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¿ Ask students to look at the photo and the title of the unit, House and home. Put them into small groups and ask them to discuss the questions. Nominate a few groups to share their ideas with the rest of the class.

Although there are no right or wrong answers to these questions, use this whole-class discussion stage to bring

styles of houses and other forms of accommodation.

ÝËÔÌËÎÛ ÒÑÌÛ

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½±²­¬®«½¬»¼ º®±³ îðôðð𠬱²­ ±º ­²±© ¿²¼ íôðð𠬱²­ ±º ·½»

»¿½¸ §»¿®ô ·²½´«¼·²¹ ¬¸» ¬¿¾´»­ô ½¸¿·®­ ¿²¼ ¹´¿­­»­ò ß®¬·­¬­

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¾ Give students time to think about the questions. Put them into pairs to discuss their ideas. Take feedback by asking a few students to report back on their partner’s ideal home and whether they would like to live there too.

ÛÈÌÎß ßÝÌ×Ê×ÌÇ

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At the end of this lesson, students will be able to:• use modals of deduction appropriately• use a lexical set to describe houses and buildings

correctly • understand an article about alternative places to

stay when travelling• discuss homes and places to stay

Answers豬± ¿æ Í©·¬¦»®´¿²¼ô ß«­¬®·¿ ±® Í´±ª»²·¿å ¿ ¾·¹ º¿³·´§ô ±® ¬©± ±®

豬± ¾æ Ü«¾¿· ±® ¿ ³±¼»®² ½·¬§å ­±³»±²» ©·¬¸±«¬ ½¸·´¼®»²ô

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¬¸»®»ò

豬± ½æ Ó»¨·½± ±® Í°¿·²å ¿ ­³¿´´ º¿³·´§ ±® ¿² ±´¼»® ½±«°´»ò

豬± ¼æ ̱µ§±ô ¿ ¾·¹ ½·¬§å ¿ ­·²¹´» °»®­±² ±® ¿ ½±«°´»ò

¼ Discuss the question as a class.» Ask: Why did the speakers use the words ‘maybe’ and

‘perhaps’ when they were talking about the four houses? (Because they weren’t sure; they were making guesses.) Tell students that they are going to look at other ways of making deductions (guesses based on limited information). Put students into pairs to complete the sentences. Elicit students’ ideas but don’t check answers at this point.

º îòíè Play the recording again for students to check their answers.

Answersï ½¿²�¬

î ½¿²�¬

í ³«­¬

ì ½±«´¼

ë ³·¹¸¬ ²±¬

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¹ Students complete the task individually. Check answers as a class.

Answersï ¾ î ¿ í ¿ ì ½

¸ Discuss the question as a class. You may wish to point out that we often use be after modals of deduction, but other verbs are possible (e.g. have, get, etc.).

Answers¬¸» ·²º·²·¬·ª» ©·¬¸±«¬ ¬±

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ï ×�³ ­«®» ¬¸¿¬�­ ¿ ²±·­§ ¿®»¿ò ø̸¿¬ ³«­¬ ¾» ¿ ²±·­§ ¿®»¿ò÷

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ß­µæ ܱ §±« ¸¿ª» ¿ ­·³·´¿® »¨°®»­­·±² ·² §±«® ±©² ´¿²¹«¿¹»á

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homes. Put students into pairs or small groups to discuss the questions. Take feedback as a class by asking

Write their ideas on the board. Do the other groups agree? Add notes from what the other groups say, and leave them there for 1c.

¾ îòíè Play the recording for students to listen and match the speakers with the photos. Check answers as a class.

Answersï ½ î ¼ í ¾ ì ¿

AudioscriptÍÐÛßÕÛÎ ï É»´´ô ·¬�­ ª»®§ ­³¿´´ ­± ·¬ ½¿²�¬ ¾»´±²¹ ¬± ¿ ¾·¹ º¿³·´§ô ³¿§¾»

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Í°¿·²ò

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¾» º´¿¬­ô ¬¸» ¹®±«²¼ º´±±® ±²» ·­ ¬±± ­³¿´´ô ­± ·¬ ³«­¬ ¾» ¿ ¸±«­»ò

ÍÐÛßÕÛÎ í DZ« ½¿² ­»» ¬¿´´ ¾«·´¼·²¹­ ±«¬­·¼» ¬¸» ©·²¼±©ô ­± ¬¸·­ º´¿¬

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©¸± ©±®µ­ ¿ ´±¬ô ±® ­±³»±²» ©¸± ¼±»­²�¬ ­°»²¼ ³«½¸ ¬·³» ¬¸»®»ò

ÍÐÛßÕÛÎ ì ׬�­ ¿ ¸«¹» ¸±«­»ô ­± ¿ ª»®§ ¾·¹ º¿³·´§ ³«­¬ ´·ª» ¬¸»®»ô ±®

¾»½¿«­» ·¬�­ ·² ¬¸» ³±«²¬¿·²­ ­±³»©¸»®»ò ׬ ½±«´¼ ¾» Í©·¬¦»®´¿²¼ ±®

ß«­¬®·¿ô ±® °»®¸¿°­ Í´±ª»²·¿ò ͱ³»©¸»®» ·² Û«®±°»ò

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½ îòíè Refer students back to their suggestions on the board for 1a. Ask: Did you hear the speakers talking about any of the ideas on the board? Play the recording again for students to listen and check their ideas. Then check answers as a class.

You may wish to tell students that the buildings in the

d Japan.

׬ ³·¹¸¬ ¾» ¿ ¸±´·¼¿§ ¸±³»éß

ËÒ×Ì é ر«­» ¿²¼ ¸±³» ïðï

¾ îòìî� îòìí Focus 7A on SB p.158. Individually, students do

to check their answers. Put students into pairs to do

class. Tell students to turn to SB p.81.Answers (Vocabulary Focus 7A SB p.158)¿ ï ¾´±½µ ±º º´¿¬­ î ¾¿´½±²§ í º·®­¬ º´±±® ì º´¿¬

ë ¹®±«²¼ º´±±® ê ­¬»°­ é ¼±±®¾»´´ è ¬»®®¿½» ç ´¿²¼·²¹

ï𠾿­»³»²¬ ïï º®±²¬ ¼±±® ïî ¿¬¬·½ ïí ´±½µ

¾ ï ®»²¬ î ³±ª»¼ í ²»·¹¸¾±«®¸±±¼ ì ¾¿´½±²§ ë ´±½¿¬·±²

ê ¿¬¬·½ é º´±±® è ª·»©

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ß­µ ­¬«¼»²¬­ ­±³» ¯«»­¬·±²­ ¿¾±«¬ ¬¸» ¾«·´¼·²¹ §±« ¿®» ·² ¿¬

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� ɸ·½¸ º´±±® ¿®» ©» ±²á

� ɸ¿¬�­ «°­¬¿·®­ º®±³ ¸»®»á

� ɸ¿¬�­ ¼±©²­¬¿·®­ º®±³ ¸»®»á

� ܱ»­ ¬¸·­ ¾«·´¼·²¹ ¸¿ª» ¿ ¾¿´½±²§á

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� ɸ¿¬�­ ·² ¬¸» ²»·¹¸¾±«®¸±±¼á

í ÎÛßÜ×ÒÙ¿ Tell students to imagine they’re travelling on their

own to a city they don’t know. They’ll be staying there for three nights. Where would they prefer to stay? Give students time to look at the three options then put them into pairs or small groups to compare their choices, giving reasons and referring to the advantages and disadvantages of each one. Take feedback as a class. Ask for a show of hands for who’d rather stay in a hotel and ask those

¾ Pre-teach the word host (someone who has guests). Give students one minute to read the introduction and choose the best summary. They then compare their choice with a partner. Check answers with the class. Ask: Has anyone heard of or used Airbnb?

Answersî ß·®¾²¾ ·­ ¿ ©»¾­·¬» º±® ¬®¿ª»´´»®­ ¿²¼ °»±°´» ©¸± ¸¿ª» ®±±³­ ¬±

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ß·®¾²¾ ·­ ¿ ©»¾­·¬» ¬¸¿¬ ¸»´°­ °»±°´» ©¸± ©¿²¬ ¬± ®»²¬ ±«¬

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­¸±®¬ ­¬¿§­ ±® ´±²¹»®÷ò ׬ ©¿­ º±«²¼»¼ ·² îððèò ׬ ¸¿­ ³±®»

¬¸¿² êððôððð ´·­¬·²¹­ ©±®´¼©·¼» ·² ²»¿®´§ îðð ½±«²¬®·»­ò Ó±­¬

±º ¬¸» °´¿½»­ ´·­¬»¼ ¿®» ®±±³­ ·² ¸±«­»­ ¿²¼ º´¿¬­ô ¾«¬ ¬¸»®»

¾±¿¬­ò ̸» ©»¾­·¬» ¸¿­ «­»® ®»ª·»©­ º±® »ª»®§ ´·­¬·²¹ò

½ imagine the good and bad points of paying to stay in someone else’s home. Put them into pairs or small groups to discuss their ideas, then take feedback as a class.

Suggested answersÙ±±¼ °±·²¬­æ ·¬�­ ½¸»¿°»® ¿²¼ ³±®» °»®­±²¿´ ¬¸¿² ±¬¸»® º±®³­ ±º

¿½½±³³±¼¿¬·±²ò

Þ¿¼ °±·²¬­æ ·¬ ½±«´¼ º»»´ ¬±± °»®­±²¿´ô ±® ·¬ ³·¹¸¬ ²±¬ ¾» ¿­ ½´»¿² ±®

©»´´ ±®¹¿²·­»¼ ¿­ ¿ ¸±¬»´ò

ÝßÎÛÚËÔÿ

̸» ³±­¬ º®»¯«»²¬ »®®±® ©·¬¸ ³±¼¿´­ ±º ¼»¼«½¬·±² ·­ «­·²¹

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³«­¬ ¸¿ª» ¬± ±® ­¸±«´¼ô »ò¹ò DZ« ¸¿ª» ¬± ¾»

ñ ­¸±«´¼ ¾» ¬·®»¼ øݱ®®»½¬ º±®³ ã DZ« ³«­¬ ¾» ¬·®»¼÷ò ײ­¬»¿¼ ±º

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øݱ®®»½¬ º±®³ ã × ¬¸·²µ ¬¸·­ ³·¹¸¬ ¾» �÷ò

· îòíç Students read the information in Grammar Focus 7A on SB p.144. Play the recording where indicated and ask students to listen and repeat. Students

making sure students are using the most appropriate modals. Tell students to go back to SB p.80.

Answers (Grammar Focus 7A SB p.145)¿ î ½ í ¸ ì ¿ ë ¼ ê ¹ é » è ¾

¾ î ³«­¬ ¾» ®·¹¸¬ò

í ½±«´¼ñ³¿§ñ³·¹¸¬ ©¿²¬ ¬± ­»´´ ¬¸»·® º´¿¬ò

ì ½¿²�¬ ¾» ­°»¿µ·²¹ Ϋ­­·¿²

ë ½±«´¼ñ³¿§ñ³·¹¸¬ ¾» ¬¸» °»®º»½¬ °»®­±² º±® ¬¸» ¶±¾ò

ê ³¿§ñ³·¹¸¬ ²±¬ µ²±© ¬¸» ¿²­©»®ò

é ½¿²�¬ ²»»¼ ¬¸¿¬ ½±¿¬ ¬±¼¿§

è ½±«´¼ñ³¿§ñ³·¹¸¬ ¾» ¾«·´¼·²¹ ¿ ²»© ­¸±°°·²¹ ½»²¬®»ò

ÚßÍÌ Ú×Ò×ÍØÛÎÍ

̱ º±½«­ ±² ¼»¼«½¬·±²­ ¿¾±«¬ ¬¸·²¹­ ¸¿°°»²·²¹ ²±©ô ¿­µ º¿­¬

º·²·­¸»®­ ¬± ¬¸·²µ ±º ¿ º»© º¿³±«­ °»±°´» ¿²¼ ·³¿¹·²» ©¸¿¬

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¶ îòìð Ю±²«²½·¿¬·±² Give students time to read the sentences in 1g again. Then play the recording, pausing after each sentence. Take feedback as a class. Elicit that

t or d in a word when it’s followed by a consonant sound. We do pronounce it when it’s followed by a vowel sound.

Answers¼±²�¬ °®±²±«²½»

µ îòìï Give students time to read the sentences. Then play the recording, pausing after each sentence. Check answers as a class, then put students into pairs to practise saying the sentences.

Answersíô ë

´ Give students time to think about their answers, then put them into pairs to discuss the questions. Take feedback as a class.

î ÊÑÝßÞËÔßÎÇ¿ Individually, students read the email and choose the

correct words. They then compare answers in pairs. You

move houseonly when we move to a house.

Answersï ³±ª·²¹ ¸±«­»

î ®»²¬·²¹

í º´±±®

ì ¾´±½µ

ë ª·»©­

ê ´±½¿¬·±²

é ²»·¹¸¾±«®¸±±¼

è ¾¿´½±²§

ç ±º

ïð ·²¬±

ïðî ËÒ×Ì é ر«­» ¿²¼ ¸±³»

¸

pronounce the words correctly. Answersï °®±°»®¬§ î ¿½½±³³±¼¿¬·±² í ½±¬¬¿¹» ì °´»¿­«®»

ë ê ®»­»®ª¿¬·±²

ì ÍÐÛßÕ×ÒÙ¿

they are going to guess things about each building. You may wish to remind them to use modals of deduction, or wait and see whether they produce them naturally as they speak. Put students into pairs or small groups to

are using modals of deduction and vocabulary from the lesson.

¾ Put students into pairs for this speaking activity, in which they imagine that they can stay in one of the

so they are talking to someone they haven’t just been speaking to.) Give them one or two minutes to try and

agree.

ÚßÍÌ Ú×Ò×ÍØÛÎÍ

ß­µ º¿­¬ º·²·­¸»®­ ¬± ¬¸·²µ ¿¾±«¬ ¬¸» ¾»­¬ ¿®»¿ ¬± ´·ª» º±® ¬¸»

º±´´±©·²¹ °»±°´»æ

� ¿ §±«²¹ ½±«°´» ©¸± ¸¿ª» ¶«­¬ ¹±¬ ³¿®®·»¼

� ¿ «²·ª»®­·¬§ ­¬«¼»²¬

� ¿ °»²­·±²»® ´·ª·²¹ ¿´±²»

ݸ»½µ ¬¸»·® ·¼»¿­ ¼«®·²¹ º»»¼¾¿½µò

ßÜÜ×Ì×ÑÒßÔ ÓßÌÛÎ×ßÔ

ɱ®µ¾±±µ éß

豬±½±°·¿¾´» ¿½¬·ª·¬·»­æ Ù®¿³³¿® °òïêíô ʱ½¿¾«´¿®§ °òïêçô

Ю±²«²½·¿¬·±² °òïéé

¼ Students look at the photos. Ask: What kind of buildings can you see? Tell students that they are going to read what two guests, Antonia and Kumi, say about their

students read the article and do the task. They then compare answers in pairs. Check answers as a class. Ask students to justify their answers by using information quoted from the article.

Answersï ß �׬ ¸¿¼ òòò ¿ °±±´�

î Õ �× º»´¬ ´·µ» ¿ ´±½¿´ ¾§ ¬¸» »²¼ ±º ¬¸» ©»»µÿ�

í Õ �¬¸» ®»²¬ ·²½´«¼»¼ ¿ ¾·½§½´» ¬±±�

ì Õ �̸»§ ´»¬ ³» «­» ¬¸» µ·¬½¸»²�

ë ß �¸»�­ ¹±·²¹ ¬± ½±³» ¿²¼ ­¬¿§ ·² ³§ ¸±«­» ©¸»² ¸» ½±³»­ ¬±

׬¿´§ ²»¨¬ §»¿®�

ÛÈÌÎß ßÝÌ×Ê×ÌÇ

׺ §±« ¬¸·²µ §±«® ­¬«¼»²¬­ ²»»¼ ¬± ­°»²¼ ³±®» ¬·³» °®±½»­­·²¹

¬¸» ¿®¬·½´» ¾»º±®» ¼±·²¹ í»ô ©®·¬» ¬¸»­» ½±³°®»¸»²­·±²

¯«»­¬·±²­ ±² ¬¸» ¾±¿®¼ò Ù·ª» ­¬«¼»²¬­ ¬·³» ¬± ®»¿¼ ¬¸» ¿®¬·½´»

¿¹¿·² ¿²¼ ¿²­©»® ¬¸» ¯«»­¬·±²­ò

ï ر© ¼± §±« «­» ¿ ©»¾­·¬» ´·µ» ß·®¾²¾ ·º §±« ©¿²¬ ¬± º·²¼ ¿

°´¿½» ¬± ­¬¿§á øDZ« ¾®±©­» ¬¸» °®±º·´»­ ±º °´¿½»­ ¬± ®»²¬ò÷

î ر© ³«½¸ ¼± ³±­¬ °´¿½»­ ½±­¬ °»® ²·¹¸¬á ø¾»¬©»»² ¿¾±«¬

}îë ¿²¼ }ïðð÷

í ɸ»®» ·­ ¬¸» ª·´´¿á øÝ¿´·º±®²·¿÷

ì ɸ± ½±±µ»¼ ß²¬±²·¿�­ ¾®»¿µº¿­¬á

ë ɸ»®» ·­ ¬¸» ±´¼ ¸±«­»á øÞ»®´·²÷

ê ɸ·½¸ °¿®¬ ±º ¬¸» ¸±«­» ¼·¼ Õ«³· ¸¿ª»á ø¬¸» ©¸±´» ±º ¬¸»

¬±° º´±±®÷

é ɸ¿¬ ¸¿°°»²»¼ ¿¬ ³»¿´¬·³»­á ø͸» ¿¬» ¿²¼ ½¸¿¬¬»¼ ©·¬¸

¬¸» ¸±­¬­ò÷

è ɸ§ ©¿­ Õ«²· ¹´¿¼ ­¸» ½±«´¼ «­» ¬¸» µ·¬½¸»²á ø̸»

®»­¬¿«®¿²¬­ ²»¿®¾§ ©»®» ¯«·¬» »¨°»²­·ª»ò÷

» Put students into small groups to discuss which of the two places they’d rather stay in and why. Take feedback as a class.

º ask them to imagine the advantages and disadvantages of being an Airbnb host. Put them into pairs or small groups to discuss their ideas, then take feedback as a class and write some of their ideas on the board. Leave them there for 3g.

¹quickly to see if any of the ideas on the board are mentioned. They then compare answers in pairs. Ask: Would you like to be an Airbnb host? Why/Why not?

Answersß¼ª¿²¬¿¹»­æ §±« ³»»¬ ©±²¼»®º«´ °»±°´»ô º®±³ ¿´´ ±ª»® ¬¸» ©±®´¼å

³±­¬ °»±°´» ¿®» ½¸¿®³·²¹ ¿²¼ º®·»²¼´§ò

Ü·­¿¼ª¿²¬¿¹»æ §±« ¸¿ª» ¬± ¼± ¿ ´±¬ ±º ©¿­¸·²¹ ¿²¼ ½´»¿²·²¹å §±«

¸¿ª» ¬± ¬®«­¬ °»±°´» ¬± ¬®»¿¬ §±«® °®±°»®¬§ ¿­ ·º ·¬ ©¿­ ¬¸»·® ±©²

¸±³»ò

ËÒ×Ì é ر«­» ¿²¼ ¸±³» ïðí

Ì Û¨¿½¬´§ò ͱ ·¬�­ ¿½¬«¿´´§ ­¿º»® ¬±

´·ª» ·² ¬¸» ½·¬§ò ß²¼ ·¬�­ ¾»¬¬»® º±®

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Õ Î»¿´´§á ر© ¼± §±« ©±®µ ¬¸¿¬

񮪠

Ì É»´´ô §±« ½¿²�¬ ®»´§ ±² °«¾´·½

¬®¿²­°±®¬ ·² ¬¸» ½±«²¬®§­·¼» ´·µ»

§±« ½¿² ·² ¬¸» ½·¬§ô ­± §±« ¸¿ª»

¬± ¼®·ª» ³±®»ò ׬�­ ¾»»² °®±ª»¼

¬¸¿¬ ·º §±« ´·ª» ·² ¬¸» ½·¬§ô §±«

¿½¬«¿´´§ ¸¿ª» ¿ ­³¿´´»® ½¿®¾±²

º±±¬°®·²¬ô »­°»½·¿´´§ ·º §±« ´·ª»

­±³»©¸»®» ©·¬¸ ¹±±¼ °«¾´·½

¬®¿²­°±®¬ò

Õ ×�ª» ¼»º·²·¬»´§ ²±¬·½»¼ ¬¸¿¬ ×

©¿´µ ³±®» ²±© × ´·ª» ·² ¬¸» ½·¬§ò

Ûª»®§¬¸·²¹�­ ½´±­»®ô × ¹«»­­ò

ß²¼ ·¬ ·­ ²·½» ²±¬ ¬± ¸¿ª» ¬±

¹»¬ ·²¬± ¬¸» ½¿® ¶«­¬ ¬± ¹± ¬± ¿

­«°»®³¿®µ»¬ò

Ì Ç±« ­»»ÿ ̸»®» ¿®» ¿ ´±¬ ±º

¿¼ª¿²¬¿¹»­ ¬± ´·ª·²¹ ·² ¿ ½·¬§ò

DZ« ½¿²�¬ ¿®¹«» ©·¬¸ ¬¸¿¬ò

Õ Ò±ô × ½¿²�¬ � ¬¸»®» ¿®» ¼»º·²·¬»´§

¿¼ª¿²¬¿¹»­ò Þ«¬ × ­¬·´´ ³·­­ ³§

´·¬¬´» ¸±³» ¬±©²ò

» îòìì Give students time to read the statements. You may wish to pre-teach the phrase carbon footprint (a

someone’s activities produce). Play the recording again. Students compare answers in pairs. Encourage students to justify their answers as far as possible.

Answersï Ì

î Ì

í Ì

ì Ú ß ­¬«¼§ ·² ¬¸» ËÍ ­¸±©»¼ ¬¸¿¬ ¬¸»®» ©»®» ³±®» ¿½½·¼»²¬­ ·²

¬¸» ½±«²¬®§ ¬¸¿² ¬¸» ½·¬§ò

ë Ú Ð»±°´» ©¸± ´·ª» ·² ¬¸» ½±«²¬®§ ¹»²»®¿´´§ ¼®·ª» ³±®» ¿²¼ ­±

¸¿ª» ¿ ¾·¹¹»® ½¿®¾±² º±±¬°®·²¬ò

º Give students time to read through the questions. Put them into pairs to discuss their ideas. After a

discussion. Take feedback as a class. Nominate a few students to talk about the question that their group discussed the most.

î ÊÑÝßÞËÔßÎÇ¿

the preposition gapped: You can’t argue _____ that. Focus on the verb argue and ask: What’s the missing preposition? (with).

Tell the class that they are going to learn more verb and preposition combinations. Individually, students complete the sentences then compare answers in pairs. Elicit their ideas but don’t check answers at this point.

¾ îòìë Ю±²«²½·¿¬·±² Play the recording for students to listen and check their answers.

Answers and audioscriptï л±°´» ½¿®» ¿¾±«¬ §±«ò

î ׬�­ ´·µ» §±« ¾»´±²¹ ¬± ±²» ¾·¹ º¿³·´§ò

í ̸¿¬ ³¿µ»­ ­»²­» ·º §±« ¬¸·²µ ¿¾±«¬ ·¬ò

ì DZ« ½¿²�¬ ®»´§ ±² °«¾´·½ ¬®¿²­°±®¬ ·² ¬¸» ½±«²¬®§­·¼» ´·µ» §±« ½¿²

·² ¬¸» ½·¬§ò

ÑÐÌ×ÑÒßÔ ÔÛßÜó×Ò

Þ±±µ­ ½´±­»¼ò É®·¬» ¬¸»­» ©±®¼­ ±² ¬¸» ¾±¿®¼æ ´·¹¸¬¸±«­»ô

­µ§­½®¿°»®ô ¬®»» ¸±«­»ô ³«­»«³ô ½±¬¬¿¹»ô ¸±­°·¬¿´ô ½¸¿´»¬ò

Ы¬ ­¬«¼»²¬­ ·²¬± ­³¿´´ ¹®±«°­ ¬± ¼·­½«­­ ©¸»¬¸»® §±«

«­«¿´´§ º·²¼ »¿½¸ ¾«·´¼·²¹ ·² ¿ ½·¬§ ±® ·² ¬¸» ½±«²¬®§­·¼»ò

Ì¿µ» º»»¼¾¿½µ ¿­ ¿ ½´¿­­ò ß­µæ ɸ·½¸ ±º ¬¸» ¾«·´¼·²¹­ ¸¿ª» §±«

¾»»² ·²á ɸ»²á ɸ§á

ï Ô×ÍÌÛÒ×ÒÙ¿ Put students into pairs or small groups to discuss

the questions. Nominate a few students to share their answers with the class.

¾ Give students a few minutes to read the list and answer the questions. Put them into pairs to discuss

students have more reasons for why small towns are better than cities. Possible reasons might include: there’s less crime; it’s quieter; property prices are cheaper; the air is cleaner; you can see the stars at night.

½ Put students into pairs to make a list of reasons why cities are better places to live than small towns. After a few minutes, take feedback by writing a list of students’ reasons on the board. Leave the list on the board for 1d.

¼ îòìì Tell students that they are going to hear two people, Tim and Kate, talking about the same topic. Does Tim mention any of the reasons on the board? Play the recording for students to listen and check. Take feedback as a class. Ask: Did any of Tim’s reasons surprise you?

AnswersÌ·³ ¬¸·²µ­ ½·¬·»­ ¿®» ¾»¬¬»® °´¿½»­ ¬± ´·ª» ¬¸¿² ­³¿´´ ¬±©²­ ¾»½¿«­»æ

¬¸»®» ·­ ­± ³«½¸ ¹±·²¹ ±²å ·¬�­ ­¿º»® ¬± ´·ª» ·² ¿ ¾·¹ ½·¬§å ·¬�­ ¾»¬¬»® º±®

¬¸» »²ª·®±²³»²¬ò

AudioscriptÌ×Ó É¸¿¬ ¿®» §±« ®»¿¼·²¹á

ÕßÌÛ Ú®¿² ¶«­¬ ­»²¬ ³» ¬¸» ´·²µ

¬± ¬¸·­ ´·­¬ ±º º·ª» ®»¿­±²­ ©¸§

­³¿´´ ¬±©²­ ¿®» ¾»¬¬»® ¬¸¿²

½·¬·»­ò

Ì Ø¿ó¸¿ÿ

Õ É¸¿¬ ¿®» §±« ´¿«¹¸·²¹ ¿¬á ͳ¿´´

¬±©²­ ¿®» ¾»¬¬»® ¬¸¿² ½·¬·»­ò

Ì Ç»­ô ·º §±« ©¿²¬ ¬± ¸¿ª» ²±¬¸·²¹

¬± ¼± ¿²¼ ²»ª»® ³»»¬ ¿²§±²»

²»©ÿ

Õ É»´´ô × ´±ª»¼ ¹®±©·²¹ «° ·² ¿

­³¿´´ ¬±©²ò ̸»®»�­ ¿ ®»¿´ ­»²­»

±º ½±³³«²·¬§ò л±°´» ½¿®»

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Ì Ç»­ô × µ²±© §±« ´·µ»¼ ·¬ò Þ«¬

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× ´±ª» ¾»·²¹ ·² ¬¸» ½»²¬®» ±º

¬¸·²¹­ � ¬¸»®»�­ ­± ³«½¸ ¹±·²¹

±² ¸»®»ò Ý·²»³¿­ô ®»­¬¿«®¿²¬­ô

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Õ Þ«¬ ¬¸»®»�­ ¿´­± ³±®» ½®·³»ò

Ô·º»�­ ³±®» ¼¿²¹»®±«­ ¸»®»ò

Ì ß½¬«¿´´§ô ®»­»¿®½¸ ¸¿­ ­¸±©²

¬¸¿¬ ·¬�­ ¿½¬«¿´´§ ­¿º»® ¬± ´·ª» ·²

¬¸» ½·¬§ò

Õ Î»¿´´§á × º·²¼ ¬¸¿¬ ¸¿®¼ ¬±

¾»´·»ª»ò

Ì Ç»­ô ¬¸»§ ¼·¼ ¿ ­¬«¼§ ·² ¬¸» ËÍ

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¿½½·¼»²¬­ ·² ½±«²¬®§ ¿²¼ ½·¬§

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©¿­ ¿ ³«½¸ ¸·¹¸»® ²«³¾»® ±º

¿½½·¼»²¬­ ¬¸¿² ·² ¬¸» ½·¬§ò Ý¿®

½®¿­¸»­ ³¿·²´§ô ¾»½¿«­» °»±°´»

¼®·ª» ³±®» ·² ¬¸» ½±«²¬®§­·¼»ò

Õ Ì¸¿¬ ³¿µ»­ ­»²­» ·º §±« ¬¸·²µ

¿¾±«¬ ·¬ò ß²¼ ¸±­°·¬¿´­ ¿®»

²»¿®»®ô × ­«°°±­»ô ­± §±« ¹»¬

¸»´° ¯«·½µ»®ò

At the end of this lesson, students will be able to:• understand an informal discussion about living in

towns and cities• use a lexical set of verbs and their dependent

prepositions correctly

• talk about the area where they live

̸»®» ¿®» °´»²¬§ ±º ¬¸·²¹­ ¬± ¼±éÞ

ïðì ËÒ×Ì é ر«­» ¿²¼ ¸±³»

º Give students time to look quickly through the instructions, then ask them to add the missing prepositions. They shouldn’t discuss the game topics at this point. Check the correct prepositions as a class.

Answers¾ ¿¾±«¬

½ º±®

¼ º±®

» ¿¾±«¬

º ·²

they understand that they’ll win more points by writing down things that the other teams might not think of. Create a competitive atmosphere by asking the teams to give themselves a name. Set a time limit of three minutes and encourage students to think carefully before they write down their answers. Remind them to keep their voices quiet so that other teams don’t hear their ideas.

Stop the teams when the time limit is up. Check answers and award points by reading each question and asking each team to give their answers. Teams win points for answers that no one else has. The team with the most points at the end wins.

Suggested answers¿ ·² ½¿­¸ô ¾§ ½¸»¯«»ô ±²´·²»ô ©·¬¸ ¿ ½®»¼·¬ ½¿®¼ô ±² ¬¸» °¸±²»

¾ ²±·­»ô ¬¸» º±±¼ô ¿ ´¿½µ ±º ¸±¬ ©¿¬»®

½ ×�³ ­±®®§ ×�³ ´¿¬»å ͱ®®§ ×�³ ´¿¬»å д»¿­» º±®¹·ª» ³» º±® ¾»·²¹ ´¿¬»ò

¼ ½¸»½µ ¬¸»·® °¸±²»­ô ´·­¬»² ¬± ³«­·½ô ®»¿¼

» ¸»¿´¬¸ô ³±²»§ô ©±®µ

º º¿·®·»­ô ³¿¹·½ô Ú¿¬¸»® ݸ®·­¬³¿­

í ÙÎßÓÓßο Put students into pairs or small groups to discuss

the questions. Take feedback as a class.¾ Tell students to look at the photo of the High Line, New

York. Invite a few students to describe what they can see in the photo. Ask: What’s unusual about it? Then give students one or two minutes to read the article and check. Check the answer as a class. Find out if anyone in the class has been to or heard of the High Line or would like to go there.

Answer׬�­ ±² ¿² ±´¼ ®¿·´©¿§ ¾®·¼¹»ô ïð ³»¬®»­ ¿¾±ª» ¬¸» ­¬®»»¬ò

ÝËÔÌËÎÛ ÒÑÌÛ

̸» Ø·¹¸ Ô·²» °®±¶»½¬ ©¿­ ­¬¿®¬»¼ ·² ïçççô ©¸»² ¬©± ´±½¿´

®»­·¼»²¬­ô Ö±­¸«¿ Ü¿ª·¼ ¿²¼ α¾»®¬ Ø¿³³±²¼ô ¸¿¼ ¬¸» ·¼»¿

±º ¬®¿²­º±®³·²¹ ¿ îòíµ³ó´±²¹ ­¬®»¬½¸ ±º ¼·­«­»¼ ®¿·´©¿§ ¬®¿½µ

·²¬± ¿ °¿®µò

Í·¨ §»¿®­ ¾»º±®» ©±®µ ±² ¬¸» Ø·¹¸ Ô·²» ¾»¹¿²ô п®·­ ¿´®»¿¼§

¸¿¼ ·¬­ ±©² »´»ª¿¬»¼ °¿®µ ½®»¿¬»¼ ±² ®»½´¿·³»¼ «®¾¿² ­°¿½»ò

̸» Ю±³»²¿¼» д¿²¬é»ô ¾«·´¬ ·² ïççíô ­¬®»¬½¸»­ º±® ¿´³±­¬

ëµ³ ¿½®±­­ ¬¸» ½·¬§ ±² ¿ ®¿·´©¿§ ´·²» ©¸·½¸ ½´±­»¼ ·² ïçêçò

ÔÑß Ì×Ð ÝÑÒÝÛÐÌ ÝØÛÝÕ×ÒÙ

ݸ»½µ ¬¸¿¬ ­¬«¼»²¬­ «²¼»®­¬¿²¼ ¬¸» ³»¿²·²¹ ±º ¬¸» ª»®¾­

°´«­ ¬¸»·® ¼»°»²¼»²¬ °®»°±­·¬·±²­ ¾§ ¿­µ·²¹ ¬¸»­» ¯«»­¬·±²­æ

ɸ± ¼± °»±°´» «­«¿´´§ �½¿®» ¿¾±«¬� ³±­¬á øº®·»²¼­ ¿²¼ º¿³·´§ �

±® °»®¸¿°­ ¶«­¬ ¬¸»³­»´ª»­ÿ÷

׺ ­±³»¬¸·²¹ �¾»´±²¹­ ¬±� §±«ô ·­ ·¬ §±«®­á ø§»­÷

׺ §±« ½¿² �®»´§ ±²� ­±³»±²»ô ¼± §±« ¬®«­¬ ¬¸»³ ±® ©±®®§ ¿¾±«¬

¬¸»³á ø¬®«­¬ ¬¸»³÷

Give students time to read through the pronunciation rule. Then play the recording again for students to complete the rule.

Answers«­«¿´´§ô ¼±²�¬ ­¬®»­­

½ îòìë Play the recording again for students to listen and practise saying the sentences in 2a.

¼ Students work in pairs to match the verbs with the prepositions. Check answers as a class.

Answersï ¿®¹«»

î ½±°»

í�ë ½¿®»ô ½±³°´¿·²ô ©±®®§

ê ¿°±´±¹·­»

é ¾»´·»ª»

è ­«½½»»¼

ç ¼»°»²¼

ïð ¾»´±²¹ñ¿°±´±¹·­»

ÛÈÌÎß ßÝÌ×Ê×ÌÇ

É®·¬» ¬¸»­» ­§³¾±´­ ±² ¬¸» ¾±¿®¼æ

±

±Ñ

ѱ

±Ñ±±

Ì»´´ ­¬«¼»²¬­ ¬¸¿¬ ¬¸» °¿¬¬»®²­ ®»°®»­»²¬ ­§´´¿¾´»­ ¿²¼ ­¬®»­­ò

­¬«¼»²¬­ ¬± ½±³» ¬± ¬¸» ¾±¿®¼ ¿²¼ ©®·¬» ¬¸» ª»®¾­ ²»¨¬ ¬± ¬¸»

½±®®»½¬ ­¬®»­­ °¿¬¬»®²ò ß­µ ¬¸» ±¬¸»® ­¬«¼»²¬­ ¬± ¸»´°ò

± ½¿®»ô ½±°»ô °¿§ô ¬¸·²µô ©¿·¬

±Ñ ½±³°´¿·²ô ¾»´·»ª»ô ¾»´±²¹ô ¼»°»²¼ô ®»´§ô ­«½½»»¼

ѱ ¿®¹«»ô ©±®®§

±Ñ±± ¿°±´±¹·­»

Ы¬ ­¬«¼»²¬­ ·²¬± °¿·®­ ¬± °®¿½¬·­» ­¿§·²¹ ¬¸» ª»®¾­ ©·¬¸ ¬¸»·®

°®»°±­·¬·±²­ò λ³·²¼ ­¬«¼»²¬­ ²±¬ ¬± ­¬®»­­ ¬¸» °®»°±­·¬·±²­ò

»with the verbs and prepositions from 2d. They then compare answers in pairs. Check answers as a class.

Answersï ¼»°»²¼­ ±²

î ½±°» ©·¬¸

í ­«½½»»¼»¼ ·²

ì ¿°±´±¹·­» º±®

ë ¿®¹«»¼ ©·¬¸

ê ½±³°´¿·² ¿¾±«¬

é ¾»´·»ª» ·²

è ¾»´±²¹­ ¬±

ËÒ×Ì é ر«­» ¿²¼ ¸±³» ïðë

ì ÍÐÛßÕ×ÒÙ¿ Tell students that they are going to talk for one or

two minutes about the place where they live. Give

vocabulary that they need.¾ Put students into small groups. Before they begin

talking, make sure they know what they need to listen for and think about. Tell students not to rush this speaking activity. Encourage each student to talk about their place for at least a minute. When everyone has spoken, the group should discuss which places would suit the teenager, the family with young children,

language from the lesson. Take feedback as a class.

ßÜÜ×Ì×ÑÒßÔ ÓßÌÛÎ×ßÔ

ɱ®µ¾±±µ éÞ

豬±½±°·¿¾´» ¿½¬·ª·¬·»­æ Ù®¿³³¿® °òïêíô ʱ½¿¾«´¿®§ °òïêç

½ Give students a few minutes to read the article again and underline the correct words. They then compare answers in pairs.

Answersï ´±¬­ ±º

î ³¿²§

í ª»®§ ´·¬¬´»

ì ¬±± ³¿²§

ë ´±¬­ ±º

ê ²±¬ ³«½¸

ÝßÎÛÚËÔÿ

ͬ«¼»²¬­ ¿®» ´·µ»´§ ¬± ±³·¬ ­±³» ¿²¼ ¿²§ ¾»º±®» °´«®¿´­ ¿²¼

¹»²»®¿´ ²±«²­ô »ò¹ò ×�¼ ´·µ» ¬± ¿­µ §±« ¯«»­¬·±²­ò øݱ®®»½¬ º±®³

ã � ¿­µ §±« ­±³» ¯«»­¬·±²­÷ ±® É» ¹±¬ ¬¸»®» ©·¬¸±«¬ ¬®±«¾´»ò

øݱ®®»½¬ º±®³ ã � ©·¬¸±«¬ ¿²§ ¬®±«¾´»ò÷

îòìê� îòìç Students read the information in Grammar Focus 7B on SB p.144. Play the recording where indicated and ask students to listen and repeat.

as a class, making sure students are using the correct

Answers (Grammar Focus 7B SB p.145)¿ î ¿ ´±¬ ±º í »²±«¹¸ ì ³«½¸ ë »²±«¹¸ ê ¿ ´±¬ ±º

é ¿ ´±¬ è ²±²» ç ¿ º»© ï𠬱±

¾ î º»© ½¸¿·®­ º±® »ª»®§±²»ò í ì ´±¬ ±º ³±²»§ò

ë ¹·ª» «­ »²±«¹¸ ·²º±®³¿¬·±²ò ê º»© °»±°´»ò

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» Ask students to read through the task. Demonstrate the activity by describing a place that all the students should know. Can they guess the place you’re talking

them to add some details at the end of their descriptions that will help the other students guess.

º Put students into pairs to read out their sentences.

correct. Take feedback as a class and ask students which descriptions they found easier/harder to guess.

ïðê ËÒ×Ì é ر«­» ¿²¼ ¸±³»

At the end of this lesson, students will be able to:• understand informal conversations in which

people visit other people’s homes

requests and asking for permission• use phrases to show that you are trying to

imagine how someone else is feeling • use intonation to sound polite

Ì Í«®»ò

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¼ îòëð Give students time to read through the sentences. Play Part 1 of the video or audio recording again. Students compare their answers in pairs. Check answers as a class. Ask: Why can’t Becky eat mushrooms? (because she’s allergic to them). To check understanding, ask: What else are some people allergic to? (e.g. eggs, nuts, seafood, pollen from plants in summer). You may wish to contrast the pronunciation of the adjective allergic / / and allergy / /.

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» Discuss the questions as a class. You may wish to mention that Becky hasn’t been a bad guest, but she has been a bit awkward and made a few mistakes. She probably hasn’t made a very good impression, but she

food that she can’t eat.

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ï Ô×ÍÌÛÒ×ÒÙ¿ Put students into small groups and give them a few

minutes to discuss the questions about visiting people’s houses. Nominate a few students to share their group’s answers with the rest of the class.

¾ In the same groups, students discuss what they think is happening in the photos and how they think the people feel. Take feedback as a class.

½ îòëð Pre-teach the word allergic (having a condition that makes a person sick or develop skin or breathing problems because they have eaten certain foods). Play Part 1 of the video or audio recording for students to see if their guesses were correct. Check answers as a class.

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ì ÝÑÒÊÛÎÍßÌ×ÑÒ ÍÕ×ÔÔÍpeople’s feelings

¿ îòëî Put students into pairs to complete the sentences. Play the recording for students to listen and check. Ask: Does Becky know how Tom’s dad feels about football and how Tom’s mum feels about being an architect, or is she guessing? (She’s guessing.)

Answers and audioscriptï × »¨°»½¬

î ̱³ ¬»´´­ ³» §±«�®» ¿² ¿®½¸·¬»½¬ò ̸¿¬ ³«­¬ ¾» ª»®§ ·²¬»®»­¬·²¹ò

¾underline phrases for imagining how someone else is feeling. Check answers as a class.

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î × ·³¿¹·²» §±«�®» ¿ ¾·¬ ²»®ª±«­ÿ

½ some other possible responses, e.g. You must be very busy! Remind students of the silent ts in That must be / /. Put students into pairs to think of good responses to sentences 2–4. They then practise short conversations. Encourage them to sound like they can really imagine the other person’s feelings.

Suggested answersî ̸¿¬ ³«­¬ ¾» ®»¿´´§ °¿·²º«´ò DZ« ³«­¬ ¾» ·² ¿ ´±¬ ±º °¿·²ò

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¼ Give students time to prepare the plan, hobby and problem they’re going to talk about. Then put students into pairs to practise listening to each other and show empathy by imagining each other’s feelings.

î ËÍÛÚËÔ ÔßÒÙËßÙÛ

permission¿ Put students into pairs to match the questions and

responses. Answersî ¾ í ¿ ì » ë ¼

¾ Discuss the phrases in bold as a class.Answersï ×­ ¬¸»®» ¿²§¬¸·²¹ ©» ½¿² ¼± ¬± ¸»´°áå Ô»¬ ³» �å ×�´´ �

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½ Put students into pairs to match the requests and responses, then check answers as a class. You may wish to point out that Do you mind? means Is it a problem?. So we reply with Not at all or if we are happy about the request, e.g. Do you mind if I leave now? No,

Answersï ¾ î » í ¿ ì ½ ë ¼

í Ô×ÍÌÛÒ×ÒÙ¿

about.¾ îòëï Play Part 2 of the video or audio recording for

students to see if their guesses were correct.Answer̸»§�®» ¬¿´µ·²¹ ¿¾±«¬ Þ»½µ§ò

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½ îòëî Give students time to read the sentences. Play Part 2 of the video or audio recording again. Check the correct answers as a class. Ask: How do you think Tom feels about his dad’s reaction? (happy).

Answersï Ì

î Ú Ó·½¸¿»´ ´·µ»­ Þ»½µ§ò

ïðè ËÒ×Ì é ر«­» ¿²¼ ¸±³»

ë ÐÎÑÒËÒÝ×ßÌ×ÑÒ¿ îòëí Tell students that they are going to hear two

ways. They need to listen and decide which version sounds more polite. Play the recording for students to listen and decide. Check answers as a class.

Ask: What makes one question sound more polite than the other?In the polite versions, the voice moves up and down on the key words, whereas in the other versions, the voice doesn’t move much. Play the recording again for students to listen and notice.

Answersï ¾ î ¿

¾ îòëì This task gives students more practice in

for students to listen and check. They then compare answers in pairs.

Answersï ¾ î ¿ í ¿

½ Put students into pairs to practise saying the sentences in 5b with polite intonation. Encourage them

more interested.

ê ÍÐÛßÕ×ÒÙ¿ Divide the class into pairs and assign A and

B roles. Student B looks at the instructions on p.131.

their instructions and prepare what they are going to say. Then put them in pairs to role-play the two

unless students make mistakes in their choice of language when asking for and giving permission.

Nominate a few pairs to perform their conversations for the class. Ask Student As: How helpful was your partner? Can you do all the things you want to do in his/her home? And how polite was he/she? Did he/she sound interested in your new job? Ask Student Bs: How polite was your partner? Did you get permission for everything you want to

ÚßÍÌ Ú×Ò×ÍØÛÎÍ

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½ îòëë Tell students that they are going to hear a woman called Sue talking to her friend Jon about a

Give them time to read through the questions. Play the recording for students to listen and check. Put students into pairs to compare answers. Check answers as a class.

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Ô·­¬»² ¬± ­¬«¼»²¬­� ­«¹¹»­¬·±²­ ¿²¼ ½¸±±­» ¬¸» ¾»­¬ ±²»ò

̸»² °«¬ ­¬«¼»²¬­ ·²¬± ¹®±«°­ ¬± ®»°»¿¬ ¬¸» ¿½¬·ª·¬§ ©·¬¸ ¬¸»

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ï ÍÐÛßÕ×ÒÙ Put students into pairs to discuss the questions for a

few minutes. Take feedback as a class.

î ÎÛßÜ×ÒÙ ßÒÜ Ô×ÍÌÛÒ×ÒÙ¿ Put students into small groups to discuss the

questions. Take feedback as a class.

ÝËÔÌËÎÛ ÒÑÌÛ

Ó·¿³· ·­ ¿ ½·¬§ ±² ¬¸» ߬´¿²¬·½ ½±¿­¬ ±º ­±«¬¸ó»¿­¬»®² Ú´±®·¼¿ô

ËÍò ̸» ¿®»¿ ¸¿­ ¿ ¬®±°·½¿´ ³±²­±±² ½´·³¿¬»ô ­± ·¬�­ ¿´©¿§­

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¸±´·¼¿§ ¼»­¬·²¿¬·±² º±® ß³»®·½¿² ¿²¼ ·²¬»®²¿¬·±²¿´ ¬±«®·­¬­ò

׬­ ¿®½¸·¬»½¬«®» ·­ ¿ ³·¨ ±º ³±¼»®² ¾«­·²»­­ ¾´±½µ­ô ¿®¬ó¼»½±

¸±«­»­ ¿²¼ ±´¼ Í°¿²·­¸ó­¬§´» ¾«·´¼·²¹­ò

¾ Give students time to read the information. Then put them into small groups to compare and discuss their answers. Take feedback as a class. Ask: Did you all want

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× ¼±²�¬ µ²±© ©¸¿¬ ¬± ¼± ¬¸·­ ©»»µ»²¼ò

ɸ»®» ­¸¿´´ × ¹± ±² ¸±´·¼¿§á×�³ ¾±®»¼ ¾«¬ ×�ª» ¹±¬ ²± ³±²»§ÿ

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×�³ ­± ¬·®»¼ÿ

At the end of this lesson, students will be able to:• talk about a recent holiday • understand information about a place to go to

on holiday• understand an informal conversation about

holiday plans• understand a note in which useful information

is given

• write a note with useful information

͵·´´­ º±® É®·¬·²¹Ó¿µ» §±«®­»´ª»­ ¿¬ ¸±³»éÜ

ïïð ËÒ×Ì é ر«­» ¿²¼ ¸±³»

¼ îòëë Play the recording again for students to complete the table. They then compare answers. Check answers as a class.

ɸ»®» ¼±»­ ¸»ñ

­¸» ©¿²¬ ¬± ¹±á

ɸ§ ¼±»­ ¸»ñ­¸»

©¿²¬ ¬± ¹± ¬¸»®»á

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ß°±´´± ­°¿½» ®±½µ»¬­ò

Í«» ¾§ ¬¸» °±±´ ͸»�¼ ´·µ» ¬± ®»´¿¨ ¿²¼

¼± ²±¬¸·²¹ò

ÛÈÌÎß ßÝÌ×Ê×ÌÇ

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ï Í«» ¬¸·²µ­ ·¬�­ ¿¾±«¬ îð±Ý ·² Ó·¿³·ò

î Ö±² ©±«´¼²�¬ ´·µ» ¬± ¹± ¬± Ó·¿³·ò

í Í«» ½¿² «­» ¸»® ½±«­·²�­ ½¿® ©¸·´» ¬¸»§�®» ¬¸»®»ò

ì Í«» ¿²¼ ¸»® º¿³·´§ ¿®» °¿§·²¹ º±® ¬¸» º´·¹¸¬ò

ë Í«» ¼±»­²�¬ ¬¸·²µ ¬¸» ©»¿¬¸»® ©·´´ ¾» ©·²¼§ò

ê ̸»§ °´¿² ¬± ­°»²¼ ¿¾±«¬ ¬©± ¼¿§­ ¿¬ Ý¿°» Ý¿²¿ª»®¿´ò

é Í«» ¬¸·²µ­ ­¸»�´´ ¸¿ª» ¬·³» ¬± ®»¿¼ò

ß­µ ­¬«¼»²¬­ ¬± ¼»½·¼» ©¸·½¸ ­»²¬»²½»­ ¿®» ¬®«» ±® º¿´­»ò

д¿§ ¬¸» ®»½±®¼·²¹ ¿¹¿·² º±® ¬¸»³ ¬± ´·­¬»² ¿²¼ ½¸»½µò Ы¬

­¬«¼»²¬­ ·²¬± °¿·®­ ¬± ½±³°¿®» ¿²­©»®­ô ¬¸»² ½¸»½µ ¬¸»

½±®®»½¬ ¿²­©»®­ ¿­ ¿ ½´¿­­ øï Ú î Ú í Ì ì Ì ë Ú ê Ì é Ú÷ò

» Discuss the question as a class.

í ÎÛßÜ×ÒÙ ¿ Give students a few minutes to read the note and choose

the correct words. They then compare answers in pairs. Check answers as a class. Ask students to say which section contains each answer. You may wish to teach the word fortnight (two weeks).

Answersï ·² ¬¸» ¼¿§¬·³» ø­»½¬·±² ì÷

î ¶«­¬ ±«¬­·¼» ø­»½¬·±² ë÷

í º¿® º®±³ ø­»½¬·±² ë÷

ì ³±®» ¬¸¿² ¿ ©»»µ ø­»½¬·±² ê÷

¾ Put students into pairs to discuss the questions. Check answers as a class.

Suggested answers ̸» ²±¬» ·­ º®·»²¼´§ ¿²¼ °®¿½¬·½¿´ò

Ú®·»²¼´§ °¸®¿­»­æ É»´½±³»å ر°» §±« ¸¿ª» ¿ ²·½» ­¬¿§å д»¿­» ³¿µ»

§±«®­»´ª»­ ¿¬ ¸±³»å Û²¶±§ §±«® ­¬¿§ ¿²¼ ­»» §±« ·² ¿ º±®¬²·¹¸¬ÿ

Ю¿½¬·½¿´ °¸®¿­»­æ Ø»®» ¿®» ¿ º»© ¬¸·²¹­ §±« ²»»¼ ¬± µ²±©å ̸»®»�­

­±³» ½¸·½µ»² ·² ¬¸» º®·¼¹» ø¿²¼ ¿´´ ±º ­»½¬·±² î÷å DZ«�´´ ²»»¼ ¬± ¹±

­¸±°°·²¹å ·º §±« ¼± ¹± ±«¬ ·² ¬¸» »ª»²·²¹å ¼±²�¬ ©¿´µ ¿®±«²¼ ´¿¬» ¿¬

²·¹¸¬å ¬¸» ½¿®�­ ·² ¬¸» °¿®µ·²¹ ´±¬å DZ«�´´ ¿´­± ²»»¼ ¬¸» ½¿® ¬± ¹± ¬±

½ Give students time to read the note again and do the matching task. They then compare answers in pairs. Check answers as a class.

Answers¿ í ¾ ë ½ ê ¼ ï » ì º î

¼ Ask: How is the whole note organised – 1, 2 or 3? Check the answer as a class. Point out that all the information is important, but Jutka thinks Sue will need to know about food before she starts planning trips to the beach.

Answerï

ì ÉÎ×Ì×ÒÙ ÍÕ×ÔÔÍ¿ Individually, students decide what the bold words

mean. Check answers as a class. You may wish to

recommending one place more than another.Answersï ¿ î ¾

¾

Answersß°¿®¬ º®±³ ¬¸¿¬

¿²±¬¸»® °±­­·¾·´·¬§ ·­

ß´¬»®²¿¬·ª»´§

½ Give students up to 10 minutes to complete the task.

correct. Answersî ̸»®» ¿®» ´±¬­ ±º ¹±±¼ ®»­¬¿«®¿²¬­ ¿¬ Ó·¿³· Þ»¿½¸ò ß´¬»®²¿¬·ª»´§ô ñ

Ѭ¸»®©·­»ô ñ ß°¿®¬ º®±³ ¬¸¿¬ô §±« ½¿² ¬®§ ¬¸» ®»­¬¿«®¿²¬­ ¿¬ ͱ«¬¸

Þ»¿½¸ò

±® ß²±¬¸»® ±°¬·±²ñ°±­­·¾·´·¬§ ·­ ¬¸» ®»­¬¿«®¿²¬­ ¿¬ ͱ«¬¸ Þ»¿½¸ò

í ̱ ¹± ¬± ¬¸» É»­¬ ݱ¿­¬ §±« ½¿² ¹»¬ ¿² ·²¬»®ó½·¬§ ¾«­ò

ß´¬»®²¿¬·ª»´§ô ñ Ѭ¸»®©·­»ô ñ ß°¿®¬ º®±³ ¬¸¿¬ô §±« ½¿² ¸·®» ¿ ½¿® º±®

¿ º»© ¼¿§­ò

±® ß²±¬¸»® ±°¬·±²ñ°±­­·¾·´·¬§ ·­ ¬± ¸·®» ¿ ½¿® º±® ¿ º»© ¼¿§­ò

ì DZ« ½¿² ¼®·ª» ¬¸®±«¹¸ ¬¸» Ûª»®¹´¿¼»­ ¿²¼ ­¬±° ¬± ´±±µ ¿¬ ¬¸»

¾·®¼­ ¿²¼ ¿´´·¹¿¬±®­ò ß´¬»®²¿¬·ª»´§ô ñ Ѭ¸»®©·­»ô ñ ß°¿®¬ º®±³ ¬¸¿¬ô

§±« ½¿² ¿´­± ¹± ®±«²¼ ¬¸»³ ¾§ ¾±¿¬ò

±® ß²±¬¸»® ±°¬·±²ñ°±­­·¾·´·¬§ ·­ ¬± ¹± ®±«²¼ ¬¸»³ ¾§ ¾±¿¬ò

ËÒ×Ì é ر«­» ¿²¼ ¸±³» ïïï

ë ÉÎ×Ì×ÒÙ A note with useful information

¿ Tell students that they are going to write a note like Jutka’s. Give them time to read the task and make notes before they start writing. Give students up to 20 minutes to write their notes.

ÔÑß Ì×Ð ÓÑÒ×ÌÑÎ×ÒÙ

׬ ·­ ¿ ¹±±¼ ·¼»¿ ¬± ¸¿ª» ¿ °¿®¬·½«´¿® º±½«­ ©¸»² §±« ³±²·¬±®ò

ß­ §±« ³±²·¬±® ¬¸·­ ¿½¬·ª·¬§ô ´±±µ ·² °¿®¬·½«´¿® ¿¬ ¬¸» ©¿§ ¬¸»

­¬«¼»²¬­ ¸¿ª» ­¬®«½¬«®»¼ ¬¸»·® ²±¬»­ ¿²¼ ¬¸» ±®¼»® ±º ¬¸»

·²º±®³¿¬·±²ò Û²½±«®¿¹» ¬¸»³ ¬± ©®·¬» ²±¬»­ ¬¸¿¬ ¿®» ²»·¬¸»®

¬±± ­¸±®¬ ¿²¼ ­¸¿®°ô ²±® ¬±± ´±²¹ ¿²¼ ¼»¬¿·´»¼ô ¿²¼ ¬± «­»

´·²µ·²¹ ©±®¼­ ·² ¬¸»·® ­»²¬»²½» ½±²­¬®«½¬·±²ò

¾ Put students into pairs to compare their ideas.½

work.¼ Tell students to imagine they have just arrived at their

partner’s home and seen the note. Ask them to write a short email in reply, thanking them for the information and responding to anything else in the note they want to. Give students up to 10 minutes for this stage.

Give the class feedback on their written work, focusing

ßÜÜ×Ì×ÑÒßÔ ÓßÌÛÎ×ßÔ

ɱ®µ¾±±µ éÜ

ïïî ËÒ×Ì é ر«­» ¿²¼ ¸±³»

ï ÙÎßÓÓßο Give students one or two minutes to choose the correct

answers. Check answers as a class. Put students into pairs to discuss whether each sentence is true or false about the building you’re in at the moment.

Answersï ¬±± ³¿²§ î »²±«¹¸ ´·¹¸¬ í ³«½¸ ì ´±¬­ ±º ë º»©

ê ³¿²§

ÛÈÌÎß ßÝÌ×Ê×ÌÇ

É®·¬» ¬¸» º±´´±©·²¹ ¯«¿²¬·º·»®­ ¿²¼ ²±«²­ ±² ¬¸» ¾±¿®¼æ

°´»²¬§ ±ºô ²±ô ¿ º»©ô ´±¬­ ±ºô ª»®§ ´·¬¬´»ô ¿ ½±«°´» ±ºô ­±³»

³±²»§ô °»²­ô ·² ³§ ¾¿¹ô ®»¿´´§ ¹±±¼ º®·»²¼­ô ·² ¬¸·­ ¾«·´¼·²¹ô

¾»¿«¬·º«´ °¿®µ­ô ·² ¬¸·­ ¬±©²ô º®»» ¬·³»ô ¬¸·²¹­ ¬± ©±®®§ ¿¾±«¬

Ы¬ ­¬«¼»²¬­ ·²¬± °¿·®­ ±® ­³¿´´ ¹®±«°­ò Ì»´´ ¬¸»³ ¬± ³¿µ»

¬®«» ­»²¬»²½»­ ¿¾±«¬ ¬¸»³­»´ª»­ ©·¬¸ ¬¸» ©±®¼­ñ°¸®¿­»­

¿²¼ ×�ª» ¹±¬ ¿²¼ ̸»®» ·­ñ¿®»ò

¾ Put students into pairs or small groups to make

students are using modals of deduction appropriately. Take feedback as a class.

Suggested answers¿ ï ׬ ³«­¬ ¾» ¿ ©±³¿²ò ñ ׬ ½¿²�¬ ¾» ¿ ³¿²ò

î ͸» ³·¹¸¬ ¾» ·² ¸»® íð­ ±® ìð­ò

í ͸» ½±«´¼ ¾» ¿¬ ©±®µò

¾ ï ׬ ½±«´¼ ¾» ¿ ³¿²ò

î Ø» ³·¹¸¬ ¾» ±´¼»® ¬¸¿² éðò

í Ø» ½±«´¼ ¾» ¿¬ ¸±³»ò

î ÊÑÝßÞËÔßÎÇ¿ Write home swapping on the board and elicit the

meaning of swap

who swapped homes for a holiday (Welsh or British and Portuguese). Give students one or two minutes to

answers as a class. In pairs, students tell each other which of the two homes they would rather stay in for a week and why.

Answersï ´±½¿¬·±² î ª·»©­ í º´±±® ì ¾´±½µ ë ²»·¹¸¾±«®¸±±¼

¾ Put students into pairs to add the missing prepositions. Check answers as a class.

Answersï ¿¾±«¬ î ¬± í º±® ì ©·¬¸ ë ±² ê ·² é ¿¾±«¬

í ÉÑÎÜÐÑÉÛÎ over¿ Write this gapped sentence on the board: You can enjoy

Ask the class what the missing preposition is (there are three possible answers: of, over, across). Tell the class that they are going to look at more meanings of over. Individually, they match the questions with the responses. They then compare answers. Check answers as a class.

Answersï ¾ î ¼ í º ì ½ ë » ê ¿

¾ In the same pairs, students match the meanings of over

class.Answersï º î ¿ í ¼ ì ¾ ë ½ ê »

½ Pre-teach lifetime (the period of time during which someone is alive). Give students one or two minutes to complete the sentences. Check answers as a class.

Answersï ±ª»® §±«® ½·¬§

î ±ª»® ¬¸» ©±®´¼

í ±ª»® ¬¸» ´¿­¬ º»© ¼¿§­

ì ±ª»® ïê

ë ±ª»® ¿ ´·º»¬·³»

ê ±ª»®

é ±ª»® ­±³»±²»

è ±ª»® ¬¸» ²»¨¬ º»© ¼¿§­

¼ Put students into pairs or small groups to ask and answer the questions.

ÚßÍÌ Ú×Ò×ÍØÛÎÍ

«­»­ ±º ±ª»®ò Ü«®·²¹ º»»¼¾¿½µô ¬¸»§ ½¿² ¿­µ ¬¸» ®»­¬ ±º ¬¸»

½´¿­­ ¬¸»·® ¯«»­¬·±²­ò

Photocopiable activities: Wordpower p.172

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