WELCOME
A WHAT A STORY!
A lucky pilot
1 1.02 Complete the conversation with the verbs in the correct tense. Then listen and check.
crash | hit | find | add | end | pull | keep take | destroy | scream | manage | dive
MIKE Did you see that story about the plane that 0 crashed in the Gulf of Mexico?
ANDY No, I didn’t. What happened?
MIKE Well, this guy 1 off from Miami in a singleengine plane and headed toward New Orleans.
ANDY Wow. That’s a long way.
MIKE Exactly, and it’s normally too far for a plane like that, but he had 2 extra fuel tanks. After he had begun his journey, however, he realized he didn’t have enough fuel to 3 on flying, so he radioed New Orleans and told them that he was in trouble and had to land in the ocean.
ANDY In the water?
MIKE Yes, but luckily there was a fishing boat nearby that was able to pick him up. But here’s the incredible thing. The plane had a parachute, so the pilot opened it, but this didn’t work, and the plane started to 4 toward the water! Then, almost at the last second, the parachute pulled the plane horizontal, just before it 5 the water. The impact almost 6 the plane.
ANDY And the pilot?
MIKE Fortunately, he was OK. He 7 to get out of the plane and into a life raft from the fishing boat. Then the people on the boat came and 8 him out of the raft to rescue him. He was fine. I mean, he didn’t 9 up in the hospital or anything. Now experts are trying to 10 out what exactly went wrong.
ANDY Wow – I would have been so scared. I would have 11 like crazy!
2 Read it again. Answer the questions.
1 Where was the plane flying to and from?
2 Why had the pilot added extra fuel tanks?
3 What did the pilot use to land the plane safely?
4 How was the pilot rescued?
Descriptive verbs
1 Match the verbs with the definitions.
1 demolish a to hit very hard and break 2 flee b to run away quickly 3 grab c to destroy completely 4 rage d to shout in a high pitch 5 scream e to take something quickly 6 smash f to hit 7 strike g to burn very fiercely
2 Use the correct form of a verb from Exercise 1 to complete each sentence.
0 The car went out of control and struck a big truck coming in the other direction.
1 By the time the spy was identified, he the country.
2 The house was old and unsafe, so the town it.
3 Come on, we’re late! your coat, and let’s go!
4 By the time the firefighters got there, the fire for more than 20 minutes.
5 When she reached her car, she saw that someone the windshield with a rock.
6 I , but nobody heard me.
4
WELCOME
A WHAT A STORY!
A lucky pilot
1 1.02 Books closed. As a warm-up, ask students: Have you ever flown in an airplane? Where did you fly to? How do you feel about flying? Why? You could tell them your own answers to the questions to get them started. Put students in small groups to discuss the questions. Monitor, making a note of the most interesting ideas to share during feedback with the class. Elicit some answers from each group. Find out, through a quick show of hands, how students generally feel about flying. Lead a brief class discussion about possible reasons for people’s fear of flying.
Books open. If there is an interactive whiteboard (IWB) available in the classroom, this activity would best be done as a heads-up activity with the whole class. Display the picture on the IWB. Ask: Have you ever flown in a plane like this? How is this plane different from the planes you have flown in? Tell students they are going to read about a flight in a small airplane. Read the instructions and list of verbs with the class and check understanding. Check/ clarify: engine, fuel tanks, parachute, life raft. Ask students to read the text quickly, ignoring the blanks, to answer the question: Why was the pilot lucky? Students then work individually to complete the exercise. Divide the class into pairs or small groups for students to compare their ideas before you play the audio for students to check their answers.
Answers
1 took 2 added 3 keep 4 dive 5 hit 6 destroyed 7 managed 8 pulled 9 end 10 find 11 screamed
2 Give students a minute to read the questions. Check/ clarify: rescued. Students work with a partner to decide what key information they need to look for in the conversation. Students read the conversation and complete the exercise. As they read, encourage them to underline the parts of the article that support their answers. During whole-class feedback, ask students to refer to the text and explain why they chose their answers.
Answers
1 To New Orleans from Miami
2 Because it’s usually too far for a small plane
3 He used a parachute.
4 People from a fishing boat rescued him.
Descriptive verbs
1 Read the verbs with the class. Students work with a partner to complete the exercise. During whole-class feedback, say the verbs for students to repeat, and check pronunciation.
Answers
1 c 2 b 3 e 4 g 5 d 6 a 7 f
Optional activity
Elicit the past verb forms. Ask: Which three of the verbs have an irregular past tense? (flee fled; strike struck; dive has two past forms: dived and dove).
2 Give students time to read the sentences, and check understanding. Students work individually to complete the exercise. Allow them to compare answers with a partner before whole-class feedback. If you’re short on time, assign this exercise for homework.
Mixed-ability idea
Stronger students could cover up Exercise 1 and try to complete the sentences before looking back to check their answers.
Answers
1 had fled 2 demolished 3 Grab 4 had been raging 5 had smashed 6 screamed
Optional activity
Divide the class into pairs. Ask students to think of a story (a news story? a movie? a TV show?) in which: 1 there was a raging fire 2 something demolished something else 3 someone screamed 4 someone grabbed something 5 someone fled a place 6 something was smashed Monitor, helping with any questions about vocabulary or giving students ideas for storylines. Make sure all students are taking notes to help them remember their stories. Put students with different partners to tell each other their stories. As feedback, ask some volunteers to tell their stories to the class.
X T-4
Phrasal verbs
1 Students complete the sentences and compare ideas in pairs before they look back at the story to check their answers.
Answers
1 took off 2 end up 3 find out
2 Read the sentences with students. Students work individually to complete the exercise before comparing answers with a partner. Monitor, helping with any questions about vocabulary. Check answers with the class. Point out the use of the -ing form after the prepositions in sentences 1, 4, and 8. During feedback, elicit/explain the meanings of each of the options in the sentences.
Answers
1 gave up 2 clean up 3 sort it out 4 keep on 5 looking forward to 6 stands out 7 broke down 8 ended up
Fast finishers
Have students write sentences about their own lives using the phrasal verb they didn’t choose in each sentence in Exercise 2. If you have time, elicit some of the sentences from the class and ask the other students to check and correct them.
Childhood memories
1 SPEAKING Books closed. To introduce the topic of movie-going memories, ask some questions to start a whole-class discussion. Ask: What movies have you seen recently? Do you prefer going to a theater to watch them, or do you watch them at home? Why?
Books open. Ask students to discuss their first movie memories and to write notes about the things they remember. Get some feedback from a few pairs about the most interesting things they found out about each other.
2 Tell students they are going to read about a man’s memories of movies in his childhood. Set a threeminute time limit and encourage students not to worry about unknown vocabulary but rather to focus on comparing the memories in the passage to the ones they discussed earlier. Remind them about using the notes they made. Elicit answers from the class and ask the rest of the class for comments.
3 Read the questions with students and check understanding. Give students a minute to try to answer the questions without looking back at the text. Before students reread, check/clarify: first few rows, boo, cheer, villain. Students read the text again and answer the questions. Allow them to compare answers with a partner before whole-class feedback.
Answers
1 Cartoons, Westerns, action movies and sci-fi features
2 He went with his older brother.
3 They went early so they could get seats near the front.
4 They cheered when the cartoon theme song started and when the hero won.
5 They booed when they saw the villain.
Elements of a story
1 Books closed. Choose a movie or story that the majority of your students will know, and write the title on the board. Ask individuals to describe what happens in the movie/story; try to elicit the words from the list in the exercise. Books open. Ask students to work with a partner to complete the exercise. During whole-class feedback, say the words for students to repeat, and check understanding. When checking pronunciation, write the words on the board and mark the stressed syllable for clarification.
Answers
1 set 2 hero 3 characters 4 villain 5 plot 6 ending 7 dialogues
2 SPEAKING Before asking students to work together, you could elicit some examples from the class to give students some ideas. Divide the class into small groups to think of their own examples of each of the four things. Monitor, helping with any difficulties, and encourage students to speak in English. As feedback, regroup students and ask them to take turns describing one of their ideas for the rest of their group to guess what movie or book or which character is being described. Remind them to keep their accounts of plots or endings brief and to avoid going into too much detail.
Talking about past routines
Ask students to read the questions. Elicit what forms we use in English to describe past habits and routines: used to or the simple past. Ask students to quickly reread the text and underline examples of each grammar form. Students write five sentences individually. If you’re short on time, you could assign this task for homework. Divide the class into pairs or small groups for students to compare their answers.
T-5
Phrasal verbs
1 Complete the sentences about the story. Then read again and check.
1 The pilot from Miami to go to New Orleans.
2 The pilot was OK. He didn’t in the hospital.
3 Now they’re trying to what went wrong.
2 Choose the correct options.
1 My father gave up / ended up smoking five years ago. He feels so much better now!
2 If you’re bored, why don’t you put away / clean up your room?
3 If there’s a problem, tell me, and we can sort it out / blow it out
4 Don’t stop! We have to get on / keep on running to the finish.
5 We’re going on vacation next Saturday for the whole month! I’m really looking forward to / looking into it.
6 There are good players here, but she’s the best. She really stands out / looks out
7 We had to stay home because our car broke down / blew out
8 All the restaurants were full, so we took up / ended up buying some food at the supermarket and eating in our hotel room.
Childhood memories
1 SPEAKING Work with a partner. What do you remember about your first trip to a movie theater? (e.g., who you went with, what the movie was, etc.).
2 Read the extract from an autobiography. Which of the things that you remember are mentioned?
3 Read the extract again and answer the questions.
1 What did theaters show at Saturday matinees?
2 Who did the writer go with?
3 Why did they go early?
4 When did the children usually cheer?
5 When did they boo?
The Saturday matinee
I’m in my 70s now and have loved the movies ever since I was a kid. Back in the 1950s and 60s, movie theaters used to have Saturday matinees. It was wonderful! Every Saturday afternoon, the theater showed movies for kids – only kids. They showed cartoons, Westerns, action movies, and sci-fi features – everything that kids loved back then (and I guess they still do!)
My brother, who was fi ve years older than me, used to take me. We always tried to show up early so we could get seats somewhere in the first few rows. The theater sold candy and
Elements of a story
1 Use a word from the list in each space. plot | set | hero | characters ending | villain | dialogues
I read a book last week called Ecuador Escape. It was a thriller – a kind of detective story. It is 1 in Manta, Ecuador, in the 1800s. The 2 of the story is a woman named Vera, who helps many of the other 3 escape from a terrible situation – they have been kidnapped by a horrible old man named Campos. He’s the 4 of the story.
Anyway, the book’s really good. I thought the overall 5 was prett y exciting, and it had an unexpected twist at the end. (I won’t tell you the 6 , though, in case you want to read the book yourself.)
I really liked the 7 , too. The conversations between the different characters sound like real people talking to each other. It’s a good read. I’d recommend it.
2 SPEAKING In small groups, discuss an example of each of these from a movie or book. 1 a great hero 2 a great villain 3 a great plot 4 a great ending
Talking about past routines
Think about yourself when you were five years old. What routines did you have? What things did you do? Write five sentences. Then compare with others.
popcorn, and we bought as much as we could. We used to sit and watch the movies while stuffing ourselves with food.
We loved the cartoons. Our favorite was always Tom and Jerry, and we used to cheer as soon as we heard the theme song start. We also loved action movies. The plots were often terrible, and the acting, too, but we really didn’t care. After all, we were kids! We used to boo the villains and cheer the heroes. Some kids used to throw popcorn at the screen when the villain came on – the ushers sometimes
tried to stop us, but usually they gave up! The endings were always completely predictable, of course. The heroes always won, and we cheered like crazy when they did!
WELCOME
5
B AN UNCERTAIN FUTURE Future plans
1 1.03 Read the conversation. Put the phrases (a–f) in the correct places. Then listen and check.
a when you graduate b get a good degree c to start a family d and then travel the world e then retire f before I think about settling down
MOM So, Greg, have you thought about which colleges you’d like to apply to yet?
GREG I told you, Mom – I’m not so sure that I want to go to college.
MOM But if you 1 , you’ll be guaranteed a secure future. You know, in ten years, you could be the manager of a huge company!
GREG But that’s just it, Mom. I don’t want to manage a big company, or a small company either. I don’t want to spend 40 years doing that, 2 and wonder where my life went. That’s not the future I want.
MOM So, what are you going to do 3 then?
GREG I’m not sure yet. Maybe work, save some money, 4 for a few months, you know, get some life experience.
MOM Well, that won’t do you much good. In this day and age, employers want people with work experience, not travel experience.
GREG Well, maybe you’re right, Mom. But even so, I want some time for myself 5
MOM There’s nothing wrong with settling down. That’s what your father and I did.
GREG I know, Mom, and that was fine for you and Dad, back in the last century. But the world’s different now, and people have such different aims, ideas, everything!
MOM Yes, I suppose so.
GREG But don’t worry, Mom. I mean, I’d like 6 eventually. So you can look forward to playing with your grandchildren someday – I hope.
MOM Well, I’m delighted to hear that, Greg!
2 Mark T (true) or F (false) or DS (doesn’t say).
1 Greg and his mom have talked about college before.
2 Greg’s father worked for a big company.
3 Greg definitely wants to travel after he graduates.
4 Greg’s mother values work experience.
5 Greg would like to be a father someday.
Life plans
1 Use the words from the list to complete each sentence.
graduate | settled | retired | travel | degree start | career | promoted
1 I intended to the world, but when I got to Brazil, I loved it so much that I stayed.
2 I don’t know what to do after I from high school.
3 She got her from Harvard.
4 He worked really hard, and after a few months, he got
5 My grandfather had worked for the same company for 42 years before he
6 A marketing class is a good way to start a in sales.
7 They bought a house and down in the town where they grew up.
8 They feel they don’t have enough money yet to a family.
2 SPEAKING Answer the questions in pairs. Then compare your answers in small groups.
1 At what age do people usually finish school in your country? Do you think this is the right age? Why or why not?
2 At what age can people retire in your country? Is it the same for men and for women? Do you think this is the right age? Why or why not?
3 Do you need a degree to have a good career? Why or why not?
6
B AN UNCERTAIN FUTURE
Future plans
1 1.03 Put students in small groups to discuss the following questions: Do you want to go to college when you graduate high school? Why? If so, what do you want to study? If you don’t want to go to college, what do you want to do? Monitor, helping with any challenging language. Elicit some ideas from the class. Tell students they are going to read a conversation between a mother and son about college. Ask them to read it quickly, ignoring the blanks, and check if any of the ideas they mentioned appear in the conversation. Then read the phrases with students and check understanding. Ask students to work individually to complete the exercise before comparing answers with a partner. Play the audio for students to check their answers.
Answers
1 b 2 e 3 a 4 d 5 f 6 c
2 Ask students to cover up the conversation and try to complete the exercise from memory. Students then reread the conversation and underline key text that helps them decide if each statement is true, false, or if the text doesn’t say. Remind them that in this type of task a statement is only false if the text explicitly says so – they should not rely on their general knowledge or their own opinions when deciding. Allow students to compare answers with a partner before you elicit feedback from the class.
Answers
1 T 2 DS 3 T 4 T 5 T
Life plans
1 To introduce the topic, you may want to tell students what your life plans are (or what they were when you were younger). Try to include some of the words from the list in your plans. Ask students to work with a partner to complete the sentences. Check answers with the class. During feedback, it is a good practice to check students’ understanding of vocabulary by asking concept-check questions such as: Do you intend to travel around the world when you are older? How would you feel if you got promoted? Why?
Answers
1 travel 2 graduate 3 degree 4 promoted
5 retired 6 career 7 settled 8 start
Fast finishers
Ask students to write down a list of things that they want to do before they start their careers. Listen to some of their ideas with the class after feedback on Exercise 1.
2 SPEAKING Divide the class into small groups and ask them to discuss the questions. For better results, you could give students a few minutes to think about their ideas before starting their discussion. Monitor, helping with any questions about vocabulary, but as this is a fluency practice activity, do not interrupt the conversations unless inaccuracy hinders comprehension. Listen to some of their ideas with the class as feedback.
X T-6
Past perfect tenses
To remind students of the past perfect tenses, write the following sentences on the board: By the end of the day, they had watched three movies. They had been watching a movie when the storm began. Ask a volunteer to underline the verbs in each sentence. Ask students to identify the past perfect verb (had watched) and the past perfect continuous verb (had been watching). Elicit that the past perfect is used to describe an action or situation that was completed when another action or situation occurred. In contrast, the past perfect continuous describes an action or situation that continued up to an event or situation in past time. Remind students that the past perfect continuous is often used to give background information.
Students complete the sentences and check answers in pairs before a whole-class check.
Answers
1 a had thought b had been planning 2 a had dreamed / dreamt b had been thinking
Being emphatic: so and such
1 Ask students to try to complete the sentences from memory before looking back at the conversation on page 6 to check. Check answers with the class. Elicit rules for the use of so and such. (We use them to make statements more emphatic. We use so + adjective and such + a/an + adjective + singular count noun, and such + adjective + noncount or plural count noun.) Check understanding of emphatic (strong and determined in speech or action, so that what is said or done gets attention).
Answers
1 so 2 such
2 Read the example sentence with the class and elicit why such, not so, is used. Students complete the sentences individually. Ask them to compare ideas in pairs before you check answers with the class. During feedback, read the statements aloud for students to repeat, and check pronunciation. Make sure students are putting the main stress on the words so or such
Answers
1 Working in the same job for 40 years sounds so terrifying.
2 Traveling is such an amazing experience.
3 Deciding to settle down is such a huge decision.
4 A boring job must be so awful.
3 SPEAKING Read the first more emphatic statement from Exercise 2 aloud to the class: Going to college is such a fantastic idea. Ask: Do you agree? Listen to some students’ opinions and encourage discussion.
Ask students to work with a partner and discuss which of the five statements in Exercise 2 they agree or disagree with. Encourage them to give reasons for their answers. Monitor, helping with vocabulary, but do not interrupt unless errors impede conversation. Listen to some of their ideas with the class and invite comments from the other students.
Optional activity
Ask students to work in small groups to write down four or five of their own opinions about life plans on a separate piece of paper. Give each group’s statements to another group to discuss in a similar way to Exercise 3. Repeat the activity, giving each group another set of statements, if you like. Monitor throughout, making a note of the most interesting ideas to elicit during feedback. At the end, ask groups to share these ideas with the class, and invite comments.
Extreme adjectives
1 Ask students to try to complete the exercise from memory before looking back at the statements in Exercise 2 to check. Remind students that we do not normally use very with extreme adjectives. We can say very scary, but we can’t say very terrifying. We can use really instead: really terrifying.
Answers
1 huge 2 amazing 3 awful 4 terrifying
2 Go through the list of words and, for each adjective, elicit a noun it could be used to describe. Students then complete the lists with the missing synonyms. Allow them to compare answers with a partner before checking answers with the class.
Answers
1 terrible 2 awesome 3 interesting 4 scared 5 funny 6 delighted 7 miserable 8 exciting 9 huge 10 tiny 11 freezing 12 hot
3 Go through the example with the class to check comprehension of the task. Students work individually to complete the exercise. Remind them to look back at the lists in Exercise 2 before they make their choices. Allow them to check answers with a partner before whole-class feedback. If you’re short on time, assign this exercise for homework.
Answers
1 delighted 2 hilarious 3 tiny 4 fantastic / wonderful / awesome / amazing 5 terrified 6 awful / terrible 7 thrilling 8 boiling
4 Read the instructions with students. Ask students to work in pairs to write dialogues. Monitor, giving suggestions as needed for how students could use extreme adjectives. Give students time to practice their dialogues before listening to some examples with the class. Ask the rest of the class to listen and try to decide in what context the dialogue may have taken place.
T-7
Past perfect tenses
Complete the sentences with the past perfect or past perfect continuous form of the verb.
1 Greg told his parents that he wants to travel before college.
A He (think) about it for a long time before he told them.
B He (plan) to tell them earlier, but he couldn’t find a good time.
2 Greg and his mom had different future paths for him.
A She (dream) that he would become a manager of a huge company.
B He replied that he (think) about getting some life experience.
Being emphatic: so and such
1 Complete the sentences from the conversation on page 6.
1 I’m not sure that I want to go to college. 2 People have different aims, ideas, everything!
2 Make these statements more emphatic. Use so or such
0 Going to college is a fantastic idea. Going to college is such a fantastic idea.
1 Working in the same job for 40 years sounds terrifying.
2 Traveling is an amazing experience.
Extreme adjectives
1 Look at the so/such statements you wrote in the previous Exercise 2 again. Find words that mean:
1 really big 2 really good 3 really bad 4 really scary
2 Write the words in the correct places. hot | delighted | interesting | exciting | huge terrible | scared | miserable | freezing | awesome tiny | funny
Gradable Extreme adjective adjective 1 bad / awful 2 good fantastic / wonderful / / amazing 3 fascinating 4 terrified 5 hilarious 6 happy 7 sad 8 thrilling 9 big / enormous 10 small / minute 11 cold 12 boiling
3 Complete the mini-dialogues. Use a suitable extreme adjective.
0 A It’s cold in here, isn’t it?
B Yes, it’s freezing !
3 Deciding to settle down is a huge decision.
4 A boring job must be awful.
3 SPEAKING Do you agree or disagree with the statements in Exercise 2? Explain your ideas.
1 A Are you happy they’re coming? B Yes, I’m 2 A He tells funny jokes, doesn’t he? B Yes, they’re 3 A This room’s small. B Small?! It’s ! 4 A So, it’s good news, right?
B Yes, it’s 5 A Were you scared?
B Yes, I was. I was ! 6 A Was the film really that bad?
B Yes, it was. It was 7 A Was the roller coaster ride exciting?
B Yes, it was. It was ! 8 A Be careful. The soup’s quite hot. B It’s more than hot. It’s
4 With a partner, write four more mini-dialogues using extreme adjectives from Exercise 2 above that don’t appear in Exercise 3.
WELCOME 7
C HOW PEOPLE BEHAVE
Conversations
1 1.04 Listen and match the conversations to the pictures. Write 1–3 in the boxes.
2 1.04 Listen again. Complete the spaces with one word.
CONVERSATION 1
STEVE What’s the matter with you?
MARIA I held the door open for that elderly lady; I let her go through in front of me.
STEVE Yeah. That was thoughtful of you. Very a .
MARIA But she just walked past me and didn’t say thank you. She didn’t even look at me! It’s so b , I think.
STEVE Oh, you c get so worked up. She was probably just thinking about something else.
CONVERSATION 2
MILLY Hi, Jack. Here are your headphones.
JACK My headphones! So you’re the one who took them!
MILLY Yes. Sorry, I should a asked you, I know, but …
JACK Well, give them back. You’re not b to take my things without asking!
MILLY OK. I’m sorry. But you don’t have to be so c about it.
CONVERSATION 3
JASON I’m really upset. I just heard that Paul, one of my best friends, is going to move to Canada.
SOFIA Oh, that’s a shame. But never a , you have other friends, don’t you?
JASON Yes, I know, but I’m going to miss him a lot. He’s really fun to b out with.
SOFIA Well, you don’t c to lose touch with him – not these days.
JASON That’s right. Maybe my parents will d me go and visit him some time.
3 SPEAKING Work with a partner. What would you have said in these situations if you were:
● Steve?
● Milly?
● Sofia?
Personality
SPEAKING Work in pairs. Choose six of the adjectives. For each one, think of something that someone could say or do to show that quality. calm | cold | generous | kind | lively polite | rude | selfish | shy | thoughtful unfriendly | warm
Ifsomeonetalkstoyouwithoutsmiling or beingfriendly–well,that’scold.
Using should
SPEAKING What could you say in the following situations? Use a form of should and a personality adjective.
0 Someone has given you an expensive present. You shouldn’t have spent so much! That was so generous of you.
1 A friend of yours has said something unkind to a mutual friend.
2 Your friend wants to ask someone to dance but is shy.
3 A child doesn’t want to let another child play with a toy.
4 Someone is getting angry because another person was rude.
8
B C A
C HOW PEOPLE BEHAVE
Conversations
1 1.04 If there is an interactive whiteboard (IWB) available, display the pictures onscreen. Alternatively, ask students to cover up the rest of the page and focus on the three drawings. Ask: What is happening in the pictures? Elicit suggestions and accept any ideas at this stage. Play the audio for students to check their predictions and to match the pictures to the conversations. Students compare answers with a partner before a whole-class check.
Answers 1 C 2 A 3 B
2 1.04 Give students two minutes to read the conversations and try to fill in the blanks from memory. Play the audio again for students to listen and complete the conversations. When students have compared answers with a partner, check with the class.
Answers
Conversation 1: kind, rude, shouldn’t Conversation 2: have, allowed, unfriendly Conversation 3: mind, hang, have, let
3 SPEAKING Read the instructions with the class. Point out the use of would have + past participle to refer to a possible past situation. Students work with a partner to complete the exercise. Listen to some of their ideas with the class as feedback.
Personality
SPEAKING Books closed. As a lead-in, give students three minutes to make a list of as many personality adjectives as they can think of. Elicit examples and create a mind map on the board, grouping similar adjectives where possible. Encourage students to decide together what the various categories should be and which adjectives belong under each heading. At the end, ask them to copy the mind map into their notebooks for future reference.
Books open. Ask students to read the list of adjectives, and say: Which of these words are on your mind maps? Where should the other words go? Students work in pairs and take turns choosing an adjective and giving an example to illustrate its meaning. Listen to some examples with the class as feedback.
Mixed-ability idea
Give weaker students time to prepare their answers before saying them to their partner.
Using should
SPEAKING Read the instructions and the example with students. Ask: Why do they say shouldn’t have in the example? (To express regret or to give advice about a past action.) Elicit some additional suggestions for the example situation from the students. Remind them to use should have or shouldn’t have + past participle. Students work with a partner to complete the exercise. Listen to some of their ideas with the class as feedback.
Mixed-ability idea
Weaker classes: Ask students to decide whether each situation refers to the past or the future and to compare their ideas about this in pairs before they move on to making sentences.
X T-8
Career paths
1 Books open. Look at the pictures with students. Ask individuals to name and write the jobs on the board. If there is an IWB available in the classroom, you could ask individual students to come up to the front to label the photos onscreen. Ask the rest of the class to check and correct spelling, as necessary.
Answers
A engineer B nurse C bus driver
D maintenance worker E teacher
2 Tell students they are going to read an article about choosing a career. Set a time limit of two minutes to encourage students to practice reading quickly to search for specific words. Tell them not to worry about unknown words but rather focus on gaining an overall understanding of the article and on checking which of the jobs are mentioned. Check answers, referring back to the jobs listed on the board or IWB.
Answers engineer, teacher
3 SPEAKING Read the instructions with the class. Students reread the article to complete the exercise. Tell them not to use dictionaries but rather try to understand difficult vocabulary from its context. Suggest that they underline the parts of the article that help them decide on their answers. Students compare answers in pairs before a whole-class check. During feedback ask students to refer to the passages they underlined to justify their answers. You could hold a class vote to find out which of the tips students found most useful.
Optional activity
Put students in small groups to create a poster about “Dos and Don’ts” for choosing a career. They can use the ideas in the article, but they should add their own advice, as well. Monitor, providing help with any challenging language as necessary. Set aside some time for the groups to present their posters to the class, asking the other students to note which tips appear on their own posters and which don’t. Alternatively, display the posters around the class. Ask the students to read them and choose the best tip from each one. Elicit some ideas from the class. Then vote on the best poster.
Decisions
1 The article contains a variety of expressions connected to decisions. Give students two minutes to read the sentences and try to complete them from memory before looking back at the article to check their answers. Check answers with the class. To check comprehension, elicit synonyms or explanations for each expression.
Answers
1 make 2 mind 3 make up 4 come to 5 long, hard
2 SPEAKING Working individually, students write their answers to the questions in Exercise 1 in note form, adding details and reasons. Monitor, helping
with ideas or any unfamiliar language. Divide the class into small groups for students to compare and discuss their answers. Listen to some of their ideas with the class as feedback and encourage further discussion.
Permission
1 To quickly review this area of grammar, ask some individuals to describe rules in their school. Elicit sentences such as: Our teachers (don’t) let us use our phones in class. We are (not) allowed to eat or drink in the library.
Ms. Richards makes / doesn’t make us clean off our desks before we leave the room.
Point out the structure of each sentence and draw students’ attention to the negative forms.
Ask students to work individually and complete the sentences. Encourage them to look carefully at the context of each sentence before deciding which verb to use. Allow students to compare answers with a partner before feedback from the class.
Answers
1 let 2 make 3 are allowed to 4 makes 5 was allowed to 6 lets
2 Ask students to work individually and write sentences about their perfect job or career. Monitor carefully to ensure students are using the structures correctly and to make a note of any repeated errors to go over after feedback. Divide the class into pairs for students to read each other’s work. During feedback, elicit some examples from the class, paying attention to any recurring errors. If you’re short on time, assign this exercise for homework.
Optional activity
Put students in groups of three to write six similar statements about rules at their homes, leaving a blank space where the verbs should go. Make new groups of three with members from three different previous groups and ask students to use their sentences to test their partners. Monitor, making a note of any errors in the use of the verbs of permission to go over with the class at the end.
T-9
Career paths
1 What jobs do you see in the photos?
2 Read the article quickly and find which of the jobs in Exercise 1 it mentions.
TIPS FOR CHOOSING A CAREER
Choosing a career isn’t always easy, but it doesn’t have to be the agony that some people make it. Here are our tips to help you make up your mind.
A Don’t let other people tell you what to do! There are always people who want you to become a lawyer, or work in banking, or major in engineering. Listen to them, but remember, it’s your life, and it’s your decision, so be sure that you’re the one who makes that decision!
B Consider what you think you’re good at. It’s true that things like salary are important, but don’t let financial considerations lead you down the wrong path. Follow your heart and your personality – if you’re not very outgoing, don’t go for a sales job, even if the pay’s good. In the same way, if you don’t like work that involves paying lots of attention to detail, think long and hard before you decide to do something like applying to study engineering in college.
C Your first decision isn’t forever. Some lucky people get it right first time – they choose a job, love it, and stick with it. But it isn’t always like that. You’re allowed to change your mind! On the other hand, it’s no good agonizing for years either. Maybe you have three or four possible things you’d like to do. So choose one and try it. If you don’t like it, try another one.
D Do something of value. Some people choose their career simply because they think they’ll earn huge amounts of money (although the careers that pay the most also have millions of people who never make it to the top). Generally, however, people get more satisfaction out of their career if they feel they are doing something valuable for others. It doesn’t have to be charity work. It could be a job that helps other people, like being a teacher. Just don’t forget that job satisfaction isn’t only about money.
3 SPEAKING Put the four tips (A–D) in order to show how useful you think each one is. (1 = most useful, 4 = least useful.) Compare your ideas with a partner.
Decisions
1 Complete the questions. The first letter has been given to you.
1 What do you find it difficult to m decisions about?
2 When do you think it’s wrong to change your m ?
3 Can you remember a time when you couldn’t m u your mind about something?
4 Who do you talk to before you c t a decision about something?
5 What kind of things do you think l and h about before making a decision?
2 SPEAKING Answer the questions in the previous exercise for yourself. Make notes. Then discuss your answers in a group.
Permission
1 Use the correct form of make / let / be allowed to to complete the sentences.
1 You should never other people make decisions for you.
2 No one can you do a job that you don’t want to do.
3 In more and more jobs now, people work from home if they want to.
4 My mother’s boss her work late sometimes.
5 Back when my grandfather worked, he smoke in his office. Can you believe that?
6 This company its employees start work at 8:00, 9:00, or 10:00, whatever works best for them.
2 Write sentences about your perfect job or career. Use make / let / be allowed to in some of your sentences.
Myidealcompanyletsalltheemployeesplaytheirownmusic.
9 WELCOME
D NEW THINGS
A change of lifestyle?
1 1.05 Read and listen to the conversation.
1 Where are Tom and Isabel?
2 Who doesn’t want to be there? Why?
2 1.05 Listen again and complete the conversation.
Reporting verbs
1 Rewrite each sentence. Use the verb in parentheses.
0 “Please come to my party, Jim.” (invite) She invited Jim to come to her party.
1 “You should watch this show.” (recommend) He
2 “No, I won’t help you, Molly.” (refuse) He
3 “I’m late because there weren’t any buses.” (explain) She
4 “OK, I’ll lend you my jacket, Tony.” (agree) He 5 “OK, Alice, I’ll go to the movies with you.” (persuade) Alice
6 “Go on. Ask him, Sue!” (encourage) I
TOM You said it opened at eight o’clock.
ISABEL And I was wrong! I’m sorry. Don’t be so 1 . It’ll be open very soon.
TOM I already wish I hadn’t come.
ISABEL Oh come on, Tom. We 2 , didn’t we? You said that you were fed up with your 3 lifestyle.
TOM True. And then you 4 me that the best thing to do was exercise.
ISABEL Right. And I 5 you to come with me to the gym, and you agreed, so here we are.
TOM I always feel 6 wearing workout clothes. I’ve have skinny legs.
ISABEL Oh, stop complaining, Tom. There’s nothing wrong with your legs.
TOM I asked you what I 7 wear, and you said shorts. But I look terrible!
ISABEL Look, no one cares about what other people look like. They’re too busy exercising.
TOM That’s completely untrue!
ISABEL Tom, I’m beginning to wish I 8 invited you. Oh look, it’s opening. Let’s go in and get started.
3 Answer the questions.
1 Why has Tom agreed to exercise?
2 Why is Tom not happy about wearing shorts?
3 Why, according to Isabel, are people not worried about other people’s appearance?
4 Why is Isabel starting to regret inviting Tom?
2 SPEAKING Work in pairs. Tell your partner about: 1 a time someone persuaded you to do something 2 a book or movie that someone recommended to you 3 something you would not encourage another person to do 4 a time when you refused to do something that another person wanted 5 something you once agreed to do and then regretted it
Negative adjectives
1 Write the negative form of these adjectives. 1 happy 4 complete 2 patient 5 regular 3 possible 6 legal
2 Complete the sentences using the negative form of an adjective in the list. expensive | important | logical formal | responsible | polite
0 I don’t like spending a lot of money. I like to buy inexpensive things.
1 It’s an party. Wear what you want.
2 The way you dress for school is It’s better to focus on your classes.
3 The way he was explaining the math problem seemed . I didn’t understand.
4 My brother never says please or thank you. He’s so
5 You’ve got an exam tomorrow. It’s to stay up so late.
10
NEW THINGS
A change of lifestyle?
1 1.05 Books closed. As a lead-in, ask: Do you like playing sports? What sports do you play? What kinds of clothes do you wear for them? Ask students to discuss the questions with a partner, and listen to some of their answers with the class. Tell students they are going to hear a conversation about going to the gym. Students answer the questions individually. Tell them to focus on answering the questions and not to worry if they do not understand every word. Allow them to compare answers with a partner before a whole-class check.
Mixed-ability idea
Stronger groups: Books closed. Play the audio for students to listen and answer the questions.
Weaker groups: Books open. Students read and listen as they answer the questions.
Answers
1 They are at the fitness center / gym.
2 Tom doesn’t want to be there because he feels uncomfortable wearing workout clothes.
2 1.05 Give students time to read the dialogue and clarify any difficult vocabulary. Play the audio again for students to listen carefully and complete the dialogue. Ask students to compare answers with a partner before checking with the class. Replay the audio, pausing after each blank to confirm answers.
Answers
1 impatient 2 agreed 3 unhealthy 4 persuaded 5 encouraged 6 uncomfortable 7 should 8 hadn’t
3 Read the questions with the class. Divide the class into pairs or small groups for students to complete the exercise. Check answers.
Answers
1 Because he’s fed up with his unhealthy lifestyle
2 Because he thinks he has skinny legs
3 Because they’re too busy exercising
4 Because Tom keeps complaining
Reporting verbs
1 This activity could be done as a Test-Teach-Test exercise. Read the instructions with students and ask them to work individually to complete the exercise (Test). Allow students to compare answers with a partner. During whole-class feedback, focus on the different structures that follow each verb (Teach). If students have had difficulty with particular verbs, give them additional examples (Teach) and ask them to think of examples of their own (Test). Approaching the exercise in this way allows you to see which areas students have mastered and which they need additional practice in.
Answers
1 He recommended (that) I (should) watch that show.
2 He refused to help Molly.
3 She explained that she was late because there hadn’t been any buses.
4 He agreed to lend Tony his jacket.
5 Alice persuaded me to go to the movies with her.
6 I encouraged Sue to ask him.
2 SPEAKING Give students two minutes to read the sentences and think about their answers. Divide the class into pairs or small groups for students to discuss their answers. Monitor to check that students are using language correctly and to make a note of any repeated errors. Write these on the board, ensuring anonymity, and ask students to correct them during whole-class feedback. During feedback, ask students to share any interesting information they discovered about their partner.
Negative adjectives
1 Books closed. Write happy on the board and elicit the negative form (unhappy). Brainstorm a list of other prefixes used to make adjectives negative and write them on the board. Make sure they include un-, in-, im-, il-, and ir-, and elicit an example for each prefix. Books open. Ask students to work with a partner to complete the exercise. Write answers on the board and mark the stress. Say the adjectives for students to repeat. Check pronunciation.
Answers
1 unhappy 2 impatient 3 impossible 4 incomplete 5 irregular 6 illegal
2 Read the instructions and example with the class. Check/clarify: logical, responsible. Students work with a partner to complete the exercise. During feedback, pay attention to pronunciation of the adjectives.
Answers
1 informal 2 unimportant 3 illogical 4 impolite 5 irresponsible
Fast finishers
Students write similar sentences to illustrate the meaning of the five adjectives from Exercise 1.
X D
T-10
Another country
1 If there is an IWB available in the classroom, you could do this as a whole-class activity and zoom in to show the pictures on the page onscreen. Otherwise, put students in pairs to do this. Ask students to cover up the text on the right side of the page. Ask them to describe the things in the photograph. Elicit ideas and write answers on the board or label each photo onscreen.
Ask students to read the blog and complete the exercise. Tell students not to worry if they don’t understand every word – they should just focus on answering the question. Ask students to check their answer with a partner before feedback from the class.
Answer
The temple isn’t mentioned.
2 Read the instructions with the class and check/clarify get used to. Ask students to think of something they thought was new or unusual when they first arrived at their school. Ask: How do you feel about it now? Elicit that, with time, they’ve gotten used to what seemed unusual at first.
Students read the text again to complete the exercise. Tell them to underline information in the text that helps them answer the question. Students check their answer with a partner before whole-class feedback. During feedback, ask students to justify their answers by quoting the parts of the passage they have underlined.
Suggested answer traffic, writing system, pronunciation
3 SPEAKING Working individually, students think of two more things Lety has to get used to, living in Thailand. Divide the class into pairs for students to compare their ideas. Listen to some of their answers with the class as feedback. Elicit as many suggestions as possible and ask the class to comment on them.
Suggested answers a different currency, the climate, everyday customs
Optional activity
Lead a class discussion about what students think a foreigner moving to their country might find difficult to get used to. Make a list and then compare the ideas to Lety’s experiences in Bangkok.
Changes
Look at the list of words with students. To check comprehension, elicit a definition or example for each phrase from a volunteer student. Ask students to work with a partner and complete sentences 1–7. During whole-class feedback, say the words for students to repeat and check pronunciation.
Answers
1 taking up 2 struggle 3 doing well 4 make 5 give up 6 ways 7 break
Regrets: I wish … / If only …
1 Ask students to try to complete the sentences from memory before looking back at the text to check their answers. Ask concept check questions: Did someone tell Lety how long it would take to travel to and from school? (No.) Did a friend tell her to learn some Thai? (Yes.) Did the take his advice? (No.) Elicit that we use I wish … / If only … + past participle to say what we wish had happened differently in the past.
Answers
1 had told 2 I’d listened
2 Read the instructions and the list of verbs with students. Elicit the past participle of each verb. Students complete the exercise individually before comparing answers with a partner. Check answers with the class.
Answers
1 I’d brought 2 I’d worn 3 I’d known 4 had found
Optional activities
Write the following question on the board: What things would you change about the past year if you could? Ask students to write three sentences beginning I wish … or If only … To get students started with ideas, you could tell them three of your own regrets about the past year.
Divide the class into pairs. Ask students to take turns reading one of their sentences to their partner. Their partner asks them questions about it. Listen to some examples with the class as feedback.
T-11
Another country
1 Read the blog. Which of the things in the photographs does Lety not talk about?
Lety’s blog – from Bangkok!
Hi everyone,
Well, those of you who read my blog regularly know that I’ve moved – I’m now living in Bangkok, since my parents got jobs here and they’re on two-year contracts, so here we are. We got here about a month ago, and we’ve found a place to live, so we’re starting to settle in.
It’s so different from home here. Well, that’s unsurprising, of course! For one thing, there’s so much traffic all the time, and for a country girl like me, who’s used to peace and quiet, it isn’t easy to deal with. I guess I’ll get used to it, but it might take a while! I just wish someone had told me in advance th at it would take me an hour to get from home to school every day – and an hour to get back! But I’ve made a resolution: I’m going to use my travel time wisely – to learn to knit maybe, but mainly to learn Thai. I think I’m going to struggle because Thai has a different writing system and incredibly difficult pronunciation. But I’m going to put my mind to it, and I hope I can make some progress. (It’s a good thing lots of signs are in the Latin alphabet, too; otherwise, I’d be completely lost!) One of my friends told me to try to learn some Thai before coming here – if only I’d listened to him! It’d be a lot easier now I guess.
One of the truly wonderful things here is the food. You may remember that I’ve already raved about how much I love Thai food. My favorite restaurant at home is Thai, so I’m used to all those spices, and I love them. But here – wow, the flavors are out of this world. Well, that’s all for now. I’ll write more soon!
2 Read again. What three things does Lety have to get used to?
3 SPEAKING Think of two more possible things that Lety has to get used to. Compare your ideas.
Changes
Use words from the list to complete the sentences. resolution | break | ways | doing well taking up | struggle | give up | make
0 Lety’s made a resolution to use her travel time well.
1 She’s thinking of knitting.
2 She thinks she’s going to to learn Thai.
3 She’s started learning already, but so far she isn’t
4 Moving to another country is a chance to some progress with language skills.
5 I love spicy food, so I could never eating hot peppers.
6 I need to get in shape, so I’ll have to change my
7 I don’t think I’m ever going to my bad habits.
Regrets: I wish … / If only …
1 Complete the sentences from Lety’s blog. Then read again and check.
1 I just wish someone me in advance that it would take me an hour to get from home to school every day.
2 One of my friends told me to try to learn some Thai before coming here – if only to him!
2 Lety wrote some emails to her friends back home. Complete the things she said. Use verbs from the list to help you.
say | wear | find | bring | know
0 I didn’t see Jack before I left – I wish I’d said goodbye to him.
1 Electronics here are really expensive. If only a little more money!
2 I went to a party last night, and it was really hot. I wish lighter clothes.
3 There are lots of beautiful temples here. If only something about Buddhism before coming here.
4 Our apartment here is really small. I wish my dad a bigger one.
11 WELCOME
