1 I’ve lived there for six years. = I still live there now.
I lived there for five years. = I don’t live there now.
2 for + a period of time for three years since + a point of time since last February 3 Write for or since.
1 We’ve been here yesterday.
2 I’ve worked here two weeks.
3 They’ve been married 1995.
4 We haven’t seen each other ages.
5 She’s been away five days.
6 I’ve had a headache this morning.
since since
4 Put the verbs in brackets into the present perfect or past simple.
1 I at work since eight o’clock, but I’m going to leave soon. (be)
2 We on holiday last week. (be) 3 I at the restaurant for an hour, but
then I left. (wait)
4 We must get a new car. We this one for ten years. (have)
5 I’m a vegetarian. I meat since I was a teenager. (not eat)
6 I for nearly twenty years, but I stopped last year. (smoke)
5 74.2 Listen. Tick the correct sentence.
1 a She works there now.
b She doesn’t work there now.
2 a He’s a policeman.
b He isn’t a policeman.
3 a They’re married.
b They aren’t married.
4 a They still live in France.
b They don’t live in France now.
5 a She works at the bank.
b She doesn’t work at the bank.
6 Writing Complete the sentences.
1 I live in .
2 I’ve lived there for / since . 3 I’m a (job).
4 I’ve been a for / since . 5 I work / study in / at .
6 I’ve worked / studied there for / since . 7 In my free time, I .
8 I’ve played / done for / since . 9 My parents have been / were married
for / since .
’ve been
’ve been
GRAMMAR
Present perfect; for and since
74
Now I can ... talk about past activities that continue to the present.
74
Pronunciation Vowel sounds
74.3 Listen. Choose the odd one out.
1 down out throw 2 back take break 3 look up put 4 there here year 5 was saw off 6 find sit since 7 turn work fork 8 won gone done Lucy is at a conference. She’s met an old friend from college.
Lucy Lovely to see you again, Alma. I haven’t seen you since your 21st birthday party. Do you still live in London?
Alma No, I don’t. I lived here for a few years after college, but then I moved to York.
Lucy Are you married?
Alma Yes, I am. I’ve been married since last February.
Lucy Congratulations. How long have you lived in York?
Alma Oh, I’ve lived there for nearly three years now.
Lucy Do you remember that guy who was studying Engineering? Oh, what was his name? Ben Driver.
Wasn’t he from York?
Alma Yes, he was. I …
Lucy He was so boring! I haven’t seen him since we left college.
Alma I have. I saw him this morning actually. He’s my husband!
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© 2020 Oxford University Press
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
1 75.1 Listen. Paul and Helen are at a university reunion.
Answer the questions.
1 Which person …
– has worked for the same company since university?
– has had a lot of different jobs?
2 Who are Troy and Georgina?
2a Write Paul (P) or Helen (H).
1 is divorced.
2 is married.
3 has travelled a lot.
4 has got three children.
5 lives in Manchester.
6 worked for an insurance company.
7 lives in London.
8 shares a flat with a friend.
9 lives in a house in the suburbs.
10 works for a computer company.
11 works for a bank.
12 was a singer in a band.
b Listen again. Check your ideas.
HP
3a Paul and Helen mention these periods of time. Why?
– six months – a couple of years – three years – four years – nine years
b Listen again. Check your ideas.
4 What do Paul and Helen think about each other’s life?
5a Speaking You’ve met an old friend after 15 years. Think about your answers to these questions.
1 What do you do?
2 How long have you been a … ? 3 Where do you live / work?
4 How long have you lived / worked there?
5 Where did you live / work before?
6 How long did you live / work there?
7 Are you married?
8 How long have you been married?
9 Have you got any children?
10 What do you do in your free time?
11 How long have you done … / played … ? b Work with a partner. Make the
conversation. Use the questions.
SKILLS
Listen and speak
75
Now I can ...
talk about my life up to now.
75
English in the world Reunions
Universities and some schools in Britain and the USA usually have reunions for their former students. They often have a magazine, too, with news of former students’ lives.
Reunions are big events in the USA. They are normally used to raise money for the university or school.
Now there are websites, too, where people can find old friends.
Compare this with your country.
Yes, and you, Paul.
How are you?
Helen, it’s good to see you.
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Warm-up
• Write the following life events on the board at random, e.g. be born, get a job, die, leave school, retire, start school, graduate from university, get married, go to university, get divorced.
• Ask students to match the events into pairs. Explain that they should look for the beginning of something and the end of something, e.g. be born / die, get a job / retire.
• Go through the pairs together, then ask students to say the things they’ve done in their lives.
1 • Elicit / Teach: reunion. Ask questions about the picture, e.g.
Where are the people? What are they doing? What is the man wearing?
• Play audio 75.1 for students to familiarize themselves with the speakers.
• Read through the questions. Tell students to listen again and write the answers. Play the audio again.
• Go through the answers together.
1 Paul has worked for the same company since university. Helen has had a lot of different jobs.
2 Troy is Helen’s ex-husband. Georgina is Paul’s wife.
2a • Read through the questions. Elicit / Teach key vocabulary, e.g. insurance company, share, suburbs, band.
• Tell students to write P for the things that Paul said and H for the things that Helen said.
b • Play the audio again for students to listen and check.
• Go through the answers as a class.
1 H 2 P 3 H 4 P 5 P 6 H 7 H 8 H 9 P 10 H 11 P 12 H
3a • Go through the periods of time. Tell students to write what Paul and Helen say about each one.
b • Play the audio again for students to listen and check.
• Go through the answers together.
1 Helen worked in an insurance company for six months. 2 Helen was a singer in a band for a couple of years. 3 Paul has lived in Manchester for three years. 4 Helen has been back in England for four years. 5 Paul has been married for nine years.
4 • Ask students what they think of Paul’s life. Elicit their opinions and reasons, e.g. I think Paul’s life is better because he has a house and a family. / It’s boring because he hasn’t travelled. Repeat with Helen’s life.
• Tell students to look at the answers to exercise 2 and make notes about what Paul and Helen might think about each other’s life.
• Go over the answers as a class.
Paul envies Helen because she’s done all the things he wanted to do (e.g. travel, play the guitar in a band).
Helen envies Paul because he’s got all the things she’s always wanted (e.g. a good job, a nice house, a family).
5a Speaking
• Go through the questions. Write answers about yourself in random order on the board, e.g. six years, teacher, two, three years, London, teacher.
• Put students in pairs. Tell them to look at the answers on the board and try to match them with the questions.
• Go through the questions and make sentences about yourself using the answers on the board, e.g. 1 I’m a teacher. Find out how many students guessed all of the questions and answers correctly.
• Tell students to read the questions again and write answers for themselves.
• Nominate different students. Ask: What do you do, (Mo)?
Repeat with different students and questions.
• Check that students use the correct tenses.
• Ask students to imagine that it is 15 years from now and they’ve met an old friend. Tell them to look at the questions again and think about the answers they would give.
b • Put students in pairs. Ask them to imagine that they have just met. They are happy to see their old friend and want to find out what has happened to him / her over the past 15 years.
• Tell them to use the questions from exercise 5a to have a conversation. Monitor. (You could give students time to practise in pairs and then turn this into a whole class mingling activity.)
• Nominate individual students to say sentences about the person / people they spoke to.
English in the world
• Elicit / Teach: former, event, raise money.
• Read through the text as a class. Ask questions to check comprehension, e.g. Who goes to university and school reunions?
Where can you find news of former students? What do reunions raise money for in the USA? How can you use the Internet to find old friends?
• Ask students questions about reunions in their country, e.g.
Do schools and universities have reunions in (China)? What other types of reunions do you have in your country? Does your university have a magazine? Are there any (French) websites where you can find old friends?
• Put students in mixed-nationality pairs or small groups to describe reunions in their countries. If your students are all the same nationality, do this as a whole class activity using the board to compare your country and your students’ country.
• Focus students’ attention on the can do statement: Now I can talk about my life up to now.
Follow-up
• Tell students to read the questions in exercise 5a again and rewrite them using the third person singular, e.g. What does he / she do? How long has he / she been a …? Go through the questions together.
• Ask students to think about someone they know, for example a friend or a relative, and to write answers for that person.
• Put students in pairs to ask and answer questions about their friend / relative.
Resource activity pages 248 and 291
teacher’s notes lesson 75 Students listen to people talking about their lives, then describe their own lives up to now.
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© 2020 Oxford University Press
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
• Write: Someone answers the phone at The Coffee Shop. on the board. Ask students to correct the statement. Elicit: No one answers the phone at The Coffee Shop. / There’s no reply at The Coffee Shop.
• Put students in pairs. Tell them to look at the remaining false statements: 5, 7, and 8, and correct them.
• Go over the answers together.
5 Russell doesn’t know the solicitor’s name. 7 Anna Harlow isn’t at The Coffee Shop. 8 Russell saw Anna two weeks ago. / Russell hasn’t seen Anna for two weeks.
4a • Focus on the Everyday expressions. Tell students to find and underline them in the text.
• Write: There’s reply. on the board. Point to the gap and ask students to supply the missing word. Elicit: no.
• Ask students to complete the expressions.
• Go through the answers together. Drill each expression as a class then individually.
no, try, ’s, with, charging, up
b • Read through the expressions. Write: Oh, wait, one more thing … just a minute – . on the board. Ask students to complete the sentence with one of the expressions. Elicit:
don’t hang up.
• Put students in pairs to complete the exercise. Monitor.
• Go through the answers as a class.
1 don’t hang up. 2 she hasn’t got her phone with her. 3 I’ll try his mobile. 4 It’s ringing 5 there’s no reply. 6 it’s re-charging.
5 • Focus on the Language check. Tell students to look at the first picture. Ask students to read the text again and underline all of the examples of the present perfect.
• Repeat with the second picture.
• Go over as a class.
picture 1: Russell hasn’t put any petrol in … We haven’t used it since Monday …
picture 2: I’ve borrowed Dad’s mobile. Mum and Dad have gone to the solicitor’s. … they’ve gone in the car. … I haven’t seen her for two weeks.
6 • Focus on the story. Put students in groups. Tell them to practise the story, each taking one part.
• Give students an opportunity to practise each role. Monitor.
• Ask one group to act out the story for the rest of the class.
• Focus students’ attention on the can do statement. Now I can talk about telephoning.
Follow-up
• Play a game of Sentence Hangman (see page 11) with the expressions from exercise 4a.
Resource activity pages 249 and 291 Warm-up
• Put students in pairs or groups of three. Ask them to write the alphabet on a sheet of paper.
• Tell students that you are going to say a sentence and they have to listen and write down the letter. Do some examples.
Say: This letter is the twenty-second letter. (v) This letter comes between the first and the third letters. (b)
• Now use the pattern to say sentences giving the letters that make up telephone. Students have to listen and work out which letter you have given and write down the word.
1 • Tell students to read episodes 8 and 9 again. Ask questions about the story, e.g. Whose computer is Jordan fixing? Why is Sarah at the workshop? Whose email do they see on the computer? Why do they open it? Who does Sarah call? What do you think is in the email? Why do Starlight Properties need The Coffee Shop? Who owns Starlight Properties? Why does Anna Harlow want The Coffee Shop?
2 • Play audio 76.1 to familiarize students with how the story develops and with the characters’ voices.
• Elicit / Teach key vocabulary for the pictures, e.g.
picture 1: annoyed, petrol, empty
picture 2: anxious, reply, solicitor, re-charge, hang up picture 3: disappointed, too late.
• Write the new words on the board and drill as a class and individually.
• Tell students to cover the text. Ask some questions about the pictures to check basic comprehension, e.g.
picture 1: Where are Ryan and Cindy? Who’s driving? Does Ryan look happy?
picture 2: Who is Peter with? What’s Sarah doing? Where is Russell? Is he working?
picture 3: Where is Jordan? What is he holding?
• Focus on the questions: Where are Ryan and Cindy going?
Why? Does Sarah speak to Ryan or Cindy? Play the audio again for students to read and listen. Elicit: They’re going to the solicitor’s office to sign the contract. No, she doesn’t.
• Ask some questions about the text to check comprehension, e.g.
picture 1: Is there enough petrol in the car? When was the last time Cindy and Ryan used the car? What does Cindy say they can get on the way?
picture 2: Whose mobile phone does Sarah ring? Whose phone is re-charging? Is Anna with Russell? Why can’t Russell talk for longer?
picture 3: Why is Jordan unhappy? Who’s going to sell The Coffee Shop?
3 • Focus on the statements. Write: Russell hasn’t put any petrol in the car. on the board. Tell students to read the text. Ask:
Is the statement true or false? Elicit: true.
• Tell students to read the text again and decide if the statements are true or false.
• Put students in pairs to compare their answers, then go over the answers as a class.
1 T 2 F 3 T 4 T 5 F 6 T 7 F 8 F
teacher’s notes lesson 76 Students learn and practise expressions for telephoning.
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Peter There’s no reply at The Coffee Shop.
Sarah I’ll try Ryan’s mobile. … It’s ringing. Hello, Ryan. It’s Sarah. I … Russell Hi, Sarah. This is Russell. I’ve borrowed Dad’s mobile.
Sarah Oh, well. Is your dad there?
Russell No. Mum and Dad have gone to the solicitor’s. They’re going to sign the contract to sell this place.
Sarah Oh, OK. I’ll try your mum’s mobile.
Russell Actually, she hasn’t got her phone with her. It’s re-charging here.
Sarah Oh, no! … Oh, don’t hang up, Russell! Here’s Jordan.
Jordan Russell, do you know the name of your parents’ solicitor?
Russell No, sorry, but it isn’t near here, because they’ve gone in the car.
Jordan What about Anna? Is she there?
Russell Anna? No, I haven’t seen her for two weeks. Look. I must go. There are customers in the café. Bye.