Innovations intermediate teacher 39 s book

The Grammar commentary starts on page 160 of the Coursebool< after a two-page introduction outlining the basic approach to grammar talEncouraging students to asl< questions is a good way

tt* t**mffi

q course in nqfurql English

Hugh Dellor ond Andrew Wolkley

with Richord Moore

T H O T V I S O N

H E I N L E

l l n t e l K r g d o r r U r i e d S t a t e ! A u l t r a i a C a n a c i a l v l e r c o S n ! l o o r SDd I

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lnnovotions, first published in 2000, was created to

provide intermediate to high-intermediate students with

interesting models of natural spoken English to motivate

them beyond the intermediate plateau /nnovotions has

now been updated and expanded into a new series

(pre-inte rmediate, inter medi ote, uppe r-int e rmediote) f or

classes looking for a fresh approach lt is based on a

language-rich, lexical/grammatical syllabus thar starts

with the l<inds of natural conversations that learners

want to nave

What's so innovative about lnnovations?

lnnovotions intermediote, like the rest of the lnnovotrons

usual list of tense-based structures, but rather the typical

l<inds of conversations we believe students want to be

a b l e t o h a v e in E n g l i s h W h a t i s t h e n p r e s e n r e d a n d

p r a c t i s e d is t h e l a n g u a g e ( b o t h v o c a b u l a r y a n d g r a m m a r )

that will enable them to have those conversations

How does lnnovations intermediate ftt

i n w i t h t h e r e s t of the series?

lnnovations intermediote aims to provide a large boost in

l a n g u a g e a c q u i s i t i o n , w h i c h w e f e e l i s i m p o r t a n t a t t h e

intermediate level lt focuses on basic topic

conversations and functions Grammar tends to be

presented qither as fixed chunl<s of lexis to be rearnt, or

fairly short grammar sections which practise grammar in

a fairly narrow context Students are shown how to

make the most of a limited vocabulary lnnovotions

intermediote presents more sophisticated versions of

some basic conversations lt does this by presencing a

wider range of responses to rypical questions and by

introducing some idiomatic language lt also covers a

wider range of issues than lnnovotions pre-intermediote

both through the reading rexts and the choice of topics

Consequently, there is a greater vocabulary load

Grammar is now focused on more deeply througn

examples showing how it is used in different ways and in

wider contexts.Tenses are contrasted more, meaning is

discussed, and more 'difficult' structures such as

conditionals are introduced ln lnnovotions

upper-intermediote, the language is more idiomatic and focuses

on more aspects of spol<en grammar that are often

neglected

O r g a n i s a t i o n

" i o t i o n s i n t e r m e d i a t e i s c , : : : - : 3 lwenty units Each

- : t r s f u r t h e r d i v i d e d in t o : ^ - 3 : r , 3 - D a g e s e c t i o n s , a l l o f' r ' n c h p r o v i d e s e l f - c o n t a i n e : :- : : ^ e , - e n t l e s s o n s of

5 0 - 9 0 m i n u t e s , a l t h o u g h o b ! 3 - s , 3 J m a y w i s h t o a l t e r

i n e s e t o s u i t y o u r n e e d s A : - _ ^ : s I l n n o v o t i o n s' t e r m e d i o t e

f e a t u r e s a l l o f t h e d i a l o g u e s / , : - : ^ : ^ - s s i n g w o r o s

a n d p h r a s e s h i g h l i g h t e d i n c c : - , ' ' l - : : s e ridentification

T h e G r a m m a r c o m m e n t a r y l : : - e : a c k o f t h e

C o u r s e b o o k p r o v i d e s n o r e s c - : - i - 3 - m a r

D r e s e n t e d i n t h e c o u r s e T h e E x p r e s s i o n o r g a n i s e r : ' - : ^ e : : : k o f t h e

O t h e r c o m p o n e n t s

Book There is also support in the form of a website

Audio CDs/AudioTapes

rtroduct on

Getting the most out of Innovations

ThisTeacher's Bool< provides plenty of detailed advice

on how to get the most out of lnnovations intermediote.However, there are some general points to mal<e aboutthe special features you will find in /nnovotionsintermediote Coursebook These features are highlighted inthe seccion that follows

-reveat common grammatical patterns, which yol c:rr^

draw students' attention to As you go through che

answers, you can also get students to repear the <ey

lnnovations pre-intermediate lool< at single uses of tenses

and modals, in lnnovotions intermediote they look ar

s e v e r a l d i f f e r e n t u s e s a n d f r e q u e n t l y c o n r r a s ! th e n r w r r

o t h e r s t r u c t u r e s a n d t h e w a y t h e y a r - e u s e d A g a t n , rh e

f o c u s o n t y p i c a l u s a g e o f t e n l e a d s ro p r a c t i c e w i t h a

dialogue or role play

Apart from the traditional tenses, we lool< at some

grammatical areas that are somerimes neglected, such as

get used to, opinions with must, and verbs to tall< about

t h e f u t u r e I n a l l t h e U s i n g g r a m m a r s e c t i o n s there

a r e a l s o o p p o r t u n i t i e s to f o c u s o n n e w v o c a b u l a r y by

g e t t r n g s t u d e n t s to n o r i c e t h e s u r r o u n d i n g la n g u a g e

Attention is often drawn to typical vocabulary that goes

with the grammar through the grammatical explanations

and Real English nores There are plenty of speal<ing

tasl<s linked to the particular structure Reference rs

focus on particular structures, we have presented all

such language in natural contexts This means that the

o P P o r t u n t t y : : : _ - 1 _ : phrases and e: : -= -' - ' " -

Which is the most useful wordlphroselexpressionTWhich wordslphroseslexpresslons do you ltke most?

Y o u c o u l d p u t s t u d e n t s in t o p a i r s to d o t h i s l < i n d o fexercise for five or ten minutes This is a good way ofbreal<ing up the lesson and getting away from the

C o u r s e b o o l < f o r a m o m e n t l t a l s o e n c o u r a g e s s t u d e n t s

t o g e t r o k n o w e a c h o t h e r b e t t e r a n d , u n l i l < e

: m P o r t a n t a s t h e l a n g u a g e: ^ lf the exercise

: l n o t m i s s th e ' : : r r o u n d i n g c o m m o n: : : : n e t i m e O n e o f t h e: rmprove on their' - - : t i c i n g ' i n t o a m a j o r: : : ^ s , y o u n e e d to n o t

r : " : : l d e n t s q u e s t i o n s

/

t t h n h h e n e A

6

s u p p l e m e n t a r y m a t e r i a l s , r e q u i r e s li t t l e p l a n n i n g a n d n o

fighting with the photocopier!

The teachers' notes often suggest questions you can asl<

about language in the texts and there are also good

examples of these kinds of questions in the Vocabulary

quizzes in the Review units lt may take a little time to

get used to this style of teaching, and students also may

initially need to get used to it, but it is worth persisting

with it, as it produces a dynamic and language-rich

c l a s s r o o m

The Grammar commentary starts on page 160 of

the Coursebool< after a two-page introduction outlining

the basic approach to grammar tal<en in the book Ask

students to read these pages early on in the course and

d i s c u s s a n y q u e s t i o n s th a t a r i s e f r o m i t T h e g r a m m a r

points that follow refer to the Using grammar

sections within the units Generally, you can asl< students

to read the Grammar commentary as a way to

review the language after they have looked at particular

structures However, in some cases you might want

s t u d e n t s to c o m e u p w i t h a g u i d e l i n e o r ' r u l e '

themselves and then compare it to the explanacion in

the Grammar commentary before working on the

e x e r c i s e s T h e G r a m m a r c o m m e n t a r y i s a l s o

:::j:;:

good source of useful examples for students to

D i a l o g u e s

Almost without exception, the listening texts are

conversations.They contain the topics people talk about

every day, and contain many commonly-used phrases

and expressions Many of these common expressions are

re-cycled in the Coursebool<

Listening texts often occur at the beginning of a unit

This is because a lot of the language in the text is

focused on in the rest of the unit When you do these

listening taslcs in class, play the recording once so

students can answer the gist questions in While you

listen and then once more to allow them to identify

t h e w o r d s a n d p h r a s e s w h i c h c o m p l e t e t h e g a p s l f y o u r

students find this hard, play the recording a third time

and pause after each gap to give them more time to

write Finally, play the recording one last time as

students read the dialogue Listening to natural spoken

E n g l i s h w h i l s t a l s o r e a d i n g w h a t t h e y a r e h e a r i n g h e l p s

students get used to the way language is'chunl<ed':

where speal<ers pause, and more importantly, where

t h e y d o n o t p a u s e l t a l s o h e l p s th e m n o t i c e o t h e r

features of everyday speech, such as discourse marl<ers

You could follow up by getting students to read the

d i a l o g u e a l o u d i n p a i r s - e i t h e r t h e w h o l e d i a l o g u e o r

just part of it The other listening texts in the book are

treated like more traditional skills lessons However, if

you and your students lil<e the gap-filling activities, you

could copy the relevant tapescript at the bacl< of the

a r e a l l d e s i g n e d t o e l i c i t s o m e k i n d o f p e r s o n a l re s p o n s efrom students, whether it be laughter, disbelief, or shocl<!

Encourage students to read the whole text throughwithout worrying too much about any words they don'tl<now.Tell them to put their pens down for a minute andrelax! One good way of ensuring they do this is to playthe recording as they read it the first time or, if youwant a slower pace, to read it out yourself lmportantvocabulary is focused on later, and students need to gainconfidence in their ability to understand most - if not all

- of a text Encourage students to focus on the manywords they do know!

Each reading text is followed by a speaking task wherestudents have the opportunity to react personally to thetext and to extend the discussion on a related theme

T h e s e t a s k s c a n e i t h e r b e d o n e i n p a i r s o r i n s m a l lgroups.You may want to add some of your ownquestions connected to the text which you thinl< willinterest your particular class

There are also often comprehension and vocabularytasks that encourage students to re-read the text and

n o t i c e u s e f u l e x p r e s s i o n s a n d c o l l o c a t i o n s O n e q u e s t i o nthat you can asl< is if anyone found an expression orcollocation that was interesting or new to them Forexample, in The day that changed my life on page

25, students might find I just did it on impulse aninteresting new expression Suggest that students use agood English*English dictionary, not only to checl< themeaning of words but also to read the examples, whichoften contain useful collocations and phrases

With both the reading and the listening texts, you couldsimply asl< students Do you have ony questions obout thetext? Note that this a different question to Are there onywords which you don't know?, because it allows students toasl< about anything They can ask about words they doknow, but which may appear in a new meaning orcollocation; they can asl< about expressions; they can asl<about content; they can even asl< you what you thinl<l

Encouraging students to asl< questions is a good way toencourage them to notice language lt also helps tocreate a good relationship between students andteacner

Extra texts

O c c a s i o n a l l y , t h e r e a r e s m a l l e r li s t e n i n g a n d r e a d i n gtexts such as Two uses of the present continuous

on page 30 and A good job? on page 38 These arewarm-up exercises that function as tallcing points at the

b e g i n n i n g o f t h e l e s s o n T h e y p r o v i d e s h o r t , n a t u r a lcontexts for the grammar that is focused on in the

r e s s o n

Unit overview

General topic

Reading

Language input

you don't mind etc

to , Don't worry too much obout erc

Language strip

Use the language strip as a way to lead in to the unrt

A s l < s t u d e n t s to l o o l < q u i c l < l y t h r o u g h t h e l i s t a n d t e l l

y o u i n w h a t s i t u a t i o n s th e s e e x p r e s s i o n s m i g h t b e u s e d

(e.9 getting to know someone at a parry, in a class, over

coffee, etc.) Ask if there are any expressions in the

language strip that they've used in English before (Whot

do you do? is one that they will probably suggest)

Then ask students to find two expressions thar rney

haven't usejd before, but might use in the furure Explain

that in this unit they will learn ways of asl<ing and

answering'getting to l<now you' questions

U s e t h e l a n g u a g e s t r i p l a t e r o n i n t h i s u n i t f o r a s m a l l

group task Asl< students to choose expressions that are

questions (e.g.Are you single?) and come up with a

possible response (e.g Yes, why do you osk?).Then asl<

t h e m t o c h o o s e e x p r e s s i o n s t h a t a r e r e s p o n s e s ( e g

Reolly! Do you?) and come up with statements rhat

might prompr them (e.g / do o bit of pointing in my spore

u m e )

You might need to explain some of rhe following

e x D r e s s r o n s :

' lf you say someone has a funny accenr, you find their

accent strange or amusing For example: I'm not sure

where shet from Shei got o funny occent

l n B r i t a i n , p e o p l e o f i e ^ s : 1 l r n from up north to mean

- : r - : : o i - r w h e n y o u' - - : : r : ' e s s t o n s t h a t

You might want to draw your students' attention to how

several of the answers are not soecific Have the class

tell you which answers are not specific and write on the

board the exoressions that mal<e them so:

we're thinking obout it

i n r n n r n n r i r t a

R e a l E n g l i s h

l<ing a personalquestion more tentative Let students read the

examples and then play the recording once all the way

through, stopping after each example so that they can

practise saying it themselves Ask them to thinl< of two

or three other ouestions that can be made more

tentative using this language Have students go around

the class asl<ing other members of the class the

questions they've formulated Remind them that they

may politely refuse to answer questions with l'd rother

not soy, if you don't mind

G e t t i n q t o k n o w y o u

This will orovide students with the chance to use thequestions from I Fact-finding to find out more abouttheir classmates Have them get into groups and starttall<ing to each other Ask questions l-7 in 4 Speaking

to wrap up at the end of the exercise Students mayhave already asl<ed these questions when they weretalking to each other during the first half of the exercise,

s o i t m a y n o t b e n e c e s s a r y t o d i s c u s s t h e m a l l

For the second tasl< exolain that students should movearound the class tall<ing to different people, getting to

l < n o w th e m A f t e r a f e w m i n u t e s , s h o u t o u t ' C h a n g e l ' a n dget them to talk to someone new Tal<e part in thisactivity yourself You could even give this more of aparty atmosphere by playing some music as scudents are

m i n g l i n g T o w r a p u p , w r i t e t h e s e e x p r e s s i o n s o n t h e

b o a r d a n d e x o l a i n th e m 'We've got o lot in common

I've got a lot in common with

We don't hove much in common

Asl< a few students to tell you about some of the peoplethey tall<ed to, using these phrases

Set the scene of the dialogue and asl< students whatquestions they thinl< would be asl<ed Asl< if there areany questions that would not be asl<ed by a man to awoman and vice versa.Then play the recording asstudents tick off the questions Have them compareanswers with a classmate before playing the recording

Oh, by the woy, did I tell you thot I met this interestingperson the other doy? Jock, his nome wos

S p e a k i n g

L i s t e n i n g

R o l e p l a y

G e t t n g t o k n o r , v y o u

F o r t h i s r o l e p l a y h a v e s t u d e n t s c h c c s e

p e o p l e i n t h e p h o t o s G i v e t h e m f i v e

-what that person's life is like (e.g che

status, family, etc.)

; r e l , t h e i r h a i r i s t r n i n g : ' : h e s e collocations ro: - I a l s o e n c o u r a g e th e m: : : x r , u n d e r l i n i n g a n y

: - : s , n u n i t s b i g g e r th a n' - : r.:rld be difficult to

- - ' : : r : f t O t r a n s l a t e

: - : : - : r y w o r d i n

: - _ : , : : : t u n t t y t o: - ' : , = - i h o w t o

Before students start, have them qu ck y iook rnrougn

starters are useful for giving advice Encourage students

to record the patterns and a few examples, either their

own or those they see in the reading text, into their

I thought the odvice obout wos very usefui

I'm not sure I ogree with 's odvice about

I don't reolly understond the advice obout

I didn't understond whot helshe meont by ' '

A l l o w s t u d e n t s to s p e n d s o m e t i m e t a l l < i n g i n g r o u p s

b e f o r e d i s c u s s i n g t h e i r i d e a s a s a c l a s s T h i s i s y o u r

chance to reinforce some of the advice in the reading

text and to see their reaction ro these l<inds of ideas lf

Have students work through the tasl< first, and checl<

their answers You may need to explain that if you asl<

someone to give you o hond you are asking them to help

do this so thot you (con) do thot

-Ask students to use these patterns to tall< about some of

t h e t h i n g s th e y d o i n l e a r n i n g a l a n g u a g e F o r e x a m p l e :

I alwoys write new vocabulory on note cords ond carry them

oround, so thot I con test myself when |m on the bus

This tasl< focuses on some more important aspects of

learning: pronunciation and grammar lt's probably best to

do each part step by step, allowing students to quicl<ly

compare answers when appropriate Again, at the end,

spend some time talking about how each part relates to

students' own language learning

For the first part, you may want to tall< about how stress

is conveyed in English For some language groups, a lot of

practice is needed in lengthening stressed syllables and

s h o r t e n i n g u n s t r e s s e d s y l l a b l e s - u s i n g a r u b b e r b a n d t o

stretch out on the stressed syllables can help For the

last parc, you could asl< students to tall< about the

differences in oairs

l r f

: - r l ^

' '.1

cwo tenses areused in the context of storytelling The past continuous is

typically used to show the background of a story, while

the past simple is used for the main action Let students

read through the first sentence and underline examples

of the two tenses Checl< that they can see how the past

continuous is formed (woslwere + -ing form) and that they

l<now told is the past simple form of tel/ Then go over the

explanation and the two examples together Have

students identifv the two tenses here too

1 Gettlng to know you

To helo students understand the use of the two tensesvisually, draw a big empty square on the board Tell them

t h a t t h i s i s g o i n g t o b e t h e o p e n i n g s c e n e o f a m o v i e Ask them to suggest the time of year and day (e.9

spring, late afternoon), and the weather (e.g sunny) Havethem suggest some background actions (e.g birdssinging, clouds drifting) and draw these Then havestudents suggest some everyday activities for a person(e.g sitting on a parl< bench, reading a book) Draw aperson doing this Next, explain that you want something

u n u s u a l o r i m p o r t a n t t o h a p p e n s u d d e n l y H a v e s t u d e n t smake some suggestions and choose one to draw on theboard (e.g a swarm of killer bees appeared) Now tellthe story For example:

It wos o nice spring ofternoon in o quiet town The sun wdsshining, the birds were singing A few clouds were slowlydrifting ocross o deep blue sky Our hero wos sitting on opork bench, reoding o book,when oll of o sudden, o hugesworm of killer bees oppeored

M a t c h i n g

T h i s e x e r c i s e h e l p s s t u d e n t s d e v e l o p a g r a m m a r r u l e o r

g u i d e l i n e b a s e d o n t h e e x a m p l e s in t h e t a s l < H a v e

s t u d e n t s w o r l < i n d i v i d u a l l y o n t h e m a t c h i n g t a s l < W h i l egoing through the answers, asl< a few questions focusing

o n t h e l a n g u a g e u s e d i n t h e s e n t e n c e s F o r e x a m p l e :Whot or who else con'turn up'? (,my ex-husbondlwife, on oldfriendl

Aport from noodles ond coffee, whot e/se con you (or the cot)knock over? (o vose, my wine)

Con you think of some more household tosks that we use 'do'with? (e.g do the loundry, do the hoovering, do the gordening)What would you do if youA missed your girllboyfriend'sbirthdov?

Has onyone ever found something interesting down the bock

of the sofo?

Then get pairs of students to practise the examples, withone person saying the first half of the sentence and theother person saying the second half of the sentence Youmay want to tall< about the unstressed pronunciation ofwos in the Dast continuous before students do this

the other doy, accidentolly knock all over , knock

you first arrived here to now)

.their actions at the moment of speal<ing

this by reading the completed version of each text to the

class Then have students practise telling the stories co

each other You may need to tall< about the phrasal verb

end up and how it is often useo to express a resurc

a was going b got c sat d started e.Tried

f got g gave up h changed i started j was

did you do that for?

months

Language strip

to find out more about them

L e a d i n

q u e s t i o n s :What do you do in your free time?

Whot would you do if you hod more free time?

b e f o r e h a v i n g t h e m c o m p l e t e t h e s e n t e n c e s l- 1 5

Before you checl< their answers, model some of thepatterns so that students can hear where you pause andwhich words you stress Have them follow your

p r o n u n c i a t i o n w h e n g i v i n g th e i r a n s w e r s T h e n a l l o w

t h e m a c o u p l e o f m i n u t e s t o d e c i d e w h i c h o f t h e

a c t i v i t i e s a r e ' n o t h i n g m u c h ' P o i n t o u t t h e e x p r e s s i o n shove on early night and toke it eosy Ask students what, forthem, constitutes an early night and tal<ing it easy.Youmight also want to asl< them to find any verb * noun

c o l l o c a t i o n s t h e y f i n d i n t e r e s t i n g a n d r e c o r d t h e s e i ntheir notebool<s

Answers

l b 2 a 3 b 4 c 5 a 6 b 7 c 8 a

9 b 1 0 c I l a 1 2 c 1 3 a l , 4 a 1 5 c ' N o t h i n g

m u c h ' a c t i v i t i e s : l , 2 , 5 , 8 , I l , | 3 , l 4

For the next tasl<, model the example conversation withone student.Then tal<e the other part and repeat theconversation with another student Students can then

p r a c t i s e t h e i r o w n c o n v e r s a t i o n s i n p a i r s H a v e t h e m d o

a few examples before getting two pairs together tooerform their conversations for each other

: ,1 _

For this activity, get students to stand up and wander

around, aslcing each orher about what they did last night

Write some examples of questions that they can asl< on

the board before they start For example:

Did you do onything interesting lost night?

Did you do onything speciol lost nightT

Did you do onything much lost night?

Wrap up by getting students to tell you about the most

popular, most interesting and most unusual activity

to generally encourage students to use follow-up

questions to keep conversations going Also, when you

a s k y o u r c l a s s q u e s t i o n s o r g i v e t h e m e x a m p l e

conversations, try to add follow-up questions, too Here

students see some ways to follow up the conversations

they had in 2 Free practice

Play the recording as students fill in the gaps Replay the

recording and stop after each question so students can

practise saying them with the same stress and intonation

pattern Then have them work in pairs, matching the

responses to the questions Point out that there are two

responses for each question After students have

checked their answers, say all the responses for the class

and have students practise them, especially the way o//

r i g h t i n ' d ' a n d q u i t e o b i t i n ' e ' a r e s a i d t o g i v e t h e

appropriate meaning Finish off by getting pairs of

s t u d e n t s to p r a c t i s e a s k i n g a n d a n s w e r i n g th e q u e s r i o n s

Free practice

Here students have the opportunity to practise some of

the language from the previous exercises After they have

m a d e t h e i r l i s t , g i v e t h e m a m i n u t e t o l o o k t h r o u g h t h e

examples of follow-up questions Remind students to

invent some fun activities if they just stayed in last night

Again, get students to have conversations with several

people.You might wanr ro join in yourself Before movrng

on to the next task, give students a few minutes to add

any expressions that they like to their notebool<s

c o m e u p w i t h b e f o r e l e r t i n g th e c l a s s re a d t h e t e x t Before moving on to che nexr rask, play the recording of

t h e i n t e r v i e w s o s c u d e n r s c a n h e a r h o w t h e l a n g u a g e

s o u n d s a s t h e y r e a d a l o n g

Have the original pairs of students confirm how many oftheir questions were answered before getting them totalk to another parrner about how Fritzi answered their

q u e s t i o n s R e m i n d th e m t o u s e t h e i r o w n w o r d s r a t n e rthan l<eep referring to the text

It's a fun woy to

It'll be good for your

A: What did you do lost night?

In this tasl<, students are introduced to several usefulexpressions to talk about what they do in their free

t i m e H a v e t h e m w o r k i n d i v i d u a l l y o r i n p a i r s , u s r n gdictionaries where necessary, before going through theanswers

L a get given b fairs c album d spare e swap

3 a pool b fifty lengths c front crawl d sauna

5 a fan b support c games d stadium

Then have students go bacl< and find sentences to say

about themselves or that they can adapt Ask several

students to tell you what they have come up with and

write their sentences on the board.You may want to

draw students' attention to the expressions reodllike

onything bylonlobout and thot kind ofthing

, : I f " : f i f ' l ' t f r - - .

" ' - " " " : J : : " * '

The focus in this section is on how the present perfect

c o n t i n u o u s is u s e d t o t a l l < a b o u t o n g o i n g a c t i o n s th a t

started in the past, while the past simple is used to tall<

about completed past actions The use of the present

perfect continuous to tall< about recent activities is also

/ used to be reolly into rock climbing I did it for obout three

yeors before I fell ond broke my leg I gove it uP ond storted

sci/rng lnsteod.l've been doing it pretty regulorly since then

Then have students look at the two examoles and checl<

t h a t t h e y u n d e r s t a n d t h a t a i s p a s t s i m p l e a n d b i s

present perfect continuous before lool<ing at the two

example conversations.You may want to tall< a little

a b o u t h o w t h e p r e s e n t p e r f e c t c o n t i n u o u s is f o r m e d a n d

C r a w a t i m e l i n e o n t h e b o a r d t o v i s u a l l y r e D r e s e n t t h e

e x a m p l e s

- lhis exercise, students can apply what they noticed in

I Present perfect continuous and past simple to

origomi)

nome)

5 How long have you been doing that, chenl

5 How long did you do that for, then?

A lot of the meaning is conveyed by the way we saysomething Say the first example with different intonationpatterns and pitch levels and asl< students to tell youwhat emotion they convey (boredom, impatience,

s u r p r i s e a n d s u s p i c i o n a r e p o s s i b l e e x a m p l e s ) T h e n p l a ythe recording and have students practise the intonationand pitch level for sounding interested before gerringthem to Dractise the conversations in 2 Practice in

t o d e s c r i b e a l e n g t h o f t i m e a n d i s c o m m o n w i t h o t h e rtenses (e.9 I worked for obout three yeors, I'll be here threemore months); since means starting from a point in the

p a s t a n d c o n t i n u i n g u n t i l n o w o r a n o t h e r p o i n t i n t h epast and is usually used in perfect tenses (e.g / wosfeeling exhousted becouse I'd been working non-stop sincethe stdrt of the month\

Another rule that students may have learnt is that flor is

u s e d w i t h p e r i o d s o f t i m e a n d s i n c e w i t h p o i n t s o f t i m e

T h i s i s c e r t a i n l y o n e w a y o f l e a r n i n g t h e d i f f e r e n c e , b u c

e n c o u r a g e s t u d e n t s to a l s o l e a r n t h e s e w o r d s i n l a r g e rphrases Suggest that they have a page in their notebool<

where they collect for and since expressions After having

8 two years ago

are for and since

board:

when you started?

A: /t used to be Now o lot of children stort leorning English

of six or seyen

, , 1

Answers

l I've been working a lot of overtime recently

2 I've been revising for my exams for the last fewweeks

3 I've been doing my flat up for the last month

4 I ' v e b e e n s o r t i n g o u t m y s u m m e r h o l i d a y fo r t h elast few days

5 I've been lool<ing after the l<ids for the last few

m o n t h s

6 I've been trying to find a new job recently

Refer students to rhe Real English note on l've beenbusy -ing Ask them to reformulate the answers in

6 Talking about recent activities using this srructure.You could also teach them the expression long time, nosee, which would also be appropriate in this context.Then have pairs of students practise the conversarrons,encouraging them to keep each conversation going with

f o l l o w - u p q u e s t i o n s

F o l l o w - u p

A s a f o l l o w - u p t o t h i s u n i t , a s l < s t u d e n t s to t h i n k o f astrange hobby and to write it on a slip of paper Collect

a l l t h e s l i p s , m i x t h e m u p a n d h a n d o u t a s l i p t o e a c hstudent Tell them that they have this strange hobby andthat they are going to be interviewed about it Get thestudents in pairs to role-play interviews with each other,

l i l < e t h e o n e w i t h F r i t z i o n p a g e 1 6 In a d d i t i o n to t h equestions used in the text, write some other ideas onthe board:

What mode you stort collecting ?Whot's so interesting obout ?Hove you been doing it long?

Don't people find it odd?

What do your friends say obout it?

O n c e s t u d e n t s h a v e p r a c t i s e d th i s i n p a i r s , g e t t h e m r operform their interviews in bigger groups

1 8

Things you can rent and hire: rent o cor, rent o flot,

Language strip

expressions:

You say just toke my word for it to tell someone to

Encourage them to asl< you questions Then asl< them torecall any interesting expressions you used and wricethem on the board Follow up by asl<ing if a few students

w o u l d l i k e t o t e l l t h e c l a s s a b o u t a h o l i d a y e x p e r i e n c e

I n t h i s s e c t i o n , s t u d e n t s fo c u s o n e x p r e s s i o n s f o rdifferent holiday activities Start off by asl<ing them tomatch the sentences l-8 to the photographs A-H onpage 20 as a way of checking their understanding.Youmay need to explain that o fortnight is short for fourteennrghts, so two weel<s Point out the patterns here: wewent on , we went -ing, and we hod (o fortnight in thesun)

H a v e s t u d e n t s d i s c u s s t h e q u e s t i o n s in p a i r s G o o v e rthe stuctures used for guessing and model theirpronunciation Explain that I reckon is an informal way ofsaying / think.Then ask which of the structures showsless certaintv (lt looks like it could be or somewhere likeffiot.)

Answers

til,iiii Holiday activities

To lead into this tasl<, divide the class into groups Assign

e a c h g r o u p o n e o f t h e h o l i d a y s s h o w n i n t h e p i c t u r e s Ask them to brainstorm the l<ind of activities someone

S p e a k i n g

Have students individually marl< the activities You may

need to explain that the locols means the locol people

(You could also tell them that the locol means the /ocol

pub in British English.) Point out rhat go clubbing refers to

dance clubs Before students comDare answers tall<

previous partner Tell them to role-play a conversation

with a friend about their time together Write a few

expressions on rhe board to help:

We hod o greot time

We got on reolly well together

We liked doing the sdme rhings

We both did our own thing

We could never ogree on whot to do

We ended up doing nothing

One way to help reinforce the language is in a pair worl<

activity One person reads the text aloud, stopping at the

b l a n l < s w h i l e t h e o t h e r p e r s o n t r i e s t o r e m e m b e r t h e

m i s s i n g w o r d w i t h o u t l o o l < i n g a r t h e C o u r s e b o o k H a v e

pairs of students tal<e turns reading and remembering

As a model for the second tasl<, tell the class about the

last holiday you went on Then give students time ro

prepare to talk about their holiday Have them praccise

telling two other students

S p e a k i n g

T h e q u e s t i o n n a i r e i n t h e C o u r s e b o o l < i s m e a n t t oprepare students for the listening tasl< You could havethe class asl< you the questions first, before they asl< eachother The reporting-bacl< tasl< gives you a chance to

a s s e s s y o u r s t u d e n t s ' a b i l i t i e s i n f o r m i n g t h e p r e s e n toerfect

as many gaps as they can from memory Play the

Cornwall is in the southwest of England lt is very rurarand has a lot of beaches and spectacular coastar scenery

It often gets the warmest weather in summer

Answers

l a stayed b trips c out d wenr

3 a went b round c tool< d rucl<sack

5 a c r u i s e b s c e n e r y c b o r e d d again

20

V o c a b u l a r y

F o r e x a m o l e :

country?

o room)

'Whot

/ t s / s u p p o s e d t o b e ) v e r y

/ts o bit too for my liking

chat have become too touristy

Refer students to the Real English note on rent and

hire before completing the speaking task Share a

personal story about a time you rented any of these

things (This is a good opportunity to review the use of

t h e p a s t c o n t i n u o u s a n d p a s t s i m p l e ) H e r e i s a n e x a m p l e

story if you don't have one yourself:

to ovoid it I ended up in o ditch with the front wheel of the

door to osk for help lt turned out thot the person living there

on the rood in no time!

they would go about renting one of these things in

q u e s t i o n s , e i t h e r a s a w h o l e c l a s s o r i n s m a l l g r o u p s

AnswersThe Himal4yas The Pyrenees Michigan EdinburghVictoria Kilimanjaro Geneva Copenhagen

O d d o n e o u t

E x p r e s s i o n s w i t h p l a c e

Do you know of o good French ploce neor here?

coffee shop?

Wherei the best ploce to pork oround here?

After students have finished discussing the second tasl<,

have a few students tell their ideas to the whole class

Point out the two patterns:

o (odjective) ploce to (vero1

o (odjective) ploce for o (noun)

present perfect continuous is used to tall< about ongoing

actions that started in the past and also to tall< aoour

recent activities Here the basic concept of the presenr

perfect as a presenr tense looking back into che pasc is

rei nforced

H a v e s t u d e n t s lo o l < th r o u g h t h e e x a m p l e s in d i v i d u a l l y

a n d t h e n c h o o s e t h e b e s t e x p l a n a t i o n T h e y c a n t h e n

compare their answers with a partner before thinl<ing of

other examples of the present perfect This tasl<

therefore helps students draw their own conclusron to

explain the basic function of the present perfect Finish

b y d i s c u s s i n g t h e i r c o n c l u s i o n s a n d e x a m p l e s a s a w h o l e

class You may want to represent the basic idea of the

present perfect visually on the board, along with a few of

t h e c l a s s ' s e x a m o l e s

AnswersExplanation b is true for all three examples Both a

a n d c c o u l d e x p l a i n th e f i r s t a n d t h i r d s e n t e n c e s ,respectively

r,i:ll.,rii:{ nsking questions

Some traditional grammar bool<s have students pracciseanswering questions in the present perfect with just Yes, Ihove or No, /'ve never been to The examoles nere aremore realistic After students lool< through the examples,have them worl< individually adding no or yes.Then playthe recording, stopping after each one to allow students

to repeat the answer, following the same stress andintonation Datterns

a student asl<ing you questions first Reply using some of

t h e s t r u c t u r e s in l - 1 0

Then have students work in pairs, asl<ing each other ifthey've visited the places on the list Encourage them totall< a little about places they've been to Alternarively, orduring a review later, write the names of the countnes

o n s l i p s o f p a p e r a n d h a n d o u t o n e t o e a c h s t u o e n r Have each student find someone to asl< about the olace

up to now to a specific time in the pasr

G o t h r o u g h t h e e x a m p l e w i t h t h e c l a s s , p e r h a p s a s k i n g if

a n y o n e h a s b e e n o n a c r u i s e lf s o m e o n e h a s , a s k t h e m

to give you details about it

You may need to explain that if someone goesbockpocking they are travelling independently, usuallystaying in cheap places and carrying everything in abackpack, while if someone goes on o pockoge hotidoy,everything lil<e the flight and accommodation is arranged

by a company beforehand You could develop this into adiscussion on cruises, bacl<packing, pacl<age holidays and

c a m p i n g in g e n e r a l Y o u m a y a s k q u e s t i o n s s u c h a s t h e s e

t o p r o m p t c l a s s p a r t i c i p a t i o n :

Answers

i P o s s i b l e a n s w e r s :

l a restaurant 2 Nicl<'s home 3 any sl<i resort;

r Swiss Alps,Austria, Colorado, etc 4 a seat/place in a

queue 5 a locl<ed drawer/a safety deposit box 6 a

cottage 7 a parl<ing space 8 a flat/house 9 the

I floor 10 a gardeniyard

Free practice

22

Whot ore some good thingslbod things obout these holidoys?

Answers

The past simple was used in the answer

:.iiil Position of adverbs

The adverbs in this list are commonly, though, of course,

not exclusively, used with the present perfect Have

students worl< through sentences l-6 and then check

t h e i r a n s w e r s T h e n fi n d o u t h o w m a n y p e o p l e c a n s a y

they've never been to Canada or eaten squid and always

liked the British or have always wanted to go to India

Asl< students what the opposite of these four sentences

would be (l've been to Conodo I've eoten squid l've never

/iked the British l've never wanted to go to lndia.)

Answers

| I've never been to the south of ltalv

2 We've just heard the news

5 Have you seen their new baby yet?

6 Has she ever been marriedl

they can listen to the way you talk about it

R e a l E n g l i s h

Whot do you think of my shirt?

as an examole:

A: Have vou ever been to Borcelono?

ntce

Follow-up

t o D t c s :

The most fun l've ever hod on holidoy

Andrea finds love when she sees someone she rnew

Language input

Adjectives with two different forms: o bit annoyed,

etc

Whot ore you doing loter?

group task Asl< students to sort the exDressions into

two categories: those that might be used in a bad

situation (e.g /'m really sorry to heor thot) and rhose tnat

might be used in a good situation (e.g Whot o surprisel)

Alternatively, asl< students to choose several of the

expressions that are quesrions (e.g Whott the motter?)

and come up with a possible response (e.g /ii rother not

tolk obout it, if you don't mind) Then asl< them to cnoose

several of the expressions that are responses (e.g /,m

reolly sorry to heor thot) and come up with statements

that might prompt them (e.g l've just hod some bod news,

My fothers been token into hosDitol.\

You might need to explain some of the following

e x p r e s s i o n s :

' l f y o u a r e f e d u p , y o u a r e u n n a p p y b e c a u s e so m e r h i n g

b a d h a s b e e n g o i n g o n f o r a l o n g t i m e - o r h a s

h a p p e n e d a g a i n a n d a g a i n a n d a g a i n

For example: l'm really fed up with this roin

Lead in

How's it going?

How ore you?

Whot's up?

All right?

Whot's hoppening?

ways to answer them Asl< if they use or would use any

I H o w ' s it g o i n g ?

In this exercise, students focus on ways to answer thecommon greeting How's it going? Often we answer thisquestion with OK, Not bod, or Good However, if we feeldifferent from this standard response and we want totall< about it, we sometimes use octuolly or to be honest

in our answer and then explain why we feel that way.Have students do the matching tasl< and checl< theiranswers before worl<ing with a partner on other

p o s s i b l e e n d i n g s G e t t h e m t o t e l l y o u a f e w o f t h e i rsuggestions Point out the use of octuolly and to be honestand then have pairs of students practise asking How's ltgoing? and answering with l-4 Model the conversarionsand have the class follow your stress and intonacion.You may wanr to practise the way How's it golng? is saidlil<e one word They can then worl< on their ownconversarions following the model in the Coursebool<.Remind them that they can l<eep the conversation going

if they wish Explain that How come ? is anotner way

o f a s l < i n g W h y ?

24

l b 2 c 3 d 4 a

You could tall< about the use of sick and ill ln the

follow-up comment'd.', sick of means that you are extremely

unhappy with something that's been going on for a long

time, whereas in number l, i/l means not feeling well

Ask students to look ar the tirle of the reading text and

to suggest examples of events that could change

someone's life Ask if anyone would lil<e to tell the class

about a day that changed their life Then explain that

they will read an article about how a couple met They

s h o u l d r e a d t h e a r t i c l e a n d t h e n s h a r e th e i r r e a c t i o n s

with a partner Tell them not to worry about

understanding everything Write a few sentence starters

on the board to helo:

I think this is o story becouse

I felt reollv when I reod this becouse

I think they'll stoy together becouse

I don't think the relotionshiD will lost becouse

After students have discussed their reactions, play the

recording and let them listen and read at the same time

They can underline any expressions they find interesting,

either while or after they listen.You might want to poinc

out that there are several expressions dealing with

emotions and feelings Have students compare the

expressions they chose with a partner Encourage them

to record these in their notebool<s

This exercise focuses on some of the exoressions in the

text Have students worl< individually first and then

Refer students to the Real English note on get andbecome before doing the matching task In this exercise,students focus on several expressions with get, many ofwhich are negative (e.g get killed, get evicted).lf studentshaven't done so already, encourage them to record theexpressions with get on a separate page in theirnotebool<s Explain that if you get evicted, you are forced

to move out from the home you are renting, and that ifyou get socked, you are fired from your job Ask students

to give some reasons why a manager might sack

H a v e s t u d e n t s s p e n d s o m e t i m e p r e p a r i n g th e i r s t o r ybefore sharing it with their partner Encourage them toadd extra details that were not included in the readingtext.You may want to suggest that the person listeningtake an active part in the conversation by respondingwith comments like / see Reo/ly? Oh,how owful as well asquestions lil<e Why wos thot?When was thot? How come?

T h e y s h o u l d t h e n r e t e l l t h e i r s t o r i e s t o a n o t h e r p a i r o f

s t u o e n t s

Students often have problems with the -ing and -ed forms

o f a d j e c t i v e s A l t h o u g h t h e y a r e h e l p e d in e s t a b l i s h i n g a

s e t o f ' g u i d e l i n e s ' , r e m i n d t h e m t h a t t h e y s h o u l d l e a r nexamples of the two forms in larger phrases andDatterns

Draw students' attention to the two examoles from the

t e x t a n d a s k i f a n y o n e c a n r e m e m b e r w h y A n d r e a s a i d

t h e m ( s h e w a s s u r p r i s e d b e c a u s e s h e b u r s t o u t c r y i n g ;the hostel was depressing) Have students discuss thequestions about rules with a partner before theycomplete the pairs of sentences l-8.You might want topoint out that we can use the -ing form interesting todescribe people, too (e.g I thought he wos o reollyinteresting guy)

S p e a k i n g

True or false?

S p e a k i n g

As you go through the answers, tell students to

Students can then write their own examples for the five

other adjective pairs As they are working on this, go

a r o u n d t h e c l a s s c h e c l < i n g a n d h e l p i n g A s l < s e v e r a l

students to share some of their sentences Here are some

possible answers if students asl< for them:

I wos terribly disoppointed to leorn thot I hodn't got the job

I found'The Motrix Relooded' o bit disoppointing

I'm tremendously excited obout working in the city

It reolly is on exciting time to be living in London

I wos scored to deoth he would find out thot I'd /ost the

brocelet he'd given me

Hong-gliding con be o bit scary ot frrst, but you'll get used to it

He gets o/l stressed-out when there is a deodline to meet

This job con be reolly stressful but the poy is good

I wos pretty upset by the te/evision imoges of the wor

I found those imoges too upsetting, so I don't wotch the news

You could also tall< about some of the adverb collocations

for these adjectives, lil<e tremendous/y excited in the

e x a m o l e a b o v e

t h e i r i d e a s

Here the focus is explicitly on adjective + noun

collocations, some of which have appeared in the

p r e v i o u s e x e r c i s e s R e m i n d s t u d e n t s th a t t h e y s h o u l d

c h o o s e t h e l i s t i n w h i c h a l l o f t h e n o u n s c o r r e c t l y

collocate with the adjectives Once you have checked

their answers, have them discuss good examples of those

collocations that are new to them As always, encourage

students to record these collocations in their notebool<s,

plot and about how o plot develops

Answers

l c 2 a 3 d 4 6 5 f 6 h 7 e 8 g

I

In this exercise, students practise ways of turning downsugSestions Lead in by asl<ing the class to imagine theyhave a friend who is depressed, upset or stressed-out

T h e y s h o u l d c o m e u p w i t h s u g g e s t i o n s t o c h e e r t h e i rfriend up Elicit different structures for makingsuggestions and write them on the board For example:

W h v d o n ' t w e ?

H o w o b o u t ?

T h e n e l i c i t d i f f e r e n t w a y s i n w h i c h t h e i r f r i e n d c o u l dpolitely turn down the suggestions Explain that thisexercise will present another way of making suggestions

co do something together, as well as several ways to turn

a suggestion down

Have students complete the matching tasl< and then playthe recording so they can checl< their answers Play therecording again and stop after each line so students canreDeat the sentence

After students have underlined the expressions, they canpractise the conversations in pairs.To help students saythe phrases fluently, use this method: one person lool<s

at the first suggestion and memorises it Then they lool<

I can't be botheredIt'll tal<e ages to get there

You may need to explain a few of these expressions:' lf you are not in the mood for something, you don't feel

l i l < e d o i n g i t ' lf you say you've been on your feet oll doy,you havebeen very busy and haven't had a chance to sit down

a n d r e l a x lf you con't be bothered (to do something), you don'twant to mal<e the effort to do it Refer students to

Students can now practise having conversations similar

B: I don't feel like it I'm not hungry

Students may have learned that the present continuous is

used to describe actions that are happening now

Although the tense can be used in this way, it does not

always hold true When it refers to the present, it is

perhaps better to think of the present continuous as

d e s c r i b i n g a n u n f i n i s h e d a c t i o n

Explain the situation and talk about how the expression

bump into is used to say that the two people met by

chance Play the recording and asl< students to listen for

the answers to the two questions.Then find che

e x a m p l e s o f t h e p r e s e n t c o n t i n u o u s in t h e t a p e s c r i p t o n

page | 49

Let students read the explanations of the two uses and

decide which examoles from the conversation fit which

category They can then compare their answers with a

partner before checl<ing with you.You might need to

explain that if you pick up a friend, you meet them

somewhere and then drive them in your car, and that if

something happens out of the blue, it happens

unexpectedly

Answers

raining

5 My wife's waiting for me

4 F e e l n g s

In this exercise, students apply the rules from theprevious exercise to determine which function of thepresent continuous is being expressed After they havefinished, have them explain their answers with a Partner

T h e y s h o u l d c o m e t o t h e c o n c l u s i o n t h a t t h e e x a m p l e sreferring to the future have a time phrase (loter,in thesummer,tonight, ot nine o'clock tomorrow morning) Asl<

them to go back and underline these phrases Then havethem practise telling each other about their plans for theweel< You could also teach them the exDression I'm notdoing onything specio/ after they've finished

Answers

I b 2 a 3 b 4 a 5 b 6 b 7 a 8 a

9 b 1 0 a

l:ilJ:iii Questions and answers

one place before moving on to another place

Answers

Practice

Get students to work in pairs with these conversations

Encourage them to add a follow-up commenr like the

e x a m P r e

A: Hr, Nick How's it goingT

B: Not bod l'm o little tired I didn't get much s/eep /ost

night

t

" i N e g a t i v e r e s p o n s e s

starters on the board For examole:

Do you foncy -ing7

P e o p r e

Answers

2 Can you fix the toiletl

3 Do you fancy coming out for a drink with us afterworl<?

5 I was wondering if you wanted to go out for dinner

w i t h m e t o n i g h t ?

5 Do you fancy coming round ro my place for a

7 Can I see if the news is onl

L Can I turn that down?

F o l l o w - u p

on page 28 This activity would work best in groups of

28

S p e a k i n g

The review exercises can be used as a test However,

4 Look back and check and I What can you

'ili,,,,liiil what can you remember?

Answers will vary

iri,,,i:.i.l I Common expressions

I A: Have you ever been to Brazil?

a are you doing b 'm meeting c.'re having

d.'m really lool<ing forward to

e 've been planning f haven't had

do you earnl Are you married?

Do you have any brothers or sisters?

Words that are commonly used together

30

to I con weor what I like to work.

etc

Language strip

o u t m o r e a b o u t th e m

You do your work on the product before it continues

your hobby.You can also say l'm in reol estatel

wnter

Remind students to record any of the expressions thatthey lil<e in their notebool<s

Lead inHave the class tell you how one could asl< about

s o m e o n e ' s j o b i n E n g l i s h F o r e x a m p l e :Whot do vou do?

Whot do you do for o living?

Where do vou work? etc

Write the expressions on the board and then asl< eachstudent to thinl< of five ways of answering these l<inds ofquestions with jobs that they wished they had Then getstudents into pairs and ask them to tall< about the jobsthey chose and why they chose them

w h i c h i s a d d e d t o e m o h a s i s e t h a t w e a r e n ' t s u r e T h e nplay the recording so students can listen and checl< ifthey were right Write these expressions on the board

so students can tell you where their guesses were

d iffe re nt:

I thought helshe wos o but helshe's octuolly o

I thought helshe was o but it turns out helshet o

P l a y th e r e c o r d i n g a s e c o n d t i m e w h i l e s t u d e n t s fi l l i nthe gaps After checking the answers, write theseDatterns on the board:

l w o r k o s o

I work forlin o

I w o r k f o r l i n o o s o

r A s k s t u d e n t s to m a k e s o m e m o r e s e n t e n c e s u s i n g th e s e

patterns.You might need to explain that you work in aplace/town/city, but you worl< for a company/anorganisation Point out other useful phrases to tall< aboutyour job: l'm self-employed, once I groduote, work port-time

Explain that a dotcom company is a company that does

m o s t o f i t s b u s i n e s s o n t h e I n t e r n e t A l o t o f d o t c o m swent banl<ruDt in 2000

s o m e s t u d e n t s m i g h t n o t w a n t t o t a l k a b o u t w h a t t h e i rparents do for a living or might not l<now exactly how to

d e s c r i b e th e i r j o b G i v e t h e m g e n e r a l e x p r e s s i o n s l i l < ethe following

She works in business

She runs her own business

H a v e s t u d e n t s w o r l < i n s m a l l g r o u p s t o d i s c u s s t h e s equestions, and then have them report bacl< their ideas to

t h e w h o l e c l a s s T h i s i s a g o o d o p p o r t u n i t y f o r s t u d e n t s

t o t a l l < a b o u t h o w t h e l n t e r n e t h a s a n d h a s n ' trevolutionised the way we live and worl<, the problems

of unemployment, and the issue of worl<ing parents Youmay want to add further questions on any of thesetopics if your students seem interested in tall<ing moreabout them

This tasl< introduces the verbs have to, don't hove to andcon in the context of talking about work The examples

w i l l h e l p s t u d e n t s to f o r m a r u l e t o h e l p t h e m u s e t h e s everbs

A s a l e a d - i n , g e t s t u d e n t s in p a i r s t o l i s t t h e g o o d t h i n g s

a n d b a d t h i n g s a b o u t s o m e o f t h e j o b s i n t h e p i c t u r e s o npage 36 For example, a waitress can get free food butshe probably doesn't mal<e a lot; a teacher has to do alot of worl< in the evenings, but it's probably veryrewarding

Have students worl< individually before comparing theirideas with a partner As you go through the answers, asl<

them to suggest what job they thinl< the person has, for

example, the person in number 3 might worl< in a fastfood restaurant

q u e s t r o n s

Answers

Point out the following patterns and encourage students

t o r e c o r d t h e m i n t h e i r n o t e b o o l < s a l o n g w i t h a c o u p l e

o f e x a m p l e s :

I don't hove to if I don't want to

I c o n i f I w o n t t o

I don't hove to /t depends if I feel like it or not

I con whotlwherelwhen I like

This exercise contains many useful expressions fortall<ing about worl< Give students a few minutes to go

b a c l < a n d u n d e r l i n e th o s e t h e y f i n d i n t e r e s t i n g a n d t orecord them in their notebool<s

R e a l E n g l i s hRefer students to the Real English note Asl< them to

t h i n l < o f i n s t a n c e s w h e n t h e y m i g h t u s e t h e e x p r e s s i o nThonk goodness Has anything happened to them recently

t h a t m a d e t h e m h a p p y l D o t h e y r e m e m b e r a t i m e w h e nthey were greatly relieved?

L e t s t u d e n t s s p e n d a m i n u t e t h i n l < i n g a b o u t w h a t t h e j o bthey have chosen involves Then model and practise the

p h r a s e s , n o t i n g h o w h o v e to i s p r o n o u n c e d /h c v t a / lfstudents guess quicl<ly, they can repeat the exercise, butwith different jobs

Discuss what accounting involves before asl<ing students

if it sounds lil<e an interesting job Have them tall< about

what an accountant has to do, what the pay and hours

are lil<e Then have them read the text and share their

r e a c c i o n s w i t h a o a r t n e r

You might want to tall< about the expression push you

into Ask students whether their parents ever pushed

t h e m i n t o s o m e t h i n g A l s o , p o i n t o u t t h e e x p r e s s i o n j o b

security Asl< what other l<inds of jobs provide good job

security.You may need to explain that if something drives

you mod, it annoys you and that if a report is dry ic is not

i nteresti ng

Get used to/be used to

T h i s s e c t i o n fo c u s e s o n t h e e x p r e s s i o n s g e t u s e d to a n d

be used to Go over the explanation in the Coursebool<

with the class, pointing out that I'm used to and /'ve got

used to both mean that you now see a sicuation as

normal, while /'rn getting used to or I'm trying to get used

to both mean you don't feel totally comfortable about a

situation yet Point out that these expressions are

followed by a noun or quite often an -ing form You may

also need to discuss the difference between these

expressions and used to, as in / used to do korote when I

wos younger

Before students tell their partners what they could get

used tolnever get used to, complete two examples for the

I could never get used to working nine to five becouse /'ve

worked os o teocher for so long

I think I could get used to being self-employed becouse lA fike

to be my own boss

Ask a few students to share some of their sentences

w i t h t h e c l a s s

This exercise provides students with several typical

patterns with get/be used to After students have finished

the matching tasl<, tell them to go bacl< and underline the

complete expressions Encourage the students to record

Does onyone here find it difftcult to get up eorly?

How long would it toke you to get used to working nights?

Would you find it difficult to work from home?

Do you know onyone who works o six-doy week?

H e r e , s t u d e n t s u s e t h e e x p r e s s i o n s f r o m 3 M a t c h i n g t otall< about how comfortable they feel about differentaspects of English Remind them that if any of the

s e n t e n c e s a r e n o t t r u e f o r t h e m , t h e y s h o u l d c h o o s eanother expression that will mal<e it true (e.g I'm stilltrying to get used to the different sounds of English) This is

a chance for you to review some of these aspects andreinforce some of the learning advice from the first unit

This exercise further helps to reinforce the get used toand be used to expressions Have students first worl<

i n d i v i d u a l l y , a n d t h e n h a v e th e m p r a c t i s e re a d i n g th econversations in pairs Draw attention to the two

p a t t e r n s in t h e f o l l o w i n g q u e s t i o n s :How ore you finding ?

Ask them if they've ever felt this way and what they did

a b o u t it

Before students do this role play, tall< about a time whenyou, or someone you l<now went abroad Tell them howyou found the things listed here and how quicl<ly you gotused to or didn't get used to them You might want tohave students do the role play twice with differentpartners so that they can improve their performance

A g o o d j o b

S p e a k i n g

Answers

| still haven't got used to

2 slowly getting used to

l

Explain the situation of the dialogue and have students

Tell students to listen for the answers to the two

questions Play the recording, mal<ing sure that students

cover the text Get them to discuss their answers in

pairs Remind students to l<eep the text covered as they

d o t h i s

are in colour.)

know me

You use but then ogain to tall< about a positive aspect

R e a l E n g l i s h

A nurse gets to rneet lots of people

etc

S t u d e n t s c a n e i t h e r d i s c u s s t h e q u e s t i o n s in t h i s e x e r c i s e

i n s m a l l g r o u p s , o r t h e c l a s s c o u l d d e b a t e D i v i d e t h e

c l a s s in t o t w o g r o u p s : o n e i n f a v o u r o f M a r i a ' s a p p r o a c h ,the other against Give students five to ten minutes to

b r a i n s t o r m r e a s o n s t o s u p p o r t t h e i r p o i n t o f v i e w , a n dthen get them into small groups of four, two from each

s i d e , to a r g u e i n s u p p o r t o f t h e i r p o s i t i o n Y o u c o u l d a l s o

d o t h i s w i t h t h e q u e s t i o n a b o u t m o n e y b e i n g th e m o s t

i m p o r t a n t t h i n g a b o u t a j o b

, ,.'.'.'.'.1 ' ' t ^

- * , , , o r * n , * * n " n * e i m a g i n e w h a t a s i t u a t r o n rs

l i l < e b a s e d o n w h a t s o m e o n e h a J l r s t s a i d W h e n u s e d i nthis way, it often serves as a means of empathising withthe other soeal<er

Let students read the two extracts from theconversation and underline the two examples of must,

a n d t h e n g o o v e r t h e e x p l a n a t i o n

Answers

You must get o bit depressedThot must be good

can be followed by -ing forms For example:

rehabilitation centre if necessary Ken's job involves

buying and selling currency He gets to travel quite

You must get

That must be

That must be

You must get

You must get

Play the recording once all the way through with

students listening Ask them to pay attention to how the

stressed words sound Then play the recording again,

pausing after each sentence to allow students to repeat

Practise these sentences until students can say them

natu rally

Finally, get them to practise the conversations in

4 O p i n i o n s w i t h m u s t i n p a i r s , w i t h t h e a p p r o p r i a c e

stress.You may want to point out that when quite is

stressed (qu49 tired), it means not too (tired), but when the

adjective following guite is stressed (quite tired,), it means

very (tired)

5 Work

$ilid rurttrer practice

s t u d e n t s ' p r o g r e s s

Follow-up

could set this as a writing task

tonight Thot wos o stuPid thing to dol etc.

road etc

Agreeing: 5o do / Neither do L

be ot the hotel by 9:30, l'm glad I don't hdve to, etc

ways to tall< about places to shop and about using

money Encourage them to choose some other

expressions in the strip that lool< interesting and to find

expressions that use get

You might need to explain some of the following

e x o r e s s i o n s :

I think I'm a smoll,Hove you got it in medium? and I'm o

nine all refer to sizes in clothing

Shop till you drop is an expression suggesting that you

are going to do a lot of shopping For example: Let's

go into town ond shop till we drop!

Gop skirt

with a lot of change

F o r e x a m p l e :

t h e y li k e in t h e i r n o t e b o o l < s Lead in

r-This tasl< focuses on different places to shop and helpslead in to the reading tasl< Draw students' attention tothe pictures Have them match the places to the picturesand briefly answer any questions The topic of thereading text is car-boot sales, so you don't need to go

One good thing obout shopping in is thot

You may need to explain the difference between I'd never

go and I've never been Asl< which one is indirectly

expressing an opinion (l'd never go)

l

I addict and proud of it!)

Go over the ouestions in the Coursebool< with students

before they read the article Then ask them to read the

a r t i c l e a n d d i s c u s s t h e i r a n s w e r s a n d t h e i r o v e r a l l

reactions with a partner Encourage them to use

exoressions from the text

Answers

Play the recording of the article as students follow along

i n t h e i r C o u r s e b o o k s A s l < th e m t o u n d e r l i n e a n y

expressions or collocations that interest them Offer to

explain any words or expressions that they are unsure

of Here are some expressions to do with shopping or

pick up omozing borgoins

S t u d e n t s c a n d i s c u s s t h e s e q u e s t i o n s in s m a l l g r o u P s

Before they start, give them some sentence starters to

help them tall< about what they agree and disagree with

i n t h e a r t i c l e :

One thing I ogreeldisogree with is

I don't reolly ogree when the outhor sdys

Personolly, I thinkldon't think

The outhor hos o point when she soys

I don't think thot's totollv true

Although English speakers use this word frequently, you

c a n o o i n t o u t t h a t i t i s a l s o u s e f u l w h e n l e a r n e r s o fEnglish don't l<now the words for something Introduce

s o m e e x a m p l e s t h e y c o u l d u s e :Whot's thot thing you use to get ice creom out of o corton?

Whot do you coll thot thing you stond on ond weigh yourselfwith?

Whot's the nome of the thing over there?

You could even turn this into a little game with studentstesting each other on the names of objects in English

When students have finished tall<ing about unusual orinteresting things, get them to do the matching task andchecl< their answers with a partner Point out that theyare choosing something that thing(s) might be referring

to, not what it always refers to when it is used lil<e this

Explain that trunks are what men wear when they swim

Encourage students to record these expressions in theirnotebooks, perhaps on a page just for thing expressions

Answers

| b 2 c 3 a 4 h 5 f 6 d 7 g 8 e

doesn't only refer to objects

T h i n g - a n i m p o r t a n t w o r d i n E n g l i s h

S p e a k i n g

f :

How much do you want for this?

I'll give you five pounds for it

It's worth o lot more thon thot

You con hove it for o pound

what they think the oblects are This is also a good

Whot do you think thot thing over there is?

This thing?

The thing next to it

Whot do you use this thing for?

Where did you get thot thing?

This exercise focuses on several useful collocationsconnected with things we buy Once students havematched the parts together to make sentences, go overthe oronunciation and have them memorise theexpressions Pairs of students can then test each other,with one student reading the first part aloud and theother student completing the sentence without lool<ing

at the Coursebook They can then swap roles

-f _/ * \." ; - " "- ,/'

liiiiiilH oitterent strops

Lead in to this task by asking students what they wouldsay to someone in the street if they wanted to find aplace to buy a newspaper in Britain Some suggestions

m i g h t i n c l u d e :Where con I buy o newspaper?

Where is the newsPoPer shop?

Then refer students to the photos on page 44 and havethem comolete the first conversation Point out that weoften explain what we need and then asl< if the placewhere we can get it is nearby This is more typical thanmore direct where ouestions

After checlcing their answers, students can practise theconversation in pairs You might need to explain noppies

just post the stctlon

on the motn roodlust dawn therejust round the corner

at the end

M a t c h i n g

S p e a k i n g

38

M a t c h i n g

This exercise gives students practice with expressions

for agreeing: 5o do I and Neither do l Make sure students

notice that So do / agrees with an affirmative statement

and Neither do I agrees with a negative one Note that in

auxiliary is used instead of do (e.g Neither hove l, So om l,

Neither con l, Neither om l) However, you can use Me too

or Me neither with all torms

You may need to explain that lescoi is a British

exercise, adding to the list any verbs that students didn't

come up with While going through the answers, practise

the pronunciation of these sentences, paying attention to

the stress and intonation Then ask students to mal<e

; : : i , ; ! i : , j i , f " l , : , f

Remind students of expressions with must to tall< abouthow we imagine a situation to be (e.g.That must begood) In this exercise, students praccise two more uses

of must: to say what we thinl< is important for us to do,and to recommend something Some students may thinkthat must is often used to tell someone what to do

Draw their attention to the fact that rnust is frequentlyused with I and is very much what we personally see asimportant or necessary The other use of must, as a way

of recommending something, (e.g You must come ondvisit) might not be familiar to some students Encouragethem to record several of the expressions they see inthe following exercises in their notebool<s

Go over the examples and explanations with studentsand answer any questions Then have 1[s61 69;nnlete

: Alternatives to must and mustn't

Here students focus on polite alternatives to you must

Again, remind students that must is often found with /

As you go through the answers, asl< further questions

f o c u s i n g o n s e v e r a l o f t h e o t h e r e x p r e s s i o n s F o r

e x a m D t e :

(poy rent, book o hotel)

Whot con you do when you return home ond you hove o lot

unusual?

W h e n s t u d e n t s h a v e u n d e r l i n e d th e p o l i t e e x p r e s s i o n s ,

have them practise the sentences a-f until they feel

comfortable saying them

Tell students about your week before asl<ing them to talk

a b o u t t h e i r l i s t Y o u c o u l d t e a c h t h e m t h e e x p r e s s i o n m y

to-do /ist Again, if you have a srory abour a time when

you forgot something important, tell that to them too

Checl< that students l<now whar is happening in the

pictures before they tall< to their partners Get a few

people to share their suggestions with the whole class

Y o u c o u l d a l s o b r a i n s t o r m o t h e r s i t u a t i o n s o r a n n o y i n g

habits (e.g jumping o queue,smoking in the bothroom) and

c o m e u p w i t h p o l i t e r e s p o n s e s F o r t h e s e c o n d t a s l < ,

r e m i n d s t u d e n t s th a t t h e y c a n u s e m u s t i n e x p r e s s i o n s

lil<e You must come ond visit or You must try the squid

Students may wonder about the difference between hoye

to and rnust, as many coursebool<s treat them as

e q u i v a l e n t s R e m i n d s t u d e n t s th a t m u s t i m p l i e s m o r e o f a

p e r s o n a l o b l i g a t i o n w h i l e h o v e to i m p l i e s m o r e o f a n

external one.The difference between don't hove to and

mustn't, however, will probably be easier for students to

3 don't have to 8 must

4 have to 9 don't have to

a n s w e r s w i t h t h e c l a s s

Encourage students to record this pattern along withThonk goodness / don't have to from 6 Practice in their

n o t e b o o l < s , a l o n g w i t h s o m e o f t h e i r p e r s o n a l i s e dsentences from this activity Share some things you're

g l a d y o u d o n ' t h a v e to d o w i t h t h e c l a s s T h e n u s e t n equestions to reinforce some of the other language from

5 P r a c t i c e A s k t h e c l a s s ro t e l l y o u s o m e o r h e r t h i n g syou can go oround (e.g the shops, o/d buildings)

F o l l o w - u pHave students worl< in pairs, writing a dialogue set in a

c l o t h i n g s t o r e T h e i r d i a l o g u e s h o u l d i n c l u d e s e v e r a l o fthe expressions from the language strip Once they have

w r i t t e n t h e i r d i a l o g u e , h a v e th e m p r a c t i s e it i n p a i r sbefore they perform it for another group

o friend ot work.We didn't hove to stoy till the end.

agoinst the low, etc

.'oup tasl< Asl< students to choose the expressions that

- - qht be said in a restaurant Of these, asl< which seem

:: ce polite (e.g Excuse me, I ordered the chicken, not the

- - : - )

a n d w h i c h s e e m t o b e q u i t e s t r o n g ( e g lw o u l d n ' t

'=:c

thrs to my dog!).You can also asl< them to suggest

'^at is being referred to by it or this in several of the

: r.rressions For example, in l'm ofroid it! cold, it might be

We often use con't stond to say we hate something

i con't stond people who comploin means peop/e who

:omploin o lot reolly annoy me

f s o m e o n e a s k s y o u h o w s o m e t h i n g w a s , a n d y o u

'eply Don't eyen osk, you are implying that ir was so

:ad you don't want to tall< about it, although you may

:ctually go on to explain why it was bad For

e x a m o l e :

How was your trip?

Don't eyen osk,l

the food is very bad For example:

Do vou call this steok?

Remind students to record any of the expressions thatthey lilce in their noreboors

Lead inBrainstorm a list of things that students find annoying,

a n d a s k w h e t h e r t h e y c o m p l a i n a b o u t a n y o f t h e m i ntheir own language Then asl< whether they would

a c t u a l l y c o m p l a i n d i r e c t l y to t h e p e r s o n i n v o l v e d

A s l < h o w t h e y w o u l d c o m p l a i n p o l i t e l y in E n g l i s h , a n dthen asl< what they would say if they were really angry

u p t h e i r l i s t o f p r o b l e m s , h a v e th e m s h a r e t h e i r i d e a swith the class This is a good way to worl< on

collocations lil<e bod seryice, dirty sheets, rude woiters, etc

I

;.ll,iiil while you listen

E x p l a i n t h e s i t u a t i o n o f t h e l i s t e n i n g t e x t a n d p l a y th e

r e c o r d i n g S t u d e n t s c a n t h e n w o r k i n p a i r s , d i s c u s s i n g t h equestions Keep them in pairs for the second tasl< Helpwith difficulties with meaning when necessary Then playthe recording again so that they can checl< their answers.You may want to play the recording a third time whilestudents follow the tapescript on page | 50 Encouragethem to record some of the adjective * noun

c o l l o c a t i o n s i n t h e i r n o t e b o o l < s

Answers

l h 2 b 3 e 4 a 5 d 6 c 7 g 8 f

A :8:

I S p e a k i n g

S t u d e n t s c a n d i s c u s s t h e s e q u e s t i o n s in p a i r s D r a w t h e i r

attention to the pattern used to tall< about a

hypothetical situation in the past:

I would'velwouldn't hove

Have students practise saying these phrases, paying

attention to the contracted form would've.You could also

u s e t h e l i s t o f p r o b l e m s in I S p e a k i n g t o i m a g i n e o t h e r

problems and have students tall< about what they

would'velwouldn't hove done if these had happened to

tnem too

For some extra vocabulary worl<, asl< students to go

b a c k a n d u n d e r l i n e e x a m p l e s o f p h r a s a l v e r b s ( e g g o

down to, send bock) and verbs followed by prepositions

(e.g woit for, speok to, comploin obout)

l _

This exercise focuses on how we typically soften our

complaints so that we don't offend the person we are

B: Let me see /t tostes fine to me

A: Well, I'd like onother one

B: I'm afroid we con't moke it ony stronger, You con buyonother one if you like with on extro shot of espresso

Use the pictures of hotels on pages 48 and 49 and getstudents to discuss in pairs whether they would stay inany of them and explain why/why not To extend this,have them role-play a conversation between a polite

g u e s t c o m p l a i n i n g a b o u t t h e s e r v i c e a n d a n a p o l o g e t i chotel manager Then they can do it again but this time as

a very angry guest and a very rude hotel manager

:

R e m i n d s t u d e n t s th a t m u s t i m p l i e s a p e r s o n a l fe e l i n g o f

o b l i g a t i o n w h i l e h o v e to i m p l i e s a n e x t e r n a l o b l i g a t i o n Review the difference between don't hove to and mustn't.Asl< students to recall some expressions using theseverbs (e.g I reolly must remember to, I mustn't forget to, l'mglod I don't hove to) and then go over the explanation and

e x a m p l e s Y o u c o u l d a l s o p o i n t o u t t h e w a y h o d i s

e m p h a s i s e d i n t h e e x a m p l e fr o m t h e l i s t e n i n g t e x t i n

2 W h i l e y o u l i s t e n a n d w r i t e t h i s p a t t e r n o n t h e b o a r d : w o s l w e r e s o I j u s t h o d t o

G i v e s o m e e x a m p l e s :The food wos so bod, I just hod to leove

My feet were so tired, I just hod to sit down ond rest

Have students come up with other suggestions and

p r a c t i s e s a y i n g t h e m

In this exercise, draw students' attention to the way so Ihod to is used to give the result of something Encouragethem to record this pattern and several examples intheir notebool<s As you go through the answers, Pointout and tall< about some of the other expressions: We often use on mylourlthe woy to when giving thebackground information of where we were gorngwhen we are telling a story

I'm sorry, but this coffee isn't very strong

I'm sorry, but my room is rather cold

You may want to write these words on the board to

G i l I' s fr i e n d , V e r o n i c a , c r y

Practice

42

' lf you are short of money, you don't have enough

Answers

Why don't you it from the library?

afternoon)

t h i s a s a n e x a m o l e :

p e o p l e

, 1

I H a d to / d i d n ' t h a v e to

T h i s i s a t r a n s f o r m a t i o n e x e r c i s e b u t o o i n t o u t t h e

typical phrases and collocations here too Ask students if

they can thinl< of at least one more collocation for these:

hove o word with my boss (tolk, drink)

get our pdssports renewed (licence, viso)

e-moil the report (photos, proposol)

stay till the end (the breok, speeches)

poy my bill (toxes, bobysitter)

Answers

5 had to get a taxi

8 h a d to p a y m y p h o n e b i l l

'riii,.,,1!ltl More ways of expressing obligation

This exercise focuses on several exoressions that can oeused to tall< about obligation, or lack of it.When

students have finished the matching tasl<, have them

u n d e r l i n e th e s e e x p r e s s i o n s

from 5 More ways of expressing obligation Give

Here students can see a functional use of hod to Explainthe task and point out the pictures if students needsome ideas Make sure they l<now expressions like the

f o l l o w i n g :tokeldrop off the kids tolot schoolbobysit the kids

the bobysitter didn't show uphove o dentist's oppointment

Get pairs of students to complete the sentences andthen have them share their excuses with the whole classPairs can then practise reading the conversations

d conscripted into the army

e against the law

f an optional subject

o s r r i r t d r e < < c n l o

S p e a k i n g

S p e a k i n g