatoes), And me too (with a positive statement, e.g. I
love apples) . Tell students to individually write three positive
and three negative statements about their taste in food. In
pairs they tell each other and their partner has to respond
using me too / me neither. Model by asking a strong student
to say the ir sentences and you respond. Monitor and correct
any language problems . Conduct brief feedback.

-------
READING
Aim
To develop reading skills for detailed information.
Step 1 Ask students if any of them are vegetarian (don't eat
meat), or if they know anyone who is and to say why. Tell
students they are going to read an article about people who
don't eat meat. Tell them to individually read the quotes from
famous people and to tell each other if they think they are
completely t rue, partly true or not true. Ch eck understanding:
hea lthy = someone who eats well, the way to go = the best
thing to do, leading causes = most important re asonsJactory
farm ing = where animals are kept in small spaces to produce
meat cheap ly. Conduct feedback in open class.
Optional activity In small groups students discuss what
they know about the different famous people in the
quotes . Conduct brieffeedback in open class.
Note Leo Tol stoy was a Russian writer, famous for War and
Peace , George Bernard Shaw was an Irish writer and Nobel
Prize winner, Pamela Anderson is a Canad ian a ress , she
starred in the TV programme Bay . \'a~cr Ccl'
_
e:.5 sar
Americ an run ner.
Step 2 Tell studen s to reao ne ace a"'::; GE:::E ~ - ~
in Bare true or not.In pairsthey compare a s '.ers DE:'::'::
checkin g in open class.
Optional activity Get students in pairs to correct the false
statements. (Answers included below.)
I Answers-
1 true
2 true
3 false - most people become vegetarians for moral reason s
4 false - the WHO has recommended that peo ple
should eat a minimum of f ive portions offruit and
vegetables every day
S false - only around 30 % of Britons eat the
recommended amounts offru it and vegetab les
6 true
L- __________
------ -------- -------
GRAMMAR
a lot oj some, any, much, many, a bit of
Aim
To present and practise determiners of quantity; a lot
of, some, any, much, many, a bit of.
Step 1 Read the explanation box and check understanding:
When do we use a lot oj some, any? (befo re nouns to show
qu antity). When do we use 'much' and 'ma ny? (in negatives
and questions). What do we often use instead of 'a lot of?
(much and many); and instead oj'some? (a bit oj afew).
Step 2 Tell students to individually decide if the words i n
italics in 1-6 in A show the same or different quantity, and
when the quantities are different, which quantity is less.
Do the first one as an example, e.g. a lot ofI a bit of show
different quantities, a bit of is less . Monitor and help with
any problems. Get students to compare answers in pairs
before checking in open class .
Answers
1 different, a bit of is less
2 different, any is less
3 different, any is less
4 the same
5 the same
6 different, so me is less
---- --
-- ---- --
Step 3 Tell students in pairs to complete the rules in Bus ing
the examples in A. Monitor and he lp out with any problems
using the past simple. Check answers in open class.
Answers
1alotof
2 many
3 much
--
------
:) 'E:: s:~ce"' ~ 5 to :he gra'Tlmar recerence on page 160 if
exa~c e. e.g. 5 S.'.=== ~r r~: J ~ -,'J .:"- Jr::JJr:abJe noun?
(plural), Is If pos ~ .e req[j: .~:;,:; :;J~E ::;r; rE"a: e, So
which words can we use? r-ar; . '.',::r : :'ar::; (~rre ,a y
la ngu age prob lems . Cond uCl eedCla~ ' I ~::;er c 3SS.
Answers
1 many
2abitof
3 afew
4 much
5 much
6 afew
---- -
--
------ ---- -----
Step 5 Tell students to look at the words in the box and to
decide how much / many of them they eat o r drink, as in
the example. Monitor and help with language problems.
Put students in grou ps of th ree offou r to tell each other
and decide who has the best d iet. Conduct brief feedback .
11B see Tea cher's notes p. 141.
_
pp.90-91
11 FOOD 91

11 FOOD
"
.
"
VOCABULARY Cooking
Aim
To present and practise different ways of cooking.
Step 1 Ask students to look at the pictures and decide two
foo ds you do eac h thing to. Do the first one with them.
Monitor an d help out with any ideas. In pairs they comp are
ideas and see if they thought of the same foods. Conduct
feed ba ck in open class.
Suggested answers
1 fry: stea k, onions
2 grill: chicken , peppers
3 boil: potatoes, past a
4 ro ast: meat, vegetable s
5 stuff: chicken , courgettes
6 chop: ca rrots,ga rl ic
7 slice: potatoe s, m eat
8 stir: coffee , soup
Step 2 Tell students to individually think about w ho does
t he cooking in their f amily / home and which cooking
m ethods i n the pictures they use every day, some t imes, not
ver y often or never. When st udents are ready, put them in
pai rs t o tell each other. Conduct brief feedback.
Step 3 Put students in AB pairs. Tell Student B to close
the ir books. Student A acts the eight ways of cook i ng and
St udent B says the word from memory. Then they change
roles. It's not necessary to conduct feedback on this activit y.
liSTENING
Aim
To develop listening for general and specific information.
Step 1 Tell students they are going to listen to three
frien ds at someone's house and they are talking about
w ha t they've had for dinner. Tell them to listen and answe r
t he questions in A. Play the recording. In pairs they comp are
an sw ers before checking in open class, If necessary, play the
re cordi ng again.
Answers
1 potatoes and lamb
2 slice,chop,roast, fry
92 OUTCOMES
~11.3
N =Nicoletta; D =Domi; F =Frank
N: Would you like any more, Domi? Frank?
D: No, thanks. I'm really full.
F: Me too, but it was lovely, Nicoletta. Really delicious.
Would you l ike me to put the plates in the kitchen?
N: Thanks. Just put them in the sink.I can do the
wash i ng - up later.
D: So how d id you cook the potatoes? They were
rea lly, re ally good.
N: Th ey're very easy to do. You just wash them, and
then sl ice ea ch one i nto five or six pieces. Put them
on a plate an d put some olive oil and some salt
and pepper on them. Chop some garlic and add
that an d then roast everyth i ng in the oven f or
about 45 minutes.
_
.
And how about the la m b?
ell, you chop so m e on ions and fry them for ten
or r " een minutes - i n butter. Then chop the lamb
a G some tomatoes andfrythem for five more
mir ...:es.Add some salt and pepper - and it's ready
to ea:.
F:YOL""'a e':soudeasy.
:I- 's eas}.: .ouldyoulikemetoemailyouthe
rec ' pe?
F: Pease.
: On. ::;] :~e "ay. I'm going to have a little party next
Sa : ...rca: -<or my birt hd ay. Would you two like to
cC""-c?
D: : deoends. Are you going to cook?
Step 2 Get stu dent s to put the sentences in B in the order
:"c) neard the m. In pairs they compare ideas . Play the
ecord ing again and get them to check. If necessary, play
:: e recor di ng again. Check answers in open class.
Ans we rs
b,f,d,c,a,h,e,g
Step 3 Put students in pairs and get them to discuss what
the six words i n italics in B refer to. Then get them to check
thei r ideas with the audioscr ipt on page 179. Conduct brief
f eed back.
Answe rs
a them = onions cone = potato d they = potatoes
e it = the cooking f them = plates hit's = the lamb
Ste p 4 Tell st udents to think about the questions in D. Give
t hem time to prepare. When they are ready, put them into
g roups of three or four to discuss. Conduct brieffeedback.

LANGUAGE PATTERNS
Aim
To draw students' attention to some common patterns
using send and email for exchanging information.
Step 1 Ask students to look at the sente nc es in the
box and notice the sim i la rities. Ask them t o translate
these sentences into t heir own language and notice
any differen ces. In monol i ngual classes , ask st udents
to compare their tra n slations. In mu ltili ngua l cl asses,
ask students to work in pairs and tell each other ifthe
se ntences were easy to translate and whethe r they were
able t o translate them word for word.
Step 2 Ask students t o cover the Engli sh t rans lations
and tra nslate the sente nces back into Engl ish using their
translations. Then ask them to compare theirtranslatians
in pairs against the baak.
Alternatively If yau prefer nat to use trans la' ian , as swde IS
to notice the pattern = verb + pra naun ar naun. Chec
understanding: Wha t ve rbs do. we use when we exchange
infarmat ian? (email or sen d), What wa rd comes after th e ve rb?
(persa nal pronaun = me,yau, or noun = a letter).
GRAMMAR Invitations and offers
Aim
To present and practise inviting someone to do
something or offering to do something for someone.
Step 1 Get students to read the explanat ion bax and
check understand ing: Haw do. we invi te same ane to. do.
sameth ing? (Wau ldyau li ke to. + ve rb ... ?), Haw do. we affer to.
do. samething fa r samean e?(Wauldyau like me to. + verb .. . ?).
Haw do. we aften afferfaad ar drink?(Wa uld yau like ... ?)
When do. we use 'any? (with plural nouns) , and 'a ' (with
Sing ular no u ns ).Tell students to. complete the questians in A
w ith Wa uldyau like, Wau ldyau like me to. or Wa uldyau like to'
In pairs they co mpare answers before chec king in open class.
Answers
1 Would you like to.
4 Wau ld you like
2 Wauld you like me to.
S Would you like me to. J
3 Wouldyou liketo.
6 Would you like
------
Direct students t o the g rammar referen ce a n page 160 if
they still seem unsure.
Step 2 Tell students to ind ivi d ually match the answers
in B to. the questions i n A. Manitor and he lp out with any
pro blems . In pairs students compare answers. Tell them
they are gaing t o. listen to six conversations to. che ck their
answers. Play the recording and then check in open class.
Answers
If2e3d4cSa6b
---------~
110 11.4
1
A: Would yau like to try a piece of this cake?
B: Yes, please . It laoks de li cious . Did yau make it yourself?
2
A: Would you like me to. do the washing- u p?
B: No, it's OK. Don't worry. I ca n do. it later.
3
A: Would you like to go out for dinner sa met im e?
B: Yes, OK. Where do you want to go?
4
A: Wo uld yau like a starter?
B: No. , thanks. I'm just ga ing to have a ma in course.
S
A:Wauldyau like me to caakforyou ane evening?
B: Oh, yes, please. I've never t ried Iran ian food befare.
6
A: Wauld you like a cup af coffee?
B: No, than k you. It staps me sleeping!
Step 3 Put students in AB pa irs and get them to. practise
asking and answering the questions, swapping ra le s.
Monitor an d co rrect any problems with pro nunciat ion .
It's not ne cessary to conduct feedback an th is act iv ity.
SPEAKING
Aim
To provide fluency practice in the language learnt so far
in the unit.
Step 1 Tell students they are gaing to have a sim ilar
co nversation to the ane in Listen ing. Tell students ' a spend
f ive minutes thinking about haw to coo k t he ir f avaurite
dish,or a typical dish fram their country and to use as
many words from the unit as they can. Manitar and help
w ith any problems with language or ideas.
Step 2 Put studentsin pairs and get them to. decide who is
the cook and who is the guest,and to have a conversation
about the mea l. Tell them to start with = Mm m. This is
de liciaus. Haw didyau coak it? Then they ch ange rol es and
have a simi lar co nversation. M anitor an d t ake notes on t he
correct and incorrect lang uage for a co rrection sl ot at the end.
Conduct feedba ck in open class an the d ishe s an d langua ge.
Tip If possible put m ultilingual pairs together to compare
t hei r countries .
11 FOOD 93

12 FEELINGS
Next class Make photocopies of
12A p. 166.
LISTENING
Aim
To develop listening for general and specific information.
Step 1 Put a picture of a body on the board (or dra\ one
and get students to identify the different parts 0" 'he Dod)
e.g . armJoot, back, leg, hand, stomach, head and chesr.
Step 2 Put students in pairs and ell · bem to loo a' . he
pictures and say which person has a problem with each
part of the body in the box. Monitor and help wit h idea s.
Conduct brief feedbac k i n open class .
Suggested answers
a leg, back
b stomach
c stomach
d arm, head
e hand, foot
f chest
Step 3 Tell students they are going to listen to f ive
conversations with people who have different health
pro blems, and to match them to the pictures. Tell them there
is one picture they do not need to use . Play the recording.
Step 4 Put students in pairs to compare answers before
che cking in open class . If necessary, play the record ing again.
Ans wers
1 picture c
2 picture d
3 picture b
4 picture f
5 picture a
94 OUTCOMES
~12.1
Conversation 1
A: Are you OK?
B: Yeah, I'm OK. My sto mach hurts a bit.
A: Maybe you should lie down .
B: 0, it's OK. I think I'm just hun gry.
A: Are you sure?
B: Hones Iy, ,'11 be fne after ' have something to eat.
Conversation 2
C: Hi, it's Johnny.
D: Johnny! How are you?
C: Basically, I'm OK, but I fell off my bike and I've
broken myarm l
D: Oh dear. Maybe we should cancel the meeting for
tomorrow.
C: No, it's OK.It's my left arm, so I can write.
D: Are you su re?
C: Yeah, honestly, it's fine. It doesn't really hurt.
Conversation 3
E: Are you OK?
F: No, I feel a bit sick.
E: Maybe you should go out and get some fresh air.
F: Yes, I think I will. I'll be back in a moment.
E: OK. Take your time. There's no rush.
Conversation 4
H: [coughs)
G: Are you OK?
H: Yeah,yeah .
G: Have you been to the doctor?
H: No. It's just a cold.
G: Are you sure? You have a very bad cough . I really
t hi nk you should see someone. Maybe it's a chest
infection.
H: Honestly, it'll be fine in a couple of days.
Conversation 5
I: Are you OK?
J: Yeah I'm fine. My back hurts a bit, that's all.
I: Maybe you shouldn 't play tennis then.
J: It's OK. I told Kevin I'm going to.
I: Yeah, but are you sure you can play?
J: Yeah, my back's just stiff. I'll be fine after I warm up.

StepS Tell students to look at the pair ofwords in C. Check
understanding: sick = not fee lin g wel l in genera l; a bad
cough = the noise we make from our lungs when we have
a cold; hurts = to feel physical pain (pain is t he noun); stiff =
your mu scles hurt.
Step 6 Put st ud ents in pairs get the m to decide w hich
conversation each pair of word s goe s with and to try and
explain what they said. Mon it or and help wit h ideas.
Step 7 Tell students to list en aga in and read the
aud ioscript on page 179 to check t heir idea s. Play the
reco rdin g, then cond uct feedbac k in open cla ss .
Answers
a convers ation 3
b conversation 4
c conver sa tion 1
d conversation S
e conversation 2
LANGUAGE PATTERNS
Aim
To draw students' attention to some common patterns
using be fine.
Step 1 Ask students to loo k at the sentences in the
box and notice the simil arities. As k them to translate
these sentences into their ow n language and notice
any differences. In monolingual cla sses, ask students
to compare their tran slations. In m u ltilingual cl asses ,
ask studentstoworkin pairs andtell each other ifthe
sentences were easy to trans late and whether they were
abletotranslatethem word for word.
Step 2 Ask stud ents to cover the English translations
and translate t he sentences back i nto English using their
translations. Then ask them to co mpare their translat ions
in pairs against t he book.
Alternatively If yo u prefer not to use trans lation, ask
students to notice t he pattern = It'll / J'/J bef in e + verb +
time exp ression, or after + reason.
VOCABULARY Hea lth problem s
Aim
To present and practise expressions related to health
problems.
Step 1 Ask students what t hey do wh en they have
a headache, for example, take an aspir in , drink some
water, etc. Tell them they are going to lo ok at som e
health problems and to read the words in the box. Check
understanding: burnt = to be hurt by f ire or extreme he at ;
injection = illn ess caused by a virus or bacteria; cold
= an infection in the nose and throat; a cough and a
temperature; sick = a polite way to say vomit.
Step 2 Tel l stude nts to indi vidually comp lete the sentences
in A with the wordsfrom the box. Monitor and help out
w ith any language problems. In pairs st ud ent s compare
answers before checking in open cl ass .
Answers
1 headache
2 burnt
3 stiff
4 cough
Scold
6 hurts
7 infection
8 cut
9 hungry
10 sick
Step 3 Put students in groups of th ree / four and tell t hem
to loo k at the questions in B. Give the m a coup le 0 minutes
to think about what they want to say. W hen t hey are ready,
ask the m to discuss the questions. Mon ito r and correct any
language pr oblems. Conduct feedbac k in open class.
GRAMMAR should / shouldn 't
Aim
To present and practise should / shouldn't to give advi ce.
St ep 1 Get s udents to read the explanatio n box ana chec
understanding: When do we use 'shou ld / shouldn '[ ? - 0
give advice), What do we say when we think it's a gooa idea
to do the action) (should), What do we say when e ~,.,in '
it's a bad idea to do the action ? (shouldn 't), W hat wow
comes after 'should / shouldn't'? (verb without to).
Step 2 Ask students if they remember t he hea lt h proa em s
the speaker had in Listening, e.g. l her stomach hu is. 2 he
broke hisarm, 3shefeels abit sick,4 she has acola 5her
back hurts a bit. With a weaker class yo u cou ld W(le hes e
on the board.
Step 3 Put students in pairs. Tell the m to say the advice
the speakers gave in the five conver sa t ions i n Listening.
Monitor and help with any prob lem s. Get s· uaents to look
at the audioscri pt on page 179 to check their id eas . Check
in open class .
Answers
1 you should lie down
2 we shouldcancel the meeting
3 youshouldgooutand get somefresh air
4 you should see someon e
S you shouldn't play tenn is
12 FEELINGS 95

12 fEEUNGS
'
~', .'
"
'.
.
'".
_
~~'.
I' ...
v,,;: -
-
St ep l\, I'ut ",tuaent", \n pa\(", to t\\\nl<. of one new p\ece of
adv ice for ea ch person i n the pictures in Listening using
should I shouldn't. 00 the first one as an example. Monitor
and help with language . Check in open class.
Suggested answ ers
picture a = you should do a more relaxing sport,You
shouldn't pick up a heavy bag
picture b = you should go home
pictu re c = you shouldn 't miss meals
picture d = you should be more careful when cycl ing ,
you shouldn 't ride so fast
pic t ure e = you should be more careful when co ok ing,
you shouldn't touch hot th ings
picture f = you should have a rest
Direct students to the grammar referenc e on page 161 if
they still seem unsure.
12A see Teac her 's notes p, 141.
DEVELOPING CONVERSATIONS
Rejecting advice and offers
Aim
To introduce and practise giving reasons when rejecting
advice and offers.
Step 1 Tell students to read he exp ,ana ion oox ::' reaG
it out to the m. Check understand in g: What do :, e a'J
when we reject an offer or piece of advice? (we o"':e" g e
a reason). How do we usually re sp on d? (A re you sure?
Practise the convers ation in the box w ith a strong s- ewer :
in open class.
Step 2 Put students in pairs to write four si m ilar
conversations starting with sentences 1-4 . Tell t hem to
look at the plan for help. They should rejec t the ad vi ce /
offer and add id eas from the table. Monitor and he lp with
ideas. In groups offour t hey read the conversations to eac h
other. Monitor and correct any language problems. It's not
necessary to conduct feedback.
CONVERSATION PRACTICE
Aim
To provide conversation practice of the language learnt
in the unit so far.
Step 1 Tel l students they are going to have conversations
with different students following the plan in Conversation
practice. Tell students to individually think of two or three
problems they could have (tell them to look back at the
differe nt activities / thei r notes on the unit to decide).
Monitor and help wit h any language problems.
96 OUTCOMES
Step '2. le\\ students to stand up and \\a\fe a con\fersatiol\
about their problem with a partner. The n they ch ang e
partners and have another conversatio n using a diffe rent
problem. Monitor and take notes on their use of correct
o<;\(\. '<;\C<0W~.C\. ~o<;\'t,lJ.o't,e.
Step 3 Conduct brieffeedback and hold a correction s::
on t heir use of language.
Next class Make photocopies of
12B p, 167.
VOCABULARY Feelings
Aim
To present and practise positive and negative
expressions related to feelings.
Step 1 Get student s to look at the picture and say how the
person is feelin g = happy Ask st udents when was the last
time t hey felt happy and why. Tell the m happy is a positive
feeling and el icit t he op pos ite = sad.
Step 2 Get students to rea d t he box and check
understanding: annoyed = to fe el sl ig htly irritated; excited =
a strong feeling of happiness ; angry = a strong feeling
of being annoyed; divorced = to legally end a marriage.
Step 3 Tell students to i ndividually complete the sentences
in A with the words in the box. Monitor and help out with
any language problems. In pairs they compare answers
before checking in open class.
An swers
1 sad
2 angry
3 happy
4 tired
5 ann oyed
6 stres sed
7 relaxe d
8 excited
Step 4 Tel l students we can usual ly tell how someone is
feel i ng by lo oking at their face - model by looking happy
and ask st udents how you are feeling. In pairs students take
turns to act the different fee lings in A and their partner
guesses the w ord. Conduct brief feedback in open class.
Step 5 Get students to look at the situations in the box in
D and check understanding: lookforward to = be excited
about something that is going to happen; shout = to speak
very loudly; have to wait = be forced to wait.

Step 6 In pairs get studentsto say which emotion(s)the
situations in the box are co nnected to. Do the first one
as an example.Monitorand helpwithideas.Conduct
feedback in open class.
Suggested answers
cry = sad, angry
lookforward to = excited , happy
do a test = stressed
fall asleep = relaxed,tired
smile = happy, exc ited , relaxed
I lie on a beach = rel axed, happy
shout = angry, ann oy ed, st ressed
have to wait = stres sed, angry, annoyed
Step 6 Tell students to ch oose four things from the box
and think about the la st time they did them, how t hey felt
and what happened. Mon it or and help w ith any probl em s
with language or ideas . Conduct brief fe edbac .
128 see Teacher's notes p. 141 .
LISTENING
Aim
To develop listening for general and specific
information.
Step 1 Tell students they are going to listen t o a woman
ta lking about n i ne different things she did yesterd ay and
t o choo se how she felt from the options in A. Play the
re co rd ing. Put students in pai rs t o compare answe rs before
che cking in o pen cla ss. If necessary, play the record ing again .
I Answers
I 1 happy
I
2 angry
3 st ressed
4 happy
I 5 positive
6 bored
7 an noyed
8 excited / relaxed
9 tired
" 12.2
1 Igotthe bus towork.Iwas lucky because there was
a seat. Isat and read mybook. It wasquitea nice
journey.
2 When Igotto work, we had a meeting.Thebosswas
quite angry. He shouted a bit and told us w e need to
work harder. I was a bit upset, b ut I tried not to cry.
3 After the meeting, I sat and tho ug ht abou t everything
Ihadtodo.Igot aheadache. Isent afew emailsand
tried to concentrate.
4 I had lunch with my aunt. She lives near w ork. She
always makes me sm il e. I felt better after seei ng her.
12 FEELINGS
5 In the afternoon, I went to see some clients. It ~
a successful afternoon. I sold a few things, a nd it's
always nice meeting people.
6 Back in the office,I had to answer about 30 emails. lt
was slow and not very interest i ng.
7 After work,I had to wait for the bus for half an hour
and then it was full, so I couldn't sit and rea d.
8 When Igothome,Iwentfora runwithmyfriend,Vivo
We're going to go on holiday together so we talked
about that. It was a lovely war m eve ning.
9 After dinner, I watched the news o n TV. I wa nted to
watch a film as well, but Ifell asleep on t he sofa.
Step 2 Tell st ude nts to ind ividually decide why she felt
each emotion. Do the first one as an exa mple. Monitor an d
help out with ideas . In pa irs they com pare t heir ideas. Then
tell them t o listen and che ck their ide as. Play · e recordin g
again . Check answers in open cl ass.
[
Answers
1 happy because she got a seat and co uld read her book
2 her boss shouted at her and told the m t hey needed to
work harder
3 sh e got a headache
4 her aunt always makes her sm ile
5 it w as a successful afternoon, she so ld a fe '. I ni'lgs
6 she had to answer 30 emails, it wa s slow and n c ':ery
int eres ting
7 shehadtowait30minutesforthebus,i vas =u a'ld
sh e could n't sit and read
8 she went for a run with her friend andtal ec aSOl1:
t heir holiday
9 she f ell asleep on the sofa
- ---- ---- ---- ---- ----
Tip Withaweakerclass get studentstoloo. a::r"
audioscript on page 179 to check their ar s ye's
Step 3 Tell studentsthey are goi ng to desc' s" :, ~<:: : '1ey
did yesterday an d to think about what the, G::; :. no -ney
spoke to and howtheyfelt about each c" rg:~e; ::; G.Give
them time to prepare. M onitor and he OOu: :. : n an; ideas
or language.
Step 4 When students are ready,Pl.J: :"'e~ r g rO JOS
ofthree or four todiscuss theirday. - E :r,, "' :Cdecide
who had the best day. Monitor anG::::"E:: ar j anguage
problems. Conduct feedbac k ill o s" r :: ass .
NATIVE SPEAKER ENGLISH up set
Step 1 Askstudentsto reaG :r.e 90X.Checkthatthey
understand by asking: VI ha~ s anorher way ofsaying we
feel sad, worr ied or anno/ea aoou · som ething? (U pset). How
does the perso nfeel in rn eI fS[ sentence ?(sad) ,And in the
second? (ann oy ed' And in t he thi rd? (w orried), And in the
fourth ? (annoy ed).
12 FEELINGS 97

12 FEELINGS
READING
Aim
To develop reading skills for detailed information.
Step 1 Ask students in pairs to look at the pi ctures and say
how the people are fee l ing (1 not happy 2 tired, stressed
3 happy 4 ha ppy). Ask them to tell the class what makes
them not happy, stressed or ti red . Tell students they are
going t o re ad a magazine article about economics and
ha ppine ss. Tell them to individually read the article and
decid e w hat they think is surprising, not su rprising and
a good idea and a bad idea. In pairs they compare before
sharing ideas in open class.
Suggested answers
1 sp ending tim e with relatives mad e them happier
than spending ti me with children
2 less happy at work / doing housework
3 increase taxes on higher salaries
l 4 don't change ed ucation, he althcare, ete. too much
Step 2 Tell students to read the article again and to make
a list of the four things that m ak e peopl e t he happiest. Pu
them in pairs to discuss t he ir ideas and ask them to ry and
agree on the same cho ices.
Step 3 Co nd uct feedback in open class a G acces: :; -=-=e er :
options as t he answers are subjeCL; c.
_
pp.96-97
SPEAKING
Aim
To provide fluency practice of talking about positive
news stories.
Step 1 Ask stu dents if they have read any positive news
stories recent ly. Tell them they are going to rea d a short
article about a newspaper called Positive News . Che ck
understanding: com e ou t = published. Tell students to read
the questions in A and t hink abo ut what they want to say.
Give them a couple of minutes to do this. Monitor and help
with ideas.
Step 2 When students are re ady, put them into groups of
four or fi ve to discuss the quest ions. Monitor and correct
any language problems. Conduct brief feedba ck.
98 OUTCOMES
READING
Aim
To develop reading skills for general and detailed
information.
Step 1 Tell st udents they are going to read three short
newspaper articles and to match each of the headlines
to one ofthe grou ps of words in 1-3 in A. Check
understanding: heavy rain = rain of a great force; looked
after = to care for someone; ra ised money = to make money
by doing someth ing; sai lor = a person who works on a ship;
floods = a large amount of water that covers an area very
qu ickly.
Answers
1 = Lost man finds his mission
2 = Fas t -food figure goes fast
3 = Heavy rain
_J
Step 2 Put studen sinpairs and ask them to explaintheir
decis ions and discuss ,ha· hey think each arti cl e is about
us·"g -he groups 0" ords. onitor and helpout with
·deas . Cr er a"s· e's i open class. Then tel l the m to read
: '"e a': c cS a d see ifthey guessed correctly.
St ep 3 Tell stude nts to read the article again and to try
·0 remember wh at happened in each story. Give them
three m inutes to do this. In pa i rs students then say what
ha ppened in each story using the words in A to help.
Conduct feedback in open class.
Tip With a weaker class, put students in gro ups of three .
Two students tell the story using the words in A and the
third student looks at the article and helps with ideas. Then
they change roles .
Step 4 Put students in pairs and tell them to discuss how
many of the articles they think describe positive news and
explain why. Monitor and help out with any problems with
ideas or language. Conduct brieffeedback in open class.
Suggested answers
The text about Greg Mortenson is positive.

GRAMMAR Present perfect 3
Aim
To present and practise the present perfect to talk about
actions that happened before now with a present result.
Step 1 Write the sentence on the boa rd f rom the exp lanation
box = Over 1,000 fami lies have left their homes .
Ask students : When did they leave thei r homes? (some time
in the past), Is it recent? (y es), 0 0 we know when? (no, not
exact ly), What 's th e present result? (they have nowhere to live) .
Step 2 Get stud ents t o read the explanation box and tell
them that wh en we talk about actions that happened
sometim e before now, but have a present resul t , we use
the pres ent perfe ct and that we do n' use it with past time
expre ssions. Check the form of he present perfect by asking,
How do we fo rm t he present perfect? (have / has + pa st
participle), What's theform of the past part iciple? (regul ar
verbs = verb + -ed, or irregula r ver bs, e.g . had, left, etc.) .
St e p 3 Ask students to individually fi nd six more examples
with the present perfect in the article s. Mon itor and help
with any problems. Get students to comp are answe rs in
pairs before checking in open class.
Answ er s
article 1 = has rai sed, has helped, has opened, has also
helped
article 2 = have died, has closed
article 3 = have now left t he country
Step 4 Tell students to i ndividual ly comp lete the sentences
in B with the present perfect form of the verbs in the box.
Monitor and help with any problems form ing the present
perfect. In pa i rs they compare answers before ch ecki ng in
open class.
Answers
1 have saved
2 have sent
3 have started
4 have died
5 have gone up
6 have arrested
7 have escaped
8 has raised
Direct students to the gra m mar referen ce on page 161 if
they still seem unsure.
SPEAKING
Aim
To provide fluency practice in talking about news
stories.
Step 1 Put students in pai rs and tell them they ar e going
to write a news story about on e of the sentences in
Grammar exercise B and to ch oose one sentence . Tell them
to use the sentence they've ch osen as the starter and then
to explain it in more deta il, then finish wi· h a concl uding
sentence. Tell them to write a headl ine for· heir story, refer
them to the headlines in Reading exerc ise A and ask What
tense do they use? (present simp le) , 00 they give a summa ry
of the article? (yes). Monitor and help w ith any problem s
with la nguage or ideas.
Tip You might like to give them a word limi, of Lo-SO
words .
Step 2 Put two pairs together and get t hem : 0 'ead ·heir
news stories to each other. Do they th in he) are cos itive
or negative stories, why? Monito r and ta ke no:es on - heir
use of correct and incorrect langu age for a co"e~ · o slot
at the end.
Ste p 3 Conduct feedback in open class on - e s:o-:es and
students' use of language not ed fro m your rT'or : ~r "'0 .
Opt iona l activity This activity coul d be e er-ses Cl} as ·ng
students to in dividually choose an ot her se e~::e arG v(te
a news story based on itfor homework. e ~se : re r
stor ies to start t he next lesson.
1 2 FEELINGS 99

REVIEW
---
--
--
-
-
--
---
-------
CONVERSATION PRACTICE &
ACTOR DRAW
For aims and suggested procedures see Review 01
pp . 28-29.
--- -
---
-
---- --
QUIZ
For aims and suggested procedure see Review 01
pp.28- 29.
Answers
1 You can ca rr y a handbag, backpac k, money, wa e -
purse, etc.
2 Yes. If you recommend som et hin g , it means ':·5 g::::::-
3 If something ri ses , it goes up.
4 The police arrest people when somecne "s
committed a crime.
5 Vegeta rian s do n' t eat meaL.
6 Things that ma ke people stressed are a : c:: vor ,
not having en ough ime, a s :~a : :;n: ey can'
contro l.
7 If som ething hurts,ycJ can : a<e an aspirin , or ot her
medicine .
8 Di nne r co urses are: s: ar:er, main course, dessert.
9 You leave a tip ., a ca"e or restaura nt, because the
service or Tooa . as good.
10 Pe ople feel ang ry -::
- ney have an a rgument. They
mightshout or-a 0 dly.
11 If you come first ." a race, you get a gold medal.
12 You roast food in an oven.
13 No, soft drin ks do no have alcoh ol in them.
14 To improve t a ste you can add : salt, pe pper, spices, etc.
15 If you are looking fo rward to som ething, you feel
happy and exc ited.
~
FAST WR ITER
For a ims and suggested procedu re see Review 01
pp. 28-29.
COLLOCATIONS
Overvi ew
Collocations are wor ds which usually go together
such as watch TV, have a big TV, turn on the TV, a TV
progra mme. Until relatively recently the concept
ofcollocation was not anareathat wascoveredin
vocabulary t eaching. However , research h as shown
w h at an i mport a nt force collocation is in l anguage
100 OUTCOMES
and how useful it is for students in helping them to
understand text and express themselves fluently.
This activity helps develop students' awareness of
collocation in the natural generation of language.
Aim
To revise and practise some common collocations from
Units 11 and 12 and to give students learner training in
using the Vocabulary Builder.
Step 1 Put students in pairs and ask them to take turns to
tes each other on col loc at ions. One should look at Unit 11
of the Vocabulary Builder an d rea d out a collocation, with
a gaa vhere Lhere is a '- '. They should say'blah'for the
ga:: a'ld -he r pa .ner should say the missing word, then
: ~= ... n e arrase. They cou ld do 6- 8 collo cations and then
s.""!:) and dO he same wi h Unit 12.
PRONUNCIATION Long vowe l so und s
Aim
To revise and practise long vowel sounds.
Step' Get students to read the explanation box, or read it
out to them . Play the recording and get students to say the
words and the sounds.
I ~R6.1
meat li:1 youth l u:1 hurt 13:1
~arm 1):1 arm l a:1
Step 2 Tell students to listen and say the fi rst sound and
the say the second sounds and make sure the second
sound is longer and then say the words.
~ R6.2
l il li:1 Ibilll Ibeanl
l u ll u: 1 lcookl Isoupl
l el 13: 1 Ibedl Ibirdl
I A/ / a: 1 Icutl Iheartl
10 11 ) :1 Ichopl Icoursel
Step 3 Put the students into pairs and tell them to take
t u rns to try and say the words in C. Play the recording and
get students to check in the audioscript on page 179. Then
get them to listen again and repeat the words.
I ~ R6.3 and Answers
1 stir 3 asleep 5 interview 7 statue
2 pork 4 farming 6 seafood 8 approve

Step 4 Put students in pairs and get t hem to practise
saying the sentences in Eand decide who has good
pronunc iation an d which sounds are difficult for them.
Conduct feedback on t he so unds that they found difficult.
Note Liste ning and the rest of the review unit could be
used as a pro gres s t es t. The suggested scor es are given
below ea c h exe rc ise. Alternative ly, t hese exercises co u ld be
done in pairs or individually t hen che cked in pair s, or yo u
co uld put students in teams and cond uct them as a quiz
/ co mpetition. If students need help, you can direct them
t o the re levant pages of t he grammar ref erence or t he
Vo cabu lary Bu ilder.
LISTENING
Aim
To give practice in listening for gist and detail.
Answers
1 a false btrue
2 atrue bfalse
3 atrue bfalse
4 a false bfase
~------ ---------------------------------
~R6.4
Conversation 1
A: Are you ready to order?
B: I think so. What's the 'mussel chowder' ?
A: It's a kind of potat o soup with seafood.
B: OK. I'll have that .
A: Anything else?
B: Just a glass of water, please.
Conversation 2
C: This is nice. What's in it?
D: Potatoes, a bit of onion, som e cheese, and the
outside is bits of bread.
C: OK. How do you make it?
D: You bo i l the potatoes a nd, w h en they're soft, you
mix them with the onion and cheese, and then
you cover it all with small bits of bread and fry it.
It's quite easy.
C: Well, it's delicious.
Conversation 3
E: Are you OK?
F: No, I feel a bit sick and my stoma ch hurts.
E: Oh dear. Why don't you lie down?
F: I think I will. I had some sea f ood today. Maybe that's
the problem.
E: Maybe you should g o to the docto r.
F: I'll be OK. I just need to lie down.
'---------
Conversation 4
G: Yo u look happy.
H: I am. I passed my exams and I got good grades .
G: Rea lly? Well done!
I
~
H:Ican dothedegree Iwant now.
G: That's great. What are you going to study?
H: Law.
GRAMMAR
Answers
Exercise A
1 has broken
2 have raised
3 haven 't ordered
Exercise B
1 afew
2 much
3 us to drive
Exercise C
1 should
2me
3 have
4 Have they incl uded
5 Have you added
6 have taken
4alotof
5 any
6 Ihad
4 many
5 some
6 any
Direct students to the grammar referenc e on page 161 if
they f i nd this difficult.
ADJECTIVES
Answers
1 bored
2 full
3 scientific
4 excit ed
L--
___
_
COLLOCATIONS
Answers
1 escape
2 boil
3 prove
~sav_e __
VOCABULARY
Answers
1 weight
2 boil
3 oil
4 vegetables
5 delicious
6 healthy
7 annoyed
8 high
5 leave
6 affe ct
7 stop
8 cance l
5 fat
6 report
7 disease
8 after
06 REVIEW 101

13 NATURE
L
Next class Make photocop ies of
BA p, 168,
VOCABULARY Weather
Aim
To present and practise describing expressions to
describe the weather in different seasons.
Step 1 Write the four seasons on the boa rd = autumn,
winter, spring, summer and ask students what the ir fa vour i: e
season is and why. Get students to look at the verbs in he
box and check understanding: ice = rain or snow t hat has
frozen; wet = the opposite of dry, after the ra in; warm = no:
too hot or cold, in the middle; storm = heavy rain and s< rong
winds, Tell them in pairs to use the wo rds in the box to
describe the weathe r in the photos. Monitor and he lp wi : '1
any problems. Check answers in open class.
Answers
1 cold, ice, snow
2 windy, sunny, warm
3 rain, cloudy, storm
4 hot, dry, sunny
Step 2 Put students in pairs and tell them to dec id e which
weat her t hey think goes with each season in B. Monitor and
help with ideas. Ch eck answers in open cla ss, and accept a
num ber of options as it will depend on you r local condition s.
Suggested answers
autumn = rain, cloudy, wet, warm, windy, storm
winter = snow, rain, ice, cloudy, cold
spring = rain , sunny, warm, windy
summ er = hot, dry, storm
Note Yo u might like to pOint out that in the US autumn is
ca ll ed fall.
Step 3 Put stud ents in groups of three / four and tell them
to discuss which parts of the country have the best / wo rst
weather and why. Monitor and correct any problems with
vocabulary. Condu ct brief feedba ck.
102 OUTCOMES
Opt ional activit y In a monolingual class, put students i n
pairs and ask them to decide on a season and d raw a map
0"' <heir cou try and draw symbols for the different types
~"' vea;: r er, then sh ow it to anothe r pair who guess the
:.ea - r e' and seaso n. In a multilingual cla ss, get them to
::::"1 oare - heir countries ' weather in diffe rent seasons.
BA see Te ache r's notes p, 142,
LISTENING
Aim
To develop listening for general and specific information.
Step 1 Get students to look at the box and check
un derstanding, How do we ask about the weather?
(W hat's the forecast for today / tomorrow etc.? ) How do
we reply? (It / They said ... ) Tell students they are going to
listen t o three conversations to find out the fore cast, and
what the people de cide to do. Play the recording . In pairs
students compare answers before checking in open class. If
necessary, play the recording again before checking .
Answers
Conversation 1 fo recast = qUite hot, 35 degrees; decide
to = go to the swimming pool and have lunch in the cafe
Conversation 2 forecast = rain th is morning but dry this
afternoon; decide to = relax this morn i ng and take the
car and go for a walk in the hills this afternoon
Conversation 3 forecast = cold, maybe snow; decide to =
do some shopping for Christmas
-- ---- --
I ....,.13.1
Conversation 1
A: What do you want to do tomorrow?
B: I don't know. What's the forecast?
A: It's going to be quite hot. They said it might reach
35 degrees,
B: Really? Why don't we go to the swimming pool?
A: We could do. Which one?
B: The open-air one - and we can have lunch at the
cafe.
A: OK. Let's do that.

Conversation 2
I
C: What do you wa nt to do today?
I
0 : I don't know. What's the forecast? It looks a bit
cloudy.
C: It said it might rain this morning, but it's going to
be dry this afternoon.
0: OK . Well, why don't we relax this morning and then
go for a walk this afternoon?
C: Could do. Where?
0: How about taking the car and going to the hills?
C: OK . Let's do that. We haven 't been to the hills recent ly.
Conversation 3
E: Do you want to go away at the weekend?
F: I'm not sure. What's the forecast?
E: I think it's going to be cold. They said it might snow.
F: Really? Why don't we just stay here? I don 't want to
drive if there's snow or ice on the roads .
E: Hmm. That's true. Maybe we should do some
shopping for Christmas.
F: W e could do. When exactly?
E: Early on Saturday morning. We can take th e t rain.
F: Can we be back before the foot ball starts?
E: M aybe. What time?
F: It starts at three .
E: Iguess- ifwegoearly.
F: OK. Let's do that. We have to do it sometime.
L----
_ ___ ___ __ __ _ ___ ____ _______ ________ __~
Step 2 Tell students to look at the audioscript on page 180
and practise reading the co nversations i n pairs. Monitor and
help out with any language problems. It's not necessary to
conduct feedback.
Tip Get students to read the audioscript and underline
any new words / expressions. They can check them in the
Vocabu lary Bu ilder or their own dictionaries. In open c lass
they share their new exp ress ions / words.
GRAMMAR might and be going to
Aim
To present and practise might and be going to to talk
about possibility and certainty in the future.
Step 1 Ask students to re ad the explanation box and
check understanding: When do we use 'be going to? (To talk
about certainty in the future.) When do we use 'm ight'?
(To talk about possibility in the fu ture.) How do weform 'be
going to? (be going to + verb), and 'might' (m ight + verb). Tell
students to complete the sentences in A with might or the
correct form of be going to. Do the first one as an example,
e.g. Is it possible or certain the person is going shopping?
(poss ible), How do we know? (I'm not sure) , so the answer is?
(m ig ht). Monitor and help with any problems. Get students
to compare in pairs before checking in open class.
I Answers -- ---
I might
2 are going to
3 might
4 might, it's (definitely) going to
5 it's going to, might
Direct students to the grammar reference on pa ge 162 if
they still seem unsure.
Step 2 Put students in pairs and tell t hem to say the
we at her forecast for today / tomo rrow / the weekend
using might / be going to. Monitor and help ou with any
problems with language or ideas. Tell t hem· hey can make
up the forecast if they're not sure. Co nduct br'eueedba ck.
Step 3 Write I might go to the beach at the wee "end on he
board and elicit reasons why, e.g. because thefore::ast said it
is going to be hot this weekend. Tell stude nts to ne . dually
write four things they might do in the ne xt wee ,r-'on~ h
or year and why they are just possibilities, maybe CeC3JSe
of the weathe r, money, other people or som e 0 "er 'eeson.
Monitor and help with any language prob lems.
Step 4 When they are ready put them into gro... cs c" : rree
or four to explain thei r ideas to each ot her ana see" :ney
have anything in common. Conduct brief fee dbac
lANGUAGE PATTERNS
Aim
To draw students' attention to some common patterns
using Why don't ... ? to make suggestions I offers.
Step 1 Ask students to look at the sentences r : ~e
box and notice the similarities. Ask the m to .'e"S a: e
these sentences into their own language ana r:: :::e
any differences. In monolingual classes, as s: ,,;:;e":5
to compare their translations. In mu ltilingua ~ asses .
ask students to work in pairs and te ll eac r 0 re' ~:'le
sentences were easy to trans late and whe~ re' : reJ ' ere
able to translate them word for word.
Step 2 Ask students to cover the Eng lish - ra'ls lalions
and translate the sentences back into Eng sh us i ng their
translations. Then ask them to co mpare Ihe ';:ran sla tion s
in pairs against the book.
Alternatively If you prefer not to use ranslatio n, ask
students to notice the lang uage pattern = Why don't +
subject + verb. Chec k und erstand ing: If I say 'Why don't
we go to the swi mming pool?' am I making a suggestion?
(yes). If Isay 'Why don't I do it for you?'am I offering to do
somethingfor you? (yes ). Ho w do we make suggestions or
offer to do something? (Why don't + subject + verb).
13 NATURE 103

DEVELOPING CONVERSATIONS
Short qu estions
Aim
To introduce and practise using short questions to ask
about alternatives.
Step 1 Tell students to read the explanation box and check
u aerstanding: When do we use short question s without
verbs ? (i n conversations). What does 'Which on e?' refer to?
which swimm ing pool could we go to?). Write example 1
on t he board;
A: Whydon'twegoand see afilm?
B: Whe re? What film? What time?'
Eli cit responses for each alternative, e.g. Where? = the
nam e of a cin ema , Whatfilm? = the name of a film, What
time? = a time of the day. Tell students to read the whole
conversation in 1-6 and to use the third line to choose the
best short question to complete each one. In pa i rs they
compare answers before checking in open class.
Answers
1 What time?
2 Who with?
3 What for?
4 How long for?
5 Why?
6 How?
Step 2 Put students into pairs and tell them to practise
having the conversations. Model the activity in open class
with a strong student. Monitor and correct any language
problems. It's not necessary to conduct feedba ck.
Step 3 Remind students of the three o ptions from the
board and tell them to think about different options for
each of the short questions in exercise A. Give them a
couple of minutes to do this. Put students in ne w pairs:
Student A says the first line, Student B uses a d ifferen
short question, and Student A gives an answer. Then - hey
change roles . Cond uct brieffeedback.
Tip W ith a weaker clas s, revise the use of' he a "eren
question forms. For example: Where = a place, Who with =
a person, How =in whatway,When =adayoratime.
------
----
--------------------------
CONVERSATION PRACTICE
Aim
To provide conversation practice using the language
practised in the unit so far.
Step 1 Te ll students they are g oin g to have similar
conversati ons to the ones in Li sten ing. Put students in pa i rs
and tell them to look at t he ideas in the plan and to think
about what they are g oing to say. Give them a minute to
do this. Model the task by gettin g a strong st ud ent to be
Student Band you be Student A.
104 OUTCOMES
Step 2 Tell them to have their convers at io n and then
change roles. Conduct brief feedba ck by asking a selection
of students to tell the class their plans.
II1II.. pp. 102-103
READING
Aim
To develop reading skills for general and detailed
information.
Step 1 Ask students if they re ad blogs = people's online
webpage where they writ e their ideas an d opinio ns.
Why might people read them? Fo r example they can be
interesting, funny, etc. Tell students they are going to read
a blog called Six reasons not to '" . Ask them to read the
introduction and complete the title. In pairs they compare
answers before chec king in open class.
Answers
Six reasons not to live in t h e countrysi de.
Step 2 Te ll studen s .0 ' nd ; idually read the questions in
Band to think about \ a-: ey want 0 say. Give them a
coup le of minu:es - 0 G - h is. hen students are ready, put
them in pa rs:o G SCLiS5 - heir opinio ns. Monito r and correct
any languaoe~' a errs. Co n duct brief feedback.
Step 3 -e s. dents to read the rest of the blog and find
ou: : ne 5 x rea sons the w riter gives. In pairs students
COrT'Dare 'd eas before checking in open class .
Answers
he smell, the cows, the shops, the people, the dirt,
the scenery
Step 4 Te ll students to individual ly read the blog again and
decide if the stateme nts in 1-6 a re true or false , ac cord ing
to the writ er. Mon itor and help out with any problems with
ideas. In pairs they compa re answers before checking in
open clas s.
Answers
1 false - farmers put chemica ls in the fie lds
2 true
3 true
4 fa lse - your choice offriends is limited
5 true
6 true
Optional activity In pairs get stu dents t o corre ct the
false statements . Monito r and help ou t with ide as . Check
answers (above) in open class.

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13 ' (~(ATURE
Step 5 Put stu dents in pairs to tell each other which
reasons they think are funny, stup id, true, wrong,
interesting or strange. Monitor and help out with any
language problems, When students have finished, put two
pairs together to compare ideas . Conduct brief feedback.
Optional activity Put students in groups of th ree or fou r
and get them to look at the end of the blog = Recent posts,
Six reason s not to have a boyfriend , et c. Get them to choose
one of the options or decid e on a di ffere nt topic. Then tell
them to write their ow n rea sons on a large piece of paper
or make a poster. Mon itor and help with any problems
with ideas or la nguage. When students have fi nished , get
them to display thei r post er around the ro om.The other
students go arou nd and decide if they agree or not an d
which rea so ns th ey t hink are funny, stu pi d, true, wrong,
interesting or stran ge, Cond uct brieffeed bac k in open class ,
NATIVE SPEAKER ENGLISH Not a hope
Ask students to read the box and check t hey und erstand
by asking What's another way sayin g someth in g is totally
impossib le? (Not a hope or They don't have a hope), As k
them if they have a similar expression in their language.
VOCABULARY Country and city
Aim
To present and practise expressions to describe places
and things in the country and city,
Step 1 Ask students what wordst hey t hink of when they
say 'the country', e.g . relaxing , bea utif ul and 't he city', e.g.
excit ing, lots of opportunities.
Step 2 Put students i n pairs and ask them to look at the
words in the box and put them into two groups - country
and city, and t ha t the re should be 12 in each group. Check
block offlats = a big building whe re people live in different
flats; convenient = w el l· loca t ed or situated;farm = large
area of land wit h a building that is used for growing fruit
or vegetables or raisi ng an imals; entertainment = things
pe opl e do for ple asu re , e.g . sho w s, performances, films;
f ields = areas of land used fo r g rowing fruit or vegetables;
cottage = a sma ll ho use; hunting = ch asi ng of anim als
by people as a sport or f or food; soil = layer of land that
plants grow in; crop s = a pla nt that is grow n regularly in
fields, e,g. potatoes, carrots, etc; crowded = a lot of people
together with not much space ; po ll uted = ma ke water,
air or atmosphere dirty usually by usin g che m ical s, Check
answers in open class,
Answers
Country
agricu Itu ral
f arm
peaceful
City
traffic li g hts
block of flats
crim e
f ields
convenient
-I
cottage
shopping centre
hunting
entertainment
slow
park
soil
factory
crops
noi sy
hills
traffic
horse
crowded
grass
polluted
Step 2 Tell studentsthey are goingtotake turnstoact or
draw the words in A. Give them ti me to t hink about how
they want to do this. When they are ready put them in pa irs :
Student A act s or draws and Student B say s t he word. Then
they cha nge roles, Monitor and he lp w it h any prob lem s
with language. Conduct bri ef feedb ack in open class.
Step 3 Tell students to ind ividual ly co mplete t he '< 0
descriptions in C with words from A. Monit or and elp wit h
any la ng uage problems. In pairs they com pare an swe rs
before che ck ing in open class.
Answe rs
1 1 block offlats
2 convenient
3 ente rtainment
2 4 cottage (note the an swer can't be 'farm' beca USe 0 "'
the prepos ition = in a cottage, on a fa rm)
5 pe aceful
6 agricultural
7 crops
8 hunting
Step 4 Tel l students to individually read the ques- r s
in exerciseDand tothink about whatthey wan :c sa;.
Give them three or four minutes to do this. Wher -" e
J
are
ready, put them into sma ll groups to discuss the r op nons.
Mon itor and take not es on their use of lang uage "'or a
cor rection slot at the end.
Next class Make photocop ies of
BB p, 169,
VOCABULARY Animals
Aim
To present and practise talking about animals.
Step 1 Ask students if they have any pets, what are they
and totellthe classone thing about them,e,g, Ihaveacat
and she likes to lie on the sofa with me when I watch TV
Tell students to loo k at t he anima ls in File 7 on page 168.
Tell them to look at the questions in A and think about
their answers fo r each anim al .Then put them in groups to
discuss their ideas . Monitor and correct any problems with
language. Conduc t feed ba ck in open cla ss.
13 NATURE 105

13 NATURE
Sugg ested answe rs
an'mals t hat hunt - cats, bear,lion, dog
an'mals t hat run fast - dog, cat, horse, lion , bear
an'mals t hat eat meat - cat, dog, bear,lion
an'mals fo und in the wild - bear, lion, horse, rabbit
Step 2 Pu t students in pairs. Tell them to clos e their books
and see if they can remember all nine animals . Check in
open cla ss.
Answers
cat, dog, cow, horse , pig, sheep, bear,lion, rabbit
LISTENING
Aim
To develop listening for general an d specific information,
Step 1 Tell students they are going to listen to two people
talk ing about the national symbols in the photographs.
Te ll students to look at the words in the box in A and check
t hat they understand them. Get them to look at page 52
in t he Vocabu lary Bu ilderfor help. Put students in pairs to
di scuss whi ch words they think are connected to whi ch
photo and why. Check ideas in open class.
Step 2 Tell students to listen to each speaker and check
thei r ideas . Play the recording. In pairs they discuss wh ich
wo rds are connected to which picture and how. If necessary,
pla y the recording again before checking answers.
Answers
Camels :
lea ther = they use camel skins to make leather
radar = cars have a camel radar to tell you if they are
nea rby because they can damage your car if you hit th em
t h e desert = the camels can travel for days across the
de sert without food or water
entertainment = they are used f or camel racing
protein = camel meat is high in protein
Pau Brasil tree:
cut down = there was quite a big pro bl em beca use lots
ot: the Pau Brasil trees were cut down
dye = a red dye produced from the tree and sold , but in
:he ni net eenth century they started using chemicals to
C'la e the dyes in factories, it probably saved the tree!
!:':J~ected = the tree is protected by law now a violin
!::::.' . = the w ood from the tree is used to make bows
~:3.2
i.achld
=" -:: ~ 3'e 70und across north a nd east Africa , and
:-::
.' :::: e ::as ,In Kuwait,the camel is our national
,,- -" . Ca'T'els are very important for us: they can
:'" :: -=c' C3yS across th e desert without food or
... ,,:e'; :~::_. can carry more t ha n horses can, and they
a'e c~ e:e' and more intelligent as well.
:% C CC\ES
Camels also provide milk. We believe the milk is
very good for you and stops you getting ill. Camel
m eat is eaten by some people too. It's high in protein
and low in fat. Camel skins are sometimes made into
leather as well.
Camels also provide entertainment. Camel racing is
very popular here, though people are now ask i ng if it
is right to use foreign children to ride them.
One problem with camels is that they can really
damage your car if you hit them! That's why many
cars now have camel radar - machines to tell you if
camels are nearby!
Morena
The nationaI tree of Braz iI is cali ed Pau Brasil. It is
often said that we took the name of our country from
this tree . It grows up to 15 met res high and has lovely
yellow flowers.
In the past. it w as fou nd all al ong the Atlantic
coast, but there was qu it e a big problem because lots
of trees were cut do wn. The wood f rom the trees is
very beautifu l - it's a lovely orange- red colour - and
it's very valuab le . It's used to make bows - to play
i nstruments l ik e viol in s with,
A red dye w as also produced from t he tree and
sold, but in t he nineteen h cen ury t hey started
using chem icals to ma e h ese dyes in f actories. That
probab ly saved the reel
Pau Bra sil has stro ng cultural, economic and
hi sto r ical importa nce "'or us Bra zil ians. It's protected
by law now and Ne really don't want to lose it.
Step 3 Tells uden:s ~o read t he notes in C and to listen
aga in and COlro e-e hem. Play the recording. In pairs they
co mpare a s \ers befo re chec king in open class.
Answe rs
2. "ood
2 •a~er
3 Quieter
t, fat
:; Camel skins
6 fore ign children
7 15 metres
8 Atlantic coast
9 ora nge
10 red
11 nineteenth century
12 by law
GRAMMAR Pass ives
Aim
To present and practise passive verbs when the person
or thing we are talking about is not important.
Step 1 Ask students to read the explanation box and check
understanding, When do we use passives ? (If we don't know
who does an action or if it's not important who did it.)
How do we form t h e passive? (I + a past participle), How
do we form the past participle? (regular verbs = verb + - ed,
irregular verbs are different, e.g . made,jound).

Step 2 Tell students in pairs to say the past participles of
the verbs in the box. Monitor and help with any prob lems
with the form. Check answers in open class.
Answers
cut down, found, eaten , sold , introduced, hunted, used,
protected
Step 3 Tell students to individually complete the sentences
in B with the correct form of the verb to be and the
past participle of the verbs in brackets. In pairs students
compare answers before checking in open class.
Answers
1 is used
2 was introduced
3 are found
4 are sometimes eaten
5 were hunted, are protected
6 were cut down, was sold
Direct students to the grammar reference on page 162 i"
they still seem unsure.
Ste p 4 Get students to read the explanation box and eli cit
when we use by = t o sometimes show who does an action,
e.g .by some people. Put students in pairs to discuss who
they think did each of the actio ns in C. Do the first one as
an example, e.g. by a police officer I the police. Monitor and
help with any language problems. Check answers in open
class and accept different options as appropriate.
Suggested ans w ers
1 a police officer, the police
2 the government
3 my company, my parents
4 the Chinese, Tsai, Lun
5 a woman, JK Rowling
Step 5 Tell students to ind ividually write three questions
that they know the answer to using the pattern in the
spee ch bubble. Monitor and help with ideas. Put students
in gro u ps of four or five and get them to ask each other
their questions. Conduct brieffeedback in open class .
PRONUNCIATION Passives
Aim
To present and practise pronouncin,& contrac.tions and.
weaK torms at wa.s and. were when usin,& -passives.
Step 1 Read the explanation box to students and elicit
why is it often difficult to hear the forms of be in passives
= because we use contractions of is and are, e.g. It's,
they're and weak forms of was I W"dS I and were I W"d I.)
Tell students they are going to hear eight sentences using
contractions or weak forms of was and were and to
listen and repeat. Play the recording . Pause after each
statement and ask students to repeat.
~ 13.3 and Answers
1 The towels are changed every day.
The towels are changed every day.
2 We were met at the airport by a friend.
We were met at the airport by a friend.
3 The tree's mainly found in the mounta i ns.
The tree's mainly found in the mountains.
4 The game was won by Canada.
The game was won by Canada.
5 The sk i ns are sold for leather.
The skins are sold for leather.
6 Most of the work was done by my dad.
Most of the work was done by my dad .
7 My bank card details were stolen.
My ba nk card details were stolen.
8 The meat's usually eaten with rice.
The meat's u su ally eaten with rice .
Step 2 Tell s udents to listen again and write the
sentences t hey hea r. Play the reco rd ing and pau se af-er
each statement to all ow students t ime t o write the
sentence. In pairs they compare answers before check i g
in open class.
SPEAKING
Aim
To provide fluency practice of talking about national
symbols and to practise the language used so far.
Step 1 Tell students to read the questions in A and to th ink
abou t w h at they want to say. Check understanding of
na tio nal dish = typical meal. Monitor and hel p w ith ideas.
W hen students are ready, put them into gro ups of four or
five t o discuss their opinions. Monitor and ta ke notes on
t heir use of correct and incorrect language for a correction
slot at the end. Conduct brieffeedback.
Tip In a monolingual class, put students in pa i rs and ask
them to decide on what they think should be their natio nal
sym bol and why In a multilingua l class, get them t o t ell
eac h other their national symbols and see if they have a ny
similarities .
O~tio"a\ ac.ti'Jit':j Get stuoents to ?mouc.e a ?oste.l
snowing a number 01 o·,fferent symbols to re pr esent tlle·,r
country. Then in groups they sho w ea ch othe r t heir posters
and say why they have chosen the different people, things,
etc. Then display the posters around t he room. (Or they
could do this for homework and br in g to the next class.)
BB see Teacher 's notes p. 142.
13 NATURE 107

14 OPINIONS
L
Next class Make photocopies of
14A p, 170,
SPEAKING
Aim
To provide fluency practice of talking about films, plays
and musicals.
Step 1 Ask stude nts ifthere are any good f ilms on at the
ci nema and t o tell the class about them, Put stude nts i n
pairs and tell them to discuss the quest ion s in A. Monitor
and corre ct an y language pro blems. Conduct brie <"ee abac .
Answers
afilm=wewatchatthecinema,aplay=\ e •a-chat
the theatre, a musical = a play or fi lm that ses singing
and dancing as part ofthestory,aconcert = a i e
performance by musicians
----------------------
VOCABULARY Describing films,
plays and musicals
Aim
To present and practise using adjectives to give
opinions and describe films, plays and musicals.
Step 1 Get students to look at the adjectives in the box
and check understanding: pred ictable = when you know
w ha t is going to happen next; depress ing = ex treme ly sad ;
fun ny = something that makes you laugh and f eel happy;
scary = when you feel afraid; terr ible = very ba d.
Step 2 Tell students to individually comp let e t he sentences
in A using t he adjectives in the box, Monitor and help with
any vocabu la ry problems . In pairs students compare answers.
Check answe rs in open class and drill t he word stress.
108 OUTCOMES
Answe rs
1 funny
2 sad
3 \l.i ole nt
4 scary
5 preQjg:able
6 brilliant
7 terrible
8 ~t@ngf
9 dej2Essing
10 ent ertaining
Step 3 Put students in pairs and tell them to decide
which 0 he senten ces in 1- 10 in A a re positive, which are
nega'ive and why. Check answers in open class.
Answers
positive = 1 funny, it really made me laugh; 6, brilliant,
o ne of the best things I've ever seen; 8 strange, very
unusual; 10, entertaining, I really enjoyed it
negative = 2 sad , I cried a lot at the ending; 3 violent, there
was a lot of killing and a lot of blood in it; 4, scary, I spent
halfthefilm hiding behind the sofa; 5 predictable,After
ten minutes, you know how it's going to end; 7 terrible,
one of the worst things I've seen in a long time; 8 strange,
very unusual; 9 depressing, I felt sad for days afterwards
Optional activity Put students in pai rs. Get them to read
the sentences in A and decide on a film, play or musical
they have seen recently that fits the descripti o n.
14A see Teacher's notes p. 142 .
LISTENING
Aim
To develop listening for general and specific information.
Step 1 Tell students they are going to listen to two
conversations. In the first, t he people talk about a film
and in the second they talk about a musical . Tell them to
read the questions in A and to listen and answer them
about each conversation. Play the recording. In pai rs
students compare answers before checking in open class .
If necessary, play the reco rding again before checki ng.

Answers
Conversation 1 = 1 onlythe man saw it
2 it w as brilliant, really scary, it's great, a very clever film
3 no, sounds terrible, not her kind offilm
Conversation 2 = 1 both speakers saw it
2 the man said it was OK, nothing special , entertaining
in places but story was stupid, the woman thought it
was brilliant, dancing and music were great and very
funny, she cried at the endin g
~14.1
Conversation 1
A: Have you ever seen a film called 28 Days Later?
B: No, I haven't. I've heard of it, but I've never seen it.
What's it li ke?
A: It's brilliant. It's rea ll y, really sc ary. It's ab o ut a
terrible disease that ma kes peop le hung ry f or
blood , and they want to kil l.
B: Rea lIy? It sou nds very violent !
A: Yeah, it is, but it's great! It's a very clever f il m. It's
not a normal horror movie. It's a lso about t he
environment and pol it ics and everyt hing .
B: It sounds terrible - definitely not my ki nd of f il m !
A: No, it's great! Honestly!
Conversation 2
C: Have you seen that new musical Dogs yet?
0 : Yes, I have. I saw it last week, actua 1Iy.
C: Oh, really? We went to see it last night. What did
you think of it?
0: It w as OK. Nothing special. It was quite
entertaining in places, I suppose, but the story
w as stupid.
C: Re ally? Do you think so? I thought it was brill iant -
one ofthe best things I've seen in a longtime.
0: Yeah? OK.
C: The danc i ng and the musi c were great and it was
very funny. I co uldn't stop laugh i ng !
0: But w hat about t he end ing? It was so predictable!
C: Notfor me! Ifoundit reallysad.Istarted crying!
0: Really? Oh well. I suppose we j ust don't share the
same tastes.
Step 2 Tell students to look at the sentences in B and try to
complete them. In pairs they compare answers. Then play
the recording to check, paus i ng after each conversation.
If necessary, play the recording again. Check answers in
open class .
Answers
1 a called
2aof
bof
c like
d sounds e Honestly
b plac es c dancing d ending e found
Step 3 Put students in pa i rs to discuss the questions in C.
Monitor and correct any problems with language. Conduct
brief feed back.
---------
LANGUAGE PATTERNS
Aim
To draw students' attention to some common ways of
using the verb find.
Step 1 Ask students to look at the senten ces in the
box and notice the similarities. As k them to translate
these sentences into their own lang uage and noti ce
any differences. In mono lingual cla sses, as k student s
to compare their translat ions . In mu lti lingual cla sses,
ask students to work in pairs and tell each other if the
sentences were easy to translate and whet her they w ere
able to translate them word for word.
Step 2 Ask students to cover the English transla~ions
and translate the sentences ba ck into Engl ish uS 'ng - heir
translations . Then ask them to compare t he ir - rans lalion s
in pa irs against the book.
Alternatively If you prefer not to use trans lat"or as
students to read the box and check unde rsta nd ing: ~~ say"
found it really sad'am' tellingyou my opinion? cs. = say
"can'tfind my keys?'am , tellingyou I've lost sorre:fl ng?
(Yes.) Ho w do we give opinions us ing f ind'?(find - c:,e
-
adject ive, e.g. 'found it rea l ly difficu lt).
DEVELOPING CONVERSATIONS
What's it like?
Aim
To introduce and practise using What is / was it like? to
ask for a description of something or someone.
Step 1 Tell students to read the explanati on box ana
el icit w hen we use What is/ was ... like? = to aSk scrreone
t o describe somethi ng or someone : Are we asking J~ ~ f)e
person likes someth ing? (no), How do we respond -0 ~"e
question? (we usua ll y give our opinion us ing an adj e ;ve).
Tell students to match the questions 1-8 to t he ars '/ers
a-h . In pairs they compare answers befo re chec 'lg in
open class .
Answers
Id2c3f4a5h6b7g8e
Step 2 Put students into AB pairs and te ll t hem to pra ctise
the conversations . Student A asks the ques tions 1- 8 and
Student B reads the answers in a-h . Then t hey chan ge
ro les. Student B asks the questions and Student A invents
their own answers. Monitor and correct any la nguage
problems. It's not ne cessary to co ndu ct f eed back.
Step 3 Tell students to ind ivid ually write three What is /
was ... like? questions for ot her stu den ts in the class. Give
them time to do this . Mon itor and help w ith ideas .
14 OPINIONS 109

Step 4 When students are ready, tell them to stan d up and
ask different students in the cl assroom the ir questions
and note down their answers. Mo n itor and correct any
prob lems with language . Co nduct brieffeedback.
Optional activity When students have finished
interviewing ea ch oth er, t ell them to sit down and in
pairs tell each other what they found out about the other
students. Then get them to write a short group profi le
for homework.
CONVERSATION PRACTICE
Aim
To provide conversation practice using the language
practised in the unit so far.
Step 1 Tell students they are going 0 have srn' or
conversat ions to the on es in Listen ·ng. - e s:uGe~ : S : 8
make a list of six fil ms, plays and mus,ca s:re:, ~a.e seefl,
and concerts they have been t o in -he last SIX mon: "s.
Step2 Put them in pairsand tell hem totaketurnsasking
if their pa rtner has seen t he th in gs on the list. If necessary
pu t these conversation starters on the board: Have you
seen / been to ... ?Tell them that if their partner hasn't
seen it, they ask What was it like? If they have seen it, they
ask What did you th i nk of i t? Tell them to continue the
conversations fo r as long as they can. Monitor and correct
any language problems. Co ndu ct brieffeedba ck.
Tip With a weaker class, you could get them to use the
structure in the audioscript on page 180.
II1II pp.108-l09
Next class Make photocopies of
L 148 p. 171.
SPEAKING
Aim
To provide fluency practice of talking about news and
newspapers.
Step 1 Ask stude nts if they ever read newspapers online,
which ones and why / why not. Put students in grou ps
of three or four and tell them to discuss the questions in
Speaking. Conduct brieffeedback.
Answers
Picture 1 = Human i nterest story, with war damage
Picture 2 = end of a sports tournament, award being
given out
Picture 3 = celebrity wedding
110 OUTCOMES
LISTENING
Aim
To develop listening for general and specific information.
Ste p 1 Tell students they are going to li sten to a
news report. In pairs tell stud ents to discuss in which order
the different kinds of news in the box usual ly appear on
news reports. Check understanding of show business news =
news about celebrities an d famous people.
Suggested answers
International news, national news, fi nancial news, sports
news, show business news, the weather forecast
Step 2 Tell students to listen and put the different kinds of
news items in A into the order they hear them. Tell them
·hat there is one they don't need. Play the recording. In pairs
: "ey compare answ ers and say how they de cided. Check
o"'s: ers 'n open cla ss. If necessary, play the recording again .
Answers
_
nationa e \IS general electio n)
2 fin ancial ne s company lo st 385 million dollars
last yea r)
3 international (abroad, pea ce t alks between .. )
4 show business news (Shan eez has got engaged to
TV Idol winner)
5 sports news (France's World Cup m atch against Brazil)
· news item not needed = the weather forecast
'Iio14.2
1 Tomorrow's general election is expected to be
the closest in many years. Both the People's Party
and the Popular Front are optim i st ic and say they
expect to win, but most people think that they
will probably have to share power. Voting starts at
seven in the morning and closes at ten, with the
final result expected early on Monday morning.
2 The country's largest chem ical company, NBE, has
announ ced that it is going to cut five thousand
jobs . The company lost 385 million dollars last year
and now plans to close its two biggest factories in
the north of the country.
3 Abroad, peace talks between Adjikistan and
Kamistan have failed and there are worries that
war will now follow. The two coun tries disagree
about where the border between them should be .
Both countries receive funding and military help
from their powerful local neighbours.
4 Next, pop music. Last year's TV Idol winner, Shaneez,
has got engaged .The singer is plan ni ng to marry her
boyfriend of two months, actor and model Kevin Smith.
5 And finally, France go into their important World
Cup match against Brazil tonight without their
captain and star player, Florian Mendy. Mendy
injured himself in training yesterday and may now
miss the rest of the competition.

Step 3 Get students to look at the group of wo rds in D
and tell them they come from the news stories . Te ll them
to listen aga in and take notes on ho w the words are
connected. Play the recording, pa using after each news
story to al low students writ ing time. In pairs they discuss
how the words are connected. Get them to read the
audioscript on page 181 t o check their answers. Chec k in
open class.
Answers
-l
1 Both the People 's Party and the Popular Front are
optimistic, but most peopl e think that they will
probably have to share power. Voting starts at seven i n
the morning and closes at ten .
2 NBE isgoingtocutfive thousandjobsbecausethe
company lost 385 million doll ars last year, and plans
to close its two biggest factori es.
3 Peace talks between Adjikistan and Ka m ist an have
failed - they disagree about where the border should
be , both countries receivefunding and m ilit ary hel p
from their powerful neighbours.
4 TV Idol winner, Shaneez , has got engaged, she pl an s to
marry her boyfriend of two months, actor and model
Kevin Smith.
5 France go into their important World Cup match
against Brazil without their capta in who injured
himself in training yesterday and may now miss the
rest of the competition.
Step 4 Tell students to individually read the questions in F.
Give them time to think about what they've read rece ntly.
When they are ready, put them in groups of three or fou r to
discuss recent news stories. Co nduct br ief feed ba ck.
Tip You might liketo do the Native Speaker Englisn box
before Grammar, as the expression comes up n ~re
fi rst activity.
GRAMMAR w ill / won't for predictions
Aim
To present and practise will! won't to talk about
predictions that are certain or probable in the future.
Step 1 Ask students to read the five comments from chat
rooms on the radio station's website. Put them in pairs to
match each comment to one of the f iv e stories they heard
and dec ide which are optimistic or pessimistic. Check
answers in open class .
a = story 2 (pessimistic)
b = story 4 (pes simistic)
c = story 5 (optimistic)
d = story 3 (opt imistic)
e = story 1 (optimistic)
Step 2 Write the comment from A on the boa rd , e.g . This
will be terriblefor the whole area and check understand ing:
Does the speaker think it is certain or probable? (Yes.) What
can we say to make a prediction in thefuture? ('11 (= will) +
verb, e.g . This will be.) Get students to read the exp lanation
box. Ask How do we form the negative? (won ' t = will not).
Tell them we can also use be (not) going to + verb in all the
examples in exercise A instead.
Step 3 Tell students to complete the sente nces in C w ith
wi ll or won't. Monitor and help with any problems. Get
stud ents to compare in pa irs before ch ecking in ope n cl ass.
----- ------ -----
Answers
1 won't
2 won't
3 won't
4 won't
5 won't
6 will
7 will
8 will
Note We usua lly follow I think with a neg ative pred ict ion
and I don 't think with a positive predict ion.
Step 3 Read the explanat ion box. Tell stude nts t hey are
going to hear eight sentences repea ted twice and t o rep ea t
them. Play the recording , pausing after each sente nc e so
students can repeat. Then play the recor ding ag ain and get
them to write the sentences t hey he ar. Pause after eac h
sentence to allow writing t im e. Chec k ans wers in ooe n clas s.
------ --------
'" 14.2 and Answers
1 It'll be fine.
2 I probably w on vote h·syear.
3 IL Non be eas,'.
t.. ~
... c"·: cos: m;JC" .
:;_
re
a.e a "e' problems.
6 ..,e prooablybeabit late.
7 e won't win.
8 It won't kill you.You'll live.
Note Each sentence in the audios cript is said twic e.
Step 4 Put students in pairs to ask and answer the
questions in F. Tell them to use t he answers in the speech
bubbles: Yes, defin itely / probably, Maybe, No. Mode l the
act ivity first . Con duct feedback in open class.
Step 5 Te ll students to write two predict io ns of t heir own
about what w ill / won't happen in the future. Mo nitor and
help with any problems with language or ideas.The n put
students i nto groups offour or f ive t o expl ai n th ei r ideas
and see if they others agree. Cond uct br ief feed back on
what they agreed on.
Direct students to the gramm ar ref erence on page 163 if
they still seem unsure.
14 OPINIONS 111

NATIVE SPEAKER ENGLISH
make a difference
As s udents t o read the box an d check that they
understand by aski ng: What's anoth er way sayin g
something changes a sit uatio n in a good way ? (... makes
a differe nce ), And if it doesn't change t he situat io n in any
way) (... doe sn't make any differe nc e) . Ask them if they have
a sim ila r expressi o n in their la nguage.
pp. 110-111
14B see Teacher 's no t es p. 142.
VOCABULARY Society
Aim
To present and practise expressions to describe changes
in society.
Step 1 Tell students to look at sente nces 1- 6 in A ard
check understanding: unemployment = the n umber OC
people who don't have a job; wages = the m on ey paid "0' a
job, usua lly weekly; murder = to ki ll someon e de li berate ) '
stea lin g = to take someone's property illegal ly; lo ck your
door = to close your door with a key to make it safe;keep
themselves to themselves = not social ise much with other
people; treatme nt = the medica l care given when yo u are '
efficient = do something well and successfully;jamilies are
close = see or speak to each other often.
Step 2 Tell st ude nts to dec ide individual ly which ita li c
ending t o senten ces 1- 6 goes with each of the sentences
in a-c. Do the first one as an example. Monitor and help
with any language problems. In pairs students compare
answers before checking in open class.
I Answers
1 a quite weak
2averybad
3 a not very open
4 agood
5 a quite poor
6 a very good
'-----
b stron g
b very bad
b very friendly
b not very nice
b very good
b not very good
c strong
c not a problem
c not very open
c not very nice
c very good
c very good
Step 3 Tell students to individually sp end two minutes
remembering sente nces 1-6 . Then put them in AB pairs.
Student A keeps their book open and says sentences a-c .
Student B closes their books and says t he correct sentence
1-6. Then they change ro les. Mode l w ith a strong student
bef ore they start,you are Student A. Monitor and help wit h any
problems with language. Not ne cessary t o conduct feedback.
112 OUTCOMES
Step 4 In pairs st udents write one more t hing that might
be an examplefor each ofthe sentences 1-6in exercise A,
as in the example given. Monito r and help with any
language problems. In groups they read the th ings they
wrote and the other students guess which of the se nten ces
in 1-6 it is about. Mon itor and co rrect any language
problems. Co nd uct brieffeedba ck in open cl as s.
-
-
------
READING
Aim
To develop reading skills for general and detailed
information.
Step 1 Wri t e the title, A New Life, on the board and elic it
id ea s from stude nt s on what the artic le could be about.
Tel l the m they are go i ng to read what two immigrants
say about t he diffe re nt countries they have m oved to.
In pairs getthem to read the questions in A and discuss
their opinions. Monitor and help with any problems w ith
language o r idea s. Con d uct brieffeedba ck.
Step 2 Te ll students to individually read the q uestions in B
and give them ime to t hink about what they want to say.
- hen p them in oairs .0 discuss their opin ions. Monitor
aro correct an) anguage proble ms .
Step 3 ;}J: S:~::;e"lS n 0 two groups: A and B. Tell Group A
: : rE,,:: :~e:ex;: on he opposite page, A New Life and Group B
::: 'E,,:; :~e -E
.
in File 5 on page 167.Tellthem to read
: rE ':E .5 a"d decide how the writer would answer the
G~E5: ;)"'s n exerci se B. Monitor and hel p wit h any ideas.
Step 4 :> students in same letter pairs to compare
ars.'.e'S and to dec ide wh ich co untry they think t he writer
5 Iror"l and where t hey are living now.
Step S Then put students in new, AB pairs. Tell them to
' werview ea ch other using the questions in B, without
loo. ' ng at thei r texts du ring the interview. Che ck answers
in open clas s.

- --- ---- --- ---- ---- ---
Answers
Group A:
1 five years
2 to work
3 yes, I really like it here
4 they are very relaxed and open
5 likes it, it's basically warm all year round, but if you
want snow you can go to the mountains and ski
6 the facilities are fantastic, very efficient (as long as
you have medical insurance)
7 good, there are lots of jobs in computers and
technology and wages are high
8 in the big cities there are a lot of murders and
walking the streets is dangerous, but I've never seen
anything like that
9 no, maybe just to visit my family for a holiday
IThe writer is probably from an extremely northern
Ior southern country. He says they don 't have lon g,
dark winters where he is now, he's probably in the US
because of the climate and the healthcare situation.
Group B:
1 a few years ago
2 because of the war in my country
3 It's OK, but I miss my friends and family
4 they are nice and polite but it's difficult to really
know them
5 Ilike it, it rains quite a lot
6 it was good, when I arrived I needed treatment and
the doctors were kind and efficient
7 good, I've always found work
8 yes, my house was robbed once but it's not dangerous
to walk the streets
9 not sure. Ilike the weather and the wages are good,
but misses family
The writer is probably from a country t hat was recently
at war, he's probably in the UK because of the people
and the weather.
Step 6 In the same pairs tell students to decide which
of the two writers has a better quality of life and why.
Monitor and help with any language problems. Conduct
brief feedback in open cl ass. There are no wrong or right
answers, but just ask students to explain their reasons .
GRAMMAR Verb patterns w ith adjectives
Aim
To present and practise verb patterns with adjectives to
make our opinions stronger.
Step 1 Write the two sentences from the expla nation box
on the board and ask students if the sentences mean the
same thing = yes.
Step 2 Ask students to re ad the explanation box and
check understand ing: What do we do if we want to make
a verb the subject of a sentence? (we use an -ing form
and start the sentence with it, e.g. Walking in the streets
isdangerous).Tell them we can also useit+be + (not)
adjective + (not) to + infinitive to mean the same thing. Ask
them if they have simi lar grammar in their language .
Step 3 Tel l stude nts to individually rewrite t he sentences in
B using one of the patterns in the explanation box . Monitor
and help with any language problems. In pa irs st udents
compa re answers befor e che cki ng in op en class.
L
Answers
1 It's easy to find work here.
2 Meeting people was difficult.
3 It's helpful to learn the local language.
4 It was good to meet people in the same sit uation.
5 Sitting and having a coffee by the river is nice.
6 It's impo rtant not to criticise people if you wa nt
to do well.
Direct students to the grammar reference on page 163 i"
they st ill seem unsure.
Step 4 Tel l students to individually write true sent e ces
about themselves about the place they live or wo r
using the sentence starters in C and the patterns in " he
explanation box. Monitor and help with langu age. In pa irs
they compare sentences and see if they have anyt hing ·n
common. Conduct bri ef f eedback .
SPEAKING
Aim
To provide fluency practice of the language practised in
the unit so far .
Step 1 Tell students to read the things in the box in A. Give
them time to think about what they want to say, t hen ou t
them into groups offour or five to discuss the ir op inions.
Step 2 In the same groups get them to discus s what
they know about other cities or coun tries and how ·hey
compare with their country. Monitor and take notes on
their use of correct and incorrect langu age f or a corre ct ion
slot at the end.
Tip With a monolingual class,you cou ld put t hem i n
groups and ask them to agree on the things i n t he box .
With a multilingual class,you could get the m to compare
their two countries in pairs.
14 OPINIONS 113

07 REVIEW
CONVERSATION PRACTICE &
ACT OR DRAW
For aims and suggested procedures see Review 0 1
pp. 28-29.
QUIZ
For aims and suggested procedu re see Review 01
pp. 28-29.
Answers
1 You find grass in a garden or park.
2 Many answers possible. Suggestions: Shakespeare,
Oscar Wilde (any playwright).
3 You see a cottage in a village.
4 In a general election you elect a new government.
5 You might miss your friends and family when you -
or they - are away from home.
6 The problem if there is a lot of unemployment is
there isn 't enough work and the economy is not
good.
7 You get a wage for working.
8 Farmers use chemicals to help their fruit or
vegetables grow.
9 There is ice on the road when it's very cold.
10 The opposite of noisy is quiet.
11 Three kinds of entertainment are: cinem a, t hea t re,
musicals, museums, concerts etc.
12 A political party might have to share power when
one party didn't win the election with a majo(ty.
13 People have nightma re s wh en t hey are sleep ·rg.
They feel unhappy I sc a red.
14 Ifthere are lots ofdark clouds it's going :0 'a·n.
15 Places that often get crowd ed are any PUb lic
transport, buses, trai ns etc. or concerts.
FAST WRITER
For aims and suggested p roced u re see Review 01
pp. 28-29.
----------
COLLOCATIONS
For aims and suggested procedure see Review 06
pp. 100-101.
114 OUTCOMES
PRONUNCIATION
Aim
To revise and practise consonants pronounced with a
little air or from the throat.
Step 1 Get students to read t he explanation box, or read it
out to them . Play the record in g and get students to say the
words and the sounds.
'" R7.1
hide Ihl
meIml
rain 1nl
singIl)l
lock I I1
rest IrI
wildIwl
yetIjI
1
Step 2 Tell studer:s to practise saying the words with I h I
in exerc ise B, ~e ;:he....,
- 0 breathe lig htly. Then tell them to
practise say rg ,ne vords in C and tell them to use their
nose to....,a e - 'le sound by holding their nose and saying
he :.O'GS.
Step 3 ::> - he students into pairs and tell them to take
: ' s -0 try and saythe words in D. Playthe recording and
ge: s- udents to check in the audioscript on page 181. Then
get the m to listen again and repeat the words.
~ R7.2 and Answers
1 huge
2 once
3 young
4 ending
5 protein
6 unusual
7 valuable
8 economic
-
Step 4 Put students in pairs and get them to practise
saying the sentences in F and decide who has good
pronunciation and which sounds are difficult for them.
Conduct feedback on what sounds they found difficult.

Note Listening and the rest of the review unit could be
used as a progress test. The suggested scores are given
below each exercise. Alternatively, these exercis es could be
done in pairs or in div idually t hen checked in pairs, or yo u
cou ld put students in teams and conduct them as a quiz /
competition. If students need help, you can direct them
to the relevant pages of the gramma r referen ce or the
Vocabulary Builder.
LISTENING
Aim
To give practice in listening for gist and detail.
Answers
Exercise A
a3
bl
c2
d4
Exercise B
e4
f2
gl
h3
". R7.3
1 A man has appeared in court for shooting an eag le.
The man , a farmer, sa id the bird was killing chi ckens
on his farm. The eagle is protected by law and the
farmer might go to prison.
2 A new musica l ca ll ed The Field has closed after just
three weeks. Th e theatre was almost empty after
reports said the story was strange and depressing and
the songs we re terrible. The theatre says it has lost
five million doll ars .
3 Temperatures fo r t he hol iday weekend may reach 40
de.%n~e.s.I\,\e. ?olice. a~e. e.x?e.ctill% a lot 01 t~a11ic as
people try to escape the city and go to the beaches
and countryside . Th e De partment of Health has said
people should not stay in the sun too long and should
use sun cream.
4 The pop singer, Shaneez, is going t o divorce her
husband, the actor and model Kevin Sm ith. The couple
got married in Las Vegas four month s ago. Shaneez
was recently seen with the Fre nch football star, Flor ian
Mendy
~
-
-
-----
GRAMMAR
Exercise A answers
1 is produced
4 wascutdown
2 were hunted
3 are protected
5 was that book w ri tten
6 wasthis made
Exercise B answers
1 going
2 will
3to
Exercise C answers
4 might
5go
6 Going
1 I won't do it before Friday
2 It's easy to find work there .
3 I mightn't go to the party
4 I think they'll miss her a lot.
5 It isn't / It is not usually served with rice .
6 Do you think they' ll win?
Direct students to the grammar reference o n page :'6 3 if
t hey find this difficult.
ADJECTIVES
Answers
1 wild
2 dangerous
3 economic
4 varied
COllOC.~,,{\ONS
Answers
1 invite
2 vote
3 solve
4 grow
VOCABULARY
Answers
1 cottage
2 neighbour
3 soil
4 provide
5 optimistic
6 peaceful
7 predictable
8 crowded
5 steal
6 fail
7 make
8 damage
5 entertainm ent
6 horse
7 hunting
8 fresh
07 REVIEW 115

15 TECHNOLOGY
VOCABULARY Machines and technology
Aim
To present and practise vocabulary related to machines
and technology.
Step 1 Ask students which machine or piece of technology
they could not live without and why. Get students to
la bel the pictures with the words in the box in A. Monitor
and help with any vocabulary problems. In pairs students
compare answers . Check answ ers in open class and drill - he
word st ress.
Answers
1 Qlgital camera
2 washing machine
3 laptop
4 games console
5 mobile~
6 dishwasner
7 hairdryer
8 vacuum clean er
Step 2 Tell students to read the ques ions in B an d check
understanding: brands = a product made by a w ell-known
company; own = possess. Give them a couple of minutes to
th in k about what to say.
Step 3 When they are ready, put students in groups of
three or four to discuss. Monitor and correct any language
problems. Condu ct brieffeedback in open class.
Step 4 Get students to check ind ividually that they
understand the words in bold in exercise C. Tell them they
can look at page 58 in the Vocabulary Builderfor help. In
pairs they look at the pi ct ures aga i n and take turns to point
to the items and say the word. Co nduct brieffeedba ck.
Answers
1 acable = picture7,8
2 a screen = picture 3,4,5
3aplug=picture7,8
4 a keyboard = picture 3
5 turn on,turn off= all ofthem
6 battery = picture 1
7 buttons, press = all of them
116 OUTCOMES
LISTENING
Aim
To develop listening for specific information.
Step 1 Tell students they are going to liste n to three
conversations about technology and in ea ch conversation ,
someone ma es a recommendation. Get them to read
he' ab le in A. Tel l them to listen and complete the table
; h he ind of machine and what's good about it. Play
the recording . In pairs students compare answers before
checkin g in open class. If ne cessary, play the recording
again, before ch ecking.
Answers
Kind of machine
ITaptop
2 smart phone
Brand
What's good about it?
rBellc-----, --a
-- -,-
lo"7t -of memory, not
too heavy, battery
lasts a long time
Kotika
does everything a
smalllaptop does,
j easy to use, full
keyboard, good if you
send a lot of emails
3 games console Bo-n-ny---uses lots of on line
games, sound is
great, looks great on
J the screen, not too
expensive
---
---~--
----
---------
'515.1
Conversation 1
A: Do you know much about computers?
B A bit. Why?
A: I'm thinking of buying a laptop. Can you
recommend anything?
B: Well, it depends. How much do you want to spend?
A: I'm not sure - about five or six hundred pounds.
B: OK. Well, for that price, try a Bell. They have quite
a lot of memory, they're not too heavy and the
battery lasts quite a long time .
A: That sounds perfect. Thanks.

Conversation 2
C: What ha ppened to you r phone?
D: Oh, I dropped it last night and broke the screen.
C: Oh no! How annoy ing!
D: I know. I'll need to replace it, but I'm actua Ily
thinking of getting one of those smart phones.
C: Oh,OK.
D: Do you know m uch about them?
C: Yeah , a bit. The new Kotika one is great. It's
amazing. It can do eve ryth i ng that a small laptop
does. It's very easy to use and it has a full keyboard,
so it's good if you send a lot of ema iIs.
D: Wow.OK. I'll try to have a look atthat one.
Conversation 3
E: Hi. How're you?
F: Oh hi. What're you doing here?
E: I'm trying to find a birthday present for my bro th er.
It's taking me ages.
F: What kind of thing are you look i ng f or?
E: Wel l, I'm thinking of buying him a ga mes co nso le,
but I don't know anyth ing abo ut t hem!
F: Well, Bonny does a re ally good one. You ca n use
lots of online games with it,the sound is great,
it looks great on the screen and it's not too
expensive eith er.
IE: OK.Well,that sounds good.
Step 2 Put students in pairs t o discuss t he quest ions
in exerc ise B. Monitor and cor rect any prob lems w ith
language. Co nd uct brief feedba ck.
Tip Get stu dents t o read the aud ioscript on page 181 and
underl ine any new express ion or words. In pairs they sha re
ideas and see if they can help ea ch other. Then check in
open class, encourage other st ud ents to help with meaning.
Optional activi t y Get st udents to t hi nk of two kinds of
machi nes they have at home and what's good about it.
Mon itor and help with any language problems. In pairs
they tell each other about their mac hi ne s. Conduct brief
feedba ck.
NATIVE SPEAKER ENGLISH ages
Ask students to read t he box and che ck they understand
by asking : What's another way say ing a long t ime? (ages).
Is th isforma l or informal? (Info r mal. ) What can we say if
we want to emphasise the durat ion of time? (for ages ). Ask
them if they have a simi lar expression in their language .
Optional activity Get student s to writ e three senten ces
using ages / for ages , e.g . I haven't been to the cinema for
ages. Monitor an d he lp out with language . In pairs they
share ideas and see what they have in common . Conduct
br ieffeedba ck.
GRAMMAR be thinking 01+ -ing
Aim
To present and practise be thinking of+ -ing to talk
about plans we are not 100% sure about.
Step 1 Read the explanation box and check un derstanding :
Wh at can we say when we are no t 100% sure about our plans?
(be th ink ing oj) . What form is the verb after 'oj'? (-ing, e.g .
buyi ng, starting , etc ). Tell stude nts t o com plete t he sen t ences
in A with the correct form of be thinking ofand the verbs in
bra ckets. Monitor and help wit h any problem s Get student s
to co mpare answers in pa irs before checking in open cl ass .
Answers
1 am thinking of buying
2 is t hinking of doing
3 are thinking of go i ng
4 am thinking of changing
5 are thinking of buying
6 are thinking of going
7 am thinking of getting
8 is thinking of st udying
Dire ct students to the grammar re f erenc e on cage : 64 if
they sti ll seem unsure .
Step 2 Put students in AB pairs . Tell St ud er: :'< : :: sa, each
se ntence in A and then ask Can y ou recommerCi ::;rj :hing /
anywhere? Student B has to recom me nd SO"le : ~ · ~g or
somewhere. Then they change role s. M ode : r.e c:: '. ty
with a strong stude nt f irst. Co nduct brie feec~a:: .
Tip With a weaker class, check they know \ ~a: ::: as
after the sentences 1-8, e.g. Can you rec orr"le ::; ... ?
(1 anywhere 2 anywhere 3 anything / any\" ere 4 anything
5 anyth ing 6 anywhere 7 anything 8 anywhere
Step 3 Ask students to indivi dua lly w rite ['"'ree Ser -en ces
that they - or people they know - are t hin g c "' doing.
Then put them in pairs to tell each ot her. , ,'ion ·: or - reir use
of language for a co rrection slot at t he enc.
DEVELOPING CONVERSATIONS
00 you know much about ... ?
Aim
To introduce using Do you know m u ch about ... ? to find
out how much people know about general topics.
Step 1 Read out the explanation box.Ask: When do we
use 'Doyouknow much about... t ' = tofind outhow much
people know about gen era l topics, e.g .co mput ers. How do
we answer? (No, not really / A bit / Yeah,quite a lot).What
does 'a bit'mean? (a li ttle)
1 5 TECHNOLOGY 117

Sep 2 -e hem to look at thetopicSin Aand think about
~::. ~ ~~.,: ey now about them and what would be their
Step 3 - hen tell them to stand up and go around the room
a~:; : nd oeople who know a lot about the things in the
:~x Condu ct brieffeedback on who knows a lot.
Step 4 Wri te 'Australia' on the board and elicit extra
G,",es~ion you could ask someone who knows a lot about it,
e.g. What's the capital? What's the nationa l symbol? etc.
Step 5 Put students into AB pairs and tell them to think
OC extra quest ions to ask each student they talked to who
seeme d to know a lot about each topic in the box. Give
them a couple of minutes to do this and monitor and help
out with any problems with language or ideas. Then they
stand up and find the student and ask their extra questions
to find out how much the person re ally knows. Monitor and
corre ct any language problems. Conduct brief feedback.
CONVERSATION PRACTICE
Aim
To provide conversation practice using the language
practised in the unit so far.
Step 1 Tell students they are going to have similar
conversations to the ones in Listening. Tell students to
ind ividually think of two technology items they're th inki ng
of buying (or would like to buy) and decide how much they
want to spend on them. Give them a couple of minutes to
do this.
Step 2 When students are ready, tell them to tal k differe nt
students in the class and expla in what they 're t hinking
of buying and why, and ask for / make recomm endation s.
Monitor and correct any language problems .
Step 3 When they havefinished,put them in pairs '0 tell
each other who gave them the best advice . Conduct bri ef
feedba ck.
Tip With a weaker class, you cou ld get them to use
Conversation 1 from the audioscr ipt on page 181 as
a model.
pp. 116-117
Next class Make photocopies of
15A p. 172.
118 OUTCOMES
VOCABULARY Compu ters and the Internet
Aim
To present and practise expressions related to using
computers and the Internet.
Step 1 Ask students to say what things they use the
Internet for, e.g. send emails, read newspapers online, etc.
Tel l students to look at the sentences i n A and use the
extra information to guess the mea nings of the words in
bold. Mon itor and help with any lang uage problems. Ask
students to try and translate the word s i nto their own
language. Co mpa re in pairs then check with the cl ass.
Step 2 With a mono lingual cl ass, tell students to translate
the words in their own language on a piece of paper. Tell
them to close thei r books and , in pairs, to pOint at each of
their pa rtner's translations and t he other student says the
word in Eng lish.
Tip With a multilingual class, ask pair s to tell ea ch other
which words were easy / difficul to translate .
Alternatively If you prefer no 0 use translation, get
students to chec k t he ords in the Vocabu lary Builder on
page 59. They could \ r e an exampleor mime the word and
the othe r student has - 0 say the word in English .Th en they
ch ange roles. I on : or and help wi th language problems.
Step 3 Teli s-Jaen s to in dividually read the questions in C
and g ive em lime to think about their answers .
Step 4 Pu~ students in groups offour or five to dis cuss
heir id ea s. Monitor and correct any language problems.
Con du ct brieffeedba ck in open class.
15A see Teacher's notes p. 143.
LANGUAGE PATTERNS
Aim
To draw students' attention to some common ways of
using if sentences.
Step 1 Ask students to look at the sentences in the
box an d notice the similarities . Ask them to t ranslate
these sentences into their own language and noti ce
any d ifferences. In monol ingual classes, ask students
to compare their translations . In multilingual classes,
ask students to work in pairs and tell ea ch other if the
sentences were easy to translate and whether they were
ab le to translate them word for word.
Step 2 Ask students to cover the English translations
and translate the sentences ba ck into English using their
translations. Then ask them to com pare thei r translations
in pa i rs against the book.

Alternatively If you prefer not t o use translation, ask
students to notice the language pattern = result = I'll /
you can / te ll me + condition = if + want, need, it's. Ch eck
understa nding: if I say 'I'll check ifyou li ke' Am I offering to
do someth ing for you? (Yes .) Is 'ifyou li ke' a cond it io n? (Yes.)
Is 'I'll check'the result of the condit ion? (Yes).
PRONUNCIATION Spelling addresses
Aim
To present and practise the pronunciation and spelling
of Internet and home addresses.
Step 1 Tell students they are going to hear seven groups
of letters and to listen and repeat them . Tell them to look
at the speech bubbles in A if they need help remembering .
Play the recording and pause after each group and get
students to repeat. If ne cessary play the group of letters
aga in.
~15.2
1 bcdegptv
2 flmnsxz
3ahjk
4quw
5iY
60
7r
Step 2 Write the alphabet in t he corree.: order on the
board(a,b,c,d,e,f,g,h,i,j,k,I,m,r.0,p,q,r,s,t,u,v,w,x,y,z)
and drill the pron un ciation. P
-
swden-s ·n pai rs to take
turns saying the letters of t he a anaoe- . Monitor and help
with pronunciat ion. Ask t hem:. c letters are the most
difficult for them to say and:e -hem 'o use the sound
symbols in A to help the m.
Tip Get students to ma ke a pos - er of the sound groups
and display them on th e wa ll s of' he clas sroom . Then you
can refer to them in future clas es when students are
having problems with spe lling or pronun ciation .
Step 3 Write a website addre ss on he board an d ask
students how we say it: e.g. www / dot / name of the
website / dot / co, com, net, org, ete.
Step 4 Get students to look at the box in Ban d check
understanding. Write '@'on the bo ard and elic it how we
say it = at. Tell them they are going to hear th ree different
addresses and to complete the in formation i n C.
Step 5 Play the recording and pause after each address to
allow time to write . If necessa ry, pla y the recording again.
In pairs students compare their answers. Chec k answers
in open class by asking students to read out what they've
written and write these on the board.
15 TECHNOLOGY
~ 15.3 and Answers
1
A: www.peite rzx .co .gu. Tha t's p- e -i -t -e-r-z -x dot c-o
dot g-u.
I
B: OK, p-e-i -t-e-r- z-x dot co dot g u.
A: Yes.
2
A: My email·snomashy@jma l. co m.Th at.s n-o -m-a -s -
h-y at j-m-a-I dot com.
B: OK. n-o-m -a -s-h -y, that's all o n e vord, righ t?
A: Yes. At jmal dot com.
3
A: Flat four, 65 Farquhar Drive. That's L- a- r-q - u- h-a-r
and d-r-i-v-e.
B:OK.Flatfour,65 FarquharDrivef-a-r-q-u-h-a-r
A: That's right.
------
Step 6 Tell stude nts to individually write a websl - e, an
email and a home address. Tell them they ca n ma e - hese
up if they don't feel comfortab le giving t he ir rea acdresse s.
Step 7 Put students in pairs to say their add resses and
spell them for their partner to write dow n. Then : l-Jej
check the spelling and change roles. Mon itor anc he D
with spelling and pronunciation . Not necess ary· 0 conduct
feedback .
LISTENING
Aim
To develop listening for general and specific information.
Step 1 Tell students they are going to listen t o and ans ver
a questionnaire about computers and technol ogy In pairs
tell students to read the possible answers and d is cuss
what they think the questions are . Then play t he record in g
to check their questions, pausing after each que s ion .
Give them time to change or write the cor rect q uestion
before playing the next question. In pairs they co mpare the
questions before checking in open class.
~ 15.4 and Answers
1 How many computers do you have in yo ur hom e?
2 How long is your computer on every day?
3 How often do you check your ema il ?
4 How many emails do you get every day?
5 What kind of mobile phone do you have?
6 What do you use your phone for?
7 Have you ever done anything stupid on your
computer?
8 If you buy a new piece of technology, like a digital
camera, how do you learn to use it?
9 What do you do ifyou have a problem with a
machine or piece of technology?
10 How often do you buy a new piece of technology?
1 5 TECHNOLOGY 119

Step 2 - e students to listen to the whole questionnaire
:;~~ : :: (" ) heanswerthat is best for them. Play the
'e:::::'G ng. n pairs they compare their answers and decide
.
~~ '. es echnology more. Conduct brieffeedback.
S15.5
-
How many computers do you have in your home?
a one.
DOne.
c Two or more.
2 How long is your computer on every day?
a Maybeanhourortwo- ifIturniton.
b Four or five hours. Most of the evening.
c Ineverturn itoff.
3 How often do you check your email?
a Maybe once a day, maybe less.
b Two or three times a day.
c I check it all the time through my phone .
4 How many emails do you get every day?
a 0-10
b 10-30
c 30-100
5 What kind of mobile phone do you have?
a The most basic pay-as-you-go phone.
b Quite a good camera phone.
c One of the best, latest phones.
6 What do you use your phone fort
a What do you mean? Phoning people of course!
b I use the camera, music, and I sometimes play
games.
c Apart from the camera,l use the diary, Facebook ,
maps - all kinds of things. I can't list them all.
7 Have you ever done anything stupid on your
computer?
a Yes. I've deleted files on my computer by mistake.
b Yes. I sent an email to the wrong person once.
c No, of course not.
8 If you buy a new piece of technology, like a digital
camera, how do you learn to use it?
a I ask someone to show me the very basic things.
b I read the instructions and learn to do a few things.
'm not i nterested in the complicated things.
:: just start playing about with it and teach myself.
- 0 cin d out more detailed things, I look at the
' r's ruction s or their website .
120 OUTCOMES
9 What do you do if you have a problem with a
machine or piece of technology?
a Get angry, shout and jump up and down - until
someone tells me I need to plug it in .
b Check it's plugged in and, if it is, call someone to
repair it.
c Check everything is plugged in. Turn it off and on
again - and if it still doesn 't work,l repair it myself.
10 How often do you buy a new piece of technology?
a Hardly ever. W hy do I need it when myoid things
work?
b Sometimes. So me t hin gs are better, and I change
when myoid things break.
c All the time. I like to have all the latest things.
Step 3 Tell students to in divi dual ly th ink about two people
they know - one who loves technology and one who hates
it, and to give exam ples of how they love / hate it. Monitor
and help with ide as. When they are ready, put them in
different pairs to t ell eac h 0 her about the two people
they know. Mon itor and correct any language problems .
Conduct feedbac k in ooen class.
II1II11 pp. 118-119
L
Next class ':ake oho oeop ies of
158 p. 173.
SPEAKING
Aim
To provide fluency practice about different ways of
selling things.
Step 1 As s-uden ' s what influences them when they buy
so me h' g , e.g. an advert isement. Tell them to look at the
ph o os ana decid e on the different ways of sel li ng things.
Chec aeas in open class .
Answers
-I
1 a wom an selling things in a market, she's shouting
about the products
2 a poster
3 a call centre, people call you at home to sell you things
4 ads in the newspaper
Step 2 Tell stude nts to read the questions and give them
time to think ab out what they want to say. Put stu dents
into groups of three or f our to discuss the i r opinions.
Monitor and correct any language problems. Conduct brief
feedback.
I
I
j

READING
Aim
To develop reading skills for general and detailed
information.
Step 1 Tell students th ey are going to read an article about
using technology to sell things. Ask them to individually
read the first extract (the i ntroduct ion) and then discuss
the questions in exercise A in pairs. Monit or and help with
problems with lan g uage or id eas. Ch eck answers in open
class.
Step 2 Tell students to individually read the rest of the
article and see if their answers in exercise A agree with the
article. In pairs they compare answers before checking in
open class .
------ -----
-I
Answers
1 because it spreads like a virus on t he computer
2 you get messages or videos on your computer f rom
websites or individual s on sites like Facebook o r
YouTub e
3 because it sprea ds qui ckly and more widely, and
targets the right people
4 with cheaper products that people buy w it hout
thinking too much
5 depends on students
6 many people see it as no different from junk mail
and don't want to cl ick on unknown links, people
may misunderstand or not realise it's connected to
a product
Step 3 Put students in pairs and tell them to look at the
words in bold in the article and decide if they are verbs,
nouns or adject ive s an d discuss what they mean. Do the
first one as an example. Te ll them to look up the words in
the Vocabu lary Builder o n pag e 59. Monitor and help with
any problems w ith language. Check answers in open class .
Answ ers
target = verb
methods = noun
joined = noun
junk emails = noun
unknown = adjective
misunderstanding = verb
-- ----'
GRAMMAR Adverbs
Aim
To present and practise adverbs to say how we do
things.
Step 1 Ask students to read the expl anat ion box an d check
understanding: What do use if we wa nt to say how we do
things after a verb? (we use an adver b, e.g. quickly), Whe re
do they usually come in a sentence? (a fter t e verb), How do
we form an adverb? (usually by adding -Iy to he adjective,
e.g . slow = slowly), What are the irreg ular for ms? (fast, late,
early, we ll, hard)
Step 2 Tell them to f ind seven examples in the a icle
about viral marketing and underline w hich verb : ey come
after. Monitor and help with any language prob e'TIS. n
pairs they compare answers before chec king ' r ODe class.
Answe rs
move quickly, sp read news more quickly and more
widely, move quickly and easily, uses the se ne ..,.,el ods,
often very creatively, it works badly
Step 3 Tell students to individually comp lete t e se~:e n ces
in exercise B by adding the adve rb form of the aO,ec: , eS
in the box. Monitor and help with any problems \ :"
language. In pa irs students compare ans wers be"' 'e
check in g in open class .
Answe rs
1 late
2 quietly
3 quickly
4 early
5 hard
6 well
7 slowly
8 badly
-- ----- ---------
Direct students to the grammar reference on sage ::. 64 if
they still seem unsure.
Step Put students in pairs and get them ~ aSJ( each
other the questions in C. Tell them t hey shou d use the
answers in the speech bubbles . M ode l' he ac: vity with a
strong student by asking them two of the questions f irst.
Monitor and correct any lan g uage prob ,ems. Conduct b ri ef
feedback.
Step 4 Tell students to in dividually write two similar
questions to the on es in C. When they' re rea dy, as k them
to stand up and ask as many students as they can. Monitor
and correct any problem s with lan guage. Conduct brief
feedback.
158 see Te acher 's notes p. 143,
15 TECHNOLOGY 121

16 LOVE
Next class Make photocopies of
L 16A p, 174,
VOCABULARY Love and marriage
Aim
To present and practise ways of describing expressions
related to love and marriage.
Step 1 Ask students if they know anyone or anyone
fam ous who got married recently, what do they no ,\
about it? Get students to read the box and chec
understanding: What word can we use instead of
boyfriend / girlfriend? (part ner), In pa irs get s-uder- s :
discuss the questions in A. Mon itor and help j· h any
problems , Check answers in open class,
Answers
1 a girlfriend is someone a man is seeing romantica lly,
wife is someone a man is married to, a partner is
someone we live together with or have been together
for a long time (mayor may not be married)
2 the equivalents for men are girlfriend = boyfriend,
wife = husband, partner = partner
Step 2 Tell students to look at the words in the box and
check understanding: wedding = the ceremony when you
get married; a date = a romantic meeting with someone;
asked me out = to invite to do something because you
are interested romantically; broken up = to separate
in a romantic relationship; getting on = having a good
relat ionship with someone;jea lous = feel it is unfair that
som eone has done something and you are angry about it;
in -laws = the parents of your wife or husband; pregnant =
to be having a baby.
Step 3 In pairs get students to discuss if the words in
the box refer to a girlfriend / boyfriend, a husband / wife
or either. Do the fi rst one as an example - marr ied and
wedding = husband / wife,
122 OUTCOMES
Answers
girlfriend I boyfriend = a date + asked me out, live
together + move in
wife I husband = married + wedding, anniversary +
married, divorced + jealous,
in -laws + approve
either = brok en up + getting on , pregnant + baby
Step 4 Get students to individually complete 1-8 in C
i h the pairs of words in B, Monitor and help with any
language problems, Put students in pairs t o compare
answers before check ing in open class,
Answers
1 anniversary + m ar ried
2 pregnant + baby
3 married + wedding
4 adate+asked meout
5 divorced + jealous
6 live together + move in
7 broken up + getting on
8 in -laws + approve
Step 5 Ask students what would they say in response to
good news = fantast ic, etc. and t o bad news = oh dear, etc.
Tell stu dents to individually spend five minutes writing
what they would say, or an y questions they would ask i n
response to the people in exer cise B. When students are
ready, put them in pa irs to take turns saying the sentences
and thei r partner responds using their ideas, Tell them to
try to continue each conversation together for as long as
they can, Model the activity with a strong student in open
class , Monitor and correct any problems with language,
Condu ct brieffeedback in open class,
Suggested answers
1 Fantastic! What are you going to do for them?
2 Great! Do you know if it's a boy or a girl?
3 I'd love to! When is the wedding?
4 Really! Where are you going?
5 Oh dear, how is she feeling?
6 Great! Do you need any help moving?
7 Oh no! Would you like to talk about it?
8 Really! Why didn't they approve?
Optional activity Bring in some photos offamous people
and put students in groups of three or four, Get them to
select two photos of two famous people and tell them to

write a story about a relationship between the two people
and try to use as many words from Vocabu lary. Monitor
an d correct any problems with language. Then students
show their photos and read their stories to the rest of the
class. Get the class to decide on the best story.
16A see Teacher 's notes p. 143.
LISTENING
Aim
To develop listening for general and specific
information.
Step 1 Tell students they are going to listen to four short
conversations and in each one someone gives news
about a relationship. Tell them to listen and decide who
the people talk about and what's going to happen. Play
the recording. In pairs students compa re answers before
checking in open class . If necessary, play the recording
again, before checking.
Answers
1 Owen and his girlfriend , he's going to move in with her
2 Gerrard, he 's getting married next May
3 Fiona and Kieran, they are getting divorced
4 a guy in her French class,they are going on a date
~16.1
Conversation 1
A: Did I tell you Owen's going to move in with his
girlfriend?
B: I didn't know he had a girlfriend! How long have
they been together?
A: Two or three months, I t hink.
B: That's not long! What's she l ike?
A: She's nice, and she 's very good -looking !
B: Lucky him. So whe re are they going to live?
A: Pickwick somewhere.
Conversation 2
C: Did I tell you my brother Ge rrard is going to get married?
D: No. When's the wedding?
C: Next May sometime.
D: That'1I be nice. So what's his partner like?
C: She's quite annoying, actua lly. We don't really get on.
D: Oh dear.
Conversation 3
E: Did I tell you Fiona and Kieran are going to get divorced?
F: No! Why's that?
E: I think she wanted kids, but he didn't.
F: Oh, that's sad! How long have they been married?
E: Not very long. Four years, I think.
F: What a shame. They're both such nice people.
E: I know. I hope we ca n stay friends with both of them.
Conversation 4
G: Did Itellyou I have a date on Friday?
H: No. Who with?
G: A guy in my French class .
H: So what's he like?
G: He seems very nice. He 's qu ite qU iet, but he's funny.
H: Is he good-looking?
G: Yeah , not bad. He's quite ta ll and he ha s lovel y eyes.
H: OK. So what are you going to do?
G: We're going to have a drink together and then
we're going to meet some of his friends for kara oke.
Step 2 Put students in pairs to ch oose the correct w ords in
B.Then tell them to listen again to chec k t heir idea s. Play the
recording. Ch eck answers in open cl ass. I necessary, play the
recording again and pause after each con versa 'on to check.
An swers
1 a have they been
2 a sometime
3atell
4aguy
b good-looking
b What's
b shame
b tall
Tip With a weaker class,you could getthem -0 'eaa: e
audioscript on page 182 to check their ans wers.
Step 3 Tell students to read t he questions in C a"c:o hink
about their opinions, give them a couple of mi r ... :es:c do
this. Monitor and help with any ideas or language. : . he
students are re ady, put them in groups of t hree 0' rc~' to
discuss their opinions. Monitor and correct any arouage
problems. Conduct feedback in open class.
NATIVE SPEAKER ENGLISH guy
Ask students to read the box and chec k hat ·t:e)
understand: What's another way saying a man? gJY), Is
there a similar exp ression for a woma n? (no). As< :"em if
they have a similar expression i n their language
DEVELOPING CONVERSATIONS
How long .. .?
Aim
To introduce and practise using How long ... ? to find out
the duration of something.
Step 1 Tell students to read the explanat ion box and check
understanding: When do we use 'Ho w long ... ?' (to find out
the duration from the past to now), Wha t tense do we use
with it? (the present perfect), How do we form the present
perfect? (hav e / has + past participle), How do we answer?
(with just the t ime, or w ith a phrase like not (very) long).
16 LOVE 123

Step 2 Te ll students to indi vidually put the words in A in
Lhe correct order to mak e questions. Monitor and help with
'ord order. In pairs th ey compare answers.
~ 16.2 and Answers
:. A: How long have you been together?
3: Three years.
2 A: How long have you been married?
B: 15 years now.
3 A: How long have they known each other?
B: Not very long. A few months, I think.
4 A: How long have you lived in this house?
B: All my life!
5 A: How long has she worked there?
B: Ages.
6A: How longhave you hadyour car?
B: Two weeks.
Step 3 Tell them to liste n and check t heir answers. Play
the recording and pause afte r each quest ion to che ck. Then
t ell them to listen again and w rite t he answers . Play Lhe
recording and pause after each di alogue to che c .
Step 4 Put students in AB pairs and as k t hem to prac:: :se
saying the questions and answers: Stude nt A as ks the
question and Student B answers, then they change ro les .
It's not necessary to conduct feedba ck.
Step 5 Tell students to in dividually write two differe n' 0:1
long ... ? questions. Then, put students in groups of three or
four and get them to ask each other their quest ions and
to g ive true answers. Monitor and correct any lang uage
prob lems. Co ndu ct br ieffeedba ck in open class .
CONVERSATION PRACTICE
Aim
To provide conversation practice using the language
practised in the unit so far.
Step 1 Tell students they are going to have similar
conversations to the ones in Listen ing. Tell students to
individually write a piece of news about a relationship
starting Did I tellyou .. .? Tell them it can be true or invented,
an d t hey can loo k at the audioscript on page 182 if
t hey need to and underline the questions people use to
con t inue the conversations. Give them a coup le of minutes
to do this . Monitor and help with any problems with
langua ge or ideas.
124 OUTCOMES
Step 2 When ready, tell students to ask two different
students in the cl ass their question Did I tellyou ahout ...?
And the other student should ask questions to help
con tinue the conversation. Model the act ivity with a strong
student first. Monitor and correct any language problems.
Co nduct brieffeedback.
Optional activity if there is time, ask a selection of
students to hold their conversations in fro nt of the class .
II1II pp.122-123
SPEAKING
Aim
To provide fluency practice of talking about love at first
sight.
Step 1 Ask students if they have read or heard of any
s or ies in the newspapers where fam ous people have
s- an:eo a new rela t ion ship. What do th ey remember ? Put
s uo e n~s in groups of three or four and tell them t o discuss
: he question s in Spea king, chec k underst and ing offall in
,ove = the moment you begin to love some one . Monitor
and correct any language pro bl em s. Cond uct brief
eedb ack.
LISTENING
Aim
To develop listening for general and specific information.
Step 1 Get students to look at the photos and in pairs
discu ss how each picture might be connected to the idea
of love at first sight. Co nduct brieffeedback on their ideas.
Step 2 Tell students they are going to li sten to three
peopl e talking about their experie nc es of love at first sight
and to check if their ideas about what ea ch person fell in
love w ith were right.Tel l them to match ea ch person t o
a pictu re. Play the recording . In pairs they compare the
questi ons befo re checking in open class.
Answers
1 th ird picture: she fell in love with the house
2 first picture: he fell in love with a guitar
3 second picture: she fell in love with someone she met
in Second Life

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.
16 LOVE
•
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c~ .~ ••••" ~..__ ~.".,
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~16.3
1 Vanessa
My husband and I spent two years looking for the
right place to live. We weren't looking se r iously
to begin with, but then I got pregnant and we
had to find somewhere fast. We saw five houses
every weekend for four months, but didn't like
any of them. One day, we were driving home from
another appointment when suddenly we saw it-
the house of our dreams! And, i ncredibly, it was for
sale. We knocked at the door and offered the price
they were asking for it immediately.
2 EIi
When I was growing up,l always loved music and
musical instruments. For my twelfth birthday, my
uncle gave me a guitar - and it was love at first
sight. He was playing in a band at the time, and
this had a big influence on me. After that, the
gUitar became the centre of my world. I played it
24 hours a day, seven days a week. Later, I stud ied
music at university and now I make guitars for a
living . All because of that special day!
3 Roberta
I love Second Life, an online world where you create
virtual characters - you design them, choose their
names and then create lives for them. Last year, I was
spending a lot of time online and , one night, I met
my future husband . I was working in a Second Life
nightclub, he came in and it was love at first sight.
His 'character' soon asked my 'character' to marry
him and I said yes. We were married online in July.
He then asked me in the real world and I accepted.
We haven't actually met yet, but he's the one for me.
Step 3 Tell students to listen again and decide which
sentences in C are true. Play the recording. In pairs they
compare their answers befo re checking in open class. If
necessary, play the recording again and pause afte r each
person to check.
Answer s
1atrue
b false - they were driving home from another
appointment when they saw it, the house of
their dreams
c false - they offered the price they were asking
2atrue
b true
c false - he makes guitars for a living
3 a false - Second Life is an online world w here you
create virtual characters
b false - it was an online nightclub
c true
Optional activity In pairs get students to rewrite the false
statements so that they are true (answers above). Check
answers in open class.
Step 4 Tell stude nts to individually read the questions i n
D and give them time to think about what they wa nt to
say. Mo n itor and he lp with ideas or language. When they
are rea dy put t hem in pai rs to discuss their ideas. Co nduct
feedba ck in ope n cl ass.
Tip Get students to read the audioscript on page 183
and under line any new words or expressions. In pairs they
compare and see if they ca n he lp each other with meaning.
Then they do t he same in groups offo ur before checking
mea n ing in open class.
GRAMMAR The past continuo u s
Aim
To present and practise the past continuous to show
that one action started, but didn't finish before another
action started in the past.
go online meet future husband
~pnov
I
Ste p 1 Write the timeline and the sentence in the
explanation box on board and check understand ing: Vnen
did I spend a lot oJtime on li ne? (last year). Was i t somewing
I d id once or often? (often ), Was it something in progress?
(Yes) , Did someth ing happen duri ng this process ? (ye s),
What? (you met your future husband).
Step 2 Ask students to read the explanation box ard
check understanding: When do we use the past co,.,(nuous?
(to show that one action started but didn 't fin ish berore
another action in the past), Wh at tense is the o ther aCTion
in? (the past simple), How do weJorm the past continuous?
(was / were + -ing, e.g . I was spending).
Step 3 Ask students to complete the sentences fro
Listen i ng using the corre ct past conti nuous forms 0 " he
verbs in brackets . Monitor and help with any lan g ua ge
problems. In pairs they compare answers and read' he
audioscript on page 183 to check th eir ide as. Chec
answers in open class. Conduct feedbac k on th ei r use of
language noted white monito ring.
Answers
1 weren't looking
2 were driving
3 was playing
4 was working
Step 4 Tell students to individually complete the sentences
in exercise C with the correct past continuous forms of
the verbs in the box. Monitor and help with any problems
with language. In pa i rs st udents compare answers before
checking in open class .
16 LOVE 125

16 LOVE
Answers
-
:.ere having
_
:.as Slay ing
3 .'.as opening
-
,'/ere vi siting
-
: as doing
6 .\as walking
..
as watching
8 vas listen ing
J irect stu dents to the grammar reference on page 165 if
- hey still seem unsure.
PRONUNCIATION
Sentence stress and weak forms
Aim
To present and practise pronunciation of using sentence
stress and weak forms in the past continuous.
Step 1 Get students to read the explanation box and check
un derstanding: 00 we stress 'was' and ' were' in pos itive past
continuous sentences? (no), How do we pronounce them?
(was = I WdZ I, were = I Wd I), 00 we stress 'was' and 'were'
in negative past conti nuous sentences? (yes),
Step 2 Tell students that the stressed sounds are in bo ld in
1-6 in A. Put them in pairs to practise saying them. Monitor
and help with pronunciation problems. Tell them to listen
and check the ir pronunciation. Play the recording. Pause
after each one and drill the sentences, paying particular
attention to the sentence stress.
~ 16.4 and Answers
1 So rry. I was n't listening.
2 She was n't fee ling very well , so she went home.
3 I coul dn't hear be cause you were tal king.
4 We were n't getting on so we bro ke up.
5 I w as working in Greece when we met.
6 I lost because I wasn't trying.
SPEAKING
Aim
To provide fluency practice of the language used in the
unit so far.
Step 1 Tel l students individually to read the questions
n A and think about what they want to say, give then
hree min utes to do this. Tell them to try to use the past
con " nuou s and to refer to C in Grammarfor some ideas.
Mon'wr and help out with ideas and langu age.
Step 2 When students are ready, put them in groups of
fo u r or f ive to dis cu ss the questions. Monitor and correct
any language probl ems. Conduct brief feedback .
126 OUTCOMES
II1II pp.124-125
Next class Make photocop ies of
16B p. 175.
SPEAKING
Aim
To provide fluency practice in talking about promises.
Step 1 Write the two quotes on the board (Prom ise little,
do a lo t and It's better to break a prom ise than never make
one) and check understand ing: promise = say to someone
you will definitely do it. Elicit ideas on what the two
sentence s mean, e.g. it's better to do th ings t h an make
promises, It's good to make promises but don't w o rry ifyou
don't do them. Then ask them which of the two ideas they
prefer. In pair s tell students to discuss the two questions.
I on i or and correct any language problems. Conduct
br ie" "eed ba ck.
GRAMMAR will / won 't for prom ises
Aim
To present and practise the use of will / won't when we
make promises.
Step 1 Ce: students·o re ad the explanation box and check
urcers- ano ' ng: What do we say w hen we make promises?
•.
:.9r ~ . hat do we so m etimes add? (i prom ise). Put
s:ucer:s '" aa 'rs a d tell t he m to make promises using
:.or ~ and '(he ideas i n A. Monitor and help with
anoJage :xoblems. Che ck ideas in open class.
An sw ers
ca I later, I promise.
2 won't tell anyone , I promise.
3 I'll try harder, I promise.
4 I von't be late, I promise.
5 won't make a mess, I promise.
6 I'll tell you when I hear more news, I promise.
St ep 2 Ge t students to read the explanation box
and che ck understanding: What do we say as a short
response when we promise something? (I will I I won't).
Tel l st ud ents to individually read the statement s 1-6 in B
and t hink about how to answer, give them two minutes
to do this.
Step 3 Put students in pairs and tell them to take turns
to say and respond to the statements in exercise B. Model
the activity with a strong student in open class . Monitor
and correct any language problems. Check answers in
open class.

Answers
1 'won't
2 'will
3 'will
4 I won't
5 1will
6 I won't
Direct students to the grammar reference on page 165 if
they still seem unsure.
READING
Aim
To develop reading skills for general and detailed
information.
Step 1 Ask students if they ever re ad poe t ry, or if they have
any favourite poets or poems. Tell student s they are going
to read some short poems based on prom i ses. Tell students
to individually read the poems and match them to one of
the titles in A. Then tell them to ma tch the bold words in
the poem w ith the meanings i n B. Check answers.
Note Ch eck the answers for the words only at this stage,
they w ill discuss the i r choices for titles later.
Answers
1 double
2letgo
3 encourag e
4 fade
5 slip up
6 tend
7 weeds
8 remain
9 trust
Step 2 Put students in pairs to exp lain thei r choices of title
and agree on the same ones, tell them to decide who is
mak i ng the promises and who to.
Step 3 Then put students into groups offour or five and
see if they all agree on the same things in exercise C
and discuss the questions in D. Monitor and correct any
problems with language.
Suggested answers
1Newborn-aparenttoanewchild
2 Breakin g up - a coup le where one partner is talking to
the other
3 In m emory - a husband or wife talkin g to their
partner who has died
4 A threat kept - a friend tal king to another friend
---- --------
---- -- ----
SPEAKING
Aim
To provide fluency practice of the language used in the
unit so far.
Step 1 Tell students to read t he questions in A an d t o
think about what they want to say. When students are
ready, put them into groups offour or fi ve to discuss their
opinions. Monitor and take notes on thei r use of co rre ct
and incorrect la ng uage. Co nd uct brief f eed back on thei r
opinions about the ideas, and their use of language noted
wh il e monitoring.
Step 2 In pairs tell st ud ents to th in k of pr omises or threats
t hat the peop le in B might m ake . Monitor and help \Vith
ideas and language. Put two pa i rs togethe r and get hem
to share thei r ideas. Co ndu ct feedback in o pen class.
Suggested answers
a couple who are in love = 1'1/ love you fore ver, f'II always
trust you
a child to a parent = 1'1/ respect you, I won 't eat my
vegetab les
a student to a teacher = 1'1/ do my homework, I on =oe
late for class
a teacher = f'II encourage you to do better, f'II mart( jour
homework on time
a boss = f'II doub le your sa lary ifyou work ha rder, ,
respect your opinion
a politician = 1'1/ do my best for the country, 1'1/ reduce
taxes
Step 3 Tell studen t s t o ind iv idually choose one o""t e
situations in B, or choose their own ideas, an d w(-e a 5'10 _
poem using t he pattern of one of the poem s they reaG
Monitor and help out with any ideas or language. r Da rs
they read their poems t o each other. Then get st uae r :5 - 0
read out their poems to the cl ass and vote for the ~eS: one.
Tip Yo u could get st udents to do this for home or and
bring as a starter to the next cl ass .
168 see Teacher 's notes p. 143.
16 LOVE 127

REVIEW
CONVERSATION PRACTICE &
ACTOR DRAW
For aims and suggested procedures see Review 0 1
pp. 28-29.
-----
--
----
--
--
------
QUIZ
For aims and suggested procedure see Review 01
pp. 28-29.
Answers
1 The opposite of advantage is disadvantage.
2 Musical instruments: pi an o, gu itar, flute, etc.
3 You might have a date with someone you like
roma ntica 11y.
4 You have appointments with professional people, e.g.
doctor, dentist, accountant.
5 You say 'what a shame' to express sympathy or
disa ppoi ntment.
6 Cou ples break up because they don't get on anymore
or they have argued.
7 Your in-law's are your wife 's or husband 's parents.
8 In a nightclub you dance, drink, be with friends.
9 To accept an offer you can say, Yes, thanks.
10 You replace a battery when it has run out.
11 A computer has a keyboard .
12 If something is complicated it means it is difficult.
13 You can download music, films, podcasts from the
Internet.
14 You can encourage someone by saying: You can do it!
Go on! You're doing well! etc.
15 Clothes, e .g.jeans, photographs, colours, light and
memories can all fade.
FAST WRITER
For aims and suggested procedure see Rev iew 01
pp. 28- 29.
--------
COLLOCATIONS
Fo r a ms and suggested procedure see Review 06
pp. 100-101
128 OUTCOMES
-------
PRONUNCIATION Word stress
Aim
To revise and practise word stress.
Step 1 Get students to read the exp lanatio n box, or read it
out to them. Play the recording and get students to repeat
thewordsandmakesuretheyuseaweak/a/or/I/for
the unstressed sounds.
~RS.l
forget
ma chine
target
protect
re move
ma rriage
power
method
-
-
-
-----------
Step 2 Put the students into pairs and tell them to take
turns to try and say t he \ ord s in B. Play the recording and
get students to chec in ·he audioscript on page 183. Then
get them to liste n aga i ll and repeat the words.
~ RS.2 and Answers
1 threaten
2 re main
3 developmen
4 effe ive
5 ad van- age
6 diary
7 document
8 negotia e
Step 4 Put stude nts in pairs and get them to practise
say ing the sente nces in D and de cide who has good
pron unciation and which sounds are difficult for them.
Con duct f eedback on the sounds they found difficu lt.
Note Listening and the rest of the review unit could be
us ed as a progress test. The suggested scores are given
below each exercise. Alternatively, these exercises could be
done in pairs or individually then checked in pairs, or you
could put students in teams and conduct them as a quiz
/ competition. If students need help, you can direct them
to the relevant pages of the grammar reference or the
Vocabulary Bu ilder.

LISTENING
Aim
To give practice in listening for gist and detail.
Answers
1 a false b false
2 atrue bfalse
'5 R8.3
Conversation 1
3 a false b false
4 afalse btrue
A: What's that burn i ng sme ll?
B: It's the hairdryer. It just has some dust or dirt in it. It
sometimes has that sme ll, b ut t hen the smell goes.
A: Really? Are you sure it's safe?
B: Yes, it's fine. I don't need a new one.
Conversation 2
C: Do you know anything about computers ?
0: A bit. Why?
C: My laptop is qUite slow and it always has a proble m
when I use this software.
0: I don't know. Maybe you have a vi rus or you don't
have enough memory for the program .
C: Maybe I need a new computer. Can you recommend
anything?
0: Not really.
Conversation 3
E: Did I tell you Jack and Gay le are thinking of moving?
F: Really? How long have t hey been there?
E: Not long. They only got marr ied last year, but they're
thinking of having a baby.
F: Right. Do you know where they're going to move to?
E: Not far. They just want somethi ng bigger.
Conversation 4
G: Did I tell you Rebecca's pregnant?
H: No. Really? I thought she and Clive were breaking up!
G: No! They're f i ne. They had a big argument a few
months ago, b ut they' re getting on f i ne now.
H: Obviously! 50 when is the baby due?
G: Next March.
H: Wow, that's great news.
GRAMMAR
Answers
Exercise A
1am
2 was
3 were
Exercise B
4 are
5 are
6 was
1 I can 't run very quickly because I have a bad leg.
2 He works too hard.
3 Can you swim wel l?
4 I didn't do badly in myexam.
5 We arrived early 50 that we could get a seat.
6 It only worked successfully for a while.
Exercise C
1 were
2 late
3 wasn't
4 getting
5 won't
6be
Direct stu dents to the grammar reference on page ::'65 i
they find th is difficult.
NOUNS
Answers
1 anniversary
2 sight
3 influence
4 email
COLLOCATIONS
Answers
1 receive
2 promise
3 plant
4 move
VOCABULARY
I Answers
I 1 threatened, go
I 2 trust, broken
5 link
6 diary
7 method
8 brand
5 slip up
6 press
7 join
8 approve
3 argued , d ishwasher
4 turn , plug
08 REVIEW 129

n his section we will look at two broad reasons for writing in
a 'orei gn language: to practise and play, and for the real world.
Ne exp lain what we mean by them and how they may differ
in teac hing, tasks and feedback.
Practice and play The first reason for writing in a foreign
lan guage is simply to practise new language, experiment and
lea rn more English. Writing may have significant benefits f or
stude nts learning English. In contrast to speak ing, students
have time to plan what they want to say; they can look words
up in a dictionary, they can check and re -write grammar and
they may be more able to notice how English works. - hat
might then give benefits in terms of t heir overa ll competence
in English .
Writing for the purpose of practice and play does 0 - Gese~o
on any particular genre or standard organisation in r ~ ng
it could be short sentences, paragraphs, dialogues, etc. ;·:
could be about anything the student wants or it cou ld be Cl
theme the tea cher chooses; it could be ran dom con neu·ors c '=
sentences - true or imagined. Some grammar and vocabu a~.
tasks i n the Student's book are of this nature, with st ude',-s
having to complete sen tences using their own ide as. Be lo ..
are some more tasks. The ideas focus on revising language,
but it doesn 't have to be so. Here are some ideas your
students could try:
Write a diary about your day, trying to include new words or
structures that you've learnt .
Write f ive lines of English every day about anything you like.
Write a poem or story usi ng a new word you've le arnt.
Write a conversation based on one you had with someone
during the class.
Write an imagined conversation with someone you know
based on a topic you've studied.
As these kinds of writing tasks are unconnected to any
particula r genre, they require no 'teaching' or preparat ion,
and can be set at any time. In terms offeedback,you may
wa nt to simply write a personal response to what the student
wrote su ch as, Thi s rea lly made me laugh or That's interes t ing.
Alternatively, you could engage in a dialogue with the student
by aski ng them genuine questions, whi ch they answer in
writing . You may want to correct aspe cts of the key stru ct ure
or words that they practised, or use common erro rs from
different students as a way to re -teac h language in class .
However, we feel correction should be kept to a minimum
with these kinds of texts. The aim isn't assessment: it is to
encourage students, to engage with them and get them to
play with lang uage. Students at this level can o nly deal with
'simp le, straightforward information'.
130 OUTCOMES
For the real world The second broad reason for wr iting
is that students need to write a specific kind of text f or
an assess ment or for a 'real life' task su ch as sending an
email . These texts are ge neric in some way. They often have
specific vocabulary (includin g large chunks or expressions) or
grammar connected with them. They also have rules about
the way they are presented, how they are paragraphed and
ordered, and other aspe cts of discourse. The problem for
·oreign lea rners of English is that these rules of discourse
m·gh· be d ifferent in their languages. Unlike speaking, where
s-eners might ac cept erro rs because they can see other
: n 'lgs 1:0 help in terpret the message, with writing a reader
""'3J misunderstand a message or even be offended when the
'~ es or convention s of a genre are broken. For th is reason,
5Ludents need careful preparat ion for writing such texts, and
""eedback should be more thorough.
- he writing units in the Stu dent's book aim to provide this
careful preparation . They are based on genres commonly
~ested in international exams such as KET or on functional
ri t ing tasks we may perform at work or when studyin g in an
:: ngli sh-speaking context.
WHAT'S IN OUTCOMESWRITING UNITS?
Each dou ble-page sp rea d teaches a different style of writing.
You can follow them in any order or do them afte r every two
u'lits in the main Student's book. The units contain:
Speaking The units aim to be interactive. Speaking activities
orovide a warmer, relate to the topic, discuss the text types or
may be part of planning for writing.
Writin g The writing sections present model texts . While the re
may be some basic comprehens ion questions around these,
. he main focus is noticing useful language for the genre and
how the texts are organised.
Key words This section focuses on words / expressions which
link sente nces and cl ause s and give texts coherence. They
follow a similar pattern to grammar exer cises, with a short
explanat ion or guided questions and a controlled practice.
Vocabulary and grammar There are often short grammar
or vocabu lary sections ifthere is a close relation to the text
type. Note there's no link to the grammar reference or the
Vocabulary Builder.

Practice This is a task for students to write a similar kind
of text to the one they looked at in Writing and t ry to
inco rporate some of the othe r lang uage t hey have lea rn t in
the unit. This section can be set as homewo rk or be done in
cl ass . Do in g the pract ice in cl ass ca n be interactive, particul ar ly
if using a 'process writing' approach.
Process writing
Pr ocess writing approa ches focus on the fact that good
vri ters often go through several stages to produce a good
oie ce of writing. They may:
•
brainstorm ideas
•
write a plan
•
write a draft
•
discuss thei r draft with someone
•
write a second draft
•
put it through a spell-checker
•
have corrections made by someone
•
write the final draft
Obviously, we don't always go through t hese stages when we
w rite, but in the case of our stud ents, hav in g different sages
and allowing for more than on e draft gives more opportun ity
for teaching and learning. In f act, brains t ormin g and pl an nin g
stages are often inc luded in Practice or at some other stage of
t he lesson . However, there is no reason why any of the stages
above shou ldn't be done in pairs in class. Another way you
mi ght want to incorporate a process approach is to give the
Practice task for homeworkbefore they do theactual writing
le sson. They then re-write their work in light of what they learn.
Marking and feedback
There are a number of options available to teachers to mark
and give feedback on students' writing.
Using symbols You can mark ess ays using symbols above the
inapp ropriate word or grammar. Here are some examples :
•
t = wrong tense
•
wf = wrong word form (e.g . noun not adjective)
•
col = wrong collocat ion (e.g. the noun is the right meaning
but doesn't go with the verb)
•
voc = you have the wrong word (it makes no sense here)
•
prep = you need a different preposition
•
pi = plural is wro ng or should be plural
•
sp = wrong spelling
•
wo = the word order is wrong
•
art = the article is wrong or absent
Th e idea of doing this is to make students notice their errors and
try to find answers . You co uld do this as a pair activity in class. It
may help them to become more aware of their common errors
and edit their own work more carefully. The difficulty is that
m istakes don't fit neatly into categories and students may still
get the language wrong. You should mark the text again .
Re-formulation You may simply want to cross out and
re write thi ngs that are 'wrong' in the text. This may have the
advantage of teach i ng students the correct language (though
note they may stil l be unc lear why it was wrong). It may also
be ti me-co ns umin g fo r yo u and demoralising for students if
they see lots of crossing out.
In th is case - and indeed with all cases of teacher f ee dback-
yo u need t o st ri ke a balance . At Elementary, don't ex pect
acc u racy. Students should be able to dea l with a very basi c
set of text types, and be aware of i nformal and formal
registers. Students shou ld be able to structure very basi c
writing texts.
Content and structure Whe n you m ark the t ext s you could
ignore 'grammar' and individual vocabulary m istakes and
focus only o n whether the writing answers the quest ion and
is organ ised well. You simply write comments on he wri in g
or at the end. This is often quicker for you, the teac her.
Marking this way trains students to appreciate the
i m porta nce of these aspects of writi ng over basic 'accuracy'.
Rea ders i n fact will often ignore mistakes if the overa I
stru ct ure of the text is clear and the content is re levarI.
logi cal and / or i nteresting.
However, student s will wa nt to know if thei r writing is correct
unless you clearly warn the m be f orehand that you'll 0
uea l
with content and structure.
Peer correction Stud ents can also give feedbac k. Ge I nerrJ
to read each other's w riting and evaluate the t ex t s anu or
suggest changes. To do this t hey really need a ' mark scheme ',
this could be a list of statements t hey tick or ada pt such as :
•
Ienjoyed th is.
•
I wanted to know more about .. .
•
I didn 't understand the bit about .. .
•
You used some words / grammar I didn't kno w how to use.
Another way is to give them marking criteria fro m an
established source such as the KET exam. Chec k t hey're no'
too difficult for your students.
The advantage of peer correction is t hat it's interact ive and
based on genuine readers' responses . It's also easy on - he
t eacher! However, it is not so good for dealing wi h language -
apart from genera l statements - as students may nOl rust
each other's judgement - often with good reason ! howeve r, it
is a useful stage and may save you time by reduc i ng mis ak es
or in consistencies before you come to m ark the texts .
WRITI NG AN 0 PORTFOLIOS
Whichever way you choose to correct the students' texts, we
suggest you get students to re- write them . This would
guarantee that the students focus on their errors and produ ce
an improved text which they co uld then keep in a portfolio.
Portfolios of work are recommended by the CEF and can
provide evidence of the students ' progress and level.
AN INTRODUCTION TO WRITING IN OUTCOMES 131

01 FORMS
VOCABULARY Co mmon questions
Answers A
1 what's your first name?
2 what's your surname?
3 do you have a middle name?
4 where a re you from?
5 where do you live?
6 what's your telephone number?
7 when were you born?
WRITING Co mpleting forms
I Answers A
SURNAME: Abbott
FIRST NAME : David
MIDDLE NAME: Sebastian
GENDER: male
NATIONALITY: Canadian
DATE OF BIRTH: 4/10/1 980
ADDRESS: 25 Cook Street, Dublin
TELEPHONE NUMBER: 07791-773-119
VOCABULARY Nationalities
Answers A
Country: Ca nada , Scotla nd, Austra lia, Tha ila nd, Ja pa n,
Italy, Poland, Spain, Mexico, Egypt
Nationality: American, Irish, Indian, Engl ish, Chinese,
French, German, Russian, Brazilian, Turkish
132 OUTCOMES
Answers B
1 Brazilian footballers
2 Japanese women in kimonos
3 Italian food (pi zza )
4 Chinese writing
5 Germa n car (Mercedes-Benz)
6Scottishman-na i-
7 Russ ian fol oanc-ng
8 Frenc h breaG
02 PEN FRIENDS
WRITI NG Looking for a pen friend
Answers A
1 first
2 full
3 usual ly
4 foreign
5 student
6 part-ti me
7 meeting
8 playing
9 brothers
10 parents
KEY WORDS FOR WRITING and
Answers A
1 I play volleyba ll and golf.
I
2 Bangkok is really crowded and polluted.
3 Ilike reading, learning languages and computers.
I
4 My brother lives in Dubai and my siste r lives in Istanbul .
5 I live with my mum, dad, sister, aunt and grandmother.

03 CARDS
SPEAKING
Tip Check un derstand ing: a get we ll soon card = a card you
send it to someone who is sick / ill.
Answe rs A
1 a wedding card
2 a Mother's Day card
3 a Christmas card
4 a Valentine card
5 abirthdaycard
6 a get well soon card
L-- ____________________________________~
VOCABULARY Beginning and ending cards
IAnswersA
1 Dear
2 Best
13 "d
4 love
5 best
KEY WORDS OF WRITING hope
I
Answers A
Id
I2c
3f
4b
5a
6e
Suggested answers B
1 Maybe the person wants togo to a restaurant.
Yes, or maybe they want to go to dancing.
2 Maybe there is bad weather.
Yes, or maybe the public transport is not wo rki ng
today.
3 M aybe the person is giving a present.
Yes, or maybe the person is cooking someth ing,
4 Maybe they are talking about a football match.
Yes. Or maybe they are talking about a water polo
game.
S Maybe they are waiting to see the doctor.
Yes, or maybe they are on public transport and there
is a delay.
WRITING LESSONS 1- 8
04 MAKING ARRANGEMENTS
WRITING
Answers A
1 what
2 where
3 four
4 that
5me
Answers B
1 near
2on
3 from
4 easy
5 can
Answers C
a Bedford Road
b the station
c Clarendo n 5treet
d cafe blue
GRAMMAR The present simple to t alk
about the future
Answe rs A
1 doyoufinish
2is
3 don't sta rt
4 leave s
5 doesn't open
6 arrives
7 closes
8 ends
KEY WORDS FOR WRITI NG wh ich
Answers A
1 I work in Leeds , which is about 30 kilometres from my
house.
2 I come from Gabon, which is in centra l Africa.
3 The party is in Menteng, which is in t he centre of the
city.
4 There's an Italian restaurant near the ci nema , which
does really good pizza.
S I want to see a film called Departures, wh ich starts at
eight.
WRITING LESS ONS1-8 133

I WRmNG l ESSONS 1-8
05 VI SITING FRIENDS
S\'{ers A
:: :8'.\er
e oeach
: vaterfal l
g castle
h mo sque
i lake
WRITING 1 Arranging to visit a friend
Answers A
1 planning
2 like
3 Can
4 when
5 where
6 while
Answers B
Hi-
I'm planning to come to ..
I'd like to visit you in .. ., if possib le
Can you send me an email to ..
If an d when I can visit.
Also, where else do you think I should go wh il e I'm i n ...
...
goi ng to stay for about th ree weeks
Best,
WRITING 2 Making recommendatio n s
Answers A
1 really pleased
2 you like
3 OK with you
4 it depends
5 you p refer
6 the weather's nice
KEY WORDS FOR WRITING if
Answers A
Id2e3c4b5a
Answers C
1 like
2 possible
3 necessary
1
4 weather
.
5OK
134 OUTCOMES
06 DESCRIBING FOOD
WRITING Food from my country
Answers A
1 typical
2 healthy
3 red
4 grill
5 pork
6 pasta
7 heard
8 share
KEY WORDS FOR WRITING
e ven though ...
Answers B
1 I got the job, even though I didn't have any
experience.
2 I got a job in Japan, even though I don't speak any
Japanese .
3 Even though I didn't study, I passed my exam.
4 Even though I'm not very good at cook i ng, I love it.
5 They're going to move to Italy, even though they don't
speak Italian and they haven't got any work there.

07 DESCRIBING PHOTOS
WRITING
Answers A
1 her tail , cheer up, cute
2 protected, forest, wolves
KEY WORDS FOR WRITING so
Answers A
Text 1: I'm f eeling a lot better now so I might go back to
schoo l ..
Text 2: I live in Vancouver so we often go the re; ... a
warm day, so we didn't get cold
50 to mean very: so wet
Answers B
1 I look so strange in this phot o.
2 It was his birthday, so I m ade him a cake.
3 Itrained alot, so wespent mostoftheholiday
indoors.
4 I was so happy w hen I opened the present.
5 You can 't see he r very well in the photo because it
was so dark.
6 We missed our plane, so we had to wait in the airport
for six hours.
Answers C
I 1 You look so young there!
2 It snowed, so we didn't go.
3 I wanted to show you my dog, so I took a photo.
4 You look so bored. Were you?
GRAMMAR Linking verbs
Answers A
1 looks bored
2 tasted horrible
3 got really cold
4 seemed nice
5 look stupid
6 sounded great
I
WRITING LESSONS 1-8
08 TEXT MESSAGES AND NOTES
VOCABULARY Texting
Answers A
1 I'm eighteen.
2 See you later today.
3 Are you OK?
4 Anyon e there yet?
5 Thanks for your help.
6 Just arrived. Great to be here l
Answers B
1cu2moro/morrow
2 rufreenow?
3canub/behereasap
4 on my way. need nething?
WRITING
Answe rs A
1j
2b
3a
4c
5g
6h
IUL8~9 .
10~
------------------
----
- --- --- ---
GRAMMAR Notes and missing w o rd s
I Answers A
j Thanks for t he present. It's great, but (i t's) too m uch !
b Do you wa nt to meet for lunch?
a That's a good idea. See you at twelve.
c I've gone to lunch.
Answers B
1 Melissa phoned. Going to be late .
2 Can you go to shops? Need milk and packet of pa sta.
3 Had to go out. Dinner in fridge. Heat up in microwav e.
WRITING LESSONS 1-8 135

TEACHER'S NOTES
lA WHAT'S MY JOB?
Aim
To consolidate vocabulary related to jobs.
Before class
Ma ke one copy for each student.
In class
A To introduce the activity tell students you are thinking of
a job (e.g . doctor) and they should guess what job it is by
asking questions about where you work. Elicit questions
t hey can ask, e.g . 00 you work in an office? 00 you work
in a hospital? etc.
B Put students in AB pairs and hand out the worksheet.
Tell them to take turns asking each other questions
using the present simple and t o guess what each other's
job is.
C Extend the activity by getting a volunteer to sit in front
of the board. Write a different job on the board, (e.g.
journalist) on the board and tell the student to ask the
rest of the class questions to f ind out the job on the
board (make sure the student sitting doesn't turn round
to look at the word). Then change volunteers and repeat.
18 INTERVIEWS
Aim
To provide further practice of asking and answering
questions in the present simple.
Before class
Make one copy for each st udent.
In class
A Introduce the activity by putting the answer to the .c · rs -
question on the board, e.g . at 8 o'cloc k and 5 o'clock and
el icit the question (What time do you start and finish
work?). Tell the students they are goi ng to interview two
other students in the class. Hand out the phot ocop ies.
B Tell students to stand up and in t erview two oth er
stude nts in class and to write the students' names and
make notes on their answers. When they hav e finish ed,
put them in groups of three to tell each other what they
found o ut, e.g. Ale x starts work at 9 and fin ishes at 6.
C Extend the activity by getting students to wr ite
sentences about one of the students they interviewed
without writing the name on a separate piece of paper.
Then collect the pie ces of paper in and redistribute them
around theclass.Askeach studenttopick one and read
it out,theother studentsguesswhoitis.
136 OUTCOMES
2A FIND SOMEONE WHO ...
Aim
To practise asking and answering questions using verb
forms.
Before class
Make one copy for each st udent.
In class
A To introduce the act ivity write the first example on the
board and el icit t he que st ion form, 00 you like playing
computer games! Tell students 1:0 write questions for all the
statements and co mplete 7 and 8 with the ir own ideas.
B Demonstrate the activity by ask i ng a stu dent the first
question, if they say yes , write the ir name on the sheet, if
they say no, ask another s~ u oenc u nti l one of them says
yes. Tell students they have "0 s and up and ask people
question s until they "in d so m eone who an sw ers yes.
They write the pe rso n's nam e next to t he phrase.
C Tell t hem to move roun a as i ng different students until
t hey have fou nd SOf'1 eo e for ea ch question.
D Extend the au'v by getting students to fo rm groups
ofthree -0 COrT'oare heir answers.
28 THINGS IN THE CLASSROOM
Aim
To recycle vocabulary related to things in the classroom.
Before cl ass
',',3 e o ne copy for each pair of students.
In class
A Tell st udents they're going to do a crossword in pairs .
Explain t ha t they have to find the words using the clues
and the words can go across or down.
B Han d out the photocopy and tell them to do the
cro ssword in pairs. Get fast finishers to help each other.
C Extend the activity by getting students to write two
defi nitions of a vocabulary word from the unit and
giving them to their partner to guess.
Answers
Across
3 tissue
6 dictionary
7 rubber
10 pen
Down
1 window
2 seat
4 scissors
5 board
8 blind
9 ruler
_________ ___________ J

3A SPOT THE DIFFERENCE
Aim
To revise prepositions of place.
Be fore class
Make enough copies of Picture A for half the class and
enough copies of Picture B for the other half.
In class
A Introduce the activity by showing it to the students and
ask them what you have to do, e.g . find differences.
B Put student s in pairs and tell them not to show their
picture to their partner. Tell them they have to describe
the picture to each other using There is + bu ilding +
preposit ion of place. Put this on the board .
C When ready they descr ibe their pictures to each other
and find eight d ifferences. The first pair to finish are the
winners. Tell them to wr ite the eight differences. Tell
them to try and use a different prepo sition of pl ace to
describe each difference. Check answers in open class.
Answers
Pict ure A
1 The bank is opposite the post office.
2 The cinema is next to the supermarket.
3 The cinema is on the right of the shoe shop.
4 The big department store is on the corner.
Picture B
5 The cinema is opposite the Internet cafe.
6 The department store is on the right of the
supermarket.
7 The restaurant is on the corner.
8 The supermarket is next to the Internet cafe.
3B WORDS THAT GO TOGETHER
Aim
To recycle collocations.
Before class
Make one copy for each pair of students.
In class
A Introduce t he activ ity by writing the followi ng sentence
on the board, ! hardly ever __my a larm clock to get up
i n the morning. Elicit the miss i ng verb: set. Tell students
to i ndividually complete the sentences using verbs o r
nouns from Vocabula ry Co llocations, and t hat they have
the answers for their partner.
B When they have finished, tell them to read their answers
to their partner who marks and corrects them. When
they have finished, check answers in open class.
Answers
Student A 1 puts on 2 turn ... up 3 towel 4 washes
Student B 1 sink
2 share
3 cut 4 cupboard
~----------------------- --------------~
4A HOLIDAYS AROUND THE WORLD
Aim
To revise months and dates.
Before class
Make one copy fo r each pair of stud ents .
In class
A Introduce the activity by asking stu dents what
important hol idays they know. Chec k that they know
how to say the dates correctly e.g. 21 December = th e
twenty-first of December. Tell them t hey are going to
complete holidays around the world with ' he date and
the country in pairs.
B Put them in AB pairs and give each studen ar A or B
photocopy. Give them a couple of min utes 0 prac ise
saying the dates and countries.
C Tell them to complete the missing informat 'on on their
handout by listening to thei r partner. Their pa'1ner reads
the information at the bottom of their handou - a"d he
other student listens and completes. The n they c ange
roles. Monitor and make sure they are say ing : re da es
correctly. The first pair to finish is the winner. Note: ~or
a complete set of answers,look at Stud ent A arc g cards,
page 150)
4B BOARD QUIZ
Aim
To practise questions in the past simple.
Before class
Make one copy for each group of th ree or four 5 t.: cen~s.
You'll also need dice and counters for eac h grolJc.
In class
A Put students in groups of three / four and g ' 'e each
group a photocopy of the grid and t he ques io s. Te ll
them to choose a different counter and to ta . e ', in
turns t o throw the dice and move th eir COlJr:er the
number of squa res on the dice. If the sq uare' hey land
on says ask, they choose a studen t in the group and ask
the question with the number in the sq are . If hey land
on answer, another student asks the m he question with
the number in the square .
B Tell them that they get a point if their answer is
grammatically correct . Tell the othe r students t o ask
two mo re questions each time. If t heir que st io ns are
grammatically co rrect, they g et a point too. The n they
play the game. The first per son to reach the fini sh in
each group ends the game. The student with the most
pOints is the winner.
TEACHER'S NOTES 137

TEACHER'S NOTES
5A WHAT AM I DOING?
Aim
To give practice in the present continuous.
Befo re class
'ta e on e copy fo r each group of three / four students and
cut t he activities into one set.
In class
A Introduce the activity by miming an action, e.g. studying
and ask students What am I do ing? Get students to
ask questions about what you are doing, e.g. Are you
reading? Answer using, No, I'm not or Yes, I am. Give the
card to the students who guessed correctly. Dr ill t he
question forms and short answers .
B Put students in groups of th ree or four and give them
a set of the cards. Tell them to take it in turns to take
a card and mime the action. The other students ask
questions, and the student miming the activity answers
with short answers. They give the card to the student
who guessed correctly. They play until the cards are
finished. The winner is the student with the most cards.
58 WHICH FLOOR IS IT ON?
Aim
To revi se vocabulary relat ed to department stores.
Before class
Make enough copies of picture A for half the class and
enough copies of picture B for the other half.
In class
A Introduce the activity by asking students where thin gs
are in the school e.g. Where are the to ilets? On every
floor. Drill the questions for singular and plu ra l nouns
and the answers.
B Put students in pairs and give each an A or B. Tell hem
they have to find which floor t he it ems in the box are
on the floor pia n ofthe depa rtment store by as ing
each other questions, but tell t hem they are no- all owed
to show their partner the i r pict ure. W hen t hey have
finished they compare the i r f loor plans.
Answers
Basement Kitchen and Bathroom Accessor ie s & Toilets
Ground floor Accessories & Beauty products
First floor Menswear & Sports
Second f loor Womenswear & Beauty Sa lon
Third floor Children's We ar & Toys
Fo urth f loor Computing and Gaming & The cafe
Fifth fl oo r Ho me Entertainment & Restaurant
138 OUTCOMES
6A WORDSEARCH
Aim
To consolidate vocabulary related to adjectives, subjects
and languages.
Before class
Make one copy f or each pai r of students. Make a large copy
ofthe wordsearc h to use on the board for feedback .
In class
A Explain to students they are going to do a wordsearch .
They should fi nd nin e w ords. Words go across or down.
B Put students in pairs , an d give out the wordsearch. Give
them a time li mit offo ur minutes. The first pa i r to find
all nine are the winners. Then t el l them to complete the
sentences usin g t he words from the wordsearch.
C Conduct feedback in open class and check they have
capita l letters for the langu ages .
FN~M 'lNM TA'B'1
IBHI IN AAROB
NPIRTSTSARF
N0SAERHKBIN
INTERE~STING)
SIOTARPNCGI
HTRTTluRKISH)
NFY)TUIKSTMNR
(IMP0RTANTGN
GLRRWLU0NSS
TI EEBFIBTN0
An swers
:. 'n "ereSting
2 irT'po an t
3 bOrin g
4 maths
5 Iiteratu re
6 history
7 Arabic
8 Turkish
9 Finnish
68 WHAT'S THE RIGHT ORDER?
Aim
To practise writing statements in the present simple.
Before class
Make one copy of the card set per group of three / four.
Cut them up and place them in piles on your desk.
In class
A Introduce the activity by putting the fo llowing sentence
on the board and elicit the correct order: Ifind / than
Thai / Chinese / more difficu lt (I find Chinese more
difficult than Thai).
B Divide the class into groups of three / four. Put their sets
of sentences on the table in front of you.
C Nominate a runner in ea ch group. The runner comes to
the teacher's desk and gets a mixed up sentence from
you . They take it back to their group and they have to
re-write it in the correct order, then they come back and

get another strip. Only let t hem take one sentence at a
time. The fi rst gro up to finish sho uts 'stop'. They read out
their sentences and as a class check they are all correct.
r-------- ------ ----
Answers
I
1 My teacher this year is better than the previous one.
2 My son gets higher grades now because he studies
every evening.
I 3 Laura is faste r than me at reading the books on our
Iite ratu re cou rse.
I 4 The French course is getting more difficult than last year.
5 Paul's new computer was more expensive than the
I last one.
6 My English is getting worse, I need to practise every day.
1
7 Juan is more helpful when working in pairs than last
term.
l 8 The weather this week is worse than it was last we~
7A FAMILY MEMBERS
Aim
To provide practice of talking about family members.
Before class
Make enough copies so that each student has an A or B
picture.
In class
A El icit what family members the student s can remembe r.
Give each pair a copy of picture A or B. Tell students
to imagine names, ages and family relations for each
person in thei r picture. Give them some time to do
this and tell them they can take notes, if they want to.
M o nitor and help with any language problems.
B Demonstrate the activity by describing one of the
pictures. Put two pairs together. Tell them to take turns
to des cri be the ir picture. When they have finished,
they swap pictures and tell each other what they can
remember about the peop le.
-- --- -----------
78 RULES IN THE FAMILY
Aim
To revise have to / don't have to.
Before class
Make one copy for each pair of students.
In class
A Introdu ce the activity by asking the students w hat
things they have to do at work and at home and write
an example of have to and has to on the board. Then
divide the sentence into three, e.g . My sister / has to /
work a lot th is week, I/ have to / take the rubbish out
every night. Tell students they are going to read six
sentences that have been split into three sections and
they have to match them to make a complete sentence .
TEACHER'S NOTES
B Hand out the grid and put them in pairs to complete it.
M oni tor and help the weaker students with m atchi ng
the different parts. Get fast finishers to help each other.
~nswers
--
--
--
--
--
I My mum works all day and then she has to come
home and cook dinner.
2 I can stay later tonight, I don't have to be home at 10.
It's the weekend.
3 School's getting harder this year, we have to study for
the final exam.
4 It's not fair, my sister doesn't have to help out at home
now that she has a job.
5 Some parents don't have rules, the kids don't have to
do any housework. They're lucky!
6 I sometimes have to look after my sister's ch ildren .
C Extend the activity by getting stude nts in pa irs to make
their own grid for four statements of their ow . Then
they give it to anothe r pair to match.
8A THE RIGHT ORDER
Aim
To revise common activities with verb and noun
collocations.
Before class
Make one copy f or ea ch pair of students.
In class
A Introduce the activity by writing the fo llowin g on e
board: go fro a Ikwa in the park and elicit the cor rect
letter ord er for the two words not in the correc t letter
order = for, walk. Tell them they have to arrange the
letters in bold to make a common activity.
--- --
---
----
Answers
1 get a taxi home 2 do my maths homework 3 have a
romantic dinner with my boyfriend 4 go to a library to
get some books 5 write an email to my friend in the US
6 go fishing in the river 7 go for a run in the park near
my house 8 play football with my friends
B Extend the act ivity by getting students to write three
more jumbled sentences. They then give them to
another pair to uns cr amble. If t hey need help, direct
them to Vocabulary More common activities on page 58.
88 WHAT ARE YOU DOING AT THE
WEEKEND?
Aim
To revise be going to + verb for definite future plans.
Before class
Make one copy for each pair of students.
TEACHER'S NOTES 139

;
~~-
.
TEACHER'S NOTES
In class
A ~:' d ce ' he act ivity by asking the students what
:~e r Dlans ar e f or the weekend and why. Give your own
example firs t , e.g. I'm go ing to go to a restaurant, it's my
,:rend's birth day. Give the students a set of cards and tell
:~em to put them face down on the desk.
B Pu' stu dents in groups of three / four. Tell them they're
going t o play a memory game. Tell them to take turns to
a e a card an d say where they are going and why, and
pla ce the card face up on the desk. The next student has
o pi ck another card and say their plans and repeat the
previous student's plans e.g. I'm go ing to go to a cafe
and have a coffee and read the paper,you are go ing to go
shopp ing and buy some new shoes. The first student who
can remember all the plans is the winner.
9A PRESENT PERFECT CASINO
Aim
To revise the use of present perfect for experiences.
Before class
Make one copy for each group of three / four.
In class
A In troduce the activity by asking students w hat peop le
do at a casino, e.g . they play money on the rou lette. Te l
them we call this a bet and that they have to ma ke be-s
on each sentence by deciding if the senten ce is co rrect
or not. Give them 100 points to begin with.
B Put students in groups of three or four. Hand out the
photocopies and check that they understand the
instructions, e.g. tell them to read the first sentence, dec ide
if it's right or wrong and place a bet on it. Monitor and ch eck
that they know what to do. Then tell them to do the sam e
with the other sentences. Give them 100 pOints to start.
C Read ea ch answer one by one and get each group to ad d
or subtract pOints . The group with the most points wins.
Answers
1 Have you ever been to China?
2 correct
3 I've fallen off my bike twice this year.
4 We've never seen the Tower of London.
5 correct
6 Chris has won the lottery, but only no.
7 I've never stolen anything in my life .
8 correct
9B REALLY?
Aim
To consolidate adjectives to describe feelings and
experiences.
Before class
Make one copy for each student.
140 OUTCOMES
In class
A To introdu ce the activity write '__ is rea lly boring '
on the board. Ask 'In your opinion what is boring? Elicit
why. Write the quest io n on the board. Hand out the
photocopies and get students to complete it with their
own ideas.
B When they are ready, remind them of the quest io n on
the board and erase the adjective : In your opinion what
is __? Put students in pairs and tell them to ask ea ch
other the question for all five sentences and t o ask why.
C To extend the activity ask students to write one of
their sentences on a slip of paper. Col lect them in and
redistribute them to the class. Tell each student to read
their piece of paper and el ic it the question to find the
person, e.g . In your opin ion is surfing exc itin g? Then they
stand up and find the person who wrote it.
lOA BLOCKBUSTERS
Aim
To revise collocations with the topic of transport.
Before class
\'a eone copyfor each pair ofstudents.
In clas s
A n' roduce the activity by putting the following on t he
board: My bike broke down. Then erase letters so that
only the first letter is on the board : M BB D. Elicit how
- hey can explain the words e.g . My bicycle doesn't work.
B -and ou t the photocopies and put st udents in same
eaer pai rs. Te ll them they have expressions they need to
compl et e, and the answers for their partner. In pairs they
hink of how to explain or mime the expression without
usin g t he words. Monitor and help with ideas .
C Put stu dents into AB pairs. Student A says C.T B and
Studen t B has to explai n or mime. Student A has to
g ess and then write the exp ression , then they chang e
role s. Monitor and check that they know what to do. The
irs t pair to finish is the winner. (Note: for a complete
set of answers, loo k at both worksheet Student A and
Stu dent B page 162.) Conduct brief feedback.
lOB SUPERLATIVE BINGO
Aim
To consolidate superlative adjectives.
Before class
Makeenough copies so that each pair has aSet A. Bor C.
In class
A Ask students if they play bingo and what the rules are.
If necessary do a demonstration on the boa rd. Hand out
the photocopies. Tell them you are going to read some
sente nces that explain the statement on their cards, e.g .
Peop le don't feel safe to go out at night = It's the most

dangerous city. If they think the statement corresponds
to their sentence, t hey cross it out.
B Read out the sentences below at random and wait until
students have fo und the statement. If necessary read it
agai n (answers are i n brackets). The fi rst pair to cr oss out
all their sentences shouts, 'Bingo!', Ch eck their answers. If
they're right, they're the winners.
Sentences:
1 It took less time to get home. (It's the fastest way to
traveL)
2 Milan is a great city, better than others I've visited.
(The best place I've visited)
3 It costs less than the all the other hotels in the city.
(It's the cheapest place I've stayed in.)
4 I've never been to a city with so much crime. (It's the
most dangerous city.)
5 My flight from London to Auckland t ook 24 hours.
(It's the longest time I've spent on a plane .)
6 I can't understand how to work this mac h ine , it's
impossible. (It's the m ost di fficul t t hing to op er at e.)
7 Japan in spring is great , with all the cherry blossoms.
(The best time to visit)
8 I always have paella when I go to Va lencia.Th ey
really know how to ma ke it. (The best food in town)
9 The queues toget intothe Louvre were so long.
People really like the museum. (The most popular
place for tourists)
10 I've never had such bad service . (The worst experience)
11 Some parts of the city were built by the Romans,
they're so old! (The oldest monuments in the country)
12 I left the cinema after ten minutes, it was so dull.
(The most boring film)
13 Winter there is really cold and people don 't go out
much. (The worst time to vis it)
14 Compared to other parts of the country, more people
live there. (The most populated City)
15 Everyone celebrates Thanksgiving , all f ami l ies get
together. (The most important day)
16 I don't like working in August, the tempe ratu res are
so high. (The hottest time of the year)
11A WHAT'S THE WORD?
Aim
To consolidate vocabulary related to restaurants.
Before class
Make one copy for each student.
A Write restaurant on the board and elicit a definition,
e.g . It's a place where you go to eat. Hand out the
photocopies and tell students they have the definition in
bold for a word used in a restaurant.
B Put students in AB pairs and tell them to take it i n
turns to read their statement and their partner has to
guess the word. If they get it right they get a point . The
student with the most points is the winner. (Note: for a
TEACHER'S NOTES
complete set of answers, look at both w orksheet Student
A and St ud ent B page 164.) Conduct bri ef feedback in
open class.
118 ARE YOU HEALTHY?
Aim
To consolidate the use of quantifiers before nouns.
Before class
Make one copy for each student.
In class
A Introduce the activity by asking the stud en s w hat t hey
eat or drink to be healthy and how muc h, e.g . I drink a lot
of water, two litres a day Hand out t he phot oco py and
get students to read and check for un derst anding.
B Tell students they have to stand up and ask 0 ot her
students in theclass thequestions.Tellthem 0 u ealot
of, some, any, much, many and abit ofin their ar s verso
e Do brief feedback, and extend the act iv it y by ge:L n
students to write sentences about the t wo studen~s ~hey
intervi ewed using the quantif iers fro m Gram mar. =or
ex am ple, Maria doesn't dr ink much coffe e.
12A DOCTOR! DOCTOR!
Aim
To consolidate use of should / shouldn't to give advice.
Before class
Make one copy for each pair of students
In class
A Introduce the activity by writing a healt h orc s err 0 . he
board, e.g. Ibroke myfinger and elicit possib e so - 'on s,
e.g .you shou ld go the hospital,you sho uldn r rr.O ie L
B Put students in AB pairs and hand out t e pho- coa y. Tell
them they have to match the problem '0 I f--e solu:i n.
e Still in their pairs, ask students to wr ite t ne r oltm
solutions to the problems using sho uld / snoUlan '".l n
open class they decide which is t he bes< SOIU ion.
Answers
1c 2e
3d 4f
5b 6a
128 WHEN WAS THE LAST TIME?
Aim
To consolidate use of adjectives and verbs to describe
feelings.
Before class
Make one copy for each group offour students. You' ll need dice
or slips of paper w ith num bers 1-6 for students to pick from .
TEACHER ' S NOTES 141

TEACHER'S NOTES
In class
A Introduce the activity by telling students they are going
to play a board game and they wi ll need a different
counter each , e.g. a coin, a pen top, ete.
B Put students in groups of three or four. Hand out the
pho tocopy and tell them to take turns to throw the dice
and move the n umber of squares from the START square .
Tell them they have three options: answer the question,
miss a turn or go forward to another square. If they
lan d on a question, they have to answer it and the other
stude nts decide if it's correct or not. Mon itor and help if
there are any problems with deciding. The first student
to reach the FINISH square is the w i nner.
C Extend the activity by getting students to choose one
of the questions and write a short answer of about 20
wo rds. Then put the students in different groups and
they read their texts to each other. Their partners guess
which quest ion they answered.
13A WHAT'S THE WEATHER?
Aim
To revise expressions related to weather.
Before class
Make enough copies of Student A for half t he class and
enough copies of Student Bfor the other half.
In class
A To introduce t he activity, ask students what the weather is
like today and ask them to mime it. Ha nd out the photocopy,
and put students into pairs. Tell them to take turns to mime
the weather, their partner has to guess the word. Mon itor
and correct any language problems. Conduct brief feedback.
B To extend the activity put students in groups offour and
they each think of a season. The n they tell the others the
typical weathe r of the season in thei r country and the
others have to guess what the season is.
13B PASSIVES QUIZ
Aim
To revise the use of passives.
Be fore class
ake one copy for each group of three or four.
In cla ss
A mroduce the activity by telling students you're going to
as - hem two questions and they have to choose which
an s,':er they think is true. What do Pinocch io and Jonah
ra:e 'n common? = 7 They were both eaten by a wha le.
:correc:] or 2 They were both boys w ith long noses. Write
he answers on the board and ask students what the
'orm 0" he verb is = pass ive. Tell them they are going to
do a quiz where they have to use the passive .
B Put s udents in groups of three or four. Hand out the
photocop ies and check that they understa nd the
142 OUTCOMES
quest ions and the true answers. Tell students they
have to wr ite a false answer for each question, using a
passive . Mon itor and help with any language problems.
C Put two groups together and they take turns to rea d the
question and the two possible answers. The other group
has to decide which is the correct answer; if they get it
right they get a point . If not, the othe r team gets a po int.
The group with the most pOints is the winner.
14A WHAT'S THE ADJECTIVE?
Aim
To revise the use of adjectives to describe films, plays
and musicals.
Befo re class
Ma ke one copy for each pair.
In class
A Tell stude nts they're going to do a crossword in pai rs.
Expl ain that they have·o find the words using the clues
and the words ca n go across or down.
B Hand out the photocopy and tell them to do the
crosswor d in pairs. Get "ast "i nishers to help each other.
C Extend the activity by ge in g students in divid ually to
think of the name 0' a" Im, play or music al that matches
each of the adjec ives in he grid. In groups of three
or four they tel l each o: '1er ·he film, ete. and the other
students have to guess he adjective .
Answers
Ac ross
3 brilliant
5 vio lent
6 s range
8 depressin g
9 scary
Down
1 pred ictable
2 sad
14B My LIFE IN THE FUTURE
Aim
To practise will / won't for predictions.
Be fore class
Ma e one copy for each student.
In class
4 terrible
7 funny
A Int roduce the activity by asking the students what they
predi ct about their futu re plans for studying, el icit both
positive and negative statements and write them on
the board, e.g . ! '" pass the exam at the end ojterm, I
won't have time to study every evening. Hand out the
photocopies and tell the students to complete each
prediction w ith t heir own ideas . Monitor.
B Put students into groups offou r or five and co llect t hei r
sl ips of paper. Redistribute the slips to another group.
Te ll each group they have to read the statements and
decide who i n the other group it belongs to and to write
the name at the top of the slip. When they have finished,

they hand back the slips of paper to t he origin al group
and check how many the group got right. The group
with the most correct answers is the winner.
C Extend the act ivity by getting each group to write one
question to ask each member of the other group about
the ir predictions. Then put them together to ask each
othe r their questions.
15A CLASS TECHNOLOGY SURVEY
Aim
To practise expressions related to technology.
Before class
M ake one copy for each student.
In class
A Introduce the activity by telling the students you have
made some statements about them but you're not sure
if they are true or false. Write the fi rst statement on the
board and elicit the question , Have you checked your
em ail s today? Hand out the photocopies and in pairs
students work out the questions fo r eac h state m ent.
Check the questions in op en class.
Answers
2 Do you have your memory stick with you?
3 Do you have your own website?
4 Have you deleted emails by mistake this week?
5 Have you down loaded any music today?
6 Do you have more than one email address?
B Tell students they have to ask the whole class each
question . Then they stand up and interview everyone.
When finished they compare their results in pairs and
decide if the statements are true or false.
158 THAT'S THE WAY TO DO IT
Aim
To provide further practice of adverbs.
Before class
Make one copy for each group of students.
In class
A Put write an ema il on the board. Tell students you are
going to mime the action in different ways and they
have to use an adverb to tell you how you are doing it,
e.g. quickly, badly. Put the students in groups of three or
four and tell them to write an action on a slip of paper.
B Redistrib ute the slips of paper to another group and
give them the cards with the adverbs on. Tell them to
put the cards face down: each student pi cks up a card
and mimes the action in the style of the adverb and the
other students have to guess action and the adverb. E.g.
You are wa lki ng slowly. The first group to finish wins.
TEACHER 'S NOTES
16A NOUGHTS AND CROSSES
Aim
To practise expressions related to love and marriage.
Before class
Ma ke one copy for each group of three stud en ts .
In class
A Introduce the activity by telling student s they ar e going
t o play ' noughts and crosses'. Draw the grid 0 the bo ard
and explain the rules, e.g . each player needs to get t hree
answers in a line (vertical, horizontal o r diagonal). O ne
student is symbol 'X' an d the other '0 '. On the grid on the
board demonstrate by writing get preg nant and eli cit a
sentence with the word that makes t he meaning cle ar,
e.g. My sister is pregnant, the baby is du e neXT week.
B Hand out the photocopy to each group. 5tudert A is a
nought, Student B a cross, and Student C is the judge
who checks the sentences are correct. They he" "la <e it
in turns to choose an expression and us e it in a sen ence.
The first student to get a line wins.
C They can swap and play again, or extend t he ao::Vt}
by getting students to make their own g rid WI h \'Iord s
from the unit and swap with another group.
168 SNAKES AND LADDERS
Aim
To provide further practice of the past continuous.
Before class
Make one copy for each group of three or f our S"lUoems . ou
will also need dice for each group. If you do n't ha e d ce . use
sl ips of paper with numbers 1- 6 for students to pic "rom .
In class
A Introduce the activity by telling students they are goi ng
to play snakes and ladders and they w ill neeG a 0 LCerent
counte r each, e.g . a coin, a pe n top, etc.
B Hand out the photocopy and tell them to ta e urns to
throw the dice and m ove the n umber of squares from
the START square.Ifthey land on a ladder theygo up and
on a snake they go down. If they land on a sq uare with
a sentence they have to decide if it's correct or not. If it's
not correct they have to correct it. M on i or and help if
t he re are any problems with dec idin g. The first st udent
to reach the FINISH square is the winner.
Answers (Incorrect sentences)
3 They were having a date and t he wait er dropped
the plate.
8 Iwas spendingalotoftime inthecafe when Imet
my boyfriend.
12 She had her bag sto len when she was walking home.
15 I was listening to music and didn't he ar the door bell.
17 They saw the museum when they were walking
th rough the streets.
TEACHER'S NOTES 143

lA WHAT'S MY JOB?
Student A 11
• receptionist
• teacher
• shop assistant
• nurse
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• police officer
• designer
.civil servant
• waiter
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© Heinle, Cengage Learning 2012
144 Outcomes
• designer
• civil servant
• waiter

18 INTERVIEWS
•a•••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••
1 What time do you start and finish work?
2 Do you work at the weekends?
3 What does your brother or sister do?
4 Where do you live?
5 Do you speak any other languages?
6 Do you travel to work by car?
7 Do you get up before 7 o'clock?
8 Do you go to bed after 11 o 'clock?
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5 Do you speak any other languages ?
6 Do you travelto work by car?
7 Do you get up before 7 o'cloc k?
8 Do you go to bed after 11 o'clock?
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8 Do you go to bed after 11 o'clock?
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© Heinle, Cengage Learning 2012
COMMUNICATION ACTIVITIES 145

2A FIND SOMEONE WHO ...
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: 1 likes playing computer games ___________________________
~ 2 doesn't like watching TV ____________________________ _
: 3 thinks going to the cinema is expensive _______________________
~ 4 doesn't think swimming is boring _________________________
~ 5 loves shopping for clothes ____________________________
: 6 thinks meeting new people is fun _ ________________________
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~ 1 li kes playing com puter games ___________________________
1
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© Heinie, Ce ngage Learning 2012
146 Outcomes

28 THINGS IN THE CLASSROOM
Complete the crossword.
Across q
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3 Doyouhavea__?
1 From the
in
I need to blow my nose.
6 You use this if you don't
know the meanin g of a
new w ord.
7 When I m a'ke- a -m""7is--;t-ak'e
I can erase it with a
10 I have three of them,
a black one, a blue
one and a red one.
my class , we can see
the cathedra l.
2 This is a general word for
any kind of t hing we Sit on.
4 I cut the piece of paper
with some
5 White ones-a
-re- m
-o-re
common but sometimes
they are black.
8 When it's sunny, the teacher
asks me to close the
9 In my maths class I usea-
to draw lines.
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Complete the crossword.
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1 From the
in
I need to blow my nose.
6 You use this if you don't
know the meaning of a
new word.
7 When I ma'ke-a -m-:i-'st-a'ke
I can erase it with a
10 I have three of them, a
black one, a blue one
and a red one.
my class, we can see
the cathedral.
2 This is a general word for
any kind of thing we sit on.
4 I cut the piece of paper
with some ___
5 White ones are more
common but sometimes
they are black.
8 When it's sunny, the t ea cher
asks me to close the
9 In my maths class I usea-
to draw line s.
Complete the crossword.
Across q
•
••
•••••• • •
• •••
••••••••••
•••
•
•
•
••••••
•••
••
11.. .
••
Down {}
3 Doyouhavea__?
1 From the
I need to blow my nose.
6 You use this if you don't
know the meaning of a
new word.
7 When l ma'ke-a-m""7is--;t-a'ke
I can erase it with a
10 I have three of them, a
black one, a blue one
and a red one.
my class, we ca n see
the cath edra l.
2 This is a gen era 'lord for
any kind ofthing '.le si· on.
4 I cut the piece o~ oaper
w ith some ___
5 White ones a re more
common bu some: rn es
they are blac .
8 When it's su nny. t he teacher
asks me to close -he
9 In my maths c·ass Jse a
to dra \\ '1;::s .
.J ______________ _
Complete the crossword.
Across q
•
••
•••••• •
11
• •••
••••••••••
•••
•
•
•
••••••
•••
••
11.. .
••
Down {}
3 Doyouhavea__l
1 From the
in
I need to blow my nose.
6 You use this ifyou don't
know the mea ning of a
new word.
7 When I ma'ke-a -m""7i-'st-a'ke
Icanerase itwitha
10 I have three of them, a
black one, a blue on e
and a red one.
my class, we can see
the ca hedral.
2 This is a general word for
any kind of thing we sit on.
4 I cut the piece of paper
with some
Whi te ones-a-re-m -o -re
common but sometimes
they a re black.
8 When it's sunny, the teache r
asks me to clos e the
9 InmymathsclassIusea-
to draw lines.
© Heinle, Cen gage Lea rning 2012
COMMUNICATION ACTIVITIES 14 7

3A SPOT THE DIFFERENCE
Picture A
BANK -,
--=~--..
~
CINEMA ,-
o'Jl 0L : :sup _erma_rket
~"""=-:;::-::---. -
POST OFFICE=
Shoes
Qoo ~D
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I
==:Jc=Jc=J
RESTAURANT
I~
-
:=============J-r--------'
Internet Caf-e I-Siu,....-;;;;;:::-:::-;--,---- ~ r---lr---l
~
permarket
~~~ ~
~
ollAl Gl DID DDD DEPARTMENT STORE
Shoes
~
=9
I lTD===::!£~I
© Heinle C
.
engage Lea rn ing 201 2
148 Outcomes
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11
11
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11

38 WORDS THAT GO TOGETHER
Student A
(
1 My sister always
some make-
up before she leaves the house.
2 I can't hear the TV, can you
it
?
---
3 I really like your beach
, where
did you buy it?
4 My dad always
his hair
every day.
Answers for Student B
1 You can put the dirty dishes in the sink.
2 I want to share a flat with my boyfriend.
3 Be careful with the scissors, you can
cut yourself.
4 Put the dishes in the cupboard on
the left.
~------
(
Student B
1 You can put the dirty dishes in the
2 Iwant to ____ a flat with my
boyfriend.
3 Be careful with the scissors, you can
__ _ yourself.
4 Put the dishes in the
on
----
the left.
Answers for Student B
1 My sister always puts on some make-up
before she leaves the house.
2 I can't hear the TV, can you turn it up?
3 I really like your beach towel, where did
you buy it?
4 My dad always washes his hair every day.
Student A
(
1 My sister always
some make-
up before she leaves the house.
2 I can't hear the TV, can you
it
?
---
3 I really like your beach
, where
did you buy it?
4 My dad always
his hair
every day.
Answers for Student B
1 You can put the dirty dishes in the sink.
2 I want to share a flat with my boyfriend .
3 Be careful with the scissors, you can
cut yourself.
4 Put the dishes in the cupboard on
the left.
Student B
(
1 You can put the dirty dishes in the
2 Iwant to ____ a flat with my
boyfriend.
3 Be careful with the scissors, you can
_ __ yourself.
4 Put the dishes in the
on
--- -
the left.
Answers for Student B
1 My sister always puts on some make-up
before she leaves the house.
2 I can't hear the TV, can you turn it up?
3 I really like your beach towel, where did
you buy it?
4 My dad always washes his hair every day. IJ
ID Heinle, Cengage Learning 2012
COMMUNICATION ACTIVITIES 149

4A HOLIDAYS AROUND THE WORLD
Student A
Re ad these sentences to your pa rtner.
, ..... . is Independence Day in .... ..
, 12 April is Children's Day in Bolivia.
2 ...... is Nationa l Day in ......
2 1 December is World AIDS day all around t he world.
3 .... .. is St Patri ck's Day, a big celebration in .. .. ..
3 7 September is National Day in Brazil.
4 ...... is Santa Lu ci a Day, where everyone wear
4 28 December is April Fool 's Day in Spain .
white in .. ....
S ..... . is April Fool's day in .... ..
S 6 February is Waitang i Day, an i mportant national
hol iday in New Zea land.
6 ...... is Children's Day in .. ....
6 6 December is Ind ependence Day in Finland .
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Stud ent B
1 ...... is Children's Day in .... ..
2 ..... . is World AIDS day all around the .... ..
3 ...... is National Day in .. ... .
4 ...... is April Fool's Day in ......
S ...... is Waitangi Day, an important national
holiday in .... ..
6 ... ... is Indepen d ence Day in ... ...
ID Heinle, Ceng age Learning 2012
150 Outcomes
Read these sentences to your pa rtner.
, 4Ju ly is In deoenden ce Day in the US.
2 12 Octooer i s ational Day in Spain .
3 17 a rch is St Patrick's Day, a big celebration
in Ire land .
4 13 Decembe r is Santa Luci a Day, when everyone
w ears white in Sweden .
S 1 April is April Fool's day in the U K.
6 5 May is Children's Day in Japan .

4B BOARD QUIZ
Start)ASk 5~
~
~
~
~
Ask10
Answer 6
Answe r 3
Ask 1
Answer 7
F" "h) Answer
InlS
2
...
T
<4
<11
Ask6
Answer 4
Ask 2
Answer 10
Answer 8
Ask4
...
...
...
<11
T
<4
T
<4
T
Ask7
Answer 1
Ask 8 Answer 9
Ask3
Ask 9
......................................................................................... ............. . ........................
Questions
1 What did you do at the wee kend?
2 Where did you go on hol iday last year?
3 Did you watch TV last night?
4 Wh at did you buy you r best friend for their birthday?
•
5 Was the weathe r good last week?
6 Who was the last person you saw before class?
7 Did you go to the theatre last year?
8 Ho w much did you spend on holiday?
9 Which fri ends did you see last night?
10 What did you have for lunch?
.......... .. ......... ... ......... . ....................................... ..... ................ ....... . .......................
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Start )ASk5 ~ ~
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Ask 10
Answer 6
Answer 3
Ask 1
Answer 7
F" "h) Answer
InIS
2
...
T
<11
<11
Ask6
Answer 4
Ask 2
Answer 10
Answer 8
Ask4
....
....
....
<11
...
<11
T
T
<11
ASk7
Answer 1
Ask 8 Answer 9
Ask 3
Ask 9
................................................................................ ..................................... . .. . ........
: Questions
·
1 What did you do at the weekend?
6 Who was the last person you saw before class? ~
•
2 Wh ere did you go on holiday last year?
7 Did you go to the theatre last year?
:
·
3 Did you watch TV last night?
8 How much did you spend on hol iday ?
~
4 What did you buy your best friend for their birthday? 9 Which friends did you see las t night?
5 Was th e weather good last week?
10 What did you have for lunch?
.
.
.................................................. ... .. .............................. .... .................... . ......... .......
© Heinie, Cengage Learning 2012
COMMUNICATION ACTIV ITIES 151

SA WHAT AM I DOING?
r swimming
r swimming
er-------------------------------I-----------------------------
-
-
r studying
J : r studying
J
•
er-------------------------------I--------------------------
-
-
-
-
-
r drinking
JI
drinking
er-------------------------------I--------------------------
-
-
-
-
-
[ shopping for clothes)
:
[shoPPin g for clothes J
I
er- ------------------------------ ~ ------------------------------
playing tennis
playing tennis
I
er-------------------------------I-------------------------------
I
w atching a film at the cinema
watchin g a film at the cinema
1
er- ------------------------------:- ------------------------------
reading a book
reading a book
1
er- ------------------------------ 1
----------------------------
-
-
-
sleeping on the sofa
•
sleeping on the so fa
•
er- ------------------------------.-------------------------------
•
ha v ing dinner
ha v ing dinner
•
er-------------------------------I-------------------------------
•
walking in the park
ID Heinle, ( engage Learning 2012
152 Outcomes
walking in the park

58 WHICH FLOOR IS IT ON?
Student A
S
A
3
1-
1
G
13
Find which floors these departments are on:
5 Fifth floor Home Entertainment & _____ _ _
4 Fourth floor Computi ng and Gaming & _ _ _____
3 ThirdfloorChildren'sWear&_ _ _ _ _ _ _
2 Second floor Womenswear & ______ _
First floor Menswear & _ ___ ___
G Ground floor _______ & Beauty prod ucts
B Basement Kitchen and bath room accessorie s &
ar-- -----------------------------------------------------------
Student B
S
A
3
1-
1
G
13
Find which floors these departments are on:
5 Fifth floor
4 Fourth floor
3 Third floor
2 Second floor
First floor
G Ground floor Accessor ies &
B Basement
& Restaura nt
& The cafe
&Toys
& Beauty Salon
& Sports
& Toilets
© Hei nle, Cengage Lea rning 2012
COMMUNICATION ACTIVITIES 153

6A WORDSEARCH
I Find three adjectives, three subjects and
three languages.
FNEM L NMTABI
IBHIINAAROB
NPIRTSTSARF
NOSAERHKBIN
INTERESTING
SIOTARPNCGI
HT RTT URKISH
NFY T U KSTMNR
I MPOR T ANTGN
G L RRELUONSS
TIEEBFIBTNO
in t eresting maths
Arabic
important literature
Turkish
boring
history
Finnish
2 Put the words in the sentences below.
1 My brother studies Chemistry, he think it's really
_____
. I don't, I think it's boring.
2 Ihave areally_ _ _ __exam tomorrow.
Ihope Ipass.
3 Some of the books we study are really
_____
. I f ind it difficult not to fall asleep.
4 Our _____ teacher is really good at
exp laining how to do algebra.
5 We are studying the romantic poets in my
____
_
course.
6 I can't decide whi ch period of _____
I prefe r, but I do like the an cient Greek period.
7 WhenIsee
writing, I love the
way it flows from right to left.
S Before we go on holiday to Istanbul, I want to
lea rn some _ ____
9
is very different from other
Europ ean languages.
© Heinle, ( engage Lea rn ing 2012
154 Outco mes
I Find three adjectives, three subjects and
three languages.
FN E MLNMTABI
I B HIINAAROB
NPIRTSTSARF
NOSAERHKBIN
INTERESTING
SIOTARPNCGI
HTRTTURKISH
NFYTUKSTMNR
IMPORTA N TGN
GLRRELUONSS
T I EEBF IBTNO
in t eresting ma t hs
Arabic
imp ortant
literature
Turkish
bori ng
history
Finnish
2 Put t he words in the sentences below.
y broth er studies Chemistry, he think it's really
_
_
_
__
. I don't, I think it's boring.
2 I hav e a really ____ _ exam tomorrow.
I hope I pass.
3 Som e of the books we study are really
__
___..
I find it diffi cult not t o fall asleep.
4 Our _____ teacher is really good at
expl aining how to do algebra.
5 We are studying the romant ic poets in my
_ ___
_
course.
6 I can't decide which period of ___ _ _
I prefer, but I do like the ancient Greek period .
7 WhenIsee
writing, I love the
way it flows from right to left.
S Before we go on ho liday to Istanbu l, I want to
learn some -----
9
is very different from other
Eu ropean languages.

68 WHAT'S THE RIGHT ORDER?
1 is better than / this year / My teacher / the previous one /
or-- ---------------------------------------------------------------------------------
2 every evening / My son / now / because he studies / gets higher grades /
or-- ---------------------------------------------------------------------------------
3 the books / than me / Laura is faster / on our literature course/ at readi ng /
or-- ---------------------------------------------------------------------------------
4 last year / The French course / difficult than / is getting more /
or-- ---------------------------------------------------------------------------------
5 than the / computer was / Paul's new / more expensive / last one /
or-- ---------------------------------------------------------------------------------
6 every day / My English is / ,I need / getting worse / to practise /
o;r.: ---------------------------------------------------------------------------------
7 than last term / Juan is more / in pairs / helpful when working /
or-- -8
-th;-~ it ~~~ / -t-hi~ -~-e-~k / I~~t ~~~k/ -i~ -~~-r~~-; Th-e- ~~~th~~ /----------------------
~------------------------------
1 is better than / this year / My teacher / the previous one /
or-- ---------------------------------------------------------------------------------
2 every evening / My son / now / because he studies / gets higher grades /
or-- ---------------------------------------------------------------------------------
3 the books / than me / Laura is faster / on our literature cou rse/ at reading /
or-- ---------------------------------------------------------------------------------
4 last year / The French course / difficult than / is getting m o re /
or-- ---------------------------------------------------------------------------------
5 than the / computer was / Pau l's new / more expens ive / last one /
or-- ---------------------------------------------------------------------------------
6 everyday/ MyEnglish is / ,Ineed / gettingworse / topractise/
or-- ---------------------------------------------------------------------------------
7 than last term / Juan is more / in pairs / helpfu l wh en working /
or-- -8
-t h; -~ it- ~~~ / -t-hi~ -~~-e-k / I~~t ~~~k/ -i~-~~-r~~- ; Th-e - ~~~th~~ /----------------------
~------------------------------
1 is better than / thisyear / Myteacher / the previous one /
or-- ---------------------------------------------------------------------------------
2 every evening / My son / now / because he studies / gets higher grades /
or-- ---------------------------------------------------------------------------------
3 the books / than me / Laura is faster / on our literature course/ at reading /
or-- ---------------------------------------------------------------------------------
4 last year / The French course / difficult than / is getting more /
or-- ---------------------------------------------------------------------------------
5 than the / computer was / Paul's new / more expensive / last one /
or-- ---------------------------------------------------------------------------------
6 every day / My English is / , I need / getting worse / to practise /
or-- ---------------------------------------------------------------------------------
7 than last term / Juan is more / in pai rs / helpful when working /
or-- -8
-th ;- ~ it- ~~~ / -t-hi~-~~-e-k / I~~t ~~~k/ -i~ -~~-r~~-; Th-e - ~~~th~~ /----------------------
© Hein le. Cengage Learning 2012
COMMUNICATION ACTIVITIES 155

7A FAMILY MEMBERS
Picture A
Picture B
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Picture A
© Heinle, ( engage Learning 2012
156 Outcomes
Picture B
[

7B RULES IN THE FAMILY
1 My mum works all day and
...
haveto...
be home at 10. It's the
then she
weekend.
2 I can stay later tonight, I
.. . hasto ...
help out at home now that
she has a job.
3 School 's getting harder this
...
don't have to ...
come home and coo k dinner.
year, we
4 It's not fair, my sister
...
have to...
do any housework. They're
lucky!
5 Some parents don't have
...
doesn't have to
study for the final exam .
rules, the kids
6 I sometimes
...
don't have to ...
look after my sister's children .
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1 My mum works all day and
...
have to ...
be home at 10. It's the
then she
weekend .
2 I can stay later ton ight, I
...
has to ...
help ou t at home now that
she has ajob.
3 School's getting harder this
...
don't have to...
come h ome and cook dinner.
year, we
4 It's not fair, my sister
...
have to...
do any housework. They're
lucky!
5 Some parents don't have
.. . doesn't have to
studyforthefinal exam .
rules , the kids
6 I sometimes
...
don't have to ...
look after my sister's ch ildre n.
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1 My mum works all day and
then she
2 I can stay later tonight, I
3 School's getting harder this
year, we
4 It's not fair, my sister
5 Some parents don't have
rules, the kids
6 I sometimes
... haveto...
.. . hasto...
...
don't have to ...
...
have to...
.. . doesn't have to
...
don't have to ...
be home at 10. It's the
weekend.
help out at home now tha '
she has a job.
come home and cook dinn er.
do any hou se work.They're
lucky!
stu dyforthefina l exam .
look after my sister's children .
© Hein le, Cengage Learni ng 2012
COMMUNICATION ACTIVITIES 157

SA THE RIGHT ORDER
••••••••••••••••••••••••••••• •• ••••••••••••••••••••••••• • •• • •••• ••• •• • ••• • •••••••••••••••••••••••••••••••••• e • .
1 gte a xiat home
--
--
- --- --- --- --- ---- --- --
--
- -----
--
---------------------
2 do my math s mwoe hork _________________________________________________
3 ahev a comintra dinner with my boyfriend _____________________________________
4 go ot a byarril t o get so me boo ks ___________________________________________
5 ritew a n milea to my friend in th e US _________________________________________
6 go gfihnsi in the ri ver ___________________________________________________
7 go rof a unr in the park near my house _______________________________________
8 ylpa football w ith my f riends _____ ___________________ :
-.
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..... . . ... . ... . ... .. . ... . .. . ......................... . .. .. ..... . ... ...... .. ...... . ...... . .... . ... .. ..... ...
(
\
o
1 gteaxiat home
•
2 do my maths mwoeh ork _________________________________________________
3 ahev a comintra di nner wit h my boyfriend _____________________________________
4 go ot a byarril to get some books ___________________________________________
5 ritew an milea t o my ri end i n the US _________________________________________
6 go gfih nsi i n the river ___________________________________________________
7 go ro f a unr in t he par near my house _______________________________________
8 ylpa footba ll w it h my friends ____ _ ____________________ :
.
__
,.e•••••__••••••
-
-
.,. •
• a-a .-. ... ....
."......•••••••••
.,. .. .. ......._
.....--e , . .... . .... .. ......... .
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o
1 gte axiat home
..,
2 do my maths mwoeh or k _________________________________________________
3 ahev a comintra d i nn er w ith my boyfrien d _____________________________________
4 go ot a byarril to ge ' som e boo ks ___________________________________________
5 ritew an milea to my friend in the US -----------------------------------------
6 go gfihnsi in t he river ___________________________________________________
7 go rof a unr i n t he par near my house _______________________________________
1
8 ylpa f ootba ll wit h my f ri ends ______________ _______ ___ }
.~-.
,..-to - •
.....
-
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-I
.......
..
-1
-
... .. .... .
.
-
~-
... . .. ...... . ... ..... . .... ................... .. .. .... .. .... ... . .. . ..... . .......... .. ............... . ......... -
1 gte a xiat ho me _________________________________________________________
2 do my maths mwoehork _________________________________________________
3 ahev a comintra dinne r with my boyfriend _____________________________________
4 go ot a byarril t o get so me books ___________________________________________
5 ritew an milea to my fri end in t he US _________________________________________
6 go gfihnsi in the river ___________________________________________________
7 go rof a unr in the park nea r my house _______________________________________
8 ylpa f ootbal l w ith my f riends ______________________ _ _
.~.-
© Heinle, ( engageLearning2012
158 Outcomes

88 WHAT ARE YOU DOING AT THE WEEKEND?
•
•
a CInema
1
a CInema
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a cafe
1
a cafe
~-------------------1-
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a basketball court
1
a basketball court
~-------------------1-
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_
a clothes shop
1
a clothes shop
1
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a museum
1
a museum
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a park
1
a park
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a CInema
~------------------
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_
f'
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f'
acae
1
acae
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a park
1
a park
1
© Heinle, Cengage Learning 2012
COMMUNICATION ACTIVITIES 159

9A PRESENT PERFECT CASINO
Present perfect casino
Read each sentence. Decide if the present perfect is
correct, then place your bet. You have 100 pOints to
st art. Ifyou are right, add your bet to the total. If
you 're wrong, subtract your bet from the total. You
get 20 extra points ifyou can correct the wrong
sentence . Remember! You must bet on every sentence.
1 HaveyouevergotoChina?
2 Peter has never failed an exam.
3 I've felt off my bike twice th isyear.
Bet
Bet
Bet
4 We've always seen the Tower of London. Bet
5 My dad has broken his arm three times. Bet
6 Chris has win the lottery, but only (10. Bet
7 I've never stole anything in my life.
Bet
8 My boss has worked in five different
countries.
Bet
~------------------r
Present perfect casino
Read each sentence . Decide if the present perfect is
correct, then place your bet. You have 100 points to
start. If you are right add your bet to the total. If
you're wrong, subtract your bet from the total. You
get 20 extra pOints ifyou can correct the wro ng
sentence. Remember! You must bet on eve ry sent en ce.
1 Have you ever go to Ch ina?
2 Peter has never failed an exam.
3 I've felt off my bike twice t his year.
Bet
Bet
Bet
4 We've always seen the Tower of London. Bet
5 My dad has broken his arm three times. Bet
6 Chri s has win the lottery, but only (10. Bet
7 I've neve r stole anything in my life.
Bet
8 My bos s ha s worked in five different
countries.
CD Heinle, (engage Learning 201 2
160 Outcomes
Bet
Present perfect casino
Read each sentence. Decide ifthe present perfect is
correct, then place your bet. You have 100 points to
start. If you are right, add yo ur bet to the total. If
you 're wrong, subtract you r bet from the tota l.You
get 20 extra poi nts ifyou ca n correct the wrong
sentence . Remember! Yo u m ust bet on every sentence.
1 Haveyou evergotoChina?
2 Peter has never failed an exam.
3 I've felt offmy biketwicethisyear.
Bet
Bet
Bet
4 We've aIways seentheTowerofLondon. Bet
5 My dad has bro ken his arm three ti mes. Bet
6 Chris has win t he lottery, but on ly (1 0. Bet
7 I've never sto le anyt hi ng in my life.
Bet
8 My boss ha s wor ked in five different
countries.
Bet
Present perfect casino
Rea d each sen en ce. Deci de if the pre sent perfect is
co rr ect, hen placeyour bet. You have 100 pOints to
start. If you are right,add your betto the total. If
you 're \Vrong, subtra ct your bet from the total. You
get 2 0 extra poin ts if you can cor rect the wrong
se ntenc e. Remember! You must bet on every sentence.
1 Have you ever go to Ch ina?
2 Peter has never failed an exam .
3 I've felt off my bike twice th isyear.
Bet
Bet
Bet
4 We' ve always see n the Tower of London . Bet
5 My da d has broken his arm three times. Bet
6 Chris has w in the lottery, but only ( 10 . Bet
7 I've never stole anything in my life.
Bet
8 My boss has worked in five differe nt
countries.
Bet

98 REALLY?
: Complete the sentences below with
: your own ideas.
In my opinion ...
2
3
4
5
is really relaxing.
is really annoying.
is really stressful.
is rea Ily exciti ng.
is really scary.
~
,
H·M" wM........... n n
.... · 11 , ..........
~ Complete the sentences below with
: your own ideas.
In my opinion ...
is really relaxing.
2 ___ is really annoying.
3___ is really stressful.
4 ___ is really exciting.
5___ is really scary
._
.. ....
.. .._
. ...
.._
. .._
... ...
... ._
.. ...
.. .... ..
... ....
...._ .
_
..._
...., .. . ..
.... ..,...
..
_
. .._
. .._
... __
._
. .._
..
_
...._ .
;wj..
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;.••..••...•.••• ••• ... ..•..• •.•• ..•..•••..•.• ••• ••..•..•••• •. .•.... •...•. •••. .. ... ....•••.•...... ........ t.:
: Complete the sentences below with I
i your own ideas.
:
In my opinion ...
_ _ _ is really relaxing.
2
is really annoying.
3
is really stressful.
4
is really exciting.
5
is really scary.
:.
••._.,.~_.~•.•_•••••_._•..•••••••
"
.....~_._~........
..
~_••••.• • _
..
.'
M.M
••·••_
·
......
..._••• ••_ ••• "'•• "'" ,"0-0-0-0-0...:
.......... ................... ........... ....... .. ....... ...... ...... ........ ... .. .... .... ........ ......
Complete the sentences below with :
your own ideas.
I
In my opinion ...
__ _ is really relaxing.
2
is really annoy ing.
\:
3
is really stressfu l.
4
is really exciting.
5
is really scary.
...~.................. . .
-'••• •
• dd.d
...
....
.
"'••• • u
....... .... . .
.
..... .
.d
........ .. . .... ..d
.......... ..._
........ .
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Complete the sentences below with !
your own ideas.
In my opinion ...
_ __ is really relaxing.
2
is really annoying.
3
is really stressful.
4
is really exciting.
5
is really scary.
Complete the sentences below with :
your own ideas.
:
In my opinion ...
is really relaxing .
2 ___ is really annoying.
3___ is really stressful.
4 ___ is really exciting .
5___ is really scary
.._
•••.•_ . _
•••
•• •••••_. _ •.•• _
. .....d._
........_
••_.. O-••• • ~_..... _........... "'b.bO_. _
._.. .... ...._
._ . .. ...._
b........___ ••• ~ • •• ••• • •!
cD Heinle. Cengage Learning 2012
COMMUNICATION ACTIVITIES 161

lOA BLOCKBUSTERS
Student A 11
Student B 11
G.T.B .
P.T.c.
F.O .M.B.
park the car
G.T.B. get the
P.T.c.
F.O .M.B .fall
bus
off my bike
s.c.
M.F .I .D.
sports car
CAT.
myflight is
delayed
s.c.
CAT. catch a
M.F.I.D.
train
A.T.D.
M.T.B.
GAT.
get a taxi
A.T.D. a taxi M.T.B . miss
GAT.
driver
the bus
R.M.B .
L.M.B .
G.O.T .B.
ride my bike lock my bike
R.M .B.
L.M.B.
G.o.T.B .get
off the bus
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Student A 11
P.T.c .
G.T.B.
park the car
s.c.
sports car
CAT.
A.T .D.
M.T.B.
R.M.B.
L.M .B.
ride my bike lock my bike
© Heinie, (engage Learning 2012
162 Outcomes
F.o.M.B .
M.F.I.D.
myflight is
delayed
GAT.
get a taxi
G.o.T.B .
Student B J
G.T.B. get the
P.T.c.
F.o.M .B.fall
bus
offmy bike
s.c.
CAT. catch a
M.F.I.D.
train
A.T. D. a taxi M.T.B. miss
GAT.
driver
the bus
R.M.B.
L.M.B.
G.O.T.B. get
offthe bus

108 SUPERLATIVE BINGO
SetA ~
It's the fastest way
It's the longest time I've
The hottest time of
to travel.
spent on a plane.
the year.
The best time to vis it.
It's the chea pest place I've
The best place I've visited .
stayed in.
The oldest monuments
The most populated city. The most important day.
in the cou ntry.
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SetB ~
The most
It's the most d ifficu It
It's the chea pest place
i m porta nt day.
th ing to operate.
I've stayed in.
The best time to visit .
It's the fastest way
The best food in town.
to travel.
The wo rst exper ience.
It's the most
The worst time to vis it.
da ngerous city.
~---
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SetC 11
It's the most d ifficu It
thing to operate.
The best place
I've visited.
The best food in town.
It's the most
da ngerous city.
The most popular place
for tourists.
It's the longest time I've
spent on a plane.
It's the chea pest place
I've stayed in.
The most boring fi lm.
The most popu lated city.
© He in le, Cengage Learning 2012
COMMUN ICATION ACTIVITIES 163

llA WHAT'S TH E WORD?
Student A 11
1 It's the Iist of aII the food a resta u ra nt offers.
(Menu)
2 It's wh at a restaurant adds to the bill for bread
ta bl e etc. (Service)
,
3 It includes things like soup, salad etc. (Starters)
4 Another word for making a reservation. (Book)
5 W hen you know what you want to eat this is
w ha t you do. (Order)
¥-'-
,---------- ...
Student A 11
1 It's the list of all the food a restaurant offers .
(Menu)
2 It's what a resta ura nt adds to the biII for bread
ta ble etc. (Service)
,
3 It includes t hings like soup, salad etc. (Starters)
4 Another word for making a reservation . (Book)
5 When you know what you want to ea t this is
what you do. (Order)
¥-'-------
Student A 11
1 It's the list of all the food a restaurant offers.
(Menu)
2 It's what a restaurant adds to the bill for bread
ta ble et c. (Service)
,
3 It includes t hings like sou p, salad etc. (Starters)
4 Another word f o r making a re servatio n. (Book)
5 When you kn ow what you want to eat this is
w ha t you do. (Order)
¥-'-------
Student A ~
1 It'sthelistofall thefood arestaurant offers.
(Menu)
2 It's what a restaurant adds to the bi ll f or bread
ta ble et c. (Service)
,
3 It in cl udes things like soup, salad etc. (Starters)
4 An oth er w ord for making a reservation. (Book)
5 W hen you know what you want to eat this is
what you do. (Order)
© Hei n le, Cengage Learning 2012
164 Outcomes
Student B 1
1 When you finish your meal,you ask the waiter
for this. (The bill)
2 Ifyou are happy with the service,you leave this
for the wa iter. (A tip)
3 It includes things like, cakes, fruit etc. (Dessert)
4 This is the middle part of the meal and includes
m eat, fish etc. (Main course)
5 Some peoplelike to have one ofthese near
the w ind ow. (A table)
Student B 11
1 When y ou fin i sh your meal, you ask the waiter
for this. (The bill)
2 Ifyou are happywiththe service,you leave this
for the waiter. (A tip)
3 It includes things like, cakes, fruit etc. (Dessert)
4 This is the middle part ofthe meal and includes
m eat, fi sh etc. (Main course)
5 Som e peop le like to have one of these near
t he window. (A table)
Student B
1 When you finish your meal,you ask the waiter
for th is. (The bill)
2 If you are happy with the service,you leave this
for the wa iter. (A tip)
3 It inc l udes things like, cakes, fruit etc. (Dessert)
4 Th is is the middle part of the meal and includes
meat, fish etc. (Main course)
5 Some people like to have one of these near
the window. (A table)
Student B 11
1 When you finish your meal,you ask the waiter
for this. (The bill)
2 If you are happy with the service, you leave this
f or the wa iter. (A tip)
3 It includes things like, cakes, fruit etc. (Dessert)
4 This is the middle part of the meal and includes
mea t , fish etc. (Main course)
5 Some people like to have one of these near
the window. (A table)

118 ARE YOU HEALTHY?
Questions
1 How much fruit do you eat a day?
2 How ma ny sweets do you eat a week? ____________- --- -' _ _ _ _ _ _- -' -______
3 How ma ny eggs doyou eat every day? ___________----..;______....;.-______
4How manycups ofcoffee ortea doyou drinkaday? ---------i-------------+-------:
5 How much fish do you eat a week? --------------'------~------ t{
6 How much fat is in your diet? ---------------:--- ----
-7-------
7 How much sugar do you pu t in your tea or coffee? _______
----..;______....;-______
8 How m uch water do you drin k a day? ---- ----------+ --- ---- -i-- --- --
: •••• •••• ••• _• • 400_•• ·•
.•.
Mu ............. ..""
,..uu
"'1111
I111U ....
11
... ..
11111
1 How much fruit do you eat a day?
2 How many sweets do you eat a week?
3 How many eggs do you eat every day?
4 How many cups of coffee or tea do you drink a day?
5 How much fish do you eat a week?
6 How much fat is in your diet?
1111
7How much sugar doyou put inyourtea or coffee?_______----..;_
_____
.. ..;- ______
8 How m uch water do you d rink a day? --------------+ --------i -----
--
. .................... .... ~. .... ......... ....... ..
.........
.
~........
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....
::;:
...
:::
• ••~
•••
~---
-
-
-
-
-
-
-
-
--
Ask two students the questions and record the answers.
: Student A : Student B
.. ................. .. . .. .. ... .. ... . .. .. .. ... ..... . .. .. .................. .. .. ... .. ........ .. ..
.. ........ ... .. ... .. .................. ... .. .. ..................... ..... : ................. .. ..................: .............. ............ .... .. .... .
Questions
1 How much fruit do you eat a day?
2 How many sweets do you eat a week? ____ _______- '
_
_____
~------
3 How many eggs do you eat every day ? ___________- -- -. .; ______
....;.-______;
4 How many cups of coffee or tea do you drink a day? ---------i-------
------+-------
5Howmuchfishdoyoueataweek? _____________~-----~--_ __
_
6 How much fat is in your diet? _______________; . . .- __ __. _
-;-______
7 How much sugar doyou put in your tea or coffee? _______----..;______....;.-______
. .. . ..~.~. ~ .:..~.~.~.~~ ..~~.~~~.~~.~.~.~.~..~~.i nk ~..~.~:..:.•
-
...- ...
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--
Ask two students the questions and record the answers. : · ····Si·~~i'~~t ··A · ·:· .. si~~i'~·~t·i· .. ·:
~~~~~f~~i::~~~~~~a~:::i~~;;(: i
4 How many cu ps of coffee or tea do you drink a day? -------....;--------i--
-----
5 Howmuchfishdoyoueataweek? _____________~-----~------
6 How m uch fat is in you r diet? _______________'-_____-;-______
7 How much sugar doyou put in your tea or coffee? _______----..;______....;.- ______
8 How much water do you drink a day? ____________~-----__i------
..... .. .... .
.
......
...... .... .
... .... .
.
.
......
O-..........~. O-• • • OA~.-'"...........MA •••••• • ••••• • ••••••• • •• •• H
•••••••••••••A••••••••••
© Heinle, Cengage Learning 2012
COMMUNICATION ACTIVITIES 165

12A DOCTOR! DOCTOR!
Problems ~
1 I've got a heada che. I can't concentrate.
2 My arms are stiff. I played too much tennis yesterday.
3 I have a throat infection . I can't talk too much .
4 My foot hurts a lot after I fell yesterday.
S My daughter cut her finger on a piece of glass .
6 The teacher isn't here today, she has a cold.
<§L-----
Problems ~
1 I've got a headache. I can't concentrate.
2 My arms are stiff. I played too much tenn is yesterday.
3 I have a throat infection. I can't talk too much.
4 My foot hurts a lot after I fell yesterday.
S My da ughter cut her fi nger on a piece of glass.
6 The teacher isn't here today, she has a cold .
Solutions ~
a She'llbeOKinacoupleofdays.
b You should take her to the doctor.
c You should take an aspirin.
d You should drink lots of water.
e You shouldn't do too much exercise.
f You should get some rest.
Solutions ~
a She'll beOKin acoupleofdays.
b You shouldtake hertothedoctor.
c You should take an aspir in.
d You should drink lots of wa ter.
e You s houldn ' ~ do too mu ch exercise.
f You shouldgetsome rest
<§L------------------------------------------
Problems I
1 I've got a headache. I ca n't concentrate.
2 My arms are stiff. I played too much tennis yesterday.
3 I have a throat infection. I can't talk too much.
4 My f oot hurts a lot after I fell yesterday.
S My daughter cut her finger on a piece of glass.
6 The teacher isn't here today, she has a co ld.
Solutions 11
a She'llbeOK in a coupleofdays.
b You shou Id ta ke her to the doctor.
c You should take an aspirin.
d You should drink lots of wate r.
e You shouldn't do too much exercise.
f You should get some rest
<§L------------------------------------------
Problems ~
1 I've got a headache. I can't concentrate.
2 My arms are stiff. I played too much tennis yesterday.
3 I have a throat infection. I can't talk too mu ch.
4 My foot hurts a lot after I fell yesterday.
S My daughter cut her fi nger on a piece of glass.
6 The teacher isn't here today, she has a cold .
© Heinle, Cengage Learning 2012
166 Outcomes
Solutions 11
a She'll be OK in a couple of days.
b You shou Id ta ke her to the doctor.
c You should take an aspirin.
d You shou ld drink lots of water.
e You shouldn't do too much exercise.
f You should get some rest.

128 WHEN WAS THE LAST TIME?
~1
2
3
4
~Vl When was the last
What do you do to
What made you
time you were angry?
feel relaxed?
Go forward three squares.
smile recently?
5
6
7
8
Miss a turn!
How do you feel when you
Talk about what makes
Go forward two squares.
have a lot of work to do?
you happy.
9
10
11
12
What are you looking
Miss a turn!
What do you do to
When was the last
forward to doing?
fall asleep?
time you felt bored?
13
14
15
16
Go forward four squares.
What has surprised
What do you do when
How do you feel when
::t:
you recently?
you feel tired?
you do a test?
Vl
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~Vl When was the last
What do you do to
time you were angry?
feel relaxed?
5
6
Miss a turn!
How do you feel when you
have a lot of work to do?
9
10
What are you looking
Miss a turn!
forward to doing?
13
14
Go forward four squares.
What has surprised
you recently?
3
Go forward three squares.
7
Talk about what makes
you happy.
11
What do you do to
fall asleep?
15
What do you do when
you feel tired?
4
What made you
smile recently?
8
Go forward two squares.
12
When was the last
time you felt bored?
16
How do you feel when
::t:
you do a test?
Vl
Z
i:i:
© Heinle, Cengage Learn ing 2012
COMMUNICATION ACTIVITIES 167

13A WHAT'S THE WEATHER?
[ Student A )
cloudy
dry
warm
ice
snow
sunny
or- ---
-
--
--
--
--
-
---
--
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--
--
-
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--
--
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---
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Student B 1
rain
cold
dry
storm
hot
wet
windy
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)
[ Student A
cloudy
dry
warm
ice
snow
sunny
or: -------------------------------------------------------------------------------
Student B ]
rain
cold
dry
storm
hot
wet
windy
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Student A 1
snow
sunny
cloudy
dry
warm
ice
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or- -----
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Student B 11
rain
cold
dry
storm
hot
wet
windy
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-
-
-
-
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--
1
[ Student A
cloudy
dry
warm
ice
snow
sunny
or- --------
-
--
--
--
--
--
-
--
--
--
--
-
--
--
--
---
-
--
--
--
--
--
--
--
-
--
--
---
--
--
--
-
--
--
--
--
-
--
Student B 1
rain
cold
© Heinle. (engage Learning 2012
168 Outcomes
dry
storm
hot
wet
windy

138 PASSIVES QUIZ
SetA ]
1 What happened to Winona Ryder in Saks Fifth Avenue?
2 What do US presidents Lincoln, Garfield, McKinley and Kennedy have in common?
3 What do the Swedish, Czechoslovakian (no longer exists), Italian and German national
football teams have in common?
4 What happened to Charlie Chaplin's body on 1St March, 1978?
Set A Answers )
1 She was arrested for shop lifting.
2 They were all ass assin ated.
3 They were all beaten by Brazil in t he Wor ld Cup final.
4 It was stolen.
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SetB ~
1 What do Anne Boleyn and Catherine Howard have i n common?
2 What happened to Jonah while he was sailing to Tarshish?
3 What do t he tige r and the elephant have in common?
4 What are spaghetti westerns?
Set B Answers l
1 They were both beheaded by the King HenryVll1.
2 He was eaten by a whale.
3 They are both protected.
4 They are films made in Europe about the Wild West.
© Heinle. Cengage Learning 2012
COMMUNICATION ACTIVITIES 169

14A WHAT'S TH E ADJ ECTIVE?
Complete the crossword.
•
•
•••••••••
•
•
••
• •••••••
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Across c::>
Down £I,
3 Another word that
5
means fantastic.
People fight a lot in this
type offilm .
6 Another word that
8
means unusual.
I don't like films like this,
they make me so sad for
days.
9 I find it hard to sleep
after watching this type
offilm
This is when you know in
the first 10 minutes how the
film is going to end.
2 This is the type offil m that
makes you cry
4 My brother really likes
mus icals. I don't, I think
they're ;-:- -,- _ -,- --,-
7 I haven't laughed so much
in ages. It was so ____
I
~------ - ----- - - ------r
Complete the crossword.
•
•
•••••••••
•
•
••
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••••••••••
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Across c::>
3 Another word that
means fantasti c.
5 People fight a lot in this
type offilm .
6 Another word that
means unusual.
8 I don't like films like this,
they make me so sad for
days.
9 I find it hard to sleep
after watching this type
offilm
© Heinle, ( engage Learning 2012
170 Outcomes
Down £I,
This is when you know in
the first 10 minutes how the
film is going to end .
2 This is the type offilm that
makes you cry
4 My brother really likes
mus icals. I don't, I think
they're
7 I havenC;-'t'la-u-g'h-e'd so much
in ages It was so ____
Complete the crossw ord .
•
•
•••••••••
•
•
••
• •••••••
••
• •••••••
••
•••
•••
••••••••••
•
•••••
Across c::>
3 Another word th at
means fantast ic.
5 People fight a lot in this
type offilm.
6 An other word that
means unusua l.
8 I don't like films li e his,
they make meso sad 'or
days.
9 I find it hara IQ sleep
after \ atching this type
offilm.
Do wn £I,
This is whe n you know in
the fi rst 10 minutes how the
film is going to end.
2 - his is the type offilm that
makes you cry
. 1 My brothe r really likes
musi cals. I don 't, I think
they're ;-:-:-_-, ---, -
7 I haven't laughed so much
in ages.Itwas so ____
Complete the crossword.
•
•
•••••••••
•
•
••
• •••••••
••
• •••••••
••
•••
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•
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Across c::>
3 Another word that
means fantastic.
People fight a lot in this
type offilm .
6 Another word that
me ans unusual.
8 I don't like films like this,
they make me so sad for
days.
9 I find it hard to sleep
after watching this t ype
offilm.
Down £I,
This is when you know in
the first 10 minutes how the
fi lm is going to end.
2 Th is is the type offilm that
ma kes you cry
4 My brother really likes
musicals. I don't, I think
they're ;-:- -,- _-,- --, -
7 I haven't laughed so much
in ages. It was so ____

148 My LIFE IN THE FUTURE
Work
Iwill
-- --- --- --- --- --- --- -------- --
I won't
Fa mily
Iwill
----------------------------
--- --- ---- --- ---- --- --- -------
I won't
- ----- ---- ----------------- -
Hobbies or sport s
Iwil l
- --- --- --- --- --- ------- ----- --
I won't
------- --------- --------- ---
~------
-
-
-
-
--
Wor k
Iwill
------------------------------
I won't
Famil y
Iwill
----- ------ ------ ------ -----
------- - - ------ ------ ------ -- -
I won't
----------------------------
Ho bbies or spo rts
Iwil l
------------------------------
I won't
-- -- -- --- --------- -- -- -- -- --
Wo rk
Iwill
------------------------------
I won't
Family
Iwil l
----------------------------
------------------------------
I won't
----------------------------
Hobbies or sports
Iwill
--- ---- --- ---- ---- --- ---- -----
Iwon't
Work
Iwil l
- ----- ------ ------ ----- -----
------------------------------
I won't
------- --------- --------- ---
Family
I w iII ______________________________
I won't
----------------------------
Hobbies or sports
Iwi ll
----- --- --- --- --- --- ---- ------
I won't
- ---- ---- ------- --- -- -- -- ---
© Heinle, Cengage Learning 2012
COMMUNICATION ACTIVITIES 171

15A CLASS TECHNOLOGY SURVEY
CLASS TECHNOLOGY SURVEY
Interview other students and put a tick ( v)in the box under
yes or no for each question.
eD More than three people have checked their emails today.
CD Two people have their memory sticks with them.
CD No one has their own website.
o More than two people have deleted emails by mistake this week .
CD Four people have downloaded music today.
® Three people have more than one email address.
Answers
Question 1
Question 2
Question 3 Question 4
Yes
No
Yes
D
D
D
D
D
D
No
D
D
D
D
D
D
Question 5 Question 6
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-
-
-
-
CLASS TECHNOLOGY SURVEY
Interview other students and put a tick ( v)in the box under
yes or no for each question.
eD More than three people have checked their emails today.
CD Two people have their memory sticks with them.
CD No one has their own website.
o More than two people have deleted emails by mistake t h is week.
CD Four people have down loaded music today.
® Three people have more than one email address.
Answers
Question 1
Yes
No
© Heinle, (engage Learning 2012
172 Outcomes
Question 2
Question 3 Question 4
Yes No
DD
DD
DD
DD
DD
DD
Question 5 Question 6

158THAT'STHEWAYTO DO IT
r badly
r hard
~------------------------------i- ------------------------------
well
:
r quickly
J
I
I
~------------------------------i- ------------------------------
r slowly
Ji
quietly
I
I
I
I
~-
-
-
-
-
-
-
-
-
-
-
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:-
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I
r badly
r hard
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well
i r qUickly
)
I
I
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-:- -
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C slowly
J i r quietly
J
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badly
r hard
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--
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r well
Ji
quickly
~------------------------
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-
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--
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--
-
I
I
slowly
quietly
© Heinie, Cengage Lea rn ing 2012
COMMUNICATION ACTIVITIES 173

16A NOUGHTS AND CROSSES
x move in
break up
get on
anniversary
get married
ask someone out
wedding
have a date
approve of
o
~-
-
-
-
-
-
-
-
-
-
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-
-
-
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-
-
-
-
-
-
-
-
-
-
-
-
-
-
x move in
anniversary
wedding
© Heinle, ( engage Learning 2012
174 Outcomes
break up
get on
get married
ask someone out
have a date
approve of
o

168 SNAKES AND LADDERS
21
22She was visiting
her sister when she
met her boyfriend.
20
We were getting
19
on well, and
then he stopped
calling me.
11
She had her bag
stolen when she
walking home.
10
9
I was sitting in
reception when
she walked in.
1
2
START
~---------
23
13
8I spending a lot of
time in the cafe
when I met my
boyfriend.
3 They were
haveing a date
and the waiter
dropped the plate .
24
17They were seeing
the museum
when they were
walking through
the streets.
25
FINISH
15I were liste n ing
to music an d
didn't hea r the
door be ll.
5
,----------,
--
--------
-,--
--
--
--
--
-,
----
--- --- -,-- --
----
-- -,
21
20
We were getting
on well , and
then he stopped
ca llin g me.
11
10
I was sitting in
reception when
she walked in.
1
START
22She was visiting
her siste r when she
met her boyfriend.
19
She had her bag
stolen when she
walking home.
9
2
23
13
8I spending a lot of
time in the cafe
when I met my
boyfriend .
3 They were
haveing a date
and the waiter
dropped the plate.
24
17They we re seeing
the museum
when they were
walk i ng through
the streets.
25
FI NISH
15I were listening
to music and
didn't hear the
door bell.
5
the accident
happened .
© Heinle, Cengage Learning 2012
COMMUNICATION ACTIV ITIES 175

01 STARTER UNIT
PLURALS
Exercise 1
1 Doyou have anypens?
2 We have three children.
3 There are three big factories near here .
4 I want three bottles of water, please.
S Men don't talk about how they feel.
6 He is sixyears old.
A/ AN /SOME
Exercise 1
1 some
2a
3 some
4an
02 STARTER UNIT
DON'T/DO
Exercise 1
1 Don't talk to him.
2 She doesn't like me .
3 I don't like her.
S some
6a
7an
8 A, some
4 We don't go to the cinema a lot.
S He doesn't work .
6 Doyou like tea?
7 Where do you work?
8 Which one do they want?
9 Does she play tennis?
10 When does the cla ss finish?
PRONOUNS AND POSSESS IVE ADJECT IVES
Exercise 1
1I
2my
3 She
4it
Shim
6 their
7We
8me
176 OUTCOMES
BE
Exercise 1
2 He's16./Heis16.
3 My sister's a doctor. / My sister is a doct or.
4 M y children are both girls.
S They're late. / They are late.
6 It's six o'clock / It is six o'clock.
7 I'm not hungry. / I am not hungry.
8 W e're not married. / We are not married .
9 It isn't very expensive. / It is not very expens ive.
10 Are you verytired?
11 Is it nice?
12 How old are they?
REVIS ION
Exercise 1
1 parents
2 houses
3 women
4 children
S babies
6 factories
7 peopl e
8 cars
9 men
10 apples
Exercise 2
1a
6 His
2 His
7 some
3am
8 she
4 them
9Do
San
10 some
Exercise 3
1 How are you?
2 Ask him.
3 Ilike you .
4 She wants so me coffee .
S When doesyour class start?
6 Idon't watch sport
7 My brother has a nice car.
8 He doesn't talk to her.

Exercise 4
1Do
Sis
2 does
6is
3 Are
7 Are
4do
8do
Exercise 5
1am
6a
2my
7is
3 are
8 His
4 live
9 she
San
10 them
01 PEOPLE AND PLACES
THE VERB BE
Exercise 1
1 I'm cold.
2 You're in Class 1.
3 He's not here today.
4 She's my sister.
S It's not I It isn't very nice.
6 We're on holiday.
7 They' re late.
Exercise 2
1A:are
B:'mIam
2 A: are, Are
3 A: are, Are
4A:is,Is
B:'mIam,'mIam
B:'reIare
B: 's, 's
SA:'sIis
B:'mIam,is
THERE 15 ... / THERE ARE ...
Exercise 1
1 There are
2 There isn't
3 There's
4 There aren't
S There's
6 There aren't
7 There 's
8 There are
Exercise 2
1 There are no cheap hotels .
2 There aren't any jobs he re.
3 There's I There is a lovely rive r in the town.
4 There is I There's a lot of noise.
S There is a lot of traffic in my hometown.
THE PRESENT SIMPLE
Exercise 1
1 has
2 like
3do
4 don't
S doesn't
6 has
Exercise 2
1do
2 does
3 does
4 does
REVISION
Exercise 1
1 I don't like French food.
2 I'm not hungry.
3 She doesn't work here.
Sdo
6 does
7do
8 does
4 They're not I They aren't from th is cou ntry.
S I do n't work at the weekends.
6 He's not I He isn't in the office tod ay.
7 They don't live t ogether.
8 It's not I It isn't cold today.
9 There aren 't any shops in the Village.
10 There isn't any sugar i n the kitchen.
Exercise 2
1 doesn't like
2 aren't
3 do, leave
4 isn't
S aren 't/'renotare
6Is
7 has
8 Are
9 don't understa nd
10 does, live
Exercise 3
1 are
2 does
3 has
4amI'mis
S doesn't I does not
6 don't
7 is, works
8Do
9 has, don't
10 Does
02 FREE TIME
VERB FORMS
Exercise 1
2togoout
3togo
4 dancing
S like
6 to study
7 playing
8 to decide , to have
GRAMMAR REFERENCE 177

GRAMMAR REFERENCE
Exercise 2
1 Mybrotherlikestoread alot.
2 Does she speak English?
3 My parent s say they want to have more time.
4 I don't really enjoy working in an office.
S I always try to go to bed before 11.
6 I need to finish my homework before I go out.
ADVERBS OF FREQUENCY
Exercise 1
1 sometimes
2 hard ly ever
3 never
Exercise 2
4 usually
S never
6 always
1 I often sleep until 12 on Sunday mornings.
2 My parents hardly ever do sport.
3 I don't go shopping very often.
4 I never decide what to do in my family.
S A: Do you eve r go out dancing?
6 A: Whattime do you usually get up?
AIANYANDONE I SOME
Exercise 1
1a
2a
3 any
Exercise 2
lone
2 some
3 one
REVISION
Exercise 1
1 love + usually
2 hardly ever + need
3 want + very often
4 often + like
S hate + never
6 hate + always
Exercise 2
1 I like meeting new people.
4 any
S any, an
4 some
S some
2 I want to buy a computer game.
3 Do you like listening music?
4 I hardly ever go to the cinema.
S I so metim es chat on the Internet.
6 I us ually play tennis on Wednesdays.
7 W hat tim e do you usually get home?
8 Do you eve r go out dancing?
178 OU TCOMES
Exercise 3
1 Do you have any white paper?
2 Does he have a job at the moment?
3 Do you want a tissue?
4 Do you need an alarm clock?
S Do you have a ny scissors?
6 Do you need any help?
03 HOME
PREPOSITIONS OF PLACE
Exercise 1
1at
2in
3on
4on
Sin
6 next
7on
8in
9 between
10 on, on
POSSESSIVE ADJECTIVES AND PRON OUNS
Exercise 1
1 pa rents'
2 Melanie's brothers
3 dad's car
4 mother's
Exercise 2
1 her room
2 yo ur parents
3 My mum's part
4 t heir address
S My boyfriend's si ste r
6 her friend 's
7 the governme nt's ideas
S you r, Simon's
6 My, yours
7 friend's flat
8 my, her, Their
8 my grandpa rent s' house, theirs
CAN I CANT
Exercise 1
1 Can you move? I can't see the board.
2 I can't do this exercise. Can you help me?
3 Canyou turnitup?Ican't heartheCD.
4 I can't come to the class. Can you tell me the homework?
S I ca n't read the board. Can I sit nearer?
6 Can I go to the toilet? I can't wait.
Exercise 2
1 can't
2 can't
3 can
4 can't
Scan
6 can,can't

REVISION
Exercise 1
1 A: there
2 A:in
B: o ne opposite / behind
B: on, next
3 B: It, front, on
Exercise 2
1 his
2 his
3 theirs
4 the school's
5 theirs
6 yours
7 ours
8 hers
Exercise 3
1 A: can't
B: on, between A: Can
2 B: on, my, his A: son's, can't
04 HOLIDAYS
THE PAST SIMPLE
Exercise 1
1 I wen! shopp in g and gQt some new boots. go, get
2 I was lucky. I found €20 on the pavement. be,find
3 I slfQ1 badly because I drank too much coffee.
sleep, drink
4 We met at school. I sat next to her in class. meet, sit
5 I sRent three years in Japan.1 taught English there .
spend, teach
6 I saw her yesterday and she said hello to you. see, say
Exercise 2
1 went
9 was
2 made
10 loved
3 sat
11 swam
4 ate
12 were
5 talked
13 got
6 told
14 had
7 laughed
15 slept
8 watched
PAST SIMPLE NEGATIVES
Exercise 1
1 didn't
6 didn't
2 wasn't
7 didn't
3 didn't
8 wasn't
4 weren't
9 weren't
5 wasn't
10 didn't
Exercise 2
1 I didn't go to school last week because I was ill.
2 The weather wasn't very nice yesterday.
3 I didn't have a coffee this morning.
4 There wasn't time to finish.
5 I did nothing at the weekend.
6 I couldn't swim when I was at school.
GRAMMAR REFERENCE
PAST SIMPLE QUESTIONS
Exercise 2
1 What did you do last night?
2 What film did yo u see?
3 Was it good?
4 Who did you go with?
5 Where did you buy your shoes?
6 Were they very expensive?
7 Did yo u get anything el se?
8 Do you usually shop in Jensons?
Exercise 2
a2
b6
c7
d3
REVISION
Exercise 1
1 worked
2 met
3 made
4 moved
5 wanted
6 stayed
7 put
8 sat
Exercise 2
la go
2a left
3a feel
4a had
Sa was
6a get
7a know
8a sleeps
Exercise 3
b went
b leave
b felt
b Have
bis
b got
b knew
b slept
e8
f1
g4
h5
9 stopped
10 tried
11 saw
12 walked
13 played
14 studied
15 could
1 A: Where did you go on holiday?
2 B: We went to the Czech republic.
3 A: Did you stay in Prague?
4 B: No we didn't.We rented an apartment by a lake in
the mountains.
5 A: Was it nice?
6 B: Yes it was.We had a great time.
7 A: What did you do?
8 B: We didn't do much. We read we swam in the lake-
just relaxed.
9 A: Did you like the food?
10B: YesweloveditlWeateoutalot.
11 A: How long were you there?
12 B: Two weeks. We arrived back yesterday.
GRAMMAR REFERENCE 179

GRAMMAR REFERENCE
05 SHOPS
THIS / THAT / THESE / THOSE
Exercise 1
1 Can you give me that book over there?
2 W here are those pens yo u gave me for my birthday?
3 Whose isthis?It's not mine.
4 Those j eans are nice. Where did you get them?
5 Wh ic h do you prefe r l These boots or those ones?
6 This cheese is really nice. Can I have some more?
PRESENT CONTINUOUS
Exerci se 1
1 Can you come back later? I'm / I am talking to someone.
2 Where's he / is he going?
3 They're / They are building some flats ne ar my house .
4 Are you looking for someth ing?
5 I'm / I am not going outside now. It's / It is ra ining.
6 She's / She is chatting to her mother on the phone .
7 Shhh! The baby's / is sleeping.
8 He's not ready. He's / is getting dressed.
REVISION
Exercise 1
1 This
6 those
2 this
7 that
3 these
8 that
4 This
9 that
5 these
10 those
Ex ercise 2
1 Who is Tamara ta lking to?
2 I am looking for a job at the moment.
3 I am not feeli ng very well.
4 Are you waiting for som eone?
5 You are m aking a mess. Clean the table when
you finish .
6 He went into t own. He is doing some shopping.
7 Henry and Terry are not coming so we can start the
meeting now.
Exercise 3
1 We're staying in the Grand Hote l.
2 I am not working at t he moment.
3 W hat's she doing in Australia?
4 Are you st aying here a long time?
5 He's running in a marathon today.
6 They're having a meeting.
180 OUTCOMES
06 STUDYING
MODIFIERS
Exercise 1
1 It's q uite cold in here. Can we turn on the heating?
2 Thanks for inviting us . We had a really great time.
3 It isn't very var ied . We always do the same th ings.
4 He 's ni ce, but he's a bit strange.
5 He 's really good at science. He gets A grades.
6 My teachers were quite helpfu l, so that made the
course eas ier.
COMPARATIVES
Exercise 1
1 easier
2 bigger
3 more popu lar
4 friendlier
5 worse, co lde r
6 better, more va ri ed
7 more difficult
REVISION
Exercise 1
1 The film 's not very good.
2 The class was not very interestin g.
3 The schoo l's n ot very big.
4 I'm not very warm.
5 The ex am w as quite difficult.
6 The rentfor myflat is quitecheap.
7 The school I work for is qu ite near here.
8 He got quite low grades .
Exercise 2
1 better
2 warmer
3 worse
4 m ore exp ensive
5 bigger
Exercise 3
1 Your class is a higher level than mine.
2 You are better at sciences than me .
3 Ch inese is more us eful than French.
4 Mydaughter istalIerthan my son.
5 My dad is tidier than my mum.
6 Th is year is more difficult than last year.
7 My exam results are worse than yours.

Exercise 4
1 quite / very
2is
3 bit
4 than
5 very
6 quite / very
07 FAMILY AND FRIENDS
AUXILlARYVERBS
Exercise 1
1 can't
2 Idid
3do
4 I'm not
5 didn't
6do
7 can
HAVE TO / DON'T HAVE TO
Exercise 1
1 have to
2 hasto
3 don't have to
4 hasto
5 don't have to
6 DoIhaveto
7 don't have to
8 does he have to
REVISION
Exercise 1
1is
2 does
3 didn't
4 can, can't
5 isn't
6 did
7 can't
Exercise 2
2do
3do
4 did
5 does
6 did
Exercise 3
1 Ihavetogo.
2 He has to work late.
3 Do you have to pass it?
4 She doesn't have to travel fa r to get to work.
5 Do we have to stay?
6 We don't have to get up very early tomorrow.
-
---
--
.
GRAMMAR REr;:ERENCE
•
_.
~
•
,, -"
-
>-
...
,' U~
~_
•
_
....
•
•
08 PLANS
BE GOING TO + VERB
Exercise 1
1 I'm not going to do anything special tonight.
2 How are you going to get home?
3 Where are they going on holiday this year?
4 What is your sister going to study?
5 How much is it going to cost?
6 I'm go in g to have d inner with my parents tonight.
WOULD LIKE TO + VERB
Exercise 1
1 I would / wouldn't really like to spend a year in
South America.
2 Wou ld you like to have children?
3 She would like to change jobs sometime soon.
4 I wou ldn't like to be famous l
5 My brother would like / wouldn't like to learn
howto cook.
6 Would you like something to eat?
7 Would you like to come shopp ing w ith me?
8 Would yo u like a drink?
REVISION
Exercise 1
1is
2to
3 like
4 are
Exercise 2
1 working
2 to get, to invite
3 to finish, to start
4 to travel, flying
5 to retire, to move
Exercise 3
1 I'm not going to
2 I'd like to
3 I'd like to
4 I wouldn't like to
5 I'm going to
Exercise 4
1 this weekend
2 later this afternoon
3 sometime in the future
4 this summer
5 would
6to
7 are
8 not
5 sometime in the next few weeks
6 later this evening
7 sometime in the next few years
8 sometime in the next three or four months
GRAMMAR REFERENCE 181

GRAMMAR REFERENCE
09 EXPERIENCES
PRESENT PERFECT 1
Exercise 1
1 Have you seen
2 Did you see
3 A: Have you been
B: I went
4 A: I've never been
B: Have you tried
C: I went,
I didn't like
PRESENT PERF ECT 2
Exercise 1
1 Have you ever tried Mexican food?
2 She has been here before.
3 Has he ever had an accident?
4 I have lost my mobile several t im es .
5 Have you booked you r fi ight?
6 We have never asked f or anything before.
REVISION
Exercise 1
1 bought
2 choose
3 come
4 cut
5 done
6 drove
7 feel
8 got (US gotton)
9 known
10 leave
11 put
12 sell
13
14 took
Exercise 2
1h
2c
3e
4d
Exercise 3
1 have you visited
2 d id you arrive
3 have you been
4 Did you enjoy
5 Have you looked
182 OUTCOMES
5b
6g
7f
8a
10 TRAVEL
TOO, TOO MUCH, TOO MANY
Exercise 1
1 too many
2 too much
3 too
SUPERLATIVES
Exercise 1
1 correct
2 busiest
3 the worst day
4 correct
REVISION
Exercise 1
4 too
5 too much
6 too many, too much
5 the hottest
6 the most difficult
7 the tallest
8 correct
1 There are too many cars parked on m y road .
2 There were too many people on the train .
3 They knocked down the house because it was
too dangerous.
4 The service they prov ide is great - it's ver y fast .
5 There is t oo much rubbi sh on public t ransport.
6 It's good beca use there a re lot s of buses at night.
Exercise 2
1 chea pest
2 quickest
3 funniest
4 most interesting
Exercise 3
1 the
2 much
3 too
4 lots
11 FOOD
5 nearest
6 most exciting
7 hottest
8 nicest
5 best / nicest
6 very
7 worst
8 too
A LOT OF, SOME, ANY, MUCH, MANY
ANDA BITOF
Exerci se 1
1 any
2 many
3 any
4 few
5 some
6 lot
7 Quite

INVITATIONS AND OFFERS
Exercise 1
1 Would you like something to eat?
2 Would you like me to set the table?
3 Would you like to play tennis next week?
4 Would you like me to do the wash ing up?
5 Would you like some chocolate?
6 Would you like to come to my birthday party?
REVISION
Exercise 1
1 alotof
2 any
3 quitealotof
Exercise 2
4 any
5alotof,notmany
6 some, a few
1 Would you like to go to that restaurant?
2 Would you like any / some cake?
3 Would you like me to cook dinner?
4 Do you want fish or meat for dinner?
5 Do you want us to phone him?
6 Would you like us to bring someth in g to eat?
7 Would you like me to drive you to the airport?
8 Do you want to stay w ith us while you 're visiting?
Exercise 3
1 some
2 lot
3a
4 few
12 FEELINGS
SHOULD / SHOULDN'T
Exercise 1
1 You should
2 You shouldn't
3 He should
4 We should
5 They shouldn't
6 You should
PRESENT PERFECT 3
Exercise 1
5a
6 much
7 like
8me
1 I've broken my arm so I can't write.
2 I'm sorry I have forgotten your name.
3 I've been to Spain eight or nine times in my life.
4 I've already done my homework so can I watch TV?
5 I saw that film last year.
6 I haven't been to that restaurant yet. Is it good?
·
GRAMMAR REFERENCE
REVISION
Exercise 1
1 should see
2 shouldn't drive
3 should be
4 should take
5 shouldn't eat
6 shouldn't carry
Exercise 2
1 haven 't / have not finished
2 have you been
3 have risen
4 Have you read
5 have cooked
6 haven't / have not had
Exercise 3
1 We've been
2 I've hurt
3 I've been
4 I've never spoken
5 Have you tried
6 We haven't been
7 Isaw
8 has travelled, visited
13 NATURE
MIGHT AND BE GOING TO
Exercise 1
1 going to
2 possibly
3 We might
41t'sgoingto
5 She may
PASSIVES
Exercise 1
1 are
2 was
3 are
REVISION
Exercise 1
4is
5 were
6'm/am
1 They said it might rain later.
2 I might not be in the office tomorrow.
3 She might call you this afternoon.
4 It said there's / there is going to be a storm tonight.
5 We're / We are going to go to Bulgaria for our holiday
this year.
6 My dad's / My dad is going to drive us to the station.
GRAMMAR REFERENCE 183

GRAMMAR ' REFERENCE
Exercise 2
1 grown
2 imported
3 found
4 served
5 stolen
6 stopped
7 killed
8 built
Exercise 3
1 I migh t not see you tomorrow.
2 We are going to finish the work by Tuesday.
3 Most of the wine here is imported.
4 It is made in Vietnam.
5 They might possibly move to the country next year.
6 We climb ed that mountain last year.
14 OPINIONS
WILL / WON'T FOR PREDICTIONS
Exercise 1
1 they'll
2 there'lI be
3 will the meeting start
4 won't
5 won't be
6 you'll
7 probably won't
8 will
VERB PATTERNS FOR ADJECTIVES
Ex ercise 1
1tofind
2 Walking
3 to park
4 Reading
5 offering
6 to notice
7 to worry
8 voting
REVISION
Exercise 1
1 They won't win.
2 Will he get the job?
3 It wasn't diffi cult to laugh in that situation.
4 I probably won't see you before Christmas .
5 I don't think the economy will improve this year.
6 Is it easytofind work?
184 OUTCOMES
Exercise 2
1 to read
2 Eating out
3 will lose
4 to travel
5 moving
6 won't / w ill not happen
7 to find
8 will make
Exercise 3
1 It was lovely to see you again.
2 It won 't cost too much.
3 Watching the news can be very depressing
sometimes.
4 What will you do with the money you won 7
5 Was it difficult for you to learn Russian?
6 It isn't / is not easy to remember peop le's names .
7 It's easy to make mistakes. Everyone does it.
8 It's not rude to talk about money in my count ry.
9 living in the city is really stressful.
10 It's not / It isn't difficult to do this exercise.
15 TECHNOLOGY
BE TH INKING OF+ -ING
Exercise 1
1 I'm thinking of join ing a gym.
2 What brand are you thinking of buying?
3 They are thinking of moving sometime next year.
4 I hope he isn't / is not thinking of leav ing the company.
5 Who are you think in g of asking?
6 They said on TV that they aren't / are not t hi nking of
changing the price.
7 Which university is she thinking of applying to?
8 I'm / I am thinking oftrying to make my own computer.
9 Why is he thinking of retiring ? He's onl y 48 .
10 Please tell me you're not / you aren't thinking of
marrying him.
ADVERBS
Exercise 1
1 quietly
2 hard
3 well
4 creatively
5 badly
6 late

REVISION
Exercise 1
1 Is she thinking of changing jobs?
2 We aren't / We're not thinking of making our
own website.
3 I'm th inking of hav in g children.
4 He's thinking of buying a new one.
5 I'm not thinking of applying for a Master's.
6 Are they thinking of selling the company?
Exercise 2
1 confiden t
2 slow
3 late
4 slowly
5 good
6 well
7 bad, hard
8 well , awful
Exercise 3
1 He speaks really quickly!
2 Where are you thinking of moving to?
3 I'm thinking of complaining to the company about it.
4 You look really nice in that suit.
5 He's studying hard for h is exams at the moment.
6 The camera works perfectly now.
7 We're thinking of getting married soon.
8 You drive too fast.
16 LOVE
THE PAST CON TINU OUS
Exercise 1
1 I was talking to someone on another line.
2 What were you doing when you heard the news?
3 It wasn't / was not working very well so I took it back
to the shop.
4 We were having dinner when my sister suddenly told
us she was pregnant l
5 They weren 't / were not getting on very well, so they
decided to break up.
6 We were sitting in the cinema when he suddenly tried
to kiss me . It was horrib le!
WILL / WONT FOR PROMISES
Exercise 1
1 I won't
2 You won't
3 I'll
4 I'll
5 I'll
6 I won't
7 Iwill
REVISION
Exercise 1
1 He wasn 't worki ng yesterday.
2 Were you living there when you two met?
3 Iwon't tell him.
4 They weren 't paying attention.
5 I'll do it for you.
6 Were you waiting a long time?
7 We were listening when he said the address.
8 I was driving too fast when I crashed.
Exercise 2
1 was play ing, hurt
2 found, was wa lking
3 met, were wa iting
4 was playing, went
5 moved, was growing up
6 was cycling, hit
7 wasn't enjoying, decided
8 were visiting, happened
Exercise 3
1 "11 call you tonight. I promise.
2 B: I won't.
3 B: I don't know. I wasn't listening . Sorry.
4 I will always love you.
5 What were you doing?
6 I was running down the street and I fell.
7 When I went into the classroom, the children were all
studying quietly.
8 Someone stole my bike when I was buying a
newspaper in the shop.
GRAMMAR REFERENCE 185

STARTER UNIT 1 ANSWER KEY
VOCABULARY Numbers 1
Exercise A
zero
one
two
three
four
five
six
seven
eight
nine
ten
eleven
twelve
twenty
thirty
fifty
a hundred
READING Family
Exercise A
8,4,4
Exe rcise C
1 three, four
3 brother
2 sister
4 father
LISTENING
Exercise A
two, 39, one, 12, eight, 25
VOCABULARY Food
Exercise A
1 acola
2 atea
3 an orange juice
4 a coffee
5 a portion of chips
6 an apple
Exercise C
5 mother
6 baby
7 a bottle of water
8 an ice cream
9 a chicken sandwich
10 a hamburger
11 a green salad
12 a cheese sandwich
StudentA = a tea - £1.20, a cola - £1.95,
a green salad - £3.54, a chicken sandwich - £3 .19,
a hambu rger - £336, an apple - 47p (pence)
186 OUTCOMES
Student B = a coffee - £2.15, an orange juice - £2.37,
a bottle of water - £1.50, a cheese sandwich - £3 .05,
an ice-cream - £1.89, a portion of chips - £2.01
VOCABULARY Common verbs
Exercise A
1go
2 read
3 write
4 listen
5 close
6 work
7 start
8 finish
Exercise B
1 listen
2go
3 read
4 talk
5 open
6 write
7 put
8 work
9 finish
10 th ink
9 play
10 say
11 put
12 open
13 look
14 talk
15 think
16 eat
GRAMMAR Subject pronouns
Exercise A
singular
I
you
he (man / boy)
she (woman / girl)
it (thing)
Exercise B
1 They
2 she,he
3 They
4We
5It
6 She
7 You
plural
we
you
they
VOCABULARY Time and days of the week
Exercise A (Suggested answers)
7 6 o'clock and 12 o'clock
8 1 o'clock and 6 o'clock
9 10 o'clock and 5 o'clock

STARTER UNIT 2 ANSWER KEY
VOCABULARY Numbers 2
Exercise C
1 four
2 seven
3 twelve
4 twenty-four
5 thirty-one
6 sixty
7 sixty
8 three hundred and sixty-five
DEVELOPING CONVERSATIONS Questions
Exercise A
1e
6j
2c
7f
3d
8g
4b
9i
5a
lOh
VOCABULARY Everyday things
Exercise A
a paper
b phone
c book
d beer
e camera
f ticket
g pen
hTV
i chocolate
j money
Exercise C
1 camera
2 money
3 paper
4TV
5 beer
6 chocolate
7 book
8 pen
9 phone
10 ticket
GRAMMAR don't / do you ... ?
Exercise A
1 I don't have a brother.
Do you have a brother?
2 I don't like football.
Do you like football?
3 I don't drink beer.
Do you like beer?
4 I don't speak French.
Do you speak French?
5 I don't play tennis.
Do you play tennis?
VOCABULARY Adjectives
Exercise E
1 I am tired.
2 Ihaveanewcar.
3 My teacher is good.
4 This is an easy book.
5 My flat is small.
6 I have an expensive mobi le phon e.
GRAMMAR The Grammar reference
Exercise A
1 page 146 = The past simple
2 page 152 = Present perfect 1 and 2
3 page 157 = Will / Won't for predictions, Verb patterns for
adjectives and Revision
4 page 158 = Be thinking of + -ing, Adverbs a nd Revision
STARTER UNITS ANSWER KEY 187

CDl
CD2
188 OU TCOM ES

NOTES

NOTES

Outcomes is a completely new general English
course in which ...
Natural, real-world grammar and vocabulary
help students to succeed in social , professional
and academic settings
CEF goals are the focus of communication
activities where students learn and practise the
language they need to have conversations in
English
Clear outcomes i n every lesson of every unit
provide students with a se n se of achievement
as they prog ress th rough the cou rse
... ,# HEINLE
~
.
,tit CENGAGE Learning"
He inle, a part of (engage Learning, is a leading provider of materia ls for English language
teaching and lea r ni ng throughout t he wo r ld.
Visit He i nle at http://elt.hei nle.com Visit our corporate website at www.cengage .com
ISBN-10: 1-111 -07125 -X
ISBN-13: 978 -1 -111 -07125 -7
9781111071257>