_ A question of sport I

Point out that the names of sports are not preceded by

the in English.
You could also use this exercise as an opportunity to check
Grammar Present simple; to be; frequency
how well students know the alphabet in English. Correct
adverbs major errors and draw their attention to the importance of
Functions and Definitions and explanations with the alphabet - it is a life skill and is tested in Speaking Part
vocabulary a kind of + -ing/noun; 1 and sometimes in Listening Part 3.
expressing attitude; sports, sports
equipment Answers
Pronunciation lail as in like; li:1 as in steep; III as b 1 cycling c 14 basketball d 6 football
in big e 15 gymnastics f 4 hockey g 12 horse riding
PET Skills Listening for detailed h 11 rugby i 2 sailing j 7 surfing k 5 table tennis
understanding (Listening Part 1); I 13 tennis m 9 volleyball n 8 windsurfing
talking about personal interests o 10 skiing
(Speaking Part 1); talking about
things you don't know the name 2 like + -ing
of (Speaking Part 3); guessing
Invite students to give their opinions, using like + -ing.
unknown words
Elicitlsupply the names of sports or other activities they
Revision there is/are; present simple; the
like doing.
alphabet; like + -ing; spelling
Point out that we usually use play for ball games
aloud (Speaking Part 1)
(basketball, football, hockey, rugby, table tennis, tennis,
Exam folder Reading Part 1; Speaking Part 1 volleyball- I like playing basketballs, but we use do for
sports which are individual skills (athletics, gymnastics -
I like doing athletics). For sports whose names end in
Preparation -ing, (cycling, horse riding, sailing, surfing, windsurfing),
1.1 Exercise 4 If you prefer not to draw on the board in we can say I like cycling. We often use go with these
class, draw a blank vocabulary tree on an OHT or large sports, which involve travelling from one point to
piece of paper to demonstrate with. another, e.g. I like going horse riding.
1.6 Exercise 1 Plan which sport or hobby you will use when 3 Vocabulary
demonstrating the activity.
Ask students to work in pairs.
If students do not have English-English dictionaries,
S8 pages 10-13 recommend that they get them if possible. Where
dictionaries are not available, offer definitions yourself
when necessary as they do this exercise.
INTRODUCTION
Go through the exercise by saying each word in turn as
1.1 PET Speaking Part 1 you write it on the board and asking students to supply
the names of the sport(s).
1 Names of sports
Ask students to look at pictures 1-15. Suggested answers
Invite them to identify some of the sports pictured. bat - table tennis bike - cycling board - surfing,
Check that they understand what an anagram is, using windsurfing boat - sailing helmet - cycling (Note:
the example. Ask them to do the others as quickly as they students may suggest horse riding. If they do, tell them
can and match them to the pictures. When several that the term for this is hard hat, not helmet.) net-
football (part of goal), hockey, table tennis, tennis,
students have finished, stop the exercise and ask students
volleyball racket - tennis sail- sailing, windsurfing
to take turns to come up and write the answers on the skis - skiing stick - hockey (Note: not skiing - the word
board. Ask students to say the words aloud when they is pole.)
have written them on the board and make sure their
pronunciation is correct.

10 UN IT 1 ~
4 Vocabulary tree
Recording script
See Preparation.
If students have not met vocabulary trees before, point 1 We use a very strong board, it's like a skateboard with
out how the words are grouped on the example and big wheels and we do it on a steep hill or mountain.
explain that this can help you to remember words
2 We wear our rollerblades. Er, they're like skates with
because you can make a picture of the tree in your head
four little wheels in a straight line.
and visualise the words in position.
~sing the board, an OHT or a large piece of paper, 3 You can go up to 45 kph indoors so you wear a
demonstrate filling in a blank tree with the class. Then helmet, but it's not very dangerous - really!
ask them to work out their own tree for a sport or hobby
4 The weather's very cold and windy in Canada in
they are interested in, so that they have a record of
winter and there's always ice and snow on the lakes
important words that they need to talk about it. This
and fields.
could be homework, if time is short.
Alternatively, students could work in small groups
producing shared trees to display round the class. Draw 3 PET ustening P!I!i',!
attention to the Vocabulary spot. Listening for detail- factual information
n Tell students they are going to hear some more from
LISTENING the same speakers,
Ask them to read through the questions and think about
1.2 the information they need to answer them. They can
write their answers during or after listening. They need
1 Guessing unknown words
not write full sentences.
Can students guess which sport is which in the
Play the four statements and check the answers.
photographs? Check the answers round the class.
Answers
Answers b helmets
a snowfering b street hockey c sticks like ice hockey sticks and a ball
c karting d mountainboarding d in the summer
e (up to) 45 kph
f a kind of small racing car
Ask students how they guessed. They should come up
g a board (like the board they use for snowboarding) and
with the linguistic clues contained in the names of the
a kind of sail
sports. Point out that it is often possible to guess the h on the snow (on the lakes and fields)
meaning of words and phrases even without pictures to
help because there can be words you already recognise
within them. Recording script
2 Listening for gist 1 We use a very strong board, it's like a skateboard with
n Ask students to look at the photographs in 1.2 Exercise big wheels and we do it on a steep hill or mountain.
1 and explain that they have to match what they hear to It's called mountainboarding. There's lots of space to
the photographs. Tell them not to worry if they do not jump and turn. It's great. It's quite easy, but we
understand every word, but just to try and match the sometimes fall so we always wear helmets and we
speakers and photographs. _ usually wear something to cover our elbows and knees.
Play the four initial statements and check the answers.
2 We wear our rollerblades. Er, they're like skates with
Discuss what helped them. (See the underlined words for
four little wheels in a straight line. It's called street
suggestions.) ~ If they found it difficult, play the
hockey. We use sticks like ice hockey sticks and a ball.
recording again, stopping as necessary.
It's fun in the sun and we usually play in the summer.

3 You can go up to 45 kph indoors so you wear a helmet,

but it's not very dangerous - really! It's called karting.
We use a kind of small racing car. It's got a real engine.
Champion racing drivers often begin in them.

A QUESTION OF SPORT 11
 we usually play
4 The weather's very cold and windy in Canada in
drivers often begin
winter and there's always ice and snow on the lakes
Underline the adverbs. Point out that they go before
and fields. It's called snowfering. We have a board like
the verb.
the board we use for snowboarding and we use a
Write on the board:
kind of sail. It's a kind of windsurfing on the snow.
there is always ice
It's wonderful.
Underline the adverb. Elicit the fact that it comes after
the verb when this is to be. Ask students to write their
Elicit the explanation of a kind of (likelone type of>.If answers to the exercise individually.
necessary, briefly drill the pronunciation of a kind of, When they have finished, ask students to read each
drawing attention to the weak stress of a and of. answer. Let others say whether the adverb is in the
correct position and then comment on the choice of
4 Listening for detail- expressions of attitude
adverb (which is a matter of opinion).
n Ask students how the speakers feel about their sports.
Do they enjoy them? Suggested answers
b Cyclists sometimes go very fast. c Footballers are
~ Ask them to listen again for the adjectives which
often very rich. d Surfers always get wet. e Gymnasts
describe these feelings. never wear helmets. f There are usually two people in a
Play the four statements and check the answers. tennis match. g Good athletes never smoke.

Answers
1 It's great. It's quite easy. 2 It's fun. 2 Position of frequency adverbs in questions
3 It's not very dangerous. 4 It's wonderful. Write on the board:
Do you often play football?
Elicit other words they could use, e.g. exciting, pleasant, Underline the adverb. Point out that it goes before the
enjoyable, and perhaps some negative ones, e.g. boring, verb (play) in a question, and after the subject (you).
silly, difficult. Write on the board:
Are you usually happy?
Underline the adverb. Elicit the fact that it is after the
LANGUAGE FOCUS subject (you). Point out that this is the verb to be.
Ask the class to work through the exercise orally in pairs.
PET Speaking Part 3
3 Position of frequency adverbs in negative sentences
1.3 Definitions: a kind of + -ing / noun Write on the board:
I don't often play football. He doesn't always play football.
Discuss the example with the class.
Underline the adverbs. Elicit the fact that they go
A kind of is language which can be used strategically to
immediately before the verb (play) in negative sentences.
compensate for the necessarily restricted vocabulary of
Write on the board:
students at this level. It is especially valuable in the
They never play football.
Speaking test in PET, and such discourse strategies will be
Ask/elicit what is special about this sentence. It has a
awarded marks when used appropriately.
negative adverb. Write on the board:
Point out that we can use a noun or the -ing form.
He never plays football. She's never happy.
Do the exercise round the class. This could be homework, if
Underline the adverbs. Elicit the different position after
time is short.
the verb to be. Ask students to write their answers to the
exercise and remind them to make some of the
Answers
b It's a kind of bat. c It's a kind of surfing on water.
sentences negative.
d It's a kind of tennis. e It's a kind ofteam game.
f It's a kind of car. g It's a kind of windsurfing on the snow. PROHWHCIATIOH
Note: Producing the sound li:1 is unlikely to cause
difficulties, but understanding the ways it can be spelt in
English is important, especially as so many languages use i
1 Position of frequency adverbs in positive sentences to represent the sound. In English, this is normally only the
Write on the board: case in words originally from other languages (e.g. visa
we sometimes fall Ivi:z:JI). There are very few of these at PET level.
we always wear

12 UNIT 1
 Write on the board like. Elicit the pronunciation. Write lail 1.6 ACTIYITY
on the board. Model the sound and ask students to repeat
it. Tell students about phonetic symbols and, if 1 Explain that this exercise is preparation for a game in the
appropriate, explain that they don't have to know them - next exercise (Exercise 2). If your students are not used
they are just an accurate way of showing sounds on paper. to this sort of activity, you may like to do a
Write on the board big. Elicit the pronunciation. Write demonstration with three students to show them what
hi on the board. Model the sound and ask students to to do (see Preparation).
repeat it. Remind students that the letter i is usually If you think your students will tend to choose the same
pronounced lail or hi in English. sports (or hobbies), you can allocate different ones to
Write on the board wheel and please. Elicit the each pair. To add a more competitive element, you can
pronunciation. Point out that in English different letters say that the winners will be the pair whose sport requires
can (and often do) sound the same in different words. the largest number of questions to be asked before it is
This sound is li:/. guessed. To demonstrate this, think of a sport or hobby
2 Ask students to complete the table in their books. yourself and get students to ask you questions about it.
Tell them to make sure no one but their partner knows
3 n Play the recording for them to check their answers. what they are writing about. Ask them to write as many
Check answers by getting individual students to read out facts as they can in a given time (e.g. four minutes).
a word and make a list on the board according to what
they say. The class can correct any errors as you do this. 2 Ask students to work with another pair. If some pairs
have chosen hobbies rather than sports, they must tell
Answers the other pair before they begin. They should answer
Yes or No or give the facts they are asked for, but no
lail li:1 hi other clues. If they cannot answer a question they should
quite like kind steep field knee hill little stick say We don't know. When a sport or hobby has been
ice line ride bike people street big rich guessed, the pairs change roles, so that the other pair
wheel team asks questions. When they have finished, students should
look at the facts each pair wrote in 1.6 Exercise 1 to see
if they are about the same things as the questions
they asked.
Recording script
steep quite hill field like knee kind people ACTlYITY
ice little stick line big street ride rich
This exercise (or the preparation for it) could be
wheel bike team
homework, if time is short. If appropriate, the posters can
be displayed in the classroom. Where accessible, websites,
4 Elicit the four different spellings of li:/: ee ie eo ea. magazines, etc. could be used for pictures and information.
Ask students to note them. When they see new words Insist that all the wording the students use is their own.
with these spellings, remind them to think about
the pronunciation.

A QUESTION OF SPORT 13
 Exam folder 1
S8 pages '4-'5 Speaking Part 1
1 Ask students to make some questions to ask Pablo and
Reading Part 1
Cristina, using the prompts provided. Supply/elicit
This Exam folder is at a lower level than the exam but gives suitable questions, e.g.
students an introduction to the type of task. Where do you come from?
Where do you live?
1 Ask the class to look at the texts, but not to read them
How old are you?
just yet.
What do you like doing?
If necessary, explain the vocabulary email, postcard,
Practise briefly with the class as necessary.
post-it note, telephone message and notice and ask
students to guess which is which. Do not indicate 2 Read the texts with the class and teach any vocabulary as
whether they are correct at this stage. necessary. Get them to find the answers to the questions
they prepared in Exercise 1.
2 Ask students to read the five texts and decide whether
their guesses were correct. 3 Ask students to work in pairs, asking and answering as
Check their answers and ask what clues the texts Pablo and Cristina.
contained. Draw attention to the Exam Advice box. Note: In the PET Speaking test, students will be asked
these kinds of questions by the examiner, not the other
student. It is important that students understand the
Answers
questions and saying them reinforces this.
1 postcard (the handwriting and the content of the
message) 4 Draw students' attention to the Exam Advice box. Ask
2 email (the typeface and layout suggest an email)
them to think about the answers they need to give for
3 telephone message (the word phoned)
themselves. Teach any necessary language, e.g. their
4 notice (the style shows that this is a notice and the
words suggest it is for anyone to read) nationality in English.
5 post-it note (Here's ... means the note is stuck to
5 Students practise answering as themselves.
something, e.g. a leaflet)
6 Ask students to write a short text about themselves
3 Check that students understand what they have to do. which answers the questions they practised in Exercises 1
Go through the question and elicit the words about food and 3.
(is great). Elicit the words about the sea (is dirty so I
swim in the hotel pool) and the room (but ... is very small
and dark) and check that they understand that these
words do not mean Maria likes the sea or her room.

4 Ask students to find the answers to the questions for the

other texts. Suggest that underlining the words which
help them is a good idea. Go through the answers, asking
which words contain the information.

Answers
2 A 3 C 4 B 5 A

14 EX A M F0 L0 E R 1
_ The meeting place I

Topic Meeting and describing people

2 n Play the recording and check answers with students.
Go through the basic structures used in describing
oneself (to be + tall, slim, etc., to have (got)lwith + dark
Grammar like/enjoy + -ing; want/would like
hair/blue eyes, etc.). Write them on the board and
+ to; to be+ a(n) ...
practise briefly round the class.
Functions and Describing people: appearance,
vocabulary personality, interests; inviting
Answers
and responding to invitations
a Stefan b Mike c Mandana d Julia
Pronunciation Inl as in pop; fAl as in fun; Iju:1
e Kurt (not heard) f Anastasia (not heard)
as in university
PET Skills Introduction to multiple-choice
format; talking about your interests
Recording script
(Speaking test Parts 1 and 4)
Revision Greetings; have got } Stefan: Hello, Mandana?
Mandana: Yes. Is that Stefan?
Exam folder Listening Part 3
Stefan: Yes, I'm meeting you this afternoon. What do
Writing folder Writing Parts 1,2 and 3 you look like?
Mandana: Oh, well, I've got short dark hair and dark
eyes. I'm average height. What about you?
Preparation Stefan: Right, er, I'm not very tall, but I'm
2.1 Exercise 4 If appropriate, bring blank pieces of paper to broad-shouldered and I've got blue eyes. My hair is
class so that students' work cannot be identified by the fair and it's quite short and curly.
paper it is written on.
Julia: Hi Mike, this is Tulia. I'm meeting you at the coach
2.S Exercise 2 If you like, collect some samples of
station tomorrow.
handwriting to bring to the class.
Mike: Oh, right. What do you look like?
Exam folder 2 Photocopy the recording scripts (on page
Julia: Well, I'm slim, and I've got fair hair. It's wavY and
167) for students.
shoulder-length. I've got green eyes. And you?
Writing folder Make OHTs of the exercises, or copy them
Mike: Er, I'm tall, with short dark hair and I've got a
onto a large piece of paper like a poster, so that the answers
moustache.
can be marked on them when you go through the exercises
Julia: OK. See you tomorrow.
with the class. Have coloured markers available, if possible.

3 Let students practise the structures in pairs.

58 pages 16-19
4 If prepared, hand out blank pieces of paper to students.
Invite students to check with you if they need specific
INTRODUCTION vocabulary (e.g. red hair) as they work and list all the
2.1 Describing people's appearance; to be + age; to be + extra words on the board so that the class can note them
a(n) student after they have guessed who each description applies to.
With a large class, divide students into two
1 Read the instructions and talk about the people on the or three groups.
cards. Elicit the structures to be for age (He's 17) and to
be + a(n) for occupation (She's a student). Draw 5 Students could complete the notes for homework and
attention to the Grammar spot (jobs may come up in 2.1 you could then use the guessing game as a revision
Exercise 5 and are the topic in Unit 3). exercise next lesson.
Remind students how we ask about appearance (What
does X look like?) and practise briefly. Elicit some of the
vocabulary underlined in the recording script in
preparation for Exercise 2.

THE MEETING PLACE 15

READING 2.4 want/would like/have got

2.2 Describing people's personality and interests This could be homework, if time is short.
Ask students to write their answers and go through them
1 Check that students understand the meaning of the words with the class.
Travel, Contacts and Accommodation. Ask them to read the
advertisements as quickly as possible and label them. Answers
Check the answers with the class, discussing which parts b Would like likes C would like like
of the texts gave them clues. d have got haven't got e Does like 's/has got
f do like like g 'd/would like
Answers h Would like don't like i 'd/would like likes
2 Travel 3 Accommodation 4 Contacts j 'd/would like have got haven't got
5 Travel 6 Accommodation

2.5 Writing a notice

2 Complete the answers for question a with the class, then
let them work alone or in pairs. Explain new language as It may be useful to do a sample with the whole class first,
you go through the answers. eliciting suggestions to demonstrate how they can use
phrases from the texts on page 17 to write their own notice.
Suggested answers If appropriate, ask students to write their notices out on
a 1,5,6 b 1,3 C 1,3 d 2 e 3 f 2,4 g 3,6 pieces of paper and display them on a noticeboard in the
classroom. You could ask them to choose a notice to write a
response to for homework.
3 Encourage a short class discussion so that students can
practise the language in the texts by using it to justify
their answers.
2.6 PROHWH~IATIOH
1 Elicitlsupply the three sounds 10/, I AI and Iju:1
exemplified by the sentence Stop studying students! and
LANGUAGE FOCUS practise them briefly with the class.
2.3 Understanding want/like/would like in context
2 Students could do this exercise in pairs or small groups.
Direct students to the question What kind of person are you? You may need to point out that some words contain
Elicit the meaning of a kind of (see Unit 1). sounds other than 10/, IAI and Iju:/.
This is an opportunity to introduce students to
multiple-choice questions if they have not encountered
3 n Play the recording for them to check their answers
before going through them on the board.
them before.
You may like to point out that PET Reading Parts 1,4 and 5
Answers
and Listening Parts 1 and 2 are multiple-choice format.
Ask students to work in pairs, noting their partner's answers. Iju:1 IAI Inl
When they have finished, direct them to the results on page
music
IAriversity {un become some pop long doctor
19. Elicitlsupply definitions of new vocabulary as necessary. Tuesday you other club want cost
The meaning of want and would like is the same, but would future above discuss
like sounds less certain and is therefore more polite. Would
like is extremely widely used in English. Suggest that if in
doubt, students should use would like. If necessary, also
remind students that would is usually contracted in positive Recording script
statements. university fun pop music become some
If students know each other well enough, ask them to read Tuesday other club long you above doctor
out the result for their partner to the rest of the class and discuss want cost future
let the class enjoy commenting on its accuracy or otherwise.
If students don't know each other, let them comment on
their own results.
Reassure students, if necessary, that this is not a serious
psychological test!

16 UNIT 2 .
4 n Ask students to read the sentences and identify the 2.8 ACTIYITY
target sounds before playing the recording for them to
Describing people's personalities
listen and repeat.
You may like to begin by asking students if they believe that
Answers handwriting is a reliable guide to personality and reassure
/ju:/ is heard in university, students, music them that the opinions in these exercises are not meant to
fA/ is heard in become, [Link], run, club, above, other, be taken very seriously.
brother
/0/ is heard in want, doctor, lot, shop, got, long 1 Let them read the 'specialist's' opinions and elicit/supply
the meaning of any expressions they do not understand
before they match them to the handwriting samples.
Recording script Let them discuss their answers before telling them the
'real' ones.
I want to become a doctor.
Some university students have a lot of fun.
Answers
I run a music club above a shop.
If a a 3e 4d Sb 6c
His other brother's gill long hair.

2 You can either supply some handwriting from outside

2·7 ACTIYITY PET Speaking Parts 1 and 4 the class if you wish (see Preparation - e.g. supply four
samples from people of different ages, sex and
Talking about your interests
occupation and ask students to make guesses about the
1 Remind students of the sports or hobbies they talked writers and then tell them how accurate they are) or ask
about in Unit 1 and of any other free time activities students to write a sentence each and then put them in
mentioned in this unit. Check that they remember the small groups to 'analyse' the samples and say whether
use of the noun or -ing form after I like. they reveal/reflect anything of the writers' characters.
2 Briefly practise the target language with the class. If
possible, let students walk around talking to each other,
otherwise let them talk to the five or six students sitting
nearest them. At the end, ask who has found someone to
spend some free time with at the weekend.
An extension of this language will be practised in Unit 16.

Exam folder 2
58 pages 20-21 2 n This listening task gives students a chance to practise
looking at notes on the page and listening to something
Listening Part 3 slightly different which means the same. Direct students
to the second picture and say Dan goes to the gym every
This Exam folder gives students an introduction to the task. day.
Students practise listening for specific information and Indicate the picture of Dan cycling. Ask How does he
should not worry that they cannot understand everything. get there?
1 Tell students they are going to hear a student called Dan Elicit and write on the board the two ways of saying this:
talking about how he usually spends his day. He cycles to the gym. He goes to the gym by bike (or
Ask them to look at the pictures and tell you what Dan bicycle).
does every day. Make sure they use the present simple Remind students that there is often more than one way
for routines. of saying the same thing.
Elicit/supply vocabulary which comes up in the listening Tell students to do the exercise while they listen.
(see recording script), e.g. gym, lectures, canteen and match. Play the recording. ~ Replay as necessary.
 Answers Recording script
b I have a huge breakfast at about half past eight.
c I'm studying geography. Katy: My name is Katy Williamson and I'm a student at
d I usually study in my room in the afternoon. Southgate University. I'm the captain of the university
e I enjoy spending time with my friends. women's football team. Women's football is becoming
f I would like to travel round the world.
more and more popular and the team is really busy
playing matches all over the country.
I get up at 6 am and at 6.30 I go to the man. I always
Recording script walk. I usually spend about an hour there and I walk
Dan: My name is Dan Jones and I'm a third year back to the university and have a huge breakfast in the
student at Southgate University. My days are really student canteen at about a quarter past eight. Imeet
busy because my hobby is tennis and Iplay in national all my friends there so breakfast sometimes takes a
matches so Ihave to practise a lot. long time. Lectures are from 10 o'clock until about 1.
My day begins at 6 am. I get up and go straight to the I'm studying biology so I spend quite a lot of time in
gym before breakfast. I always go there by bicycle the laboratories.
because the fresh air wakes me up. After an hour or so I usually have lunch in the canteen but I sometimes go
Icome back to the university and then Ihave a huge to a cafe over the road. After lunch I usually study in
breakfast at about eight thirty. Oh, I always have a the library. There's sometimes football practice
shower of course before breakfast or nobody would sit between 5 and 6 so I have to work hard to finish all my
next to me! From 9.30 until! I go to lectures. ~ work before then. We play matches against other
subject is geography. university women's teams on Friday afternoons so I
Then all the students have lunch together in the have to make sure I'm always free then. Then I have my
canteen at 1 o'clock. I usually study in my room after evening meal- usually in the canteen because it's
lunch - that is, except for one afternoon a week when cheaper there. In the evenings I like watching TV - I'm
we play matches, sometimes against another university. usually too tired to do anything else. And I go to bed
They're always on Wednesday afternoons. In the really early about 10.
evenings I like spending time with my friends - we When Ileave university next year, I want to be a nurse
sometimes go to the cinema or to a disco. When Ileave but I'll continue playing football as a hobby because I
university next year, Iwant to travel round the world. love it.

3 n ~Give out the photocopied recording scripts (see 7 n Give out the photocopied recording scripts (see
Preparation) and play the recording again while students Preparation). ~ Play the recording again and check the
follow. Ask some comprehension questions and check answers. Discuss any other vocabulary. Remind students
vocabulary but remind students that they do not need to that they do not need to understand everything in order
understand everything. to answer the questions.

4 Do the first one together: go there by bicycle. Answers

Students do the others, then check their answers (see 1 gym 2 [Link]/(a) quarter past eight 3 biology
underlining in the recording script). 4 library 5 Friday 6 watching TV 7 nurse

Answers
b eight thirty c My subject is d after lunch Look at the Exam Advice box together. In Listening Part 3,
e like f want the words in the notes are not usually exactly the same as
the words on the recording. Students must be able to
recognise the prompt even if they don't hear the actual
5 Look at the pictures together and talk about what Katy
words so they are ready to write down the missing word(s).
does every day. Some things are the same as Dan and some
are different. Ask How does Katy get to the gym? and elicit
on foot/she walks. Ask Do you think she studies geography
like Dan? and elicit the names of some science subjects and
the word laboratory. Establish that her sport is football.

6 n Tell students to listen and complete the spaces. Don't

go through the answers yet.
Play the recording. ~ Replay as necessary.

18 EXAM FOLDER 2 .
 Writing folder
3 This exercise focuses on apostrophes and capital letters.
Writing Parts 1, 2 and 3
Let students do this exercise individually, then go
1 Ask students to work through the exercise in pairs, then through it with the class. When going through the
use the OHT or poster (see Preparation) to go through it answers, point out that Dad, Uncle Ian and National
together. Draw attention to the Exam Advice box. Gallery are names and start with capital letters, but my
Do not go into too much detail on questions f and g unless uncle, my father and a museum are not.
your students are already used to English punctuation.
Answers
Answers a My brother and I usually watch football matches at my
a Seven; at the beginning of sentences, sorneone's name grandparents' flat because their televlsion's very big.
and the pronoun 'l'. They are also used for place names, b On Ihursday l'm going to the match between Italy and
days of the week and months. 2cotland with Qad and Uncle Ian.
b To show the beginning and end of each piece of spoken e We~re travelling in my uncle's car to fdinburgh and
language. These could also be double (" "). after the match, we're staying at the Norton Hotel.
c Four; they replace missing letters. {In speech and informal d Then on friday morning my uncle and I are visiting
written English, these forms are correct. PETstudents can fdinburgh ~astle and my father's going to the National
use them throughout the exam as they are not expected .[Link] a museum.
to use formal written English, but they should understand
which letters they replace, for grammatical reasons.)
4 Let students make corrections individually (this could be
English also uses an apostrophe to show possession.
d With a full stop. homework, if time is short) and then go through it with
e At the end of a question. the class.
f Between the two halves of a long sentence, especially Draw students' attention to the commas after Nell and 59.
before words like but and 50, but not usually before The exclamation mark can be used to suggest that Emilia
and or that; between items in lists, until the last item is amused at having to buy these things. A full stop
which is preceded by and; in addresses and at the
makes this a simple statement of fact.
beginning and end of letters (although in the PETexam
Point out that Mr and Mrs are never written out in full.
students would not lose marks for omitting these).
Commas are mentioned in later units when they are Mum and Dad have capital letters when they are names,
important (e.g. conditional sentences in Unit 26). but not when they are used as common nouns,
g The only other punctuation mark students may want to e.g. my mum, your dad.
use is the exclamation mark. Make sure that they
understand that in English it is always at the end of a Answers
sentence. It normally denotes surprise or humour and
Qear Nell,
loses force if overused. Students may meet colons,
semicolons and dashes in printed texts, dialogues, lists, Thank you for your email. Mum~s computer isn't working,
etc. but they do not need to use them. so [m sending you this note,
I~mgoing to !,ondon on 2aturday to do an Inglish course
at Harrison ~ollege.
2 Teach/revise the position of the apostrophe, which Please write to me when [m there. I~m staying with Mr
depends on the number of possessors, not the number and Mrs ~rice at 59, Ismond 2treet. My mum and I are
of things possessed, e.g. my sister's books, the student's car, going shopping now to buy books, warm clothes and an
umbrella] (or ,)
Mary's hat (singular possessor); my sisters' books, the
students' car (plural possessor). Teach/revise also the Love
Imilia
irregular plural possessives people's houses and
children's room.

WRITING FOLDER 19
_ What's your job? I

Topic Work Recording script

1 I~ music in a club.
Grammar Present simple vs. present
2 I design roads and bridges.
continuous; state verbs; short
3 I help people in a fashion shop.
answers
4 I cut people's hair.
Functions and Saying what people are doing;
S I mend engines and change tyres.
vocabulary jobs
6 I sell cars and vans.
Pronunciation /re/ as in cat; /0:/ as in cart, /A/ as
7 I design websites.
in cut
8 I lend books and help people to find information.
PET Skills Talking about a picture (Speaking
Part 3); talking about the job you
do/would like (Speaking Part 4) 2 Occupations
Revision Present simple (Unit 1) Elicit/supply the 'names of the occupations shown.
Exam folder Speaking Part 3; Reading Part 5 Briefly practise the forms What does he/she do? What do
you do? making sure that students understand that this is
how you ask what sorneone's occupation is in English.
Preparation Remind them to use a/an before the name of the job .I
(Unit 2, Grammar spot).
3.2 Exercise 1 If possible, make an OHT or enlarged
photocopy of the picture to display and point to, rather
Answers
than having to hold up the book.
a shop assistant b disc jockey c (car) salesman
d librarian e mechanic f website designer
g hairdresser h engineer
S8 pages 22-25

INTRODUCTION 3 Present continuous for present actions

Ask students to look at the photographs in 3.1 Exercise 1
again. Ask what the people are doing in the photographs.
1 Habitual actions Write contrasting sentences next to the examples you
n Ask students to look at the photographs and think
wrote on the board in 3.1 Exercise I, e.g. The disc jockey's
preparing his equipment. The librarian's putting books on a
about the people's jobs. Say that they are going to hear
shelf. The shop assistant's tidying the shop, etc.
the people talking about other things they do in their
jobs and ask them to match the speakers to the
Suggested answers
photographs. Play the recording.
a The shop assistant's tidying the shop.
Ask if the photographs show the activities that the people b The disc jockey's preparing his equipment.
speak about. Elicit/supply that they are talking generally c The salesman's waiting for a customer.
about what they do in their jobs (present simple), not d The librarian's putting books onto shelves.
what they are doing in the photographs (present e The mechanic's sitting on a tyre.
continuous). Write a few examples on the board, e.g. He f The website designer's plugging in her computer.
plays music in a club. She lends books. He helps people in a g The hairdresser's holding a mirror.
h The engineer's looking at a plan.
fashion shop. (Add any that they found difficult to
understand.) Leave these on the board (see 3.1 Exercise 3).
Students should have met this basic distinction between Remind students of the spelling rules for -ing forms (see
present simple and continuous before although they may Grammar spot and the Language Summary).
not always get it right.
4 PET Speaking Part 4
Invite students to discuss which jobs they would like or
Answers
not like and encourage them to say why as far as they can.
a3blc6d8esf7g4h2

20 UNIT 3
LISTENING Boss: Probably not. I know him. He's too lazy. He never
does anything.
Detective: The only other person I can see now is a
Present continuous for present actions woman. She doesn't look like a thief.
Boss: What's she doing?
See preparation. Elicit from the class what all the people
Detective: She's walking across the road.
are doing, by pointing to the individuals in the picture as
Boss: Is she carrying a big bag?
you ask What's he doing? (pointing to journalist) He's
writing in a notebook, etc. Detective: No, she isn't carrying a big bag.
Invite the class to guess the occupations of the people Boss: Oh.
(e.g. He's a model). Detective: But she's pushing a shopping bag on wheels.
It's quite big.
Do not say whether or not they are correct as this comes
up in the listening (see below). Boss: That's her! She looks like a housewife. She steals
things and puts them in the bag. Everyone thinks she's
2 Listening for gist got shopping in it. OK, watch her carefully. I'm coming
n Ask students to listen to the recording and answer the to arrest her.
questions. Tell them not to worry about anything they
do not understand. 3 Listening for detail

Answers
n~ Play the recording again. Check students' answers
and discuss any comprehension problems. Thiefis not
He is a detective. He's talking to his boss.
one of the jobs, nor is housewife.

Answers
Recording script 1 artist 2 model 3 photographer 4 journalist
Detective: Hello, boss. I'm in the High Street. There's quite 5 security guard

a lot happening. I can see - oh - about six people.

Boss: Well, one of them is a criminal. Does one of them
look like a criminal?
LANGUAGE FOCUS
Detective: What kind of criminal?
Boss: Oh, a thief. He - or she - steals things from offices 3.3 Present simple for habit vs. present continuous for
and cars. Is one of them carrying a big bag? present actions
Detective: Er, no. I can tell you what they're doing. 1 Ask questions about the people in the picture, using the
Boss: OK. Go ahead. forms What does he/she do? and What is he/she doing?
Detective: Well, first, there's a woman. She's painting a
Draw attention to the contrast between She paints
picture of the fountain. She's got a box of paints.
pictures (it's her job, or it's something she often does, but
Boss: No, no. She's an artist. She paints pictures of the.
not necessarily now) and She's painting a picture (she's
town and sells them to tourists. I know her.
doing it now).
Detective: Oh. Well, there's a young man. I think he's a
Ask students to write their answers and check them
model. He's standing near the fountain. A woman is
round the class.
taking a photograph of him. She's got a case with
different cameras in it.
Answers
Boss: Oh, that's the fashion photographer and her
b is standing c sells d is walking e steals
model. She takes photos all the time and sells them f isn't looking g does h is taking i sells
to magazines. j isn't stealing k is writing
Detective: OK. So - there's another man. He's standing
on the pavement. He's holding a notebook. He's
2 Questions and short answers
looking up and down the street and he's writing
something in his notebook. He looks like a thief. Ask Is the detective talking to his boss?Is the thief standing
Boss: No, he's not a thief He's a journalist. He often walks by the fountain? Elicit/supply the answers Yes, he is. No,
round town to see what news he can find. He always she isn't. Write the questions and answers on the board.
writes everything in his notebook. Is that all you can see? Repeat with Does the photographer sell her photographs to
Detective: There's a security guard. He's standing near magazines? Yes, she does. Does the artist sell photographs?
the door of the bank. Be's not a thief! No, she doesn't.

WHAT'S YOUR JOB? 21

 Reviselteach other third person short answer forms by 2 Present tenses and state verbs
asking questions round the class and eliciting/supplying This could be done in pairs.
answers. If necessary, refer students to the Language
Summary. Answers
Ask students questions like these: b 'rn doing c does d 'm working e are you doing
Are the photographer and the model working? Yes, they are. f aren'tl're not working g 'rn helping h like i prefer
Do the artist and the photographer sell their work? Yes, j are staying k understand I get up m 'rn starting
they do. n don't like 0 'rn looking forward to
Go on to practise first and second person forms in a
similar way, by asking students questions about 3 Present tenses and state verbs
themselves and yourself, e.g.
Are you studying English? Yes, I am.
n Play the recording for students to check their answers.

Do I live near the school? No, you don't.

When they are ready, let them ask and answer questions
Recording script
in threes (taking turns to ask, answer and monitor the Granny: Hello, dear, how are you this week?
grammar of the two who are speaking). Sonia: I'm fine thanks, Granny. How are you?
Granny: Oh, not bad. How's school?
3 Questions and short answers
Sonia: I'm not going to school this week.
Keep students in threes. Ask each student to write five Granny: Why not? Are you ill?
questions using the words in the boxes and pass them to Sonia: No, I'm doing work experience.
the next student in the group, who writes the answers. Granny: What's that?
When they have written the answers, they should pass Sonia: At my school, everyone does a week of work
them on to the third student in the group, who checks. experience when they're fifteen to learn about having a
3.4 Present simple for habit vs. present continuous for job. I'm working in a hotel.
a temporary situation Granny: What are you doing in the hotel? I hope you're
not working in the kitchen. That's very hard.
1 Say Sonia is a schoolgirl. What does Sonia usually do Sonia: No, not in the kitchen. I'm helping the
or not do? receptionist and the manager.
Elicit/supply answers using the relevant prompts: Granny: Is that nice?
She cycles to school. Sonia: [Link], I like working with the manager, she's
She doesn't go to the city centre. really friendly. But I prefer helping the receptionist
Point out that Sonia is doing some things this week because I can talk to the guests. I can practise my French
which she doesn't usually do. because some French people are staying in the hotel. I
Ask What is Sonia doing or not doing this week? understand almost everything they say. Isn't that great?
(You may wish to explain that this is a different use of Granny: Yes, that's very good.
the present continuous to that practised in 3.2 because Sonia: Yes. But I am tired. When I go to school, I get up
she isn't doing these things right now, but now, i.e. this at half past seven, but this week I'm starting work at
week, in contrast to usually.) seven o'clock. I don't like waking up early!
Elicit/supply answers using the relevant prompts: Granny: Oh, well, you can have a good rest at the
She isn't going to school. weekend.
She's working in a hotel. Sonia: Oh, yes. I'm looking forward to it.
Ask students to write the rest of the answers.

Draw attention to the fact that like/prefer/understand

Answers
A B are not present continuous. They belong to a group
She doesn't go to the city She's working in a hotel. called state (or stative) verbs which are not normally
centre. She's having meals with her used in continuous tenses in English. (See the
She studies French grammar. colleagues. Language Summary.)
She plays volleyball with She's making new friends.
friends. She's speaking French with 4 Initiate a brief class or group discussion.
She eats sandwiches for hotel guests.
5 State verbs
lunch. She's wearing her best skirt
She doesn't meet new every day. Draw attention to the Grammar spot and the Language
people. She's not doing any Summary. This type of exercise gives students useful
She does her homework homework. practice in checking their own work.
in the evening.

22 UNIT 3
Answers 2 n ~ Play the recording again for students to repeat.
b
c
Are those jeans new? 1'Fl'l IiI(iAgthem very much. I like
We're tl:liAlciAgthis CD is very expensive. We think
3 n Play the recording and elicitlsupply which of these
words have the same sounds as those in 3.5 Exercise 1.
d Are )'91:1'NaAtiAgsome coffee? Do you want
e I can't phone you because 1'Fl'l A9t I(A9wiAgyour
number. I don't know Answers
f The teacher is speaking quickly and ~ lcel can
I:IAserstaAsiAgwhat she's saying. I don't understand 10:1 can't are aren't
g My friends are watching a pop group on TV but ~ IAI does doesn't must mustn't
~ it so I'm listening to my Walkman. I don't like

Recording script
3.5~ does doesn't can can't must mustn't are aren't
1 n Ask students to look at the words and think about
the way they sound. Make sure they understand that
they must mark them in the order they hear them.
Play the recording.
Question forms and short answers in present simple and
present continuous
Answers
a cat 3 cart 2 cut 1 b bag 1 bug 2 Briefly revise the question forms, short answers and
c carry 2 curry 1 d match 1 March 3 much 2 meanings of the two tenses with the whole class before they
begin. Explain that mime means act silently.
Note: This can be played as a competitive team game, with
Recording script two teams taking it in turns to guess while a member of the
other team mimes the activity and hislher team answers the
a I've got a cut on my knee.
questions. A count is kept of the number of questions
Can you move the cart?
needed each time and the team who asked fewer questions
Where is the cat exactly?
overall wins the game.
b There's [Link] on the table.
I can see a ~ under your chair.
c Would you like some curry?
3·7
Please carry that for her. Present continuous forms
d We can meet at the match. This activity can be used later for revision, if preferred.
There isn't much here.
They often stay here in March. Suggested answers
The model isn't eating an ice cream, he's writing in a
notebook.
Elicitlsupply the three sounds lcel, la:1 and I AI and
The artist isn't painting a picture, she's talking to the
practise them briefly with the class.
photographer.
The journalist isn't writing in his notebook, he's talking to
the model.
The security guard isn't standing near the door of the
bank, he's running after the woman with the bag.

WHAT'S YOUR JOB? 23

 Exam folder 3
5B pages 26-27 Reading Part 5
This gives a very brief introduction to the doze test which
Speaking Part 3 appears in Part 5. It gives students a chance to practise
This Exam folder gives students an introduction to the task choosing one word out of four to complete a space.
and supplies a basic framework to help them think what to
1 Look at question 1 together and talk about why B, C and
talk about when confronted by a photograph and asked to
D are wrong. Ask students to do the other questions then
describe it.
discuss their answers.
1 Direct students to the picture.

Answers 1 I;:__
_A_S_k_s_t_U_d_en_t_s_t_o_m_a_t_C_h_t_h_e_q_u_es_t_io_n_s_a_n_d_a_n_s_w_e_rs_.
n~_w_e_;_~ _
a6 b7 '5 d3 e j f4 g2
_ Ask students to do the questions then discuss how they
chose their answers.
2 Ask students to work with a partner, asking and
answering the questions. Answers
lB2A3D
Suggested answers
a She's in an office.
b She's slim and she's got long, curly hair.
c She's wearing a green dress.
d She's hard-working/serious.
e She's typing a letter and eating a sandwich.
f I wouldn't like to do this.
g Because I don't like typing. It's boring.

Point out that the answers to these questions give a

description of the picture and an opinion.
Look at the Exam Advice box.
Students will be given a photograph (not an illustration) to
comment on in the Speaking test. The photograph almost
always shows a person or people engaged in some activity,
so this framework of seven questions and answers is worth
learning, as it will offer useful support if students are
struggling to think of things to say. The examiner doesn't
ask any questions but you can reassure students that if
they do run out of ideas, the examiner will help them.

3 See how many of the questions students can remember.

4 Suggest that they look at the seven questions and think

about their photograph, then cover the questions up
before they start to speak.

24 EXAM F0 L D E R 3
__ Let's go out

Topic Entertainment
2 n~ Play the recording again and ask students to
match the pieces of music to the photographs.
Go through the answers - variations are possible.
Grammar Present continuous for future
Students can compare the guesses they made earlier
plans; prepositions of time
when they had their books shut.
Functions and Future plans; entertainment;
vocabulary time, day and date
Suggested answers
Pronunciation Saying days and months
a t b4 (6 d3 es f z
PET Skills Reading for gist (Reading Part 4);
scanning for specific information
(Reading Part 2); listening for 3 Revision of present continuous for present actions
specific detail (Listening Part 3); Ask students round the class to tell you what is happening
understanding and writing days in each photograph. Help with vocabulary. Encourage
and months (Listening Part 3); them to use a kind of if they don't know a word.
making plans (Speaking Part 2)
Revision would you like to? (Unit 2); 4 You could do a hand count to see which shows are
present continuous for present popular/unpopular. Students might like to talk about other
kinds of entertainment that have not been mentioned.
actions (Unit 3)

Exam folder Listening Part 1

READING
Writing folder Writing Part 2

Preparation 1 Reading for gist PET Reading Part 4

4.5 Make an OHT of the table if you wish. Look at the contents page together. Tell students you are
4.10 Photocopy the board (on page 173) - enough for going to time them while they decide which page each
groups of either three or six students. Each group needs paragraph appears on. The time limit will encourage
three circles - one of each (at, on and in). Each group needs them to read for gist rather than detail. You could do this
a die and each student needs a counter. as a competition to see who finishes first.

Answers
S8 pages 28-31 A page 3 B page 2 C page 5 0 page 1 E page 3
F page 6 G page 4 H page 3

INTRODUCTION
2 Scanning for specific information PET Reading Part 2
4.1 Different types of public entertainment
Check that students understand the word event and time
n Begin with books shut. them again while they find the answers to the questions
Play the recording which contains six extracts of music without worrying about words they don't understand. It
from different kinds of shows/entertainment. Ask students is an important exam skill for students to be aware that
to think about when they might hear each piece. although a text contains some words they do not know,
1 Students look at the photographs. they can still access much of the information in it.
Elicit/supply the words to go with the performances
Answers
pictured so students can write them down.
b A, C and H (B and G d A, E and F
e B f C and H
Answers
'The expression Big Top is mainly used for the big tent
a circus b ballet (magic show
used by circuses, although it is sometimes borrowed for
d opera e musical f action film
other entertainments taking place in an outsize tent. So
the circus is outdoors but inside a tent.

, .
LET 5 GO [Link] 2S
3 When you have checked the answers, point out that
Sam: Oh, you know I work in a shop on Wednesdays?
students managed to answer in spite of not knowing all the
In the city centre. Well, there's a sale this week so I'm
words in the text. Look at the Vocabulary spot together.
working late. I have to tidy the shop at the end of the
Ask students not to use dictionaries, but to reread the lli!y so I'm working till 7.30 this evening. I usually
paragraphs silently, underlining any words they do not finish at 7 o'clock which is better.
know. Discuss meanings with the whole class. Juliet: Don't worry. There are lots of adverts before the
film actually starts.
As an alternative to discussing the meanings of unknown
Sam: OK. See you later then. Outside?
words with the whole class, allocate paragraphs A-D to
Juliet: See you there. Bye.
half the class and paragraphs E-H to the other half. Ask
each half to work in pairs to guess the meaning of the 3
words they don't know and then to look them up in an Max: It's so boring here in August, Rachel. There's
English-English dictionary to check. Put students into nothing to do.
groups of four with one pair from each half of the class Rachel: There are lots of good things on at the moment.
and ask them to explain to each other in English the What are you doing next weekend? My mum's going to
words they have underlined. see a dance show on Sunday afternoon. We can go
with her.
Max: Oh, boring. And I don't like going to things like
LANGUAGE FOCUS that in the afternoon.
Rachel: Well, there's the rock festival in the park. That
4.3 Listening for gist
looks good. I like listening to music outside in the
n Look at the instructions together and play the recording. summer. But it's very expensive.
Max: Mm. I've only got £5.
Answers Rachel: Well, would you like to go to the new nightclub?
1 circus 2 cinema 3 nightclub I went there last week on my birthday. It's only £4
before 11. We can go on Saturday.
Max: I'd really like to go to the rock festival, but OK
Recording script then. Shall we meet at your house?
Rachel: Yeah. About 9?
1
Max: See you then.
Laura: I know. It sounds good. I'd like to go.
Patrick: I'm taking my little brother. Would you like
to come too? If students are unsure about the answers, they have a
Laura: That would be great. I love the noise, the music chance to see the script in the next exercise.
and all the excitement. The last time I went was in
4.4 Listening for specific details PETlistening Part 3
1998 when I was ten.
Patrick: Oh, really? Well, I like the clowns best. Are you n~ Students listen again and complete the spaces. You
free today or tomorrow? The afternoon show is best may need to pause the recording. Go over any other
for my brother. vocabulary they don't understand.
Laura: Sorry, I'm busy then. I'm going to the cinema
this afternoon - I've got the tickets so I can't change Answers
it - and I'm working tomorrow afternoon. b today c this afternoon d tomorrow afternoon
Patrick: Oh, well ... can you go at the weekend? e at the weekend f on 29 August
It finishes on 29 August. That's Saturday. g on Saturday afternoon h at a quarter to eight
i on Wednesdays j this week k at the end ofthe day
Laura: I'm free on Saturday afternoon.
I at 7 o'clock m in August n at the moment
Patrick: Good. I'm free then, too. It only comes once a o next weekend p on Sunday afternoon
year so we mustn't miss it. q in the afternoon r in the summer s on my birthday
t on Saturday
2
Sam: Hi, Juliet, it's Sam here. Have you got the tickets yet?
Juliet: Yeah, for tonight. Look at the Grammar spot together.
Sam: What time does it start?
Juliet: Just a minute. I'll look. Er, it starts at a quarter 4.5 Prepositions of time
to eight. Make an OHT (see Preparation) or copy the table onto the
board and complete it together.

26 UNIT 4
Students can work in pairs or individually to complete the
table using their answers to Exercise 4.4. Recording script
Sunday Monday Tuesday Wednesday
Answers Thursday Friday Saturday
on: 29 August, Saturday afternoon, Wednesdays, Sunday
afternoon, my birthday, Saturday
at: the weekend, a quarter to eight, the end of the day, 3 Ask students to mark the stressed syllables in the names
7 o'clock, the moment of the months. Do the first two together.
in: 1998, August, the afternoon, the summer
no preposition: today, this afternoon, tomorrow 4 n Play the recording for them to check. If necessary,
afternoon, this week, next weekend point out that we do not hear the Irion the end of
September, etc.
Check they are saying February correctly. Ifebruril or
Look at the patterns and elicit/supply rules that may help
students remember which preposition to use. These are in
/februlolri/ are both acceptable.
the Language Summary for reference.
Answers and recording script
On is used with days and dates including my birthday, etc.
D D D D D D D
At is used with times including the weekend, the end of the January February March April May June July
day and the moment. Teach also at night and at lunchtime. D D D D D
August September October November December
In is used with months, seasons, years, the morning, the
afternoon, etc.
No preposition is used with today, tomorrow (morning, Students often have to write the day, the month or the
evening, etc.), this/that/next week, etc. (Teach also last.) date in Listening Part 3.
Point out that we say on Monday but when we say Discuss how to say the date - the 23rd of December, etc.
this/next/last Monday we omit the preposition; we say in This is practised in more detail in Unit 8.
the morning but on Monday morning. We say in August
but on 29 August.
4.8 Present continuous for future plans

Ask questions around the class about the pictures (What is

4.6 Prepositions of time
she doing? etc.) to check that students remember the
Ask students to work in pairs. Go through the answers with vocabulary for these activities. Do not write on the board.
the whole class, referring to the table they completed in Look back at Conversation 1 in Exercise 4.4 and ask
Exercise 4.5 as necessary. students to underline any verbs in the present continuous.
Ask what the meaning is - do they refer to the present or
Answers the future? Point out that the present continuous is also
b on c - d on e at f in g in h on in at used to talk about future plans which are already arranged.
Look at picture a and discuss the meaning. Students write
the answers to the others.
4.7~
Suggested answers
Saying days and months b She's/is going horse riding/riding next Monday.
1 Check the number of syllables in Sunday and ask c They're having lunch together on Thursday.
d He's/is playing basketball tomorrow afternoon.
students to decide for the other days.

2 n Play the recording. Students repeat and check their

Check students remember how to form the negative by
answers. (Only Saturday has three syllables, the others all
making some of the sentences negative.
have two.) This exercise will help them to pronounce
Wednesday /wenzder/. Point out that Sunday and
4·9 ACTlYITV PETSpeakl~1J Pan: ~
Monday have the same vowel sound I AI. Check that they
are pronouncing Tuesday and Thursday correctly as these Time expressions and the present continuous for future plans
two days can be easily confused. It may be useful to Tell students to work in pairs. One is A and the other is B.
point out that mispronouncing the days of the week They should complete all the blank spaces in their diaries on
could lead to problems in real life (e.g. missed planes). . pages 200 and 202 in the Student's Book using the ideas in
Talk about word stress - the days of the week are all Exercise 4.2 and their own ideas. If they are stuck, you could
stressed on the first syllable. Remind students that get students to call out ideas and write suggestions of things
English words with more than one syllable always have to do on the board, e.g. go to hairdresser,visit grandmother,
unequal stress. etc. Tell them not to look at each other's diaries. Ask them to

. LET I S GOO U T 27
 arrange a time when they are both free to meet next week by Example:
asking questions like What are you doing on Friday
morning/Saturday afternoon?, etc.

I Answer
Saturday evening

4.10 ACTlYITY
If, however, the student wishes to write a word in their
Time expressions
circle that neither of the other players thinks fits, that
Divide the class into groups of three (or groups of six, student misses a throw next time. You can act as referee. If a
composed of three pairs). Give each group a game board student lands on a square they cannot use, the turn moves
and a die (see Preparation). Give each of the three students to the next student. The winner is the first one to complete
(or pairs) in a group one of the preposition circles (either their circle with time phrases. Note: this activity is adapted
in, at or on) and a counter. from an idea in The Grammar Activity Book by Bob Obee,
Students take turns to roll the dice and move to a different Cambridge University Press.
square around the board according to the number on the
die. They can go in any direction on a throw. The aim is for Answers
a student to land on a square where the time phrase can be on: my birthday, Sunday, Friday, Tuesdays,

• used with the preposition on their circle. So a student with

the at circle would try to land on squares such as four
o'clock, the weekend, etc. When a student lands on such a
square, they should say that they wish to write the
Monday morning, Thursday evening, zath April, sth June
at: four o'clock, the end of the week, night, 2.30, midnight,
lunchtime, the moment, the weekend
in: the winter, June, 2008, '993, the morning, the spring,
August, the evening
expression in one of the six segments of their circle .

•
"
;,
Exam folder 4
S8 pages 32-33 Recording script
Listening Part 1 1
What do they decide to do tomorrow?
This Exam folder is at a lower level than the exam but gives Greg: This weekend is so boring. Let's go out and do
students an introduction to the task. something tomorrow. I'd like to do some sport. Would
II

1 Explain that students are going to hear a conversation you like to play tennis with me?
between a boy and a girl. Ask about what sports are Sophia: I'm not very good at tennis. My best sport is
happening in the pictures (tennis, hockey and cycling). hockey. I'd like to have a game tomorrow.
Ask students what they think Greg and Sophia are Greg: Don't be silly. We can't play hockey with just two
talking about. people. We could go out on our bikes. Let's cycle to the
lake and take a picnic.
2 nLook at the question together. Check they have Sophia: Great idea.
noticed the tick under C.
~ Play the recording twice for question l.
3 Ask students to work in pairs and look at questions 2-5
Go through the answers to the questions with the class.
and the pictures. They should try to decide what the
conversations are about.
Answers
a No. Sophia is not very good at tennis. Discuss the conclusions they reach briefly with the
b No. They can't play hockey with two people. whole class.
c
d
[Link] says We could go out on our bikes. Let's cycle ....
[Link] idea tells you that they agree.
4 n Play the recordings for 2-5. Discuss students' answers
after each conversation.

28 EX A M F0 l D E R 4 -
 Explain any problem language then look at the Exam
4
Advice box together.
Where are they going on Saturday evening?
Boy: I've got an invitation to a concert on Saturday
Answers
evening. Euan is playing the violin and he says I can
2B3C4ASA
I have two free tickets. Do you want to come?
Girl: Well, I've got two tickets for the rock band at the
Town Hall on Saturday evening. It starts at 8 o'clock
Recording script
but I can go with someone else.
2 Boy: Oh, I'm coming with you to that. Please?
Which shop are they going to first? Girl: OK. And don't forget we're taking your little
Woman: I want some shampoo to take on holiday. The brother to the cinema on Saturday afternoon.
chemist is at the other end of the shopping centre. So
5
let's go and look for your swimming costume first.
When is Paula's birthday party?
Girl: Oh, yes. There's a really nice one in the sports shop
Woman: You know Paula's sixteen soon?
over there.
Man: Surely not! Time passes so quickly. Now, let me see,
Woman: OK. And remind me to buy something to read
when is her birthday? It's the fifteenth of May isn't it?
on the plane. The bookshop is next to the chemist's.
Woman: That's right. It's on a Monday. So the party's
3 two days before, on the thirteenth. That's a Saturday.
When is Tim meeting his father?
Man: Have a good time, Tim. Don't forget we're meeting
tomorrow morning outside the railway station at II.
Tim: Dad, that's much too early. I'm going out with
Simon tonight. We're spending the evening at a
nightclub. We're staying there till midnight. I can't
meet you until the afternoon. Two o'clock is better.
Man: OK. But don't be late. And have a good evening.

Writing folder
it is too short. Tell them it is better to write slightly too
Writing Part 2
much rather than too little.
Covering the three points and checking the number of words Divide the class into three and ask each third to take one
answer and count the words. Only b is within the limits
1 Read the question together.
- it has 44 words. Answer a has 59 words and c has 23
2 Students work in pairs and decide which one answers the words.
question.
4 Ask students to think for a moment and then pool some
Answers ideas, checking prepositions of place in the question which
b because it covers all three points. asks students to think of different places to meet. Remind
a says what she would like to do but omits two elements them about answer a, which went into too much detail-
of the question -time of arrival and where to meet. This
they do not need to say much about what to do.
answer would not get a good mark even though the
English is good. 5, 6 Students write their own answers and check that they
e omits to arrange a meeting place. have answered the three parts of the question. Draw
attention to the Exam Advice box.
3 Point out the length requirement in this question and
7 This gives students a chance to see what 35-45 words of
ask students where they can add outside the museum to
their own writing looks like.
answer c (at the end). This is not a good answer because

, W R I TIN G F 0 L 0 E R 29
_ Wheels and wings I

2 Put students into groups to compare crosswords and to

Topic Transport
help each other complete some of the blanks. Ask
students to come up and write words in the crossword
Grammar Need + noun; need + verb; needn't; on the board or an OHT. Ask them what the unit title
countable/uncountable nouns; refers to (wings as in an aeroplane).
some/any, a lot/several; a few/
a little; a couple of Answers
Functions and Means of transport; air travel
vocabulary and the airport; compound nouns
Pronunciation unstressed a, of, to and some
PET Skills Understanding short
conversations (Listening Part 1);
gap filling (Reading Part 5)
Revision Frequency adverbs and present
simple (Unit 1); compound
nouns from Units 1-4

Exam folder Reading Part 2

Preparation
5.1 Exercise 1 Make an OHT of the blank crossword or draw
it on a large piece of paper that you can stick to the board.
5.7 Photocopy the cards (on page 174) and cut them up-
one card for each student.
5.10 Photocopy the cards (on page 174) and cut them up- 3 Ask students to count the different ways of travelling
one word from A and one from B for each student. If which they personally use. You could see who has the
possible, photocopy card A onto different coloured paper largest number and ask that person to list them, pointing
from card B. out that we say by bus, by train, etc. Ask what we can say
when we walk - on foot - to draw attention to the change
of preposition.
58 pages 34-37 Ask students to write three sentences each using usually,
sometimes and never. Check they remember to use the
INTRODUCTION present simple and put the adverb in the correct place
(Unit 1). Draw attention to the Vocabulary spot.
5.1 Vocabulary of means of transport; by + car, train, etc.

1 Make an OHT of the blank crossword or draw it on a

large piece of paper that you can stick to the board (see LISTENING
Preparation). If you think your students know at least
5.2
half of these words, ask them to have a go at the
crossword without discussing the vocabulary with them. 1 Vocabulary of the international airport
If not, go through the vocabulary first with the These are all signs in an airport. Ask some questions round
photographs. Ask them to do as much of the crossword the class about the places in the airport, e.g. Where can you
as they can using the photographs to help them. You book a hotel room? What do you do at check-in? Where do
could preteach the following vocabulary from the clues you wait for your flight?
or leave them to guess and go over it afterwards:
2 Listening for gist PET Listening Part ,
motorway, goods, roof, air, rails, fit, engine, carriages.
n Play the first conversation. Check the answer then play
the rest.

30 UNIT 5 .
I Answers
LANGUAGE FOCUS
t e 2C 3a 4h Sd 6 f
5.3 Need + noun; need + verb; don't need to/needn't

n Aim to end up with a grammatical summary of need on

Recording script the board:
need + noun
1
He needs a hotel room.
Man: Hello, can you help me? I need a hotel room for
He doesn't need a taxi.
tonight. Near the airport.
She doesn't need a visa.
Woman: Certainly, sir. I can book you a room.
need + verb
Man: And can you call a taxi to take me there?
He needs to go to the departure lounge.
Woman: Oh, you don't need a taxi. There's a free bus.
They don't need to buy any shampoo.
2 She needn't pay any tax on the watch.
Man: Passport, please. How long are you staying in the ~ Play each conversation again, stopping after each one to
United Kingdom? check the answers.
Woman: Only two weeks. Why? Do I need a visa? Conversation 1 (Answers: a a hotel room b a taxi)
. Man: No, you don't. Enjoy your stay. Check the students understand the verb need.
Write on the board:
3
need + noun
Woman: Good morning, sir. How many cases have you
He needs a hotel room. He doesn't need a taxi.
got?
Conversation 2 (Answer: c a visa)
Man: Just this one.
Write She doesn't need a visa under He doesn't need a taxi.
Woman: Right. Here's your boarding pass.
Conversation 3 (Answer: d go to the departure lounge)
Man: Do I need to go to the departure lounge now?
Write:
Woman: Yes please, sir.
need + verb
Man: OK. Thank you.
He needs to go to the departure lounge.
4 Conversation 4 (Answer: e nothing)
Woman 1: Do we need to buy anything else before we Write: They don't need to buy any shampoo.
leave? Conversation 5 (Answer: f on the video camera but not on
Woman 2: I don't think so. Well, we haven't got any the watch)
shampoo. Ask students what needn't is equivalent to. Write: She needn't
Woman 1: Oh, we don't need to buy that. The hotel has pay any tax under the sentence in Conversation 4. Point out
got everything we need. that needn't isn't followed by to and means the same as don't
Woman 2: Oh, fine. need to. Ask them if you can use needn't with a noun (no).
You can't say He needn't ill t6l9fi.
5
Conversation 6 (Answers: g Saturday evening h no)
Woman: I've got this video camera and this watch. The
Ask students to make a sentence with need (he needs to
camera was two thousand dollars and the watch was
come back on Saturday evening) and with needn't/doesn't
fifty. Do I need to pay any tax?
need (he doesn't need to/he needn't reconfirm his return
Man: Well, you needn't pay any tax on the watch. But
flight).
you need to pay tax on the video camera.
Woman: Oh, OK.

6
Man: Good afternoon. I want to fly to Madrid as soon
as possible. In business class, please.
Woman: I can put you on the five o'clock flight. Is that
all right?
Man: Yes, that's great. I need to come back on Saturday
evening.
Woman: No problem.
Man: Do I need to reconfirm my return flight?
Woman: No, you needn't do that. It's all arranged.
Man: Thank you very much.

W HE E LS AND WIN GS 31
5·4 Suggested answers
1 Look at the pictures of things which Joe is taking to
Things Joe needs Things Joe doesn't need
Brazil. Ask students to identify them, using dictionaries to take to take I Things Joe
if necessary. needn't take

2 Revision of countable and uncountable nouns; some and any a passport a coat (it's too hot there)
Ask students to look at the table in their books and explain a camera any films
the difference between the three columns. They then work some money any shampoo
an address book (so he can a ny chocolate
in pairs to put the other objects from the picture in the
send postcards) any photos of his family
correct columns. When they have finished, get students to a magazine (to read on a sleeping bag (he's
call out the answers while you put them on the board. the journey) staying with a family)
a mobile phone any tea
Answers any suntan lotion
a toothbrush
Countable Countable Uncountable (he can buy films, a
(singular) (plural) toothbrush, suntan lotion
a. camera. some {itms some shampoo and shampoo when he
gets there)
a coat some photos some money
an address book some chocolate
a passport some tea
a magazine some suntan 5.5 need; some and any
a mobile phone lotion
Students work individually to write down at least four things
a sleeping bag
they need and four things they don't need for a week in
a toothbrush
England in January. Ask them to write full sentences. If you
are already in England, give them another place. They then
Look at the Grammar spot. Some words could go in two go into a group and read out their lists. The other students
columns - shampoo, chocolate, tea and suntan lotion go decide if they agree with the things, using some and any
in the uncountable column but a bottle of shampoo, a bar correctly.
of chocolate, a packet of tea and a bottle of suntan lotion Ask students to tell you what they disagreed with,
can go in the countable column because we can count encouraging them to use both a noun and a verb after need.
bottles and packets, etc. Remind students that although
dollars, euros, etc. can be counted, money cannot,
5.6 need
grammatically speaking! Students write the answers to the exercise. Check
particularly that they understand that needn't cannot be
3 need
used with a noun by asking if you can use needn't in
Discuss what the weather is like in Brazil in January (hot). question g.
Ask students to look at the things on Joe's bed. Ask Does he
need to take a passport? Does he need to take a coat? Answers
Start making two lists on the board headed Things Joe b Do you need c Do we need to d don't need
needs to take and Things Joe doesn't need to take. Ask to/needn't e need to f I need to g doesn't need
students to work in groups to finish the lists by writing h don't need to/needn't
the things from the picture in two columns.

4 Ask students from each group in turn to come and write 5·7 ACTIYITY
things on the board. The other groups can disagree.
Questions with need
Make sure they all use a, some and any correctly. Check
they know that any is used in questions and negatives Demonstrate the game with the class. Ask them to guess an
with both plural countables and uncountables. activity you are thinking of by asking what you need for it.
Encourage them to make some sentences round the class Use the answers Yes,No, Sometimes or It doesn't matter.
using nouns and verbs and needn't as well as don't need Put students in groups offour or five. Give out the cards (see
to with a verb. Preparation). Remind them not to show each other their cards.
Tell students to guess the activities on each other's cards,
using need and answering as you did.
Faster groups can go on to make up their own activities for
each other to guess.

32 UNIT 5
5·8 PRONUNCIATION Answers
b several/a few c several/a few d a lot of
unstressed a, of, to and some
e a couple of f much g many h a little much
1 Students fill in the missing words.

I b a of
Answers
c to d a of e to f some
5.10 ACTI\"ITY
Compound nouns

2 n Play the recording and listen while students repeat

Talk about compound nouns, e.g. address book, riding hat.
Point out that they can be two words or have a hyphen or
the sentences. Ask them what they noticed about the
be one word, e.g. volleyball, basketball, penfriend. This
words they filled in. These words are unstressed and are
activity concentrates on compounds which are two separate
normally pronounced with the sound 1';)1in connected
words. (See Unit 27 for compound nouns which are one
speech - a 1';)/, of lav], to It';)l and some Is';)m/.
word.)
This sound is very common in English and is vital for
The cards (see Preparation) show two halves of compound
natural rhythm when speaking.
nouns which appear in Units 1-4. There are 20 pairs of
words. Each student has one word from Card A and one
Recording script word from Card B. The words on Card A come first in each
a I need a visa. compound. If you, are using all 20 words they need to be
b I've got a couple of suitcases. shuffled first.
c They need to take their passports. Students move around the room reading their words to other
d He's got a lot of luggage. students. When they find a word which follows one of theirs,
e Do we need to book a taxi? they take it so everyone ends up holding a compound noun.
f You need some money. If you have fewer than 20 students, either do some of them
together first or give some students four words (two from
Card A and two from Card B). If you have more than 20
3 Students circle the unstressed words a, of, to and some in
students, some can work in pairs. If your students cannot
the sentences and practise saying them in pairs,
move around the room, give the cards out in groups
correcting each other where they can.
according to the seating arrangements. For this reason, the
cards can be divided into two halves (the top ten words on
Answers and recording script
Card A match the top ten words on Card B).
a I need@hotel room. b You need@paytax.
c Iwant(5om!!>shampoo. d I'd like@go swimming.
e He's got@few magazines. f I've got@new pairQV-;hoes. Answers
Top half of cards Bottom half of cards
boarding pass disc jockey
4 n Students listen and repeat. sleeping bag hit song
departure lounge night club
5.9 a lot of/several; a few/a couple of; much, many, a little address book carrier bag
adventure film magic show
Ask students what the difference is between the two lorry driver driving test
columns (the left-hand side has a countable noun and the information desk security guard
right-hand side has an uncountable noun). Ask what they suntan lotion rock festival
notice about a lot of-it can be used with both countables mobile phone business student
and uncountables. Note that lots of is a common shop assistant home town
alternative. (Too much, too many, enough and not enough
are practised in Unit 25.) Check the meaning of a few,
several and a couple of Ask students what the difference is -
a couple is two, a few and several are more than two but not
usually more than six. Establish that these can only be used
with countable nouns.

2 PET Reading Part 5

Look at the picture of the woman and talk about the
names for the different objects she has - suitcase, carrier
bag, etc. Ask students to complete the spaces individually
or in pairs and go over the answers.

W HE E LS AND WIN GS 33
 Exam folder 5
S8 pages 38-39 Answers
2 Tom is a businessman and takes his work on holiday

Reading Part 2 with him. He needs to find a quiet hotel in the country
which has a good restaurant.
The format of the task in this Exam folder is the same as in 3 Maggie would like to relax in her hotel, sunbathing,
the exam but the level is much lower so students get the swimming and reading. She wants to stay somewhere
opportunity to practise the exam skills without having to quiet with a good restaurant.
worry too much about the language. 4 John wants to stay in the mountains. He likes walking
and is interested in flowers and birds. He wants to stay
Reading Part 2 is a matching task in which students have to
in a family hotel.
read five texts about people and eight texts on a topic such
S Mike wants to spend his holiday sightseeing in the city.
as hotels or books, films, places to visit, ete. They have to He likes taking photographs of the places he visits and
match each person to the most suitable text. There are wants a hotel which can organise trips. He would like a
always eight texts so three are not needed. hotel with a swimming pool.

1 Ask students to look at the pictures of people and then

at the suitcases. 3 Ask students to read the hotel texts quickly and silently.
Can they guess which suitcase belongs to each person by Explain that they do not need to understand every word
looking at the things in it? to do this task and persuade them not to ask or look up
There are no set answers. any words they do not know for the moment. They
Use the pictures to check the following vocabulary: should just have a general understanding of each text.
computer, mobile phone, walking boots, paintbrushes, paints, Ask a few students which hotel they would like to go to.
paper, Walkman, sunglasses, guidebook and camera.
4 Look at the text on page 38 about Karen again together.
2 Read the information about the people with the class. Read it aloud and together underline dancing in discos and
Ask students to work in pairs and to try again to match learn to dive (pop music and swim are already underlined).
the suitcases to the people.
5 Ask students to look quickly through the hotel texts and
tick in the table those which include the word disco -
Answers
c and e.
r d a a 3e 4b Sf
Suitcase c does not belong to anyone.
Ask students if Karen can swim and learn to dive at
either of the hotels which have a disco. She can swim
and dive at hotel e.
Ask students which words helped them find the answer Students put a tick under e. E is the best hotel for Karen.
for Karen and underline them together.
Answers
Answers Karen: e
1 Karen likes pop music and dancing in discos and she
would like to find a hotel where she can swim every Hotels a b c d e f g h
day. She also wants to learn to dive on this holiday. ./ ./
disco?

swimming? ./
Ask students to underline important words for the
learn to dive? ./
other people.
Go through this with the class.

Point out that the students did not need to reread all the
"
texts to find the answer to this question - they needed to
learn to look for specific information and eliminate texts
until they were left with only one.

6 Read aloud the description of Tom and follow the same

procedure as with Karen. Underline quiet hotel in the
country and good restaurant.

34 EX A M F0 L D E R 5
7 Students should tick d, f and h as being in the country. F Check the answers round the class and draw attention to
also has a restaurant so is the answer. the Exam Advice box.
Check which words students did not know in the hotel
Answers texts. Point out that although they needed to understand
Tom:f all the words in the questions, they did not need to
i l " understand all the words in the hotel texts in order to do
Hotels a \ b ! c de, fig 1 h
the task.
in the country? ./ ./

restaurant? ./

8 Askstudents to do Maggie, John and Mike on their own.

They should start by underlining the important
information about the people. Underline swimming, quiet
and good restaurant for Maggie. Underline mountains and
family hotel for John. Underline city, organises trips and
swimming pool for Mike. Point out that there are three
hotels (c, d and g) which do not suit anyone and that the
correct hotel must offer all the things they underlined in
the questions. Refer students to the Exam Advice box.

Answers
Maggie: b

Hotels a be, d e f, g h

quiet? ./ ./ ./ ./

swimming? ./

resta u ra nt? ./

John: h

Hotels a bed e f g h

family hotel? ./ ./ ./

walking? ./

flowers and birds? ./

Mike: a

Hotels a bed e f g h

city? ./ ./ ./ ./

swimming pool? ./ ./

organises tours? ./

EXAM FOLDER 5 35
 _ What did you do at school today? I

2 Opinions
Topic Education and history
Divide the class into groups of three. Go through the
statements with the class, noting on the board how many
Grammar Past simple; short answers;
people agree/disagree with each statement, so that you end
adjectives ending in -ed and -ing
with a rough analysis of the class's opinions.
Functions and Past events and dates; feelings and
vocabulary opinions; school life; school subjects; 3 Invite each group to offer an opinion and write this on
years, decades and centuries the board.
Pronunciation Final sound of regular verbs in
past tenses: /t/ /d! and lId!
PET Skills Talking about photographs READING
(Speaking Part 3); talking about
feelings and experiences
6.2
(Speaking Part 4); reading about 1 Scanning for specific information PET Reading Part 4
opinions and attitudes (Reading Briefly discuss with the class how old the three people
Part 4); saying and writing years are and let them speculate about their personalities,
and decades (Listening Part 3) present jobs, etc., before asking them to read the texts.
Revision People (Unit 1); feelings and
opinions (Units 3 and 4) Answers
Exam folder Listening Part 2 a Mavis Carver (girls being addressed by their surnames is
very old-fashioned)
Writing folder Writing Part 3 b Neil Johnson (all boys school)
c Anita Green (computer rooms only in past twenty years)

Preparation
2 Expressing years and centuries PET Listening Part 3
6.6 Exercise 1 If possible, make an OHT, or write the
Ask students to write in the names and suggested dates.
present stems of verbs from the texts on a large piece of
Discuss the dates they come up with and the reasons for
paper to fill in as you go through the exercise.
them (e.g. the age of people in the photographs). Elicit!
6.9 Exercise 1 Prepare enough cards (approx 10 x 8 ems)
supply how to say years (e.g. 1930, 1973, 2001) and decades
for each student to have three. If appropriate, provide some
(the 50s, etc.). There is further practice in Units 14 and 24.
• marker pens in case students do not have them .
6.10 Photocopy the caller's cards (on page 175) and cut
Suggested answers
them up so that there is one set for each caller. Photocopy
a (about) 1930/in the 1930S b 196s/in the 1960s
sufficient students' cards (on page 175) for each student or c zoot/this century
pair to have a different card and cut them out. Have about
ten plain 'counters' per student or pair.
Exam folder 6 Photocopy the recording scripts (on page 167) 6.3 Feelings
for students. 1 Students underline adjectives which describe people's
feelings.

S8 pages 40-43 2 Let students complete the lists. Invite them to extend the
lists with other words they can think of (Units 2 and 3).
INTRODUCTION
Answers
6.1 PET Speaking Parts 3 and 4 Good feelings: important, interested, fun, friendly, happy,
confident
Reacting to photographs and giving an opinion
Bad feelings: frightened, angry, miserable, terrible,
1 Using the photographs and questions, initiate a short difficult, tired
discussion with the whole class about how students
experience school. 3 Have a brief discussion with the class.

36 UNIT 6
 4 Past simple short answer forms
LANGUAGE FOCUS
Revise/teach short answer forms by looking at the
6.4 Adjectives ending in -ed examples.
Do the exercise with the class. Point out that the adjectives 5 Ask questions round the class and elicit/supply the
all end in -ed. Elicit/supply that -ed adjectives describe the answers, e.g. Did you go the cinema yesterday, Pedro?Yes,I
person who has the feeling. did. Did Pedro go to the cinema yesterday, Ernesto? Yes,he
did. Point out that these work similarly to present simple
Answers short answers (Unit 3), but have only one form of the verb
b frightened c bored d amused e interested
(did) except for to be (was/were). If necessary, refer students
f worried
to the Language Summary. When they are ready, let them
ask and answer questions round the class.
6.5 Adjectives ending in -ing
6 Past simple questions and short answers
Do the exercise with the class. Point out that the adjectives Ask students to work in threes, writing and exchanging
all end in -ing. Elicit/supply that -ing adjectives describe the Yes/No questions and short answers about Neil and Anita.
thing (or person) that causes the feeling. It may help to Do an example with the class, e.g. Was Neil frightened? Did
discuss the difference between a frightened person and a anyone help him? Ask each student to write three questions
frightening person. and pass them to one of the others to write the answers.
When they have written the answers, they should pass
Answers
them to the third student to have them checked.
b amusing c worrying d interesting e tiring
f boring
6·7
1 Past simple forms
6.6
Briefly talk about the illustration with the class. Check
Past simple that students understand the use of ordinal numbers
Ask students to do the exercise as a race, then go through with century (nineteenth century = 1800-1899). If the
it, writing up the past forms (see Preparation). past simple is new to students, work through questions
a-e with the whole class, then let them continue in pairs
Answers or alone.
List A: arrived, asked, helped,looked, realised, showed,
started, stopped, studied, used, walked, wanted Answers
List B:was/were, became, began, could, felt, found, got, b were c needed d did work e didn't learn
gave, went, made, met, took, told f did go g were h got i made j became
k taught 1 did attend m believed
n didn't/did not need 0 had p stayed
2 Past simple regular and irregular verbs
Elicit/supply the difference between the lists (List A is
regular verbs and List B irregular). Discuss the spelling 2 Discussion
rules for making the regular past form (see the Language If appropriate, initiate a discussion.
Summary and the Grammar spot) by comparing it to
the formation of the -ing form (Unit 3). Point out that
6.8 Past simple wh- questions and questions with how
verbs ending in e add only d (use -- used). 1 Do questions a-e with the whole class.
Note that can/could refers to ability. For speculative use
of could see Unit 13.
Answers
3 Past simple negatives and questions
b Who walked to school with Mavis? c What did the
Elicit/supply past tense patterns, referring to parallels teacher give the girls? d Where was her first lesson?
with present simple. See also the Language Summary. e Why did she study hard?
Draw attention to the pronunciation of was, wasn't, were
and weren't and practise as necessary. 2 Ask students to work in pairs. One of each pair should
write questions about Neil, the other about Anita.
Answers
When they exchange questions, ask them to check that
a did b You use was and were in the same way as is and
are in the present. the questions are grammatically correct before
answering them.

WHAT DID YOU DO AT SCH 00 L TO DAY? 37

6.9~ 6.10 "CnYITY
Final sound of regular verbs in past tenses Itl, Id! and IIdl Past simple bingo
1 Give out small blank cards (see Preparation). Ask students See Preparation.
to write ItI on one, Id! on the second and lId! on the third. Students can play in groups. Each student has a card, or
two students can share one. There must be one 'caller' for
2 n Tell students that they are going to hear some verbs every six students (or six pairs) so that each student (or
in the past tense. They must listen carefully and decide pair) has a different student card. Thus the game can be
on the sound at the end of each verb, then hold up the played by the whole class (with the teacher as caller), or in
appropriate card. Play the recording, stopping after the groups (with students taking turns to be caller).
first verb. Help the class to arrive at a consensus about To play The caller has the caller's cards in a shuffled pile
the sound at the end of the verb (lt/). Write the verb on face down, or in a bag. Each student, or pair, has one
the board. Continue with the recording, stopping each student's card, face up, and access to the counters.
time for a show of cards, and allow the class to decide The caller takes out one verb card at a time and reads it.
what the final sound was. Write each verb on the board Students check their cards and if they find the past form of
but do not divide them according to final sound. that verb they cover it with a counter. The caller puts the
verb cards aside in order. The winner is the first person to
Recording script cover a horizontal row. The student reads out each past form
and says the verb it belongs to while the caller checks that the
checked enjoyed kissed looked mended needed
verb was actually called by finding it in the pile of used verb
prepared realised showed stopped studied used
cards. The caller's cards are then re-shuffled, the students
walked wanted wished
exchange cards and the game is repeated as time allows.

3 Ask students to say the verbs in the list to themselves and 6.11
try to put them in the correct columns.
School subjects
Divide the class into teams of about five. Tell them they
Answers
Idl enjoyed prepared realised showed studied used must spell the subjects correctly and that they have three
It! checked kissed looked stopped walked wished minutes. After three minutes, the team with the longest list
IIdl mended needed wanted writes it on the board, getting a point for each correctly spelt
subject. At the end, other teams supply subjects they missed.

Exam folder 6
S8 pages 44-45 was a woman who wanted to go to the airport. She was
in a hurry because she needed to be at the airport at
Listening Part 2 10.30 to check in. She had lots of bags with her.
Anyway, she got in the car and put the bags in the boot
This Exam folder is at a lower level than the exam but gives and we set off. I drove fast and we were lucky because
students an introduction to the task. there were no traffic jams. We got to the airport at
Discuss the picture together. exactly 10.15. Her flight was to New York where her
sister lived and it left at 12.20.
2 n Play the recording and ask students what is different. She got out of the car and started to look for her
purse. Then she looked across at the airport. She
Answers
suddenly looked very annoyed. She took her ticket out
In the recording, the taxi driver is male and the passenger is
female; the passenger is worried; the bags are in the boot. of her bag and showed it to me. I realised the mistake.
She didn't tell me which airport to go to so this was
the International Airport. Her flight went from the
Recording script City Airport - about an hour away. She refused to pay
me anything so it wasn't a very good start for me.
Man: On my first day as a taxi driver, my first passenger

38 UNIT 6
3 n ~Play the recording again. 7 n Ask students what they already know about the story
from the instructions.
Answers Play the recording. Talk about which words in the text
a to check in b they arrived at the airport C 12.20 give the correct answers. ~ Give out the photocopied
d no e no recording script (see Preparation) and play the recording
again so students can read as they listen.
4 These questions show the kinds of skills students need to I

develop. The information is in Exercise 3. I _A_ns_w_er_s

1 A 2 C 3 B --l

Answers
1 A 2 C
I Recording script
5 ~ Give out the recording script (see Preparation) and Woman: When I was about 18, I started a new job in the
play it again while students read. They should underline kitchen of a restaurant. I liked cooking and I wanted to
We got to the airport at exactly 10.15 (this answers be a chef so I was really pleased to have this job. In fact
question 1) and She suddenly looked very annoyed (this on the first morning I woke up very early and I went to
cues question 2). Compare the questions with the script. the restaurant at about 7.30. I just didn't want to wait
Question 1 says arrive and the script says got to. any longer. I wanted to be in that kitchen! Luckily, the
Question 2 says angry and the script says very annoyed. restaurant was open. The chef met me and showed me
Look at the Exam Advice box together. For this task, it is what to do. But at about nine o'clock the chef felt ill
important that students recognise the cue (the question) and went home. It was a terrible day. I was the only one
which tells them to listen for the answer. in the kitchen and the restaurant was very busy. The
waiters came to the kitchen and ordered the food for
6 Use the picture to elicit or teach key vocabulary.
the customers and I made it. The waiters helped me to
find things. Twice I made a mistake and the customers
got the wrong food. But it wasn't a problem - in fact
both of the customers ate the food and then came to
the kitchen to say the food was really delicious. And the
waiters got a big tip.

Writing folder
Writing Part 3 Answers
computers, sports, friends, size, timetable, laboratories,
Answering the question swimming pool, teachers
Look at the question together.
Write the list on the board, adding other suggestions.
2 In pairs, students decide which one answers the question.
4 Look at the example notes and ask students to make notes
Answers next to the other headings.
C answers the question. It says something about the
school and says what the writer likes; A misinterprets the 5 Students could do this for homework. They can use
question and writes from the person who is coming to letter C as a model. They should aim to write between
the school rather than the person who is already there; 90-110 words. Draw attention to the Exam Advice box.
B gives only negative information about the school and
spends too much time writing about the city. 6 This is an opportunity for students to see what an answer
of the right length looks like in their handwriting.
3 Give students a few minutes to finish the list.

EXAM FOLDER 6 39
_ Around town I

you call out the prepositions. Other prepositions (and

Topic Towns and buildings phrases) in this exercise are outside, inside, in, in the corner
of and by.
Grammar Prepositions of place and Discuss which words are often missing in notes - articles
direction; comparative adjectives; and some verbs (the entrance is under the bridge). It is
imperatives useful for students to get used to reading notes as
Functions and Asking for, giving and preparation for Reading Part 1 and Listening Part 3.
vocabulary understanding directions;
replying to thanks; 1 Students work in pairs to identify the places on the map
towns and buildings using the notes. Some are interdependent.
Pronunciation /au/ as in now and h:/ as in four
PET Skills Understanding directions Answers
2 car park (J) 3 nightclub (A) 4 museum (G)
(Listening Part 1); saying when
5 library (H) ,6 sports stadium (F) 7 bus station (B)
you don't understand (Speaking
8 newspaper kiosk (C) 9 swimming pool (D)
test); reading notes (Reading Part
10 petrol station (E)
1 and Listening Part 3); sentence
transformation (Writing Part 1)
Adjectives from earlier units; As an extension, students can work in groups to think of as
Revision
spelling rules many of the places on the map that are in walking distance
from their school. (You can change the distance to suit
Exam folder Reading Part 3 your circumstances.) If the school is not near any public
buildings, pick a central point in the town. Give them a
time limit and see which group has the most places.
Preparation
2 This is an opportunity to add other important or
7.2 Exercise 2 Photocopy the recording scripts (on page
relevant vocabulary such as hospital, castle, cinema, etc.
167) for students.
7.10 Photocopy one set of the sheet of cards (on page 176)
for each group. Cut up the words and suffixes to make two LISTENING
sets of cards. Shuffle each set thoroughly.
7.11 Photocopy the mazes (on page 177) - enough for each 7.2 Understanding directions PETListening Part ,
student to have a copy of each maze.
Exam folder 7 If possible, make an OHT of the text.
1 n X, Y and Z are the starting points for the three
conversations. Play the three conversations. Students follow
the directions.
S8 pages 48-51
Answers
1 petrol station 2 shopping centre 3 skateboard park
INTRODUCTION
7.1 - Recording script
Town features, buildings
Prepositions of place 1
Woman: OK. Turn right at the next roundabout and
Look together at the map and the notes and talk about the
then take the second turning on the left. It's on your
dispatch rider and his job. Check names of the places in the
left on the corner opposite a supermarket.
notes. If necessary, revise prepositions of place by getting
Man: I'm sorry. Could you say that again, please?
two students to the front and asking them to stand opposite,
Woman: Go down here. When you reach the
behind, in front of and next to each other then you stand
roundabout, turn right. It's a one-way street. OK?
between them. Alternatively, you could do this after they
Man: Yes.
have done 7.1 to check their understanding. If there is
space, you could get all students to do this in pairs while

42 UNIT 7
Woman: So, after the roundabout you don't take the Recording script
first turning on the left, you take the second. You'll see
it then. There's a supermarket on the other side of the 1
road. All right? Man: Could you help me, please? I need to find a petrol
Man: Yes. I see. Thank you very much for your help. station.
Woman: You're welcome. Woman: OK. Turn right at the next roundabout and
then take the second turning on the left. It's on your
2 left on the corner opposite a supermarket.
Man: It's near the market square, which is a pedestrian Man: I'm sorry. Could you say that again, please?
area. It's not far to walk from here. Woman: Go down here. When you reach the
Woman: Where can I leave my car? roundabout, turn right. It's a one-way street. OK?
Man: OK, well, at the next crossroads turn right, then turn Man: Yes.
right again. You'll see the entrance to the car park just on !
Woman: So, after the roundabout you don't take the
the right. Park your car there then you can walk across first turning on the left, you take the second. You'll see
the road and you're there. There's a pedestrian crossing. it then. There's a supermarket on the other side of the
Woman: Thank you. road. All right?
3 Man: Yes. I see. Thank you very much for your help.
Gifl: Yes,of course. Are you on foot? Woman: You're welcome.
Boy: I'm sorry. I don't understand. 2
Girl: Are you walking? Woman: Excuse me, could you tell me the way to the
Boy: Yes. shopping centre, please?
Girl: Good. That's easy then. Go straight down this road Man: It's near the market square, which is a pedestrian
past the town hall. Then turn left at the traffic lights area. It's not far to walk from here.
into Queen Street. Walk down there to the market Woman: Where can I leave my car?
square and walk across the square. Go straight on and Man: OK, well, at the next crossroads turn right, then turn
it's at the next crossroads on the corner. right again. You'll see the entrance to the car park just on
the right. Park your car there then you can walk across
the road and you're there. There's a pedestrian crossing.
2 Polite questions
Woman: Thank you.
Responding to thanks
Saying you don't understand 3
n Ask students to write down suggestions. Boy: Excuse me, can you tell me the way to the
Play the recording (this version has the questions too). skateboard park, please?
Check the answers orally, accepting any reasonable Girl: Yes, of course. Are you on foot?
alternatives. Give out the recording scripts (see Boy: I'm sorry. I don't understand.
Preparation) and get students to underline the Girl: Are you walking?
expressions. Tell students to keep a list of useful phrases Boy: Yes.
for the Speaking test and learn them. Talk about using Girl: Good. That's easy then. Go straight down this road
the imperative for giving instructions - always the past the town hall. Then turn left at the traffic lights
infinitive without to. into Queen Street. Walk down there to the market
square and walk across the square. Go straight on and
Answers it's at the next crossroads on the corner.
1 Could you help me, please? I need to find a petrol station.
2 Excuseme, could you tell me the way to the shopping
centre, please? LANGUAGE FOCUS
3 Excuseme, can you tell me the way to the skateboard
park, please? 7.3 Giving directions
Point out that can and could are polite and that we use
please a lot in English. Students complete the directions.
When students don't understand, they can say I'm sorry, I
don't understand. Could you say that again, please? Answers
British people normally say nothing in reply to Thank you b second turning on c straight on I straight down this
but You're welcome is a possible answer. road d Turn left at crossroads e Turn into
f Turn right roundabout g on corner
 if they make errors which might lead to misunderstanding.
7·4 PROHWHCIATIOH
Students then give directions in pairs, asking each other for
1 Demonstrate the two sounds using words students have repetition where necessary. They can change pairs and repeat
come across in earlier units: with different directions until they have had enough practice.
/au/ as in loud, clown
/;):/ as in short, four 7.6 Prepositions of direction
Students can work in pairs or groups to put the words
Check students know what a skateboard and a mountain
into two columns.
bike are and the vocabulary needed to describe the pictures
2 n Play the recording so students can check their answers. - steps, tunnel, track, etc.
~ Play the recording again so students can repeat the Give them a few minutes to write sentences using the
words. Remind students that English spelling sometimes prepositions and then check round the class.
does not give many clues to pronunciation and identify the
different ways of spelling /;):/ shown here. Suggested answers
a He's skateboarding down the steps.
b She's skateboarding along the pavement.
Answers
c He's cycling up the hill.
/ao/ /J:/ d He's skateboarding through the tunnel.
e They're cycling around the track.
out or f He's skateboarding on the road.
round sports g He's skateboarding off the wall.
town course h He's skateboarding over a gate.
about corner
down hall
how board 7.7 Comparative adjectives
walk
1 Look at the example with the class and then ask students
to underline the comparative adjective in each sentence.

Recording script Answers

b cheaper c bigger d safer e more exciting
out or round sports town course corner
f more fashionable g noisier h more popular
about hall board down how walk i more common

3 Check students have underlined the words correctly in 2 Pre-teachlrevise the terms vowe~ consonant and syllable.
the sentences. Use sentences a-f to elicit the rules for making
comparative adjectives.
Answers
/au/: down roundabout town outside
Answers
/'J:/: corner walk course hall skateboard sports
a er (examples: light, kind, strong)
b er (examples: cheap, sweet, clean, clear)

4 n Play the recording and get students to repeat.

c vowel er (examples: big, hot, wet, thin)
d syllable (examples: common,jashionable, exciting, popular)
e i er (examples: noisy, dirty, busy)
Recording script f r (examples: safe, nice, late)

a It's on the corner.

b Walk down the road. Look at the Grammar spot together. The spelling rules
c Of course. for doubling single consonants can usefully be compared
d Turn right at the roundabout. to the rule for forming the present continuous and the
e Go past the town hall. past simple (see Units 3 and 6).
f Where's the skateboard park? Write good and better on the board. Elicit/supply the fact
g It's outside the sports stadium. that better means more good and that good is irregular.
Teach bad and worse.

7.5 Giving and understanding directions 3 In_maD

Look at sentence a together and ask students to rewrite
Establish where you are (i.e. the market square), then ask two the other sentences. Elicit the fact that you can use either
or three individuals to give you directions. Ask them to repeat so or as. This is useful practice for Writing Part 1.

44 UNIT 7

I
 Answers 7·10 ACTIYITY
b A mountain bike is not as/so cheap as a skateboard.
Comparative adjectives
c A skateboard is not as/so big as a mountain bike.
d Skateboarding isn't as/so safe as cycling. Work out how many groups of students there will be in
e Cycling is not as/so exciting as skateboarding. your class (four students per group is best but between two
f Skateboards aren't as/so fashionable as mountain bikes. and six is fine).
g A skateboard isn't as/so noisy as a mountain bike. Organise the groups in circles. Join one group for a brief
h Mountain bikes aren't as/so popular as skateboards.
demonstration of what to do while the others watch.
i Mountain bikes aren't as/so common as skateboards.
Ask them to deal the cards (see Preparation) round the
group, face down. They must not look at their cards.
Ask if students can make a sentence with lesswhich In turn, each person in the group reveals the top card from
means the same as sentence f - Skateboards are less his/her pile. If it matches another visible card, e.g. if the
fashionable than mountain bikes. word is busy and the suffix is ier, the first player to say < Snap
Look at the Language Summary together. - busier' keeps that pair. As each player turns over a second
card, they put it on top of the first one so that it is no
4 In groups, students discuss the sentences (some can be
longer in play.
either true or false depending on individual opinion).
Anyone who says Snap when the cards do not match, or
When they disagree, they should say what they think
says the comparative form incorrectly, misses a turn.
using the correct comparative structure. If some students
When they get to the bottom of their piles of cards, they
are not interested in the topic, they could compare two
can shuffle them and start again.
other sports, pop groups, magazines, etc.
The winner is the person with the most pairs at the end of
7.8 Formation of comparative adjectives the game.
The game can continue until all the word cards are finished
Students put the adjectives into the correct columns to
or a time limit (e.g. ten minutes) is reached.
check that they understand the rules. These adjectives are
Monitor while they are playing that they are matching the
all from earlier units.
cards correctly and correcting each other as necessary.

Answers
7.11 ACTIYITY
Add er Double Use more Change Addr Giving directions
the last ytoi
letter and add
Photocopy the mazes (see Preparation). Half the class has
and add er one, the other half has the other. Students work in pairs.
er Give each pair two copies of the same maze. They find their
ftienri1iu way through, marking the route on one copy. They join a
steeper thinner more famous nicer
stronger wetter more popular lazier wider pair from the other half of the class and give them the
older more difficult busier blank copy of their maze. They watch them trying to find
richer more miserable tidier the way and tell them when they are making a mistake (no,
turn right there, etc.). They then do the other pair's maze in
the same way.
7.9 Comparative sentences

Students write the answers in class or for homework.

Answers
b Steve is hotter than John. / John isn't as/so hot as Steve.
c Sue's homework is worse than Jack's (homework). /
Jack's homework isn't as/so bad as Sue's (homework).
d The taxi is less slow than the school bus. / The taxi isn't
as/so slow as the school bus.
e The Amazon is wider than the Thames. / The Thames
isn't as/so wide as the Amazon.
f Jill is sadder than Liz. / Liz isn't as/so sad as Jill.
g The ring is less expensive than the watch. / The ring
isn't as/so expensive as the watch.
h The shorts are dirtier than the T-shirt. / The T-shirt isn't
as/so dirty as the shorts.
 Exam folder 7
S8 pages 52-53 4 Use this sentence to demonstrate that the text and the
questions will not use the same words exactly. Explain
the system used in the exam - A is used for a correct
Reading Part 3
sentence and B is used for an incorrect sentence.
This Exam folder is at a lower level than the exam but gives The answer sheets have A and B on them, not
students an introduction to the task. In the exam, there are correct/ incorrect or true! false.
ten questions in this part.
Answer
I Ask students what they can guess about the text from the 1 A
photograph, e.g. It's about a city, it's old, it's got a
cathedral and it's in England.
5 Ask students to work in pairs, finding the parts of the
2 Ask them to read the text quickly, without checking text they need to check each sentence, and deciding if
words they do not know, to see if their guesses are right. each one is correct or incorrect.
3 Check the vocabulary as necessary in questions a-f and Go through the answers with the whole class.
Explain any items of vocabulary not already covered.
ask students to find the relevant parts of the text. In this
Draw students' attention to the Exam Advice box.
task, there are parts of the text which are not tested at all.
Using an OHT (see Preparation), underline the relevant
Answers
parts of the text with students.
2B3B4ASA6A
Supply the meaning of any unknown words within the
marked sections of the text only at this stage.

Answers
The city of Lincoln is 2,000 years old and there are a lot of
interesting buildings to see. The cathedral is in the north of
the city just outside the main city centre. You can walk to
many of Lincoln's other attractions from the cathedral. It's
not far from the castle. There is a wonderful view of the city
from there. Behind the castle is The Lawn, an old hospital,
which is now a museum with shops and a cafe. You can sit
in the beautiful gardens to have lunch or a coffee.

During the summer, walking tours leave from the Tourist

Information Centre, which is next to the castle. They are
not expensive, last about an hour and visit all the main
attractions. There are some very interesting museums. The
Toy Museum is not far from the Tourist Information
Centre and has children's toys and games from the
last century.
There are shops and a market in the old city centre. There
are two shopping centres - one is the Waterside Centre
opposite the market and the other is St Mark's Shopping
Centre. St Mark's is newer than the Waterside Centre and is
just south of the main city centre. Go straight down the
High Street from the city centre and it is on the right.

In the middle of the city centre, there are some beautiful

spots away from the crowds. For example, you can walk by
the river or take a boat trip. Trips leave from Bayford Pool.

You can travel to Lincoln by train, bus or car. It is 216 km

from London. The bus station is beside the river and the
railway station is a few minutes' walk from the bus
station on the other side of St Mary's Street.

46 EXAM F0 L D ER 7
__ Let's celebrate I

4, 5 Listening for specific information PET Listening Part 1

Topic Special days
n Play the recording, stopping it to allow students to
Grammar Present perfect simple; already write what they hear. Go through their answers, writing
and yet; just them on the board for them to check and supplying the
Functions and Experiences and recent activities; name of the occasion as well as the expression heard for
vocabulary celebrations, festivals and parties; each picture. Ask students if they thought of any other
giving good wishes things people might be saying and add any correct ones.
Pronunciation Dates
PET Skills Matching pictures to a recording Answers and recording script
a Congratulations! (They're getting married.)
(Listening Part 1); talking about
b Good luck! (They're taking an exam.)
a photograph (Speaking Part 3);
c Happy birthday! (It's the boy's birthday. Also possible:
talking about special occasions Many happy returns, or Congratulations for a special
(Speaking Part 4); recognising birthday, e.g. 18 or 60~)
collocations (Reading Part 5) d Have a good journey! (They're starting a journey. Also
Revision Dates (Unit 4); talking about possible: Enjoy your trip.)
pictures (Unit 3); present tenses e Enjoy your meal! (They're having a meal.")
f Well done! (He's won a race. Also possible:
Exam folder Speaking Parts 3 and 4 Congratulations.)
g Happy anniversary! (It's their wedding anniversary. Also
Writing folder Writing Part 2
possible: Congratulations.)
h Have a nice weekend! (They're leaving work. Also
possible: Seeyou on Monday.)
Preparation • There is no set expression used by English speakers at
Writing folder Put the three texts in Exercise 3 on an OHT, the beginning of a meal. Enjoy your meal is normally said
by the waiter, not a fellow diner.
if possible.
Photocopy the sample answers (on page 165).
6 Celebrations; dates PET Speaking Part 4

58 pages 54-57 Ask each student to write three dates on a piece of paper.
The dates may be for any celebration (family, national or
other) but not the ones already mentioned. Take in the
INTRODUCTION
pieces of paper, shuffle them and give them out around
8.1 the class. Ask each student in turn to read out one of the
dates on the piece of paper. The student who wrote it
Celebrations PET Speaking Part 3
must explain what the date is and what they do on that
Elicit descriptions of the photograph round the class day. For large classes, the papers can be shuffled and
encouraging use of the present continuous. Teach given out to groups of about six students.
fireworks and other vocabulary as necessary.

2 Revision of present tenses; present simple for customs; dates

READING
Have a brief discussion about when people celebrate with
fireworks in different countries (or, for mono cultural 8.2
groups, their country). Encourage use of the present simple. 1 Discussing photographs
If necessary, revise present simple/continuous contrast
Pre-teach honeymoon. Ask questions to elicit suggestions
(Unit 3). Revise dates (Unit 4).
about the four couples, e.g. Are there a lot of guests at this
3 Expressing good wishes wedding? Is the wedding happening in England? Are all the
Encourage students to make guesses, but do not supply bride and groom's families at the wedding? Is this a rich
any language at this point. couple? Do they want a quiet honeymoon?
Don't indicate yet whether students' ideas are likely to
be correct.

LET'S CELEBRATE 47
 Note: People from the UK can get married in a registry 4 Verb + noun collocations PET Reading Part 5
office, a church or other religious building, or at any
Ask students to match the words (they are all found in
other place licensed for weddings, which might be a
the newspaper articles). Recognising collocations can
hotel or historic building, etc. (About a quarter of
help with the Reading Part 5 cloze test. Draw attention
couples in the UK do not go through any form of
to the Vocabulary spot. Encourage students to use this
marriage ceremony nowadays.)
technique when noting and learning new vocabulary.
A shows a wedding ceremony and reception at a
traditional church wedding. With lots of guests, this will
Answers
cost thousands of pounds and is traditionally paid for by
b 9 keep a secret c 2 book a band d 3 organise a
the bride's father, though costs are often shared now. barbecue e 7 refuse an invitation f 1/8 make an
B shows a hotel in an exotic location, where a wedding appointment/mistake g 6 rent a cottage h 5 hire a car
can take place. The bride and groom fly out, get married i 811 make a mistake/appointment
and stay there for their honeymoon. It also shows a
typically informal celebration with family and friends in
5 Giving opinions PET Speaking Part 4
the UK either before or afterwards. This is an increasingly
popular trend with couples who want a 'romantic' Encourage students to give reasons for their answer. If
wedding and honeymoon, but cannot afford or do not appropriate, they might compare these wedding plans with
wish to spend so much on the wedding and reception. weddings in their own country or community. If they are
C shows a registry office wedding (the most usual way to interested, they can talk about their own ideas for a good
get married in the UK) and a small celebration with family wedding, or where they'd like to go for their honeymoons.
and friends. This is quite common nowadays.
D shows that celebrities may go to great lengths to avoid
publicity when they don't want it!
LANGUAGE FOCUS
2 Matching photographs to texts 8.3 Formation and practice of present perfect

Ask students to do the matching exercise and go through Do the first two or three sentences with the whole class. Elicit
it with the class, explaining any vocabulary as necessary. the form of the present perfect (has/have + past participle).
Ask students to complete the exercise, checking their
Answers own answers with the help of the newspaper article.
a Nigel and Fiona b Anna and Jay Contractions are acceptable.
c Dawn and Gary d Lorne and Esmerelda
Answers
3 Answering Wh- questions b have told c have rented d haven't planned
e haven't told f have booked g have sent
Ask students to work in pairs. One student has the book h has accepted has refused i has made
open on page 56 and the other has it open on page 55.
Go through the answers with the class, focusing on the
Use examples from the newspaper article to elicit or
content rather than grammatical accuracy. demonstrate the meaning of the present perfect. (At this
stage, it will be sufficient to establish a simple outline, such
Answers
as We use the present perfect to describe past actions but we
b A new bikini and some sunblock.
do not say exactly when they took place. We are interested in
c Their family and friends.
d When they come back. the present result. If we say exactly when something took
e Because they're both very famous. place, we use the past simple.)
f The rings. For example, Anna is talking about a bikini which she owns.
g Because no one can disturb them there on their She's not telling us when she bought it, all we need to know
honeymoon. is that it was before now.
h All their friends and their parents and all their relations. Anna and Jay's families and friends know that they plan to
i Fiona's parents.
marry soon. Anna and Jay are not saying when they told
j (They've booked) a band.
k Because they're keeping that a secret until their their families, because that is unimportant.
wedding day. Lome and Esmeralda have their rings. They're not telling us
I Because she doesn't know who's accepted and who's when they bought them, all we need to know is that it was
refused (their secretaries have organised everything). before now.
m To a good restaurant. Back to work.
n Because they're too busy to go away (this year).

48 UNIT 8
8.4 Present perfect forms 8.5 PROHWHCIATIOH
Remind students that English has regular and irregular Saying and writing dates
verbs (see Unit 6, past simple). Point out that some verbs 1 Ask students how to say the first date - we say the third
use the same form for the past simple as the participle in of July (or July the third) but we write 3rd or just 3. Go
the present perfect. Suggest that they always check this round the class asking students to say the other dates,
when learning new verbs. checking whether they need more practice. Check they
Ask them to do the exercise, using dictionaries to check know when to use the abbreviations st, nd, rd and tho
participles if necessary. Go through the exercise with the
Note: It may be appropriate to discuss how the date is
class, writing the verbs up on the board so that they can
spoken and written in American English - July nineteen in
check the spelling.
American English instead of July the nineteenth or the
nineteenth of July in British English. This would be written
Suggested answers
a He's broken the chair. b He's dropped his glass. 7/19 in American English and 1917 in British English.
e They've lost the key. d They've eaten all the food.
e She's spilt some orange juice. f They've drunk all the
2 n Play the recording so students can repeat the dates.
Stop after the first one to point out the weak form of
fizzy drinks. g They've made a terrible mess.
of/';Jv/.

2 Present perfect question forms and just

Recording script
Draw students' attention to the question form. Refer to
Jay's text on page 55 to elicit/supply the meaning of just the third of July the first of January
(very recently). Do the exercise orally round the class the twenty-fifth of March the twenty-fourth of October
before students write their answers. Invite students to the second of February
write them on the board to check.

Answers
3 n Play the recording. Ask students to write down the
dates they hear. They need to be able to write accurately
b Have you washed the glasses yet? Yes,I've just washed
the days of the week, months and dates which they hear
them.
e Have you tidied the sitting room yet? Yes,I've just in Listening Part 3.
tidied it.
d Have you found the key yet? Yes,I've just found it. Answers
e Have you thrown away the rubbish yet? Yes,I've just 11 November 12 June 14 December
thrown it away. 20 April 21 August 22 September
f Have you bought any food yet? Yes,I've just bought some.
g Have you mended the chair yet? Yes,l've just mended it.
Recording script
3 already and yet
the eleventh of November the twelfth of June
Write already and yet on the board. Explain that these the fourteenth of December the twentieth of April
are often used with the present perfect. They both mean the twenty-first of August
up to now, but yet is used in questions and negatives. the twenty-second of September
Already is used in questions and statements and is
usually positive. Ask them to look at Gary's part of the
4 Students work in groups to think of important events on
newspaper article on page 55 and find the examples
the dates given, e.g. New Year's Day is on the first of
there. Refer students to the Language Summary. If the
January. You may need to provide the names of some
meaning causes problems, give some true examples (e.g.
festivals. The first group to finish reports back to the
We haven't finished this unit yet, but we've already done
others. You could make a rule that if they give a date
lots of work. We've already done five exercises but Pietro
such as my brother's birthday, someone else in another
hasn't arrived yet.)
group should be able to vouch that this is true.
Go through the exercise with them when they have
completed it.
8.6 ACTlYITY
Answers Brainstorm with students some of the things we do when
b already c yet d yet e already f already preparing a party and write them on the board, eliciting or
supplying vocabulary as needed, e.g. buy drinks, plan the food,

LET' 5 eEL E BRA T E 49

cook the food, choose where to have the party, decide who to C: We've bought the drinks, we've organised the music and
invite, write invitations, organise the music, etc. as appropriate we've written the invitations.
to the class. D: We've bought the drinks, we've organised the music,
Divide the students into groups of between five and ten. we've written the invitations and we've chosen where to
Tell them that they are going to playa memory game. have the party.
They are having a party tonight and everything is ready. They If a student misses an activity from the list, or gives them in
must tell their friends what they have done. Each student the wrong order, or makes a grammatical error, the group
speaks in turn and adds one more thing to the list. You can must start again, beginning with the student who was due
begin by demonstrating with one group. The students may to take the following turn.
know a version of this game in their own language. The group which can achieve the longest list is the winner.
Example:
A: We've bought the drinks.
B: We've bought the drinks and we've organised the music.

Exam folder 8
S8 pages 58-59 Reassure them that this is not a test of their general
knowledge, but of their English. It does not matter if
they do not know what festival their photograph shows.
Speaking Part 3
(Photograph a shows the Holi festival, the festival of
1 Ask students to try to match the photographs with the colours in India; photograph b shows the Mid Winter
festivals listed. Discuss briefly what the people are festival in Riga, Latvia.)
celebrating. Use some of the questions in Exam folder 3
3 Look at the Exam Advice box with the class.
(page 26) to get students to tell you more about
Ask students to work in pairs. In multinational classes, try
the photographs.
to make sure they work with someone from a different
country - this will be particularly helpful for Speaking Part
Answers
1 d 2 C 3 b 4 a
4 which follows. Before beginning to speak, they should
spend a few moments thinking of answers to the questions
from Exam folder 3. Tell them to listen carefully to check
Note: whether their partner answers the questions as they talk.
1 Many people decorate real or artificial trees with
They may be able to add one or two more questions.
sweets or tinsel.
Supply any important items of vocabulary when they
2 On St Valentine's Day people traditionally send an
have finished.
anonymous card or present to the one they love or
admire.
3 Eggs have pre-Christian associations with spring, but Speaking Part 4
chocolate eggs are part of the Easter celebrations
enjoyed by most UK children, whether their families Look at the question prompts with the class and practise
making questions from them.
are churchgoers or not.
In multinational classes, give students a minute or two to
4 Notting Hill is a very large public carnival which takes
place in London. There are thousands of bands and think about festivals in their own country, then put them in
dancers of many kinds, but especially from the pairs of different nationalities to ask each other questions.
Afro-Caribbean communities. In mononational classes, ask students for suggestions of
festivals. Get them each to choose one to talk about, or in a
2 Ask students to turn to page 26 and briefly revise the small class, allocate one festival to each student. Make sure
questions and answers they practised there. Remind pairs have not chosen the same festival. Tell them to take a
them that these can help them when they talk about minute or two to think, then to ask each other the
photographs in the exam. questions.
Ask some students to report back to the class then look at
the Exam Advice box together.

50 EX A M F0 LD E R 8
 Writing folder
5 Students write answers to these two questions using a, b
Writing Part 2
and c as models. See page 165 for photocopiable
Understanding some of the verbs commonly used in the sample answers.
instructions for Writing Part 2

Give students a minute or so to read the questions and

underline the three bullet points. Look at the Exam
Advice box together and check whether students know
what the verbs mean.

2 Read letter a with the students and decide together who

it is to (Matthew). Ask them to read band c and decide
which is to Catherine and which is to Ben.

I Answers
b Ben c Catherine

3 Do the rest of the underlining in a together. Have the

texts on an OHT if possible (see Preparation).

Answers
DearMatthew,
I'm having a birthday party next Friday. Would you like to
come (these words invite Matthew to the party)? All our
friends from school are coming and some of my family
(these words tell him who is coming). I live in the city
centre. Take a bus to the bus station, then you can walk
from there (these words suggest how to get there).

4 Ask students to do the same with band c.

Answers
b
DearBen,
Thank you very much for the book you sent me for my
birthday (these words thank him for the present). I spent the
day with my family and I went to a nightclub in the
evening with my friends (these words describe what you did
onyour birthday). Can you tell me when your birthday is
(these words ask him when his birthday is)?
c
Dear Catherine,
Thank you for inviting me to your birthday party next
week (these words thank her). I'm sorry but I can't come
(these words apologise) because my brother and his wife
are visiting us with their new baby (these words explain
whyyou can't go). I hope you enjoy the party.

W R I TI N G F 0 L 0 E R 51
 _ How do you feel? I

do the action if you say Simon says, i.e. they shouldn't do

Topic Health and fitness
it if you just say Touch your nose. As you get faster, it is
easy for them not to notice that you have omitted Simon
Grammar Short answers
says. Students can be 'out' if they make a mistake so you
Functions and Advice; parts of the body;
end up with a winner who is really concentrating.
vocabulary illnesses; expressions with at
Pronunciation lei as in tell and leII as in say Answers
PET Skills Coming to a consensus of opinion a thumb b lip c shoulder d chest e eye fear
(Speaking Part 2); listening for g tongue h chin i neck j finger k wrist I nose
specific information (Listening m stomach n elbow 0 knee p ankle q foot r toe
Part 1)
Revision Tenses already learnt (present
3 Giving an opinion PETSpeaking Part 4
simple, present continuous, past
simple and present perfect tenses) Talk about gyms and getting fit if students are interested.

Exam folder Reading Part 4

Speaking Part 2 LISTENING
9.2 Illnesses
Preparation
1 Listening for specific information PETlistening Part 1

9.3 Photocopy the recording script (on page 168) for n Discuss the idea of a medical helpline and why
students. people might ring it (to ask for advice over the phone
9.8 Photocopy the cards (on page 178) and cut them up so and check whether they should go to the doctor or
each student has one. hospital).
11I1 9.9 Photocopy the cards (on page 178) and cut them up so Play the six conversations which introduce the
each student has one. There are twelve different ones so, if vocabulary of illnesses. Stop after each one and discuss
you have more than twelve students, some can work in what the problem is. Point out the useful expression I'm
pairs or you can duplicate some of the cards. sorry to bother you and ask when you would use it. Do
9.11 Photocopy the board (on page 179) and, if you can, not discuss any grammatical problems at the moment.
stick it onto card. Make one board and provide one die or
spinner per group of four students. Each student needs a Answers
counter or a coin each to move round the board. a His son has hurt his wrist. b She has a cough and a
sore throat. c Her husband has a pain in his chest and he
feels sick. d The child has a stomach ache. e The boy
S8 pages 60-63 has sore eyes. f The child has earache and a temperature.

INTRODUCTION
Recording script
9.1 Vocabulary for parts of the body and fitness equipment
a
1 Talk together about the equipment and the people in Nurse: Hello. Healthlink Phone Line. Can I help you?
the photographs. Man: Oh, yes, thank you. My son fell over at school
2 Ask students to work individually to label the parts of today. He was playing football. His arm hurts, well, his
the body. Other words which they might need for PET: wrist really.
brain, bone, heart, gum, lung, throat. Nurse: Did he hit his head?
If you think students would be happy to playa game, you Man: No, he didn't.
could play Simon says. You say Simon says touch your nose Nurse: Can he move his fingers?
and everyone touches their nose, or Simon says shut one Man: No, he can't. He can't move them at all.
eye and everyone shuts one eye, etc. Students must only

52 UNIT 9
 3 PET Speaking Part 2
b
Nurse: Hello. Healthlink Phone Line. Can I help you? Ask students to compare their answers in groups and try
Girl: Hello. I've got a cough and a sore throat. I cough all to come to a consensus.
the time, especially at night. I can't stop and I can't sleep.
Nurse: Have you got a cold at the moment?
4 n Tell students that they are going to compare their
answers with what the nurse says. Play the nurse's
Girl: No, I haven't. I had one last week but it's gone. responses (this version contains all six conversations with
Now I've got this cough. the nurse's responses at the end of each one). Students
c compare their answers with the ones they heard and,
Nurse: Hello. Healthlink Phone Line. Can I help you? where they are different, decide if they agree with the
Woman: Oh, yes. My husband isn't feeling well. He's got nurse or not.
a pain in his chest. He's usually very healthy. I don't
understand it. Answers
a go to the hospital band d stay at home
Nurse: Does he feel sick?
c call an ambulance e and f go to the doctor's
Woman: Yes, he does.

d
Nurse: Hello. Healthlink Phone Line. Can I help you? Recording script
Man: Oh, hello. I'm sorry to bother you, but I'm
a
looking after a friend's daughter and she has a terrible
Nurse: You should take him to the hospital. It's
stomach ache.
probably broken.
Nurse: Does she have a headache?
Man: OK. Thanks. We'll go now.
Man: Yes, she does.
Nurse: Has she eaten a lot today? b
Man: No, she hasn't. Well, let me see. She had a big Nurse: People often have a cough for a few days after a
breakfast. Then we went to the cinema and she had a cold. Why don't you take some cough mixture before
burger and chips at lunchtime, oh, and some popcorn. you go to bed? Why don't you take a warm drink to
Since then she's only had a bar of chocolate and a bed with you too, and you should sleep with at least
drink. Should I take her to the doctor's? two pillows. Your cough will soon be better.
Girl: I hope so. Thank you.
e
Nurse: Hello. Healthlink Phone Line. Can I help you? c
Boy: Yes. Hello. I've got sore eyes. I can't open them Nurse: You should call an ambulance to take him to
very well. hospital. You'd better dial 999 at once. Can you do
Nurse: Have you spent a lot of time working at a that now?
computer this week? Axe you very tired? Woman: Yes, of course.
Boy: No, I'm not. I'm not working this week. I'm
relaxing at home. d
Nurse: You don't need to see a doctor. She shouldn't eat
Nurse: Do you wear glasses or contact lenses?
Boy: No, I don't. any more food today. But she should drink lots of water.
Man: OK. Thank you.
f
Nurse: Hello. Healthlink Phone Line. Can I help you? e
Woman: Hello. My son's got earache. He cried all night. Nurse: Why don't you wash your eyes in warm water?
He's just stopped at last so I decided to phone. I don't And get an appointment with your doctor because you
want to ring the doctor at the weekend. probably need some antibiotics.
Nurse: Is he hot? Boy: Thanks for your help.
Woman: Yes, he is. He's got a temperature. f
Nurse: Has he taken any aspirin or paracetarnol? Nurse: Well, why don't you give him some more
Woman: Yes, he has. Just now. paracetamol after four hours? And you'd better phone
the doctor. You can get an emergency appointment.

2 n ~ Students listen again and think about what the Woman: Thanks very much.

nurse's advice will be.

HOW DO YOU FEE L? 53

 LANGUAGE FOCUS Answers
b all c night d the moment e lunchtime f home
9.3 Saying what's wrong with you g last h the weekend i least j once
Ask students to do the exercise alone or in pairs. Photocopy
the recording script (see Preparation) and either give it to 9.6 Short answers
students before they start the exercise so they can use it to
help them or give it to them afterwards for checking. Do the first two or three together, reminding students that
the verb in the short answer always matches the auxiliary in
Answers the question.
a I've got a temperature. b I've got earache.
c
e
I've got a cough. d I've got a cold.
I've got a sore eye. f I've got a pain in my chest.
I An,w."
b 9 c 8 d
g My arm hurts. h Ifeel sick.

9.7 Short answers

I've got a temperature = I've got a high temperature. You may
like to teach fever as an alternative to temperature and the Ask some quick questions around the class using a range of
words thermometer and sneeze. In British English, to feel sick tenses, to practise and check the pronunciation of short
- means you want to vomit whereas in American English it has answers (the auxiliary is stressed), e.g.
a more general meaning - to feel unwell. Check students Has Pierre got black-hair?
understand what sore means. We say a headache, (a) backache, Do you like cheese?
(a) stomach ache and (a) toothache - we often omit the article Are you married?
except before headache. Stomach ache is normally two words. Do Paola and Cristina live in the same street?
Check the pronunciation of ache. Make sure students notice Is the school near the town centre?
that we say my/his, etc. before parts of the body, not the. Has Marina had lunch?
Did you go to the cinema yesterday?
9.4 Remedies for illnesses and giving advice
Have you ever been in an aeroplane? etc.
1 n Play the nurse's responses again and ask students to Then ask them to do the exercise as fast as they can. Short
complete the spaces. answers need to become as automatic as possible. When they
have finished, they can check each other's work.
Answers
b don't you take c should call d shouldn't eat Answers
e don't you wash f better phone b Yes,l do. eYes, he/she is. d Yes,they are. I No, they
aren't. e Yes,I am. f Yes,it is. INo, it isn't. g No, I
haven't. h No, he/she hasn't. i Yes, I/we do. I No, I/we
don't.
Recording script
a You should take him to the hospital.
b Why don't you take some cough mixture? 9.8 ACTIYITY
c You should call an ambulance.
Illnesses and advice
d She shouldn't eat any more food today.
e Why don't you wash your eyes in warm water? Give each student a card (see Preparation). Students work
f You'd better phone the doctor. in teams. Each member of the team takes turns to mime
what is wrong with them. The other team(s) say what the
problem is. They must give the exact words on the card.
2 Elicit the word medicine and discuss the words and
Both teams get a mark if they get it correct. The guessing
expressions. Add any others which might be useful.
team gives advice and gets another mark if the advice they
Go round the class asking students to give advice to
give is also grammatically correct.
people in the pictures in Exercise 9.3, using the advice
structures above.
9·9 ACTlYITY
9.5 Expressions with at
Giving and receiving advice
Ask students to do the exercise in pairs or individually. Give each student a card (see Preparation). There are
Look at the Vocabulary spot together. Students should learn twelve different ones so, if you have more than twelve
any expressions they don't know. students, some can work in pairs or you can duplicate
some of the cards.

54 UNIT 9
I
Students should read their cards and look up any words they 2 Ask students to say the words aloud to themselves and
don't know. They should then tear or cut their card in half try to choose between the two sounds - which rhyme
so they have separated the problem and the advice. They with tell and which with say? Point out that the spelling
moveround the class reading their problem and listening to won't always be helpful.
other people's problems. When they hear the problem which
matches the advice they have, they should read the advice
3 n Play the recording and have students repeat each one.
Give them time to change their answers from Exercise 2
and then hand it over.
if necessary and then go through them.

Answers
Answers
When I play When I go I fell off my lei: fell help friend healthy breakfast head
tennis with my cycling I'm very bicycle and hurt teil. takes train day pain break great play today
friend I always slow because my my head.
lose. bicycle is very old. You shouldn't
Why don't you Why don't you ride without Recording script
have some buy a new one a helmet.
lessons at the and give the old a My son fell over.
sports club one away? b Can I help you?
before you play c My friend takes the train to college.
another game?
d I eat a healthy breakfast every day.
I like playing I want to be an Every time I lend e I hit my head and now I've got a pain.
computer games engineer but I got my friend some f Don't break that glass.
but after a few a bad mark in my money he forgets g I saw a great play today.
hours I always maths exam. to give it back
have a headache. Why don't you tome.
You shouldn't have some extra You shouldn't 4 Spellings of ler/: a, ai, ay, ea (the usual spelling of the
play for hours. lessons? I know lend him any sound lerl is ai or ay; the letter a is normally pronounced
a really good money again. lerl when the word ends in an e as in take - other
maths teacher. examples are sale, make, ate; ea is almost always
My car makes a I've got earache When I visit my pronounced lei - break is an exception and note that it is
strange noise but I want to go grandmother pronounced lei in breakfast).
when I drive fast. swimming this she always cooks Spellings of lei: e, ea, ie (the sound lei is usually spelt e
You'd better take afternoon. the same food. or ea; friend is an exception).
it to a mechanic. You shouldn't She thinks I
I know a really go swimming. like it.
good one. You'd better go to You'd better buy 9.11
see the doctor. her a new
Discussion about being healthy and fit
recipe book.
1 Ask students to answer the questions themselves.
I'm having a I forgot to meet I want to join a
party next week my friend last rock group but 2 Ideally students should work in groups of four.
but my week and she I don't know any
Give them one board and die or spinner per group
neighbours refuses to speak other musicians.
always complain to me.
(see Preparation).
Why don't you
about the noise. You'd better advertise in the Students play the board game. The aim is to get to the top
You'd better apologise to her. newspaper? of the board by throwing the die and moving the correct
invite them too. number of places. If they land on a 'question square' they
have to answer yes or no using a short answer. If the other
people in the group think a question isn't answered
honestly or correctly using a short answer that person has
9·10
to go down.
lei and lerl
3 There is room for disagreement - the questions give a
Ask students to complete the spaces and then go very general profile of someone but you could obviously
through them. argue that having a bicycle doesn't mean you actually
ride it!
Answers
b help c fr~nd takes tr~n d healthy breakfast d~
e head p~n f break g great pl~ tod~

HOW DO YOU FEEL? 55

 Exam folder 9
S8 pages 64-65 Speaking Part 2
1 Discuss the picture of Andy with the class. Elicit the fact
Reading Part 4
that he is in hospital and he feels ill. Discuss the Exam
This prepares students for the kinds of texts they will come Advice box with the students. In the Speaking test, the
across in this part of the exam. This part of the exam has students have no written instructions. The examiner
five multiple-choice questions and this folder prepares explains the situation and gives the students a picture or
them for the first four of these. In the exam, they have one pictures to discuss. They are not penalised if they ask the
long text rather than four short texts as here. examiner to repeat something.

1 Read the first text together and discuss who has written 2 Ask students to look at the pictures and ask them to think
it. Look at A, B, C and D and decide which matches text about which things Andy can and can't use in hospital,
1 (D). Students read the other three texts silently and which he needs and which he would like to have.
choose A, B, C, or D.
Ask students to underline the words which helped them 3 Ask students to work in pairs for about three or four
if possible. They should use a colour as they will do this minutes and discuss what to take him. Go through the
three times. phrases we can use for giving opinions, making
suggestions and agreeing and disagreeing. It is not
Answers essential for them to reach agreement in the exam, but
1 D complain -/ am not happy about this because it is they should give each other reasons for their opinions.
very dangerous.
2 A advise - You should try it. You really shouldn't work 4 See which thing(s) the class wanted to take him.
hard all the time. Why don't you join the health club?
3 C advertise - special discount; Don't miss the chance
to join.
4 B apologise =tt was very rude of me. I'm really sorry.

2 Students find the answers and discuss them. Ask them to

underline the words that helped them in a different colour.

Answers
1 D There were no instructors.
2 C I use the pool there because it's brilliant; the gym is OK.
3 B There is no other club in town which is as good as
this one.
4 A The equipment in the gym is old and is sometimes
difficult to use.

3 Students find the answers then underline the words that

helped them in a different colour. Look at the Exam
Advice box together.

Answers
1 B / joined your health club last week. / / came infor the
first time on Thursday.
2 D / go at least twice a week
3 A Phone me, Mick Smith, the manager ...
4 C / go to the club every Sunday afternoon

S6 EXAM FOLDER 9
_ Ilook forward to hearing from you ... 1

Topic Letters Answers

2g 3i 4j sa 6k 7b 8h 9d
There are no recordings for e and f.
Grammar Present perfect and past simple;
for, since, ago, in, ever; been and
gone; short answers
Functions and Beginning and ending letters; Recording script
vocabulary forms of correspondence (letter, 1 I've got lots of family in different parts of the world. I
card, email, etc.); UK addresses; always send congratulations when people get married
making arrangements or for wedding anniversaries.
Pronunciation plural nouns: Isllzl and IIzl
PET Skills Letters (Writing Part 3); sentence 2 I hate writing letters. I sometimes write to my granny
transformations (Writing Part 1) if she's sent me a present.
Revision Present perfect forms (Unit 8); 3 I don't enjoy writing. I sometimes have to leave a
short answers note for my customers and I always worry if I've spelt
Exam folder Listening Part 1 it right.

Writing folder Writing Part 3 4 I hated writing letters when I was younger, but I met
a wonderful girl on holiday, and I've written to her
every day since then.
Preparation
5 I don't write letters. My secretary writes them for me
10.8Write the names of famous people from the past (now and brings them to me for my signature.
dead)on cards. For small classes, have a different name for
eachstudent. For larger ones, divide them into groups of six 6 I like doing things. I like talking to people but I don't
or more and give each member of the group a different name. enjoy writing. I send short messages or use the phone.

7 I always send lots of cards when I go away. I like my

friends to see where I'm staying.
S8 pages 66-69
8 I think letters are a great way to make new friends
INTRODUCTION and find out about life in different parts of the world.

10.1 Different types of written communication 9 I never remember people's birthdays. I know it's bad
because I love getting cards on my own birthday.
Ask the class to look at the texts and suggest what they
are. Write the answers on the board, including any
reasonable alternatives. 4 Encourage students to say whether they use any of these
forms of written communication, and if so under what
Answers circumstances.
b postcard c ecard d birthday card e personal email
f post-it note g thank you letter h penfriend letter
i note to customers in shop window j love letter READING
k text message on mobile phone
10.2 Scanning for specific information

2 This exercise is preparation for the listening that follows. 1 Ask students to work in pairs. This can be done as a race
Accept all reasonable suggestions. to see which pair can sort the letters fastest. Make sure
they understand that they have to separate the letters and
3 n Make sure students know that there are no recordings emails into two groups as well as put them in order.
for two of the texts. Go through the answers together. Encourage them to read silently, as quickly as they can,
before they start sorting them.

I L0 0 K FOR WAR 0 TO H EAR I N G FRO M YOU . .• 57

 Both sets contain both letters and emails, and there are Elicit/supply I've worked here since 2001 and add it to the
more than two people writing to each other. There are lots time line.
of clues to help them, such as the names, so students +-Tve worked here since 2001.-
should be able to sort them out, even if they find some --I've worked here for two years++
words or expressions they do not know. If nobody has t2001 tNOW
asked about the unit title, draw their attention to it, discuss
Now ask a question using the past simple, e.g. When did I
what it means, and point out the examples of the structure
start this job? and elicit/supply the answer in 2001. Add it to
in letters b, d and h.
the time line, connecting it to the past time point as shown.
Answers --I've worked here since 2001~
Sequence of Group a: a f h c Sequence of Group b: b d g e --I've worked here for two years++
trOO] tNOW
2, 3 Go through the questions with the class, writing the I started this job in 2001.
examples and answers on the board, so that you end up
with two lists of sentences. Do not clean the board if the Ask students if they can make a sentence using ago.
lesson continues at this point. Elicit/supply I started this job two years ago and add it to the
time line as before.
Answers +Tve worked here since 2001.-
2
+-I've worked here for two years++
b (Because) they've moved to another town.
c (Because) he hasn't studied English since secondary trOQl tNOW
school. I started this job in 2001.
d Yes,he has. I started this job two years ago.
e She's reserved a room in the hostel for him.
3 Practise further by asking a few questions round the class
b Last year. using the present perfect and the past simple. Refer students
c Three years ago. to the Language Summary.
d The Gibsons.
e When he was a child. 1 Ask students to work in pairs, asking and answering
questions about each other.

LANGUAGE FOCUS 2 Ask students to complete the dialogue alone, then work
with a partner to check their answers.
10.3 Present perfect simple vs. past simple
Answers
Discuss why the questions/answers in 10.2 Exercise 2 are
b Did you have c was d met e Have you been
present perfect but those in 10.2 Exercise 3 are past simple. f I've been g I've learnt h Have you been i I have
Elicit/supply that the focus is on the present result in j was k I visited I I didn't come m I've found
Exercise 2 and that the contrast is with the focus on a point n I arrived
of time in the past for Exercise 3.

for, since and ago, in/at for times 3 Do the first two or three with the whole class, then let
The following presentation is more interesting if you use them work on through the exercise.
real biodata about yourself or the students.
Draw a time line on the board. Mark a point in the past Answers
and date it (see example). b 've/have already earned c began d gave e told
f didn't want g got h 've/have sold i bought
__ ~t~2~0~01~ ~tNOW j 've/have spent

Ask a question using the present perfect, e.g. How long have I
worked here?Elicit/supply the answer for two years and write 10.4 ago,for, in and since PET Writing Part 1

I've worked herefor two years on the board above the time
This exercise practises some of the grammar commonly tested
line as shown, connecting it to the past time point and now.
in Writing Part 1. It also emphasises the parallel meanings of
-- I've worked here for two years. ---+ sentences in the present perfect and past simple.
t2001 tNOW
Answers
Ask students if they can make a sentence using since.
b ago c since d for e since f ago

58 UNIT 10
10.5 ever + present perfect; been and gone; short answers
Recording script
Go through the example with the class then let students
a Those are my books.
work through the exercise orally. Discuss the use of been as
b There are three schools in this street.
the present perfect of to go when it means go to and return
c Where are the shops?
from. See example in 10.2 Exercise 1, text d: I've never been
d She's got really long legs.
to Birmingham before and in 10.3 Exercise 2, question h:
e Her shoes are uncomfortable.
Haveyou been to England before? Ever is used in this sort of
f We had chips for lunch.
question emphatically (at any time). Draw attention to the
g I like cakes.
Grammar spot.
h The lessons were boring.
Her boots are black.
Answers (students' responses will vary)
b Have you ever sent an email?
c Have you ever been to Bangkok? Ask students if they can see a rule for the Isl sound - it
d Have you ever been to a pop concert? occurs after Ik/, Ipl and It/.
e Have you ever ridden a bike?
f Have you ever been to a wedding? 2 n Say the word glasses. Get students to repeat and ask
them to look at the third column in their books: IIz/.
They listen to the recording and for each sentence
10.6 'pU\'DiW!wn underline the wo~d they hear which ends in the sound
Beginning and ending letters IIz/. Check their answers and elicit the rule that we say
IIZI after Isl, Id3/, If I and Itfl before they copy the words
1 Ask students if they know how to begin a letter in English.
into the third column.
Answers
Dearfollowed by Sir/Madam/Mr White/Basil/Uncle Answers
Abbas/Mary, etc. a glasses b bridges c hairbrushes d matches

2 Ask students if they know how to end a letter in English.

Recording script
Suggested answers
a He needs new glasses.
To end a letter to a close friend: all the best, with love (from)
b There are ten bridges in the city.
To end a letter to a stranger: Yoursfaithfully, yours sincerely,
with best wishes c I bought two new hairbrushes.
d There are three football matches tomorrow.

10.7~
3 n Ask students to look at the sentences in their books.
plural nouns: Isl /zl and IIzl Play the recording and ask them to repeat each sentence.
1 n Write on the board: Recording script
lips books hats
Say the words and then ask some students to say them.
a My father plays tennis very well.
Elicit that they end in Is/.
b My back aches.
Now write on the board:
c He never catches the ball.
games schools balls d She swims every day.
Do the same and elicit that this time the words end in /z/.
e He likes travelling.
Ask students to look at the sentences in their books and
f She stays at home on Sundays.
listen to the recording. They should put the underlined
g He never finishes work early.
words into the correct column.
h He eats salad every day.
She always watches him when he plays football.
Answers
Isl /zl j He hopes to be a scientist.
books schools k The hotel arranges everything.
shops legs
chips shoes
cakes lessons
boots

I L0 0 K FOR WAR 0 TO H EAR I N G FRO M YOU • •• 59

10.8 ACTlYITV Answers
:) I'm [Link] is a joke.
Past simple/present perfect questions and short answers
:( I'm sad.
Read through the example with one student to make sure :{ I have a moustache.
they all understand what to do. Hand out the cards (see :0 I'm surprised.
Preparation). Remind them that their questions and CU See you.
4U For you.
answers must be grammatical and ask them to refer doubts
2U To you.
or disputed facts to you.
CUL8R See you later.
RUOK Are you OK?
10·9 ACTIYIT'V
Text messages
If your students use the internet a lot, they may know many
of these. Ask if they know any others. If they do not know
most of them, put them in small teams to see which can
work out the meanings of these em ail shortcuts the fastest.

Exam folder 10
S8 pages 70-71 Recording script
Listening Part 1 For each question, there are three pictures and a short
recording.
Look together at the Summary box about this part of the Choose the correct picture and put a tick (./) in the box
exam. (This folder has five questions, not seven as in below it.
the exam.)
1
1 Look at the question and pictures for question 1 in How did the woman travel?
Exercise 3 with students and establish that it is about Woman: Hi, I got here safely. I drove in the end because
forms of transport - the words car, bus and train are I was late last time when I took the train. It was
almost certainly mentioned in the recording. raining so I didn't want to wait for the bus.
2 Ask students to work in pairs and do the same for the 2
other questions. Where did the man stay?
Man: We were on the top floor of the hotel and we
Suggested answers expected to have a lovely view. But our hotel only had
2 hotel, campsite, beach (tali, floor)
four floors and there was a much taller hotel between
3 beard, short hair, glasses
us and the sea so we couldn't see much. There was a
4 journalist, photographer, actress
S CD, video, book nice campsite next to the beach so next time we're
going there.

3 n ~Look at the Exam Advice box and remind students 3

Which is the girl's brother?
that they have two chances to get the answers.
Play each recording twice, then check the answers. Boy: I was walking through town yesterday and your
brother stopped to say hi. I didn't recognise him - he
Answers
looks so different.
1A2C3A4BSB Girl: I suppose so. He's grown a beard and he wears
glasses now.
Boy: And his hair's really short, too.

60 EXAM F0 L0 ER 10
4 5
Which job is Alice doing now? What has the boy bought his mother?
Man: Is Alice working as an actress now? She was still Girl: Toby, have you bought a birthday present for
training last time I saw her. mum yet?
Woman: Oh, she didn't finish that course. It's difficult to Boy: Of course I have. I've got her that video she wants.
get a job, you know. She's working on the local You know, she read the book and she really enjoyed it.
newspaper now as a photographer. Girl: Oh, that was a good idea. I've got her a CD.
Man: Really? I always expected her to be a journalist - Boy: I nearly got her a CD but I couldn't decide which
she was so good at writing when she was at school. one.

Writing folder
Writing Part 3 Suggested answer (addedsentences are underlined)

Producingan appropriate and interesting answer of the Thanks for your letter. I don't go to a fitness centre.
rightlength There's one near our house and my brother joined it last
year. He says it's good. I prefer to do sport outdoors.
1 Discuss the task with the class, using the questions to There's a sports ground near our house. I go there on
elicit suggestions about what the answer should contain. Saturdays and play football with my friends. On Sundays
we have matches against other teams. I go swimming
2 Establishthat Mirza's letter answers the questions, but that quite often. I usually go to the big pool in the city centre,
it is not a good answer because it is too short and simple. but sometimes we go surfing in the sea. I really like that
and I think it's a great way to keep fit.
3 Look at the Exam Advice box together. Ask students to
choose from sentences a-i to add to Mirza's letter. While All the best,
Mirza
they are looking at them, write Mirza's letter on the board
with space between the sentences so that you can add
sentences a-i as you go through the exercise with the class. 4 Ask students to write a few extra sentences to add to
Asyou discuss the answers, point out that it is usually a Liz's letter and put as many suggestions as possible on
good way to begin answering a letter by saying thank the board.
you; the extra sentences give more detailed facts about
5 This exercise could be homework, if time is short.
when, how often and who with; and these sentences also
say how the writer feels about the facts.
1

W R I TIN G F 0 L D E R 61
_ Facts and figures I

Topic Geography,nationality and number Answers

b Portugal c The USA Mexico d Kenya e Japan
Australia (technically they are collections of islands)
Grammar Superlative adjectives; present
simple passive
Functions and Hesitation and saying you don't 3 Each group should now draw the flags and shapes of two
vocabulary know; countries, nationalities, other countries on a piece of paper and add a sentence
languages; large numbers and which doesn't give too much away. Introduce some
measurements more vocabulary, e.g. desert, ocean, mountain and lake.
PET Skills Understanding and transcribing Give each group a number which they write on their
spoken numbers (Listening Part 3) piece of paper and then they pass it on to the next
answering multiple-choice questions group. That group decides on the names of the countries
(Listening Part 2); hesitation then passes the piece of paper to the next group until
techniques (Speaking test) each group has seen everybody's flags and shapes.
Pronunciation IJI as in shoe; ItJ I as in cheese
Revision Comparative adjectives (Unit 7);
descriptive adjectives (Units 2 and 6) LISTENING
Exam folder Reading Part 5 11.2 Listening and answering multiple-choice questions
,~El' Listening Part 2

1 Names of countries and geographical features

Preparation
Ask students to work individually or in pairs. Pre-teach
It will be useful to have a map of the world, atlases or a planet and valley. They read the quiz in their books and
globe to hand for this unit. tick their guesses.
11.9 Photocopy the recording script (on page 168) for
students.
2 n Students listen to a radio quiz. They will hear a man
called Rory answer the questions. They should use a
11.11 Photocopy the cards (on page 180) and cut them up
different colour to mark the answers that Rory gives.
(one per student).
Check students have marked Rory's answers as below.

S8 pages 72-75 Rory's answers

lC zb 3b 4C sa 6c 7a 8c gb loa

INTRODUCTION
11.1 Names of countries; vocabulary of natural features Recording script (underlining refers to answers
for 11.9)
1 Put students into groups and time them while they match
Question master: And now, Rory - are you ready? You
the flags to the countries.
have ten questions. Number 1 - which is the smallest
ocean in the world? Is it (a) the Atlantic Ocean, (b) the
Answers
Indian Ocean, or (c) the Arctic Ocean?
a 8 (Japan) b 1 (Chile) c 6 (Portugal) d 5 (Italy)
e 2 (the USA) f 7 (Australia) g 4 (Kenya) h 3 (Mexico)
Rory: The Arctic Ocean.
Question master: Number 2 - which is the longest
border in the world? Is it (a) between the USA and
2 This exercise introduces the words continent, border, Canada, (b) between the USA and Mexico, or (c)
equator and island (elicit the names of the continents between Argentina and Chile?
and write them on the board: Africa, North and South Rory: Oh, just a moment. I think it's between the USA
America, Australasia, Antarctica, Asia, Europe and if you and Mexico.
have an atlas or a globe get students to point them out). Question master: Number 3 - where is the wettest place
in the world? Is it (a) in India, (b) in Colombia, or (c)
in Nigeria?
 Rory: Er, I'm sorry, could you repeat that please? Number 3: Rory, you were correct. The wettest place in
Question master: Of course. Where is the wettest place the world is Tutunendo in Colombia and it has
in the world? Is it (a) in India, (b) in Colombia, or 11,770 millimetres of rain every year.
(c) in Nigeria? Number 4: Rory, you were correct. The largest planet is
Rory: I think it's in Colombia. Jupiter and it is 142, 800 kilometres wide.
Question master: Number 4 - which planet is the Number 5: Rory, you were correct. The busiest airport is
largest? Is it (a) Earth, (b) Venus, or (c) Jupiter? in Atlanta in the USA. About seventy-five million
Rory: Jupiter. passengers use it every year.
Question master: Number 5 - in which country is the Number 6: Rory, you were wrong. Greenland is the biggest
busiest airport in the world? Is it (a) in the USA, (b) in island. It has an area of 2, 175, 000 square kilometres.
Japan, or (c) in Greece? Number 7: Rory, you were correct. Asia is the continent
Rory: Er, I'm not sure. The USA. with the most people. More than three billion people
Question master: Number 6 - which island is the biggest? live there.
Is it (a) Great Britain, (b) Greenland, or (c) Cuba? Number 8: Rory, you were correct. Tokyo is the most
Rory: I think it's Great Britain. No, let me try again. expensive city in the world to live in.
Cuba - that's my answer. Number 9: Rory, you were wrong. The deepest valley
Question master: Number 7 - which continent has the in the world is in Kenya. The Great Rift Valley is
most people? Is it (a) Asia, (b) Australasia, or (c) Africa? I, 250 metres deep.
Rory: Let me think - it's not Australasia. I think it's Asia. And number lO: Rory, you were correct. Portugal is
Question master: Number 8 - which city is the most 4,200 kilometres from the equator so is the farthest.
expensive to live in? Is it (a) Geneva, in Switzerland, Well, congratulations Rory. You have won our fourth
(b) Paris, in France, or (c) Tokyo, in Japan? prize which is a video camera. Next week we ...
Rory: Tokyo.
Question master: Number 9 - where is the deepest
valley in the world? Is it (a) in the USA, (b) in China, LANGUAGE FOCUS
or (c) in Kenya?
Rory: I'm sorry, I don't know. 11.3 Superlative adjectives
Question master: Have a guess.
Revise comparisons by asking students to compare the
Rory: China.
Question master: And the last question. Number 10- country they are in with another one which you give them,
which country is the farthest from the equator? Is it or two towns. Write some adjectives on the board, e.g. cheap,
(a) Portugal, (b) Australia, or (c) Peru? wet, hot, fashionable, noisy, interesting and write the
sentences they give you on the board, revising the rules for
Rory: lust a moment. Portugal.
comparative adjectives (see Unit 7).
Question master: Thank you, Rory. You got seven
Now add a third country or town and make some sentences
correct answers and three wrong answers.
around the class using superlatives. Make sure students
understand that when there are two things being compared
3 Students know that three of Rory's answers are wrong so we use the comparative and when there are more than two
they work in groups to decide which ones. things being compared we use the superlative.
4 n Now play the rest of the quiz. Students listen and Look at the Language Summary together.
check whether they had picked Rory's wrong answers. 1 Ask students to complete the table in their books. Draw
it on the board and go over it together.
Answers
Rorygot 2, 6 and 9 wrong.
Answers
I
small smaller the smallest
long longer the longest
Recording script wet wetter the wettest
large larger the largest
Question master: And here are the answers. busy busier the busiest
Number 1: Rory, you were correct. The Arctic Ocean is big bigger the biggest
the smallest ocean. It is 14,351,000 square kilometres. expensive more expensive the most expensive
Number 2: Rory, you were wrong. The longest border in deep deeper the deepest
far farther the farthest
the world is between the USA and Canada and it's
6,416 kilo metres long.
 Write good and elicit/supply better and best.
Answers
Write bad and ask for worse and worst.
2 6,416 km 3 11,770mm 4 142,800 km
If necessary, ask some questions to practise best and 5 75,000,000 6 2,175,000 km2
worst, e.g.:
Who is the best footballer in the world? 11.5 Nationalities and languages
Who is the worst singer in the world?
Point out that we can use the most with a noun. Talk 1 Ask students to look at the short extracts of different
about the city you live in or the capital city: X has many languages. They all say I'm a student and I like all kinds of
people but Y has more people than X. Do you remember sports. Students will have to guess the answers so more
which city in the world has the most people? Write on the languages than the ones here should come up.
board many/ morel most.
Answers
2 Look at the three photographs and do one sentence
together. Language Nationality Country

a Greek Greek Greece

Suggested answers
William is the happiest, the friendliest and the most b Swedish Swedish Sweden
confident.
e Polish Polish Poland
Charlie is the most serious, the most hard-working, the
shyest and the kindest. d Japanese Japanese Japan
Michael is the angriest, the most frightening and the
e Portuguese Portuguese/Brazilian Portugual/Brazil
most interesting.
f German German Germany

3 Ask students to compare their answers and suggest

corrections before you check them.
2 Complete the table together. If you wish, talk about the
11.4 Numbers and measurements different parts of the United Kingdom - England, Wales,
Scotland and Northern Ireland (also called Ulster). The
1 Ask students to write the abbreviations in words. Republic of Ireland (also called Eire) is an independent
country and a member of the European Union. It was part
Answers of the United Kingdom until 1921. Britain, or Great
mm millimetre em centimetre m metre
Britain, is England, Scotland and Wales. The British Isles is
km kilometre km2 square kilometre
a geographical name for all the islands of Britain and
Ireland. Scotland, Wales and England are all one island,
Check they know the word area. Teach about as in about and although Scottish and Welsh people are British, they
three metres. are not English.
Ask some questions round the class to practise numbers:
How tall are you? How tall am I? How tall is (the tallest Answers
building in your town)? How far are we from (another
city)? How wide is this classroom? What is the area of Language Nationality Country
this classroom? Spanish Spanish Spain

2 Check how familiar students are with saying numbers in Spanish Mexican Mexico
English. Read some numbers out, e.g. 39; 102;456; 912;
Italian Italian Italy
3,790; 54,687; 145,201; 3,965,342 and ask them to write
them down. The numbers should get progressively Russian Russian Russia
longer, working up to millions. I English Australian Australia
In Listening Part 3, students nearly always have to write
a number down so it is important they can do this
fairly quickly. Add any others that are relevant for your students.
3 n ~Now play the answers to questions 1-6 from the Students may like to add other languages which are
spoken in these countries, e.g. in Spain Catalan, Basque,
quiz (11.2 Exercise 4) again. Ask students to write the
Gallego, etc.
answers to the questions in their books. Stop the
recording after Greenland is the biggest island. It has an
area of 2,175,000 square kilometres.
3 Discuss how many languages students speak and let
Answers
them guess how many languages are spoken in the world d are planted in the ground.
([Link] says there are 6,809 languages - b are watered (by a machine).
1,013 in the Americas, 2,058 in Africa, 230 in Europe, g are picked. e are packed into boxes.
2,197 in Asia and 1,311 in the Pacific). a are transported to other countries (by plane).
f are bought. c are eaten.
11.6 Present simple passive You could add by in b and a if you are interested in
knowing how, but it isn't absolutely necessary.
Write Australians speak English on the board and then
write English underneath. Ask students if they can finish
the sentence for you. 11.8 PROff~ffCIATIOff
Look at the same example in their books and discuss what IJI and ItJI
the lines mean (the object of the active sentence becomes
1 Put the phonetic symbols on the board if you think this
the subject of the passive sentence). Talk about how the
will help students.
present passive is formed (present tense of the verb to be
and past participle). Look at the Grammar spot together.
Answers
If relevant, point out that the passive is used where the
cheese ItJI shampoo IJI
impersonal pronoun one is used in a lot of other
languages. One is very formal in English.
Ask students to make other sentences about languages 2 Ask students to say which words are in the wrong
around the class. column. Do not give students the answers yet as they will
hear them on the recording in the next exercise.
2 Look at the example in question a. Talk about how to
make a question and a negative in the present simple 3 n Play the recordingand get students to repeat each
passive. Ask students to work with a partner, taking turns word. Get them to make any changes to their decisions.
to ask the question and give the answer. If necessary,
remind students that tea, coffee and rice are uncountable. Answers and Recording script (the words in bold are in the
wrong column)
cheese shampoo
Answers
Chinese illY
b Is coffee grown in Kenya or in France? Coffee is grown in
teacher special
Kenya. It isn't grown in France.
much lnforrnajjon
c Are pineapples grown in Canada or Mexico? Pineapples
cheap ocean
are grown in Mexico. They aren't grown in Canada.
brush lunch
d Istea grown in Italy or India? Tea is grown in India. It
questlon picture
isn't grown in Italy.
temperature machine
e Is rice grown in Switzerland or China? Rice is grown in
China. It isn't grown in Switzerland.
PETSpeaking test
11.7 Present simple passive Hesitation techniques and saying you don't know
1 Ask students to put the pictures in order. n~ Give students the recording script (see Preparation)
and ask them to underline what Rory says when he is
Answers thinking or when he doesn't know (students can use these
a b 3g 4e sa 6f 7c in the Speaking test). The answers are underlined in the
I recording script in 11.2 Exercise 2.
2 Check students know the words in the box and look at
the example. Ask how you could finish the sentence with 11.10 ACTlYITY
by (by a worker/man/person) and ask if you need to say
Superlative adjectives
this (no, it is understoodlnot important). Students write
a sentence for each picture (beginning with Students should work in small groups to produce six
questions about their town, school, region or country. Each
The pineapples ... ) using the verbs in the box.
group has two pieces of paper - one for the questions and
one for the answers. Tell each group which number
questions they are writing (one group writes 1-6, another
group writes 7-12 so you end up with a complete quiz).
The questions must be similar to the questions in the radio
quiz so they use superlatives. Write a couple of questions they can so they can say it without looking at the card.
together on the board to start (e.g. Which is the highest Either the whole class or smaller groups work together.
mountain in Italy?). When everyone is ready, they give you Each person moves around saying their number. They
the answers and their set of questions is passed to the next should gather more and more people together so they end
group until everyone has seen all the questions. Each group up forming a line with the largest number at one end and
ends up with a numbered list of answers. The teacher reads the smallest at the other. Everyone should then say their
out the answers. number to check they are in the right order.
In a class where students can't move around, students sit in
n.n ACTlYITV groups and each person says their number. In turn,
students have to put their card on the table, starting with
Numbers
the student with the lowest number. They can then be given
Each student has a number on a card (see Preparation). the cards from another group and do the same again.
They shouldn't show it to anyone and should memo rise it if

Exam folder 11

S8 pages 76-77 5 The photograph is of Alan Chambers and Charlie Paton

at the North Pole. Give students a minute to think about
the answers to the questions and then discuss them
Reading Part 5
together.
Some questions in Reading Part 5 test lexis and others test
6 Give students time to read the text but without looking
structure. Some lexical items are also dependent on
at the questions underneath it. Ask them to think about
structure. Some items are about connectives which test
questions a-e which test their general understanding.
students' understanding of a whole sentence or more. This
Refer students to the Exam Advice box. They should
exam folder teaches students to look around the space
always read a text through first so they have an idea
before choosing their answers.
of what it is about as this will help them to answer
1 Do this together. Discuss the fact that it is the meaning the questions.
which makes each answer correct.
Answers
Answers a to the North Pole b they walked c in a freezer; to
10 2A 3B 4C prepare for the trip d by plane e a cake

2 Students do this in pairs. They need to realise that only C 7 Students now choose the correct word for each space.
fits in 1 because look is followed by at. The other words all
fit 2-4 structurally so it is the meaning which differentiates Answers
them. Explain the difference between watched and saw. 1B 2C 3A 4C 50 60 7B 8C 9A 10B

Answers
1C 20 3B 4A

3,4 Students do these exercises in pairs.

Answers
3
10 2A 3C 4B
4
1B 2A 3C 40
 UNIT 12 A good read

Topic Books
58 pages 78-81

Grammar Past continuous; past continuous INTRODUCTION

vs. past simple; while + past 12.1 Past simple narrative PEr Speaking Part 4
continuous; still Saying what kind of books you like and dislike
Functions and Telling a story; saying what
vocabulary happened and what was 1 n Play the recording and ask students to say what they
happening; kinds of books; think happened. The sequence of events is described in
book reviews 12.8 Exercises 1 and 2.
Pronunciation lu:1 as in two; lul as in took
PET Skills Describing a book and giving an 2 Ask students which book the story comes from.
opinion about it (Writing Part 3;
Answers
Speaking Part 4); using past tenses
The obvious answer is picture f, but it is possible to make
for narrative (Writing Part 3)
a case for several of the others.
Revision Saying what you like and why;
giving opinions (Units 2, 4 and 6)
3 Ask the class to match the covers a-f with the kinds
Exam folder Speaking Part 1 of books 1-6. Check the meaning of novel, story and
Writing folder Writing Part 3 short story.

Answers
Preparation 2e3a4csf6b

12.10Students will work in groups of four (or five where

necessary).You need four pieces of paper per group. Each 4 Teach the terms fiction and non-fiction.
pieceof paper has one heading on it (as below). If possible,
haveone dictionary available for each group if they do not Answers
Biography is non-fiction. The others are fiction.
haveEnglish-English dictionaries of their own.

Sentences which mean Sentences which mean 5 Encourage students to tell you what kinds of books
I love this book: Other people like this or stories they like reading. Look at the Vocabulary
book: spot together.

Sentences which mean Sentences which tell you READING

I don't like this book: a fact about the book:
12.2

1 Following a narrative

12.11 Prepare blank cards (about 15 x 10 cms so they are Check that students understand the summary of the
big enough for students to write on). story so far before they read it. Pre-teach double bass,
Writing folder Photocopy the sample answers (on page 165). violinist, conductor, scream, trumpet and harp.

2 Comprehension and vocabulary

Go through the questions with the class.

Answers
a Somebody was screaming very loudly.
b She got out of bed. She put on a T-shirt and some jeans
and went out of her room.
C (She talked to) Adriana and Martin Audley.
 Then do b-h round the class. Teach still if necessary.
d (They saw) a police car, some people and something
else/Frank Shepherd's body.
e Because she was frightened/upset/Frank was dead, etc. Answers
b While Georg was cooking breakfast, Kurt was having
a shower.
3 Discussing what has been read c While Georg was playing basketball, Kurt was sleeping.
Ask students to discuss what they think happened next d While Georg was having lunch, Kurt was still sleeping.
in small groups or pairs. e While Georg was working in the library, Kurt was
buying some new CDs.
f While Georg was walking home, Kurt was listening
LANGUAGE FOCUS to music.
g While Georg was watching television, Kurt was still
12.3 Past continuous listening to music.
h While Georg was going to bed, Kurt was driving to work.
Ask students to do the matching exercise.

I Answers
.a 3 b 2 C 1
12.6 Past continuous vs. past simple
Remind students of the time line they studied in Unit 10.
Draw another one, using an event from the story, and ask
Ask questions about each pair of sentences, e.g. Was students to tell you how the past continuous fits onto it.
someone screaming before Penny woke up? (Yes); Was
someone screaming after she woke up? (Yes) to elicit the fact PAST+.!....- P!c.:e:::!n~n!J.y.....:w:!..:oO::.!k~e:....:u"_lp"_
__'_t NOW
that the past continuous suggests something was going on +- Somebody was screarning++
for a period of time. Explain that it is often used to contrast Point out that the continuous tense does not tell us exactly
with, or give background to, events which are expressed in when somebody started screaming, or when they stopped,
the past simple. Summa rise on the board: only that they were doing it before and after Penny woke.
Sentences a-c tell us about events that happened. Introduce the exercise by saying something like I phoned my
Sentences 1-3 tell us what was happening around the time of parents last night, but they didn't answer. Why didn't they
those events. answer, do you think? (use a plural to practise were -ing). Elicit
12.4 Past continuous forms suggestions from students in the past continuous. Write some
examples on the board.
1 Ask students to write their answers, referring to the Ask students to complete the exercise.
Language Summary on page 81 if they need to.
Suggested answers
Answers b were playing tennis. c was cooking. d were going
a was raining b were waiting c was walking home on their motorbike. e was putting petrol in his car.
d was standing e was carrying f was helping
g were getting h was reading i wasn't lying
j was sitting k was laughing 12.7 Past continuous negative forms
Ask students to turn to page 23. Tell them not to look at
2 Ask students to speculate about what might be happening page 25. Draw their attention to the example given and ask
in the story (a spy was passing a secret message to them to try to remember all the differences.
another spy) then ask them to answer the questions.
12.8 PET Writing Part 3

Suggested answers
Past continuous vs. past simple in narrative
a the girl/the doctor/both b nothing c a secret
message d because her plan was successful 1 Tell students this is the story in 12.1 Exercise 1. Ask
students to work through the exercise. Remind them that
when can go with both past simple and continuous tenses,
12.5 While + past continuous for simultaneous activities
but that while is usually followed by the continuous.
Draw attention to sentence a (While Georg was getting up,
Kurt was driving home from work). Explain that we can use Answers
while + the past continuous for two activities that were b shut c pulled d switched e took f was reading
both happening for a period of time. Draw attention to the g heard h switched i listened j was happening
k was looking I was walking m was standing n came
comma mid-sentence.
 ---------- ----------

2 This is a continuation of the same story. Tell students to 3 Go through the answers and ask the students to put the
read the whole text before they begin (this is useful words into the table.
practice for all types of cloze tests including Part 5 of
4 Check whether they are pronouncing /u:/ and /u/ correctly.
PET Reading - see Exam folder 11).

Answers
12.10 ACTlYITY
b tried chit d fell e was trying f heard gran
Understanding book reviews
h jumped i drove j was still lying k arrived
Put students in groups of four. Give each student in the
group a piece of paper with a different heading (see
12·9 PROHWHCIATIOH Preparation). Together they must decide which sentences
belong under each heading and the student with that piece
/u:/ as in two; /u/ as in took of paper copies out those sentences, so that at the end they
Model the sounds /u:/ as in two and /u/ as in took. have four lists of sentences.
Practise them round the class.
Ask students to identify them in the two sentences in Suggested answers*
their books. Sentences which mean I love this book: a, c, loj, p
Sentences which mean other people like this book: b, e, g, m, r
Sentences which mean I don't like this book: f, h,l, n
Answers
Sentences which tell you a fact about the book: d, k, 0, q, s
Don't shoot! /u:/ P.!Jtthe gun down! /u/
*Some sentences may appear in more than one list (e.g.j
and m might also be facts).
2 n Play the recording for students to repeat. Ask them to
mark the words containing the sounds in different colours.
12.11 ACTlYITY
Answers
/u:/: pool, too, you, too, school, rules, blue, cool, suit, true, you Writing book reviews PET Writing Part 3
/u/: fuLL, would, book,look, good, cook, put, pull, stood, foot If appropriate, choose a book all the students know and
write a 'review card' together (see Preparation) on the board
to show them how to use the questions listed here, e.g.:
Recording script The book is called The Double Bass Mystery and it's by
a The pool is too full. Jeremy Harmer.
b Would you like to come too? It's fiction. It's a crime story about a murder and it takes place in
c The school rules are in this blue book. Barcelona. The heroine is Penny, an English musician. It's an
d Look at that cool suit. exciting story and I think it's a great book for a boring journey.
e It's true he's a good cook. Students then write their own review card about a book they
have enjoyed in any language.
f Put your hand on the rope and pull.
g You stood on my foot.

I
Exam folder 12
S8 pages 82-83 information the examiner wants, i.e. names, where they
come from, where they are studying and how long they
Speaking Part 1 have been there. Note: the speakers on the recording
have very slight foreign accents. Students can pass the
n Begin by discussing the photograph with the class. Speaking test with much stronger accents.
Explain that they take the test in pairs, that there are
two examiners, one who talks to them, and one who
2 n~ Play the recording again, pausing as necessary for
students to complete the questions. See the underlining in
only listens.
the recording script for the answers. Draw attention to the
Play the recording, then discuss with the class the
Exam Advice box.
 Recording script Examiner: The English Academy? Yes, I think so. Is it
quite small?
Examiner: Hello. Now, can I check your names? Monica: That's right.
You're Luca? Examiner: And when did you start there?
Luca: Yes. Monica: In January.
Examiner: And you're Monica? Examiner: Oh, yes? Is this your first visit to England?
Monica: That's right. Monica: Yes.
Examiner: And what's your candidate number, Luca? Examiner: Are you enjoying it here?
Luca: 1307. Monica: Well, I like the school and I'm living in a house
Examiner: Thank you. And yours, Monica? with some friends, so we have a lot of fun together. But
Monica: 1328. the weather hasn't been very good.
Examiner: Thank you. So, Luca, where do you come Examiner: Yes, it's been very wet, hasn't it? Now, you
from? said you're at the Academy. Can you spell that for
Luca: I'm from Italy. me, please?
Examiner: Really? What part of Italy? Monica: Er,A-C-A-D-E-M-Y.
Luca: The north, near Brescia. Have you heard of it? Examiner: Thank you.
Examiner: Yes, I think so. And how long have you been
. in England?
Discuss with students the topics the examiner might ask
Luca: About three months. I'm at the Regional College
them about, e.g. what part of the city they live in, what
in Highland Road.
school they go to, their job, how long they have
Examiner: I don't know that. Is it a big college?
lived/worked in the city, questions about their families,
Luca: Oh, yes. It's got five hundred students in the
hobbies, etc., as appropriate. Tell students that it is all right
English department. And there are lots of students
to ask the examiner to repeat or speak more slowly, if they
who study other subjects.
do so in correct English.
Examiner: Oh, I see. Now, you said your college is in
Ask which of Luca and Monica's replies are good and
Highland Road. How do you spell Highland, please?
which are not so good. The long replies are better.
Luca: H-I-G-H-L-A-N-D.
Examiner: Thank you. Now, Monica, what about you? 3 If necessary, revise the alphabet briefly by asking
Are you at the Regional College too? students to spell place names as appropriate.
Monica: I'm at the English Academy, a language school.
Do you know it? 4 Ask students to practise in pairs.

Writing folder
the story in not more than fifty words. Explain to
Writing Part 3
students that they have to choose a letter or a story in
Writing a story to match a title the exam, so it's good to practise writing stories in case
1 Look at the titles with the class and discuss what kind of they don't want to do the letter. See page 165 for
stories each might belong to. photocopiable sample answers.

2 Ask them to read the beginnings and endings of the 4 When they have finished, ask each group to pass their
stories and decide which title they match. writing to the next group. They decide which story it
belongs to. Ask each group to read its complete story
Answers and ask other students which title goes with which story.
If a d 3a 4b se 6c
5 Draw students' attention to the Exam Advice box. Students
could do this for homework and read their story to the
3 Ask students to work in groups of three or four. Allocate class. Ask students to decide which title other students'
a story to each group, but do not let the other groups stories go with.
know which one. Tell them to write the middle part of
 UNIT 13 A place of my own
Encourage students to say what they feel about the
Topic Furniture and homes
objects shown.

Grammar it couldlmightlmust!can't be Answers

(probability and possibility); 1 e 2 d 3c 4 g 5b 6 h 7a 8 f
prepositions of place
Functions and Describing styles and what you
3 Let students briefly tell each other about the kind of
vocabulary prefer; price; rooms; furniture
furniture they like, using words from Exercises 1 and 2.
Pronunciation /3/ as in television; /d3/ as in joke
PETSkills Solving a problem (Speaking
Part 2); saying where things are LISTENING
(Speaking Part 3)
Revision Present and past tenses; advice '3.2 Listening for gist and detail
(Unit 9)
1 n Ask students to spend a few moments looking at the
Examfolder Reading Part 2 photographs and thinking about what it is like to live in
these places.
Tell them to listen to the four speakers and match them
Preparation to the places. Say that there are probably some words
13.3 Exercise 1 If possible, bring a mysterious or they do not understand, but they should listen for the
ambiguousobject or picture to class, e.g. a strangely shaped general meaning. Play the recording for them to match
stoneor an unusual ornament. the photographs to the speakers and check their answers.
13.7 Makeenough photocopies of the pictures (on page 180)
togivea pair of pictures to each pair of students in the class. Answers
a 4 (Neil) b 2 (Patricia) c 1 {Ian) d 3 (Adam)

S8 pages 86-89
Recording script
INTRODUCTION 1 I'm Ian. I'm a student, so I'm not rich but I've found
13.1 Furniture and possessions a good way to save money. I don't pay rent. My home
has a very small kitchen and a living room
Elicit/supplythe names of the objects. Discuss the downstairs. There are curtains and carpets - it's very
meaning of the adjectives and which can be used for comfortable. I've got central heating, and on the first
eachof these objects. floor there's a little bathroom and my bedroom. I
can't give you my address because I often move. You
Answers see, when I get bored of the view, I can drive my
a (desk)lamp b cupboard c mirror d chest of drawers
home away and park somewhere new!
e chair f telephone g dishwasher h sofa
2 I'm Patricia. My husband and I were looking for a
2 Directstudents to the speech bubbles. Ask them to match traditional house when we found our unusual home.
thewords to the objects in the photographs, encouraging It's in two old railway carriages. They've been here
themto guess/ignore any words they do not know until since 1902. The carriages stand side by side, the
yougo through the exercise with the whole class. sitting room and dining room are between them and
Gothrough the exercise, drawing attention to the way there's a normal roof over the whole building. We
peopleexpress their attitudes to the objects. Remind enjoy living here and our guests enjoy visiting us.
students that furniture is an uncountable noun and 3 My name's Adam. I'm fifteen. My home is twelve
brieflyrevisit the grammatical implications of this. metres above the ground. I made it myself. I didn't
TeachI can/can't afford; it was(n't) worth the price and use any nails, only ropes, so I haven't damaged any
X matchesY.
 branches. I use solar power to heat it and I have a LANGUAGE FOCUS
proper kitchen, and a shower and so on. I've got my
hi-fi up here and there's plenty of space for guests.
'3.3 it could/might/mustlcan't be
Sometimes the tree moves when the wind blows, Write on the board: It could be noisy for some people.
but my house hasn't fallen down yet, so I'm not Elicit/supply what Neil means when he says this (e.g.
really worried. perhaps the house is noisy for some people). We use it could
be to talk about something we are not sure about.
4 I'm Neil and I rent this amazing place between London
Elicit/supply the alternative it might be. Write the phrases in
and Brighton. It's two towers. The windows have a view
the middle of the board (see table in the Student's Book).
of the railway line and it could be noisy for some
If you have brought an object/picture to class (see
people, because you hear the trains passing through the
Preparation), use it to practise the structure. (If you cannot
tunnel under it every hour, but I don't mind the noise
find a suitable object, use one of the photographs in this
because I'm a party animal. I enjoy giving enormous
exercise with the whole class.) Suggest to students that it is
parties with really loud music because there aren't any
somehow special or unusual, and encourage them to make
neighbours to complain. It's perfect for me.
wild guesses about what it is, using It could be/It might be ...
a piece of the moon/a toy/a very old apple.
2 n~ Go through the words listed and elicit/supply When someone offers a really unlikely suggestion (e.g. It
meanings. might be a piece of cheese), take the opportunity to
Play the recording again and ask students to mark the introduce it can't be, and explain that this means I'm sure it
grid when they hear the words. is not. Give a reason (e.g. because it doesn't smell bad!). Write
the phrase to the left on the board (see table in the
Answers Student's Book). Let students practise by offering further
unlikely suggestions for them to disagree with. Encourage
Ian Patricia Adam Neil
them to give a reason for disagreeing.
dining room ./ When they come up with something close to the answer,
bathroom ./ ask them for a reason and teach it must be. Write the phrase
shower ./ to the right on the board (see table in the Student's Book).
roof ./ Direct students to the box in their books.
towers ./ 1 PET Speaking Part 3
windows ./ Ask students to do the exercise orally in pairs. Give
curtains ./ individual help with vocabulary as needed, but don't give
carpets ./ away what the items actually are. At the end, go through
hi-fi ./ the answers with the class, writing the names of the
./ objects on the board.
central heating
solar power ./
Answers
a light bulb b shower head c wastepaper basket
d lift e {bath)plug
3 ~ Offer to play the recording once more before students
answer the questions. Go through the answers with the
class, playing the recording of each speaker after the two 2 This exercise could be homework, if time is short.
questions referring to them. Discuss any new language,
Answers
encouraging guessing as much as possible.
2 must 3 can't 4 might 5 could

Answers
b He drives his home away and parks somewhere new.
c They were looking for a traditional house.
d (It's) between the two railway carriages. Do the exercise with the class, discussing the meanings of
e He didn't use any nails, only ropes. the prepositions as you go through it. They met all of them
f Because his house hasn't fallen down yet. in Unit 7, except below, facing, on top of and beyond.
g Because he's a party animal.
h Because (he enjoys giving enormous parties with loud
music but) there aren't any neighbours to complain.
 Answers(corrections are suggested for incorrect sentences) Recording script
b The toilet is near/beside a cupboard. c There's a light
above the mirror. d true e There's a window behind a Can you measure these jeans, please?
the toilet. f true g There's a tall cupboard in the b He's on a journey through Asia.
corner. h true i We can see towels inside some of the c We keep the fridge in the kitchen and the TV in
drawers. j true
the lounge.
d I'm doing revision for my college exams.
'3.5 Vocabulary; advice/suggestions e Do you go jogging for pleasure?
f He's jealous of the disc jockey's job.
Ask students to work in pairs labelling the picture. g She usually pays generous wages.
Go through their answers with the class. h The Bridge Hotel has excellent leisure facilities.
2 Ask students to look at the list of words and check A giraffe is an unusual pet.
meanings in their dictionaries. This is a chance to talk We've just made an important decision.
about using an English-English dictionary carefully, and
possibly to remind students of the shortcomings of small 3 Go through the answers (see Exercise 2) and ask students
bilingual dictionaries. (E.g. is the difference between to put the words into the table.
basin and sink clear?) Students then decide which rooms Draw attention to the fact that 131is almost always found
to put the things in. in words ending in -ision and in many words ending in
-sure (and in usual). It is not such a common sound in
3 At the end, invite students to suggest other things they
English as Id3/, which is normally spelt j at the
could put in the flat, using the structure Why don't
beginning of words and -egel-dge at the end but there are
you/You should have a hi-fi in the sitting room, etc. (see
exceptions (usually words beginning ge- or gi-).
Unit 9 for introduction of suggestions).
Askstudents to write some of their suggestions. 4 When students have finished, ask them to work in pairs
and take turns to say the sentences and listen to each
The Vocabulary spot encourages students to use
other's pronunciation.
visualisation as an aid to memo rising vocabulary.

'3.6~ ACTlYITY
Prepositions of place PET Speaking Part 3
131as in television and Id31 as in joke
Give one picture to each student in a pair (see Preparation).
Model the sounds 131 and Id3/. Practise them round
the class. Tell them not to look at each other's pictures. They must
find out the differences by saying where things are. The
Ask students to identify them in the sentence in
writing is done as they work. When they have finished, ask
their books.
the pair with the fewest sentences to write them on the
board. The other students check that they are factually and
Answers
131:television grammatically correct. If there is an error, another pair
takes over. When they have finished, a pair with more
sentences takes over, and so on, until all the class's sentences
2 n Ask students to read the sentences quickly to are written up correctly. Point out anything they have
themselves. Teach any unfamiliar vocabulary. missed.
Playthe recording for students to repeat. Then ask them Note: this is useful practice for Speaking Part 3 when
to mark the words containing the sounds 131 and Id31 students talk about a photograph. Although candidates do
in different colours. ~ You may need to play the not have to find differences, the ability to express accurately
recording again. where things are is very important.

Answers Discussion/problem solving ACTlYITY

131: measure, Asia,revision, pleasure, usually, leisure,
unusual,decision Ask students to look at the picture on page 201 in the
Id3/: jeans, journey, fridge, lounge, college,jogging, Student's Book. They should work in a group of three and
jealous,jockey,job, generous, wages, Bridge, giraffe,just imagine that next year they are staying in England to do a
language course. They have found a room but need to buy
extra furniture. They have £750 to spend and should
discuss what to buy with the money and where the things
could go.
 Exam folder 13
S8 pages 90-9' 2 Look at what they have underlined for Alma and go
through the questions together to find the right text.
Reading Part 2
1 Look at the Summary box. Read the descriptions of people
Answers I
together and ask students to underline the important I_a_A_c_H_b_A_H_C_H_d_H _

information. They will then look for this information in 3 Get students to do the others in the same way on their
the advertisements. Check vocabulary as necessary. own. They need to remember the word hostel from Unit
10. Look at the Exam Advice box and remind them that
Answers
three texts do not match any of the people. When they
1
have finished, check the answers and any vocabulary as
Alma doesn't like cities and wants to live somewhere guiet
with an English family. She wants to do a full-time course. necessary.

2
Answers
Kostas enjoys city life. He wants to do a part-time course 2B3E4GSC
and have a part-time job as well. He is not interested in A, D and F are not used.
going on trips or doing activities with the college after his
classes. He wants to rent his own flat.

3
Margarita would like to live in a hostel with other
students. She wants to do a full-time course. She likes to
play sport in her free time.

4
Tomek is looking for a full-time four-week course at a
college which organises social activities for students. He
doesn't mind living in the city or the country but he wants
to stay with a family.

5
Hiroki wants to do a part-time course at a college which
can arrange his accommodation. He loves walking so he
wants to be near the countryside. He doesn't enjoy
organised trips and activities.
_ What's in fashion? I

Topic Clothes Recording script

1 Those heels are too high for her.
Grammar used to; too/enough; adjective
2 That jacket is very fashionable.
order; it looks ...
3 Those leather trousers are extremely tight.
Functions and Guessing unknown words;
4 That's a lovely striped scarf.
vocabulary clothes; colours; centuries and
S The shorts are enormous - they're very big and loose.
decades
6 Those trainers look comfortable.
Pronunciation Pronunciation of gh and ph
7 I love the material that the grey suit is made of but
PET Skills Transformations (Writing Part 1);
the colour's very dull.
describing a photo (Speaking Part 3)
S The dark blue hat is very nice.
Revision Superlative adjectives (Unit 11);
9 He should take that awful baseball cap off.
furniture (Unit 13); adjectives
10 The sleeveless dress looks fairly cool because of the
Exam folder Listening Part 4 thin material.
11 What a horrible pattern on that silk tie. I prefer
Writing folder Writing Parts 2 and 3
plain ties.
12 The colours are too bright and the orange belt
Preparation doesn't match.

14.3Photocopy the recording script (on page 168) for

students. 3 n ~Students listen again and write down the nouns
Writing folder Photocopy the sample answer (on page 165). from the recording. Teach or revise: names of clothes,
fashionable, tight, striped, comfortable, material, sleeveless
(compare long sleeves in C), pattern, bright and
58 pages 92-95 doesn't match.

INTRODUCTION Answers
high heels; fashionable jacket; leather trousers; striped scarf;
'4.' Clothes and colours enormous shorts; comfortable trainers; grey suit; dark blue
hat; awful baseball cap; sleeveless dress; silk tie; orange belt
Look at the pictures together and introduce the words
fashion show and model. Look at the unit title - we say
something is in fashion or it's the latest fashion. If you 4 Check that students know colours by asking round the
think your students have enough basic vocabulary, talk class: What colour are the woman's shoes in A?, etc. Check
briefly about what's in fashion at the moment. Ask if they know light and dark, green, brown, blue, red, black,
anyone has been to a fashion show. yellow, white, orange, purple and grey. Talk about
favourite colours. Talk about the clothes in the pictures
2 n Tellstudents they are going to hear some remarks and whether students like them or not. If students are
from people in the fashion show audience (numbered interested, you could talk about whether they think
1-12). For each one they should write down which colours and clothes reflect people's personalities.
model the person is talking about - A, B, C or D.
Playthe recording.
READING
Answers
lA zC 3B 4B SD 6D 7C 8B gD loA l1C lzA '4.2 Clothes vocabulary; guessing unknown words;
reading for detail; it looks ...

1 Students read the four paragraphs quickly and match

them to the photographs. Tell them not to worry about
any words they don't know at this stage. The paragraphs
are not in chronological order.
 Answers Answers
First paragraph d Second paragraph a thin/thick; loose/tight; large/small; low/high; narrow/wide;
Third paragraph c Fourth paragraph b plain/patterned; bright/dull

2 Explain that each paragraph talks about a decade. Look at the pictures in 14.1 Exercise 1. Say The red hat in A
Elicit/tell students how we say decades (in the 1990s, etc.) is too small and write it on the board. Ask about the shorts
and ask the name of the last century (twentieth) and in D (too big), the trousers in C (too short), the dress in A
what this century is called (twenty-first). (There is more (too bright) and the shoes in A (too high). We can also say
work on past dates in Unit 24.) Put them into groups to The red hat isn't big enough. Write this on the board. Ask
guess a decade for each paragraph and its photograph students if the two sentences mean the same. Not all
and put the paragraphs in chronological order. These sentences make sense with both too and enough.
dates are for fashions in Britain and may vary around the Ask for some more sentences about the pictures. Write on
world. If some of the fashions were not popular in the the board: scarf long, sunglasses/dark, grey trousers / long and
countries your students come from, this could be a point make some sentences together (the scarf is too long, the
for discussion. sunglasses are too dark, the grey trousers aren't long enough).

.Answers
'4.4 too and enough with adjectives PET Writing Part 1

c (192os) a (1950S) d (1960s) b (1990s)

1 The pairs of sentences give students practice in
transformations like those in Writing Part 1. Look at the
3 Tell students they are going to read the text more slowly example together and ask students to work on the other
on their own, underlining any new words. Look at the sentences which practise enough. Point out that to is
Vocabulary spot. Ask them what else they can use apart often used after too and enough (e.g. It's too hot to eat).
from photographs (the context and they can also see if
they look like any words in their own language). Answers
b wide enough c high enough
4 Students work in groups, helping each other with words
they don't know. Go through the texts together, getting
2 Do the same with these sentences which practise too.
students to write down any new vocabulary and asking
them how they guessed what the words meant.
Answers
5 Ask students to guess what material some of the clothes a is too b is too
are made from - silk, wool, cotton, leather or man-made I
material. Ask round the class what students' clothes are
made from.
'4.5 too and enough with adjectives
Speaker 6 in 14.1 Exercise 2 says those trainers look In pairs or individually, students write four sentences using
comfortable. Write this on the board and ask students the adjectives provided and others if they wish.
what look means here (seem/I think they are). Discuss
which of the clothes in 14.2 look comfortable! '4.6 Adjective order
uncomfortable, cool/warm or boring/exciting. They should 1 Complete the table together. The rules for adjective order
decide which are the most uncomfortable and which are are fairly complicated and this exercise covers the most
the most exciting (revising superlatives). Compare round important ones.
the class when they have finished. Have a vote on which
period or fashion students prefer, including present-day. Answers

Opinion Size Description Colour Material Noun

LANGUAGE FOCUS - long shiny black plastic boots
'4.3 Too and enough; adjectives wonderful - patterned - - shirts
- short - white cotton socks
Give students the photocopied recording scripts from 14.1
Exercise 2 (see Preparation) so they can check any
adjectives they don't know against the pictures. They work 2 The columns are in the correct order.
in pairs to match the opposites. They have come across all
3 Students should now use the table to do the next part of
of these adjectives in this unit except thick, large and small.
the exercise.
 example sentences on the board, e.g. Women used to
Answers
wear gloves.
b a warm brown coat c a beautiful old wooden desk
d an amazing short silk dress e a brilliant new film Ask them: In the 1920s,did women use to wear short skirts?
f some fashionable black cotton shorts Elicit the structure No, they didn't use to .... Ask the class
g a shiny glass table to tell you some more things they didn't use to wear in the
1920s, e.g. baseball caps, shorts, narrow ties, etc.
Look at the Language Summary.
Look at the Grammar spot. Suggest students learn a few
Point out that used to only refers to the past. It is used
of the descriptions - they will help them to remember
for something that was a habit or continued over a
the rules.
prolonged period of time but no longer happens.
Draw a time line if it helps:
'4·7 PROHWHCIATIOH I stopped
Pronunciation of gh and ph I used to + now
+
1 Do the first one together. The odd word out is cough
because here gh is pronounced If! but is silent in the Used to cannot be used in the present tense - ~.
other words. Ask students to look at the spelling and Students work in pairs. They ask each other questions
pronunciation of the words in sentences band c and about the past - the idea is that they refer back to a time
choose the odd one out. Do not give them the answers when they were very young so they no longer do these
at this point. things. Practise a couple of questions together to make
sure they form the question correctly.
2 n Play the recording and have students repeat the
words, then ask them for their answers. Answers
b What time did you use to get up?
Answers c What time did you use to go to bed?
b The odd word out is enough - all the words have a If! d What did you use to do at weekends?
sound but it is spelt gh in enough and ph in the other e What did you use to enjoy doing?
words.
c The odd word out isfashion - a II the words have a If!
2 When they have finished, they should write four sentences
sound but it is speltfin fashion and ph in the other
words. about their partner - two things helshe used to do and two
things he/she didn't use to do. If they haven't got enough
information they should ask some more questions.
Recording script
14·9 ACTlYITY PETSpeaking Part ~
a bright light cough through
b enough photograph telephone alphabet used to
c paragraph fashion geography physics 1 Divide students into pairs. Student A looks at the
photograph on page 200 and Student B looks at the
photograph on page 202 (in the Student's Book). They ask
3 Give students a few minutes to think and then discuss each other questions about the photographs using used to.
the answers.
2 Students write down at least five things which have and
haven't changed in the photograph.
Answers
F is the most common spelling of the sound If!; ph - a few
words of Greek origin spell If I as ph; gh - there are a 14.10 ACTlYITY
limited number of common words in which gh is
Clothes vocabulary
pronounced If!, e.g. laugh, cough, enough and rough.
Students write a description of what they were wearing
Gh can be pronounced If I or is sometimes silent - there
yesterday. Check which tense they will use - the past, not used
are a lot of common words in this category. Ask students
if they can think of any others, e.g. right, might, sight, to. Check they understand why used to is incorrect (because it
thought, bought. is used for a habit in the past, not to talk about something you
were doing at a particular time, e.g. yesterday). Students
should write their descriptions on a piece of paper without
'4.8 used to their name on it and give it to you. You read them out or give
them to individual students to read out. They guess who the
Ask students what men and women used to wear in one
description is of.
of the periods they have looked at and write a couple of
 Exam folder'4
58 pages 96-97 Answers
like: interesting, great, brilliant, exciting
Listening Part 4 dislike: awful, not interesting enough, miserable,
depressing, boring
The instructions for Listening Part 4 are more complicated
than for the other parts so it is worth spending time
5 In this part of the exam, the speakers always agree or
practising what students will have to do.
disagree and students need to recognise different ways
1 Discuss with students the usefulness of reading the of doing this.
instructions carefully before they listen. This part of the
exam is always a conversation between two people, Answers
usually one male and one female. Before they listen, it is agree: Of course, Exactly
. important that students find out from the instructions disagree: You're wrong there, I don't think so, That's not a
good idea.
which name is female and which is male (if they aren't
names they know) so they can identify the speakers.
The instruction also tells them what the conversation is
about. Look at the Exam Advice box together.
6 n Play the recording and get students to mark their
answers. ~ Play it a second time.

Answers Answers
Sandy is a boy; Megan is a girl; their conversation is 1A 28 38 48 SA 68
about jobs.

2 In the exam, students should read the sentences before Recording script
they listen to get an idea of what they will hear.
You will hear a conversation between a boy, Sandy, and a
Answers girl, Megan, about their jobs. Decide if each sentence is
1 Megan's new job 2 photography/models correct or incorrect. If it is correct, put a tick (./) in the
3 bookshops 4 Sandy's job 5 photography box under A for YES. If it is not correct, put a tick (./) in
6 a magazine the box under B for NO.
Their jobs could be photographer, working in a bookshop Megan: Hi, Sandy. How are you? I haven't seen you
or working for a magazine.
for ages.
Sandy: OK, I suppose. Are you OK?
3 In the exam, students put a tick on their answer sheet Megan: Oh, yes. I've got this great job, you see. I work
under A for YES and B for NO. At the end of the exam, on a fashion magazine. It's what I've always wanted to
they transfer these to the answer sheet, writing A or B for do. It's brilliant. And it's in the centre of town, near
each answer. They need to get used to the idea that A where I live.
means correct and B means incorrect as in Reading Part 3 Sandy: So what do you do exactly?
(see Exam folder 7). This exercise practises that. The Megan: Well, at the moment I go along with the
questions in the exam, of course, will never be about photographer when he takes the photos of the models
general knowledge - they will always test what is heard. for the magazine. They have lots of pages of the
latest fashions.
Answers Sandy: So you're a photographer now?
18 28 3A 4A 58 Megan: Well, not yet ... I'm doing a course. I help him
to carry the equipment. What about you? I haven't
4 Students can do 4 and 5 in pairs. These words are used seen you since we left art college. Are you working?
in the listening text and are all words they have come Sandy: Well, I am, but I want to be a photographer too,
across (except depressing). you know. And I've got a really awful job at the
moment in a bookshop.
Megan: What's wrong with that? Why are you miserable
about it? Bookshops are very interesting places.
Sandy: Not this one. It's an extremely depressing Megan: Are you?
bookshop - like all bookshops, in fact. Sandy: Yes, so could you ask if I can have a job on
Megan: Well, you're wrong there. Why don't you try to your magazine?
get a job in that new bookshop, you know, in Spring Megan: Idon't think so. That's not a good idea. You see,
Street. It opened last week. It looks interesting. the photographer only needs one assistant and that's
Sandy: Not interesting enough for me. Iwant to do my job.
something more exciting - that's why I want to become Sandy: Oh. But could I come and watch one day?
a photographer. Megan: Of course. People often come and watch. But
Megan: But photography is a very tiring job - busy all don't talk to anyone - they're all too busy.
[Link] no time to relax.
Sandy: Exactly, so it's not boring. And I've already done a
photography course. I'm always out taking photographs.
7 n~ Play the recording again. The words underlined in
the recording script give the answers to the questions.

Writing folder
4 Read the question together.
Writing Parts 2 and 3
5 Students can work in pairs to think of suitable adjectives
Using adjectives
using the pictures. Look at the Exam Advice box together.
Readthe question together. Students will probably write
about the names and styles of furniture. Suggested answer
Dear Sarah,
2 Askstudents to read the answer and tell you how many
We had a very long/difficult/bad journey here because the
different things the writer bought. Check vocabulary
weather was wet/windy/bad so the ferry was late. We are
as necessary. staying in a(n) interesting/pretty/small town. We have a
nice/big/pretty room with a beautiful/wonderful/lovely
Answers view. I like the sea best. The water is clean/warm.
Five:lamp, cushions, mirror, (bed) cover, (three) posters Love,
Rosie

3 Check students understand all the adjectives, then ask

them to do this in pairs. 6 Remind students to make a plan and to look back at
Writing folder 6 to see what 100 words look like. If
Suggestedanswers necessary, make a plan together. See page 165 for a
Thereare lots of possible answers. photocopiable sample answer.
Iwent shopping this morning and I bought some things for
mynew flat. Igot a tovety/[Link]/blq/tiny/smait, Sample plan
new/modern/shiny, any colour, plastic lamp in that new What kind of?
shopnear the station. Then Ifound some lovely/amazing, modern fashionable comfortable unusual
large/big/tiny/small, new/modern/soft, any colourlcolourful, names of clothes/shops
cotton cushions to match my comfortable, new, leather sofa. Bought recently
[Link] I bought a lovely/amazing, one or two things where expensive/cheap colour
large/big/tiny/small, new/modern/shiny, any colour, plastic how Ifeel
mirrorwhich I've put on my large/big/tiny/small,
new/modern/wooden chest of drawers. It was cheap. I'd like
to buya large, new/modern, wooden bed but Ican't afford it
soIbought a lovely/amazing, new, any colour/colourful,
cotton coverinstead. The bed I've got is old. When Iwas
cominghome Iwalked through the market andJ saw some
amazing/crazy/lovely, colourful posters so I bought three.
_Risk!1
Topic Adventures Answers for Britain

When you are 16: In Britain

Grammar can and can't (permission);
you can buy a pet. to! 12
have to and don't have to; must
and mustn't, had to and didn't you can vote in elections. X 18
you can get a tattoo. X 18
have to; adverbs to!
you can work full-time. 16
Functions and Personal experiences; rules to!
you can buy fireworks and 16
vocabulary (permission, obligation and lottery tickets.
prohibition); adjectives and you can pilot a plane. X 17
adverbs; phrasal verbs with get you can get married (if your to! 16
Pronunciation Different pronunciations of au parents agree).
you can ride a moped. to! 16
PET Skills Listening for detailed meaning;
you can learn to drive a car. X 17
answering true/false questions
you can give blood. X 17
(Reading Part 3 and Listening
Part 4)
Revision Adjectives; past tense
2 Get students to complete the second column. Very young
Exam folder Reading Part 1 students may prefer to do this in pairs. If students are
not sure, encourage them to use the language they learnt
in Unit 11 for hesitating and saying you don't know.
Preparation
3 Students compare their answers in pairs or threes. In a
15.1 Exercise 1 It would be useful to make an OHT of the mononational class they can try to come to a consensus.
table so you can fill in the answers together. If you have In a multinational class they can compare what they have
time, find out what you can and can't do at 16 for the put. Introduce the question At what age can you ... and
country in which you are teaching. If not, you and the class make sure students remember how to make a question
can just come to a consensus. with modal verbs. Then put the answers on the board. In
15.4 Photocopy the list of jobs (on page 181) and cut them a multinational class you can have a column for each
up (at least one job per student). country represented. Check that students know that can't
15.5 Photocopy the recording script (on pages 168-169) for is the contracted form of cannot (spelt as one word).
students.
15.10 Exercise 2 Photocopy the sheet of adverbs (on page 4 Ask students to add more laws they can think of. In a
181). multinational class they can go into the same nationality
groups. Ideas (figure in brackets is for Britain): get
married (18 without parental consent), join the army (17
S8 pages 98-101 for girls, 16 for boys), leave home (16 with parental
consent), adopt children (18).
INTRODUCTION 5 Have a brief class discussion about the various ages that
15.1 Can and can't for talking about what is allowed and people are allowed to do things in different countries. If
not allowed; agreeing and disagreeing with rules students do not have the language they need to express
themselves, encourage them to say 16 is the right age
This introduction practises the use of can and can't to say
to ... / too young to ... / not old enough to ....
what is allowed or not allowed before students look at have
to/don't have to and must/mustn't.

1 Do the In Britain column with the whole class (see

Preparation).
LISTENING after sunrise in the morning. You have to get up
quickly when the organisers call everyone. They do
it very noisily because'some people are amazingly
Listeningfor detailed meaning; answering true/false questions heavy sleepers.
n Look at the photograph with the students and discuss
Ryan: So, do you have your own tent?
Martha: No, and you need to get on with the other
whatis happening. This is a real event which takes place every
people in your tent because you spend a lot of time
yearin north Africa. Talk about the unit title - Risk! - and
with them.
whatit means (students get a chance to talk about their own
Ryan: And what about the organisers?
opinionsand experiences of risk-taking later in the unit).
Martha: They don't run with you, of course. And
Introduce/revise the following words - race, marathon,
they live separately. The competitors can't go into
competition,desert, sand, tent, camp and temperature by
their camps. They have much nicer food and are
asking:What are the people doing? Why? Where are they?
more comfortable.
Wherewill they sleep? How hot is it, do you think? Write on
Ryan: So, does it get boring running for hours at a time?
theboard organisers and competitors and make sure
Martha: Not really, but you can take a Walkman if you
students know which is which.
want. Just remember everything goes in your backpack
Askstudents to guess what the competitors will need to take,
and you carry it in the heat. It's normally about 40
e.g.a tent, food, running shoes, water, a backpack and so on.
degrees in the daytime and it sometimes gets hotter
Studentslisten for general understanding and answer
than that, but it's cold at night. When you first arrive,
the questions.
when you get off the plane, you can't believe how hot
it is! Anyway, I have some work that I need to get on
Answers
b false c false d true e true with. Why don't you look at the website - then you
can decide. And I'll find my photographs to show you.
Ryan: Oh, thanks.
Recording script
Ryan: You know, Martha, I want to do something really LANGUAGE FOCUS
exciting this summer. I went skydiving last year and iJ
wasgreat. I'd really like to know more about the
'5.3 have to, can't, can and don't have to

marathon you did in Morocco. How did you get on? n ~Play the recording again and ask students to listen for
Martha: Well,I enjoyed it. It's not really dangerous if you the expressions and put them into the correct columns.
behavesensibly, but it certainly tests your strength and
[Link] I set off, I didn't know if I was strong Answers
enough to do it. You have to pass a medical examination You have to: a, b, f You can't: g, h
beforeyou go but apart from that anybody can do it. In You can: d, i You don't have to: c, e
fact the oldest competitor to finish was 76.
Ryan: I'm a bit younger than that so maybe I have a Discuss what the difference is between the four columns:
chance. So, what do you have to do? Why is it so hard? the things in the You have to and the You can't columns are
Martha: Well, it's a 230 kilometre marathon across the the rules of the competition - there is no choice. The things
desert and you have to finish the run in seven days. in the You can and You don't have to columns are not rules;
Ryan: And I suppose it's hard running on sand. you can = it is allowed or possible; you don't have to = it is
Martha: Yes,it is, but the worst thing is that you have to not necessary. Look at the table at the beginning of the
carry your own food for the seven days. Language Summary together or write it on the board.
Ryan: And I'm sure you need a lot of water as well.
Martha: You don't have to carry water for seven days Ask students about some of the things they have to dol don't
because you're given water each day. You have to take a have to do, etc. in the college where they are studying. Get
good water bottle with you. It's very important to students to ask each other some questions round the class
drink enough. You can take other drinks to mix with about their horne lives. One student asks, then that student
the water if you like. asks another student, etc. Ideas: wash up, clean your
Ryan: And where do you sleep? bedroom, babysit, wash the car, cook, etc. Make sure they
Martha: In tents. You don't have to carry those. The al)swer with short forms - Yes, I do or No, I don't.
organisers do that but you have to bring your own It is not necessary for students to know the difference between
sleepingbag. You fall asleep very quickly in the evening must and have to for PET, but you could discuss it with them
becauseyou're so tired but you can't stay in your tent so they have an awareness. Must is used when the obligation
comes from the speaker, e.g. You must try to be more patient, I 2 Discuss what the people are doing in the photographs -
must seeyou, I must go shopping - we haven't got any food. climbing, going on a fairground ride and scuba diving.
Have to is also possible in these cases but less strong. Have to This gives students a chance to talk about their own
is used where the obligation comes from someone else, not experiences of the unit topic.
the speaker, e.g. I have to wash up every night.
3 Give students a few minutes to think of the riskiest thing
they've ever done and ask them to write three sentences
15·4 ACTlYITY
about it. If necessary, write some prompts on the board.
Questions with have to Ask a few students to describe their experiences.
Photocopy the list of jobs (see Preparation) and cut them
up (at least one job per student). 15·7 ACTIYITY
Choose a job (e.g. your own) and ask students to tell you Discussion of risk-taking
what you have to and don't have to do. Then think of
Ask students to look at the questions in the mini-survey
another job and ask students to guess what it is using the
and say you are going to find out how many students in the
questions in their books.
class like taking risks. Students may like to add other
Put students into small groups and give them a pile of cards
questions to the list before you begin. Ask students to
face down. Tell students they can come and ask you if they
interview each other in pairs.
don't know what the job is on their card. Each student takes
a turn to take a card without showing it to the others and
Answers
they guess what the job is by asking questions with have to.
Give one point for the following answers: a yes byes
They have 20 questions. The student can only answer Yes, I c no dyes eyes f yes g no h no
do or No, I don't but they can give one clue.

15.5 Phrasal verbs with get Sum up whether the class likes taking risks or not by asking
how many people got eight points, seven points, and so on.
This is the first formal introduction to phrasal verbs.
All these verbs are in the listening text in 15.2. Look at the
PROffWffCIATlOff
example. Explain what a phrasal verb is - a verb of two or
three parts which can have a literal meaning, e.g. go down Different pronunciations of au
or a less transparent meaning, e.g. get on. Ask if there is
another meaning of get on - e.g. get on a bus - and point
1 n Ask students to say the four words. If they are
pronouncing them wrongly, say them yourself or play
out that some phrasal verbs have more than one meaning.
them on the recording.
Ask students to do the exercise and check they understand
The written letters au are pronounced as I';JI in nervous,
what the phrasal verbs mean. If they can't remember them or
I AI in young, /:):1 in bought and laul in house. You could
don't know them, give them the photocopied recording script
write these on the board with the phonetic symbols if
(see Preparation) and ask them to highlight or underline the
you like.
phrasal verbs with get. Ask them if they can see another
phrasal verb near the beginning which isn't in the exercise - 2 n Play the recording and ask students to repeat if you
set off- and if they know any other phrasal verbs. Encourage haven't already done so.
students to keep a list of phrasal verbs as they come across
them with a translation and an example in English. Recording script
Answers
nervous young bought house
b up c on with d off e on with

3 n Ask students to put the words into the correct

15.6 had to/didn't have to column, then play the recording for students to check
their answers.
1 Discuss what is happening in the photograph.
Get students to read the letter to themselves and tell you Answers
nervous: dangerous, flavour
what Ryan had to do (arrive several hours before the
young:enough,touch
jump) and didn't have to do (take any special clothes with
bought: thought, ought
him). Direct students to the Language Summary or write house: shout, out
the past tense of have to on the board. Point out that this
is also the past of must.
 3 Read through the rest of Ryan's letter together. Then ask
Recording script students to put the adverbs in the spaces.
dangerous thought shout enough flavour
touch ought out Answers
b cheerfully c loudly d confidently e quickly
f gently g heavily h perfectly
4 Other words that could be added to the columns include:
nervous: colour, famous
young: couple, double 15.10 ACTIYITY
bought: your, pour
Adverbs
house: about, loud
1 Go round the class quickly, checking that students can
15.9 Formation of adverbs form adverbs correctly from these adjectives. Write the
ones with a spelling change on the board. Note: the ones
Students come across regular adverbs in this unit.
with a spelling change are underlined in the answer box.
Ask them to write down the adjectives from the
underlined adverbs. Ask them to give you the rules and
Answers
then check them together in the Language Summary. Ask ~ quickly quietly nervously miserably lazily
them what happens to adjectives ending in 1,e.g. careful hillml!Y urgently secretly seriously shyly slowly
(they still add ly and the 1is doubled). loudly ~ excitedly

1M •• ers 2 Explain you are going to say the sentence in the book in
b comfortable c noisy
a way which fits one of the adverbs. They have to guess
which adverb. Read the example sentence aloud,
Note: the next two exercises could be homework, if time demonstrating anxiously.
is short. Divide the class into two or four teams and give each
team some of the adverbs which you have photocopied
2 Students write down the adverbs from the adjectives.
(see Preparation). They place them in a pile and take one
Remind them to refer to the Language Summary if they
each. The other team must guess which adverbs they
are not sure about the rules.
have from the way they say the sentence. They can only
have two guesses. See which team gets the most marks.
Answers
cheerfully heavily perfectly confidently loudly The activity could continue with students providing
quickly gently their own adverbs.
 Exam folder 15
S8 pages 102-103 4 Give students a few minutes to look at the explanations
and answer questions a-d.
Reading Part 1
Answers
This part of the exam consists of five questions, some of a yes
which are signs and notices and some of which are slightly b no (after today means forever)
longer texts like messages, notes, etc. (see Exam folder 1). c B
d A is wrong because after today doesn't mean the same
This exam folder practises signs and notices.
as until 11 am today.
1 Read the sign together and talk about questions a-c. C is wrong because the park is open before " am.

Answers 5 Let students try this before you discuss it with the class.
a in a fair or theme park b children less than five
years old c children older than five
Answer
Please remain in your seats until the ride stops completely.
2 Ask students to look at the explanations. Decide together
which is the correct explanation and why the others 6 Ask students to answer the question.
are wrong.
Answers
Answers B is correct. A is wrong because the notice is about when
= under five; cannot
A is correct (less than five years old go the ride stops, not when it starts. C is wrong because the
alone = must have an adult with them) notice does not tell people to wait after the ride stops.
B is wrong because the sign says nothing about groups
C is wrong because adults can go on the ride with children
7,8 This could be homework, if time is short. When
checking the answers, ask students if there are any
3 For question a, read the sign together. Add the missing missing words in the signs.
words to the sign with the class prompting you. Tell
students they do not need to do this but it helps them to Answers
realise that words are often left out in signs. They are 7 A (the is missing before park)
usually articles and verbs. 8 B (Hot food is available at lunchtime at the restaurant
(which is) by the lake.)
Answers
This entrance is closed until" am today. Use the other
entrance beside the cafe.

Discuss together questions b-d.

Answers
b by an entrance cone d two
_Freetimel
Topic Making plans READING
16.2
Grammar going to future; present tense after
when, after, until in future time 1 Elicit the theme of the message board by asking the class
Functions and Giving, accepting and refusing to look at the heading.
vocabulary invitations; the time; planning
2 Ask students to read the messages quickly and decide
leisure activities
which people have the best and worst ideas.
Pronunciation Time
Discuss their opinions and teach any new vocabulary as
PET Skills Making arrangements (Speaking
you do so, e.g. can students distinguish between all night
Part 2)
and every night? (There is practice of this in Unit 27.)
Revision Giving, accepting and refusing
invitations (Unit 2); present
continuous for future plans (Unit 4) LANGUAGE FOCUS
Exam folder Listening Part 2 16.3 Present tense for future action after when, until
Writing folder Writing Part 1 and after
Direct students' attention to the title of the website and
elicit that the present simple is used after when, until and
Preparation after in the texts although it refers to the future. Explain
that English uses a present tense after time adverbs like
16.1Exercise 1 You may wish to ask students to read the
flowchart for homework before coming to class.
when, after and until, not a future.
16.4 Photocopy the cards (on page 181) and cut them up. Note: the present perfect may also follow after, when and
until but PET candidates are not tested on this. They are
expected to know that the future is incorrect.
58 pages 104-107
going to
Direct students' attention to the use of going to in the texts.
INTRODUCTION Elicit/explain that going to is used to describe future
16.1 Planning leisure activities intentions. (Most students will have met going to before.)
Preparing for an exam Demonstrate the interrogative form by looking at the
questions in the example in the Student's Book. Ask a few
1,2 Give students a time limit (between five and ten minutes
more questions about the text, including yeslno ones, e.g. Is
as appropriate) to do the flow chart before going on to teach
Anthony going to go to bed early?
any new vocabulary. Ask them their opinions of the results.
Note: the use of the informal word mates for friends is 1 Direct students to work in pairs, asking and answering
very common in magazines aimed at teenagers, but is questions.
otherwise usually only encountered in spoken English.
2 This exercise can be done orally in class or could be
3 Elicit brief descriptions of the pictures, supplying homework, if time is short.
vocabulary as necessary. Discuss whether they are good
things to do the day before an English test. If appropriate, Suggested answers
spend a few minutes talking about time management and b She's going to take a photo.
c He's going to dive into the water.
the importance of planned revision. (The implication of
d They're going to borrow some books.
the pictures could be: it's better to do something enjoyable
e He's going to ride his motorbike.
which is good for your English, e.g. listening to pop songs
in English, watching an English language film or video or
having some fun and exercise; last minute cramming is
not recommended, and should not be necessary if you
have planned your revision time.)
This discussion is followed up in 16.8 Exercise 2.
3 This exercise can be done around the class, or in groups
of about six students in large classes. Each student who Recording script
answers a question can ask the next one, directing it at Liz: Hi, Sam. What are you doing?
someone else, so that the questions and answers go Sam: I'm making a poster. Do you want to help me?
round the class/group. Tell students that they do not Liz: I'm afraid I can't. I'm going to watch the football on
have to be truthful and encourage outrageous (but television. Aren't you going to watch it?
grammatically accurate) answers. Sam: No, not this time. I'm going to join a
4 When all students have answered at least one question, demonstration in the city centre.
invite individuals to come and write the best answers on Liz: Why?
the board, e.g. Miranda is going to catch a plane to New Sam: Because the council is going to build a new car park.
York after this lesson. Liz: So what's wrong with that?
Let students copy some of the sentences to help them Sam: Because they're going to put it by the market, you
remember the exercise. know where Space Party is? The club we went to last
week. That's where they're going to build it. Would you
5 PET Writing Pan 1
like to come on the demonstration?
Present simple after when, after and until Liz: Another time perhaps. Anyway, I think the car park's
Draw attention to the Grammar spot. This exercise can a good idea. There isn't enough parking in the town.
Sam: But it's a really bad idea. It isn't going to make
be done orally or could be homework, if time is short.
things better for teenagers.
Suggested answers Liz: Why not?
b have c comes d gets e opens f pay g finish Sam: Because they're going to knock down Space Party.
So what are we going to do at weekends? Space Party's
the only place to go to in this town.
ACTIYITY Liz: OK, but what are you and your friends going to do
to stop it?
Going to game Sam: We're going to stand in the shopping centre and
Distribute the cards (see Preparation) to individuals or we're going to tell people what's happening.
pairs (especially for less confident students). Make sure they Liz: Well, good luck. Now I'm going to watch the match.
understand that they must mime preparations for the Sam: OK. You can tell me about it when I get home.
activity, not the activity itself. If necessary, give them some
suggestions privately as to what they should do in their
mime. For example, if the card says drive a car, they can 16.6 Telling the time
mime studying a road map, getting their coat and bag, 1 Revise different times of day (e.g. early/late morning,
looking for the car keys, going out of the house, locking the afternoon, etc.).
front door, unlocking the car and getting into it.
Ask more confident students to mime first. If appropriate, 2, 3 n Play the recording while students write the
maximise opportunities for humour by allocating activities times using figures. ~ Students listen again to check
that students are unlikely to do in real life. their answers.

Answers
b 3-25 c 4-45 d 7.30 e 8.35 f 11.57
1 Encourage students to read to the end of the dialogue,
then read all the sentences a-h before trying to fit them
into place. This approach is good practice for exam tasks
Recording script
such as cloze tests.
a
2 n Play the recording for students to check their answers. Man: Excuse me, what's the t~e, please?
~ Discuss any problems and play it again if appropriate.
Woman: It's ten to one.

Answers b
a h 3a 4c Sb 6f 7e 8g Woman: Can you tell me the tige, please?
Man: It's twenty-five past three.

c
Man: What t~e does the bus leave?
Woman: At quarter to five.
d 16.8 ACTIVITY
Woman: What tige is it now? Giving, accepting and refusing invitations
Man: It's half past seven. Present continuous for future plans
e
Man: What's the tige of the next performance?
1 n Direct students to the personal organiser and ask
them to fill in Marco's plans while they listen. Play
Woman: It starts at twenty-five to nine.
the recording.
f
Woman: Excuse me, can you tell me the tige, please? Answers
Man: Of course. It's exactly three minutes to twelve. Sunday am: skateboarding at 10-45
Sunday pm: cinema at 2.30

4 Askstudents to write the times in words. Put them on

the board for 16.7.
Recording script
Answers 1
a ten to one or twelve fifty Juan: Marco, would you like to see an English film on
b twenty-five past three or three twenty-five Sunday afternoon?
c quarter to five or four forty-five Marco: Oh, yes. I'd really like that. What time?
d half past seven or seven thirty
Juan: It starts at twenty-five to three.
e twenty-five to nine or eight thirty-five
f three minutes to twelve or eleven fifty-seven Marco: Fine. I can be at the cinema at half past two.
Note:the first alternatives are more common in speech and Juan: Good. See you on Sunday.
the second alternatives are more formal, used on the radio, Marco: Yeah. Bye.
[Link] twenty-four-hour clock is commonly used in
timetables etc., but rare in speech. 2
Oscar: Hi, Marco. Oscar here. You know we have an
exam on Monday?
Marco: How can I forget?
16·7 PROHWHCIATIOH
Oscar: Well, Philippe and I are spending Sunday
Asking about and saying the time afternoon together. We're going to study some English
grammar. Would you like to join us?
Teach/revisethe forms for asking the time by referring Marco: I'm afraid I can't. Another time perhaps.
backto the previous exercise and the Language Oscar: Oh, OK.
Summary. Point out that the word time is stressed in Marco: Thanks for asking me, anyway.
eachquestion and mark it on the board as shown in the
recording script. Drill briefly round the class for stress. 3
Peter: Marco? Do you want to come skateboarding this
2 Point out and mark the strong and weak stresses in at weekend? Sunday afternoon?
quarter to five on the board (see also Unit 5). Ask Marco: I'm sorry, I'm going to be busy then. What
individual students to say the other times. Draw about Sunday morning?
attention to the weak pronunciation of at /;}t/ where Peter: Yes, but not too early!
relevant,and to any other pronunciation problems, such Marco: OK. Let's meet at quarter to eleven.
as the silent I in half. ~ Drill briefly the questions and Peter: All right. See you then.
answersin 16.6 Exercise 2, using the recording if
preferred.
2 Check students' answers. ~ If appropriate, play the
3 Demonstrate the pair work by asking and answering recording again for confirmation. Look at the Language
questions a and b with students before the class begins Summary together.
practising in pairs, e.g.
What time did you get up last Friday? At ten to seven. 3 Ask students to fill in three things that they are going
Excuse me, what time is it now, please? It's four fifteen. to do this weekend on the pages of the personal
organiser without talking to each other or looking at
each other's notes.

4 Ask questions to check students' understanding and elicit

the forms used to give, accept and refuse invitations
(underlined in the recording script above). Practise these
 round the class as necessary. Ask students to go round S Ask the class to count how many things they have
the class, making arrangements to meet as many other planned to find out who has the busiest weekend.
people as possible. For large classes, divide them into Discuss their plans with the class to see if they can really
groups of about eight. It may be useful to set a time limit fit everything into the two days.
for this, e.g. ten minutes. Insist they talk about their
plans using appropriate language for inviting, accepting
and refusing rather than simply comparing pages and
copying each other's notes.

Exam folder 16
58 pages 108-109
I Answers
z e s r 4d Sb 6a
Listening Part 2
Look at the Summary box about this part of the exam. 4, S n~ Remind students that the questions follow the
order of what they hear and that the interviewer's
1 Remind students that it is always important to read the
questions can help them to keep track of which item to
instructions, which not only tell them what to do, but
think about. If they cannot answer a question, they
also contain information.
should leave it and go on to the next one. They can
Discuss the instructions and elicit the answers to the
answer the ones they missed during the second listening.
questions.
Play the recording twice. At the end, go through the
answers, playing the recording and stopping it as
Answers
a a radio interview
necessary to clarify any parts the students did not catch.
b two (one woman and an interviewer)
c It's about a trip she's going to make. Answers
1 A 2 A 3 B 4 B 5 C 6 A

2 Tell students that in the exam, they will have 4S seconds

to read the questions for Part 2 before they hear the
recording. As they do this, they should take the
Recording script
opportunity to think what the questions tell them about You will hear a radio interview with a woman called
the content of the recording. Philippa about a trip she is going to make.
Invite the class to make guesses about what they are going For each question, put a tick (./) in the correct box.
to hear, based on questions 1-6 (not options A, B and C
Jim: Welcome to Travellers' Talk, our weekly
which may be misleading), and write their guesses down.
programme about travel and holidays. I'm Jim Baker
When they have done so, let them compare their guesses
and my first guest this morning is Philippa Berry who
with those in the box at the bottom of the page and
won first prize in last month's competition. Philippa,
discuss any differences with the class. Look at the Exam
remind listeners how you won the competition.
Advice box together.
Philippa: I wrote a poem called The Traveller. It tells the
3 Ask students to read the options (A, B and C) for each life story of a very old man.
question. Point out to them that the options must be Jim: And Philippa has won a thousand pounds to spend
treated with caution, because only one of the three can on a holiday. Philippa, congratulations.
be correct. Nevertheless, the students need to get used to Philippa: Thank you.
reading them before they listen, as the options are not Jim: Now tell us about the journey you've planned.
recorded and there are no pauses. Philippa: Well, first of all, I decided that I didn't want to
Remind students about previous exercises they have go alone because I haven't been abroad alone before. I
done, comparing different words with similar meanings asked my family and one or two friends to come with
(e.g. Exam folder 6 Exercise S). Ask them to do the me. But I'm going to be away for six weeks and that's
matching exercise quickly. too long for most of them. My brother loves travelling,
 but he's got exams and my best friend says it's too side of the States to the other. We're going to see all
expensive. So I'm joining a tour organised by a travel kinds of wonderful scenery and I'm hoping to take
agent. We travel together but we don't have to stay some good photographs of mountains and that kind
together all the time, so that'll be just right for me. of thing. It's my hobby. Of course, I'll be pleased to
Jim: And when are you leaving? visit the big cities too.
Philippa: Well, I have to use my ticket before the end of Jim: And when your trip is over, what then?
this year and these tours only go once a year so I had Philippa: After I get home, I'm planning to have a show
to decide immediately. In fact we set off two weeks of the photographs I take. It's going to be in the city
from today. library, where I had a holiday job. They have space in
Jim: And where are you going first? the library for things like that and the librarian has
Philippa: Well, we start by flying from London to very kindly said that I can use it for one week.
Amsterdam, where we catch a plane for the United Jim: Well, that's great. Thank you, Philippa, for telling
[Link]'ll spend three days in New York and then we us about your plans. Now, we need to talk about this
travel by bus across the States to California. week's competition .,.
Jim: I expect you're really excited about it.
Philippa: Yes, I am. But the part of the holiday I'm
looking forward to most is the bus journey from one

Writin.g folder
3 In this part of the exam, it is important that students
Writing Part 1
understand they have to write words in the space which
Practising sentence transformations make the second sentence mean exactly the same as the
first. Look at the Exam Advice box together.
Askstudents to look at the question and the three Ask students to do questions 3-10. This part of the exam
answers. Talk about which one is correct and why. tests a range of grammatical structures.

Answer Answers
A and B are grammatically incorrect. C is correct. 3 bigger/larger than (tests comparatives)
4 open (tests closed = not open)
5 not go (tests the fact that must is not followed by to)
2 Askstudents to do the same with question 2.
6 've/have never been (tests present perfect + never)
7 to go (tests used to followed by infinitive)
Answer 8 small (tests too + adjective and not + adjective +
A is correct. enough)
Bis grammatically incorrect. You cannot say The new pool 9 lent me (tests borrow, lend + pronoun without to)
has been open since two days. 10 spent (tests to spend + time withoutfor)
( doesn't make sense.
 UNIT 17 In the future

Topic Predictions Suggested answers

a We do most of the things he describes. We don't have
pills instead of meals.
Grammar will future; will vs. going to;
b He didn't feel very positive. He thought many of the
everyone, no one, someone,
ideas were nonsense.
anyone; to have something done c Many scientists support these ideas, but some do not.
Functions and Opinions and feelings; d No.
vocabulary predicting; climate; soap operas
Pronunciation /0:/ as in car; h:/ as in sore;
3 Initiate a short discussion on life in the future.
13:/ as in third
PET Skills Listening for detail and attitude
(Listening Part 4); guessing LISTENING
unknown words from context
Revision need (Unit 5); sequencing '7.2 Describing people's appearance and personality
narrative (Unit 12); present Predicting
continuous for present actions Listening for detailed understanding
(Unit 3) Begin by checking that students understand the term soap
opera and asking if they follow soap operas on the radio or
Exam folder Reading Part 4
television. If you wish, tell students that the term soap opera
originates from the practice of soap powder manufacturers
Preparation in the USA sponsoring serials on the radio in the days
before television. If you are in the UK, some students may
17.9 Photocopy the two pictures (on page 182) - half the
be able to recommend ones that they watch. Point out that
class will have Picture A and half will have Picture B.
this is a good way of learning English. Outside the UK,
invite students to have a brief discussion of the merits or
demerits of any soaps popular locally, saying why they do
S8 pages 110-113
or do not watch/listen to them.

INTRODUCTION 1 Direct the students to the photograph of the characters in

Cafe Europe. Ask them to give their opinions of the
'7.' Opinions about the future
characters based on the photograph.
1 Invite the class to guess dates by looking at the pictures
2 Read the summary of last week's episode with the class
(A is from about 1899 and B about 2000).
and check that they understand it fully (e.g. Why did the
2 Pre-teach as necessary: improbable, available, instead, pill, chef leave? Who is Adam? What did Claudia agree to do?)
provide, typical, recent, conference, warn, flood and coastal. Have a short discussion about what they think will happen
Check that all the students know will + verb = future. this week (e.g. Will Mario find a new chef? Will Claudia
Divide the class into two. Ask one half to read article A have a quarrel with Nathalie about the car?). Ask them to
and discuss questions a and b and ask the other half to write down at least one prediction about each character.
do the same with B and discuss questions c and d.
Encourage them to guess from the context the meaning
3 n Ask students to read the questions before they listen.
Play the first part of the episode up to Oh, thank you
of any new words you have not pre-taught.
Mario. Bye. Go through the questions with the class.
When they are ready, ask students from each half of the
class in turn to say how they answered the questions after
Answers
their text and explain why, based on the text they read. b a job, some money c to ask about the chef's job
Give students a short time to read the article they have
not studied and check their understanding of any
unknown words they have guessed.
Briefly go through the answers to the questions with the
whole class.
Recording script Recording script
Nathalie: Hello, Mario, how are you? Karim: Hi, Claudia.
Mario: Fine, Nathalie, but busy. My chef left last week. I Claudia: Hi, Karim. Do you still want to buy my car?
have to do all the cooking myself and I'm so tired. Karim: Sure. I can give you the money tomorrow.
Nathalie: Perhaps I can help. I'm looking for a job. I Claudia: Oh, Karim, that's great. I need the money this
need to earn some money. week. r have to pay my college fees for next year.
Mario: But can you cook? Karim: No problem. I know it's a good car. It's never
Nathalie: Cook? Oh, well, you know, yeah. I'm sure I'm been in an accident, has it?
exactlythe person you're looking for. Claudia: Oh, no. I've looked after it very carefully.
Mario: Well, actually, I saw a woman yesterday, but she Nathalie: Hi, Claudia.
wasn't sure. Can you start tomorrow? Claudia: Hey, Nathalie, what are you doing here? Oh, I
Nathalie: Sure. The sooner the better. forgot to ask you. Did you put some petrol in my car
Mario: Because this woman lives a long way away. She's on Sunday? When you borrowed it?
phoning me this morning. Come and see me later. If Nathalie: Oh, er, yeah. Actually, I want to see Mario. I
she doesn't want the job, you can have it. need to ask him something.
Nathalie: Oh, thank you Mario. Bye. Claudia: Are you going to come and work as a waitress
here with me, Nathalie? That'll be a good laugh. But I

4 n Repeat the procedure, playing the second part. Stop

don't think we need another waitress. He wants a new
chef. Go through to the kitchen.
the recording after Perhaps it wasn't Claudia's car. Nathalie: Thanks, Claudia.
Karim: Perhaps Nathalie'll be the new chef.
Answers
b a picture of a car c a red car like the one in the picture Claudia: I don't think so. She can't boil an egg! Look,
Karim, before we get busy in here, I'm going to go and
buy a magazine, OK?
Recordingscript Karim: Sure.
Claudia: I'll be back in a minute.
Adam: Morning, Karim. Are you going to work already? Nathalie: Hey, Karim. Oh, where's Claudia? I want to
Karim: Hi, Adam. Yes, Mario hasn't got a chef and I'm tell her some news.
going to help him. Anyway, I want to talk to Claudia. Karim: Yeah?
Youknow I'm going to buy her car? Nathalie: Yes. I'm going to be the new chef. She'll be
Adam: Yeah?That'll be really useful. really surprised when I tell her.
Karim: And it's good value. It's almost new. Like this Karim: But Nathalie, you can't cook.
one in this magazine, see? Nathalie: Why do you think that?
Adam: Oh, right. I saw one like that near Claudia's place Karim: Claudia told me.
yesterday,it was a different colour. There was a Nathalie: Well, Mario doesn't know. And Claudia won't
fair-haired girl in it, but it had - tell him. She's my friend. I'm sure I can keep the job
Karim: Claudia's car is red. until Mario pays me at the end of the week. I need
Adam: Really? some money very quickly.
Karim: Anyway, I must go. See you. Karim: But the cafe will lose all its customers!
Adam: But Karim, that car I saw, that was red - Nathalie: Oh, come on, Karim. Anyway I must go now.
Karim: Bye,Adam. Please don't tell Mario.
Adam: - but its headlights were smashed. Oh, well. Adam: After you.
Perhaps it wasn't Claudia's car. Nathalie: Thank you. Bye.
Adam: Hi, Karim. Who was that?
Karim: Oh, hello Adam. That was Nathalie. She shares a
5 Listeningfor detailed understanding PETListening Part\t
flat with Claudia.
n Playthe third part of the episode (~ twice if necessary) Adam: But that's the girl-
andstop after Will Claudia find out about her car?Ask Mario: Hey, Karim, where's Claudia? I've got some good
studentsto do the exercise and compare their answers with news. I've found a chef!
anotherstudent. Claudia: Hey, I'm back.
Adam: Claudia .
Karim: Mario .
d false e false f true
Mario: Good. We've got customers. We'll talk later.
Announcer: What will happen next? Will Mario find '7.6 everyone, no one, someone, anyone, anybody
out about Nathalie's cooking? Will Claudia find out 1 Refer students to the group photograph of the characters
about her car? from Cafe Europe. Ask the questions in the Student's
Book: Who is looking at the camera? Who is wearing a
hati, etc. and elicit/supply the answers.
LANGUAGE FOCUS Write on the board: Everyone/Everybody is looking at the
'7.3 will future camera. No one/Nobody is wearing a hat.
Refer to the Language Summary if necessary.
1 Ask students to look back at the predictions they wrote
for 17.2 Exercise 2. Find out which members of the class 2 Make some sentences about students in the room,
made the best predictions. Are these the people who drawing attention to the singular verb.
watch soap operas most often? Remind students that the rules are the same as for some
and any (see Unit 5).
2 n~ Replay the whole episode if necessary (some classes
Practise questions and answers round the class.
will have heard it enough times by now). Direct students'
attention to the use of will in the questions. Elicit/explain
ACTlYITY
that will is used when we make predictions about future
_events. Refer to the Language Summary if necessary. Go everyone, no one, someone, anyone, anybody
through the questions, elicit the negative form and briefly 1 This activity revises and teaches vocabulary and practises
drill positive and negative statements, using the ideas the use of everyone and no one. Make sure everyone
generated by question d. knows the words for the objects in the pictures.
'7.4 will future 2 Tell students they are going to divide into groups of
between six and eight people and find which thing
1 Ask the class to suggest answers and write them on
everyone has and which thing no one has in their
the board.
bedroom at home. If necessary, they will have to add to
Suggested answers the list until they find the object.
b will go to university. c will be hotter. Ask them what question they will ask: Does anyone have
d will give us less homework. e will have a good job. a telephone in their bedroom?
They report back to the class.

2 Direct students to the sentences in Exercise 1 and ask them '7.8 to have something done
to write individual answers for Exercise 2, using their own
ideas. Make sure they know they must be negative. Read the sentence about Claudia (Claudia has her car
washed regularly) and check that students understand that
Suggested answers it means somebody else washes her car and she pays them.
b I won't see them very often. c we won't use any central Make sure students understand the structure - point out
heating. d we won't be tired. e I won't go to school. that the noun goes between the verb to have and the past
participle. There aren't many other things as answers to
What other things does Claudia have done? as Claudia is an
'7.5 will vs. going to
ordinary teenager and not very rich.
1 Read the instructions and example with the class. Point
out that the use of the present after when is essential Suggested answers
have her hair cut, have her shoes mended
(see Unit 16).

Answers Compare Claudia with Carmen, who is much richer and

b isl's going to leave will/'ll get hears elicit sentences about her, writing them on the board.
c aml'm not going to join willl'lI be tell
d is/'s going to give will not/won't enjoy gives
Suggested answers
will/'ll help
She has her house cleaned.
She has her meals cooked.
2 Ask students to write two or three sentences modelled She has her hair washed/brushed/styled.
She has her fingernails painted/polished.
on 17.5 Exercise 1.
She has her clothes cleaned.
She has her dog walked/shampooed/brushed.
Askthem to write a few sentences about things they and 3 n Play the recording and ask students to check
theirfamilies have done for them. their answers.

A~TI\,ITV Recording script

had something done (past)
a My head hurts when I talk too much.
Photocopy the two pictures (see Preparation). Students b I saw the shirt this morning.
workin pairs not showing each other their pictures. c I need to earn more money.
Thestudent with Picture A should start by asking questions d I can't see in the dark.
like:Did he have the floor washed? e These doors aren't dirty.
Thestudent with Picture B should ask questions like: Were f You must learn to work harder.
the windows dirty? Oh, so he had the windows g I only heard half the story.
cleaned., etc.
Whenthey have finished, ask students to write down the six
thingswhich Mario had done. What didn't he have done? 17·11

Improvising an episode from a soap

Suggested answers
Hehad the floor washed, he had the walls painted, he had Writing narrative in the past
the door moved, he had the windows cleaned, he had the Divide the class into groups of four or five. Try to ensure that
lights changed and he had the door mended. the best speakers are not all in one group. Ask them to decide
Hedidn't have the shelves moved.
which characters they will play and think about the story.
Discourage them from writing. If possible, give them time
and space to improvise and rehearse, then have the groups
17.10~ perform for the rest of the class. Ask the class to decide which
/0:1 is not a difficult sound for most students (see also group's prediction is most likely to be the next episode.
Unit3), but I'J:I (see also Unit 7) and 13:1 often cause
Ask students to write a summary of the story they prefer. This
problems.
can be done in groups or could be homework, if time is short.
n Play the recording of the three sentences and ask the
Alternative where improvisation is inappropriate
students to say which vowel sound they hear twice in
eachsentence. Let them practise producing the Ask students to work in pairs to invent and write a
individual sounds, then ask them to say first the pairs of summary of next week's episode. Let them compare their
words,and then the sentences together. ideas with other pairs and see if they had similar ideas.

Answers 17·12 A~TI\'ITV

a 10:1 large car b I'J:I all sore c 13:1 third turning
Making predictions
For large classes, put students into groups of about eight.
Recording script Ask each student to write their name on a piece of paper
(add yours if you wish to participate). Then ask each
a She'sgot a large car.
student to take one and not to reveal the name. Ask them to
b My toes were all sore.
write four predictions about that person. Encourage
c Takethe third turning.
amusing or fantastic ideas but not unkind ones. Let them
take turns to read out their predictions. Ask students to
2 Askstudents to work in pairs. They find words containing write down who they think is the subject, then see how
one of the three sounds and complete the table. many people guessed correctly.

Answers
10:1 can't, dark, aren't, harder, half
I'J:I talk, saw, morning, more, doors, story
13:1 hurts, shirt, earn, dirty, learn, work, heard
 Exam folder '7
S8 pages 114-115 Point out that question 4 is an incomplete sentence. The
options A, B, C or D will complete the sentence. This
question form occurs quite often in PET multiple choice.
Reading Part 4
3 Ask students to read the text quickly. Reassure them that
Look at the Summary box about this part of the exam and
you will explain any new words at the end of the lesson,
read through the Exam Advice box with the class.
but remind them that they need to practise reading texts
1 Look at the stem of question 1 together. Elicit what can without checking unknown words because they will not
be learnt from it. be able to do so in the exam.

4 Discuss question a together. The clue is your readers (last

Answer
The text is a letter, and it is from a man called Alan. paragraph) and that this suggests that Alan is writing to
a magazine or a newspaper.
Read the options for question 1 and discuss which is
Explain that reading the options is not necessary yet, and
correct (D).
may be confusing. (This is different from the Listening
Ask students to work in pairs and do questions b-e in
test, where they need to use the time before hearing the
the same way.
text to read all the questions. In the Reading test, they
can refer back and forth between the text and the
Answers
questions as they work). b For me, Parson's Place is special because it is a beautiful
natural area where local people can relax. I think that
2 Go through questions 2-5 in the same way.
losing this area will be terrible because we have no
other similar facilities in the neighbourhood.
Answers c second paragraph d the average person
2 The letter is about somewhere called Parson's Place.
2C 3A 4D 58
Alan thinks it is important.
3 Something will cause traffic jams.
4 Alan writes about the ordinary people in a town. He
describes something which they will probably do soon.
5 Alan has made a poster.
_ Shooting a film I

Topic Films Answers

I a comedy b horror film c science fiction film
d musical e western f cartoon g action film
Grammar Past perfect
h love story i historical film
Functions and Talking about the order of past
vocabulary events; cinema and films
Pronunciation /<}/ at the end of words 3 Ask students to work in groups. Each student should
PET Skills Reading for specific information think of a film they have seen recently (it could be on
(Reading Part 2), reading for TV). They are going to tell the story of the film to other
detail; answering true/false students who will guess what the title is.
questions (Reading Part 3 and 4 Students decide what kind of films they have described
Listening Part 4) (horror, cartoon, etc.).
Revision Past simple (Unit 6); saying what
you like and dislike (Unit 2) 5 When they have finished, ask a few students to tell you
which films they talked about, what kind of films they
Exam folder Listening Part 3
were and what kind of films their group likes best. Ask
Writing folder Writing Part 2 students who their favourite film star is.

Preparation READING
18.8 Photocopy the pictures (on page 183). Each student ,8.2 PET Reading Part 2
(or pair) should have one picture. Learning and revising film vocabulary
18.9 Photocopy the quiz (on page 183), enough for Reading for specific information and detailed
students to share in pairs. understanding
Examfolder 18 Photocopy the recording script (on page
1 Look at the picture and talk about what is happening.
169) for students.
Check the following vocabulary and put it on the board if
it is new: stars, make-up room, director, costumes, dressing
58 pages 116-119 room, camera, cameraman, microphone, lights,film crew.
Discuss which things the actors have to do and which
INTRODUCTION things the film crew have to do.
If there is time, talk about a scene from a film which
18.1 Vocabulary of types of film; revision of sequencing
most of the students have seen and enjoyed and discuss
adverbs; saying what you like and dislike
what preparations were made before they filmed it.
Students work in small groups to look at the
2 Tell students that they are going to read an article about
photographs and try to guess the titles of the films.
a film company who are shooting a film at the seaside.
Ask students to read the article in their books quickly,
Answers
and answer the question How much of the film did they
a Bean b The Blair Witch Project c Star Wars
d Grease e The Magnificent Seven f Tarzan shoot during one day? (ten minutes)
g DieHard h Notting Hill i Gladiator 3 Students read the text more slowly, finding in the text
the activities shown in the pictures in Exercise 1.
2 Askthem if they know what kind of film is shown in
Answers
photograph a - a comedy. Ask them to decide what
make-up v microphones.l cameras.l
kinds of films the others are. They can use dictionaries dressing room v' script X lights.l director.l
if they wish. scenery X
4 PET Reading Part 3 and listening Part 4 When Alexia Harris arrived,
Get students to do these questions in pairs to check they --
the cameramen had arranged +
the cameramen arranged
have understood what they read. the lights. the lights.

The two verbs are both in the past simple if the two
Answers
b false e true d false e false
things happened together or very close together. If one
thing happened before another, the first event or action
described is in the past perfect and the second in the
5 Have a class discussion about the unit topic. past simple.

2 Do a few of the questions together.

LANGUAGE FOCUS
Answers
18.3 Past perfect
b had e hadn't finished d welcomed e had been
Look at the example together and draw an arrow on the f was g had changed h didn't recognise

board as in the Language Summary.

When/By the time Alexia arrived at the beach, 18.6 Past simple and past perfect
point of time in past Look at the picture and discuss what is happening. Do the
+
first few questions together, then students can finish the
the actors had changed their clothes. exercise in class. If they are having trouble, divide the events
Write the first sentence on the board. Do the others with into two groups - things that happened when they walked
the students, pointing out how the past perfect is formed. along the beach and things that happened before that.

Answers Answers
b had visited the make-up artist. b had lived e met d hadn't seen e reminded
e had moved the cameras. f had dug g had put h had written i had covered
d had arranged the lights. j decided k found I started m was n took
e had cleared the rubbish. o read p had written q were r didn't know
f had told everyone what to do.
g hadn't checked the microphones.
h had shot ten minutes of the film.
i had been there for ten hours. PRONWNCIATION
Words ending in a weak syllable with the vowel sound /'J/
18.4 Past perfect questions 1 All the words except holiday and telephone have the weak
sound /'J/ in the last syllable. Most words ending in ant,
Write on the board:
ent, tion, or and er end with a weak syllable.
By the time you got here today, I'd .... Either tell students or
get them to suggest some of the things you had and hadn't 2 n Play the recording for students to listen and repeat.
done. Make sure they understand that all these things
happened before they got here. Point out that had is Recording script
shortened to 'd.
woman important holiday camera letter
1 Students write down an age next to each event. appointment newspaper horror preparation
Ask a few students How old were you when you first ... ? telephone actor answer
2 Ask students to write two or three sentences.
3 Students work in pairs to guess the words then they
3 Students work in pairs, practising the question form of
write them in the correct column.
the past perfect. Ask individual students to report back
to the whole class saying what they have found out about
Answers
each other.
ending in er(s) teenager letters teacher
ending in or(s) actors visitor director
18.5 Past simple and past perfect
ending in tion fiction action question
1 Ask students to tell you the difference between the two ending in ant or ent different assistant instrument
sentences if they can. Put the following on the board:

4 n Students listen and repeat.

 to the rest of the class, providing the ending. Encourage
Recording script them to use the sequencing adverbs they have learnt.
actors fiction different visrtor teenager letters
action assistant' question director instrument 18·9 ACTIVITY
teacher
Films
Either use the photocopiable quiz (see Preparation) or ask
18.8 ACTIVITY students to write questions themselves. Divide the class into
several teams. Give each team the quiz questions. Set a time
Pastsimple and sequencing adverbs limit. Students work together to answer the questions. They
could do the quiz as homework and then compare their
This activity practises telling a story in the past simple
answers in their teams. Discuss the answers with the whole
and using sequencing adverbs. There are twenty cards
class and decide which team has won.
each with a scene from a film on them (see Preparation).
There are four film sequences altogether, each one made Answers
up of five cards. If you have 20 students, give them one 1 Harry Potter and the Philosopher's Stone
card each. If you have 15 students, leave out one of the 2 James Bond
films. If you have more than 20 students or a number 3 Silent comedies
which is not a multiple of five, get some students to 4 Titanic
work in pairs. Students go round the room trying to find 5 Frankenstein
6 Snow White and the Seven Dwarfs
someone whose card is part of the same sequence.
7 Stanley Kubrick
Slowly they arrange themselves into four groups.
8 A lion
2 Their task is then to put the cards in order. The last scene 9 1927 (The Jazz Singer)
10 India (over 800 per year)
from each film is missing so they have to invent the
ending. Each group tells the story of their film sequence

Exam folder 18
58 pages 120-121 3 Students look at the notes about the cinema and tell you
what kinds of words they are going to listen for. In the
exam they have time to read through the questions.
Listening Part 3
Lookat the Summary box together. Answers
1 The advertisement practises some cinema vocabulary. 1 a day of the week or a date 2 a person
3 something that is connected with the film (see zd)
4 a language 5 a person 6 a time
Answers
a a programme b box office c performances
d screens e discounts
4 n~ Read the instructions together. These give students
an idea of what the recording is about.
2 This exercise trains students to guess what kind of word Play the recording twice and then check the answers.
they need to put in the space by looking at the words
around it. Look at the Exam Advice box together. 5 n~ Give out the photocopied recording script (see
Preparation) and play the recording again.
Answers
a a time Answers
b a day of the week or a date 1 Monday 2 director 3 photography 4 Spanish
c a place, e.g. a bank or a supermarket 5 Princess 6 9.30 pm
d director, photography, actor, etc.
e a foreign language
f a type of person, e.g. children, adults
g a price
h a phone number
 Recording script Our foreign language film this week is called A Dangerous
Game and is showing on Saturday afternoon at 5 pm.
You will hear a recorded message giving you information Although the director is actually Swedish, the film is in
about films. Spanish with subtitles in English.
For each question, fill in the missing information in the There are two films showing in our Saturday morning
numbered space. Film Club for children. The film at 10 am is suitable for
Welcome to the Victoria Cinema Information Line. children aged between 5 and 10 and is called The Young
Here is a list of films for the week starting July 7th. Princess. It is about the adventures of a young girl whose
There are three performances each day of One Summer father becomes king of his country by mistake. At 11.30
Night at 5 pm, 7.30 pm and 10 pm, except Monday, we are showing The Mad Professor which is a comedy.
when there is only one chance to see it at 7.30 and All tickets are £4.50 except for children and senior
Sunday when there is no performance. citizens who pay £3.50.
Every afternoon there is a showing of The Violinist at The box office is open from 2 pm until 8.30 pm but our
2.30 pm and after the performance on Wednesday, the telephone booking line is open in the morning from
director, Mark Hawkins, will give a lecture about the 10.30 am and you can book tickets with a credit card
film. This is included in the ticket price. until 9.30 pm if you ring 0987 34872. There is a charge
.Our late night film is Dead Men's Shoes which is coming of SOp for tickets bought by telephone .
to the cinema for the second time. It is set in the Thank you for calling the Victoria Cinema Information
Canadian mountains and stars the well-known actor Jim Line.
Harrison. It recently won a prize for its photography.

Writing folder
Writing Part 2 2
• say how you plan to get there: present continuous /
Using the appropriate tenses going to (I'm coming / I'm going to come by train)
1 Ask students to complete the sentences quickly and • ask about what you will all do: future / going to
check the answers round the class. Ask them how they (What will we do? / What are we going to do?)
decided and remind them as necessary that the present • tell them what time you will arrive: present continuous
/ future / going to (I'm arriving at 10.30 / I'll be at the
continuous can be used for future plans and that the
station at 10.30 / I'm going to arrive at 10.30)
present perfect cannot be used for a definite time in the
past which is finished, e.g. last night. 3
• say what you enjoyed most: past simple (I really enjoyed
helping with the animals)
Answers
• tell him/her about your journey home: past simple
a tomorrow afternoon b this weekend c last night
(I had an easyjourney home)
• tell him/her your plans for next weekend: present
2 This exercise can be done by students in groups, or by continuous / going to (Next weekend I'm having a
students working individually. Draw attention to the party / I'm going to have a party)
Exam Advice box.
3 Ask students to work in small groups. Tell each group
Suggested answers (useful language is in brackets)
which question to answer, but do not let the rest of the
1
• say what the house is like: present simple (It's a
class hear. Give them a time limit of seven minutes.
traditional farmhouse) 4 Ask them to pass their answer to the next group to be
• say what you have done this morning: present perfect
checked. That group says which question is answered.
(I've helped with the animals)
• tell him/her your plans for the rest of the weekend:
present continuous / going to (We're going (to go) for
a walk in the woods tomorrow)
 UNIT 19 Happy families
Check students know other family vocabulary, e.g. Who is
Topic Family life Daniel to Tony? (son); Who is Michael to Tony? (nephew);
Who is Clare to Michael? (aunt); Who is Lily to Clare?
Grammar Verbs followed by to and -ing; (mother-in-law), etc.
make and let Point out that cousin is used for males and females, aunt
Functions and Agreeing and disagreeing; and uncle are also used for the husbands and wives of aunts
vocabulary opinions; advice; families and uncles (related by marriage); brother-in-law is your
Pronunciation /0/ as in this; /8/ as in thin husband's brother but also your sister's husband.
PET Skills Talking about yourself and your Check the meaning of parents and relations as parents is a
family (Speaking Part 1); giving false friend in some languages. Stepsister is the daughter of a
opinions, agreeing and stepmother or stepfather (i.e. not a blood relation).
disagreeing (Speaking Part 2) Half-sister is the daughter of your father or mother but not
Revision Advice (Unit 9); would like and both. Talk about what English children call their parents
like (Unit 2) and grandparents - Mum/Mummy/Morn (American),
Exam folder Reading Part 5 Dad/Daddy, Granny/Grandma/Nanna, Grandad/Grandpa.

19.2 Telling someone about a family PET Speaking Part 1

Preparation Students work in pairs with a blank piece of paper each. One
Note:If there are any sensitive family situations among student tells another student about his or her family and the
yourstudents, you may want to change some of the other student makes a family tree, keeping it fairly simple.
exercisesor activities to make them less personal Then they exchange roles. If they prefer, students can do the
(e.g.19.2 and 19.5 Exercise 2). They could talk about family tree of a family they know or a famous family.
famousfamilies, for example. You could ask individual students to tell the class about
19.6Exercise2 Photocopy the recording script (on page 169) their partner's family tree.
forstudents. Tell students that they might be asked to speak about their
19.11Photocopy the cards (on page 184) - one per student. own family in Speaking Part 1.
Thereare 12 cards so some students may need to work in
19.3 Contextualisation of listening
pairsor take two cards, depending on the number of
studentsin the class. Read the descriptions together, checking understanding and
the meaning of any new words such as keeping rules, solving
arguments, don't mind, sense of humour and artistic subjects.
58 pages 124-127

INTRODUCTION LISTENING
19.4
'9·' PET Speaking Part 1 Listeningfor general and detailed meaning

Talkingabout your family; family vocabulary n Look at the photographs and discuss when they were
taken and what the relationships are between the people.
Lookat the family tree together. Check students understand
thelayout. Students listen to the recording and note down which
position each person is in their family and the disadvantage
Beforestudents start reading the text, make sure they realise
they mention. Check the meaning of fed up and spoilt.
thatit is written by Daniel. Find Daniel in the family tree.
Studentsfill in the spaces alone or with a partner.

Answers
b daughter c uncle d husband e sister
f stepmother g half-sister h niece
i brother-in-law j cousin
Answers homework. I think only children sometimes find it
Rebecca (oldest): Your parents worry about you. difficult to make friends so that's a disadvantage. I
George (youngest): You're always the baby / they never let only really began making friends when I went to
you grow up.
university and started spending a lot of time with
Charlotte (middle): You don't have a special place in the
people of my own age.
family.
Peter (only): It's difficult to make friends.

'9.5 Listening and interpreting specific information

Recording script 1 n~ Students look back at the descriptions. Ask them

to look at the list of points in the section under oldest
a My name's Rebecca. My brother's five years younger children. Tell them you are going to play Rebecca's part
than me. My parents didn't make me look after him again and ask them to tick the points she mentions.
but I enjoyed it. I used to look forward to playing Then continue through the recording in the same way.
with him when I came home from school but I They should put a tick or a cross according to whether
sometimes got fed up with reading the same stories each point is mentioned or not.
hundreds of times. But all those afternoons with my
brother were good practice because now I have my Answers
own son and I'd like to have more children. My son is Oldest children
like me in lots of ways except he's really untidy and • expect to do well X
I'm the opposite. The worst thing about being the • are good at looking after other people ./
oldest is that your parents begin to worry about you • need to keep everything tidy ./
• like keeping rules X
from the moment you're born and they continue to
worry because you're always the first to do Youngest children
everything. • love taking risks X
• have a good sense of humour ./
b I'm George and I have three older sisters so I was • often refuse to do what other people tell them ./
really spoilt when I was a child but I didn't mind • are interested in studying artistic subjects X
that. I never worried about anything - I was always
Middle children
laughing and I think I started to tell jokes when I was • are good at solving arguments X
about two years old. But when I was about 14 I • enjoy being with other people ./
stopped doing what everyone told me and then I had • are good managers and leaders X
two parents and three sisters getting angry with me. • don't mind changing their plans X
That's the problem really with being the youngest - Only children
everyone continues seeing you as the baby even when • prefer being with adults ./
you're an adult. They never let you grow up. • are quite serious ./
• are afraid of failing X
c I'm Charlotte and I have an older sister who is clever, • are hard-working ./
pretty and has a lovely singing voice, in fact she's
good at everything, and a younger brother who is
good-looking, clever, oh what else, he's really good at 2 Have a brief class discussion about the people on the
playing football. Then there's me. I try to be nice to recording and students' own families.
them both but I'm really jealous because they always 3 Students move around the room, getting themselves into
seem to do everything right and I do everything groups with other people who have the same position in
wrong. So I always arrange to spend a lot of time their family - oldest, middle, youngest and only child.
with my mates. I think it's hard for middle children In a very large class where students cannot walk about,
because they don't have a special place in the family. allocate different parts of the room for different groups
d My name is Peter. I was never jealous of my friends and students can change seats. If your class is small, or
who had brothers and sisters because my parents most students belong to the same group, have a whole-
loved taking me with them when they went out so I class discussion instead here and in Exercises 4, 5 and 6
spent a lot of time with adults. I enjoyed that. I have below. You can then extend the discussion to friends and
quite a few cousins and I used to see them sometimes people students know as well as talking about their
but I didn't want to share my parents with anyone. I own situation.
don't think I ever learnt to play with other children - 4 In their groups, students discuss whether they agree with
I preferred reading and I spent a lot of time doing the points in the decriptions which refer to their position
 in the family. Encourage them to use the expressions in '9.7 make and let
their books.
1 Look together at the two sentences. Both make and let
5 Getthem to think of other things which they agree should are followed by the infinitive without to. Ask students
beadded to the list, e.g. only children are friendly/shy. what the verbs mean here - make means to force or to
6 Havea feedback session from each group. insist; let means to allow.
2, 3 Ask students to write sentences with make and let and
then compare in small groups.
LANCiUAGEFOCUS
19.6 Words followed by to or -ing '9.8 PRONWNCIATION

Lookat the two examples and write on the board two /0/ and /9/
sentences: Oldest children expect to do well. They are 1 n Play the recording and ask students to repeat.
goodat looking after other people. Discuss the two
differentstructures.
Recording script
Answers this the think there then mother thing
followed by to: expect, need, refuse father other
followed by -ing: be good at,like, enjoy, don't mind,love,
beinterested in, prefer, be afraid of
Then ask if they can work out which two words are the
odd ones out (th in think and thing is pronounced /9/
2 Givestudents the recording scripts (see Preparation), either and th in the other words is pronounced /0/). Explain
forcheckingor to copy from, depending on how much that th can be pronounced in two different ways in
theyalreadyknow. English. Write this and think on the board. Tell students
to put the tips of their tongues on the cutting edge of
Answers
their front teeth. Demonstrate the two sounds - /0/ in
followed by to: would like, begin, continue, start, try, seem,
this is voiced and /9/ in thin is unvoiced. Tell them to
arrange,want,learn
followed by -inq: look forward to, be fed up with, stop, blow more air through their teeth when saying /9/ than
continue,prefer, begin, start when saying /0/. Get students to try making the sounds.

2 n Say the words their and thirsty. Play the recording and
3 Pointout that begin, continue and start are in both ask students to decide which column to put the words in.
columns and can be followed by -ing or to with very ~ Play the recording again and ask students to repeat
subtleor no difference in meaning. Draw attention to and check.
the Grammar spot.
Answers
Someof the other verbs students have written down like /0/: their, that, they, although, weather
try and stop can be followed by both to and -ing, but /9/: thirsty, thank, both, birthday, thirty, bath, teeth,
with a change of meaning. They are taught the meaning Thursday, mouth, thousand
found in the texts here. Like, love, hate and prefer can be
followedby either to or -ing, sometimes with a change of
meaningand sometimes not. They are taught here Recording script
followedby -ing. Students may encounter these verbs
followedby to but at a more advanced stage. their thirsty thank that both birthday thirty
Remindstudents of the difference between like to and they bath although teeth Thursday weather
wouldlike to (Unit 2). mouth thousand
Forhomework, students could copy out the sentences
containingthe verbs - it is easier to remember them if
theyare in an example sentence.
3 n Play the sentences and get students to repeat them.

Askthem about the following common verbs and add

Recording script
them to the columns: hope, agree, promise, plan, decide
and [Link] are all followed by to. a They're both thirsty on Thursdays.
b I think his birthday is on the fourth Thursday of the
month.
c The weather is better in the north these days.
 You'd better ... , You should ... , You shouldn't ... and
d This thing is worth one thousand and thirteen
Why don't you ....
pounds.
This text introduces You ought to .... Point out that
e Their mother had healthy teeth then.
ought is always followed by to.

4 Students work in pairs saying the sentences to each other 2 If there is time, students can work in a group to write a
as fast as they can. reply to one of the other letters, using the different ways
of giving advice. Or they could do this as homework and
'9.9 to and -ing read some of them out next lesson.

Talk briefly about problem pages. Do students think such

pages can help? Would they write to a magazine if they had '9·11 ACTlYITY
a problem? Pre-teach as necessary hall of residence. Family relationships
Get students to do this exercise without looking back at
Give one of the photocopied cards to each student (see
their lists in Exercise 19.6. They can then go back to their
Preparation).
lists to check (decide and promise are new).
The names they have to write in the family tree are written
Go through the answers.
in their books. Students move around the room asking each
other who they are in order to fill in the family tree. They
Answers
may have to put a name in several places to start with until
b to be c to go d to sit e being f being g to sit
h hearing i helping j to cook/cooking k to help they have more information. If students find this very
I getting m doing n doing 0 to live/living difficult, you could give them a clue, e.g. Alexandra has
p seeing q to meet r to do s seeing t saying three children.

Answers
19.10 Giving advice

1 Read the reply together. Does everyone agree with

the advice?
Ask students to remind you of the different ways of
giving advice (Unit 9) and write them on the board:

Exam folder'9
58 pages 128-129
I Answers
1A 2C 3B 4B 5D 6C 7D 8B
Reading Part 5
1 Look at the Summary box and discuss what students have 2 Look at the photograph and the title of the text. There is
to do in this part of the exam. Look at the Check box. not usually a picture in the exam but the text always has
a title. One of the sons has the same name as his father
Answers so they are referred to as Frank senior and Frank junior.
a Read through the whole text. Point this out to students before they start reading.
b (0) Give students eight minutes to do the task. This is the
c Read the words around the space and check the grammar maximum amount of time they should spend in the exam.
and meaning.
d Guess.
Answers
e On the separate answer sheet.
1C 2A 3B 4A 5B 6D 7B 8A gC 10D

Students then do the questions on their own and then

check the answers with you. Remind them to check for
both grammar and meaning.
__ So you want to be a pop star? I

Topic Music 3 n~ Play the pieces of music again and ask students to
think about the words in their books while they listen.
Check they remember how to use comparative and
Grammar Comparison of adverbs; so and
superlative adjectives.
such; although, because, etc.
(connectives) 4 Discuss together the kinds of instruments you would
Functions and Saying what you like and prefer; hear in the different concerts.
vocabulary congratulating; music; musical
instruments; jobs Suggested answers
Pronunciation Words that sound the same but a classical concert: violin, flute, piano, trumpet (also cello,
are spelt differently double bass, oboe, drums, clarinet, horn, etc.)
PET Skills Scanning for specific information a jazz concert: drums, trumpet, piano (also saxophone,
clarinet, double bass, etc.)
(Reading Part 2); sentence
a rock concert: drums, electric piano/keyboard, electric
transformations (Writing Part 1); guitar, etc.)
choosing the right connectives in
a doze test (Reading Part 5)
Revision Comparative adjectives (Unit 7); 5 Spend a few minutes discussing the kinds of music
music (Unit 4); jobs (Unit 3) students enjoy listening to. If helpful, put the names of
some different kinds of music on the board, e.g. rock,
Exam folder Listening Part 1 rap, heavy metal, garage, ete.
Writing folder Writing Part 3 20.2 Job vocabulary
Elicit pianist, violinist, drummer and trumpeter and write them
Preparation on the board (point out that the last letter of drum doubles).
Ask them for a word which describes them all- musicians.
20.5Exercise 4 Photocopy the recording script (on page 170) Get students to work in pairs adding the relevant suffixes.
forstudents. Refer students to the Vocabulary spot and encourage them to
Examfolder 20 Photocopy the recording script (on page 170) keep vocabulary in categories in their vocabulary books.
forstudents.
Writingfolder Photocopy the sample answers (on page 166). Answers
artist dancer director diver employer farmer
journalist manager novelist photographer
58 pages '30-'33 reporter teacher

INTRODUCTION
READING
20.1 Musical instruments and types of music; revision of
comparative and superlative adjectives 20.3 Reading for gist

n Play the recording of different instruments and ask 1 Read the question together and talk about what is
happening. Ask students if they have ever entered a
students to find them on the page.
competition. How did they feel?
Answers
Students read the text quickly to themselves and match
a drum b flute c electric guitar d electric piano/ the pictures to the bands.
keyboard e trumpet f violin
Answers
a Eastside b TexasTeam c The Storm d Third Avenue
2 Askstudents if they play an instrument and add any other
instruments which are relevant.
2 Put students in pairs and ask them to put the bands in
order and make a note of their decision (they are given
the answer later on).
LANGUAGE FOCUS Answers
a The Storm's drummer didn't playas loudly as the
20.4 Scanning for specific information; comparison other drummers.
of adverbs The Storm's drummer played more quietly/less loudly
than the other drummers.
1 PEr Reading Part 2
The other drummers played less quietly/more loudly
Students work in pairs. Give them a couple of minutes to than The Storm's drummer.
find the answers to the questions. b Jason played much better than the other guitarists.
The other guitarists didn't playas well as Jason.
Answers The other guitarists played less well than Jason.
b Third Avenue c Texas Team d The Storm c The Eastside singer didn't sing as well as the other
e Eastside f Third Avenue g The Storm singers.
The Eastside singer sang less well than the other singers.
The other singers sang better than the Eastside singer.
This exercise introduces comparison of adverbs, the
structure of which is very similar to comparison
of adjectives. 20.5 Congratulating and commiserating; so and such
Elicit the information given in the Language Summary,
Ask students what their decisions were in 20.3 Exercise 2
making sure students take note of the irregular adverbs
and do a hand count.
and they understand the difference between good and welL
Point out that you can often omit the in the superlative. 1 n Play the judge's conclusion and ask students to write
the results in order.
2 PET Writing Part 1

Ask students to underline the relevant parts of the text.

Answers
First: The Storm Second: Third Avenue
Answers Third: Eastside Fourth: Texas Team
a Mara, the singer, sang more confidently than the other
singers.
b They danced less professionally than the other bands.
c The violinist didn't playas loudly as the other musicians. Recording script
Judge: Thank you to all the competitors. I won't say
3 Do questions a and b together and make sure students much because I know you're all anxious to hear the
realise that the three sentences mean the same. Then results - it was a very difficult decision and I'll start
students do question c. with the band which came fourth. That's Texas Team,
who are the youngest group here today. Unfortunately,
Answers the violinist played so quietly that we couldn't hear
a Mara sang more confidently than the other singers. him. So bad luck to Texas Team. Third was Eastside.
The other singers sang less confidently than Mara. They are such good dancers they should enter for a
The other singers didn't sing as confidently as Mara.
dance competition. And with a bit more practice on the
b Texas Team danced less professionally than the
music they'll do very well. In second place is Third
other bands.
Texas Team didn't dance as professionally as the
Avenue. They did well, especially their young guitarist,
other bands. but the singer looked so unhappy we thought maybe he
The other bands danced more professionally than didn't want to win! Never mind - you nearly won, so
Texas Team. better luck next time. Congratulations to The Storm
c The violinist in Texas Team didn't playas loudly as the who are our winners today. The singer had such a great
other musicians. voice that we had to give them first place. Well done.
The violinist in Texas Team played less loudly/more
quietly than the other musicians.
The other musicians played more loudly/less quietly
than the violinist in Texas Team.
2 n~ Play the recording again and ask students to
complete the spaces in the sentences.

4 Students then go on and do these sentences, either alone Answers

or in pairs or give each pair just one to do and then b such good dancers c so unhappy d such a great voice
compare answers around the class.
This kind of transformation often appears in PET Elicit or explain the rules - so is used with an adjective
Writing Part 1. or adverb and such is used with a noun or adjective +
noun (such a with a singular noun and such with a
 plural or uncountable noun). Look at the Language
Answers
Summary together.
see/sea sun/son know/no there/their
3 Ask students to work in pairs to make six sentences where/wear/were wood/would hour/our hear/here

from the table - that can be included or omitted.

Answers Recording script

b The fans were so excited (that) they were jumping up
see sun know there where wood hour hear
and down.
c The concert was in such a small room (that) there
wasn't space for everyone. 2 Ask students to decide which pair of words goes in
d The seats were so expensive (that) we couldn't afford to
which pair of sentences.
go.
e Thefans made such a terrible noise (that) we couldn't
Answers
hear the band.
b Where wear c here hear d their there
f We had such good seats (that) we could see very well.
e sea see f would wood g son sun h Our hour

4 Photocopy the recording script (see Preparation). Ask

students to underline what the judge said to the people 20.8 Connectives PET Reading Part 5

who won - congratulations, well done - and to the people

1 Students read the text first then complete the spaces.
who lost - bad luck, never mind, better luck next time. Get
students to write these expressions down in their Answers
vocabulary books so they can use them later. Check they b but c although d so e because/as f as/because
knowwhat to say before a competition or exam, etc. - g as soon as h either i or
goodluck. The answers are underlined in the recording
script in 20.5 Exercise l.
Write on the board:
20.6 Saying what you prefer and what you like best I'd really hoped to win but I still couldn't believe it.
Ask if you can put any of the other words instead of but-
n Playthe three different kinds of music. Students work in you can't, but you can turn the sentence around to
[Link] they are the judges this time. In their use although:
groupsthey come to a consensus about who won, who Although I'd really hoped to win, I still couldn't believe it.
camesecond, etc. Ask students how they will tell other Discuss the difference between because and so:
peoplein the group about what they think and like. Put We'd heard all the groups so we knew they were brilliant.
theseexpressions on the board: We knew all the groups were brilliant because we'd heard
I preferA to B; My favourite is A; I like B best; I don't like C; them.
Theworstband is C. Elicit the fact that because and as mean the same and can
Whenthey have made their decisions, they should make some be in the middle or the beginning of the sentence.
notesin the same way as the judges in the previous round.
Theirnotes will be much briefer as their judgement is based 2 Students do the exercise alone or, if they are having
onthesound alone but they should try to use comparisons. problems, do it with them.
Remindthem of the expressions of congratulations and
commiserationthey learnt in 20.5 Exercise 4. Answers
b because c or d although e so
Eachgroup reads their decisions out to the class. Keep a
charton the board to decide who is the winner.

20·9 A~TIYITY
PRON~N~IATION
1 Students should write five questions and answers about
Wordsthat sound the same but are spelt differently
pop music or another kind of music they enjoy. They
n Playthe recording. The words can all be speJt in two give the questions to you.
[Link] students to write down one spelling
and add a second spelling if they can think of it. 2 Then put them all in a big bag, divide the class into
Gothrough the answers writing both spellings on teams, pull questions out at random and ask each team a
theboard. question in turn. If a team answers correctly, they get
two marks. If they can't answer, the next team is given a
chance and they get one mark if they get it right.
 Exam folder 20
S8 pages 134-135 3
Which band does Robert play in?
Listening Part 1 Girl: Robert's just joined a band, you know.
Boy: Is he playing guitar in it?
Look at the information in the Summary box and answer
Girl: They've already got two guitarists so he's the singer.
the questions in the Check box together.
There's a keyboard player too. They used to have a
drummer but he left.
Answers
a the pictures and the questions b what the people will Boy: We must go and see them play.
talk about/vocabulary c listen carefully the second time
4
d guess e twice
Which is Lisa's new T-shirt?
Girll: Have you seen Lisa's new T-shirt? It's amazing.
n' ~ Play the five recordings twice each, then go back and Girl2: What's it like?
check the answers, In the exam there are seven questions, Girl I: It's sleeveless with a high neck and it's got red
and green stripes.
Answers Girl 2: Ugh.

I :C 2 C 3B 4 C 5A
5
What will the weather be like tomorrow?
Man: And here is the weather forecast for today and
Recording script
tomorrow. The fine weather will continue today, so
For each question, there are three pictures and a enjoy it while it lasts because tomorrow we'll have
short recording. cloudy skies again. There won't be any rain but it
Choose the correct picture and put a tick (.I) in the won't be very warm, I'm afraid.
box below it.
1 Look at the Exam Advice box.
Where will they meet? ~ Give out the photocopied recording scripts (see
Woman: Are you going to the city centre? Preparation) and play the recordings again to check the
Man: Yes, do you want a lift? answers. Discuss where the answers come and how much of
Woman: Yes,please. Can you take me to the library? the recording is relevant. (I The answer is near the end and
Then I need to go to the supermarket. they shouldn't be distracted by library being mentioned
Man: OK. I'm going to the bank so I'll see you in the again after the answer; 2 The confirmation of the answer
supermarket car park at 4. Oh, and can you take back comes after it is given, so the second listening is crucial;
these library books for me? 3 Several pieces of information are needed to answer - two
2 guitarists, singer, keyboard player, no drummer; 4 Three
What time will the boy catch the bus? pieces of information are needed - sleeveless, high neck and
Girl: Hi, Alex, this is Mandy. You know we agreed to striped; 5 The word cloudy gives the answer.)
meet at a quarter past six? Well, we'll have to meet an
hour later at a quarter past seven because I have to
look after my sister while my mum is out.
Boy: Mm ... my bus only leaves once an hour so I can
get the one at a quarter to six or at a quarter to seven.
Girl: Well, get the later one. That'll give me more time too.
Boy: OK. See you tonight then.
 Writing folder
5 Use this exercise to show that students can make their story
Writing Part 3 interesting by using a variety of vocabulary and structures,
Story beginnings rather than by a complicated plot. Ask students to look at
1 Discuss the exam task with the class. Ask them to suggest the new version and use different colours to underline the
how this beginning could fit the suggested kinds of adjectives, adverbs, direct speech and other changes.
stories and how.
Answers
2 Allocatethe different kinds of stories around the class a adjectives added: tall, long, white, large, brown
and give students two minutes to think of a story. b adverbs added: yesterday, rather, nervously, suddenly
c direct speech: What's your name? You've won a prize!
Askthem to write down the most important words they d other changes: see italics below for all other changes
need for that story. Students should listen to the words Yesterday, I went into town to buy a CD. A tall man with a
other groups have listed and say what kind of story they long white beard was standing outside the shop. He
think they are going to write. seemed rather worried and he was looking nervously at a
piece of paper. When he saw me, he asked, 'What's your
Warn students that they need to think carefully about
name?' Although I didn't know him, I told him. Suddenly
what they will write and the language they will need.
he smiled. 'You've won a prize!' he announced, and gave
Discussany problems that might arise from choosing me a large brown envelope with my name on it.
some of these subjects and strategies for avoiding them.
For example, if they choose to write about a ghost, do
they have all the vocabulary they need, or can they 6 Read the Exam Advice box with the class. Give them two
devisea storyline which uses only everyday words? minutes to think about a story, make some notes and
Suggestthat in the exam it is better to write a simple write down some useful vocabulary.
story in good English rather than an ambitious one for 7 Tell students they have three minutes to tell their story.
which they do not have enough language. This will help them to find out if they can express their
Youmay also wish to tell students that examiners will ideas, or whether they need to simplify them.
penalise answers which use a prepared story which does
not fit the task. 8 Give students fifteen minutes for this. See page 166 for
photocopiable sample answers.
4 Elicitfrom the class ideas for making the story more
interesting.
__ Money matters I

3 Talking about something you have read; expressing

Topic Money
opinions

Grammar Indirect commands and requests; When they are ready, ask students to group themselves in
possessive adjectives and fours, (one person from each of the large groups) and
pronouns tell each other about the text they read. Then ask them
Functions and Telephoning; money to discuss which of these people will have happy lives,
vocabulary and why.
Pronunciation Telephone numbers Give students a short time to read the articles they have
PET Skills Listening for and writing phone not studied or ask them to do so for homework.
numbers (Listening Part 3);
listening for gist (Listening Part 1);
LISTENING
sentence transformation (Writing
Part 1) 21.2 Telephone conversations
Revision Commands (Unit 7); making
1 Register
plans (Unit 16); past perfect
(Unit 18) n As one of the conversations is between friends and
two are between strangers, the concept of spoken register
Exam folder Reading Part 3
(informal and formal language) can be introduced here
if appropriate.
Preparation Direct the students to the first question and play the
recording, stopping it after each conversation to discuss
21.8 Make an OHT of the table or it draw on a large piece whether the people are friends or whether it is a
of paper. business conversation.
21.9 Photocopy and cut out the cards (on page 184).
Answers
Business: a, d Friends: b, C
58 pages 136-139

INTRODUCTION 2 Listening for gist PET Listening Part 1

21.1
,n ~Play the recording again without stopping and ask
them to mark A, B, C and D to show the order in which
1 Talking about lifestyles, occupations and leisure activities the conversations take place.
Initiate a class discussion of the questions.

2 Discussing what something means

Direct the students to the photographs. Ask them if they
recognise any of these people and encourage them to say
what they know about them, if anything. Revise/practise,
Recording script
as necessary, expressions used for asking for explanations, A
such as What does X mean? I don't quite understand Y. Can Secretary: Lee and Company.
you explain X? Ivan: Oh, er, hello. May I speak to Mrs Lee?
Divide the class into four groups. Ask each group to read Secretary: I'm afraid Mrs Lee isn't available this
one of the articles and discuss the meaning of any afternoon. Can you call back tomorrow?
language they do not know. By doing this they should be Ivan: Er, yes. Thank you.
able to arrive at a more or less complete understanding. Secretary: Goodbye.
Ivan: Goodbye.

112 UNIT 21 .
B 21.3 Telephone language
Mr Solomon: Hello?
Ivan: Hello, Mr Solomon. This is Ivan.
n Students will now hear the first three conversations in
the correct order.
MrSolomon: Oh, hi, Ivan. Do you want to speak
to Helen? Go through the exercise, writing the answers on the board.
Ivan: Yes,please. The answers are underlined in the recording script.
MrSolomon: Wait a moment please, Ivan. Helen!
Phone. It's Ivan. Answers
Helen: Hi, Ivan. Conversation 1
b I'm ringing to ask for your help. c Can you give me
Ivan: Hi, Helen. I'm ringing to ask for your help.
her phone number? d Hang on a minute.
Helen: Oh, yeah?
Conversation 2
Ivan: You told me to ring you when I finish my a May I speak to Mrs Lee? b I'm afraid Mrs Lee isn't
business plan. available this afternoon. c Can you call back tomorrow?
Helen: Oh, yes. You're going to make your first million Conversation 3
before you're twenty. a Could I have your name? b One moment please.
Ivan: Well, perhaps. You said a friend of yours is an c How can I help you?
accountant. She can give me some advice.
Helen: She's a friend of my dad's, really. But she's
very nice. 21·4 PROHWHCIATIOH
Ivan: Can you give me her phone number? Understanding phone numbers PET Listening Part 3
Helen: Oh, right, er, I've got it here somewhere. Hang
on a minute. Mm. Yes. It's 307669. Ask for Mrs Lee.
1 n Ask students to listen to the last part of Conversation
1 once more and to write down the number, first in
And say you're a friend of Helen Solomon's.
figures and then in the words Helen uses. Telephone
Ivan: OK. Thanks very much.
numbers are often tested in PET.
Helen: That's OK. Let me know how you get on.

e Answers
Helen: Hi. Sorry I can't speak to you just now. Leave 307669 three oh seven double six nine
your name and number and I'll call you back when
I'm free. Wait for the beep! 2 Ask students to say the numbers and have the rest of the
Ivan: Oh. Helen. This is Ivan. I'm seeing Mrs Lee on class listen and correct them if necessary.
Monday afternoon. Thanks for giving me her number. Ask the students to write the numbers in words.
Would you like to meet me afterwards? About four
o'clock. I'd like to buy you a coffee or something to say 3 n Play the recording for them to check. Note: in the
thank you. Ring me if that's OK and say where. UK, depending on the age and background of students,
this may be a good opportunity to check that they know
D how to use a telephone directory and to tryout the
Secretary: Lee and Company. directory enquiries service.
Ivan: May I speak to Mrs Lee, please?
Secretary: Could I have your name? Answers and recording script
Ivan: Oh, yes. It's Ivan Finn. I'm a friend of Helen a three five double seven line eifI1t
Solomon's. b oh one double two three two double seven two oh three
Secretary: One moment please. c oh two oh seven five eight four double three oh four
Mrs Lee: Hello, Mr Finn? How can I help you? d double four one two seven three five oh nine six
seven two
Ivan: Er, Ihave this idea for a business. Helen told me to
contact you. I'd like to ask your advice about my
business plan. 21.5 Choosing telephone language
Mrs Lee: I see. Well, it'll be difficult today. We're having
the office painted. What about Monday at quarter Do the first conversation with the class and then ask them to
past two? write the answers to the second conversation individually.
Ivan: Oh, thanks very much. It's very kind of you to
help me.
Mrs Lee: Not at all. I look forward to meeting you.

MONEY MATTERS 113 '

 Answers Suggested answers
1 b Open the boot of your car, please. ({Can you) Get out
b I'm ringing (to ring you d give me the number of the car, please. d Don't eat all the cheese. e Please
e Hang on f Ask for g a friend h Let me know work quietly. f Don't wait for us.
2
i May I speak j a friend of k One moment I How (an I
m told me n Would you like to 0 How about p very 3 Indirect commands and requests
kind of q meeting you If students found Exercise 2 very challenging, this
exercise may be omitted. (PET only requires changes
from indirect to direct.)
21.6 Using telephone language
Do questions a and b with the class, then let them try
Direct students to the business card. Read the instructions questions c-g individually before checking them together.
for the exercise with them. If they have not just completed
21.5, suggest they can look back at it for helpful language. Suggested answers
Ask students to get into groups of four and work through b asked Sara to close the window. (Michael not to
the conversations. The four roles are: forget his wallet. d told her/Angela to phone her dad
from the airport. e Maggie not to sit there.
Student A: wants to buy a motorbike
f asked Mandy not to use her shampoo.
Student B: knows someone who sells motorbikes
g told Ronnie to phone the doctor immediately.
Student C: Steve's assistant
Student D: Steve, someone who sells motorbikes
21.8 Possessive adjectives and pronouns

LANGUAGE FOCUS 1 Display the OHT (see Preparation) or make a table on the
board as shown and ask students to complete it.
Indirect speech is common in real life, but PET candidates
are rarely asked to transform from direct to indirect speech. Answers
However, indirect to direct speech transformations, which
are more straightforward, are quite common in PET Subject you he she it we they
Writing Part 1 (see also Unit 22). Object me you him her it us them
Adjective your his her its our their

Indirect commands Pronoun mine yours his hers its ours theirs

Read the instructions and example with the class.

Elicit/supply the structure tell someone to do X and write
2 Discuss the examples with the class. Point out that we
it on the board.
use the apostrophe with of + a noun.
Do questions c and d with the whole class, then let them
Suggested answers
- complete the exercise individually before going through it.
b Tellthe maid to tidy the bathroom.
c Tellthe accountant to pay the bills.
d Tellthe gardener to clean the swimming pool. Answers
e Tellthe secretary to answer the letters. c A classmate of yours said you were ill.
f Tellthe driver to wash the car. d She saw a friend of hers on television last week.
e Kamran's lucky because a cousin of his owns a hotel
in London.
2 Indirect commands and requests PET Writing Part 1 f A colleague of Pedro's lives in our road.
g I didn't realise that a friend of theirs played football
Look at the examples with the whole class. Draw
for England.
attention to the changes. h I heard that a student of mine met the Prime Minister
You told me to ring you becomes Ring me. last week.
Ivan asked Mrs Lee to advise him becomes Please advise me. i I believe a neighbour of ours has won the lottery.
Understanding the importance of please in everyday
English is really important (refer students to the
Vocabulary spot at this point). Point out that Can you also
emphasises that the speaker is requesting, not ordering.
May you, a common error, is wrong in this sense.
Ask students to work individually before checking
all together.
21·9 A~TlYlry repeating the same conversation) and to take a turn
interviewing one of the new millionaires.
Interviews
4 Ask students to write up their interviews (this could be
Dividethe class into two halves. Let them prepare separately.
homework, if time is short). If you have the facilities,
lOne half (Group A) are the journalists. Get them to
you could ask them to provide photographs and make a
brainstorm ideas for questions to ask the teenage
display of 'articles' similar to those on page 136 in the
millionaires (how did he/she become a millionaire,
Student's Book for the classroom.
when, has it changed his/her life, how, what does he/she
do every day, what's good about being rich, what's bad, 21.10 Answerphone messages
etc.) while you talk to Group B.
Give out the cards to the other half of the class (Group B) n Play the recording and stop it as necessary for students to
- see Preparation. Tell them to think about the questions write down the wording of the message. Let them write
in their book. messages for their own phones individually, then read out
their wording to the class (or to each other in small groups)
2 After a few minutes put students in pairs for the first and suggest any improvements or corrections.
interview. Tell the journalists they can take notes if they
want to, but don't let them spend too much time writing Recording script
at this point.
Helen: Hi. Sorry I can't speak to you just now. Leave
3 When they have finished their interviews, repeat the your name and number and I'll call you back when
exercise, swapping the roles as follows. I'm free. Wait for the beep!
Ask each millionaire to give his/her card to a journalist,
(not the one who interviewed them, to avoid them
 Exam folder 21

S8 pages '40-'4' everything from specialised furniture stores to clothes

shops and department stores as well as restaurants, a
Reading Part 3 bowling alley and a swimming pool. (4) On the first floor
above the pool you will find a 12-screen cinema and two
1 Look at the Summary box about this part of the exam. nightclubs. Ifyou wish, you can buy entrance tickets for
Give students a minute to think about the expressions in any of these facilities except the nightclubs from the
the two columns and then go through the answers. information centres. (5) Before 5 pm entrance tickets to all
These words all come up in the task. facilities are reduced for students and the over-sixties.
If you wish to stay overnight, (6) the information centre
can give you a list of accommodation in the area, ranging
Answers
from grand hotels to Bed and Breakfast accommodation.
a most bless c maximum d allowed e outside
Outside the centre
Make time to visit the 30 acres of parkland which
2 Look at the sentences together to get a general idea of surround the centre. (7) Boats for up to six people can be
what the text is about. hired and taken out onto one of the lakes for £12an hour.
Bicycles can be hired every day for £6 an hour. There are 4
3 Look at the Exam Advice box together. Ask students to kms of paths but (8) you are not allowed to take hired
read the text silently, underlining where they find the bicycles beyond the park.
answers. Give them a time limit of two minutes. Travel
The centre is located one mile from the M49. Just follow
the signs from Junction [Link] is free parking for 10,000
Answers cars and there are six car parks. Car parking spaces are
THEWESTGATECENTRE never more than five minutes' walk away from an
The Westgate Centre offers 200 shops, a swimming pool, entrance. (9) Remember where your car is parked by
restaurants, a bowling alley and two nightclubs as well as looking at the coloured signs - no car park uses the same
30 acres of parkland with three lakes. colour and each level in the car parks is numbered.
Opening hours It is just as easy to visit the centre by train. There is a rail
(1) Shops Mon-Fri 10 am-9..Ql!! service every 15minutes from Central London. (10) When
Sat gam-8pm you reach Barnwell station, jump on a number 19 bus to
Sun 10 am-s.Q!!l the centre. It's a five-minute journey and there's a bus
Park 9 am-4.30 pm in winter every 15minutes.
9 am-7 pm in summer
We have thousands of visitors every day, (2) our busiest
4 -Give the students five minutes to read carefully the parts
day of the week being [Link] avoid the crowds, come
on a Monday or Tuesday. of the text they have underlined and answer the
Inside the centre questions. Make sure they understand the use of A for
When you arrive, go to (3)one of our information offices to correct and B for incorrect.
get a map. There is one by the main bus stop and another at
the bottom of the escalator which goes up to the cinema. Answers
The shops are all on the ground floor and you will find 1 B 2 A 3 B 4 B 5 A 6 B 7 A 8 A 9 B 10 B
 UNIT 22 Strange but true?

Topic The unexplained

S8 pages 142-145

Grammar Indirect speech INTRODUCTION

Functions and Reporting what people said; 22.1 PET Speaking Part 3
vocabulary saying what you (don't) believe; Describing and speculating about objects, places and
places and events experiences; giving opinions
Pronunciation Silent consonants 1 Check the meaning of the unit title (strange is a false
PETSkills Describing objects and events friend for speakers of some languages). Direct students to
and expressing your opinion the photographs and invite them to describe them and
about them (Speaking Part 3); speculate about them, using the language suggested and
guessing unknown words from any other expressions the students come up with. The
context; reading for gist (Reading photographs show the following: a crop circles in
Part 4); transformations Wiltshire, England; b a flying button over Venezuela (a
(Writing Part 1) trick photograph); c a glowing UFO in the sky in South
Revision it couldlmightlmust!can't be Carolina, USA; d lenticular clouds over Santos, Brazil; e an
(Unit 13); present and past artist's impression of a UFO in Suffolk, England; f the
tenses; opinions; agreeing and Northern Lights. Supply any essential vocabulary, but
disagreeing encourage the use of discourse strategies for talking about
Examfolder Listening Part 4 things we do not know the word for (see also Unit 1).
Make sure that students are given the opportunity to
Writingfolder Writing Part 1 express scepticism and offer commonsense explanations.
Teach the word trick (and perhaps also fake) and remind
Preparation them of the structure It could be ... , etc (Unit 13).

22.3Exercises1-3 If possible, make OHTs of the exercises 2 This exercise could be done in groups (especially in large
andanswersfor these exercises, so that you can overlay them. classes) to allow time for more students to talk. Groups can
Alternatively,write out the exercises on large sheets of paper choose one story/[Link] to tell the whole class.
orontheboard, to fill in the answers as you go through them. If students are very sceptical and unable to think of any
22.3Exercise4 If appropriate, make an OHT of texts examples, ask them to think of unexplained events in
4 and5 from 22.2 Exercise 2. films or TV series they have seen.
22.7Thinkof some appropriate famous living people your Go on to ask them to suggest reasons why science fiction
studentswill have heard of and prepare 'clues' like the stories are so popular, citing television series like
examples in the instructions for this exercise on page 120. The X Files or films such as Alien or the Star Wars series.
Usepresentsimple, present perfect and past simple tenses. If they need prompting, ask questions such as Are they
Orderthe sentences so that they provide increasingly exciting? Do people like to imagine strange worlds? Are
obviouscluesto the identity of the subject. Note: students they frightening?
maymeetindirect speech where the verb is past but the
reportedverbis not changed, e.g. He said he lives in Spain.
Thisisnot introduced in this course as it is not required for
READING
[Link] reported verb will not be wrong but not 22.2
changing it may be. Students at this level may become
1 Briefly discuss with the class what the photographs show.
confusedif they realise there is sometimes a choice.
2 Reading for gist; guessing unknown PEr Reading Part 4
words from context
Ask students to read the stories and say which match
the photographs.
 Ask students to look over the sentences again and ask
Answers
them the following questions:
The first photograph matches text 1; the second
photograph matches text 3. a What kinds of words have changed? (Verbs, pronouns
and adverbs.)
3 Saying what you think
b What words have been added? (The speaker(s) and a
Ask students to discuss the reports in groups and try to verb, e.g. said.)
come up with explanations for them.
When they have done this, direct them to the box at the c Why? (This is indirect speech.)

bottom of page 145 for possible explanations. Ask d Why have some verbs been changed? (Because they
whether they accept these explanations. are introduced by a past tense, e.g. he said.)

e How have they changed? (Present simple becomes

LANGUAGE FOCUS past simple; past simple becomes past perfect.)

22.3 Identifying speakers in a text; direct and indirect f Why have some other words changed? (Pronouns and
speech adverbs change because we are in a different place and
the reporter is not the same person as the speaker,
See Preparation.
e.g. here becomes there and we becomes they.)
Go through the exercise with the class, identifying who
said each sentence and write the answer in the column Remind students that they studied the formation of the
under Who? past perfect in Unit 18 and refer them to the Language
Summary in this unit.
Answers
4, 5 Put the two columns in the Student's Book up on the
b the soldiers c the soldiers d Mac Brazel
e Mac Brazel f (many of) the crew g (many of) the board. Look back at reports 4 and 5 together in 22.2
crew h Stephan Michalak i Stephan Michalak Exercise 2 (see Preparation). Ask students to tell you the
j Stephan Michalak sentences which report what the people said and write
them in the right-hand column (They said that they had
been on their way home). Then complete the left-hand
2 Ask students to find the original sentences in the text and
column together with the words the people actually said
copy the missing words into the indirect speech column.
(We were on our way home). Let them work through the
Go through the exercise, writing up the correct answers.
rest of the texts alone.

Answers
c was d had seen e did not believe the soldiers. Suggested answers
f they had seen a strange UFO above the island.
Direct speech Indirect speech
g had had a ring around it like the planet Saturn.
h he had gone to search for gold in a lake. i one of
4
them had landed near him. j he had approached it.
'We were on our way
home.'
3 Elicit from the students the changes made in each pair of 'I remember entering Later, John Avis said that
sentences. Ask students to underline anything in the the UFO.' he remembered entering
indirect speech column which is different from the direct the UFO.
speech column.
'The aliens inside it were He re orted that the
two metres tall.' aliens inside it had been
Answers
two metres tall.
b Later the announced that a weather balloon had
crashed there. 'They examined me He said that they had
c The said it was part of a weather balloon. like doctors.' examined him like doctors.
d Mac Brazel said that he had seen a different kind of material.
e He told the journalists that he did not believe the soldiers. 5 5
f Man of the crew said that on 16th Januar the had 'Aliens kidnapped me.' Franck Fontaine told a lot
of eo Ie that aliens had
seen a strange UFO.
g The said that it had had a ring around it like the planet kidnapped him.
Saturn. 'On 6th November 1979, Two of his friends said that
h He said he had gone to search for gold in a lake. at Cergy-Pontoise in on 6th November 1979, at
i He told eo Ie one of them had landed near him. France, we saw a light all Cergy-Pontoise in France,
j He ex lained that he had approached it.
 22.5~
roundFranck'scar and then they had seen a light all
Franckdisappeared.' round Franck's car and then Silent consonants
Franck had disappeared. 1 Write the words comb, when and honest on the board
'Alienstook me to their Franck said aliens had and elicit/supply the meanings. Check that students
spacecraftand I woke taken him to their remember what consonants are. Ask which are silent in
upa week later in the spacecraft and he had these words and put a line through them (comb when
middleof a field.' woken up a week later honest). Ask students to say the words.
in the middle of a field.
2 Ask students to work in pairs to see which pair can
'I'vearranged a meeting He said that he had
find and mark the words containing silent consonants
with the aliens in arranged a meeting with
August 1980.' the aliens in August 1980. the fastest.

'We/I believe him/you.' Two hundred people said

Answers
they believed him and
b The lfnives migkt be in the higk cusboard. 4
went to meet the aliens
c I've broken my wrist, my thumb, my knee and my foot. 3
but they did not arrive.
d That foreigner could be a seientist. 3
e You need a brigkt ligkt to write the receiet. 4
f Let's meet in ha~f an Rour. 2
22.4 Indirect speech and direct speech

Transformations PETWriting Part 1 3 Let the students complete the table in their books while
Askstudents to work in pairs, taking turns to say you draw the outline on the board. When they have
the answers. finished, go through the answers, letting students come
up to write the words on the board, and cross out the
Answers silent letters.
b I work in London. c We live in New York. d We don't Elicit/supply the rules that, at the beginning of a word, w is
haveany [Link] haven't got any money. e I visited always silent before r, k is always silent before n, and at the
Parislast year. f I didn't play volleyball last weekend. end of a word, b is always silent after m. Honest and hour
are the only PET level words beginning with a silent h.

2 Transformations m
'p"1 l!tj@n Answers
Direct students to the example and remind them that verbs
in the present perfect become past perfect in indirect Beginning Middle End
speech,like verbs in the past simple.
ItnoN lfnives Nhat answer h~ thurne
Answers wrist lfnee migkt cueboard
b We've lost the keys and don't know what to do. write Rour foreigner could
c I haven't seen a UFO yet but I hope to see one soon. ssientist brigkt
d I've already met some aliens and they speak excellent ligkt receist
English. half
e I've never eaten Martian food before.

3 Note: if your students have found indirect speech a 4 n Play the recording for them to listen and repeat.
struggle, this exercise can be omitted. PET does not
require students to transform direct to indirect speech. Recording script
However, transforming this way does help students to
a Do you know what the answer is?
learn the mechanisms of the changes and using indirect
b The knives might be in the high cupboard.
speech is a common pattern in both spoken and written
c I've broken my wrist, my thumb, my knee and my foot.
English, so it is worth practising if possible.
d That foreigner could be a scientist.
e You need a bright light to write the receipt.
Answers
f Let's meet in half an hour.
b She said she didn't enjoy westerns.
c They said they were both fans of Manchester United.
d She said she hadn't seen her brother for three weeks.
e He said his mum had made him a great birthday cake.
f She said her friend hadn't invited her to her party.
22.6 ACTI\'ITY groups. You say a sentence. The students go back to their
groups and report what you said. Each group sends a
Opinion Survey different student for another clue.
1 Conducting a survey If they think they know who you are, they can write the
Check that students understand the statements in name on a piece of paper and show it to you. If they are
the survey. wrong, they must miss a turn of hearing the clues.
Remind students that they should say the statements, not If you think they will not use indirect speech forms without
merely show them to people. They should work in pairs, supervision, ask them to write the indirect version and send
taking turns to speak or to note the responses. it back to you for checking before you say the next clue.
Discuss with them how they do this. Spend some time Note: you may need to check these facts as time goes by.
eliciting and practising language they need to approach This activity is adapted from an idea in Activity Box by Jean
people when doing a survey, e.g. Excuse me, we're doing a Greenwood, Cambridge University Press.
survey. Do you have a few minutes to answer some
questions? and a suitable way of ending the interview, such I live in the USA.
as Thank you for your help. I'm a woman.
I have a daughter and a son.
2 Presenting results My husband is a film director.
Ask the pairs to write up their reports in the form I had a house in London but I sold it.
indicated. Some students may enjoy producing graphics to I've sold millions of records.
illustrate their findings, such as pie charts or bar charts. I've appeared in several films.
(Answer: Madonna)
22·7
Who did you say you were? I'm a man.
Use the sentences given in the boxes, or make up some I live in the UK.
others about famous living people your students will know My wife is a singer.
(see Preparation). We have two sons.
Divide the class into about three or four groups. Tell the My wife was in a very successful group.
students you are a famous person and they have to guess I often change my hairstyle.
who you are. You go into one corner. Each group sends one I've played in lots of international football matches.
person to ask you for a clue at the same time as the other (Answer: David Beckham)

Exam folder 22
58 pages 146-147 Answers
b anxious c astonished d unsure e cheerful
Listening Part 4 f embarrassed g grateful h cross

Read the information in the Summary box with the class.

2 Ask students to work in pairs. Check their answers.
1 This exercise can be extended by asking students if they
Extend the exercise by drawing students' attention to the
know of any other words which mean the same as the
prepositions following approve, disagree and intend. Ask
ones in the box, e.g. worried = anxious, surprised =
them what preposition to use after apologise (to someone
astonished, sure = certain, happy = cheerful, annoyed =
for doing something) and ask them for examples
cross, thankful = grateful, uncertain = unsure. There is no
(e.g. I apologise for being late).
word which means the same as embarrassed. Draw
students' attention to the negative prefix un-. Check
Answers
which of these adjectives can take it (unsure, uncertain, b2 c6 dl e7 f4 gB n s
unhappy, ungrateful, unembarrassed).
 3 Discussthe questions with the class.
Dina: She studied really hard at school.
Jason: We all did, in my opinion.
Answers
Dina: She's been very unlucky. She has to ask my
Dinais a girl and Jason is a boy. They talk about Dina's
[Link] name is Jessica. parents for money, but she hates doing it.
Jason: Perhaps.
Dina: Yeah, it's true. Anyway, she told me something
4 n ~ Look at the Exam Advice box with them. strange on the phone.
Playthe recording twice without stopping to let students Jason: What?
experienceexam conditions, then check the answers. Dina: Well, she said she'd seen a ghost in the road near
her flat.
Answers
Jason: And you think she did?
lA2B3B4ASA6B
I Dina: She saw it three times. It was a woman in a long
skirt. She walked along the road about seven o'clock
Recording script and then disappeared near the park gates. I hope I'm
going to see her too. I think it's exciting.
Lookat the six sentences for this part. Jason: Well, I think you're both mad. Seven o'clock? That's
Youwill hear a conversation between a girl, Dina, and a exactly when it begins to get dark at this time of year.
boy,Jason, about Dina's sister, Jessica. Dina: So?
Decide if each sentence is correct or incorrect. Jason: You can't see clearly. It's probably someone going
If it is correct, put a tick (.f) in the box under A for YES. If home from work in a long coat.
it is not correct, put a tick (.f) in the box under B for NO. Dina: No, she said she was quite sure it wasn't a real
Dina: Hi, Jason. How are you? person. What about coming to Jessica's place with me?
Jason: Hey, Dina. It's good to see you. I've got a job just Then we can all watch.
near here. But what are you doing in this part of town? Jason: Thanks for asking me, but actually, I prefer
I thought you worked in the city centre. watching TV to waiting for ghosts.
Dina: Yes,I do. And it's really hard work. Dina: OK.
Jason: Yeah? Jason: Let's meet next week. We can go to a film or
Dina: Yeah. It's a hotel and we're in the middle of the something. We can have a laugh about your ghost.
holiday season, so I'm always busy. But I work on Dina: OK, let's meet. But you'll be embarrassed when I
Sundays so it's my day off today. I'm going to see Jessica. tell you I've seen the ghost.
Youknow she has a flat just up the road from here? Jason: I doubt it. See you next week. Say hello to Jessica
Jason: Your sister? What's she doing these days? Is she from me.
still sitting at home waiting for the perfect job? Dina: Yeah. See you.
Dina: Well- that's not quite fair. Jason: Bye.
Jason: Why's that, then?

Writing folder
Writing Part 1 Answers
2 are (tests there + to be)
Practising sentence transformations 3 on (tests preposition with days of the week)
In the exam, there are only five sentences plus an example. 4 cost (tests the difference between pay and cost)
These sentences give students practice in a range of 5 want (tests indirect speech to direct speech)
6 old enough (tests too + adjective and not + adjective +
structures.
enough)
Look at the instructions and the Exam Advice box and ask
7 a long film (tests so + adjective and such a + noun)
students to do the questions. 8 bored (tests -ed and -inq adjectives)
9 called (tests title = was called)
10 It's/It is (tests indirect speech to direct speech)
_ Best friends? I

4 Look at the photographs together and talk about what

Topic Friendship kinds of personalities the people might have and what they
might be interested in. Introduce to makelbe friends with
Grammar Defining relative clauses (which/
someone and the noun friendship. This is an opportunity to
who/that/whose/where clauses) revise the following: to get on with someone, sensitive,
Functions and Introductions serious, lively, hard-working, confident, cheerful, friendly, etc.
vocabulary (from Units 2 and 6) and for students to use some of the
Pronunciation Linking words ending in a vocabulary from Exercise 1 above.
consonant
PET Skills Listening for opinions and Give students a minute to decide which person in the
specific information (Listening photographs they would most like to be friends with and
Part 4); describing people and ask some students who they chose and why. In a large
objects (Speaking Part 3) class, you may prefer students to tell each other in groups
Revision Clothes (Unit 14); personality so everyone has a chance to express their opinions.
(Units 2 and 6); furniture (Unit 13);
5 Do a hand count to see which person in the photographs
adjectives followed by preposition
is the most popular and discuss why. Refer students to
and -ing (Unit 19)
the Vocabulary spot at this point.
Exam folder Reading Part 1; Speaking Part 2

LISTENING
Preparation
23.2 Listeningfor opinions and specific information
23.2 Exercise 2 You may want to hand out photocopies of
the recording script (on pages 170-171) if students find the 1 n Look at the table and check students understand
listening difficult. what they will listen for. Make sure they remember the
23.5 Photocopy the sheet of nouns (on page 185) and cut difference between will and might.
them up. Play the recording.

Suggested answers
S8 pages 148-151 There are no right or wrong answers but discuss what
seems most likely and why.
Pair 1 might become friends; Pair 2 will probably become
INTRODUCTION friends; Pair 3 probably won't get on with each other.

23.1 Revision and introduction of vocabulary to

describe people/personalities
Recording script
1 Check the meaning of best friend and look at the list of
1
qualities a best friend should have. Check students
Samantha: Alex, I'd like you to meet Monica. Alex, meet
understand the meaning of should here (I think it's
Monica. Monica loves rock climbing like you. I'm sure
important that ... ).
you're going to get on really well.
Ask students to work individually to rate the points 1-10.
Monica: Hi, Alex. You don't go to this college, do you?
(You could ask them to consider only friends of the same
Alex: No, I don't - Samantha's my cousin. She often
sex and then compare the answers of boys and girls.)
invites me to parties here. But actually I'm not very
2 Put students into small groups and get them to compare keen on the music. In fact, they usually play the kind
their lists. Revise most important and least important of music that I hate.
(Unit 11). Ask each group what most people put as 1 and Monica: Oh, I love this music. I'll never get tired of
10. If students are interested, let some of them explain to listening to it. Anyway, even if you don't like the music
the class why they made their choices. you can talk to people.
Alex: I've never met anyone here who I'm really
3 Give each group a few minutes to add other things to the interested in talking to.
list and report back to the class.
Monica: What about that girl I saw you with just now? Kate: Why not?
Alex: She's not my type. Carla: Oh, that's great. Does anyone else live there or
Monica: But this room is full of interesting people. Come will it be just the two of us?
on, I'll introduce you to some people that you'll like. Kate: There's one other person who is studying biology.
Alex: I'd rather not. Carla: Great. It'll be really good to live with people my
Monica: OK. Have a good evening then. I'm going to own age. I want to find a place where I can have parties
enjoy myself. and my friends can come and stay. My parents don't like
Alex: Wait a minute. I'm sorry I was rude about me making any noise, but you won't mind, will you?
everyone here. You see - the truth is I'm just a bit Kate: What kind of noise? Music is fine. I always have a
nervous of people I don't know. CD on when I'm in the flat.
Monica: I see. Why didn't you say that? Well, let's go Carla: Good, because I play in a band. I play the guitar
over there where it's less crowded. We can have a chat and I also play the violin, but not in the band.
about climbing. Where do you usually go? Kate: Oh, well I do need to study.
Carla: Oh, don't worry. I play an electric guitar which
2
has a volume control and I'm quite good at it.
Neil: Hi, I'm Neil. This is my first day here.
Kate: That's good news!
Francis: Hi, I'm Francis. I've been here for a week. It's
Carla: I saw a flat which is very near the university. But
not a bad place to work, this restaurant.
it was so tidy I decided I couldn't live there. My
Neil: Yeah?
parents are always getting angry with me because I'm
Francis: It's very different from the job I had last
untidy but I don't expect you're tidy either, are you?
summer on a building site. That was really heavy work.
Kate: Well, I do prefer to keep the flat tidy ...
At least here we only have to carry a few plates.
Carla: Oh, we're going to be such good friends. Thank
Neil: Is everybody friendly here?
you for inviting me to live with you.
Francis: Well, the older waiters aren't really interested in
the same kind of things as students doing a holiday job
like us. 2 PETListening Part 4
Neil: Oh.
Francis: But they'll chat to you when they have time.
n~ Ask students to read the four questions for
Conversation 1 and remind them that Monica is a girl and
That waiter over there used to play football for Arsenal Alex is a boy. Point out that in Listening Part 4 they are
when he was young. told which speaker is which in the instructions and it is
Neil: Did he? very important that they take this information in so they
Francis: Well, he played for them a few times. He's got a can answer the questions.
friend who sometimes gets free tickets. I'm an Arsenal
Discuss what they are going to do - listen to see if each
supporter. statement is true or false. In Listening Part 4, they will
Neil: Really?Me too. There's a match on Wednesday
always hear the answer - a statement is only incorrect
evening which will be really good. I'm quite excited
according to what the speakers say, not what they haven't
about it because I haven't been to a match this season yet.
said or what the listener might think they mean.
Francis: They're playing Chelsea, aren't they?
Play Conversation 1 again and give students a minute or
Neil: That's right. so to think about their answers before doing the same
Francis: I'm not sure if I can go. What time does it
with Conversations 2 and 3.
start? Oh, there are some customers over there who are
waiting for a table. Come on, we'd better start work. Answers
b false c true d false e true f false g true
3
h false i true j true k true I false
Peter: Ah, there you are Kate. Carla wants to meet you.
Carla, this is Kate. Kate, this is Carla.
Carla: Hi, Kate. If students have struggled with the questions, you may
Kate: Hi, Carla. like to photocopy the scripts (see Preparation) and play
Carla: Peter says you're looking for someone to share the conversations again while they read them.
your flat with.
Ask students what Peter says when he introduces Kate
Kate: That's right. I am actually.
and Carla. ~ Play the beginning of the recording again
Carla: Well, I'm going to come to university here and
if necessary.
it's too far for me to travel to my parents' house every
day. Anyway I'm fed up with living there. So could I Peter: Carla, this is Kate. Kate, this is Carla.
share your flat? Carla: Hi, Kate.
 Point out this is an introduction between young people Check that students have understood the difference
and in more formal situations you would say: between the sentences in Exercise 1 and the sentences in
Exercise 2. (In Exercise I, the relative pronouns are the
Peter: Carla, I'd like you to meet Kate/I'd like to
subject of the clauses (no new subject) and in Exercise 2,
introduce you to Kate.
the relative pronouns are the object of the clauses.)
Kate: Pleased to meet you.
3 In informal speech, that is used more often than who
Askstudents round the class to introduce two students
or which. Look at the Language Summary together.
to each other, practising both registers.

Answers
a You could use that in either set of sentences here
LANGUAGE FOCUS instead of who or which (there are exceptions where
23.3 Defining relative clauses with who, which, where that would not be used but they are not covered here).
b You can leave who and which out in the second set of
and whose
sentences. Tell students that ifthere is a different
Students will also come across non-defining relative clauses. subject for the second verb, that/who/which are often
They are not expected to be able to understand the subtle omitted.

differences between defining and non-defining relative

clauses for PET. 4 Look at the examples and discuss when whose (= of
who/which) and where (= place) are used.
1 Look at the two example sentences together and ask
Ask students to do the exercise.
when we use who (for people) and when we use which
(for things).
Answers
Either let students write the other sentences on their
b where c whose d where e whose
own and then talk about the answers or go through
them together.
23.4 Relative pronouns
Answers
c There are some customers over there who are waiting The poem leads to an exercise which practises the relative
for a table. pronouns in context.
d There's one other person who is studying biology.
e I play an electric guitar which has a volume control. 1 Read the poem together and discuss any new vocabulary.
f I saw a flat which is very near the university. Talk about what a sea means here (a lot).

2 Discuss what the poem is about and, if appropriate,

2 Write question f and its answer on the board: students can say whether it is relevant to their
I saw a flat. It's very near the university. own experiences.
I saw a flat which is very near the university.
3, 4 Ask students to complete the exercise alone or in pairs
Then write: I saw a flat. I liked it. Ask students how they
will join these two sentences: and check the answers, making sure they understand
I saw a flat which I liked. Ask them why you don't need when they can put that and when they can omit the
to repeat it (because it refers to the flat and both relative pronoun.
sentences have the same subject).
Elicit or point out the difference between I saw a flat Answers
which is very near the university and I saw a flat which I b which c whose d which e whose f who
g which h who
liked. In the first sentence, the verb is belongs to a flat
You can put that in sentences a, b, d, f, g and h.
(which is the subject of the relative clause) but in the
In sentences band f the relative pronoun can be omitted.
second sentence the verb liked belongs to I (which is the
object of the relative clause).
Ask students to do the exercise and check the answers 5 Students make up some sentences of their own. They could
together. read their sentences to each other in groups, correcting
each other where they can. If appropriate, ask students to
Answers read some aloud to the whole class for you to check.
b What about that girl who I saw you with just now?
c I'll introduce you to some people who you'lilike.
d I'm just a bit nervous of people who I don't know.
e It's very different from the job which I had last summer.
 Ask students if they remember that there are two ways of
23·5 PET Speaking Part 3
pronouncing of and at (see Unit 5 for the weak form of
Youneed to have photocopies of the sheet of nouns of and Unit 16 for the weak form of at).
(seePreparation). Practise saying the weak forms of /~V/ and at /~t/ in a
Tellstudents they are going to describe people, places and couple of the expressions and also practise about /obaot/,
thingsto each other without using the word themselves.
Eachgroup will have a list of words all starting with the 2 n Play the recording and ask students to repeat.
sameletter. Look at the example together.
Recording script
Dividestudents into groups. Each group writes a definition
foreach of the nouns on a piece of paper using the structures kind of you
inthe examples. Then the pieces of paper are exchanged full of people
betweengroups. Each group must identify the original nouns nervous of people
fromthe definitions they have been given and decide which tired of school
letterwas common to all the nouns in the list. They can then good at football
checkback with the group that wrote them. bad at history
fed up with school
23.6 Prepositions after adjectives and other expressions keen on music
Thisexercise practises expressions (mainly adjectives) interested in people
followedby prepositions. Some were introduced in Unit 19
(goodat, bad at, fed up with, interested in and afraid of>. 3 Look at the expressions in their complete sentences and
Students can complete the exercise alone or in pairs. You ask students to join all the words which begin with a
could ask students to learn these expressions for a test in vowel to the end of the word before.
another lesson.
Askstudents what kind of word these expressions are usually Answers
followedby (a gerund or -ingword). a It's kind~of Samantha.
Point out that lots of adjectives are followed by about + -ing, b This room~is full~of~interesting people.
[Link], happy, etc. c I'm quite good~at~it.
d She's bad~at playing the guitar.
It is easiest for students to learn these expressions as common
e I'm not very keen~on this kind~of music.
collocations. Some adjectives can also be followed by the
f I'll never get tired~of this song.
[Link] are not practised here (to avoid confusion) g I'm not~interested~in talking.
but students will already know some of them anyway, e.g. they
havemet I'm pleased to meet you in this unit.
Direct students to the Language Summary and the 4 n Play the sentences and ask students to repeat them.
Grammar spot. If you feel it is necessary, ask students to work in pairs,
reading alternate sentences to each other and correcting
Answers each other where they forget to make the elisions.
b I'll never get tired of listening to it.
c I'm not very keen on the music. Recording script
d This room is full of interesting people.
e I'm nervous of people I don't know. a It's kind of Samantha.
f It's very different from the job I had last summer. b This room is full of interesting people.
g They aren't really interested in the same kind of things c I'm quite good at it.
as students.
d She's bad at playing the guitar.
h I'm quite excited about the match.
i I'm quite good at it. e I'm not very keen on this kind of music.
j My parents are always getting angry with me. f I'll never get tired of this song.
k Thank you for inviting me to live with you. g I'm not interested in talking.

Do some sentences from the table orally around the class.

Linking words ending in a consonant
Ask students to write some sentences (this could be
We join a word to the word which follows if the second
homework, if time is short).
word begins with a vowel.
Practise saying some of the expressions together.
 2 Ask students to write their own quotations and read
them out.
Use this exercise to summarise the unit topic.

1 Students work in groups and decide which quotations

they agree with.

Exam folder 23
S8 pages 152-153 Speaking Part 2
Look at the Summary box about this part of the exam.
Reading Part 1
1 Look at the pictures together and make sure students are
Look at the Summary box together then answer the
clear what they represent and what the situation is.
questions in the Check box ..
2 Ask students to think about the questions and then
Answers discuss them together - they must decide what shops
a signs, notices, labels, phone messages, emails, postcards, they need to visit, if they will need to buy heavy items at
post-it notes
the end, go to the bank at the beginning, etc. They may
b a/the/some, verbs
think of other points to consider.
c guess
3 Ask them to think about the expressions they learnt in
Look at the instructions and the Exam Advice box together. Exam folder 9. Look back if necessary or write them on
Remind students that the correct answer may not be the the board with students prompting. If your students are
one which has the same words as the text. confident, rub the expressions off before they do the task
so they are encouraged to remember them.
Time students while they do the task. Give them five
minutes. If they need more time, give them another two Answers
minutes. In the exam they should allow 45 minutes for the a making suggestions:
Reading test (an average of nine minutes per part). Some of Wetf better do X because ...
the other parts have a greater reading load than Part 1 so if Why don't we do X?
they can practise working quickly at the beginning of the .b agreeing and disagreeing:
I (don't) agree (that) ...
exam, they should not run out of time.
That's (not) a good idea.
c giving your opinion:
Answers I think ...
1 A 2 C 3 C 4 A 5 B
I In my opinion ...

4 Put students in pairs to do the task. Tell them they should

try to come to an agreement. Look at the Exam Advice
box. Say you will give them three minutes. In the exam,
they will be expected to speak for two or three minutes.
Have a class discussion comparing plans.
Reassure students that if they really can't think of anything
to say, the examiner will ask a question to prompt them.
__ I've got an idea I

Topic Inventions Answers

a the first dishwasher b a bicycle you can inflate
c an electric serving train at a dinner table d the first
Grammar Past simple passive, future passive
camera e a Sinclair (5 car (a single seat electric car with
Functions and Describing objects; talking about
pedals) f a velocipede (a form of transport for land and
vocabulary things you don't know the name water - it rolled over the land and floated on the water)
of; guessing vocabulary; dates g Nordic rollers (skis on roller skates)
(years)
Pronunciation Linking words ending in rand re
PET Skills Describing objects (Speaking 2 n Play the recording.
Part 3); sentence transformations
(Writing Part 1); reading and Answers
1 f velocipede 2 c an electric serving train
listening for gist
Revision it couldlmighttmustkan't be (Unit
13); a kind of (Unit 1); present
simple passive (Unit 11); Recording script
centuries and decades (Unit 14) 1 It's round and it's made of plastic, or it might be
Exam folder Listening Part 3 made of glass. It's like a ball but there's a man inside.
Writing folder Writing Part 3 He's holding something and turning it. It's used for
moving across water but it also works on land.

Preparation 2 It's a kind of railway line which is on a dinner table.

It's made of metal. It's used for carrying food around
24.1 Exercise 3 Photocopy the recording script (on page the table.
171) so students can use it as a model.
24.7 Photocopy the activity (on page 185), i.e. the two lists
3 Give students the photocopied recording scripts from
of inventions and the two sets of answers (enough so
Exercise 2 so they can use them as a model (see
everyone in each group can see one - the class will be
Preparation). Students work in pairs to write a brief
divided into two if there are twelve students or under; into
description of one of the other objects. They use the
four if there are more students).
present passive here in fixed expressions.
24.10 Photocopy the pictures (on page 186) and cut them
Ask some students to read their descriptions aloud and
up (one picture for each group of three or four).
the others can guess.
Exam folder 24 Photocopy the recording script (on page
171) for students. 4 The following inventions have been successful: the first
Photocopy the sample answer (on page 166). camera and the first dishwasher. Students can decidehow
successful they think the Nordic rollers and the inflatable
bicycle will be.
58 pages 154-157
5 Have a brief discussion.
INTRODUCTION
PEr Speaking Part 3 READING
Describing objects you don't know the name of 24.2 Present and past simple passive; scanning a text
Ask students to look at the pictures around the page and 1 Tell students they are going to read about three different
guess what the inventions are. inventions. Read Ben and Jerry's invention together and
Revise It mightlcouldlmusttcan't be (Unit 13) and a kind help with difficult words like delicious, flavour, crunch
of ... (Unit 1). and parlour.
Revise the present passive.
 Write on the board Ben and Jerry's famous products are Write the passive sentences from the escalator text on
sold in delicious flavours. Underline are sold and elicit that the board. Ask two students to come and rewrite them
this is the present passive. Point out that this passive in the active voice. (People in ancient Egypt used moving
sentence doesn't include a by clause. Ask students why- chains to transport water. Charles D. Seeberger invented
we could put by shops or restaurants but this is understood moving stairs.)
and isn't really important. Remind them that we only say
by in a passive sentence if it is important to know who the
24.3 Sequencing information; guessing the meaning of
vocabulary; passive verbs
agent is. Ask them to give you the sentence in the active
voice and write it on the board: Shops sell Ben and Jerry's 1 Put students into three groups - Ben and Jerry, Charles
famous products in delicious flavours. D. Seeberger and Hubert Cecil Booth. They work as
Ask students if there are any other passive verbs in this text individuals to scan the paragraphs to find the three
- The Homemade Ice Cream Parlour was opened by Ben and which finish their text and then put them in the correct
Jerry in May [Link] this sentence on the board. Ask order. They then compare their answers with the rest of
them how this is different from the other passive sentence the group. The vacuum cleaner text is the easiest so you
(it is in the past). Get one student to come and write it in could give that to weaker students. Give a time limit, e.g.
the active voice on the board (Ben and Jerry opened The five minutes. Encourage students to discuss unknown
Homemade Ice Cream Parlour in May 1978). vocabulary. If some students finish, they can start
Write on the board: Ben Cohen and Jerry Greenfield started looking at the other texts.
the company and ask students to put it into the passive -
The company was started by Ben Cohen and Jerry Greenfield. 2 Students change to groups of three, one student to have
Discuss the formation of the passive voice in the simple read Ben and Jerry, one Charles D. Seeberger and one
past (the simple past of the verb to be + a past participle). Hubert Cecil Booth. They ask each other about the text
they have read. They say the order they chose. The others
2 Tell students you are going to give them two minutes to check they were right by reading the texts. They
scan the other two texts and say what they think the underline any unknown vocabulary and when they have
inventions are (Charles D. Seeberger's invention and finished reading they can ask the student who read that
Hubert Cecil Booth's invention). Scanning texts quickly text. If students can't move around, you could do this as
before beginning a detailed reading is useful for PET a whole-class activity.
Reading Parts 3, 4 and 5. If they don't know the names
of the inventions (escalator and vacuum cleaner), they Answers
can use the expressions they practised at the beginning Ben and Jerry: g, b, e Charles D. Seeberger: i, c, a
of the unit. Hubert Cecil Booth: d, h, f
There will probably be vocabulary which students do not
know, e.g. dust, blow( er), dirt, chain and transport. Go 3 Ask students in their groups to underline the verbs in
through the texts encouraging them to guess what the the past passive in the texts they read in Exercise [Link]
words mean. will check these later.
Check vocabulary such as wooden leg (ask why it was a
3 Go through the two texts together looking for past
man with a wooden leg - if he could use an escalator,
passive verbs.
anyone could), public buildings, to display, demonstrate,
handkerchief, convinced, model; to operate, to guide,
Answers
Charles D. Seeberger's invention underground/electric/steam trains.
Moving chains were used by people in ancient Egypt to
Divide the board into three areas (one for each text) and
transport water in and out of the fields. But it wasn't until
the 1890S that moving stairs were invented by Charles D. ask one person from each group to come and write the
Seeberger. His stairs could transport people. past passive verbs they found. If they miss any, other
students can help.
Hubert Cecil Booth's invention
One day Hubert Cecil Booth went to see an inventor
Answers
demonstrate his new dust-removing machine at a London
Ben and Jerry: was given; was held
railway station. A huge air blower was placed over the open
Charles D. Seeberger: were built; was opened; were
door of a train. The idea was to blow dirt into a bag which
displayed; were put
was put over another door. A lot of dust was pushed up into
Hubert Cecil Booth: was sucked; was built; was named;
the air but then came down again inside the train instead
was needed
of inside the bag. Booth didn't think it was a very good idea.
 24.4 Vocabulary Point out that we read dates in pairs - nineteen forty-two-
except for the years of this century when we say two
Checkthat all the words have been discussed and ask thousand and fourteen, etc. Remind them to say the oh in
studentsto work in pairs to put them under the correct eighteen oh four. Ask them how they would talk about the
[Link] the Vocabulary spot together. Students can years between 1980 and 1989 (the nineteen eighties).
addother words from the texts if they wish. Practise asking questions in the passive by writing some
sentences on the board and asking students to make
Answers questions, e.g. Picasso was born in 1881. When was Picasso
born? Coffee is grown in Brazil. Where is coffee grown?

aflavour, a public building. dust, to clean, 1 Look at the pictures and talk about what they are. Divide
a cone, a factory, to transport, a machine, dirt, the class into two teams (Group A and Group B). Give
a customer, moving stairs, a spot, Group A their list of inventions and Group B theirs
a product an underground a handkerchief (see Preparation).
station, to step
Each team works together to try to match the date and
on/off
place to the inventions on their sheet by making guesses.

2 Give out the answers and give Group B's answers to

LANGUACiEFOCUS Group A and vice versa. Practise a couple of questions in
the passive, e.g. When were matches invented? The groups
24·5 PET Writing Part 1 check their guesses by asking questions of the other
group. Each group asks the other group a question in
Sentencetransformation from passive to active
turn (they can only ask about when or where in one
InWriting Part 1, students are expected to change a question, not both). They get a point for each year and a
sentencefrom the passive to the active and this exercise point for each country they get right.
givesthem useful practice. Look at question a together and The winning team gets the most points.
askwhy the passive sentence doesn't say by the pilot
(because this is understood). Note: if your class has more than twelve students, you
may want to divide it into more groups so the groups are
Answers no bigger than six. If so, you can still do the question
b showed the passengers c served lunch session as a whole-class activity, but each group will ask
d didn't tell the passengers e didn't stamp fewer questions and use the questions from other groups
f ordered one man to open to help them.

24.8 Future passive

24.6 Changing verbs from active to passive
Look at the example and talk about the formation of the
Lookat the two examples together and refer students to the future passive. Revise relative clauses with which. If they
Grammar spot. Remind students about learning irregular can't think of anything to write about, discuss some of
past participles. these ideas together: a vacuum cleaner with a computer
which cleans the house on its own; a lipstick which lasts for
Answers 24 hours; a planelcar which can change size; clothes which
c was hired by the station manager.
don't need washing; a chair which changes size and shape
d are held by the company.
for different people.
e were frightened by 'The Puffing Billy'.
f weren't built by the British.
g was invited to Buckingham Palace by the King and PROPfWPfCIATIOPf
Queen.
h were replaced by clean electric trains. Linking words ending in rand re
i are produced by the company all the time. 1 We don't usually pronounce the r at the end of words,
but if a word ending in r or re is followed by a word
beginning with a vowel then we often join them with a
24.7 Questions in the passive and saying dates
Irl sound. Ask students to mark the words which willbe
Before you start the activity, practise saying dates (years). joined by a Irl sound.
Students sometimes have to write the year in Listening Part 3.
Read these dates and ask students to write them down: 1942,
1998,1911,1765,1804,2003,2014.
 Answers and recording script 4 n Play the recording and ask students to repeat.
a Sugar~and salt are~added.
b Shops asked them to deliver jice cream. 24·10 ACTIYITY
c The rnixture jls frozen.
d Therejare four~escalators in the station near my house. Describing objects
e He had a better jdea. 1 Ask students to read the descriptions and call out what
f Where~is Ben and Jerry's ice cream sold?
they are (umbrellas and pencils). Go through them.

2 Give one of the photocopied cards to each group (see

2 n Play the sentences and ask students to repeat them.
Preparation). Alternatively, students could think of their
3 Students look at the new set of sentences and decide own ideas.
which words they will join when they say them. In small groups they should write their own descriptions
using the questions in their books to help them.
Answers and recording script
3 Each group reads out their descriptions. The first person
a Television was~invented~in the 1920S.
b Where~are~escalators~used? to guess can call out the answer.
c Ben~and Jerry's Tee cream~is~sold~in many places.
d Many shops have jescalators.
e Somejinverrtions jaren't successful.
f I met him at four~o'clock.
g Some people went~up~and down ja!l day.
h I've lost your jaddress.

Exam folder 24
58 pages 158-159 3 n Play the recording and ask students to fill in the
answers. Look at the Exam Advice box.
Listening Part 3 4 n ~Play the recording again.
Ask students to look at the Summary box and answer the
questions in the Check box.
5 n ~Give students a photocopy of the recording script
(see Preparation). Say you are going to play the recording
again but this time they are going to shout Stop when they
Answers
expect to hear the answer. This gives them practice in
a what kind of recording it is, e.g. a recorded message,
radio broadcast; what it is about; what you have to do listening for the cues in the questions. Demonstrate what
b read the questions and think about what kind of words you are going to do with the first question. Stop the
can go in each space (there are 20 seconds for reading) recording at the marks // and discuss how what is said
c yes, but the words around the space may be different matches the cues on the question paper. As you discuss the
d twice cues, get the students to mark them (marked in bold in the
recording script) with a wavy line.
1 Read the instructions together. The man is going to talk 6 Ask students to underline the answers on their scripts.
about a museum.

2 Ask students to look at the questions. Answers

1 1859 2 Friday(s) 3 planets 4 photography/
photograph(s) 5 third 6 car park / parking
Answers
a The Weston Museum of Science
b 1 a year 2 a day of the week 3 a noun (an
exhibition) 4 a noun (an activity children would enjoy)
5 an ordinal number 6 a place
 Recording script new gallery opening this week with a new exhibition. //
Go there to find out more about the planets - imagine
Youwill hear a man talking on the radio about a museum. landing somewhere a million miles away from Earth.
For each question, fill in the missing information in the What would it feel like?
numbered space. Every week there's a different children's activity - this
And today we are looking at things to do in the Weston week // the subject is photography. Children can take
area. One of the big attractions is, of course, the their own photographs. That's for children between the
Museum of Science. ages of eight and fourteen.
It's in South Avenue - it's been there since 1951 but The museum is on four floors. On the ground floor are
before that it was in a smaller building in Market Square the shop and the cloakrooms. The permanent
for nearly 100 years. 1/ Weston's had a Museum of exhibitions are on the first and second floors. By the
Science since 1859. So that's something to be proud of. time you've visited those you'll be thirsty so carryon to
The museum is open from Saturday to Thursday from the cafe // on the third floor which is open all day for
9 am until 5 pm. // It has longer opening hours on a drinks and snacks.
Friday when it stays open until 9 pm. The museum shop One important piece of information. If you visit the
is open from 10 until 5 every day except Monday when it museum before 24 July // you won't be able to use the
closes early. car park. It's closed for repairs. But you are allowed to
There's plenty to see in the museum. You can cross a park in the hotel car park opposite.
desert or travel through the human body. And there's a Now the phone ...

Writing folder
Writing Part 3 listening to their CDs, he enjoyed the concert (or My
brother doesn't like listening to their CDs but he enjoyed
Usinglinking words and adjectives the concert). When the concert finished at 11 o'clock, we
Do the exercise together, revising the language as went backstage to meet the band.
necessary as you go through the answers.

Answers 3 Ask students to do the exercise.

a8 b3 '7 dl e6 r s g2 h4
a I really like that band 1 I don't own many CDs. Answers
b I was listening to music 2 but I don't play an good: enjoyable, excellent, exciting, fantastic, great,
instrument. wonderful
c While I was watching the 3 when Ifell asleep. bad: awful, hopeless, terrible, useless
band big: enormous, large
d Although I like music 4 because I don't like it. small: tiny
e The music was so loud S but now I prefer rock unusual: extraordinary, strange, unexpected
music. famous: well-known
f I used to like folk music 6 that we couldn't talk.
g Ienjoy listening to music 7 my mobile was stolen.
h Youcan have this CD 8 so get me a ticket too. 4 For possible answers, see the lists in Exercise 3.

5 Discuss what kind of things students will say in the

2 Read the beginning of the letter Alessia wrote. Ask letter. Draw attention to the Exam Advice box.
students to try to join the sentences. If appropriate, when students have finished their letters,
they could pass them to another student. They can then
Suggested answer work on someone else's letter using a different colour and
Dear Sophie, try to make it more interesting by joining some of the
Iwent to a concert last week. My friend bought the sentences and adding adverbs and adjectives. If they then
tickets but she couldn't go because she was ill 50 my give them to you, you can see what both students have
brother came instead. The band was 50 good that I didn't
done. See page 166 for a photocopiable sample answer.
want the music to stop. Although my brother doesn't like
_ Shop till you drop I

another colour for disadvantages. Leave this on the

Topic Shopping board for Exercise 4.

Grammar Indirect questions; verbs with 4 Discuss the question with the class, asking them to
two objects; too much/many/not support their ideas using the ones on the board.
enough + noun
5, 6 Let students work through the quiz individually, offering
Functions and Asking for things; trying on
support with language as needed. Read the conclusions
vocabulary clothes; places to shop
with them and ask if they agree with the results.
Pronunciation Stress: correcting what people say
Note: browser is not PET language, but students may
PET Skills Describing a picture (Speaking
have encountered it in the context of the world wide
Part 3); discussing advantages
web. Otherwise it will have to be explained.
and disadvantages (Speaking
Part 4); listening for detail and
attitude (Listening Part 4); LISTENING
sentence transformations
(Writing Part 1) 25.2 Listeningfor detail and attitude PET Listening Part 4

Revision Indirect statements (Unit 22);

clothes (Unit 14)
n Ask students to read the rubric and sentences (a-h) and
discuss with them what they already know before they start
Exam folder Reading Part 3 listening.
Play the recording.

Preparation Answers
b false c false d true e true f false g true h false
25.5 Photocopy and cut out cards A-D (on page 186) for
half the class, one card per student. Photocopy and cut out
cards 1-4 (on page 186) for the other half of the class, one
card per student.
Recording script
25.12 Photocopy and cut out enough 'shop' and 'goods' cards Darren: Hello?
(on page 187) for your students to play in groups of 4-6. Andy: Hi, Darren?
Darren: Yeah.
Andy: Look, it's Andy. I'm in town. Can you come and
S8 pages 162-165 drive me home?
Darren: Where are you?
INTRODUCTION Andy: In the city centre. You know, Dad gave me some
money last week and I wanted to buy a pullover ...
25.1 Describing a photograph PET Speaking Part 3
Darren: Well, it's a bit late. I want to eat.
Discussing advantages and disadvantages PET Speaking Part 4
Andy: Oh, come on. I've just had a really bad experience.
1 Give students a few moments to study the photographs, Darren: What? What's going on?
then elicit brief descriptions of the kind of shopping Andy: It's, like, I was just nearly arrested.
environments they show, supplying vocabulary Darren: What for? You only went to buy some clothes!
as necessary. What have you done now?
Andy: Well, first I went into Tempo, you know, the big
2 Allocate the photographs to different pairs and ask
clothes store?
students to list the advantages and disadvantages of
Darren: Yeah.
shopping in that way.
Andy: And I looked at the pullovers, and I got one. And
3 Write shopping mall, market, catalogue, website and then I decided to get a shirt too, but after I'd looked at
hypermarket across the top of the board and ask one pair them I wasn't sure, so I went to a couple of other
to write the advantages and disadvantages they thought places to see what they had. A friend told me they were
of under that word, using one colour for advantages and selling some quite cool ones in the market. But when I
 asked about them, the man who runs the stall said he'd LANGUAGE FOCUS
sold them all already. And I bought some shoes and
went to the burger bar because it was time for lunch.
25.3 Revision of indirect speech .pu'@m:rnn
Darren: OK. 1 Look at the Grammar spot and remind students that
Andy: Then I went back to Tempo and found some shirts they have already studied indirect speech (Unit 22) then
I liked and I said to the assistant I wanted to try them on ask them to do the exercise in pairs.
and he said that was OK. But they weren't any good, so I
told the assistant they didn't fit and he put them back on Answers
the shelf. They didn't have any other sizes in stock. Then, b he'd sold them all already.
when I was going out of the shop, this woman came up c I wanted to try them on.
to me. She asked me if I was leaving the shop. I said I d that was OK.
e they didn't fit.
was. She asked me if I'd paid for everything in my bag. I
f I was.
said I had because I knew I'd only got the pullover I
bought earlier, and the shoes.
Draw attention to the change from are selling to
Darren: Right.
were selling.
Andy: She said she was the store detective and then she
asked me if I would come to the manager's office with 2 Do the exercise together, writing the answers on the board.
her and I agreed, although I added that I wasn't very
happy about it. Everyone was looking at me. It was Answers
really bad. b I'm the store detective. c OK/All right, etc. but I'm not
Darren: I believe you! very happy about it. d I bought a pullover at about 9.30.
Andy: In the manager's office, the store detective e I threw away the Tempo bag and put the pullover in the
shoe shop bag. f I don't remember who served me.
showed the manager the pullover and the manager
g I'm sorry for troubling you. You're welcome to use
asked me how long I'd been in the shop and how
my phone.
many things I had bought. So I told him I'd bought a
pullover at about 9.30 but I hadn't bought anything
else. I was getting a bit angry and I asked what was 25.4 Indirect questions
going on. Then he asked me whether I had a receipt
Work through the exercise with the class, writing the
for the pullover. And of course I couldn't find it. And I
answers on the board. At the end of the exercise
tried to explain I'd thrown away the Tempo bag and
elicit/supply the rules for changing indirect questions into
had put the pullover in the shoe shop bag.
direct questions (students may be able to deduce them),
Darren: Oh, Andy.
i.e. verbs change as they do from indirect statements (past
Andy: Well, I didn't know. But anyway they didn't
becomes present, past perfect becomes past simple or
believe me. They asked me a lot more questions.
present perfect) and pronouns change as necessary. The
Darren: Like what?
word order is like a question, not a statement.
Andy: They asked which assistant had served me. I said
If/whether become yes/no questions; question words are
I didn't remember who had served me. It had been
used in others.
early in the morning. Then the store detective asked
the manager if he wanted her to call the police and he
Answers
said yes.
b Have you paid for everything in your bag? c Will (or
Darren: Oh, no. would) you come to the manager's office with me?
Andy: But then my luck changed. One of the assistants d How long have you been in the shop and how many
came into the room and I recognised her. She was the things have you bought? e What's going on? f Do you
one that served me in the morning. I asked her if she have (or Have you got) a receipt for the pullover?
remembered me and she did. I've never felt so happy g Which assistant served you? h Do you want me to
in my life. call the police? i Do you remember me?
Darren: Yeah, I'm sure. OK. So where are you now?
Andy: I'm in the manager's office. He said he was sorry for
troubling me and he told me I was welcome to use his
phone. Can you come and give me a lift home? There are
too many people at the bus stop at this time. I'm really
tired and I haven't got enough money for a taxi.
Darren: Sure. I'll be ten minutes. See you outside Tempo.
Andy: Thanks, Darren.
 ACTlYITY Answers
b enough c too much d too many e enough
Shopping for clothes
f too much g too many enough
Direct students to the pictures in their books and elicit
suggestions about where the people are and what they
are saying. ACTIYITY
Divide the class into two halves and distribute cards A-D
Whisper a question
to one half of the class, and cards 1-4 to the other half
Students play this game. Student A whispers a question to
(see Preparation).
Student B, e.g. What's the time? Student B whispers what
Tell students to find a person with the other half of their
Student A said to Student C, e.g. He/she asked what the time
conversation and then to practise saying it together. When
all students have found a partner, ask four different pairs to
was. Student C whispers the answer to Student B, e.g. It's half
read their conversations.
past ten. Student B reports the answer aloud, e.g. He/she said it
was half past ten. The answers should match the questions.
I Answers
A 2 B 4 C 1 0 3 25.10 PROHWHCIATIOH
1 n Play the recording and stop after the first answer.
Ask four pairs to write the conversations up on the board Draw attention to the underlined word and ask why the
and let students copy themdown for reference, noting speaker stressed it (because she was correcting the
which conversation belongs with which picture. questioner). Ask students to listen to the other exchanges
and underline the stressed word in each answer.
25.6 Indirect questions
1 Ask students to write the answers in pairs. Answers and recording script
1 A Did you say ten o'clock?
B No, I said two o'clock.
Answers
2 A Did you say there were five guests?
b I spoke c I'd ever worked d why I wanted to work
B No, I said there were nine guests.
in that shop e how I would travel f I could start
3 A Did you say we had a spelling test?
B No, I said we had a reading test.
2 Allow a few minutes for students to offer their opinions 4 A Did you say you came by air?
and give reasons for them. B No, I said I came by car.
S A Did you say she was a doctor?
25.7 Indirect questions B No, I said she was a teacher.
6 A Did you say you came from France?
This exercise could be homework, if time is short. B NO,I said I came from Greece;

Answers
b what time I had found it c if/whether I had been 2 n~ Play the recording, pausing it for students to
alone d where I lived e how long I had lived there repeat the exchanges. Remind students to stress the
f if/whether I would be at that address for the next month
underlined word.
g if/whether I had an email address
3 Do the example to demonstrate to the class. Then ask
the class to practise in pairs.
PET Writing Part 1

too many/much + noun and enough + noun Answers

b Did you say there were fifteen students? NO,I said there
Revise the meaning of too, if necessary (more than enough). were sixteen students.
Point out that we can use too + much/many + noun (see c Did you say we wanted ham sandwiches? NO,I said we
Unit 14 for too + adjectives). Elicit/supply when we use wanted jam sandwiches.
much (with uncountable nouns) and when we use many d Did you say she was a model? No, I said she was an
(with countable nouns). actress.
Point out that enough goes before a noun but after an e Did you say it was quarter to eleven? NO,I said it was
quarter to seven.
adjective (see Unit 14).
25.11 Verbs with two objects PET Writing Part 1 25.12
Discussthe examples with the class. Draw their attention to Which shop?
the word order. Put students in groups of six. Note: the cards for each 'shop'
Dothe first two sentences with the whole class, then let are in horizontal lines. If your class divides more evenly
them finish it individually. Go through the answers. into groups of four or five, omit one or two 'shops' and
their corresponding 'goods' cards.
Answers
Each group should have one 'shop' card per student and the
b I sent my parents a postcard from London.
corresponding 'goods' cards for those shops (see
c Will you send my boss the bill?
d He wrote me a long letter when he arrived in India.
Preparation). Give out the 'shop' cards to the groups. Let
e The children brought me my breakfast in bed on my them shuffle them and deal one to each student. They place
birthday. this card, face up, in front of them. Give out the 'goods'
f Canyou bring us some more bread, please? cards. Ensure they are well shuffled, then dealt so that each
student has six cards. They do not look at these, but place
them face down next to their 'shop' card.
2 Askstudents to rewrite the sentences, adding to. To play, in turn each student turns over the top 'goods' card.
The player whose shop it belongs to says what it is. If he/she
Answers
does so correctly, the card is placed face up beside the
a Takethis note to the headteacher, please.
appropriate 'shop' card. If he/she cannot say what the card
b Show your passport to the immigration officer.
c We took some fruit to our classmate when he was ill. shows, the other students can help, but the card goes back
to the bottom of the pile it came from (so that the student
may have another chance to win it, if he/she can remember
the word correctly the next time it appears). The game
continues until all the 'shops' have their six 'goods' cards.
Note: this activity is adapted from an idea in Grammar
Practice Activities by Penny Ur, Cambridge University Press.

Exam folder 25
58 pages 166-167 Ask students to do the task as if they were in an exam.
Allow nine minutes. In the exam, they should allow no
more than this per part - they can go back if they have time
Reading Part 3 at the end.
Looktogether at the Summary box about this part of the test. Give them the answers and go through each one, getting
Askstudents to do the questions in the Check box in pairs. them to highlight the relevant part of the text.

Answers Answers
a A (remind them to look at the instructions, which will 1B 2B 3A 4B SA 6A 7A 8B gA 10B
help them. Look at the photograph together-
sometimes there is an accompanying picture)
bA
c B (some parts ofthe text are not tested)
_ Persuading people I

3 Ask students to look at the adverts for a few minutes and

decide what they are trying to sell. Talk about whether
they are successful/effective or not. Point out that adverts
Grammar First conditional; if and when;
is short for advertisements and ads is also a common
unless
abbreviation. Ask students which adverts they think are
Functions and Understanding writer or speaker
the most and least successful.
vocabulary purpose
Pronunciation Stress in common short phrases Answers
PET Skills Reading for gist and detailed They are advertising a credit card, a washing powder
meaning; understanding verbs and tissues.
used in Reading Part 4; sentence
transformation (Writing Part 1)
4 Discuss the importance of adverts. Do students feel they
Revision Making suggestions (Unit 16);
are influenced by what they see on television, in magazines,
agreeing and disagreeing (Unit 19)
in the streets, etc. or are they influenced more by their
Exam folder Speaking Parts 1 and 2 peers? What is their favourite advert? Why? Where does it
appear - in newspapers/magazines or on television?
Writing folder Writing Part 3

Preparation READING
26.10 If possible, it would be useful to bring some English 26.2 Reading for gist and detailed meaning
language advertisements to class as a discussion point. Ask students to read the photo story and think about the
questions, which check general understanding. They
needn't write the answers down.
S8 pages 168-171
Go over the answers and check any vocabulary as necessary,
e.g. strict, lonely, mess, none of your business (point out that
INTRODUCTION this is not a very polite expression), etc.
26.1 Advertising and logos
Answers
1 Around the page are sections from famous logos. Students a play computer games
work in groups to identify as many as they can. b on Friday at home and on Saturday with his parents
c a surprise party for Robert
Answers d no
a McDonalds b International Federation of Red Cross e she heard the boys talking about it
and Red Crescent Societies c Virgin d Mercedes-Benz f no
e Coca-Cola g they will make a mess in the house
h nothing

2 See how many logos there are in the classroom. Direct

students' attention to their clothes, bags, shoes, etc. and 26.3 Vocabulary PET Reading Part 4
discuss the importance of logos in students' lives. Ask
1 Check that students understand the exact meaning of the
questions like Why do you like wearing logos?,Do you look
underlined verbs.
for clothes with special logos?,Do you ever look for clothes
without logos?,Do you spend extra on trainers because of 2 Ask students to work individually to answer the questions.
their logo or do you buy a cheaper pair without a logo?,
etc. If there aren't many logos in your classroom, talk
about where you might find them outside the classroom
- on buildings, on cars and lorries, in newspapers, etc.
Look at the Vocabulary spot together. The next exercise
practises some of these verbs.
26.4 Vocabulary Suggested answers (Accept other answers as long as they
make sense and if and unless are used correctly.)
Students could do this exercise for homework, if time is
b We'll play basketball in the park unless it's raining.
short. These verbs are being taught for recognition
c I can come shopping with you if you lend me some
purposes in Reading Part 4. money.
d I won't tell anyone if you tell me the secret.
Suggested answers e I'll be home at four o'clock unless I miss the bus.
b encourages/encouraged c influence f I won't pass my exam unless you help me with my
d recommends/recommended e warned/is warning revision.
f prevented/are preventing g apologise g The letter will get there tomorrow if you post it by
five o'clock.

LANGUAGE FOCUS
26.7 when and if
26.5 First conditional
1 Look together at the two sentences and discuss the
Look at the sentences together and talk about what they difference (in the if sentence, Robert's parents may be at
mean. (We use this kind of conditional sentence when there home but they may not; in the when sentence, they will
is a possibility of something happening in the future.) Look definitely come home).
at the tenses of the verbs and point out that the verb in the
ifclause is in the present tense although it refers to the 2 Look at the next two sentences. In the if sentence, Robert
future. Point out that the if clause can go first or second. mayor may not answer the door; in the when sentence,
Askstudents when we use a comma (at the end of the if Robert will definitely answer the door.
clause if it comes first). 3 Ask students to do the exercise.
Look at the example. Students do the other sentences.
Answers
a if b if c if or when d If e When f if g when
Answers
h If or When i if
b will be c will get d won't happen
e will stay f feels g won't have h will be
26.8 ACTI~ITY
26.6 unless PET Writing Part 1
Ask students to look back at the photo story in 26.2. Give
Look at the if sentence in question a. Ask students to students a different role each in the conversations and get
underline if and the verb which follows it (doesn't go). them to look at their parts and then act out the conversation,
Do the same with the unless sentence. Ask students what without their books if they can.
unlessmeans (if not) and whether the two sentences have Ask students to write the fourth conversation about what
the same meaning (yes). Repeat with question b, and so on. happened next and act it out for the class.

Suggested answers 26·9 PRON&lNCIATlON

b Unless the meeting is cancelled, Robert's parents will
Stress in common short phrases
be away.
c Unless Carolina tells Robert about the party, it will be 1 n Read the first line of the conversation yourself to
a surprise. demonstrate the task.
d Robert will enjoy the party unless the boys ask too Play the rest of the conversation and ask students to
many people. underline the stressed syllables. Check the answers. The
e Unless the boys organise a party for Robert, he won't
speakers stress the words which are important to what
have one.
f Robert's parents won't know about the party unless they are saying. One way to demonstrate this is to read
Carolina tells them. out only the stressed words and ask students if they
would still follow the conversation. Then read out the
unstressed syllables and ask the same.
Students may be asked to do a transformation from if
not to unless or vice versa in Writing Part 1.
Answers and recording script
2 Ask students to do the second half of the exercise with if Joanna: What's the time?
Michael: Five to nine.
and unless mixed together. You could then ask them to
Joanna: Oh dear.
write some sentences about themselves using if and unless.
Michael: What's the problem?
Joanna: It doesn't matter.
 Michael: Tell me. Suggested answers
Joanna: I'm late for college. Can you give me a lift? If you buy this car, you will travel to interesting places /
Michael: Of course I can. you will travel very quickly / you will enjoy yourself.
Joanna: Thank you. If you buy this dishwasher, you'll be perfectly happy. /
Michael: You're welcome. You won't be happy unless you have a dishwasher.

2 n~ Play the conversation again and get students to 26.11 ACTI\'ITY

repeat it. Make sure they are using the weak sound /';J/
First conditional
in the places marked in italics above (see also Unit 29).
You could then ask students to read the conversation 1 Look at the pictures of superstitions and teach the word,
with a partner. if necessary. Ask students if they believe in superstitions.
Ask them to work individually or in pairs to write some
26.10 sentences about the pictures. Whether something is good
First conditional luck or bad luck tends to vary from one culture to another.
If most of these have no meaning for your students, get
Talk about slogans (see Preparation). Ask your students to
them to add some different ones.
think of some - they may know some in English or you
could tell them some, e.g. Because you're worth it (L'Oreal
Answers for British culture
beauty products), Once you pop, you just can't stop If you open an umbrella indoors,you will have bad luck.
(pringles crisps), Taste the rainbow (Skittles - flavoured If a black cat crosses your path, you will have good luck.
sweets in different colours), Have a break, have a Kit Kat If you break a mirror,you will have seven years' bad luck.
(chocolate bar). If you pick up a horseshoe,you will have good luck.
If you have a monolingual class, you could talk in English If you see a ladybird, you will have good luck.
about two or three popular slogans in the students' own
language - how effective they are, why they use certain 2 Students go into groups to discuss their answers and
words, etc. add some more superstitions if they haven't already
Then ask students to work in groups to write simple done so above.
slogans for the adverts in their books using if, when and
unless. Give them a couple of examples.

Exam folder 26
S8 pages 172-173 1 Write a four-figure number on the board which could be
a candidate number, e.g. 3570, and ask a student to say it
Speaking Part 1 (they should say three-five-seven-on rather than three
thousand, five hundred and seventy). Repeat with other
Look at the Summary box together and the questions in the numbers and other students. Ask some other numbers,
Check box. e.g. Which year were you born? What is the number of
your house/flat?
Answers
a four - two examiners (one doesn't speak) and 2 Ask students round the room to spell different words,
two candidates
e.g. the street where they live, their surname, their
b the examiner
brother/sister's name or the name of their school.
c some of these: your age, where you live, your school,
why you're learning English, your family, your interests, 3 Give students a couple of minutes to think of things they
your daily life
could say and then pool ideas.
d Could you speak more slowly, please?
Could you repeat that, please? 4 Ask each student in a pair to write down one set of
e two or three minutes, therefore only a minute or so for questions.
each candidate
5 Students ask and answer, then exchange questions. 1 Ask students to spend a minute thinking on their own
If appropriate, ask a few students to ask and answer in about the different holidays (on page 203 in the Student's
front of the class so you end up covering a range of Book). Ask for ideas round the class. You could give them
questions and answers. Look at the Exam Advice box. the following words to help them: noisy/quiet, cheap/
expensive, exciting/boring; hot/cold, tiring/relaxing.
Ask for any other ideas and tell them to think about
Speaking Part 2 which holiday they would like to go on.
Look at the Summary box and then answer the questions in 2 Look at the Exam Advice box.
the Check box together. Check whether they remember any useful expressions
and refer back to Exam folder 23 as necessary.
Answers
a some pictures to look at 3 Put students in pairs and ask them to discuss the
b the other candidate questions. Time them for three minutes.
c Could you speak more slowly, please?
Could you repeat that, please?
d about two or three minutes
e the examiner will ask a question

Writing folder
3 If you wish, spend a few minutes brainstorming ideas for
Writing Part 3 possible storylines. Remind students of the Exam Advice
Telling a story in Writing folder 20 about choosing a story that does not
1 Ask students to do the exercise and go through it together. need vocabulary they do not know.
The writing can be done for homework. Suggest that
Answers students give themselves fifteen minutes, or time them in
a after b Next c While d when class. If you wish, ask students to compete to see who
can use the greatest number of words from the box, but
tell them they do not have to use them all. Remind them
Point out that Next is used in a similar way to Then, but
they must also use the correct tenses.
usually connects actions which are part of a sequence,
Draw students' attention to the Exam Advice box.
and often follows First. Remind them that While
Provided they answer the task set with appropriate
emphasises the fact that the past continuous action was
language, the examiner will not award or deduct marks
interrupted by the past simple event.
for an imaginative storyline, or lack of it. The story
2 Ask students to work in pairs to put the sentences in students have just worked on is about a mistake over a
order. When they have finished, ask different students to hotel room - it is not necessary for them to think up a
come up and write each sentence on the board in the complicated or exciting plot.
correct order. As they do so, discuss how they decided.
Draw attention to the time markers (when, at the same
time, then, After, In the evening and ever since).

Answers
1 g 2 e 3 d 4 a 5 c 6 j 7 f 8 h 9 b 10
_ Travellers' tales I

fit the spaces. Some students may remember the correct

Topic Travel experiences
words. Ask for possible alternatives.

Grammar Adverbs at the beginning of a 3 n~ Play the song again for them to write the words in
sentence; preposition phrases; the spaces (see Preparation). Teach the proverb every
reflexive pronouns (myself, cloud has a silver lining and discuss the meaning. If
yourself, etc.); each, every, all students wish, play the song again. Some classes might
Functions and Saying why people do things; enjoy singing along with the recording or writing a
vocabulary word building further verse of their own.
Pronunciation /e-;}/ as in there, /J-;}/ as in here
PET Skills Predicting missing words and Answers

listening for specific detail a shining b sky c silver d shining e road f hard
g high h out i never j gold k land
(Listening Part 3); giving an
opinion (Speaking Part 4)
Revision Guessing unknown words; present 4,5 Discuss with the class the singer's reason(s) for
and past simple passive (Units 11 travelling, then ask them to discuss the questions in
and 24); advice (Units 9 and 19) Exercise 5 in pairs or small groups for a few minutes.
Go round the class asking for their ideas and use the
Exam folder Reading Part 2
opportunity to revise/teach relevant expressions with
prepositions, e.g. on holiday, on business, for pleasure, etc.
Preparation and the use of the infinitive for purpose, e.g. to study, to
learn a new language, to meet new people, to see new
27.1 Exercise 3 Make an OHT of the song words, with
places, to go to work, to find work, to escape from problems
spaces, or write it up on the board before the lesson, to use
at home, etc.
when going through the answers.
Refer students to the Grammar spot.
27.4 Exercise 2 Photocopy the recording script (on pages
171-172) for students. 6 Ask students their opinions on the best way to travel and
27.7 Photocopy and cut up the cards (on page 188) for use the opportunity to revise/teach relevant expressions,
word-building snap, one sheet (set 1 and set 2) per pair or e.g. by air, on foot, by bike, by car, by train, alone, with
group. If necessary and possible, provide one friends, with your family, etc.
English-English dictionary per group.

LISTENING
S8 pages 174-177 27.2 Guessing unknown words

INTRODUCTION 1 This exercise brings together the guessing skills students

have acquired. Go through the four points a-d, checking
27.1 Predicting missing words that students remember/understand them. You may like
Listening for specific detail PETlistening Part 3
to do some or all of the following:
1 n Give students a few moments to study the • elicit/offer examples of words in the students' mother
photographs, then play them the song, emphasising that tongue(s) which are similar to their English
they need not understand every word, but should try to counterparts, e.g. taxi (and where applicable warn
get the singer's general idea. Discuss which photograph against false friends)
matches it best and why. • revise suffixes for occupations (er, ist): see Unit 20
• elicit/offer examples of compound words, e.g.
2 This is a modern folk song by John Tams, recorded in 2000
raincoat, notebook, classroom, etc.
and not specially written for EFL students. Explain strand
• refer back to the gapped song in 27.1.
(beach) and glade (small clear area in a wood) and tell
students that these are poetic words, not used in everyday
English. Invite suggestions about parts of speech which will
2 Ask students to think about the words and write down
employed as a nanny. I helped the older children get
their guesses, if any, but do not discuss them at this point.
ready for school in the morning and then looked after
Emphasise that they are not expected to know these words.
the little one all day.
3 n Tellstudents that they may not understand everything Host: And did you find the job by yourself?
they are going to hear, but should listen out for the words Natasha: Well, luckily, a Finnish friend helped me to write
in Exercise 2 and use the contexts to help them guess or to a little notice about myself in Finnish and we put it in
confirm their guesses about meanings. Play the recording. some playgroups. Lots of families like to have some help
Note: it is quite common for UK schoolleavers to have a with the children and they prefer someone who can
break after they leave school and before starting further speak English, but you need to advertise in Finnish.
education or employment; this is often referred to as a Host: Thanks for that tip, Natasha. And now we go to
gap year. Others may travel and work during their Owen from Lancashire. Did you earn money abroad too?
university vacations or between university and starting Owen: No. I wasn't paid, I was a volunteer. I wanted to do
full-time work. something to help the environment. I was in Canada and
I helped to build boardwalks on Vancouver Island. These
4 Discuss the meaning of each word in Exercise 2 and ask allow more people to walk in the forest.
students to say how they guessed them. Reassure them
Host: Is that good for the environment?
that the exact meaning of some words cannot easily be
Owen: Yes, it'll help prevent the forest from being
guessed, although a general idea is possible (e.g.
destroyed by people who want to cut down the trees.
basement is probably a room, exactly what kind of room
Host: And did you have a good time?
is more difficult).
Owen: Obviously, I liked helping to save the forest. I1
was fairly wet there, it rained nearly every day, and it
Answers
was hard work, but it was fun. I liked all the people
a a musical instrument b someone who looks after
children in their home c someone who works for no there and the forest was wonderful- the big trees, the
money d a wooden path e someone who studies wild fruit and the mushrooms and the mist.
buildings and objects which are very old f a fire that Host: Well, that sounds magic, doesn't it? And let's hear
people build when they are camping g part of a house from Jennifer, who worked in very different weather,
which is underground I think.
Jennifer: That's right. I was in the desert, in the Middle
East helping archaeologists. Of course, the sun was really
Recording script hot during the day, but it was very cold at night. Some
people might think it's very romantic to dig up old
Host: Hi, everyone, and welcome to International Chat,
buildings which were buried for hundreds or thousands
our phone-in programme for students everywhere.
of years, but unfortunately digging is very hard work.
Today's subject is working abroad and we'd like to hear
Actually, we needed to be quite fit and know how to look
from anyone who's done this. Many employers and
after ourselves. You quickly get sore hands and backache.
universities say that before you start a course or a job
Host: And what about the accommodation?
at home, it's a good idea to spend some time travelling
Jennifer: Oh, the camp was [Link]. Each of the workers
in other countries. Some students are helped by their
had a small tent. There were people from every part of
parents, others have to find a job. We'd like to hear
the world and after we finished working there was
about your experiences.
normally a campfire and a couple of musicians. But
And our first caller is Joe. Joe, tell us about your
most of all, it was wonderful to spend time in the
experience.
desert which was so beautiful and ~. Very
Joe: Well, I had a great time in Ireland. I stayed on a
different from Manchester where I'm studying now.
traditional farm where I picked potatoes and looked
Host: Yeah, I can believe that. Thank you, Jennifer. And
after the cows. I did repairs to the farmhouse too. I was
we have time for one more caller. And it's Martin, who
given a room and my food and every evening the old
found ways of earning money in Los Angeles, in
farmer played his accordion and sang Irish songs and
the USA.
told stories. His wife was a wonderful cook. Her home-
Martin: Hello. Yes,I was staying with my uncle. He knew
made bread was out of this world.
an old man who wanted some help in his house and
Host: Well done Joe, you obviously enjoyed yourself
arranged for us to meet. He gave me free food and I was
there. And now we go to Natasha. Where did you
paid $5 an hour. I painted some rooms for him, which I
work, Natasha?
hadn't done before. Surprisingly, his landlady was so
Natasha: I'd reached Finland, and I was in Helsinki. I
satisfied with the job I did that she asked me to paint her
earned about £110 each week for five days' work. I was
basement and then a friend asked me as well. I was
 2 Check that students understand all the adverbs,
employed by lots of people. Each person told their
especially those which are false friends in some languages
friends about me. I had a wonderful time and earned
(e.g. actually) and draw attention to the adverbs which
quite a lot of money. In fact, I had a letter from someone
mean the same (luckily = fortunately; in fact = actually;
last week offering me work there next summer.
obviously = of course; unluckily = unfortunately).
Host: Well, that's great. And that's all we have time for.
Point out that when writing, we separate the adverb
But I hope our listeners will be encouraged by those
from the sentence by a comma.
stories and start making their own plans for travelling
You may like to give out photocopies of the recording
and working abroad.
script (see Preparation) for students to find and
underline the sentences with the adverbs in.
LISTENING 3 Ask students to write the answers individually (for
27.3 Listeningfor specific information homework if preferred) and then to compare answers in
pairs, correcting any errors they spot.
1 n ~Briefly discuss the theme (students working
4 Ask students to choose two adverbs from Exercise 1 and
abroad) and structure (phone-in with people describing
their experiences) of the radio programme. write a pair of sentences for each one like the sentences
Direct students to sentences a-j and ask them to discuss in Exercise 3.
in pairs the kind of word needed for each space. 27.5 every/each/all
Play the recording again for students to write
their answers. 1 Elicit/supply the difference: every is used with a singular
Let students compare their answers in pairs, then go countable noun; each is used with a singular countable
through them with the whole class, playing and stopping noun or with of and a plural noun.
the recording again as appropriate and checking any Remind students that all is followed by a plural or
vocabulary as necessary. uncountable noun (all can of course also be followed by
of, this is omitted here as it is not essential at this level,
Answers but could be mentioned if appropriate). Point out that
b (home-made) bread C 110 d a (little) notice every and each can often be used interchangeably.
e Canada f (fairly) wet/rainy g back h empty Discuss the difference between every day (a series of days)
i his uncle j landlady and all day (a whole day). This is revision from Unit 16.

2 Do the exercise round the class, discussing any problems

2 Let students discuss the questions for a few minutes in
which arise.
pairs or small groups and then invite them to share their
opinions round the class.
Answers
Older classes may have a discussion based on their own
bEach c Every/each d all e all f Each
experiences of travelling, working abroad or volunteering. g Every/each h all i every/each

LANGUAGE FOCUS Note: if appropriate, students could be taught the

semantic difference between every (means all members of
27.4 Adverbs at the beginning of a sentence a set) and each (emphasises that members of a set are
1 Explain that these adverbs apply to the meaning of the viewed separately), e.g.
whole sentence rather than just the verb and that they The sun shone every day last week.
express the speaker's attitude. Do this exercise orally with The guide gave us some information about each city when
the whole class, drawing attention to the stress patterns. we arrived in it.
Luckily, fortunately, actually and obviously are all stressed 27.6 Reflexive pronouns
on the first syllable; unfortunately, [Link]
surprisingly are all stressed on the second syllable; of 1 Write on the board:
course and in fact are stressed on the last syllable. You obviously enjoyed you.
We needed to know how to look after us.
Answers She helped me to write a little notice about me.
b Obviously c Of course d Unfortunately e Actually Ask the students if these sentences are correct English.
f Surprisingly g In fact Elicit/supply yourself/ourselves/myself and correct the
sentences on the board.
Explain that when the object of the verb is the same as

j
 the subject we must use this kind of pronoun, called a 27·8 PROHWHCIATIOH
reflexive pronoun.
Elicit/supply the reflexive forms for I (myself>, you 1 Model the sounds /e~/ (as in pair) and II~/ (as in near).
(singular) (yourself>, he (himself>, she (herself), it ( itself>, we Practise them round the class.
(ourselves), you (plural) (yourselves) and they (themselves). Ask students to identify them in the sentence in
their books.
Do the first three or four sentences with the whole
---
class, then let them finish it individually. Go through Answers
the answers. II~/: Here /e~/: chair

Answers
b talking to yourself c hurt herself d help yourselves 2 n Play the recording for students to repeat, pausing as
e didn't enjoy ourselves f ask myself necessary. Then ask them to mark the words containing
g look after themselves the two sounds in different colours. ~ You may need to
play the recording again. Go through the answers and ask
2 This exercise could be done in pairs or could be them to put the words into the correct columns. Draw
homework, if time is short. attention to the fact that II~/ is almost always spelt ear or
Draw students' attention to the Grammar spot and check eer (here being the main exception) and /e~/ is usually spelt
understanding. If appropriate, you might ask students to air or are, but there are important exceptions (ere and eir
use their own ideas to illustrate the difference between are also possible). If students confuse there and their, teach
hurt themselves (e.g. two people falling over) and hurt ' them that there is spelt like here and where and it belongs
each other (e.g. fighting) by miming or drawing cartoons. in the same group of words about place.

Answers
27·7 ACTlYITY
Word-building snap Ic::!1 11::.1

The game is played in small groups (or pairs) of students. rarely fen
Pair work will probably require more teacher monitoring fair beard
hair dear
and arbitration. Play one round with a group to
care near
demonstrate what they have to do. stairs appear
Photocopy, cut up and give out the sets of cards and the There volunteers
dictionaries (see Preparation). One student (Student A) has pears engineer
Set 1 face down and the others have Set 2, divided as Where steered
equally as possible among the group, also face down. pairs earrings
Student A turns over the first card of Set 1. Each of the other carefully clear
wearing
students turns over one card in turn. If anyone thinks the two
pair
words combine to make a new word they say snap and then
their
say a sentence with the word in it. If the others accept this as
correct, the student scores a point and the group writes down
the word. Disputed words can be checked in a dictionary, or
with you. If the word does not exist, or if someone says snap Recording script
but cannot produce a sentence, they do not get a point.
a He rarely feels fear.
If there is no combination possible, students with the cards
b He's got fair hair and a beard.
in Set 2 continue to turn over their cards until a word can
c Take care on the stairs, dear.
be made. Then Student A turns over the next card and the
d There's a box of pears near the door.
process is repeated.
e Where did they appear from?
When the group reaches the last card in Set 2, those cards
f The volunteers worked in pairs.
are shuffled and redistributed. This can be done as often as
g The engineer steered the old car carefully.
time allows, or until the group reaches the end of Set 1. The
h She was wearing a pair of gold earrings.
winner is the student who scores the most points.
i On a clear day you can see the sea from their garden.
Later, when the game is over, each group adds up the
number of words they wrote down to see which group
found the most. 3 When students have finished, ask them to work in pairs
and take turns to say the sentences and listen to each
other's pronunciation.
27.9 The passive Read the questionnaire with the class, discussing the
meaning of each question.
Look together at the two pairs of sentences and remind
students as necessary of the passive forms and the use of 2 If possible, let students use the questionnaire with another
by for the agent (see Unit 24). class or people such as their families. If they are doing it
Do the exercise round the class, discussing any problems themselves, have them work in pairs, interviewing each
as they arise. other, and remind them to be strict about truthfulness. The
people who score the highest marks are the people who
Answers care most about the environment; the people with the
b paid me. c buried the buildings for hundreds of years. lowest marks are the people who care least about the
d employed me. e will encourage our listeners. environment. There may be some comment about the way
the Key is scored. Ask the class to discuss its fairness.
2 Read the email with the class. If appropriate, you may wish Write the scores on the board and ask the class to suggest
to mention briefly the fact that the passive is often used in advice for people with low scores. Use the opportunity to
more formal English. revise giving advice (Unit 9).

3 Let students do the exercise in pairs or for homework and 3 Have a short discussion about the three kinds of people
correct it round the class. students are asked to describe. Ask some questions to
give them ideas, if necessary, e.g. for question a: Is this
Answers the kind of person who buys lots of new clothes every week?
b are started (by tourists) c. was cleaned (by volunteers) Does this kind of person own a large, fast car? Does this
d were collected e will be employed (by the government) kind of person love walking in the countryi, etc.
f are damaged (by pollution) g will not/won't be spoiled You may wish to teach/revise words such as environment,
pol/ution, ecology and recycle at this point, depending on
the level of interest in the class.
27·10 ACTIYITV Ask students to draft sentences in pairs and then invite
Eco questionnaire them to compare what they have written with each other.
1 Begin by discussing the meaning of the title of the
questionnaire (on page 204 in the Student's Book).

Exam folder 27
58 pages 178-179 I Answers
1 C 2A 3 E 4 F 5 D
Reading Part 2
When you have checked the answers, you may like to go
Look at the Summary box and the Check box and answer through the questions together if students have made
the questions together. mistakes, underlining the information in the answer texts
and discussing why other texts are wrong.
Answers
a five b eight c three (students do not need to
understand every word of every text but they need to read
each text carefully) d no e underline the important
information
f that the answer contains everything that the person wants

Ask students to do the task in nine minutes. They may feel

they need more than this as there is a heavy reading load in
this part but they should be encouraged not to spend too
much time on this part. Look at the Exam Advice box.
_ What would you do? I
4 Look at the skeleton sentences in the book and discuss
Topic Celebrities
which sentences students will make with when (grow up -
there's no question about this!) and which with if (all the
Grammar Second conditional others unless they are absolutely sure, e.g. a prince could
Functions and Jobs; preposition phrases say When I become King ... ). This is revision from Unit 26.
vocabulary Choose one of the photographs and say some sentences
Pronunciation Auxiliaries
using first conditional structures, e.g. someone might say
PET Skills Coming to a consensus (Speaking
When I grow up, I'll be a famous Hollywood actor;
Part 3); understanding vocabulary
If I have lots of money, I'll have three houses in different
in context
countries, etc.
Revision if and when and first conditional
(Unit 26); used to (Unit 14); it Now ask students to choose one of the people in the
could be, etc. (Units 13 and 24); photographs and write some sentences using the first
opinions, agreeing and conditional. Ask a few students to read theirs out and see
disagreeing (Unit 19) if other students can guess who they are talking about. If
students are interested, they (and you) could bring in
Exam folder Listening Part 2
photographs of themselves as babies/small children. You
Writing folder Writing Part 1 could pin them up and get the other students to guess
who they are.

Preparation
28.8 Exercise 2 Provide pieces of paper for students to
READING
write on and give in to you. 28.2 Reading for gist; reading for detail; understanding
Exam folder 28 Photocopy the recording script (on page 172) vocabulary in context
for students.
Ask students if they can guess what a celebrity is - the
people in the photographs on page 180 are all celebrities.
58 pages 180-183 They need to know this word before they start reading.
Ask them to look at the words in the box and guess what
INTRODUCTION they mean. If they can't guess, they should be able to after
they have read the texts.
28.1 PET Speaking Part 3
Students read the texts to themselves and try to match
Revision of first conditional and when/if; speculating; coming them to the jobs in the box. They are scanning so they
to a consensus; giving opinions; agreeing and disagreeing don't need to understand every word.
Look at the photographs of famous people and discuss
who they are and why they are famous. Answers
A celebrity chef B stylist C bodyguard 0 personal
2 Ask students to work in groups to match the adults to assistant E personal trainer F fashion designer
the photographs of them when they were children.
Remind them of how to agree and disagree and say what
2 Put students into small groups to discuss the follow-up
they think. Look at the other expressions in their books.
questions and any words or expressions they don't know.

Answers
a 5 Prince William, b 4 Julia Roberts c 3 Russell Crowe,
d 1 Tom Cruise, e 2 Jennifer Lopez

3 Each group reports back and compares answers.

 Speaker b: the sentence is in the second conditional and
Answers
describes an imaginary situation (you don't work for a
Text A
1 to do the cooking themselves (not literally to get their
pop star and you don't think you ever will).
hands dirty) Ask students to identify the tenses in the two sentences
2 Itake care of and ask them what'd stands for.
Text B Speaker a: If + present, will future
3 choose clothes for the celebrity Speaker b: If + past simple, would + verb (Point out that
4 because a celebrity has to look wonderful at all times after If, was or were can be used with I, he, she and it.)
Text C
Write the sentence in b the other way round: I'd go to
5 because he/she has to make sure the celebrity is safe
and always be ready for a problem exciting places if I worked for a pop star and ask if it still
6 he/she sometimes has to work long hours has the same meaning (yes). Ask what is different (the
Text D comma is omitted when the ifclause comes second).
7 all the jobs the celebrity doesn't want to do
8 when the celebrity is angry about something 2 Together, think of any other celebrity jobs (jobs working
Text E with famous people), e.g. footballitennis coach,
9 because the celebrity wants to look good chauffeur, gardener, nanny, hairdresser, secretary, pilot,
10 the celebrity might fall in love with the trainer accountant, housekeeper, manager, etc. Choose one job
Text F and make some sentences together using the second
11 everyone wants to see him/her
conditional. Give students a minute to think and then
12 new and modern
ask students around the class to make some similar
13 celebrities might not want his/her clothes any more
sentences. Write some of them on the board.

Go through the answers and vocabulary. 28.4 Second conditional

Look at the Vocabulary spot. Ask students if these
This exercise checks that students have understood which
expressions exist in their own languages. Students may be
verb forms to use.
able to think of other expressions like this that they have
come across in English. Answers
b If I didn't have so much homework to do, I'dgo out with
3 Students work in groups to think of the advantages and
my friends.
disadvantages of being famous. Some are mentioned in
c I~ buy a new computer if I had plenty of money.
the texts. Have a brief discussion about whether students d If I owned a plane, I~fly in it every day.
would like to be famous. e If Andrea got up earlier, she wouldn't be late every day.
f If my neighbours were friendly, I~ invite them to my party.
Suggested answers g If Suzi was/were old enough, she~ learn to drive.
Possible advantages h My brother would teach you the guitar if he had time.
Having lots of money
Not having to do boring jobs, e.g. cleaning
Travel 28.5 First and second conditional
Being on TV
This exercise could be homework, if time is short. Warn
Having expensive clothes
Possible disadvantages students that they are first and second conditionals mixed.
Photographers following you
People writing things about you that aren't true Suggested answers
Not having a normal life c Iwould fly it to school every day. d you wouldn't come
Not being able to trust people to this class. e I'll be very tired tomorrow.
Having to stay famous f I'll never finish it. g everyone would fall in love with you.
h I'd have more free time.

LANGUAGE FOCUS
28.6 Expressions with prepositions
28.3 Second conditional
Ask students to try and remember the expressions from the
Ask students which speaker is talking about something texts in 28.2 Exercise 1 to do the exercise. \
which will probably happen (Speaker a).
Answers
Speaker a: the sentence is in the first conditional and b by c in d at on e in f in g at h in at
describes a possibility in the future (you think you might j on .k in I At m in
work in a restaurant every evening).
Whenthey have finished, they can go back to the texts to
[Link] you go through the answers, encourage students Recording script
to write down all the expressions with at together and a I'd lend it to you.
learnthem. b I've almost finished.
Askstudents if they can remember other expressions that c They'll be late.
startwith the same prposition, e.g. (expressions from the d They'd already arrived.
exerciseare in italics, the rest are from earlier units): e She'd be happier.
at:at once, at home, at breakfast, at school, at least, at work, f You're not listening.
atpresent, at first, at last g He's played the trumpet in public.
by:by accident, by mistake, by air, by bus, by car, by land, by h We'll ring you.
plane,by post, by sea, by ship, by train She's coming home.
in:in public, in danger, in advance, in sight, in love, in the
end,in time, in town, in stock
on:on holiday, on time, on business, on foot 4 n Students listen to the recording and try to hear
up:up-to-date (contrast with out of date) the differences.
Lookat the Vocabulary spot. Encourage students to keep a
note of any new expressions with prepositions. Answers and recording script
a They@already left. b He@helpyou.
c The pop star's leaving . ./ d It'd be too dark to see
28·7 PROHWH~IATIOH
anything . ./ e I@seen the programme before.
Pronunciation of auxiliaries f She@got plenty of money.

Auxiliaries often carry the meaning of a verb but they can

be difficult to hear so the meaning has to come from the 28.8 Second conditional questions and statements
rest of the sentence. In addition, some auxiliaries are
represented by the same contraction. This exercise practises 1 Look at the question. Check students remember desert.
recognising and deducing auxiliaries in speech. Ask different students to read aloud what each person
says. Ask why the people don't say If I go to a desert
1 Ask students to complete the exercise. island, I will ... (because it is an imaginary situation).

Answers
2 Ask each student to write two sentences on a piece of
b 've have c 'II will d 'd had e 'd would f 're are paper (see Preparation). Warn them that the sentences will
g 's has h 'II will i 's is be read by other people in the class later, so that they don't
write anything too personal which might be embarrassing.
Give an example yourself and write it on the board.
2 n Play the recording. Check the answers. If I went to a desert island, I'd take my TV and a very long
book to read. I'd miss my friends and my CDs.
Recording script Collect the pieces of paper in.

a If! had a car, I'd lend it to you. 3 Put students in groups and give each group some of the
b Wait for me - I've almost finished watching pieces of paper. They should try to guess who each piece
this programme. of paper belongs to.
c They'll be late if they don't hurry. Bring the whole class together. One person from a group
d They'd already arrived when I got there. identifies the owner of one of their pieces of paper and
e If she lived near her friends, she'd be happier. asks about some of the things on the paper, e.g. Mario, if
f You're not listening to me, are you? you went to a desert island, would you take a football?
g This is the first time he's played the trumpet in public. Would you miss your computer? to try to determine if
h We'll ring you if we go swimming next weekend. they have chosen the right person. After asking the
She's coming home late tonight. questions, they can decide if they have chosen the right
person or not. Do as many as you have time for.

Discuss which auxiliaries are represented by the same 4 Each student should think of a favourite star and write
contraction - 'd is short for had and would and's is short down what they would say. Make several students
for is and has. reporters who go round the class interviewing the stars.

3 n Students listen and repeat parts of the sentences.

The stars should say what they would take if they went
to a desert island and what they would miss.
Alternatively, get students to work with a partner. They
 should each think of a star but should not tell their 2 They exchange their answers with a partner and mark each
partner who they have chosen. Each student writes the other's quizzes using the solution. Find out if students
sentences for his/her star, then reads them out to his/her agree with the summary about themselves. If there is time,
partner, who guesses who the star is. students could write some more questions to add to the
questionnaire, working out the scores, then they could
28·9 ACTIVITY give it to some other students in another class to try.
Second conditional
1 Check students understand the questions and options,
then ask them to answer for themselves.

Exam folder 28
S8 pages 184-185 Recording script
Listening Part 2 You will hear a radio interview with a young actor
called Paul.
Look at the Summary box about this part of the exam. For each question, put a tick (.I) in the correct box.
Ask students to do the questions in the Check box in pairs.
Interviewer: This week we're interviewing Paul Mason
Answers who became famous for playing the good-looking
a what you will hear/who will speak teenage son called Frank in the soap opera, Along our
b choose A, B or C street. Paul, when did you first join the soap opera?
c read the questions (candidates are given 45 seconds to Paul: I started playing Frank in the soap opera in 1997. I
do this)
was just 15 years old. I'd been on TV a couple of times
d they give you some idea about what you will hear
[Link] was in a children's drama series when I was I
e twice
f wait till the second time you hear it, and if you still
Iabout ten years oldl but I didn't actually say anything
don't know, guess and I appeared on a quiz show, again for children's TV,
when I was about 13.
Interviewer: So, did you enjoy acting in the soap opera?
Look at the Exam Advice box. Students should learn to
Paul: I did - the boy I played, Frank, was very much like
leave a question and move on. They will have a second
me - he had a nicer personality than me, though. But I
chance.
played Frank for four years and I really needed to get
1 n ~Play the recording twice and then check the answers. experience and have the chance to play lots of different
[Link] two or three years it was time to move on.1
I Answers
1B 2C 3A 4C 5B 6A
IBut Frank was such a big part in the soap opera, it waij
Idifficult for me to leave. I
Interviewer: You became very popular, especially with

2 n ~Give each student a photocopied script (see

teenage girls.
Paul: I had lots of girlfriends, yes. And I loved people
Preparation) and play the recording again. Even if they
coming up to me in the street, wanting my autograph.
have got all the answers right, it is useful for them to see
I was always busy, never tired - I didn't need much
what was actually said and how it compares with the
sleep. Everyone wanted to be my friend but it was only
question. Ask them to underline the words in the script
because I was rich and famous. They weren't real
which give them the answer to each question. Note: these
friends. II didn't know who I could trustland I wasn't
are circled in the recording script.
ready for that. I was too young.
3 By underlining the words that show the other options Interviewer: So what did you do next?
are wrong, students will see that they can arrive at the Paul: I was in a play in a London theatre and because I'd
correct answer by eliminating the other two. Note: these spent so long in front of a TV camera II did everything I
are underlined in the recording script. Iwrong on the stagel- I'd never acted in front of an
)
 audience before and it frightened me. I got better but Interviewer: How do your parents feel about your
it was much more difficult for me than TV. success?
Interviewer: And what about the future? Paul: Neither of them are actors but they knew that was
Paul: I'm giving TV a break. I've made a film called The what I wanted to do and they've always supported me.
Last Journey which will be in the cinemas in two They're very proud of [Link]'re anxious ~hough that
months.l$ut I'm hoping to do more plays in [Link] suddenly one day I won't have any work or it will
intend to be one of the actors people will remember - change me - it's not like working in an office which is
not just on TV but for playing serious parts on the what they both do.
stage too.

Writing folder
Writing Part 1 Answers
2 remember to [tests forget = didn't remember]
Practising sentence transformations 3 do you have/have you got [tests indirect to direct
In the exam, there are only five sentences plus an example. speech]
The sentences in this folder give students practice in a range 4 whose [tests relative pronoun whose]
5 too expensive [tests can't afford = too expensive Ifor us)]
of structures.
6 buy anything [tests irregular past tense; nothing =
Look at the Exam Advice box and then ask students to do
not anything]
the questions. 7 owns [tests passive to active]
8 but [tests conjunctions although and but]
9 we hurry [tests if + negative = unless + positive]
10 tired (that) [tests so + adjective and such a + noun]
_ What's on the menu? I
I

Topic Food and restaurants Suggested answers (other answers also possible)
B bananas, bread, bowl C cucumber, cheese, chicken,
cups, crisps, cola, cake, chocolate E egg
Grammar So do I; Nor/neither do I; polite
F fizzy drink, fruit, fruit juice, fork G glass, grape
question forms
K knife L lemon, lemonade, lettuce 0 oil, onion,
Functions and Asking politely; restaurants; orange p pear, pepper, pie, plate, pizza S sausage,
vocabulary apologising; food strawberry, spoon, salad, salt T tart, tomato
Pronunciation Unstressed words
PET Skills Speaking Parts 2, 3 and 4
Ask if there are any things in the photograph which you
Revision a kind of (Unit 1); made of (Unit
have not written up (e.g. apples, meat). They could also
24); indirect questions (Unit 25);
suggest names for types of meat, e.g. beef, salami, etc. if
making decisions together
they wish. Call out some of the words and ask individual
Exam folder Reading Part 4; Speaking Parts 3 students to point to them in their books to check they
and 4 know what they mean.

29.2 Choosing and negotiating PET Speaking Part 2

Preparation
1 Check that students understand picnic and offer a context
29.2 Exercise 1 If possible, provide poster sized pieces of if appropriate, e.g. you are going to a pop concert in a park
paper and marker pens so that lists can be made large and you plan to eat before it starts. Students negotiate
enough to display, instead of just passed round the class. planning a picnic using the food in the photograph. They
29.7 Photocopy and cut up the pictures (on page 189). write their list of food on a piece of paper (poster size if
29.8 Exercise 3 Write on separate pieces of paper or card available: see Preparation) with quantities. This may be a
the names of the 16 people in the conversations: 1 Daniel, good point to teach/revise loaf, slice and packet and to
Alison, Beata 2 Graham, Greta, Brigitte, Tina 3 Bob, Carl check they know measurements in English, e.g. grams and
4 Gary, Tammy, Rosie 5 Nigel, Marco, Anna, Laura. kilograms. Give each group a number to identify them
For smaller classes, omit one or more conversations. For which they write at the top of their list.
larger ones, give the same conversation to more than one
group. Where numbers do not fit, let some students have two 2 Display the poster lists or pass the lists from one group
roles (e.g. Tina or Anna, which are very small, plus one other). 'to another so the whole class sees every list. They should
discuss the questions in their book. Have a class
discussion about their conclusions.
58 pages 186-189
3 Describing food PET Speaking Part 4
In groups or as a class, students discuss the kinds of food
INTRODUCTION people might take on a picnic in their country. In a
29.1 Food vocabulary monolingual class they can use the food in Exercise 1 as
a comparison; in a multilingual class they can compare
1 Give each student one of the following letters or sets of different countries.
letters: B; C; E + F + G; K + L; 0 + T; P; S, and ask them Revise a kind of and made of Talk about sweet and
to find as many things as they can in the photograph savoury dishes.
which begin with their letter(s). If necessary, let them In Speaking Part 4 they may be asked to talk about a
use dictionaries. similar topic.
Ask students to come up and write their answers on the
board or get students to call out to you and you write 29·3
them up. 1 Ask students to see who can unravel the anagrams fastest.

\
 / Greta: I don't smoke.
Answers
b cabbage c chips d coffee e cream f fish Brigitte: Neither do I, so non-smoking, please.
g hotdog h jam i milk j mushroom k oil Graham: Thank you. There's a table just there, near
I peanut m salt n spinach 0 sugar
the window.
Brigitte: That'll be all right.
2 Students work in groups to divide words into healthy Greta: Yes, it's fine.
and unhealthy. Some of the answers are debatable, so Graham: Would you like to order any drinks before
encourage students to discuss their answers, e.g. milk, your friend arrives?
peanut; oil and salt. Brigitte: Er, yes. I'm really thirsty. I can't wait.
One group writes their answers on the board and the Greta: Neither can I.
rest of the students say whether they agree or not. Look Brigitte: I'd like an orange juice, please.
at the Vocabulary spot together. Tina: Hi! Sorry I'm late. I got lost.
Brigitte: So did I. It's hard to find, isn't it? Never mind.
3 If students are interested, have a brief discussion about
Come and sit down. We're just getting some drinks.
healthy eating, fast food compared to traditional meals, ete.
Tina: I'll have a mineral water, I think.
Greta: So will I.
LISTENING Graham: Still or sparkling?
Tina: Still, please.
29·4 Graham: Thank you. I'll bring the menu in a moment.
Greta: Thank you.
Tellstudents to look at the pictures. Discuss briefly where
the people are and where students would prefer to eat. 3
2 n Ask students to listen to the five conversations and
Bob: Now, what are we going to have?
Carl: What do you recommend?
write the number of the conversation next to the
Bob: They do home-made soup, that's usually very nice.
appropriate letter, a, b, c, d or e. Play the
And there's always a hot dish.
five conversations.
Carl: Oh, yeah. I see. 'Today's special', it says on the
board. Can you explain what that is?
I·",W.B
a4bsc3d2e1 Bob: It says underneath, look. Lancashire Hotpot.
Carl: It sounds a bit funny. I'd like to know if it's got
meat in it.
Recording script Bob: It's made of lamb with potatoes and onions,
cooked for a long time. A traditional dish from the
1 north of England. Very good on a cold day like today.
Alison: So, let's go and eat. I'm hungry. Carl: Oh, right. I'm a vegetarian so I won't have that.
Daniel: So am 1. Where shall we go? Bob: OK. We'll ask for a menu. Would you like a starter?
Alison: There are plenty of restaurants round here. Do Carl: No, thanks. I'll just have a main course. I don't
you like Mexican food? Or what about Thai? want to fall asleep this afternoon.
Beata: Can you tell me what Thai food tastes like? I've Bob: No, neither do I. OK, now, where's the waiter?
never tried it.
Daniel: No, nor have 1. 4
Alison: Well, I love it. It's quite spicy. Gary: Yes?
Beata: Oh, is it? I'm not very keen on hot spices. Tammy: One burger, one milkshake, one vegeburger
Daniel: No, neither am I. and one cappuccino, please.
Alison: OK. Er, so not Thai or Mexican. There's a good Gary: What flavour milkshake?
Italian restaurant further up the road. Tammy: Oh, sorry. Rosie, do you know what flavour
Daniel: Oh, I love Italian food. milkshake your friend wants?
Beata: Really? So do I. Rosie: Oh, she didn't say.
Alison: Right, let's go there then. Tammy: Oh, typical.
Rosie: Can you tell us what flavours you've got?
2 Gary: Chocolate, strawberry, banana and vanilla.
Graham: Good evening. Table for two? Rosie: She'd like strawberry, I think.
Greta: For three, please. We're meeting a friend. Gary: OK. Now do you want to eat in or take away?
Graham: Certainly. Smoking or non-smoking? Tammy: Take away. Oh, and one portion of chips.
 Gary: OK. That's six twenty-five. I'm hungry. 50 am I. I'm not Neither/nor
hungry. amI.
Tammy: Here you are.
I'vetried it. So have I. I'venever Neither/nor
Gary: Enjoy your meal.
tried it. have I.
Rosie: Thank you.
I'mvery So am I. I'm not very Neither/nor
keen on keen on hot am I.
5
hot spices. spices.
Nigel: Excuse me!
IloveItalian So do I. Idon't love Neither/nor
Marco: Yes? Can I help you? food. Italianfood. do I.
Nigel: I hope so. You see, we ordered a tuna salad and a Sodo I.
Ismoke. Idon't Neither/nor
baked potato with cheese fifteen minutes ago! Can you smoke. do I.
find out if there's a problem? Ican wait. Socan I. Ican't wait. Neither/nor
Marco: I'm sorry, we are very busy, as you see. can I.
Nigel: But we said we were in a hurry and the waitress Igot lost. Sodid I. Ididn't get Neither/nor
promised to be quick. lost. did I.
Laura: Can you find out if we're going to get our food I'llhave a 50 will I. Iwon't havea Neither/nor
mineral mineral willI.
soon? We have to catch a train at one fifty-five.
water. water.
Marco: OK. Can you remember what your waitress
looked like? Look at the Language Summary for the other forms
Nigel: Oh, here she comes now. which haven't come up yet in this unit.
Anna: I'm ever so sorry. Someone else took your order
by mistake. 29.6 So do I and neither/nor do I
Nigel: All right. Thank you. Now we can eat.
First, do this exercise orally round the class. If students cope
Laura: This potato isn't properly cooked. Part of it is
well, let them write the answers for homework, otherwise
almost raw!
let them write answers individually, then check them with
Nigel: Oh, no. Well, that's it. I'm going to see the manager.
the class.

Answers
b So do I. c So am I. d So did I. e Neither/nor do I.
LANGUAGE FOCUS f Neither/nor willI. g So willI. h So am I.
29.5 So do I and neither/nor do I i Neither/nor can I. j So have I. k Neither/nor am I.
I So have I.
1 Students read through Conversations 1 and 2 and try to
complete the spaces.
ACTlYITY
Answers
Agreeing and disagreeing PET Speaking Part 2
1 b have I c am I d do I
2 e do I f can I g did I h willi Photocopy the pictures and cut them up (see Preparation).
Make extra sets for large classes. There must be enough for

2 n ~Play the recording for the first two conversations

each student to have a card.
Briefly revise giving opinions, likes and dislikes, then elicit
again for students to see if they were correct.
and practise structures for agreeing and disagreeing by
Check vocabulary as necessary, e.g. spicy, hot spices, What
offering sentences for students to agree with or not, e.g. I
does X taste like, smoking/non-smoking, mineral water,
haven't got a computer. (Really? I have!); I like getting up
still, sparkling, etc.
early. (Really? I don't.); I'm not interested in pop music.
Ask students when we use So (to agree when the previous
(Really? I am.), etc. Look at the instructions and examples
statement is positive) and when we use Neither or Nor
in the Student's Book.
(to agree when the previous statement is negative - there
is no difference in meaning between neither and nor). Go through a few of the cards to show that they can say
Point out that the verb and subject are inverted. whatever they like as long as it makes sense (albeit
Build up a list on the board of the different auxiliaries humorously, if they like).
used in the conversations:
Give each student a card and tell them to circulate (in groups
for classes of more than 20), making statements about
themselves and the picture on the card. Whenever they meet
someone and agree with each other's statements, they swap

\
cardsand start again. Continue for about ten minutes.
Suggested answers
If students cannot easily move about, they can work in
c (Can you find out) where the toilet is?
pairs, taking turns to agree and disagree, then passing the d (Can you remember) if they serve vegetarian dishes?
cards on to the pair next to them. e (I'd like to know) what flavour ice cream they've got.
f (I'd like to know) if we can sit outside.
29.8 Embedded questions g (Can you tell me) when this cafe closes?

n~ Play Conversations 3, 4 and 5. Students should

h (Do you know) what the name of this dish is?/the name
of this dish?
underline anything in their books which is different from
the recording (they read direct questions, but the recording
has embedded questions). The direct questions are 3 PEr Speaking Part 4
followed by the embedded questions in the answer box. If students are interested, this gives them an opportunity to
put forward their own opinions. To extend the activity, ask
Answers students to draw a role out of a bag (see Preparation).
Conversation 3 They first read through their parts on their own, checking
What is that? (Can you explain what that is?); Has it got any pronunciation problems with you. Then they find the
meat in it? (I'd like to know if it's got meat in it.)
other people in their conversation and practise reading it
Conversation 4 aloud. Then they try with books closed. If there is time,
what flavour milkshake does your friend want? (do you they can act it out in front of the class. Some roles are
know what flavour milkshake your friend wants?); What smaller than others and can be given to weaker students.
flavours have you got? (Can you tell us what flavours
you've got?)
29·9 PROffWffCIATIOff
Conversation 5
Isthere a problem? (Can you find out ifthere's a Unstressed syllables
problem?); Are we going to get our food soon? (Can you These exercises build on work done in Units 5,18,24 and 26.
find out if we're going to get our food soon?); What did
your waitress look like? (Can you remember what your 1 n Ask students to listen to the recording and underline
waitress looked llket) the sound /';}/.~ Check what they have underlined and
replay the recording for them to repeat the phrase.
Note: for recording scripts see 29.4 Exercise 2.
Check vocabulary as necessary, e.g. dish, traditional, Answers and recording script
~ cup of coffee /';}/ cup /';}V / coffee)
lamb, potatoes, onions, starter, main course, milkshake,
portion, tuna, raw and cooked.
Write the (direct) questions the students have underlined
in the middle of the board.
2 n~ Do the same with the next two phrases, replaying
for students to repeat after you have checked what they
~ Play the recording again and stop it when you come have underlined. Draw attention to the pronunciation of
to each embedded question and ask students to tell you and, some, but and burgers. Remind them about word
what they heard. stress (Unit 26).
Write each embedded question under the direct question.
Discuss when ifis used (in yes/no questions). Make sure Answers and recording script
students notice the word order (like a statement). Point ~ /';}/ glass of /';}v/ milk and /';}n/ some /s';}m/ pieces of
out that these are indirect questions and refer back to /';}v/ cake
Unit 25 as necessary. Ask why some sentences have some /s';}m/ ice cream but /bat/ no burgers /b3:gn/
question marks at the end (because they are introduced
by direct questions).
Look at the Language Summary together.
3 n Ask students to work in pairs, reading the sentences
and underlining where they think the sound /';}/occurs
Ask students why the embedded questions were used in
in the sentences. Write the sentences on the board while
the conversations (they are more polite).
they are working.
2 Do this exercise orally round the class first. The writing Play the recording for them to check what they have
could be done for homework, if time is short. underlined, then ask individuals to come and underline
the sound /';}/on the board. The class can correct any
mistakes or omissions.
~ Unless they produce the sound /';}/very easily, play
the recording again for them to repeat while looking at
the board.
 Clean the board and ask them to shut their books. Play the international cafe in an airport. It should be simple with two
recording again for them to repeat, pausing as necessary. or three starters, main courses and desserts, as appropriate.
Discuss different ways of asking for food in a restaurant (all
Answers and recording script used in the conversations), e.g.
It's made of /~v/ eggs and /~nI sugar. /Jug~/ I'll have ... , Can I have ... and I'd like ....
He wants ~ /~/ cup of /~v/ tea and /~nI ~ /~/ sandwich. Check how they will ask for information about dishes on
I'd like ~ /~/ slice of /~v/ meat and /~n/ some /s~m1
the menu, e.g. Can you tell me ... , Can you explain ... and
potatoes. /pctettooz/
Can you find out ... and how the waiter will apologise, e.g.
You can /kon/ have ~ /~/ bag of ksv! crisps but /bot/ not ~
/~/ packet of /~v/ biscuits. I'm so sorry, I do apologise, etc.
They've got fish and /~n/ chips and /~nI meat and /~nI
1 Students work in pairs and have a conversation using the
rice but no bread and /~nI cheese.
menu on the board.

2 They change roles and repeat. Some students could

29.10 ACTIYITY
perform for the class.
Role play in a restaurant
Before students do the role play, build up a menu together
on the board, either from the country you are in or for an

Exam folder 29
58 pages 190-191 They should remember to describe the place as well as
the people in the photograph.
Remind them of the expressions they learnt in Exam folder
Reading Part 4
8 for when they don't know the name of something: I don't
Look at the Summary box about this part of the know the word in English. It's a kind of X.
exam together.
2 Students work in pairs and take turns to describe one of
Ask students to think about the questions in the Check box
the photographs. Tell them the first student must
for a moment and discuss their answers.
continue talking until you tell them to stop. Stop the first
Answers
student in each pair after one and a half minutes and
a no (questions 1 and 5 test information from the whole point out that this is about the amount of time they will
text. The others are in the order of information in the need to speak for in this part of the exam. Then time the
text.) second student. When they have finished, build up a
b yes (one or two words may give the answer to one of description of each photograph with the whole class to
the detail questions.) get an overview of all the things they could talk about.

Ask students to do the task as if they were in the exam.

Allow them nine minutes.
Speaking Part 4
Look at the Summary box about this part of the
I Answers
lB2B3C4DSA
exam together.

1 Ask students to do this in pairs, then brainstorm with

the whole class (see Exam folder 23).
Speaking Part 3
2 Look at the Exam Advice box. It is important that
Look at the Summary box about this part of the students express themselves clearly and accurately in
exam together. English, but everything they say need not be true.
Students can work in pairs to discuss the questions in
1 Ask students to choose one of the photographs (on page
their book. Tell the class that you will give them about
205 in the Student's Book) and think about the
three minutes as in the exam. Ask a few students to
questions. Ask them to think about the questions they
report back to the class.
learnt in Exam folder 3. Look at the Exam Advice box.
_ Blue for a boy, pink for a girl? I
1 Students write down individually which things they
Topic Boys and girls (would) like or (wouldn't) don't like to do. Write the
activities in a column on the left hand side then make four
Grammar hardly, before/after + -ing
more columns - two for boys (one for like and one for don't
Functions and Saying goodbye like) and two for girls (one for like and one for don't like).
vocabulary Do a hand count and note on the board how many
Pronunciation Revision of I AI, lrel, 10/,10:/, people liked or didn't like any particular activity. See if
lau/, h:/, lei, let}, III, li:/, lu/,
any pattern emerges and discuss why some activities are
lu:/, 13:1,laII, I~ul more popular among boys, etc. If no pattern emerges,
PET Skills Transformations (Writing Part 1);
discuss if this is what was expected. If the class is single
saying goodbye at the end of a sex, follow the same procedure, then discuss what the
speaking test
missing sex would choose.
Revision Tenses (present simple, present
continuous, going to, will future, 2 Revise school subjects and add any that students want to
past simple, past continuous, past know. Students write down their three favourite subjects.
perfect, passive); vocabulary of In a mixed sex class, put students into groups of the
clothes, countries, musical same sex to compare their lists and see which subjects
instruments, colours, jobs, the are the most popular. Compare the results as a class. Are
body, furniture, school subjects, they as expected - do boys tend to favour different
places, food, travel, sports, animals subjects from girls? Are the results different from ten
years ago, twenty years ago, etc.?
Exam folder Listening Part 4, Speaking Parts 3
In a single sex class, make a list of the subjects in order
and 4
of popularity and discuss what a list for the opposite sex
Writing folder Writing Parts 1,2 and 3 would have on it.

3 Read through the statements together. Check vocabulary

Preparation as necessary, e.g. salary, physically, government, mixed
and brave.
30.4 Photocopy and cut up the cards (on page 189) (letters Either discuss the statements as a class or give different
of the alphabet cards and topic cards). Students will also groups a few statements to discuss before they report
need some blank pieces of paper. their discussion to the class.
30.6 Photocopy the caller's cards (on page 190) and cut
them up so that there is one set for each caller. Photocopy Discuss the title of the unit. In many countries, little
sufficient students' cards (also on page 190) for each boys and girls are dressed in different colours. Should
student or pair to have a different card and cut them up. boy and girl babies be treated differently?
Have about ten plain 'counters' per student or pair.
30.8 Photocopy the cards (on page 191) - one set for a class
of 15 students or fewer; otherwise two sets.
READING AND LANGUAGE FOCUS
Exam folder 30 Photocopy the recording script (on page 172) 30.2 Revision of present simple, present continuous, going
for students. to, will future, past simple, past continuous, past
Writing folder Photocopy the sample answers (on page 166). perfect, passive, verbs and expressions followed by
infinitive and -ing

58 pages 192-195 1,2 If you have a mixed sex class, get the boys to read
Jake's diary entries and the girls to read Lucy's. If not,
divide the class into two halves. They read their five diary
INTRODUCTION
entries and put the verbs into the correct tense.
30.1 Attitudes and activities of boys vs. girls
3 Put students into groups or pairs with people who have
Look at the photographs together and talk about what the read the same diary entries. They compare their answers.
people are doing. Do not try to correct answers at this stage - students get a
 chance to do this in the next exercise (and the answers are
Sophie, came to watch tonight's game! I was so
underlined in the recording script in 30.3 Exercise 2).
nervous. I scored a goal but Lucy hardly noticed me. 1
think. she was just there to see Gary Smart. 1 chatted to
Lucy and Sophie after the match. I still want to ask her
1 Students work in pairs - one person who has read Jake's to go out with me but I'm afraid of saying the wrong
diaries and one person who has read Lucy's. They should thing, so maybe I'll write her a note instead.
put the diary entries in the correct order. (They need to Lucy: Tuesday night. It's very late. Sophie and I watched
look at both sets of entries to get it right.) They will Jake play football tonight and he scored a goal. Before
check the answers to this in the next exercise. going home we chatted to him. He said he had never
2 n Play the recording of Jake and Lucy reading their played for the team before. On the way home, I told
Sophie I was thinking of asking Jake to go out with me
diaries. Students should now check their answers to 30.3
Exercise 1 (the correct order) and also their answers to and she said she thought it was a good idea. But what
30.2 Exercises 1 and 2 (the correct form of the verbs). will I do if he isn't interested in going out with me? 111
~ You may need to play the recording more than once. be so embarrassed.
Jake: Wednesday. Changed my mind about writing to
Answers Lucy. I'm sure she will never agree to go out with me.
Monday A F Wednesday D J She's so funny and popular - I saw her with her
Tuesday C H Thursday B G friends when I was walking to school this morning,
Friday I E and they all laughed when I went past. I must be one
big joke to them. I heard Gary Smart talking about
Lucy while we were changing for football training. He
Alternative answers seems to like her, and she probably likes him too. Lots
There are alternative answers to some ofthe verbs in the of girls do. I can't see why myself - unless muscles,
recording script. These are as follows:
cool clothes and a great haircut are your thing.
Jake: Monday will/am going to (sit there) am going
to/will (ask Lucy) Lucy: Wednesday. I was talking about Jake with Sophie
Jake: Wednesday will never agree/is never going to agree and the others today at school when he walked past. We
(to go out) all started to laugh. I hope Jake doesn't think I'm silly.
Lucy: Wednesday to laugh/laughing Jake: Thursday. This morning after coming out of the
Lucy: Friday we're meeting/we're going to meet English class, I was looking for Lucy when I turned the
before going outll go out I'm going to/will ask corner and saw her with Gary Smart. He was really close
Jake: Friday am going to help her/will help her
to her and he had his hand on her arm, so I was right.
I'm sure they're going out together. I turned and ran out
of the building. How childish of me - no wonder Lucy
Recording script isn't interested in going out with me! But why Gary?
Jake: Monday. I'm ordinary I suppose - nothing special. Lucy: Thursday. I'm sorry we laughed at Jake yesterday.
Most important of all, not special enough for Lucy. I decided to find a way of seeing him after classes. He's
Lucy is great - really pretty and always smiling. In class so good at maths. That's the best way to get close to
I sit as close to her as I can. She never speaks to me but him - if I ask him for his help with the maths
I will sit there until she notices me. This term I am homework, I'll have a chance to spend more time with
going to ask Lucy to go out with me. In my dreams, him. I bumped into Gary Smart outside the sports
she always says 'yes', but real life is a different thing. hall. He had just had a swim and he looked really
I'm pleased I was chosen for the school football team. pleased with himself. He even Illi! his hand on my
I'm looking forward to playing tomorrow. arm. He's really not my type.
Lucy: Monday. I'm fed up with boys. Honestly, when Lucy: Friday. Finally found the courage to ask Jake about
they whistle at you, they think they're really cool but the maths homework. He didn't seem too pleased but he
they're just embarrassing. They expect you to laugh at agreed to help me. We're meeting in the library on
their stupid jokes. The only nice boy in our class is Monday night, so before going out, I'm going to ask
Jake but I hardly know him. He's really sweet and Sophie to do my hair and make-up. I'm really looking
funny. I always smile at him when I see him but I'm forward to spending some time with Jake.
worried that he doesn't like me. Anyway, my mate, Jake: Friday. Great. She's going out with Gary Smart, but
Sophie, told me that Jake was picked for the school she wants me to do her homework for her. I must be
football team last week, so maybe I'll go and support the class idiot. But I am going to help her because it's a
the team when they Iili!Y tomorrow. chance to spend some time with her. Perhaps if she
Jake: Tuesday. What a surprise! Lucy and her mate, thinks I'm clever, she'll ask me for help again.
3 Askthe comprehension questions around the class. Check vocabulary as necessary, e.g. gorgeous (used
especially by girls talking about boys), to spoil, smart,
Answers bowling, ete. Look at the Vocabulary spot. Examples of
a because she wanted to see Jake b to see Gary Smart some of these words include mad, guy, cool, your thing,
c because he was afraid of saying the wrong thing sweet, my type, smart and mate.
d because he might not be interested in her e that they
Point out that these words are not normally used in
thought he was a joke f that they were going out
written English except in diaries and magazines.
together g as a way of seeing him h he's not her type
i because he thought she liked Gary American expressions are often used in British English,
e.g. mad for angry and guy for man.

Check vocabulary as necessary, e.g. ugly, mad, wink,

ACTIYITY
childish, huge, guy, muscles, cool, your thing, fed up with,
whistle, embarrassing, sweet, support, to bump into, my Revision of vocabulary of clothes, countries, musical
type, courage, make-up, mate, etc. instruments, colours, jobs, the body, furniture, school subjects,

4 n You could ask students to predict what happens next.

places, food, travel; feelings, sports, animals, families
Photocopy the cards (see Preparation) and put them into
What will Jake do? What will Lucy do?
Play the recording of the rest of the diaries and ask two piles - letters of the alphabet in one pile and topics in
students to answer the questions. the other pile.
Put students into teams of four or five. Each team takes a
Answers sheet of paper.
a because he talked about Gary Smart a lot Have a practice first. Hold up one letter and one topic and say
b because he was afraid she didn't like him they will have twenty seconds to write down as many words
c in her maths book d excited eyes as they can which fit the topic and begin with the letter.
f This is a story from a teenage magazine rather than Carryon as long as appropriate, then go through the
true life.
answers. Students can take turns to write on the board the
words the teams call out and another student can take the
scores. Students only get a point if the words are spelled
Recording script correctly. They get two points if they have a word that no
Lucy: Monday. Met Jake in the library and he was so other team has.
sweet and funny and shy and clever and gorgeous! He
talked a lot about Gary Smart. I thought maybe he was
missing a football practice with him or something but 1 hardly
then Irealised that he thought Gary was my boyfriend! Look at the two sentences and ask students what hardly
Itold him that wasn't true and we had a great time means (almost not/only just). We could say I know Jake a
after that talking and laughing. We did hardly any little. She almost didn't notice me.
maths and then we walked home together. Point out that we don't use not with hardly.
Jake: Monday. Ididn't ask Lucy to go out with me after Ask about the position of hardly - it goes before the
we finished working in the library because I didn't verb. Write I have spoken to her and ask where hardly
want to spoil things. She said she likes smart, funny would go (between the auxiliary and the participle).
guys, so that means I'm not the one for her. But I can't
forget her. Maybe a short note would be best ... 2 hardly + verb
Lucy: Tuesday. Wow! Igot a letter from Jake!! After Do the exercise together.
handing back my maths book at school, he walked
away. When I opened it, there was a letter from him, Answers
saying he liked me and inviting me to go bowling. b I hardly (ever) see her c I hardly slept.
We're meeting after school tonight. I don't know what d she hardly danced. e I hardly remember it.
to wear or say, but I can't wait!
Jake: Wednesday. We went bowling and we had a drink 3 hardly + noun/pronoun
in the cafe afterwards. I really think she likes me and
Look at the two sentences and ask what they mean
wants to go out with me. I can't believe it. Life is great.
(hardly is used with any and anybody to mean almost
Lucy: Wednesday. We went bowling and then sat in the
none or almost nobody).
cafe talking. When we sat down I told him that I had
Look at sentence a together and then ask students to do
been so pleased to get his note and that I felt the same as
sentences b-f.
him. We both laughed. I'm meeting him tomorrow too.
 Answers 30.8
b Hardlyanybody/anyone c hardly any d Hardly
After + -ing
anybody/anyone e hardly anything f hardly any
The whole class does this together (see Preparation). In a
large class, it will be better to split students into groups of
4 Students can write these and read them out or do
no more than 15 so the game doesn't become too difficult.
them orally.
The first student is given a pile of cards face down. He/she
turns the top card over, e.g. ride an elephant and says
30.6 Yesterday, I rode an elephant. He/she puts the card at the
Rhyming Bingo bottom of the pile and passes the pile to the next person
Revision of vowel sounds covered in the course: IAI, tet, 10/, who says After riding an elephant, I ate a burger (activity on
10:/, lau/, 1';):/, lei, let], hl, li:/, lu/, lu:/, 13:/, laIl, hJUI the next card). Helshe puts the card at the bottom of the
pile and passes it to the next person who says After riding
Students can play in pairs or groups. (Each student has a card,
an elephant and eating a burger, I fell asleep (activity on the
or the students can share one.) There must be one 'caller' for
next card) and so on. By the time the pile gets to the
every six students (or pairs) so that each student (or pair) has
fifteenth person, they will have to remember fifteen
a different student's card (see Preparation). Thus the game
different activities. If someone forgets, move onto the next
can be played by the whole class (with the teacher as caller),
person. Keep going as long as the students can remember -
orin groups (with students taking turns to be caller). The
you can go round a second time in a small class.
caller has their cards in a shuffled pile face down, or in a bag.
If students enjoy the game, you could play again and they
To play
could make up their own activities. It could also be done
Each student, or pair, has one student's card, face up, and
using before as an alternative.
access to the counters.
The caller takes out one card at a time and reads it. 30.9 Saying goodbye PET Speaking Part 4
Students check their cards, and if they find a word which
has the same vowel sound as the called word, they cover it This is the last exercise in the book so it is appropriate to check
with a counter. The caller puts their cards aside in order. students can say goodbye! Look at the different expressions in
The winner is the first person to cover a horizontal row. the Language Summary and match them to the situations.
The student reads out each word and the caller checks that
Answers
it has the same sound as one of the words they have called.
a Hope to see you again. b See you later.
The caller's cards are then re-shuffled, the students
c I've enjoyed meeting you. d Have a good journey.
exchange cards and the game is repeated as time allows. e Thank you for everything. f See you soon. g Goodbye.
30.7 before/after + -ing PEr Writing Part 1

1 Look at the sentences from the diaries together. Ask what

students notice about the words following before and
after (they are followed by a gerund, not to).

2 Ask students to do the exercise, then check the answers.

Suggested answers
b After playing in the match, Jake talked to Lucy.
c Before meeting Jake in the library, Lucyasked him for
help with her maths.
d After seeing Lucywith Gary, Jake felt sad.
e Before going out with Jake, Lucy asked Sophie to do
her hair.
f After meeting Lucy in the library, Jake decided to write
her a letter.
g After getting a letter from Jake, Lucytold him she
liked him.

3 Discuss a few ideas with the class before asking them to

write their own sentences.
 Exam folder 30
58 pages 196-197 persuaded her to let me join in. She wasn't very keen
on the idea but I loved it.
ListeningPart 4 Sarah: So, you've done classes ever since?
Andy: I stopped when I was about eleven. But three
Lookat the Summary box about this part of the exam.
years ago I decided to join another class. Usually I'm
Askstudents to do the questions in the Check box in pairs.
the only boy but there are two other boys who
sometimes go.
Answers
a two
Sarah: That's nice for you.
b read the questions Andy: I actually prefer it when they're not there because
they're not really serious about it and I can't concentrate.
Sarah: So, you're really serious about it.
n~ Play the recording twice. Then, if it is helpful, give Andy: I want to go to the Dance Academy in London
out the photocopied scripts (see Preparation) and get next year.
students to underline where the answers are. Sarah: Wow! And what do your parents think?
Andy: They're not keen. They don't think it's a good
Answers career. It only lasts a few years and it's difficult to get
1B 2A 3A 4B SB 6B
I jobs. But I want to do it.
Sarah: Well, you must persuade them. If that's what you
really want to do, you'll never forgive yourself if you
Recording script don't try.
Look at the six sentences for this part. Andy: Thanks. I'll let you know what happens.
Youwill hear a conversation between a boy, Andy, and a
girl, Sarah, about dancing.
Decide if each sentence is correct or incorrect.
Speaking Part 3
If it is correct, put a tick in the box under A for YEs. If it Look at the Check box and answer the questions together.
is not correct, put a tick in the box under B for NO. Refer students to the Summary box.
Sarah: Hi, Andy. Are you coming to the drama class?
Answers
Andy: Sorry, I'm busy.
a Remind them ofthe questions they have learnt to help
Sarah: Not another computer class. You ought to do them think of things to say (Exam folders 3. 8 and 29).
something different occasionally. b Check they remember the expressions a kind of and I
Andy: I only do that class on Thursdays now. I'm going don't know the word in English.
to a dance class today. c Each student will speak for about one and a half minutes.
Sarah: Really? I didn't know you were interested in
dancing. Why haven't you ever said anything? Ask students in pairs to choose one photograph each (on page
Andy: Well, nobody knows really except my parents. 206 in the Student's Book) and describe it to each other. Time
My friends would think it was a huge joke. They prefer them - about a minute each. Get some students to tell the
playing football. class what they said so everyone has a chance to develop a
Sarah: But there's nothing wrong with boys dancing, bank of ideas of the kinds of things they can talk about.
you know. I read somewhere that dancers are often Look at the Exam Advice box together. They may not know
fitter and stronger than footballers. It would be good much about dancing but they can still describe what the
for your friends to know - why not invite them to people look like, what clothes they are wearing, etc.
watch you dance one day, then they might understand.
Andy: I'm not sure.
Sarah: When did you start dancing?
Andy: When I was seven. My auntie, who's a ballet
teacher, used to look after me so she had to take me to
her classes. I had to sit and watch. Then one day I
 Ask students to work in pairs and discuss as many of the
Speaking Part 4 questions as they can. Time them for three minutes.
Look at the Check box and answer the questions together. Look at the Exam Advice box together.
Refer students to the Summary box.

Answers
a the other student b invent some
c the conversation will last about three minutes

Writing folder
Writing Parts 1, 2 and 3
Ask students to work through the three tasks under exam
conditions. Draw their attention to the Summary boxes.
Allow 45 minutes for the three tasks.

Answers
Writing Part 1
1 such a 2 as/so crowded 3 we chose
4 were/was 5 didn't include

Writing Part 2
Answers must cover the three points in the question.
Structures and vocabulary must be appropriate and
accurate. See page 166 for a photocopiable sample
answer.

Writing Part 3
Deduct marks for serious errors of basic grammar (e.g.
tenses, pronouns, spelling), for answers which are less
than go words long and for serious irrelevancy. Award
marks for accurate language, variety of structure and
vocabulary and generally effective communication.
See page 166 for photocopiable sample answers.

\
_Revision
SPEAKING GRAMMAR
1 Discuss the first sentence and the example answers with 4
the whole class, then let them work through the others in
pairs. If appropriate, have a brief whole class discussion Answers
of some of the other sentences at the end and revise any 2 B 3 A 4 B 5 A 6 A 7 C 8 C 9 B 10 A
11 C 12 A
language problems which have arisen as they talked in
pairs.
Exercises 2-6 could be set for homework and discussed 5
afterwards in class.
Answers
b I couldn't c Did you go d I went e Was it
VOCABULARY f it was g We saw h I don't usually like i I enjoyed
j the concert began k there were I It ended
2 m we met n you had 0 I didn't do p Are you going
q My cousin's giving r Do you want s He always has
Answers t he knows u I didn't realise
b engineer c slim d ferry e guest f century
g joke h factory i performance
VOCABULARY
READING 6

3 Answers
b became c finished d summer e job f excited
Answers g hard-working h tired i boring j exciting k take
b No, he didn't. c Yes,he does. d Yes,they do. I describe m share n helped 0 design
e No, there weren't. f Yes,he did. g Yes,there were .
. h No, he doesn't. i No, he didn't. j No, he wasn't.
k No, they didn't. I Yes,they are. m Yes,he is.

PROGRESS TEST 1 III

1A 2 C 3C 4 B 5A 6 B 7 B 23 equipment

8 C 9 U 10 C 11 C 12 U 24 father's

13 C 14 C 15 U 16 U 25 nurse

17 it wasn't 26 laboratory

18 she does 27 frightened

19 I am or we are 28 film's

20 they do 29 receptionist

21 I wasn't or we weren't 30 Thursday

22 I did or we did

40 U NIT 5 1- 6 REV I 5 ION

 PROGRESS TEST 1 _

Choose the correct answer, A, B or C. Find one spelling or punctuation mistake in each sentence.
Write the correction in the space.
1 to our party next Saturday?
A Are you coming B Come you C Did you come 23 The theatre has lots of special equipement.

2 Mario rock music.

A is like B is liking C likes 24 Sharon isn't coming with us because she's working in
her fathers shop.
3 My sister is tall dark hair.
A has Band C with
/ 25 Did the nerse write something in her notebook?
4 What time did the concert ?
A beginning B begin C began
26 These university students work in the science labratory.
5 They've got money for shopping.
A a little B any C several
27 I never felt frigtened at secondary school.
6 You use a computer for this work.
A need B needn't C don't need
28 This films really boring and we're not learning anything.
7 What time the other team arrive at the sports
ground?
A were B did C is 29 The recepcionist confirmed our reservation.

30 I'd like to visit the city centre on thursday and go to the

Write C (countable) or U (uncountable) next to library.
each word.

8 team 13 advertisement

9 money 14 website

10 meal 15 homework

11 journey 16 information

12 luggage

Complete the short answer for each question.

17 Was the match exciting? No, .

18 Does your sister go windsurfing? Yes, .

19 Are you going swimming? Yes, .

20 Do the boys know the time? Yes, .

21 Were you late for the meeting? No, .

22 Did you go to evening classes? Yes, .

OBJECTIVE PET - THIS PAGE MAY BE PHOTOCOPIED © Cambridge University Press, 2003

PROGRESS TEST 1 4'

_Revision
SPEAKING GRAMMAR
4
Follow the procedure outlined on page 40 of the
Teacher's Book.
Answers
Exercises 2-6 could be set for homework and discussed b This is the saddest film I've ever seen.
afterwards in class. c Coffee is grown in Brazil.
d This car park is less expensive than the one by the library.
e The taxi rank is outside the supermarket.
GRAMMAR f You'd better take an aspirin.
g The supermarket is busiest on Saturdays.
2 h This is the worst rugby match I've ever watched.
i Could you repeat that, please?
Answers j My shoes aren't as fashionable as my sister's.
b ever c never d in e since f already g yet k Carlos is from [Link] is Mexican.
h while i for j on

VOCABULARY
READING 5
3
Answers

Answers b straight c crossroads d down (along/up)

1 B 2 D 3 C 4 A 5 B 6 A 7 D 8 A 9 B 10 C e roundabout f over g on h pedestrian i across
j past k right lone-way m left n on 0 opposite

Answers
corner entrance roardaboab stadium fountain
turning

anniversary birthday carnival festival honeymoon

wedding
ankle cough neck thermometer throat tongue

border continent desert island ocean valley

PROGRESS TEST 2 Key

lC 2 B 3 C 4 B 5 A 6 C 7 B 8 A 9 B 24 through 25 quietest 26 museum 27 anniversary

10 B 11 A 12 B 13 C 14 A 15 B 16 B 17 A 28 cough 29 unfortunately 30 recently

18 C 19 B 20 C 21 A 22 B 23 B
 PROGRESS TEST 2 _
Choose the correct answer, A, B or C. 16 Can we sit down? I've my leg.
A sore B hurt C pain
1 Andy my wallet while he was walking home
from college. 17 I can't write any homework because I've broken
A was finding B has found C found my .
A wrist B throat C ankle
2 I'm sorry, Dad's not here this weekend, he's to
my uncle's house. 18 I'm really looking forward your brothers
A been B gone C went and sisters.
A meet B to meet C to meeting
3 We can meet at the cafe the cinema.
A across B next C opposite 19 The six o'clock train is the most for me.
A available B convenient C popular
4 I haven't read any English books last year.
. A yet B since C before 20 Go down this road and take the second turning .
the left. .
5 The sports stadium isn't as modern the
A by B of C on
skateboard park.
Aas Bthan Cso 21 You should ask your teacher for some about
this problem.
6 this author written many books?
A advice B idea C opinion
AD~ Bb CHu
22 I'm reading a magazine article my favourite
7 My family arrived in this country fifty years .
singer's last concert.
A already B ago C time
A of B about C by
8 Several languages taught at this school.
23 I'm sorry I can't come out with you but I don't feel
A are B have C do
well the moment.
9 Thank you very much the presents you have A in B at C on
given us.
A to B for C of
Find one spelling mistake in each sentence. Write the
10 It's best to go around the city centre on . correction in the space.
A bus B foot C bicycle
24 The train went throught a tunnel underneath the
11 Could you tell me to the bus station, please? mountain .
A the way B where Creach
25 The accommodation office is quiettest between one
12 We can use the pedestrian near the traffic lights. and two o'clock. .
A cross B crossing C across
26 Is the entrance to the musuem near the
13 I've thrown all the old newspapers and tidied library? .
the sitting room.
27 My parents are celebrating their aniversary with a
A off B down C away
barbecue .
14 James is not well. I think better go home early.
28 I've got a couph and a pain in my stomach .
A he'd B he C he's
29 I wanted to reserve a room in the hostel but
15 Has your brother got or does he feel sick?
unfortunatly it's full .
A temperature B a temperature
C high temperature 30 I ricently read an amazing biography .

OBJECTIVE PET - THIS PAGE MAY BE PHOTOCOPIED © Cambridge University Press. 2003
_Revision
SPEAKING 4

Follow the procedure outlined on page 40 of the Answers

Teacher's Book. b sofa c curtain d amazing e gloves f melt
Exercises 2-6 could be set for homework and discussed g proud h corridor i save
afterwards in class.

GRAMMAR
VOCABULARY 5
2
Answers
2 A 3 B 4 A 5 C 6 C 7 B 8 A 9 C 10 A
Answers
11 B 12 B
b tower c coast d rope e tunnel f on g square
h in i from j entrance k instructions
6 Answers

3
Answers
b could/might c mustn't/can't d can't
Answers e don't have to f used to g has to h don't have to
I'm fine but I've been quite busy. I had an interview for a i have to j could/might kneed
summer job yesterday. I made my plans sensibly. I went to
bed earlier than usual and I got up early. I had organised
my clothes the night before (I borrowed a smart skirt from
my sister!) and I had plenty of time to make my
appointment. I had to do a test first. The manager gave
me some files and I put pieces of paper into them in
alphabetical order. I was extremely nervous so I was
surprised when he gave me the job immediately. And he
says he'll increase my pay after two weeks if I work hard.
Isn't that great?

PROGRESS TEST 3 III

i c 2B 3C 4A 5B 6A 7A 8C 9C

10 A 11 C 12 A 13 C 14 B 15 C 16 C 17 B

18 B 19 A 20 C 21 A 22 C 23 A

24 scarf 25 handsome 26 embarrassed

27 comfortable 28 gloves 29 float 30 competitors

 PROGRESS TEST 3 _
Choose the correct answer, A, B or C. 15 What to do after dinner?
A does everyone going B everyone is going
1 Clare usually wears plain skirts and shirts.
C is everyone going
A pattern B patterns C patterned
16 The plane took off at past nine.
2 We have three rooms the ground floor and five
A fifteen B twenty-three C twenty-five
upstairs.
A at B on C in 17 Alec really wanted to watch television, but the
end he agreed to come out with us.
3 That plastic watch isn't €50.
A at B in C on
A cost B afford C worth
18 The guests already started dancing when my
4 It's nearly eleven o'clock and Zoe is still asleep. She
parents came in .
................
be tired.
A were B had C have
A must B might C could
19 I was looking for a shop assistant but there was no one
5 My father to cycle to work, but now he drives.
. sight.
A use Bused C uses
A in B on C at
6 I gave my silk jacket to my sister because it was too
20 This picture me of my parents' house.
small me.
A remembers B recognises C reminds
A for B by C to
21 The students will wait here until someone them.
7 We catch a bus because I've got my car.
A calls B will call C call
A don't have to B mustn't C can't
22 Thank you for me to watch your match, but I'm
8 Is your granny to carryall those boxes?
afraid I'm busy.
A enough strong B enough stronger
A ask Basked C asking
C strong enough
23 I've got an exam tomorrow, so I'm going to at
9 your brother come to the film with us or is he
home this evening.
too young?
A stay B spend C stand
A Must B Does C Can
Find one spelling mistake in each sentence. Write the
10 Does Bobby speak any other languages, from
correction in the space.
Spanish?
A apart B along C away 24 That scharf matches your lipstick perfectly .

11 I didn't get with my brother when we were little, 25 Everyone agrees that your brother-in-law's very
but we're good friends now. hands om .
A up B off C on
26 The journalists were embarassed when they met the
12 Where did you get those boots? professor after the conference .
A lovely black leather B lovely leather black
27 That armchair is very confortable but it isn't
C black lovely leather
fashionable .
13 I want to my hair cut before my holiday.
28 Don't forget your glouves, because it's extremely cold
A do B make C have
outside .
14 Those shoes pretty, but I'm sure they're very
29 I saw an antique chest of drawers flot down the river in
uncomfortable.
the flood .
A look like B look C are look
30 It's important that the competetors all listen to the
organisers' instructions carefully .

OBJECTIVE PET - THIS PAGE MAY BE PHOTOCOPIED © Cambridge University Press, 2003
_Revision
SPEAKING GRAMMAR
Follow the procedure outlined on page 40 of the 4
Teacher's Book.
Exercises 2-6 could be set for homework and discussed I Answers
A 3 B 4 A 5 B 6 A 7 C 8 A 9 C
afterwards in class. 2

5
VOCABULARY
2 Answers
b who c which d whose e who f who g where
h which/- i which
Answers
b May I have your name? c I'm afraid he's not available
this morning. d Can you call back after lunch?
6
e I can't speak to you just now. f I'll call you back later.
g This is John. h Can you give me his number?
Answers
i Hang on a minute.
b invented these machines c phone me d will open
e Don't play football f give my brothers g rang you
3 but you didn't answer h was examined i is fed by our
neighbours j she had won k 'II/will be given a lift
Answers
adjectives: bossy honest jealous nervous sensitive
spoilt
verbs: cancel deceive earn fail search trust
people: bodyguard drummer inventor judge nephew
pianist
things: battery button chain escalator keyboard
vacuum cleaner

PROGRESS TEST 4 _

1 B 2 A 3 A 4 C 5 B 6 A 7 B 8 C 9 C

10 B 11 B 12 A 13 A 14 B 15 A 16 B 17 C

18 B 19 A 20 A 21 C 22 C 23 B 24 B 25 A

26 daughter 27 novelist 28 announce 29 neighbours

30 approached
 PROGRESS TEST 4

Choosethe correct answer, A, B or C. 17 This is the person gave me your address.

A which B where C who
1 We'vearranged our niece at half past six.
A meet B to meet C meeting 18 At midnight, the club was full teenagers.
A with B of C by
2 Dave to take us to the station in his car.
A offered B finished C didn't mind 19 These pictures painted by a friend of Picasso's.
A were B had C have
3 Does the school let students parties in the hall?
A have B to have C having 20 I'm not very keen loud music.
A on B for C to
4 I'm not afraid saying what I believe.
A to B from C of 21 The next match will be in Manchester.
A play B to play C played
5 Mary has found the purse that yesterday.
A lost it B she lost C she lost it 22 This room is used dancing and acting.
A to B by C for
6 The lead singer danced than the other members
of the group. 23 Alice is the girl guitar I borrowed for the
A worse B worst C badly concert.
A that B whose C her
7 The doctor told me the hospital.
A that I phone B to phone C phone 24 Be careful when you step the bus.
A out B off C down
8 It was really bad that you had a cold at the
weekend. 25 We used to live next to my grandparents.
A chance B time Cluck A door B house C place

9 It was a good party that no one wanted to leave.

A so B as C such
Find one spelling mistake in each sentence. Write the
10 I'm ringing about the exam results. correction in the space.
A for ask B to ask C for asking
26 The millionaire's doughter is a well-known singer.
11 A cousin of has bought a house in this road.
A us B ours C our
27 The novelest was very angry when he read the reviews.
12 We asked the mechanic the motorbike for us.
A to mend B he mended C did he mend
28 Who is going to anounce the winner of the
13 Who was control of the spacecraft? competition?
A in B at C on

14 I want to a phone call before I go out. 29 Our nieghbours are building a beautiful swimming
A do B make C speak pool.
15 Gilda told us that the party at about ten o'clock.
A began B begun C to begin 30 My stepfather aproached the boys who supported my
16 Did you make with anyone in your evening team.
class?
A friend B friends C friendly

OBJECTIVE PET - THIS PAGE MAY BE PHOTOCOPIED © Cambridge University Press, 2003