Outcomes preintermediate teachers book

IN THIS UNIT, STUDENTS:• talk about jobs • talk about experiences at work to give advice • share information and discuss issues around ways of working SPEAKING AIM to set the scene and i

O N T H E C OV E R

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Outcomes Pre-Intermediate Teacher’s Book, 3e ISBN: 978-0-357-91740-4

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Outcomes Pre-Intermediate Teacher’s Book,

3rd Edition

Mike Sayer

Publisher: Rachael Gibbon

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Contents 3

SCOPE AND SEQUENCE 4

SPEAKING

page 6

• Talk about jobs

• Talk about experiences at work to give advice

• Share information and discuss issues around ways

Developing conversations: Complimenting

WRITING 1: Writing a post about your work page 22 REVIEW 1 page 24

page 26

• Roleplay a conversation where you ask for / give directions

• Share travel experiences

• Discuss the transport situation where you live

Developing conversations: Asking for and giving

directions

page 34

• Discuss where and what to eat

• Explain opinions about food-related statements

• Roleplay ordering in a restaurant

Developing conversations: Making and responding

to suggestions

WRITING 2: Telling an anecdote page 42 REVIEW 2 page 44

page 46

• Invite people to do activities and arrange details

• Talk about sporting experiences and issues

• Find out how people experience stress and how they relax

Developing conversations: Lending people things

page 54

• Share photos and talk about the people in them

• Discuss habits and possible problems when using social media

• Find out what you and your family have in common with others

Developing conversations: Explaining who people are

WRITING 3:Writing a personal profile page 62 REVIEW 3 page 64

page 66

• Talk about where you’re from and what it’s like

• Discuss what’s good / bad about living in different places

• Roleplay a conversation between a host and a guest in their house

Developing conversations: Explaining where

• Discuss the pros and cons of online learning

• Discuss your experiences of, and beliefs about, school

Developing conversations: Showing surprise

WRITING 4: Describing places page 82 REVIEW 4 page 84

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Scope and sequence 5

• Present simple and present

• Past simple and past continuous

• Quantifiers with countable and

• A radio travel-news update

• Present perfect simple

• Too / Not … enough

• Activities, gear and places

• Sports and games

• Using social media

• Character and habits

• A quiz about what kind of online friend you are

• Two friends talk about different people

• A podcast about birth order

• Have to, don’t have to, can and

can’t

• Will / Won’t

• Describing places

• Staying with people

• Four descriptions of where different people live

• Three conversations about where people are from

• A conversation between a host family and their guest

• Three conversations about school and studying

• An interview about school experiences

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• Tell stories about an accident or injury

Developing conversations: Common questions

Developing conversations: Apologizing

WRITING 5: Giving holiday news page 102 REVIEW 5 page 104

nature

page 106

• Discuss science and nature stories in the news

• Talk about unusual animals you’ve seen and animals in the news

• Create news stories about science or nature

Developing conversations: Responding to news

and comments

page 114

• Practise leaving and taking messages

• Tell stories about phone experiences

• Roleplay reporting a crime

Developing conversations: Explaining where

people are

WRITING 6:Making plans and arrangements page 122 REVIEW 6 page 124

page 126

• Have a discussion about what film / series to watch

• Explain your experiences and opinions of learning and making music

• Do a survey about other people’s cultural interests and attitudes

Developing conversations: Asking questions about

films and series

Developing conversations: Explaining what you

need and don’t needWRITING 7:Writing an article page 142 REVIEW 7 page 144

page 146

• Roleplay a conversation about the economy

• Try to persuade people to support a particular charity

• Discuss the best way to react in different related situations

money-Developing conversations: Comparing prices

page 154

• Describe parties you’ve been to

• Discuss important events from a particular year in history

• Talk about an amazing day you’ve had

Developing conversations: Asking linked questions

WRITING 8:Inviting people to events page 162 REVIEW 8 page 164

GRAMMAR REFERENCE page 166 IRREGULAR VERBS page 188

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Scope and sequence 7

• Science and nature news

• Talking about animals

• Four stories about unusual animal experiences

• Four short conversations about science and nature in the news

• A radio programme about scientific facts

• Yet, already, just and still

• Be supposed to

• Present perfect continuous

• Films and series

• Music and learning

• A blog post about a person’s experiences with music

• Two friends discuss what to watch

• Four people talk about a favourite band, video game, artist or writer

• Defining relative clauses

• Talking about rules

• Things for trips and days out

• Waste and recycling

• Five people talk about presents

• Time phrases and verb forms

• Second conditionals

• Talking about the economy

• Charities

• Money and banks

• An article about five different charities

• Five people talk about the economy where they live

• Four conversations about money problems

• Articles

• Verb patterns (-ing form or

infinitive with to)

Introduction to Outcomes

ABOUT THE AUTHORS

I’m Andrew I’ve been in ELT for 30 years As well as writing

and training, I continue to teach and learn languages I think

that English language isn’t an academic subject, but something

practical My experience is that, given the opportunity, anyone

can engage in real conversations and express their personality

and ideas from the beginning – if you get the right support In

my own teaching, I try to listen to what students are trying to

say and help them express it better

I’m Hugh I’ve been teaching English as a Foreign Language

since 1993, and writing books and training teachers since

2000 What matters most for me in language teaching – and

learning – is the ability to communicate, to be yourself in a

foreign language and to forge meaningful connections with

others I see language primarily as a tool, as a way of opening

doors and enhancing your experience of the world In both

my teaching and learning, I’m interested in the language that

students really need

SERIES INTRODUCTION

Outcomes is focused on empowering learners to express

themselves by developing their ability to have natural

conversations in English

To do this, we start by thinking about the kinds of speaking

that we do in real life, using students’ interests and the CEFR

can-do statements to help inform this We then think of a clear

task for students to work towards in each lesson to mirror these

goals This may be having a social or practical conversation,

telling a personal anecdote, discussing issues around a text or

completing an extended ‘problem-solving’ task We then think

about what language students might need to fulfil these tasks

and write the exercises to present this in the different sections

in each lesson Much of this language is also recycled through

motivating reading and listening texts that reflect the world

students live in

We think that choosing language to meet the task, rather

than creating a task to practise grammar helps students and

teachers Firstly, the tasks reflect students’ real-life interactions

better, which is more motivating Secondly, students are

better prepared to use what they’re learning straight away in

meaningful ways And thirdly, you will find students tend to

stretch themselves more because they are trying to express

genuine things In doing so, they find out what they need to

learn next and give you the chance to teach the language

It’s not just choosing the language for the task that makes

Outcomes different, it’s how we present that language

With grammar, we sometimes introduce a structure, in a

simplified way, earlier than other courses This is to enable more

natural conversations We will refocus on these structures more

fully in a later unit This means:

• the grammar syllabus is more fully in line with CEFR levels

• ‘new’ grammar can be integrated in texts and tasks earlier

• students get to see a structure in use more often before they

tackle all its forms or difficult contrasts

• students have the chance to reuse forms more often over time For vocabulary, we consistently present it in collocations, chunks and in the context of sentences to show students how it’s used And because the words we choose are carefully aligned to the CEFR levels students are trying to achieve, they are better able to both meet expectations and use the language in a natural way

And finally, we help students understand and take part in extended conversations through the Developing Conversation sections We teach the simple patterns and chunks of language that will enable students to keep conversations going for longer, leading to a more dynamic classroom and better learning

WHAT’S NEW FOR STUDENTS IN

It’s not just the focus on students’ real needs and wants that

makes teachers and learners love Outcomes; it’s our focus

on good learning practices – especially the consistent focus

on revision and recycling The new edition has been widely informed in consultation with teachers from around the world and we are very appreciative of their input and advice This edition builds on good learning practice in various ways

Additional speaking tasks and focus on mediation

We have a new extended speaking section at the end of each unit where students engage in a range of tasks such as debates, problem-solving, creating and conducting surveys, or sharing information and experiences In the new edition, we have also highlighted tasks that provide practice of different types of mediation skill, aligned with the updated CEFR The result is

that students get even more opportunities to communicate in personalized ways

Clearly stated outcomes and refined language input

All lessons are driven by a communicative outcome clearly stated at the beginning of each unit Each lesson also has three sub aims listed so students and teachers can always see how different exercises relate to the outcomes

We have also made the learning goals more achievable by closely aligning the language taught to the lesson outcomes

Outcomes is already known for helping students use new

language effectively by focusing on collocation and giving natural examples In the new edition, we have more clearly highlighted target language in word boxes or with bolding

We have refined some vocabulary sets to better focus on the lesson outcome or grade language more consistently in line with CEFR levels A fully revised grammar reference provides short, clear explanations and additional exercises The overall

effect is to ensure highly achievable learning goals.

8

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Integrated pronunciation

In consultation with teachers using Outcomes, we have

introduced a regular, fully integrated pronunciation activity

in each unit where students repeat target vocabulary with

collocations and identify problematic sounds to work on

Students can also access extra pronunciation practice in the

Online Practice on the Spark platform to work on specific sounds

Fast speech, videos and understanding accents

In real life outside the classroom, hearing language can be

difficult because people speak quickly and have different

accents To help students with this, some of the listening

exercises focus on processing fast speech more effectively

In the fully updated video sections, students also get to hear

authentic unscripted language from English speakers across the

globe, with exercises to help students understand different

accents and fast speech.

Tasks for exam success

Part of the real-life outcomes for students is that they often

need to take public exams such as IELTS, Key, Preliminary, etc

and many state exams have similar formats The new edition

brings the updated writing pages into the core units, and we

systematically model and teach the kinds of texts students will

have to produce in exams It also integrates typical exam-type

reading and listening tasks to support exam success

My Outcomes

Evidence suggests that learning improves when students take

responsibility and evaluate their own progress The new My

Outcomes self-assessment activities at the end of each unit

get students to discuss what they have studied, as well as to

reflect on how they can practise and improve

Additional online learning tools

The revised and expanded Online Practice on Spark provides

comprehensive unit-by-unit self-study practice of all target

language and skills covered in the Student’s Book, as well as

new ‘On the go’ banks offering quick, motivating language

practice that students can easily complete on their phones,

wherever they are The Online Practice also provides regular

progress checks and adaptive remediation tutorials and activities

that reinforce the lessons in the Student’s Book

The fully updated Vocabulary Builder, in the Student’s eBook

on Spark, contains all key language from the Student’s Book

and is organized by unit so that learners can easily refer to the

words they need while they are studying For each key word, the

Vocabulary Builder includes: definitions, phonetics, collocations,

example sentences and word family members Students can use

the annotation tool to add their own notes and translations

The Online Practice and Student’s eBook with Vocabulary Builder,

are now easily accessible in one place via the Spark platform,

so students can consolidate learning even more easily

WHAT’S NEW FOR TEACHERS IN

Teachers love Outcomes because they see the dynamic,

motivated classes it creates and the real improvements in

students’ learning The new edition maintains this standard

while bringing extra support to deliver consistently great lessons

and better monitor students’ progress

Standardized unit sequence with clear goals

Standardizing the sequence of lessons (Conversation Practice, Reading, Listening) and bringing Writing into the core units will help teachers and study directors organize their

courses more easily Providing four goals for each lesson and

prioritizing the three main communicative outcomes at the

start of each unit will also help guide teachers in how to adapt material for hybrid and online classrooms where the shorter face-to-face lessons will tend to focus on speaking practice

Teacher development and support

The demands of the curriculum to develop students’ skills in

mediation, in learner autonomy and cognition, or in taking exams, can present new challenges for some teachers As well

as providing straightforward structured tasks in these areas

in the Student’s Book, the Outcomes Teacher’s Book provides

a wealth of additional information and ideas on how to train students in these areas

The Teacher’s Book also has a convenient teacher development section, focused on practical advice on

everything from organizing pairs and groups to giving feedback

to students Newer teachers may find it useful to read this section in one go and/or build their skills throughout the course with the in-unit references embedded at relevant points

Additional photocopiable tasks

Teachers can adapt classes and give extra practice with simple, effective photocopiable tasks in the Teacher’s Book As well

as fully updating the existing worksheets, we have added an additional communicative fluency task for each unit

Integrated digital tools for lesson preparation, teaching and assessment

The new Spark platform brings together digital tools that

support every stage of teaching and learning

For reliable placement, the National Geographic Learning Online Placement Test on Spark provides student alignment

to the CEFR, recommends placement within the Outcomes

programme and delivers a skills-specific report for each test-taker

The Classroom Presentation Tool on Spark provides teachers

with the materials they need to prepare and teach engaging live lessons It includes the complete Student’s Book with video, audio, answer keys and games

The Outcomes Assessment Suite on Spark offers pre-made

unit and mid-course review tests and customizable question banks, allowing teachers to easily assign formative and summative assessments for evaluating student progress

The Course Gradebook on Spark allows teachers to track

student and class progress against skill, learning objectives and CEFR scales Integrating results from all assignments

in the Online Practice and Assessment Suite, it provides

comprehensive data that can inform future lesson-planning

Introduction to Outcomes 9

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Bring the world to the classroom and the classroom to life with

the Spark platform — where you can prepare, teach and assess

your classes all in one place!

Manage your course

and teach great classes

with integrated digital

teaching and learning

tools Spark brings

together everything

you need on an

all-in-one platform

with a single log-in.

Track student and class performance on independent online practice and assessment

The Course Gradebook helps you turn information into insights to make

the most of valuable classroom time

Set up classes and roster students quickly and easily on Spark Seamless

integration options and point-of-use support helps you focus on what matters most: student success.

On a hot day in Hong Kong, people crowded into an air-conditioned train

When the lights dimmed, one young woman stood out, lost in the glow of her own digital world

©Brian Yen10

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Placing students

reliably at the right level

Preparing and teaching live lessons

Assigning practice,

tests and quizzes

Tracking student and class progress,

turning information into insights

Integrated digital tools on the all-in-one Spark platform

support every stage of teaching and learning:

Visit ELTNGL.com/spark

to learn more

Integrated digital tools on Spark 11

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Stuff

IN THIS UNIT, YOU:

• organize a picnic celebration and discuss what

1 Work in pairs Discuss the questions.

1 Look at the photo Do you like it? Why? / Why not?

2 What do you think the artist is saying with this piece

of art?

3 How many of the things in the photo can you name?

How many do you have in your house?

2 Work in groups Tell your group about three

of these things:

1 the last big thing you threw away

2 something you found outside (in the street, on the

beach, etc.)

3 something you lost

4 something you have that’s broken at the moment

5 something you have that’s useful but you only use

Unit 14 Stuff 135

134

The unit opener introduces students to the topic through compelling photography

and engaging discussion points, and sets their expectations for the unit ahead

through clear goals focused on practical communicative outcomes.

Clear learner outcomes outline

what students can expect to achieve

by the end of the unit.

Engaging opener photos and corresponding

speaking activities encourage students to make personal connections to the topic and provoke lively discussions.

12

Student’s Book unit walkthrough

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Contents 13

Each unit provides several opportunities for students

to develop and practise different forms of mediation These tasks are clearly signposted with the M icon and have supporting notes in the Teacher’s Book

Lesson A prepares students to practise typical conversations that they

are likely to have in everyday life Language development activities in

this lesson build towards a Conversation Practice task The listening

section provides context for the language and develops listening skills,

with audio featuring English speakers from around the world.

GRAMMAR

Defining relative clauses

We use defining relative clauses to add important information about a thing, place or person.

There are lots of stalls which / that sell all kinds of dishes.

The place where you camp is quite a long way from the

The guy I spoke to on the phone told me the price.

6 Look at the examples in the Grammar box Are these statements true (T) or false (F)?

1 You always need to use the relative pronoun that or

which to start a relative clause about things.

2 You can use that to describe a person or thing.

3 You can use where at the start of a relative clause to

show an action happens in, at or to a particular place.

7 Complete the sentences with a relative pronoun

(which, who, where or that).

1 It’s the thing you use to fry eggs.

2 They’re the person helps people check in at a hotel.

3 It’s the machine keeps things cold.

4 It’s the room you sit and watch TV.

5 It’s the place in a market or festival you buy things.

6 It’s someone plays a guitar.

7 It’s the thing makes music on your phone louder.

8 It’s the stuff you put on your face

stops you burning.

9 She’s the woman last spoke

to you.

10 It’s the restaurant you last ate.

8 Look in your notebook or at previous units in this Student’s Book again Choose six words, including at least one thing, one person and one place Write a definition for each word, using a relative clause.

9 Work in groups Take turns to read out your definition Can your partners guess the correct word?

G See Grammar reference 14A.

DEVELOPING CONVERSATIONS

Explaining what you need and don’t need

When discussing things to take with us, we often use certain phrases to show something’s not necessary and to explain why.

A: We’ll need a gas cooker, right?

B: I think we can manage without one We can buy food there instead.

A: Won’t we need to take a cool box?

B: No, we’ll be fine without one We’ll just put the

drinks in the freezer before we go.

10 Think of reasons you might not need to take these things

to a festival / on a camping trip Then work in pairs Take

turns to practise by asking Will I / we need … ?

A: Will I need a sleeping bag?

B: No, you can manage without one We’ll just stay up all night and sleep during the day, when it’s warmer.

SPEAKING

1 Work in groups Discuss the questions.

1 Have you done any of these things? If so, when was the

last time?

• gone camping for a weekend

• gone to the beach for the day

• visited family for a weekend

• gone somewhere for a picnic

2 How much stuff did you take? How did you carry

everything?

3 Who organized what to take? Are you good at

organizing trips and days out? Why? / Why not?

VOCABULARY Things for trips and days out

2 Match these things to the pictures (a–l).

Bluetooth ® speaker bottle opener folding chair

gas cooker knife and fork pump

sleeping bag sun cream tissues

3 Work in pairs Discuss the questions.

1 Would you take the things in Exercise 2 on the four different trips in Exercise 1? Why? / Why not?

2 Which of these things do you have in your house? Where

do you keep them?

3 Can you put the things in order from what you use the most to what you use the least?

LISTENING

4 Listen to two friends – Aisha, who’s British, and Rocío, who’s Spanish They’re talking about a trip they’re going on Answer the questions.

1 Where are they going?

2 Which of the things in Exercise 2 are they taking?

3 Who’s the more anxious person?

5 Work in pairs Do you remember what these things are that Aisha and Rocío talk about? Can you translate them into your first language? Listen again and check your answers.

1 mattress

2 cutlery

3 cool box

4 wet wipes

IN THIS LESSON, YOU:

• organize a picnic celebration and discuss what to take

• practise listening to people deciding what to take to

a festival

• explain to others the things you want or need

• suggest alternatives when you don’t have something

What’s it called in English?

to the main communicative outcome.

The Developing Conversations

tasks provide students with practical chunks of language that they can use straightaway in meaningful interactions inside and outside the classroom.

Student’s Book unit walkthrough 13

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RECYCLINGand the

So what’s wrong with recycling?

Part of the problem is the way we recycle these days In many places, all waste for recycling is put into one bin, rather than into separate ones for glass, metal, etc The waste is then sent thousands of energy, but some reports have shown that after this long journey, recycling sometimes doesn’t actually happen, because it’s too expensive to do If you want to create good quality recycled plastic, the waste has to be ‘clean’ and it mustn’t include food or mix different plastics, like crisp packets and bottles In fact, the Organisation for Economic Co-operation and Development reports that only 9% of plastic is recycled in the end, and that situation probably won’t improve much.

Some environmentalists also argue that recycling makes things worse, because people feel better about buying things as they believe they’re not creating more waste – it will all be recycled eventually They say we need to think of recycling as a failure if our real goal is to save as much energy as possible Instead, we need to encourage people to keep what they have and buy less stuff to begin with Creating the circle: reduce, (re)use and repair

Of course, this is difficult when we see advertising all day, every day, which encourages us to do the exact opposite and says we can show our love by buying presents However, we should start questioning our choices more Do we really need to get a new phone because our current one ‘only’ has a 40-megapixel camera? Does our child really need ten dolls? Do our dogs need clothes or ice cream?

Advertising can even persuade us that buying something is positively good for the environment – such

as replacing a petrol car with an electric one However, several studies have found that it’s better for the environment to use an old petrol car until it completely dies and can no longer be repaired, than getting rid of it while it’s still working and buying an electric car In fact, this is true for any product First, try to buy something that will last, and then use it as long as possible and repair it rather than replace it Unfortunately, this is also easier said than done Good quality products are often much more expensive (even though they may not cost much more to produce), and they are often almost impossible to repair This is why the European Union is planning to create new rules to have a more circular economy These rules would mean that:

• companies will have to make their products last longer and give customers longer guarantees

• repairs must be easier, with parts that can be easily replaced.

• companies could provide a replacement product while repairs are done.

Find out more information about the circular economy here

VOCABULARY Waste and recycling

1 Work in pairs Don’t use a dictionary Discuss what

you think the phrases in bold mean or decide how to

translate them into your first language.

1 How careful are you about saving energy? Are there any

ways you still waste energy?

2 Are you good at recycling rubbish? Do you put paper,

plastic and glass in separate bins?

3 Who takes out the rubbish in your home? How many

full bin bags do you throw away each week?

4 How often are the bins in your street emptied? What

things are collected to recycle?

5 Do you know what happens to your rubbish after it is

collected? Is it buried, burned or recycled?

6 When do you get rid of your shoes or clothes?

a after you’ve worn them a few times

b when the fashion changes

c when they get a hole or lose a button

7 When would you normally decide to replace a car /

fridge / phone?

a before it has any kind of problem

b as soon as it needs a new part

c when the repair is nearly as expensive as buying a

new one

2 Work in groups Discuss the questions in Exercise 1

How similar are you?

READING

3 Work in pairs You’re going to read an article that

questions if recycling is a good thing What kind of

things do you think the text might say?

4 Read the article about recycling on page 139 and

answer the questions.

1 Were any of your ideas from Exercise 3 mentioned?

2 What is the circular economy?

3 Why is recycling bad for the circular economy?

4 What is the European Union doing about it?

5 Work in pairs Use these phrases to retell as much of

the article as you can without looking at the article.

6 Work in groups What do you think of the article? Talk

about facts / views that:

1 were new for you.

2 were true for you / your country.

3 you think are good / bad ideas.

GRAMMAR

Talking about rules

We use must or have to to show that something is a rule

or necessary If it’s a rule or necessary not to do something,

we use mustn’t or be + not allowed to To say something isn’t necessary, we use do + not have to.

We can only use must and mustn’t to talk about the

present or the future When talking about what we must / mustn’t do in the past, we use other forms.

Companies will have to make their products last longer

and repairs must be easier.

Before, we had to separate stuff for recycling at home, but now we don’t have to.

Before, you weren’t allowed to mix paper and glass

together, but now you can.

7 Look at the examples in the Grammar box Are these statements true (T) or false (F)?

1 You can use have to instead of must and don’t have to instead of mustn’t.

2 Use must or will have to to talk about things you need to

do in the future.

3 To talk about something that was necessary in the past,

use had to instead of must.

4 To talk about past rules, use weren’t allowed to instead

of mustn’t.

8 Choose the correct option to complete the sentences

Sometimes both options are correct.

1 Everyone must / has to pass a test in basic skills such as

cooking and repairing simple machines.

2 When I was younger, we mustn’t / weren’t allowed to

waste food We always had to finish our meals.

3 You mustn’t / don’t have to pay any sales tax on electric cars and there’s a law which says we must / will have to

stop using petrol by 2050.

4 I must / mustn’t go and buy her a present It’s her

birthday next week.

5 People must / had to make things last longer in the past

because it was expensive to buy new things all the time.

6 Now, you must / have to pay a tax to throw away rubbish You must / mustn’t leave bin bags outside

without a sticker on them to show the tax has been paid.

G See Grammar reference 14B.

SPEAKING

9 Work in pairs Discuss the following.

1 Do you think the situations in Exercise 8 are good for a circular economy or not? Why? / Why not?

2 Think of at least four more local or national laws that help the environment.

IN THIS LESSON, YOU:

• share opinions, experiences and ideas on the circular economy

• compare your habits in dealing with waste

• retell and comment on a text about the circular economy

• talk about rules that support the environment

What a load of rubbish!

A worker in a metal recycling

Unit 14 Stuff 139

138

Lesson B focuses on developing students’ reading skills Vocabulary

and grammar activities equip them with the language input they need

to engage with a reading text that explores real-world topics, develops

reading stamina and provides stimulus for rich classroom discussion.

14

Topic-related vocabulary is clearly presented

in useful chunks and within the context of

sentences to show students how it’s used

Grammar sections provide students with the language they need to achieve the communicative outcome of the lesson

Grammar is clearly presented, with students encouraged to actively notice the features of the form A fully revised Grammar Reference section with additional practice can be found

at the back of the book.

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Student’s Book unit walkthrough 15

SPEAKING

1 Work in groups Tell each other about the last present

you gave and the last present you received Talk

about:

1 who it was for / from.

2 what the occasion was.

3 what the present was.

4 why you / they gave it.

5 how happy you / they were with it.

LISTENING

2 Listen to five extracts of people talking about

presents Listen and say:

1 what present Angela got from her sister this year.

2 what present the colleagues decide to buy.

3 what gift the speaker received.

4 what the girl got from her uncle.

5 what the man got from his best friend for his birthday.

3 FS The pronoun it is often unstressed in fast

speech and can be difficult to hear Listen to ten

phrases and decide if each phrase contains it or not.

4 Work in pairs Discuss what you think is the correct option for 1–5 Then listen again and check your answers.

1 The sister bought the present because the speaker …

a doesn’t like chocolates.

b needs help with her computer skills.

c has a talent she should share.

2 The colleagues are unsure about the present because …

a it’s expensive.

b it can easily be stolen.

c the man might not like sport.

3 What does the man say about the gift?

a He immediately liked it.

b He has found it quite useful.

c He wanted something else.

4 The girl wants to get rid of the present because …

a she doesn’t need an extra light in her bedroom.

b she has no interest in France.

c it’s not her style.

5 The friends celebrate birthdays in this way because …

a they like to do something original.

b they don’t like unnecessary waste.

c they are teenagers.

IN THIS LESSON, YOU:

• discuss gift-giving and choose presents for different occasions

• tell each other about celebrations you have been to

• practise listening to different people talking about gifts

• describe gifts that you’ve received or would like to receive

Thank you so much

14C 5 Work in pairs Discuss the questions.

1 Which of the presents you heard about do you think is the worst / the best? Why?

2 What is the most generous gift you have received?

3 Have you ever received an unusual gift? Did you like it?

Why? / Why not?

VOCABULARY Compound nouns

V See Vocabulary reference 14C.

6 Find at least nine different things by combining words from each column.

8 Put the items in Exercise 6 in order, from the thing you would like the most as a present to the thing you would like the least.

9 Work in pairs Compare and explain your lists from Exercise 8.

10 Work in groups How many other compound nouns can you make using at least one word from either column in Exercise 6?

photo album, wedding photo, window frame …

SPEAKING TASK

11 Read the situations (1–7) below and think of one gift

to give in each case At least one of the gifts must come from one of these categories:

• a typical present

• an original / interesting present

• a very generous present

• a present which isn’t bad for the environment

• a hand-made present

• a practical present

12 M Work in groups Using your ideas from Exercise 11, agree which present would be best to give in each situation Every person in the group should be able

to make or be happy to pay for each present You can think of new ideas if you need to.

MY OUTCOMES

Work in pairs Discuss the questions.

1 What was both fun and useful in this unit?

2 What phrases have you learned to talk about stuff?

3 What listening or reading texts were difficult? Why?

4 What can you do to revise language from this unit?

1 It’s your grandparents’ golden wedding anniversary

They’ve been married for 50 years.

2 Your cousin turns thirteen next week and you want

to buy her something special.

3 Some friends of yours – or of your family – have just had their first baby.

4 It’s Valentine’s Day next week and you want to get your partner something romantic.

5 You’ve been invited to someone’s house for dinner and you want to take something for them.

6 Someone where you work is retiring next month.

7 Some friends have moved into a new house and have invited you to a party there.

Unit 14 Stuff 141

140

Lesson C exposes students to a variety of text types exploited through

exam-type listening tasks to support exam success Accompanying

audio showcases the range of accents students are likely to hear when

communicating in international contexts The lesson culminates in an

extended speaking task in which students can put the ideas and language

from the unit as a whole into practice in an engaging communicative

task, often providing opportunity to practise mediation skills

Fast speechFSactivities help students

process difficult-to-hear language – a

crucial skill for taking part in successful

communication beyond the classroom.

Pronunciation P activities encourage students

to identify and practise problematic sounds in the target vocabulary.

The My Outcomes reflective tasks encourage students

to personalize their learning journey by discussing what they have learned in the unit, how they can improve, and what language and skills they’d like to practise and use outside of the classroom

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3 Read the three articles Which task in Exercise 2 do they answer?

A When people ask me what kind of music I like, I find it very difficult to answer.

Music is my life and I love all kinds of stuff.

I’m a big rap fan I’m also keen on soul music and I quite like some pop, rock, jazz – even classical.

I always have my headphones on and the music depends

on what I’m doing I’ve created various playlists

When I’m studying, I prefer some soul or maybe jazz – something soft.

If I’m at the gym I have something with a strong beat I like

it fast with high energy

I listen to rap when I’m on the bus or in bed I want to concentrate on the words

B

I love rap and reggaeton My friend Ivan introduced me

to this music His dad is from Colombia We like to follow different artists that come out each year My favourite from recent years is MC Ecko from Argentina I usually listen to music at home on my phone, and I sometimes online community, which makes it fun We often exchange comments and share links to videos and posts I’d like

to see a live concert one day maybe – or even go to Latin America However, I live in a small town and at the moment I can’t afford to travel.

C

I don’t listen to music a lot, because I work and study a lot and I can’t work with music If I listen to music, I like hard rock and thrash metal.

I don’t listen to music at home much, but I go to concerts sometimes I like it because I’m with other people who like the same music At a concert the music is really loud, so you can really feel it in your body

4 Work in pairs Look at these four areas to consider when trying to improve your writing For each area (1–4), which article (A–C) is the best example and which is the worst?

1 Content: Did the person writing include everything from the task? Did they write enough?

2 Communication: Is the style appropriate for an article?

Does it introduce the topic clearly? Is it easy to follow and interesting? Does it include personal experiences and opinions? Is it too formal or too informal?

3 Language: How varied is the vocabulary and grammar?

Do they use a range of words and two or three verb forms Are they used correctly? Can I understand it?

4 Organization: Is the text in a clear order? Are ideas linked together to show connections? Do they use paragraphs?

SPEAKING

1 Work in groups Discuss the questions

1 What kinds of magazine or newspaper articles do you

read? What recent ones have you read?

2 Think of schools, a university or workplaces you’ve known

Did any of them produce a magazine for the students /

staff? What kind of articles did they have? Did you like

them? Did you ever write anything for the magazine?

3 Do / Did you have to write articles or other pieces of

4 Do you like doing the writing section of an exam? Why? /

Why not? Would you say your writing is better or worse

than your speaking in English?

5 Why do you think language teachers and tests ask

students to do writing? What’s good / bad for you about

writing in English?

IN THIS LESSON, YOU:

• write a simple article and consider ways to improve your writing

• talk about your experiences of reading and writing articles

• read some short articles by learners and discuss how they can be improved

• practise improving a text by linking ideas and using paragraphs

WRITING 7

Writing an article

USEFUL LANGUAGE

But and however

But and however both connect two opposite ideas or

introduce surprising information

But connects two clauses in one sentence and starts the

second clause

I don’t listen at home much, but I go to concerts sometimes.

However connects two sentences and usually comes at the

beginning of the second sentence

I’d like to see a live concert one day, maybe However,

I live in a small town and at the moment I can’t afford to travel to see any bands.

5 Complete the sentences with but or however

1 I’m a big fan of their music , I wouldn’t ever pay to go and see them live

2 I quite like their music, they are not my favourite band

3 Most films are fine to watch at home on the TV,

if it’s an action movie or something like that, you need to go to the cinema.

4 It’s very important to laugh in life, because you feel good , we need to understand that not everyone shares the same sense of humour.

6 Complete the sentences with your own ideas, using

but or however Then compare your sentences with a

partner

1 I think reading is important,

2 It’s supposed to be a horror movie,

3 Going to concerts can be very expensive

4 We planned to go and eat somewhere after the film

7 Work in pairs Look at article A in Exercise 3 again Rewrite it in two paragraphs and link some of the

ideas together better Use but, however and other words like so, because or also.

PRACTICE

8 Work in pairs Discuss which of these topics is easiest for you to write an article about

1 What things make you laugh? Do you share your sense

of humour with anyone? Is it always good to laugh? Why? / Why not?

2 What kind of films do you like to watch? Do you prefer watching them at home or at the cinema? Why?

3 What do you do at the weekends? Is it better to have a very active weekend or to do as little as possible? Why?

4 What things do you like to read? Do you think it’s important to read a lot? Why? / Why not?

9 Change partners Tell your partner which topic you chose in Exercise 8 How will you answer the questions?

10 Write your article in about 100 words

11 Work in groups Share your articles Use the ideas

in Exercise 4 to suggest at least one way you could improve each article.

WRITING

2 Work in pairs Look at these two tasks Answer the questions in each task.

1 MUSIC articles wanted!

What kinds of music do you like?

When do you usually listen to music? Why?

Write an article answering these questions in about

100 words – we’ll put it on our website!

2 MUSIC articles wanted!

What kinds of music do you like?

Do you prefer listening to music on your own or listening

to it live? Why?

Write an article answering these questions in about

100 words – we’ll put it on our website!

Rock music fans at a

concert in Treviso, Italy.

Writing 7 143

142

A When people ask me what kind of music I like, I find it very difficult to answer.

Music is my life and I love all kinds of stuff.

I’m a big rap fan I’m also keen on soul music and I quite like some pop, rock, jazz – even classical.

I always have my headphones on and the music depends

on what I’m doing I’ve created various playlists

When I’m studying, I prefer some soul or maybe jazz – something soft.

If I’m at the gym I have something with a strong beat I like

it fast with high energy

I listen to rap when I’m on the bus or in bed I want to concentrate on the words

B

I love rap and reggaeton My friend Ivan introduced me

to this music His dad is from Colombia We like to follow different artists that come out each year My favourite from recent years is MC Ecko from Argentina I usually listen to music at home on my phone, and I sometimes online community, which makes it fun We often exchange comments and share links to videos and posts I’d like

to see a live concert one day, maybe – or even go to Latin America However, I live in a small town and at the moment I can’t afford to travel.

C

I don’t listen to music a lot, because I work and study a lot and I can’t work with music If I listen to music, I like hard rock and thrash metal.

I don’t listen to music at home much, but I go to concerts sometimes I like it because I’m with other people who like the same music At a concert the music is really loud, so you can really feel it in your body

A Writing lesson every two units models and teaches text types

that students will need to produce in real life and in exams.

Students work with a practical

writing model before producing their own text of the same genre.

Useful Language sections introduce and practise relevant language to support students in their writing practice.

The writing genre often reflects texts that students will be expected to produce in international exams

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Student’s Book unit walkthrough 17

Review lessons revisit topics and conversations from the previous two

units and consolidate learning through additional practice of the target

language The review features two brand new videos, each linked to a

different unit, in which students hear authentic, unscripted language

from English speakers from around the world

GRAMMAR 

1 Complete the text with one word in each gap

1 the last few weeks, Channel 3 have 2

showing a new drama series 3 is supposed to

4 really good A friend was telling me that she’s been 5 it and she really recommended it It’s

6

a clothes factory and the people 7

work there It doesn’t sound very interesting, but it’s actually

8 to have quite a lot of exciting moments For example, the workers went on strike, because they weren’t

9 to take proper breaks and they 10 to

do extra hours for no pay My friend says the characters are really interesting too Unfortunately, I can’t watch it at the moment, because the place 11 I work is so busy

I’ll 12 to watch it on a streaming service when

I get some free time – or I go on strike myself!

2 Choose the correct option to complete the sentences.

1 I’ve been going to Spanish classes for / since / during the

start of the year

2 We’ve been knowing / knew / known each other for

years We went to school together

3 The classroom that / where / who we have English

lessons doesn’t have any windows.

4 The new rules say that machines and other devices don’t

have to / must / mustn’t have parts that can be replaced.

5 I’d love to visit Japan one day It is / It’s supposed to be /

It will be amazing.

6 What do you call the stuff where / – / who you use to

start a barbecue?

7 You’re allowed to / You don’t have to / You mustn’t

throw away food in the recycling bin – or you’ll be fined

3 Read the first sentence in each pair Complete the second sentence so that it has the same meaning Use between two and four words, including the word

in bold.

1 We got married ten years ago FOR

We ten years now

2 You must turn off your phones and put them away

during the test ALLOWED

You use your phones during the test

3 I must remember to write and say thank you FORGET

I write and say thank you

4 My brother used to play the piano, but he hasn’t been interested since he left home.

Since he left home, my brother playing the

piano LOST

5 I’ve never seen them play live, but I’ve heard their shows are good.

They good when they play live SUPPOSED

4 Listen and write the six sentences you hear

5 Write a sentence before or after the sentences you heard in Exercise 4 to create short conversations

VOCABULARY

6 Match the two parts of the collocations

1 read a your old clothes / the body

2 play b a local choir / the queue

3 waste c the bin / your pockets

4 empty d interest quickly / a button

5 lose e the piano / yoga

6 join f music / crime novels

7 get rid of g the main character / it to a high level

8 take up h energy / too much food

7 Decide if these phrases are connected to films, music

or day trips.

a bass guitar an exciting thriller factor 50 sun cream French subtitles a full orchestra a light romcom

a low note a nice tune a pack of tissues

a small backpack a violent scene a warm blanket

8 Complete the sentences with the correct form of the words in bold.

1 I can’t watch most horror movies I find them too

scare

2 Some of the was terrible – or maybe it was

just a bad script act

3 I can bring a couple of chairs if you don’t

have enough seats for everyone fold

4 She always gives up too , if you ask

8 I love computer games where you can use your

to create new worlds imagine

9 Complete the short reviews with one word in each gap The first letters are given

I didn’t like this musical at all The story was just very

1 si , the music wasn’t great – there weren’t any good 2 t you would remember – and the main actor had a terrible 3 v and no talent Avoid

Love this 4 m bike It came with everything you need – lights, a helmet, a bike 5 p and even a small Bluetooth 6 s so you can listen to music while you cycle.

It was the first time the band had 7 pe live in six years They played songs from their new 8 a , which are all quite 9 sl and the words are quite

10 h The 11 a only got excited when they played their old hits.

VIDEO Developing conversations

5 You’re going to watch two people trying to decide which film to watch Watch and take notes.

6 Work in pairs Compare what you understood

Watch again if you need to.

7 Discuss the questions with your partner.

1 What other films do you know with Tom Cruise in? Have you seen any of them?

2 Have you seen any other films starring any of the actors mentioned? If yes, which ones? Did you like them?

3 Do you agree that ‘everyone likes James Bond’?

8 FS Watch again Complete the sentences with two words in each gap.

1 Let’s one.

3 OK, let me see

4 I think you’re like this one

5 What film is it?

6 It’s about a that lives with his son.

7 I don’t think I’m in for a romcom.

8 Shall we ? CONVERSATION PRACTICE

9 Work in pairs You’re going to practise a conversation.

1 Choose a Conversation practice from either Lesson 13A

or Lesson 14A.

2 Look at the language in that lesson.

3 Check the meaning of anything you’ve forgotten with your partner.

4 Have the conversation Try to improve on the last time you did it.

VIDEO Out and about

1 Work in groups Discuss the questions.

1 Have you ever been camping? How much stuff did you

take?

2 Have you ever been on a city break? How much stuff did

you take?

Understanding accents

Some accents don’t pronounce the /h/ sound when

it appears at the start of a word, so hair /heə (r)/ may

sound more like air /eə (r)/.

2 Watch three people answer the same questions

Then work in pairs How much can you remember

about what they said? Have you had any similar

experiences to any of the speakers?

3 Watch again Match two sentences to each speaker

There are two extra sentences.

a It’s a good way to meet new people.

b It’s a great place to spend time with your friends – and

the food is great as well.

c I like travelling around Asia and exploring new cities

d I always share a big tent with friends

e I always take the basics – my boots and my camera.

f It gets really hot in the summer and I like going camping

then.

g I go camping quite a lot – maybe three or four times a

month.

h I take some clothes for going to parties, and some for

going to the beach or doing sport.

4 Work in groups Discuss the questions.

1 What are some good ways to meet new people?

2 What’s a place you’ve been to where the food was great?

3 What was the last town or city you explored?

4 What’s something you do three or four times a month?

5 What do you usually wear when you go to parties?

REVIEW 7 Video Grammar and Vocabulary

New ‘Out and about’ videos , featuring real

Outcomes students and teachers, showcase

natural language in use and introduce

students to a wide range of accents

New ‘Developing Conversations’ videos model improvised conversations linked to the topic and Developing Conversations focus in Lesson A This enables students to make the connection between what they learn in class and the conversations they will have outside the classroom.

Students have the opportunity

to revisit one of the

Conversation Practice

tasks from the previous

units that they would like

IN THIS UNIT, STUDENTS:

• talk about jobs

• talk about experiences at work to give advice

• share information and discuss issues around ways

of working

SPEAKING

AIM

to set the scene and introduce the theme with a

photo; to get students talking about jobs; to preview

ways of describing jobs

Optional lead-in activity Tell students to look at the

unit title and photo Ask: What do you think this unit

will be about? What words and phrases can you think

of connected with this topic? What situations connected

with this topic do you hope to practise?

1 Start by telling the class that in this unit they’re going

to be learning how to talk about experiences at work

and give advice, and issues around ways of working

• Ask students to look at the photo on pages 6–7 Ask:

What can you see? Elicit a brief description of the photo,

and introduce any key words students might need

• Organize the class into pairs to discuss the questions

Go round the room and check students are doing the

task, and help with ideas and vocabulary if necessary

• In feedback, ask different pairs to tell the class what

they discussed Use the board to build up a list of

good or bad things about the person’s job, and use

the opportunity to correct any errors or rephrase what

students are trying to say

• Once you have fed back on content, look at good

pieces of language that students used and pieces of

language students didn’t quite use correctly during the

activity Show students better ways of saying what they

were trying to say You could write some useful new

phrases on the board with gaps and ask the whole

class to complete the sentences

Example answers

Work with your students’ answers

1 Possible suggestions for the job include delivery driver

or shop owner (she is delivering to her own shop)

2 Students may suggest she carries and delivers stock,

she drives round the city, she takes orders from shops

3 Good: get to travel round the city, you are your

own boss, flexible hours (perhaps)

4 Bad: hard work, has to carry heavy things, not

great in bad weather

5 Questions: Why do you do your job? Who do you

work with? Do you enjoy your job? What’s the most

interesting part of your job? Does your back hurt?

Optional extra activity Outcomes starts each unit with

a large, interesting photo to stimulate interest in the topic and to get students ‘on board’ with the theme and topics Here are three ideas you could use to extend interest:

• Personalize Ask: Have you ever done a job like this?

When? Where? Would you like this job? Why? / Why not?

• Introduce key or useful vocabulary Write work and job

on the board and brainstorm phrases connected with

the words (e.g work hard, work nights, go to work;

get a job, a full-time job, job website).

• Preview language structures that will come up in the unit (here, present forms) to find out how well

students can already use them Ask: What does she

do? Where does she work? What is she doing?

2 Mix pairs so that students are working with someone new Ask students to discuss the questions Go round the room and check students are doing the task, and help with ideas and vocabulary if necessary

• Once you have fed back on content, explore and develop the language students used

Optional extra activity In a small, new class, extend

the pairwork in Exercise 2 into a mingle to provide more speaking practice and allow students to get to know each other better Students go round the class and ask each other about their jobs and plans

TEACHER DEVELOPMENT 1: INSTRUCTING

Go to page 220 for information and advice

1A What do you do?

Student’s Book pages 8–9

IN THIS LESSON, STUDENTS:

• talk about jobs

• ask and answer questions about jobs

• practise listening to conversations about jobs

• explain routines and current activities

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Unit 1 Jobs 19

Ask students in pairs to look at the list of aims at

the top of the page, and the headings of activities

on the page Ask them to discuss the questions

below (which you could write on the board):

1 What vocabulary will you learn?

2 What skills (reading, listening, speaking,

writing) will you practise?

3 What do you think is the main aim of this

lesson?

4 What’s your main aim in this lesson?

TEACHER DEVELOPMENT 15: LEARNER

INDEPENDENCE

Go to page 226 for information and advice

AIM

to introduce and practise phrases to describe jobs; to

practise saying common collocations to talk about jobs

V See Vocabulary reference 1A in the Student’s Book.

1 Start by looking at the information in Vocabulary

reference 1A as a class

• Ask students to look at the photo on page 9 Ask:

What’s his job? What does he do in his job? Would

you like to do this job? Why? / Why not? Elicit all

words and phrases students already know (barber/

hairdresser, cut hair, shave).

• Focus the class on the list of phrases, and elicit which

extra word from the box goes with deal with (enquiries).

• Organize the class into pairs to complete the phrases

In feedback, elicit answers, and check any words

that students are unsure of Alternatively, move on

to Exercise 2 which plays the answers on an audio

Students can listen and practise saying the words

7 the fashion industry

NB work for my own company is possible, but you

would be more likely to say work for myself

Vocabulary notes

enquiries = when people call a company to ask questions

the minimum wage = the lowest amount of money per

hour that you are legally allowed to pay someone

run a hotel = manage a hotel

Note: work (+ adjective), work in (+ jobs sector or a

place), work for (+ company or employer)

TEACHER DEVELOPMENT 4: LEARNING AND

CHECKING NEW WORDS

Go to page 221 for information and advice

2 P Play the audio Students listen and check answers

• Ask students to work in pairs to say what phrases were hard to say

• Play the audio again Students listen and repeat Play and pause the audio if students have problems saying the words

Audio script

1 enquiries, deal with enquiries

2 the minimum wage, earn the minimum wage

3 research, do research

4 for myself, work for myself

5 my own company, run my own company

6 part-time, work part-time

7 in the fashion industry, work in the fashion industry

Pronunciation notes

Problems here will depend on individual students

You could focus on the main stress in longer words:

enquiries, minimum, research, company, industry.

You could point out linking: work in, my own You could point out weak forms: for, the, etc.

Note the main stress in other words in the exercise:

customers, essential, government, restaurant, education

Note that ‘t’ is a /∫/ sound in essential and education

Note the silent ‘n’ in gover n ment.

TEACHER DEVELOPMENT 5: DRILLING FOR PRONUNCIATION

Go to page 222 for information and advice

Optional extra activity Ask students to work in A and

B pairs Set a one-minute time limit Student A says the

first part of a phrase (e.g I often have to deal with …),

and their partner must finish the phrase appropriately

(e.g … enquiries / customers) See how many phrases

students can remember and how fast they can answer

3 Model the activity first Describe a job using three phrases from Exercise 1 and ask students to guess which job it is

• Organize the class into new pairs to describe and guess jobs Monitor and note how well students use the new language You could pick up errors to discuss in feedback

at the end Tell students to change roles once the job has been guessed Set a five-minute time limit and see how many jobs students can describe and guess

Optional extra activity Brainstorm ten different jobs to

the board Ask students to describe them using phrases from the lesson Alternatively, if your students have a job, ask them to prepare and present a description of their job using as many of the phrases in Exercise 1 as possible

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20 Unit 1 Jobs

DEVELOPING CONVERSATIONS

Questions about jobs

AIM

to introduce and practise common questions used to

ask about jobs; to practise asking questions about jobs

4 Read through the information in the box as a class

• Ask students to read and match the questions and

answers Ask students to compare answers in pairs In

feedback, check that students know all the words (get

on = have a positive relationship or be friends with;

What are the hours like? is basically asking what sort of

hours they work – whether they have to work late, work

difficult hours, do a long working day or just 9 to 5, etc.)

Answers

1 c 2 d 3 b 4 a 5 f 6 e

5 Play the audio Students listen and repeat Play and

pause the audio if students have problems saying the

sentences If you prefer, model difficult parts of the

sentences yourself

Audio script

1 What do you do?

2 Where do you work?

3 How long have you worked there?

4 Do you enjoy it?

5 What are the hours like?

6 What are your co-workers like? Do you get on?

Pronunciation notes

The key to getting the rhythm of questions right is

to focus on the stress The words that carry the main

meaning are strongly stressed in English Working words

like auxiliaries (do, are, etc.) and pronouns (you, it, etc.)

are unstressed

Write What do you do? on the board and label it to

show students how this works Note the strong stress

on do? the secondary stress on What and the way the

working words are reduced to sounds:

What do you do?

6 Ask students to prepare a different set of answers to

the questions in Exercise 4 A good way of doing this

is to ask pairs to work together to think of a new job

and job experiences, and to prepare answers, then mix

pairs so they ask and answer with a new partner Set

a five-minute time limit You could pick up errors to

discuss in feedback at the end

TEACHER DEVELOPMENT 8: FEEDBACK ON

CONTENT, LANGUAGE AND ERRORS

Go to page 224 for information and advice

Optional extra activity Ask students to memorize the

questions Tell them to say the words over and over, in

their head or quietly, and to keep covering the questions

until they can remember them all Give students three

/ə/ /ə/

minutes to do this Ask students to interview each other briefly with the questions (but note that students will be asked to use these questions in an extended interview at the end of this lesson)

LISTENING

AIM

to practise listening to hear the questions speakers use; to listen for specific information and identify the speaker

7 Play the audio Students listen and note the questions they hear from Exercise 4 (they can just note the number of the questions for each conversation) Point out that speakers may not say exactly the same

as the questions in Exercise 4

• In feedback, elicit answers, and ask students to say what other information they heard / understood

Answers Conversation 1

1 What do you do?

2 Where do you work?

3 How long have you worked in Frankfurt?

4 So do you enjoy the job?

5 What are the hours like then?

Conversation 2

1 What do you do?

6 So do you get on?

4 So do you enjoy it then?

Other questions asked: What’s the business exactly?

So how many people work there?

Audio script

1 A : What do you do then, Emre?

B: I’m an engineer

A: Oh, right Where do you work?

B: Before, different places in Turkey, but I’m working in Frankfurt now

A: OK So that’s where you’re going … B: Yeah, I was just with my wife and kids for a few days

A: Oh right They don’t live in Frankfurt?

B: No They are in Ankara

A: That’s hard How long have you worked in Frankfurt?

B: Oh, almost two years now

A: OK That’s difficult – not being with your family B: Yeah, no I see them a few days every month and I have other longer holidays

A: OK

B: And I’m earning really good money in this job, you know If you want to support a family, you need to earn, right? Kids are expensive!

A: True So do you enjoy the job?

B: Oh yeah We’re building this huge IT park It’s going to be amazing Always problems to deal with so it’s super interesting

A: Cool

B: Yeah – it’s hard work, but I love it

A: What are the hours like then?

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Unit 1 Jobs 21

3 Recognize how to do the task Here, you could

suggest they listen and write E next to the sentences about Emre, V next to those about

Veronika, then, at the end, work out which ones are about both of them

TEACHER DEVELOPMENT 10: DEVELOPING LISTENING SKILLS

Go to page 224 for information and advice

9 Organize the class into groups of four to discuss the questions Ask students to take turns to ask and answer questions Monitor and note errors and interesting uses of language

• Once you have fed back on content, explore and develop the language students used

Optional extra activity Organize Exercise 9 as a mingle

Ask students to walk round the class and interview three

or four other students

Answers

PS: 2, 4, 5PC: 1, 3, 6

Language notes

English uses the present simple to express permanency –

i.e routines or things that are always true (I live in an old

house – it’s my home), whereas the present continuous

is used to express temporariness – i.e happening now

or these days, and not for always (I’m staying in a hotel

for a few days) Students often have problems deciding

when to use the forms because, in their first language, the uses are different Spanish speakers, for example, may be familiar with the idea of using continuous forms

to describe things happening now, but will naturally feel that they should use simple forms to talk about something that is happening these days, temporarily,

or to talk about future arrangements Russian has no continuous form, so Russian learners will find it really hard to recognize when to use which form It is a good idea to try to familiarize yourself with the different problems your students may face

B: Oh, I mean, sometimes 35, sometimes 50 …

A: Really? That’s hard

B: Yeah, but no, it's good And my co-workers,

they are great – we really get on

2 C: So Veronika, what do you do?

D: Oh, I work for a clothes company back in

Serbia, but I’m doing an MBA here now

C: Oh, right – that sounds hard!

D: Oh, for me it’s nice It’s my first break from work

in five years

C: OK! But you still want to go back and work

there?

D: Well, actually it’s my dad’s company and he

wants me to run it when he retires …

C: Oh, right I see What’s the business exactly?

D: We have a couple of clothes shops and we sell

our own designs

C: Nice So how many people work there?

D: Oh, it’s small It’s a real family business There’s

my uncle, my brother, a cousin and maybe ten

others who’ve worked there a long time

C: Ah, OK So do you get on? I don’t think I could

work with my dad

D: Oh, no He’s great I mean, sometimes I argue

with my brother, but not often It’s family, right?

C: Yeah, yeah So do you enjoy it then?

D: Oh yeah It’s all good

8 Organize the class into pairs to read and discuss

the sentences Tell them to try to remember from the

first listening who the sentences are about

• Play the audio again Students listen and note the

answers Ask students to compare their answers in

pairs Don’t worry if students didn’t understand all the

information necessary to answer these questions – just

find out what they heard

Answers

1 V 2 B 3 B 4 V 5 E 6 V 7 E 8 E

EXAM-STYLE SKILLS TASKS:

How to identify speakers

Students at pre-intermediate level are asked to

identify speakers in a number of common exams

To identify speakers effectively, students at this

level need to do the following:

1 Know who is speaking and when Support

students by asking (before playing the audio for

the second time): Who speaks first – Emre or

Veronika? (Emre)

2 Recognize that speakers won’t say exactly what

is in the task They may need to infer Model

this as an example with the first sentence

On the board, write I’m not working at the

moment Read out what Emre says: I’m working

in Frankfurt now Read out what Veronika says:

I’m doing an MBA here now … my first break

from work in five years Elicit that the answer is

V for Veronika.

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22 Unit 1 Jobs

Timelines can be used to check the difference between

the present simple and continuous Here, a straight line

is used to show permanency, a wavy line is used to show

temporariness Note the examples below, which you

could incorporate into a board-stage check when doing

Exercise 10:

I’m doing an MBA.

 Past Now _ Future

My father runs the company.

 Past Now _ Future

TEACHER DEVELOPMENT 6: APPROACHES TO

GRAMMAR

Go to page 222 for information and advice

11 Elicit the correct form for sentences 1a and 1b to get

students started Then ask students to work individually

to complete the sentences before checking answers

with a partner

• Have a brief class feedback and discussion session, and

deal with queries In feedback, ask: Is the situation

temporary or is it generally true?

Answers

1 a run b ’m running

2 a try b ’s trying

3 a ’m earning b earn

4 a don’t deal with b ’m not dealing with

5 a Are you working b Do you work

12 Organize the class into groups of four or five Give

students two or three minutes to prepare things to say

to answer the questions Ask them to take turns to

ask and answer questions Monitor closely and note

language to focus on at the end of the activity

• In feedback, focus on interesting language students

used and on errors they made

G For further guidance and practice, see Grammar

reference 1A in the Student’s Book It explains use

and form in greater detail, and provides written

accuracy practice.

Answers to Exercises 1 and 2, Grammar reference 1A

1 1 what do you do?

2 How’s your job going, We’re working

3 do you start, I start, I usually leave, I usually get up

4 It’s doing

5 He’s looking

6 I’m working, They’re redecorating

2 1, 2, 4 and 5 are incorrect

13 This is an opportunity to bring together several parts

of the lesson and for students to practise talking about their own jobs or dream jobs

• Ask students to look at the questions they memorized

in Exercise 4 again Ask them to prepare personal answers Go round and help with ideas

• Once students have ideas, organize the class into pairs and ask them to practise Allow pairs to have

a go three or four times – practice makes perfect Tell them to refer to the questions and answers they noted first, but to then try to have conversations without prompts

• Mix pairs You could do this as a mingle – ask students

to stand up and find new partners to talk to Listen for errors, new language or interesting conversations to focus on in feedback

TEACHER DEVELOPMENT 7: DEVELOPING SPEAKING SKILLS

Go to page 223 for information and advice

1B How's it going?

Student’s Book pages 10–11

READING

AIM

to practise reading and relating what students read

to their own experience; to give students practice in reading for key information in a text

1 Start by modelling the activity Practise the conversation provided with a student, then change

details (e.g ask: How’s life going?) and ask two or

three other students Once students have got the idea, tell them to ask their partner, then ask two or three other people who are sitting near them in the room

• At the end, ask students to explain what How’s it going?

means Look at good pieces of language that students used in the activity, and point out and correct errors

Optional extra activity Do this activity as a mingle

Students walk round and chat to four or five other people in the class

IN THIS LESSON, STUDENTS:

• talk about experiences at work to give advice

• use their knowledge to help interpret a text

• share information in texts to discuss work issues

• use language to say how work’s going

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Unit 1 Jobs 23

Language notes

How’s it going? = an informal way to start a conversation

by asking someone to say what’s happening in their

life, at work, etc People usually expect a short answer

(Fine, OK, Not great, etc.) Similar ways of asking include

What’s up? and How are things?

2 Read through the types of people Check (work)

contract (= a written agreement that agrees the hours,

pay, etc of a job) Elicit a few examples of problems

the first type of person might have

• Set a two- or three-minute time limit for students to

prepare Then organize the class into groups of three

to share ideas

• In feedback, elicit a few ideas from each group

Example answers

1 No experience, doesn’t understand adult workplace,

may not know what job he/she wants

2 Can only work restricted hours so needs flexible

or part-time work, employer may not want to give

5 Worried about getting work or being paid, no

holiday or sick pay

3 Ask students to focus on the three photos of the

people on page 11 Ask: Where are they from? How

old do you think they are?

• Students can work in the same groups as in Exercise 2

Tell them to choose and read about a different person

When students are ready, they take turns to say how

their person’s work is going and talk about their own

experiences

• In feedback, if your class are largely of working age,

have an open-class discussion about problems your

students have faced If your class is of school age, ask

them to say which person they think has the biggest

problem and why

Answers

Si-Woo

He’s beginning to do more interesting things, but he’s

not even getting the minimum wage

Problems: competition for jobs, can’t get work

experience, do boring jobs at first, not getting

much money

Talita

She loves her work in a centre that teaches parents

new skills and provides free day care for kids

Problems: took time off and lost her job, cared for

her dad for no money

Students also have to relay specific information – i.e tell them what the key points are in the text, using clearer or simpler language, or a different language In the final step, students need to collaborate to reach a consensus

After completing Exercise 4, ask students to reflect on how they processed and shared

information in the texts they read Ask: How did

you select key information to say? Did you just read the information or did you put it in your own words?

TEACHER DEVELOPMENT 9: MEDIATION

Go to page 224 for information and advice

4 M Ask students to read sentences 1–6 first, and to think about which sentences might apply to the person they read about Explain to students that they will need

to find information that is expressed in a different way

in their text, and may have to read between the lines (i.e interpret what they read to reach a solution)

• Tell students to work in their groups of three Tell each student to summarize their text and share any information that matches their person to statements

1 to 6 Students discuss and decide on answers

• In feedback, ask different groups to report to the class, reporting the information they found in the text

Answers

1 J (the manager Luckily, I get on with mine …)

2 T (I took time off… my boss said don’t come back)

3 SW (I applied for hundreds of jobs … In the end, I …)

4 T (the government started providing support)

5 J (if you’re late with a delivery, you can lose money)

6 SW (It's good to get new skills)

TEACHER DEVELOPMENT 11: DEVELOPING READING SKILLS

Go to page 225 for information and advice

5 Ask students to read the questions carefully and prepare

what to say You may need to explain flexible contract

(see Culture notes below) Students talk in pairs Set a three- or four-minute time limit In feedback, open out the personalized questions to a class discussion

• Once you have fed back on content, explore and develop the language students used

Culture notes

Flexible hours contracts are common in some service

sectors in the UK It means you can choose when you start and finish work, and sometimes how many hours you choose to do Jada has a zero-hours contract It gives

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24 Unit 1 Jobs

both her and her employer the right to decide how many

hours they want to work or give someone work It is

controversial because it provides few rights to a worker

(e.g no sick pay), and, as Jada explains, employees may

often have too few hours in a week

AIM

to introduce and practise phrases to describe work

6 Ask students to complete the sentences You could

elicit the first answer to get students started Ask them

to compare their answers in pairs before discussing

as a class In feedback, check new words (apply for a

job = write to employers; give a presentation = give

a talk about work) Note, however, that while the

words aren’t necessarily new, the collocations could be

unfamiliar Get students to note and learn the words

as collocations

Answers

1 working on, project

2 talking with, contract

Go to page 220 for information and advice

7 Ask students to work in pairs to match sentences

from Exercise 6 to the questions Start students off by

eliciting a few answers for question 1 (e.g 1, 2 and 8

could match ‘working for themselves’)

Example answers

Working for themselves: 1, 2 and 8

A manager: 1, 2 (5 may be a new manager)

New to a job: 3, 5, (maybe 8 or even 1 or 2)

Stressed: 1, 3, 6, 7

Bored: 8 (maybe 7)

Excited: 1, 2, 5

8 Personalize the language by asking students to prepare

their own examples Give them two or three minutes

to prepare Then ask them to work with new partners

to discuss the questions

Example answers

1 at a conference

2 for being late, for doing something wrong

3 time-keeping

4 online job sites, by writing letters

5 how to control a class

6 students’ own answers

Optional extra activity Ask groups to choose two

or three other interesting chunks with collocations from the texts and to write them on a piece of paper Tell them to pass them to another group who must decide what they mean and who mentioned them and

in what context (Possibilities: It’s good to get new

skills, I’m grateful for my life, I’m getting to know Manchester).

• Students discuss in groups of four Monitor, listening for errors and good use of language, especially with the use of collocations

• In feedback, briefly ask one or two students to say what they found out about classmates Once you have fed back on content, explore and develop the language students used

10 Organize the class into pairs Students work together

to prepare their list of five tips

• Encourage students to make suggestions based on their own or someone else’s experiences, and to discuss them with their partner, justifying their ideas, highlighting issues with their partner’s ideas and agreeing together on a list of lessons

• Think about how you organize students to do this activity You may wish to pair stronger students with weaker students so they can support them, or you may wish to keep them apart, and use your time to monitor and support weaker students

• In feedback, ask different pairs to tell the class their ideas Use the board to build up a list of the five best tips agreed on by the class

Example answers

It’s important to listen and learn

Don’t work very long hours

Always try to make friends with your co-workers.It’s important to ask for the money you deserve

Always try to be on time

Optional extra activity Ask pairs to prepare and

present a poster with five tips on it In their presentations, students should aim to explain the reasons behind their tips Tell them to address their presentation to a group of young job seekers

TEACHER DEVELOPMENT 13: DIFFERENTIATION

Go to page 226 for information and advice

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Unit 1 Jobs 25

1C Organize your time

Student’s Book pages 12–13

LISTENING

AIM

to practise understanding fast speech in a podcast;

to listen for specific information in a text

1 Focus students on the photo on page 12 Ask: What

can you see?

• Ask students to discuss the questions in pairs

Example answers

1 The person is working on a computer in the

kitchen at home

2 More and more people work from home,

especially in jobs where you are on a computer

most of the time (e.g editor, designer, writer,

accountant)

3 Positives are that you don’t have to commute, can

work flexible hours, can enjoy home comforts (e.g

listening to your own radio), can be flexible with

childcare Negatives are that it is lonely, you are cut

off from colleagues, you miss out on aspects of

office life such as social functions, meeting people,

doing courses, you can get bored, there is nobody

there to help or encourage you

4 Often people do more work because they don’t

waste time travelling, in pointless meetings, or

being distracted; sometimes being alone or bored

can mean you do less work

2 Ask students to read the questions Point out there

are two speakers on the podcast – the host, Linda, and

her friend Henry

• Play the audio Students listen and note answers

Answers

1 working from home

2 getting distracted easily and not focusing or

concentrating

3 Linda does online training and has worked from

home for about four years, but Henry is newer to

it He works in IT and he runs his own business,

giving IT support and sometimes doing a bit of

training

IN THIS LESSON, STUDENTS:

• share information and discuss issues around ways

of working

• practise hearing groups of words in fast speech

• practise listening to a podcast about a work issue

• talk about what normally happens in common

work situations

Audio script

L = Linda

L: Hi there Welcome to the Work and More podcast

My name’s Linda Carey and today I’m going to be joined by my friend Henry The topic we’re going to discuss is something that many of you maybe have experience of now – working from home Of course, the way you feel about this topic probably depends

on lots of different things It depends where you live, depends on the person – depends if you find it easy to work on your own or if you get distracted easily and can’t focus or concentrate Now, before

I introduce Henry, a little about the two of us I do online training and I’ve worked from home for about four years, but Henry is newer to it He works in IT and he runs his own business, giving IT support, and sometimes does a bit of training Henry, welcome!

3 FS In Lesson C of each unit of Outcomes,

students are given practice in listening to an aspect

of fast speech Recognizing how fast speech works, and regularly practising listening for it, is a good way of improving your students’ ability to follow conversations, and builds your students’ confidence

• Read through the information You could elicit examples of two words sounding like one (e.g ‘gonna’

for going to).

• Play the audio Students listen and circle numbers Ask students to compare answers in pairs before giving answers

• If students find the activity a challenge, play the recording a second time

Answers

a 4 b 7 c 5 d 5 e 5 f 5

Audio script

a So first of all

b I mean, I can see the benefits

c depends when I wake up

d it depends on the job

e and I have to stand

f and the other thing is

Pronunciation notes

English is a stress-timed language Unstressed syllables are very weakly stressed and reduced often to /ə/ sounds They also link to other words, which makes it hard

to notice word boundaries in fast speech Point out a

couple of examples: of, can and to have weak /ə/ sounds;

depends on and wake up involve linking.

4 Play the audio Students listen and note answers Ask students to compare answers in pairs before giving answers

Answers

rent an officeProbably good advice as he works long hours in a crowded space and it is affecting relationships

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26 Unit 1 Jobs

Audio script

H = Henry, L = Linda

H: Hi Linda Thanks for the introduction and thanks

for asking me onto the show

L: It’s great to have you with us

H: It’s very nice to be here

L: So first of all, how’s it going? The business,

working from home – everything?

H: Business is OK, thanks I already have a few

clients, making a bit of money, but … the working

from home …

L: Not good?

H: I mean, I can see the benefits, like no travel to

work, but my work day seems a lot longer So

then my partner complains because my workspace

is in the bedroom area I mean, it’s a studio flat,

where we live

L: Right … if you don’t have a separate office, it can

be a problem

H: Yeah, I mean, sometimes if I have a problem, I like

to lie down on the bed to think about it It often

helps But then I sometimes just fall asleep!

L: Oh! OK, so what hours do you normally work?

H: Depends when I wake up, but I usually get up,

have a quick breakfast and start work about

eleven and then I finish about two … sometimes

later – it depends on the job

L: Two in the morning?

H: Exactly!

L: Wow!

H: Yeah! So not great for the work–life balance

L: Right – I see why your partner’s unhappy! How do

they sleep?

H: I mean, if I’m working after one, I usually take my

laptop into the kitchen area

L: OK Why don’t you work there all the time, then?

H: Oh, there’s not much space and I have to stand

Also the wi-fi isn’t great, so if I’m doing a video

call or using a lot of data, it’s really slow or it

crashes, which isn’t great

L: No!

H: Oh, and the other thing is that now I work at home,

I’m eating more! If I’m dealing with a problem, I

often have a snack It helps me think …

L: Right I see …

H: And now I don’t walk to work …

L: Right

H: So what’s your advice – how can I improve things?

L: Well, I think you need to rent an office!

5 Give students time to read 1–7 and try to

remember answers from the first listening

• Play the audio again Students listen and note true or

false Ask students to compare answers in pairs before

giving answers

• In feedback, ask students to justify answers by saying

what they heard

Answers

1 F (making a bit of money)

2 T (my partner complains)

3 T (my workspace is in the bedroom area)

4 F (start work about 11)

5 T (I have to stand)

6 F (isn’t great… crashes)

7 T (eating more… now I don’t walk to work)

EXAM-STYLE SKILLS TASKS:

How to do a true or false exercise

Students at pre-intermediate level are asked to decide if sentences are true or false in a number

of common exams

To do this task effectively, students should:

1 Listen out for phrases that give the answer using different words or ways of expression to the true or false sentence Provide an example

with sentence 1 The sentence says Henry isn’t

earning anything Henry says I’m making a bit of money He says the opposite, so it’s false.

2 Justify answers to show they know Get students to say what they heard, and explain how this justifies their answer Even if they get the answer wrong, discussing what they heard is revealing and helps them get better

at doing this sort of exercise If students have lots of problems, ask them to research answers in the audio script so they get better

at knowing what to listen out for

6 Organize the class into groups of four or five to discuss the questions Allow two- or three-minutes’ preparation time first, and monitor to help students with ideas and vocabulary

• As students speak, go round and monitor, and note down any interesting pieces of language you hear

• Once you have fed back on content, explore and develop the language students used

Optional extra activity Ask students to work in pairs

to prepare a pie chart to show a typical 24 hours of a working day in their life Brainstorm categories: sleep, work, free-time activities, time with family or friends, sport and exercise, cooking and eating Tell students to prepare and present their pie charts to other pairs or the class

AIM

to check students’ understanding of how to use zero conditionals to talk about general truths

7 Read through the information in the box as a class

Check by asking: What form is used in the first clause /

the second clause? Can if go at the start of both the first clause and the second?

• Students match the parts Ask students to compare answers in pairs before giving answers You could ask students to check in Grammar reference 1C

Answers

1 f 2 d 3 a 4 c 5 b 6 e

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Unit 1 Jobs 27

Language notes

Meaning

The conditional clause states a situation (If I work in the

kitchen, …), and the result clause states the general truth

that results from that situation being true (I eat more).

Students may confuse the zero conditional with the first

conditional Compare:

I eat more if I work in the kitchen (general truth – i.e

every time I do this)

I’ll eat more if I work in the kitchen (likely result of a

specific situation – i.e this will result on this occasion)

Form

Many languages use a subjunctive form here, not the

present form It’s good news – no new form to learn!

A comma is always used to separate the two clauses

when the if clause comes first.

8 Organize the class into pairs to discuss and personalize

the sentences In feedback, elicit a few ideas from

different pairs Check students are using the form

correctly and talking about general truths

9 Give students time to read the ideas and silently

prepare things to say first Elicit one or two ideas for

the first situation to make sure students are clear

• Once students have prepared sentences, put them into

pairs or small groups to share and comment, then elicit

and write up a few of the best example sentences on

the board

Optional extra activity Extend this activity by:

1 Asking pairs to write as many sentences as they

can in three minutes Who has the most accurate

sentences?

2 Asking pairs to write a negative and a positive for each

situation (e.g If you work less, you feel good v If you

work less, you lose money.).

3 Asking pairs to do a chain (e.g If you work less, you

lose money; If you lose money, you can’t go out; If you

can’t go out, you lose your friends, etc.).

G For further guidance and practice, see Grammar reference

1C in the Student’s Book It explains use and form in

greater detail, and provides written accuracy practice.

Answers to Exercises 1 and 2, Grammar reference 1C

1 2 is, am 3 leave, don’t have

4 order, is 5 fly, get

6 have, employ 7 stay up, don’t have

it encourages students to use all their language resources in English to successfully complete the task

MEDIATION

Mediating a text

In Exercise 10, students have to simplify

or summarize a text to help someone else understand it

Students also have to relay specific information – i.e tell them what the key points are in the text, using clearer or simpler language, or a different language In the final step, students need to collaborate to reach a consensus

After completing Exercise 10, ask students

to reflect on how they processed and shared

information in the texts they read Ask: How did

you select key information to say? Did you just read the information or did you put it in your own words? How was the information you read different to your own experience?

10 M Organize the class into groups of four Tell each group to split into two pairs One pair will read Fact file A while the other pair will read Fact file B Tell groups to decide which pair will choose which Fact file Pair B will have to find Fact file B on page 190 of the Student’s Book

• Tell students to read their Fact files and decide whether the information supports their ideas from Exercise 9 Ask students to discuss the information with their partner who read the same fact file Students will have to summarize what they read, and discuss whether the views were similar to or contrasted with the opinions or personal experiences expressed in Exercise 9

• Finally, ask students to work in their groups of four Ask students to summarize the main facts in their Fact file Then tell them to work together to put the ideas

in Exercise 9 in order from best to worst

11 Organize the class into pairs to discuss the questions

If your class worked in groups, split each group into pairs In feedback, ask a few pairs to share their ideas, and open this into a class discussion

TEACHER DEVELOPMENT 2: ORGANIZING PAIRS AND GROUPS

Go to page 220 for information and advice

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28 Unit 1 Jobs

MY OUTCOMES

AIM

to reflect on what students have learned and

on how to improve in a personalized speaking

activity

• Give your students time to read the questions

and prepare things to say You could tell students

to make a few brief notes Explain revise (= learn

again)

• Organize the class into pairs or small groups

Give students five to ten minutes to discuss the

questions

• In feedback, ask a few pairs to tell the class what

they said Alternatively, you could have a class

discussion in which groups share the ideas they

have, and comment on each other’s ideas

• Follow up by setting a task for homework See the

Teacher development section for ideas Following

this activity, you could, for example, ask students

to flick through the unit and choose a task to

revise (e.g the vocabulary, the grammar, reread a

text) In the next lesson, ask students to say what

they revised, and how it helped them improve

their English

TEACHER DEVELOPMENT 16: MY OUTCOMES

Go to page 227 for information and advice

For further practice, use Communicative activities 1.1 and

1.2 on pages 228–229.

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Unit 2 Shops 29

TEACHER DEVELOPMENT 4: LEARNING AND CHECKING NEW WORDS

Go to page 221 for information and advice

Optional extra activity Extend practice by asking

students to describe what they are wearing, or their partner is wearing, or to brainstorm other clothes words

they can see (e.g shirt, socks, trousers, shorts, jacket,

cap, tie, pullover).

2 Mix the pairs so that students are working with someone new Ask students to discuss the questions

Go round the room and check students are doing the task and help with ideas and vocabulary if necessary

• Once you have given feedback on content, look at good pieces of language that students used, and pieces of language students didn’t quite use correctly during the activity

Optional extra activity In a small, new class, extend

the pairwork in Exercise 2 into a mingle Students go round and ask each other about shopping and clothes, thus providing more speaking practice, and allowing students to get to know each other better

TEACHER DEVELOPMENT 2: ORGANIZING PAIRS AND GROUPS

Go to page 220 for information and advice

2A Where did you get it?

Student’s Book pages 16–17

IN THIS LESSON, STUDENTS:

• have a conversation about going shopping and what they bought

• practise listening to a conversation about a shopping trip

• talk about events and habits in the past

• compliment people on clothes and possessions

AIM

to introduce and practise chunks of language used

to describe things people buy

Shops

2

SPEAKING

AIM

to set the scene and introduce the theme with a

photo; to get students talking about shopping; to

introduce types of clothes

Optional lead-in activity Tell students to look at the

unit title and photo Ask: What do you think this unit will

be about? How useful is this topic for you? What do you

hope to learn? What do you want to be able to do by

the end of the unit?

1 Start by telling the class that in this unit they’re going

to be learning how to talk about shopping and things

they buy, and will learn how to make compliments,

offer help and have conversations in shops

• Ask students to look at the photo on pages 14–15 Ask:

What can you see? Elicit a brief description of the photo,

and introduce any key words students might need

• Organize the class into pairs to discuss the questions Go

round the class and check students are doing the task,

and help with ideas and vocabulary if necessary

• In feedback, ask different pairs to suggest things they

can see in the photo Check and drill pronunciation of

words students don’t pronounce correctly

Answers

1 You can see the following in the photo: top, dress,

jeans, shirt, shoes, hat, jewellery

2 and 3 Students’ own answers

Language notes

The meaning of these words can be easily shown using

pictures or realia Here are a few things to check:

A suit is a formal two-piece outfit (usually trousers and

jacket, but it can refer to a skirt and jacket too)

A top is a general word for anything you wear on the top

half of the body (e.g t-shirt, sweatshirt, pullover)

Jeans (and trousers) are plural in English (e.g My jeans

are…).

Note the unusual pronunciation of some of these words:

coat /kəʊt/, jewellery /'dʒuːəlri /, shoes /ʃu z /, suit /su t /,

shirt /ʃɜːt /

IN THIS UNIT, STUDENTS:

• have a conversation about going shopping and

what they bought

• tell an anecdote about a problem with shopping

online

• roleplay different situations in shops and mediate

the conversations

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30 Unit 2 Shops

1 Ask students to complete the sentences Start them

off by eliciting the pair of missing words in the

first sentence If students find it difficult, point out

that they should be able to guess the answers by

working out the required parts of speech (the first

sentence requires a noun – quality – and a verb

in the past form – lasted) and by looking at the

context and the collocations (good quality; lasted

for).

• Ask students to compare their answers in pairs before

discussing as a class

• In feedback, use comprehension check questions

to confirm understanding, e.g Which word means

difficult to understand? (complicated); Which word

is the opposite of thin? (thick) / dark? (bright); If

it is second-hand, is it new? (no); If your bag is an

original design, how many other similar bags are

there? (none)

Answers

1 quality, lasted 2 thick, keep

3 fit, uncomfortable 4 complicated, follow

5 gold, suit 6 second-hand, condition

7 bright, original 8 smart, wear

Language notes

It fits me = it is the right size; it suits me = it looks good

on me

smart = looks tidy and formal (e.g a business suit) – the

opposite is casual or (negatively) scruffy

good quality = made very well with expensive,

long-lasting materials

TEACHER DEVELOPMENT 3: APPROACHES TO

VOCABULARY

Go to page 220 for information and advice

2 P Play the audio Students listen and repeat

• In feedback, discuss which words were hard to say and

why Provide extra practice in saying these words You

could model and drill the words yourself

Audio script

1 quality, really good quality

lasted, lasted for years

2 thick, a lovely thick coat

keep, keep me nice and warm

3 fit, don’t really fit

uncomfortable, quite uncomfortable

4 complicated, quite complicated

follow, difficult to follow

5 gold, wear gold jewellery

suit, quite suit me

6 second-hand, a second-hand shop

condition, in bad condition

7 bright, bright colours

original, a really original design

8 smart, a smart jacket

wear, wear it again

Go to page 222 for information and advice

3 Organize the class into groups of four or five to discuss

the questions Monitor and help students with any vocabulary they are unsure of You could make this exercise a dictionary research task or be available to explain words yourself and to encourage student explanations

Example answers

1 Because they are high quality, made of good materials; because you don’t use them much

2 A thick coat or jumper, a woolly hat; a cup of tea

or hot food; fire and heating Keep you cool

3 Because you got bigger / grew taller / it became small in the wash (shrank) Give it to someone / throw it away / sell it online or donate to a charity shop

4 instructions, software, situations at work

5 dark colours

6 for work / for an interview / for a formal party

4 You could start by describing some of your ownpossessions in a live listening before students do the exercise

• Organize the class into new pairs Encourage them totry to use as much of the new vocabulary in Exercise 1

as they can to describe their own possessions

In feedback, elicit some of the more interestingdescriptions students made, and comment on goodexamples of language use

Optional extra activity Find and show a page from

a fashion brochure or site showing people wearing fashionable clothes Ask students in pairs to choose a person and describe what they are wearing Their partner must guess who they are describing

LISTENING

AIM

to practise listening for specific information

5 Start by asking students about the photo on

page 17 Ask students: What can you see? What do

people do there? What do you know about Camden Market in London?

• Play the audio Students listen and note the answer.Ask students to compare answers in pairs In feedback,elicit the answer

Answers

One thing (Cleo bought earrings)

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Unit 2 Shops 31

Audio script

K = Keira, C = Cleo

K: Hey, Cleo Did you have a nice weekend?

C: Oh, hi Keira! Yeah, it was good

K: What did you do?

C: Oh, nothing much We were working Saturday

and then Sunday we just went for a walk in

town Dani bought himself a new camera a few

weeks ago and he wanted to take some photos

K: Really? I’ve never had an actual camera It just

seems too complicated when you have your

phone camera

C: Yeah I know He says the photos are better He

seems happy with it, anyway

K: Well, that’s the main thing

C: What about you? Did you do anything?

K: I went to the big street market in town

C: Oh – the Rastro? That’s where we were!

K: Near Latina metro

C: Yeah, exactly That’s funny Did you get anything?

K: No I’m not a big shopper, but it’s great just to

walk round

C: Absolutely

K: Actually, I saw this great leather jacket that I

thought about buying

C: Oh yeah?

K: Yeah, I mean it was second-hand, I think from the

80s, but it was in really good condition

C: Oh yeah! I love vintage stuff

K: It didn’t really fit though

C: Shame I actually bought these earrings there

K: Really? They’re great Where exactly?

C: There’s a jewellery stall on the main street and the

woman who runs it designs everything herself

She has quite an unusual style

K: Yeah, yeah I love them Were they expensive?

C: I don’t know – depends what you think of as

expensive I think these were, like, sixty euros

K: Oh, OK Well, I guess they are very original

Anyway, they really suit you

C: Thanks We should go one Sunday and I’ll show

you the stall

K: Yeah, yeah Maybe

Culture notes

El Rastro de Madrid or el Rastro is the most popular

open air market in Madrid (Spain) It is held every Sunday

and public holiday during the year and is located in the

city centre, just south of La Latina metro station Stalls

sell everything: antiques, rare books, vintage clothing,

paintings, etc

6 Ask students to read through the notes You

may want to ask them to copy the notes into their

notebooks and try to remember any answers from the

first listening

• Play the audio again Students listen and complete the

notes Ask students to compare answers in pairs In

feedback, elicit and show answers on the board

Answers

1 a few weeks 2 leather

3 (really) good 4 the main street

5 unusual 6 60 (sixty)

EXAM-STYLE SKILLS TASKS:

Completing notesStudents at pre-intermediate level are asked to complete notes with one or more words in a number of common exams

To do this task effectively, students at this level need to do the following:

1 Read the note form carefully and recognize what type of information is missing (e.g how many words, what part of speech, what topic

3 Listen carefully for specific words they can use to complete notes Remind students that the audio may not say exactly what is in the notes – they may have to extract words they need to use

TEACHER DEVELOPMENT 10: DEVELOPING LISTENING SKILLS

Go to page 224 for information and advice

7 Organize the class into pairs to discuss the questions

In feedback, find out if your students regularly buy second-hand things or if they have recently bought anything second-hand You could also ask if they ever get things second-hand, e.g from friends or family members

Example answers

You can buy second-hand things in charity shops, jumble sales, markets, car boot sales and online through websites that specialize in second-hand goods.Buying electronic goods (computers, etc.) second-hand may be a bad idea because you don’t know if they will work and often they are out of date

Many people buy second-hand cars because new ones are very expensive

Kids grow out of clothes quickly so buying hand clothes is a popular option, but some people don’t like the idea of wearing clothes that once belonged to other people

second-Books are commonly sold second-hand

AIM

to check students’ understanding of how to form and use the past simple, and to provide practice

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32 Unit 2 Shops

8 Read through the information in the box as a class

Then organize the class into pairs to look at the

sentences and complete the rules Monitor and note

how well students understand the rules

• In feedback, elicit the students’ answers Then

ask them to check in Grammar reference 2A

The Grammar reference provides a more detailed

presentation of use and form It shows students how

to make positive, negative and question forms

Answers

1 -ed 2 saw, thought, did

3 Did 4 didn’t

5 weren’t

Optional extra activity Get students to test each other

on the irregular past forms using the table at the back of

the Student’s Book on page 188 For example:

To form negative or question forms, we use the infinitive

without to with the auxiliary verb did.

Positive

Subject verb in past form object

I bought a coat.

Negative

Subject auxiliary + verb object

I didn’t buy a new coat.

Questions

Question word auxiliary subject verb

What did you buy?

The form of the past simple may cause some problems

for students at this level, particularly in terms of

manipulating the auxiliary verb did / didn’t Here are

three ways to provide practice:

1 Ask students to do lots of controlled practice – e.g

putting mixed-up sentences in order, turning positive

sentences into negatives or questions, etc

2 Use simple prompt drills For example, you say: I played

football, they say: You didn’t play football.

3 Write DID, DIDN’T and some pronouns (HE, THEY, YOU,

etc.) on cards, along with some verbs in infinitive or

past forms (e.g PLAY, PLAYED, etc.) Students put cards

together (and add words at the end) to make sentences

With regular verbs, we add -ed to the infinitive without

to in positive sentences With irregular forms, students

have to learn and remember the various forms (get – got,

find – found, etc.).

Here are two ways to provide practice of irregular forms:

1 Play irregular form bingo Students write eight irregular

forms on a bingo card (e.g BOUGHT, WENT, GOT,

etc.) You read out infinitives (BUY, GO, GET, etc.)

Students check off past forms

2 Students choose five verbs with irregular forms They

have to prepare and tell a story using them

TEACHER DEVELOPMENT 6: APPROACHES TO GRAMMAR

Go to page 222 for information and advice

9 Start by eliciting the past forms of buy and have in the first sentence as an example (bought, had).

• Ask students to change the verb forms individually.Ask students to compare their answers in pairs beforediscussing as a class

• In feedback, write up the corrected past forms on theboard

Answers

1 bought, had 2 went, didn’t get

3 left, got 4 wanted, didn’t go

5 received, didn’t know 6 asked, said

10 Organize the class into pairs Give them three or fourminutes to prepare and discuss reasons for each of the situations in Exercise 9 Go round and help with ideas and vocabulary as students speak

• In feedback at the end, elicit some ideas from students.Feed back on the use of past forms by students.Comment on good examples (e.g using an irregularpast correctly) and correct any errors

Example answers

1 The coat was too big / small for her daughter Thecoat had a hole in it Her daughter didn’t like the coat

2 The shops were crowded I couldn’t find the right size It was too expensive My favourite shop closed early

3 It paid better I didn’t like travelling I wanted to work 9 to 5

4 It rained We had to work We got up too late I was ill

5 I didn’t have anything to buy

6 I didn’t like him I had a boyfriend already

11 Organize the class into new pairs Give students time

to prepare stories Go round and help with ideas and vocabulary

• Students take turns to ask and answer questions abouttheir weekends

• Feed back on the use of past forms by students.Comment on good examples (e.g using an irregularpast correctly) and correct any errors

Optional extra activity 1 Extend the activity by asking

students to change partners and retell the stories they heard from their first partners

Optional extra activity 2 Write What, When, Where,

How, Who and Why on the board Tell the class to ask

you questions using the question words to find out as much as they can about what you did last weekend

Tell them to start with the question What did you do?

Answer as honestly as you can (or want to) If a question

is incorrect, don’t speak until the student has corrected the question accurately

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Unit 2 Shops 33

TEACHER DEVELOPMENT 8: FEEDBACK ON

CONTENT, LANGUAGE AND ERRORS

Go to page 224 for information and advice

G For further guidance and practice, see Grammar

reference 2A in the Student’s Book It explains use

and form in greater detail, and provides written

accuracy practice.

Answers to Exercises 1, 2 and 3, Grammar

reference 2A

1 1 did you do, stayed, spent, visited

2 Did you get, got, bought

3 Did you have, was, went, did you go, opened,

heard, Was it, told, paid, cost, was

2 1, 2, 3, 4, 6 and 8 are incorrect

3 listened / didn’t listen

4 spent / didn’t spend

5 had / didn’t have

6 spoke / didn’t speak

• Ask students to order the words to make questions

or comments Ask them to compare their answers in

pairs

• Play the audio Students listen and check their

answers You could play the audio a second time

and ask students to listen and repeat to practise

the pronunciation Note that because students are

complimenting and showing interest, they need to

exaggerate their intonation pattern

Audio script and answers

1 I love your ring Where did you get it?

2 That’s a great bag Is it new?

3 Hey, cool phone! How long have you had it?

4 I love your shirt It’s a really nice design

5 I like your boots They look really comfortable

6 That’s a lovely jacket It really suits you

Language notes

cool

We often say something looks cool if it has a modern

design A cool person looks fashionable and attractive

I bought this really cool new mobile phone.

He looks very cool with those new sunglasses.

We use nice and lovely to describe possessions in a

• Start by modelling the first conversation task Pick out

various students in the class and say things like I love

your bag, it looks great or I like your trendy shirt, it suits you.

• You could decide as a class which of the two tasks to practise, or you could put students in groups of four and ask them to decide as a group Give students a short amount of preparation time to think of what to say, but, essentially, ask students to decide what to say and how much to say

• As students speak, walk round and monitor groups Join in the conversation to keep it going Notice good or incorrect examples of complimentary language

• In feedback at the end, look at good pieces of language that students used, and pieces of language students didn’t quite use correctly during the activity Show students better ways of saying what they were trying to say You could write some useful new phrases

on the board with gaps and ask the whole class to complete the sentences

Example answers

a I love your bag It looks great

Thanks I really like it

Is it new?

Yeah I bought it second-hand

It goes with your coat

Thanks

b … Really? Did you buy anything nice?

Well, I got a jacket in that new second-hand shop

It looks good

Thanks It wasn’t expensive

Well, it looks new And it suits you

It’s a nice design, I think

Yeah It’s cool

TEACHER DEVELOPMENT 13: DIFFERENTIATION

Go to page 226 for information and advice

DEVELOPING LEARNER INDEPENDENCE

AIM

to reflect on how you learn best in the classroomDifferent students have different expectations in the classroom and different experiences Find out how your students feel about their classroom

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34 Unit 2 Shops

experience with the questionnaire below Use it

to encourage students to collaborate with others

and try new things

How do you learn best in the classroom? Tick

the statements that suit you best

1 I enjoy working in pairs

2 I want the teacher to explain rules and define

words

3 I want to be corrected often

4 I like working things out for myself

5 I enjoy explaining things to classmates, and

learning from them

6 I love working with new people in pairs, groups

and mingles

7 I prefer speaking to writing

8 I only want to hear and use English in the

classroom

9 I like sitting next to different people

10 I want the teacher to translate words I don’t

Student’s Book pages 18–19

IN THIS LESSON, STUDENTS:

• tell an anecdote about a problem with shopping

online

• talk about statistics about shopping online and

their experience

• work out the meaning of shopping phrases

• share stories they’ve read and discuss responses

to them

SPEAKING

AIM

to read and comment on a Fact file about online

shopping; to lead in to the topic of the lesson

1 Ask students to read the Fact file in pairs and to explain

any words they aren’t sure of to each other Tell students

that they can use a dictionary or ask you for help if they

need to Make sure students know all the words before

asking them to discuss the questions (See notes.)

• Organize the class into groups of four or five to discuss

the questions Go round the room and check students

are doing the task and help with ideas and vocabulary

if necessary

• In feedback, ask different pairs to tell the class what they discussed Once you have given feedback on content, explore and develop the language students used

Optional extra activity If your students have internet

access, ask them to find similar facts about their own country (e.g the average amount spent online)

AIM

to work out the meaning of phrases connected with shopping; to use translation to get across the meaning to others

2 Start by modelling the activity Tell students to find the

words in bold in sentence 1 Ask: What is ads short for? (advertisements) Why do people show them? (to make you buy things) If you keep getting them, do you get

them once or many times? (many) Is it annoying? (yes) How do you say this in your language?

• Ask students to discuss the meanings of the words in bold in pairs Encourage students to use context or their own knowledge to guess Monitor and notice what words students have problems with, and which students can explain difficult words well

• Elicit explanations in feedback Ask students to explain words to others in the class

• End with a checking stage Ask students to check words they are still unsure of in dictionaries, or, if you have a monolingual class, translate difficult words

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6 a huge range to choose from = a very big number

of different things available

7 was slightly damaged = was a little bit broken or

scratched, etc

8 gave me my money back = returned my money

9 a charge to return it = an amount of money you

have to pay if you want to send something back

Language notes

Get students to notice and note down in their

notebooks the form of some of these phrases For

example: keep + -ing, have (something) done, can’t

afford + infinitive, give (somebody) (something) back

Students need to learn these expressions as chunks, but

also need to notice how they work

3 Start by modelling the activity Provide two or three

examples from your own experience

• Ask students to take turns to share examples with their

partner

• Monitor as students speak and note any really useful

sentences students make You could write these up at

the end on the board for students to comment on and

copy

Optional extra activity 1 Ask students to write five

true sentences about themselves using the phrases in

bold Tell them to memorize the sentences Memorizing

things to use to talk about your life is a good way of

learning useful chunks

Optional extra activity 2 Ask students to prepare three

true sentences about themselves using the phrases in bold,

and one sentence that is actually false Students read out

sentences in groups Their classmates have to guess (or ask

questions to find out) which sentence is false

READING

AIM

to give students practice in reading for specific

information; to do a jigsaw reading that creates an

information gap and lots of spoken interaction

4 Organize the class into pairs Tell the pairs on the left

side of your class that they are all Student A They must

read Alfonso’s and Kristin’s posts Tell pairs on the right

that they are B and must read Sakda’s and Ewa’s posts

• Set a five-minute time limit for students to read and

find answers

5 Ask students to work with their partner to discussthe questions and make sure they have a good understanding of the two posts they read

Example answers

Work with what students say – the aim here is for them to get across what they know, not to provide definitive answers However, here are some points to mention:

Alfonso: bought an expensive guitar online – hasn’t told his wife how much it was (mistake: paying too much, not telling wife)

Kristin: bought a cheap computer online, not realizing she was actually only buying a box (mistake: not checking what she was buying)

Sakda: ordered clothes online, but the trainers arrived too late for a big night out (mistake: should have ordered earlier)

Ewa: bought a TV online, but it was damaged (mistake: it was a bargain, so should have known it may have a problem)

6 Students reread the posts and note key words to use

to retell the stories Tell them to compare the key words they chose with their partner

Example answers

Some useful phrases to note down:

Alfonso: look at stuff online, concert inspired me, silly amount of money

Kristin: second-hand, cheaper than I expected, box – good as new

Sakda: big night out, cool trainers, two days too lateEwa: a bargain, click and collect, damaged, out of stock, money back

MEDIATION

Mediating a text

In Exercise 7, students have to simplify, shorten, amplify or summarize a text to help someone else understand it

Students also have to relay specific information – i.e tell them what the key points are in the text,using clearer or simpler language, or a differentlanguage

After completing Exercise 7, students use Exercise 8 to reflect on aspects of mediation

7 M Mix A and B pairs so students are working withsomebody who read different posts Explain to students that they will take turns to retell the stories Give students time to think how best to retell their stories

Ask: How can you shorten, summarize or rephrase parts

of the story? Do you want to add anything to make the story more interesting.

• When students are ready, tell them to close books andtell their stories Set a five-minute time limit

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36 Unit 2 Shops

8 Students read the other posts then discuss the

questions with their partner

• In feedback, find out what information students

tended to miss out, and what questions students had

about the posts

Optional extra activity Organize the class into pairs or

small groups to discuss the following questions:

1 Would you like to play a musical instrument? Is there

anything else you have dreamed of doing?

2 What do you think is a good age to buy a first

computer / tablet / mobile phone / car / flat?

3 Do you think about the environment when you are

shopping? How?

4 Do you follow any influencers on social media? What

do they talk about?

Give students time to read the questions, decide which

ones to discuss, and prepare some ideas before students

start talking

SPEAKING

AIM

to practise language from the lesson in a free,

communicative, personalized speaking activity

9 Start by brainstorming typical experiences students

have had Use the opportunity to brainstorm new or

difficult words Outline a few typical stories If students

can’t think of a personal experience to tell, they could

make one up (see example answers below)

• Give students five minutes to prepare their story

Monitor and help with ideas and vocabulary You could

encourage students to use sentences with when.

• Organize the class into groups of three or four to tell

stories

• As students speak, go round and monitor, and note

down any interesting pieces of language you hear

• Once you have fed back on content, explore and

develop the language students used

Example answers

Typical problem stories:

Clothes that are the wrong size or colour

Furniture items that don’t fit in a room or through a

door

Instruction manual not in your language

Optional extra activity 1 Write story starters about

different shopping experiences on the board: Last

summer I went to the world’s biggest shopping mall;

I only had one day to buy Christmas presents for my

family; It was the first day of the January sales. Students

have to invent and tell the rest of the story

Optional extra activity 2 Write your own post starting

with the phrase ‘When I got it …’

Optional extra activity 3 Tell students to do some

research online and write their own ‘fact file’ about

online shopping

2C Can I help you?

Student’s Book pages 20–21

IN THIS LESSON, STUDENTS:

• roleplay different situations in shops and mediate the conversations

• discuss their preferences for shops and products

• practise hearing common words and phrases they hear in shops

• practise listening to conversations they hear in shops

SPEAKING

AIM

to lead in to the topic with a fluency-based speaking activity; to provide context for the use of comparative forms

1 Organize the class into pairs Students discuss the sentences

• In feedback, elicit and discuss some of the more interesting opinions and experiences you have heard while monitoring the pairwork activity

• Alternatively, you could organize this as a survey and mingle Ask students in pairs to turn the sentences into

questions (e.g Do you prefer going to shopping malls

or quieter, local shops?) Then ask students to walk

round the class and use their questions to interview three people Students then sit in pairs again, compare

their findings, and present them to the class (e.g Most

students prefer shopping malls Half the class buy vegetables in supermarkets.).

AIM

to check students’ understanding of how to form and use the comparatives of adjectives and adverbs

2 Read through the information in the box as a class Then organize the class into pairs to look at the sentences and complete the rules Monitor and note how well students understand the rules

• In feedback, elicit the students’ answers Then ask them to check in Grammar reference 2C

Unit 2 Shops 37

Language notes

Students are often (traditionally) first presented with

comparative forms in a simple, neat sentence For

example:

My brother is taller than my sister.

History is more interesting than geography.

In real language use, however, comparatives are

much more likely to come in a variety of chunks Get

students to notice from the examples in Exercise 1 that

comparatives are often found before a noun (a wider

choice), with qualifiers like a lot, much, a bit and no

(much more often), and are used with adverbs as often

as with adjectives (more healthily).

3 Ask students to work individually to complete the

sentences Elicit the first answer to get them started

Remind students that they will have to use less as well

as more, and will have to consider whether a word is

an adjective or an adverb

• Ask students to compare answers with a partner

before checking in feedback

5 brighter, more colourful

6 more practical, more easily, lighter

7 less lazy, more regularly, healthier

4 In pairs, students discuss what the people are talking

about Set a time limit of three or four minutes, then

Optional extra activity Ask students in pairs to choose

a sentence from Exercise 3, and prepare and act out a

short conversation which includes the sentence in a clear

situational context

5 Start by eliciting two or three ways of completing the

first sentence Then ask students to complete each

sentence in a way that suits them

• When students are ready, ask them to explain choices

in pairs or small groups Encourage students to add

extra information to explain their choice You could

provide an example with the information in the

answers below

• Once you have fed back on content, explore and

develop the language students used

Example answers

1 Shopping is better than staying at home It’s more interesting to be out in a city looking at shop windows than watching TV or doing housework

2 My phone is better than yours / my old one It has

a better camera and it’s much lighter

3 This department store is a better shop for clothes than my local supermarket It has a wider choice and more fashionable designs

4 Where I live now is better than where I used to live / living in the centre It’s cleaner, safer and less noisy

Optional extra activity Ask students to work in groups

to choose five of the following to discuss:

• a supermarket

• a clothes shop / website

• an electronics shop / website

• a market

• a pool / sports centre

• a place to eat / buy food

• a mobile phone

• a car

• a TV channelTell students to think of two examples of each of the items they have chosen, and decide which of the two examples they prefer and why

Students discuss their choices

G For further guidance and practice, see Grammar reference 2C in the Student’s Book It explains the grammar point in greater detail, and provides written accuracy practice.

Answers to Exercises 1 and 2, Grammar reference 2C

1 1 bigger

2 smarter, more comfortable, better, better

3 harder, friendlier / more friendly

4 more convenient, quicker, cheaper, less often

5 better, earlier, busier

2 1 Most things are a lot more expensive than they

were in the past

2 A pilot is much better paid than a teacher

3 Canada is a bit bigger than the US

4 Being vegetarian is a lot more popular than it was twenty years ago

5 India’s population is a little smaller than the population of China

6 Staying in touch is much easier than before we had social media

LISTENING

AIM

to listen for general understanding; to listen for key phrases in fast speech

6 FS Give students time to read the task carefully

Write the first phrase on the board: Do you have

one of these in ? Elicit a few examples of how to

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38 Unit 2 Shops

D: Well, there are some nice gift bags and cards over there, if you like

E: Oh, OK Sure

D: Well, just choose something and come back OK? You don’t need to queue again

E: Oh, OK Great

D: All part of the service

3 F: Yes, sir How can I help you?

G: I’ve been here longer than him, actually

F: Oh, right I’m sorry, madam How can I help? G: I bought this the other day and it’s damaged The button doesn’t work and it’s damaged here Look, you see?

F: And you didn’t drop it or anything?

G: Are you saying I’m lying?

F: No, no it’s just an unusual problem

G: Well, I didn’t

F: Of course … er, do you have the receipt and box?

G: I got rid of the box, but here’s the receipt

F: Oh, OK Let me talk to my manager

4 H: Excuse me.

I: Sorry, I’m closing the till, but my colleague can help

J: Hi, how can I help you?

H: Hi, I’m interested in the TV you have on display over there

J: Oh, I’m sorry That’s not in stock Would you like me to order it?

H: How long will it take?

J: I’m not sure Three or four weeks?

H: Oh right Well, don’t worry I’ll leave it

5 K: Sorry – Could I maybe go ahead of you?

L: Is that all you have?

K: Yeah, it is You know, I’m making a Valentine’s dinner and I suddenly realized I didn’t have any salt!

L: Oh, right! Yeah, you go first

K: Are you sure?

L: Of course I’m not really in a hurry

K: Great, thanks

L: No problem – enjoy the dinner!

8 Ask students to discuss and decide where the phrases come from You could support students by listing the conversations 1 to 5 on the board with their opening lines This should remind students of what each conversation was about:

1 Excuse me Do you have one of these in a smaller size?

2 Would you like me to put it in a bag?

3 Yes, sir How can I help you?

4 Excuse me / Sorry, I’m …, but …

5 Sorry – Could I maybe go ahead of you?

• Play the audio again Students listen and check answers Ask students to compare their answers in pairs before discussing as a class

complete the first phrase (e.g Do you have one of

these in black / a bigger size?) Getting students to

predict what might come next as they listen is a good

way of improving your students’ ability to follow

conversations, and builds your students’ confidence

• Play the audio Students listen and write one word or

short phrase to complete each sentence they hear Tell

them to write the first thing they think of Ask students

to compare their answers in pairs before discussing as

a class

Example answers

1 Do you have one of these in black / a bigger size?

2 Would you like me to help you / wrap it / put it in

6 Could I maybe go first / go to the changing room /

go and try it on?

Audio script

1 Do you have one of these in ?

2 Would you like me to ?

3 Do you have anything ?

4 I’ve been here longer than

5 I bought this the other day and it’s

6 Could I maybe ?

7 Give students time to read the task and the

situations Check wait your turn (= wait until it is your

time to do something); a queue (= a line of people

waiting); take back (= return) You could suggest

students think about what they might hear in each

situation before you press play

• Play the audio Students listen and match Ask students

to compare their answers in pairs before discussing as

1 A: Excuse me Do you have one of these in a

smaller size? This one’s a bit big

B: I’m afraid not That’s why they’re at a reduced

price

A: Never mind, Timmy You’ll grow into it

C: But I don’t like it

A: Don’t be silly You look lovely It really suits

you

C: It’s not as nice as the other one we saw

A: That was much more expensive This one’s fine

C: It’s not fair

2 D: Would you like me to put it in a bag?

E: Sure – but do you have anything nicer? It’s for

a birthday

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