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Personal  Best

 

British American English

B1+

Series Editor Jim Scrivener

Intermediate Teacher’s Book Sheila Dignen

Student’s Book

Teacher’s notes

Answer keys

Audio & video scripts

 

Personal Best

American English

Do your personal best wi English! Personal Best  is a 6-level General English course for today’s busy adults, developed with Jim Scrivener, internationally renowned teacher trainer and presenter. Jim’s focus on PRACTICE  as the key to improvement is reflected throughout the contemporary course package. The course features a video webshow called Learning Curve, the Personal Best Language App, and a wealth of extra activities and resources on the Richmond Learning Platform.

Practice makes perfect!

For students

The interleaved Teacher’s Book provides teacher’s notes and student’s book pages combined in one easy-to-use resource. It includes activities, ideas, and videos by Series Editor Jim Scrivener that ensure teachers put practice at the heart of learning.

Student’s Book + Class Audio + Video Richmond Learning Platform access Personal Best Language App Workbook + Audio

       

For teachers Teacher’s Book + interleaved Student’s Book Richmond Learning Platform access Class Audio + Video Teacher’s Resource Book with photocopiable activities and tests Digital Book for interactive whiteboard use Complete assessment package

 

 All you need to help your students achieve their personal best!

     

 

 

 

 

Full-sized, color Student’s Book pages with accompanying lesson notes for ease of reference in class and when planning your lessons.

   

Comprehensive teacher’s notes with answer keys and Class Audio and Video scripts. Warm-up acivities, ideas for extra practice and guidance with questions to check understanding.

Practice language and skills Assign, test, and track progress Download full range of teaching resources Access ready-made printable and interactive tests Create new tests with Richmond Test Manager

   

A unique “3xPractice” feature for each page of the Student’s Book with extra ideas for the teacher.

   

 

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Teacher training videos featuring Jim Scrivener.

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References for further practice in the Workbook and Teacher’s Resource Book.

• Access to the Teacher’s area of the Richmond Learning Platform.

Common European Framework

A1 A2 B1 B2 C1 C2 www.richmondelt.com/personalbest

   

This course offers free extra practice of the language you’ve course offers free extra practice Richmond Learning Platform covered in class, online on the in class, online on thePlatformLearning   Personal AppBest Language App and on the go with the on the goBest with Language the .

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The code below gives you free access to code below gives you free Theaccess to Best Language AppBest  can Language App Personal the Richmond Learning PlatformLearning . Here, Here, Platform be downloaded completely free from downloaded completely free from you will find all the content your students will find all the content the yourApp students Store or Google Play. Use it App Store or Google Play. Use it can access as access as well as resources specifically as resourcesthroughout specificallythe day whenever you the day whenever you for teachers. You can download or play teachers. You can download have oraplay spare moment to play quick, fun a spare moment to play quick, the audio and video, and set assignments audio and video, and setgames assignments which will help you learn the which will help you learn the and tests for your students.tests for your students. vocabulary, grammar and pronunciation grammar and pronunciation you’ve studied in class.studied in class. Go to to www.richmondlp.com, click click Register and enter this access code. It’s enter this access code. It’s valid for 12 months for one teacher. If you for 12 months for one teacher. If you need help, go to help, go to help.richmondelt.com.

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58 St Aldates Oxford OX1 1ST United Kingdom

Printed in Mexico ISBN: 978-84-668-2763-8 © Richmond / Santillana Global S.L. 2017

All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transmitted in any form by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission in writing of the Publisher.

Publishing Director: Deborah Tricker

Photodisc/Thinkstock, Photos.com Plus, Thinkstock; GTRESONLINE; I. PREYSLER; ISTOCKPHOTO/Getty Images Sales Spain; JOHN FOXX IMAGES; REX SHUTTERSTOCK/ FOX/Genre Films, Page Images, Sipa Press, Silverhub, Galvan/ AP, Ray Tang; SHUTTERSTOCK/Rex; SHUTTERSTOCK NETHERLANDS,B.V.; SOUTHWEST NEWS; wikipedia/ Ed g2s; Michael Parsons; Pedroromero2; Neil Douglas; Rockford Register Star and rrstar.com; COAST Collective Architecture Studio; Amos Magliocco/Eric Nguyen; courtsey of Vic Armstrong; Carroll County Sheriff; Project Monsoon, School of the Art Institute of Chicago; SERIDEC PHOTOIMAGENES CD; ARCHIVO SANTILLANA

Publishers:  Sue Ashcroft, Luke Baxter Editors: Glenys Davis Proofreaders: Nicola Gooch, Shannon Neill Design Manager: Lorna Heaslip Cover Design: Richmond Design & Layout: Lorna Heaslip Americanization: Angela Castro, Deborah Goldblatt Illustrators: Simon Clare; Dermot Flynn c/o Dutch Uncle; Guillaume Gennet c/o Lemonade; John Goodwin; The Boy FitzHammond c/o NB Illustration; Douglas Strachan at Strachangray Creative

We would like to thank the following reviewers for their valuable feedback which has made Personal Best possible. We extend our thanks to the many teachers and students not mentioned here. Brad Bawtinheimer, Manuel Hidalgo, Paulo Dantas, Diana Bermúdez, Laura Gutiérrez, Hardy Griffin, Angi Conti, Christopher Morabito, Hande Kokce, Jorge Lobato, Leonardo Mercato, Mercilinda Ortiz, Wendy López

Photos: J. Jaime; S. Enríquez; 123RF; ALAMY/WENN Ltd., PhotoAlto sas, AF archive, HO Images, Chronicle, BSIP SA, B Christopher, Lev Dolgachov, Morey Milbradt, Richard Levine, Kevin Su, Rob Watkins, epa european pressphoto agency b.v., cineclassico, Aflo Co. Ltd., Mark Eden, Photo Japan, REUTERS, Mark phillips, Peterforsberg, Jorge Peréz, ilpo musto, Design Pics Inc, ZUMA Press, Inc., Glasshouse Images, MBI, TGSPHOTO, CoverSpot Photography, Entertainment Pictures, Allstar Picture Library, Tewin Kijthamrongworakul, Tribune Content Agency LLC, Pictorial Press Ltd, Caryn Becker; BBC; BNPS (BOURNEMOUTH NEWS & PICTURE SERVICE) Rachel Adams, Steve Way; GETTY IMAGES SALES SPAIN/

The Publisher has made every effort to trace the owner of

copyright material; however, the Publisher will correct any involuntary omission at the earliest opportunity.

American

 

English

Personal  Best B1+ 

Teacher’s Book

Intermediate

Series Editor  Jim Scrivener Author Sheila Dignen

   

 

THE COMPLETE PACKAGE

What i available for Personal Best  Student’s Book +   ! online access

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Personal  Best

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SeriesEditor JimScrivener

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• Guidance notes,  Answer Keys,  Audio and Video scripts

• Grammar Practice, Vocabulary Practice and Communication Practice sections

Audio& videoscripts

• Access code for Richmond Learning Platform

• Access code for Richmond Learning Platform

Teacher’s Resource Book

Workbook + audio

• Review and Practice sections every unit

• Copy-and-go grammar and  vocabulary progress tests

• Additional Writing Practice section

Class Audio / Video pack

Language App

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• Extended practice activities for grammar, vocabulary and skills

• Rewards and scores to show progress

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• Use on any interactive  whiteboard, or with a computer and projector.

Richmond Learning Platform

• Fun games and activities for extra grammar and  vocabulary practice

Intermediate

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• Answer Keys, Class  Audio and Video

• Download unit, progress and mid-/ end-term tests

• For homework or self-study 

• Grammar,  vocabulary and skills activities  with Teacher’s notes

• Complete digital  version of the course

Richmond Testing

• Practice of the language and skills in the Student’s Book

• Over 60 supplementary photocopiable resources

Digital Book

LanguageApp

• Class Audio MP3 and Video MP4 • Assign, track and mark activities and tests

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CONTENTS

 

STUDENT'S BOOK CONTENTS

 p 4

 

INTRODUCTION

 p 6

1   Communication

 p 20

2   Tell me a story

 p 36

3   People

 p 56

4   Places and homes

 p72

5   Money and shopping

 p 92

6   Work and education

 p 108

7   Entertainment

 p 128

8   Sports and health

 p 144

9   Food

 p 164

10   Right and wrong

 p 180

11   The natural world

 p 200

12   Getting away

 p 216

 

GRAMMAR PRACTICE

 p 236

 

VOCABULARY PRACTICE

 p 284

 

COMMUNICATION PRACTICE

 p 328

 

AUDIO SCRIPTS

 p 354

 

WORKBOOK ANSWER KEY

 p 367 3

   

CONTENTS LANGUAGE GRAMMAR

1

  Communication

 

1A Connected

p4

1B Smart living?

p6

1C Liar, liar

p8

1D Small talk

2

 

SKILLS

PRONUNCIATION

simple present and present continuous; action and state verbs question forms



 

sentence stress question intonation

VOCABULARY communication  say , tell, speak , and talk 

READING a text about surviving without a smartphone skimming a text  actually , in fact 

 





 

 

p12

narrative tenses used to and usually 

1  and 2

3

 /d/ sound in the past perfect sentence stress

 

 

 

 

-ed  and -ing  adjectives phrasal verbs

Learning Curve

 

p16  

p18

 

p22

3B Born to rebel

p24

3C Good neighbors, bad neighbors

p26

3D I have some news

p28

4



  Places and homes

4A What makes your city great?

p32

4C A place to stay in NYC

p34

5

quantifiers comparatives and superlatives,  as … as 

 going to pausing in relative clauses

 

 

 

a video looking at the role of luck in our lives listening for the main idea linking consonants and vowels

personality adjectives relationships

READING an article about birth order and personality reading for specific information linkers of reason and result  

 

WRITING making a narrative interesting time linkers  

 

PERSONAL BEST  

Learning Curve

 

 







sentence stress  // sound

 

 

compound nouns common verb phrases describing homes

giving and responding to news giving bad news PERSONAL BEST

 

exchanging news with a friend

WRITING writing an informal a video looking at how e-mail we feel about where informal discourse we live markers understanding key points PERSONAL BEST linking similar an e-mail catching up consonant sounds with a friend

Learning Curve

 

SPEAKING

LISTENING

 

 

 

 

p36

REVIEW and PRACTICE

  p38  

5A Spend, spend, spend

p40

5B Black Friday

p42  

5C Tomorrow’s world of shopping

p44

5D It’s not working

p46

zero and first conditional; future time clauses predictions: will, be going to, may /might 

present perfect and simple past,  already , yet , recently  present perfect continuous and present perfect

 

6A Career change

p48

6B Dream job

p50

 

 

intonation word stress

 

 

p52

6D I am writing to apply …

p54

READING an article about the Black Friday shopping phenomenon identifying opinions even, just  

Learning Curve

 

 

 

44

explaining what’s wrong taking something back to a store PERSONAL BEST

 

 

present perfect and simple past weak form of been

 

 

 

work and careers (1) work and careers (2) education

Learning Curve

 

 

 

LISTENING

a video looking at how we feel about our jobs understanding specific information sentence stress

getting a refund or exchange

WRITING writing a cover letter prepositions after verbs, nouns, and adjectives  

 

PERSONAL BEST  

REVIEW and PRACTICE

SPEAKING

 

 

6C School days

money shopping

 

  Work and education

5  and 6

a blog post about a memorable event

 

 

  Money and shopping

6



 

4D Hope to hear from you soon!

3  and 4

future forms: present continuous, be going to, and will  defining and non-defining relative clauses

 

p30

4B City or country?

LISTENING

having an informal conversation

  p20

  People

3A It’s a plan

making small talk keeping a conversation going PERSONAL BEST

 

REVIEW and PRACTICE

SPEAKING

 

2B Do we make our own luck? p14 2D It happened to me

 

 

  Tell me a story

2C Radical changes

 

 

p10

2A What a coincidence!

Learning Curve

an e-mail to apply for a job

  p56

Language App, unit-by-unit grammar and vocabulary games

   

CONTENTS LANGUAGE GRAMMAR

7

  Entertainment

 

 

7A Lights, camera, action!

p58

7B Action man

p60

7C Got talent

p62

7D Could you tell me where it is?

8

 

p66

8C Is there an app for that?

p70

8D Sports in my country

p72

 

 

movies TV and music

READING an article about Vic Armstrong, stunt performer guessing the meaning of words from context referencing: this and that  

 

  Food

Learning Curve

 

 



p76 p78

9C Eating out

p80

 



intonation sentence stress

 

 

sports, places, and equipment health and fitness verb phrases

Learning Curve

 

 

LISTENING

a video about what we do to get in shape understanding facts and figures intonation

SPEAKING

giving directions asking for information

PERSONAL

 

uses of like  -ing forms and infinitives

 /d/ sound -ing

 

 

 

 

food and cooking eating out

READING an article about the benefits of chocolate reading for detail substitution: one, ones  



asking a stranger for directions

WRITING writing a report adding information  

 

PERSONAL

 

Learning Curve

 

 

SPEAKING

making and responding to suggestions making a group decision

 

 

9D Why don’t you try the curry?   p82

10   Right and wrong

 

p84

10B Emergency!

p86

10C Do the right thing

p88

10D For and against

p90

 

reported speech second conditional, would , could , and might 

 

 

sentence stress conditionals

 

 

crime making nouns from verbs

Learning Curve

 

 

 

LISTENING

a video about our experiences with emergency services listening in detail final /t/ and /d/ sounds

REVIEW and PRACTICE

 

11   The natural world

 

p94

articles third conditional

 

 

the weak form of have

 

 

11B A disaster waiting to happen   p96 11C I will survive

the natural world extreme adjectives

p98

11D The great outdoors

 

 

PERSONAL

READING an article about living near one of the world’s most dangerous volcanoes understanding the writer’s purpose understanding noun phrases  

 

12   Getting away



 

12B Fly away

p104

12C Around the world

p106

12D Five-star review

p108

11 and 12

 So/Neither do I modals of deduction

 

p102

BEST

a for-and-against essay

Learning Curve

 

 

SPEAKING

making recommendations checking and clarifying information

 

p100

12A Dream destinations

having a group discussion and making a decision

p92

 

11A Nature goes viral

BEST

WRITING writing a for-and-against essay useful phrases for topic sentences

 

9 and 10

BEST

a report about sports in your country

PERSONAL

10A Smooth criminals?

BEST

p74  

9B Chocolate – the world’s favorite superfood

tag questions modals of obligation and advice

 

REVIEW and PRACTICE

9A Chefs at home

 

p64

8B So many ways to get in shape p68

9

past participles  /ey/ and //  sounds





 

7  and 8

PRONUNCIATION VOCABULARY

 

  Sports and health

8A On the field, in the pool

the passive modals of ability and possibility

SKILLS



auxiliary verbs and stress sentence stress

phrases with  go and get  air travel

 

Learning Curve

 

 

 

 

REVIEW and PRACTICE

 

Grammar practice p112 

LISTENING

a video looking at how we feel about flying identifying agreement between speakers linking: /w/ and /y/ sounds

PERSONAL

 

BEST

recommending the best natural places to visit in your country

WRITING writing an online review adverbs of attitude  

 

PERSONAL

 

BEST

an online review of a hotel, restaurant or service

p110

Vocabulary practice p136 

Communication practice p156 

Irregular verbs p175  

Language App, unit-by-unit grammar and vocabulary games

 

 

A personal welcome to Personal Best by Jim Scrivener, Series Editor

Jim is an internationally respected writer, teacher trainer, materials designer, course leader, and educational consultant. His work is mainly focused on practical classroom methodology and teaching techniques—on what works in the classroom. Over the years, he has taught and trained in many different teaching and learning environments around the world. Jim is an established and regular conference presenter. His books

Heo! And welcome to Personal Best.

have won the Duke of Edinburgh English Speaking Union award twice, as well as the International House prize and the ARELS Frank Bell Prize.

I’d like to show you some of the features I really like about this book and point out some  ways that you can get the most out of it. There are two key ideas that power the concept of Personal Best: It’s Personal  The course focuses on students as individuals who learn at different speeds and have different strengths and weaknesses. It helps learners achieve their Best To help students reach their full potential, we have focused on the vital role of PRACTICE. The course makes sure that students can actually take away the language they can use.

How i Personal Best different?  LANGUAGE

Grammar is taught in stand-alone lessons, separate from skills work . In many coursebooks, students have to understand difficult reading or listening passages before they can extract and study grammar points. In Personal Best language work is not tangled up in long reading or listening texts. The pronunciation syllabus focuses on connected speech  to help with recognising and producing language. Lexis is prioritized. Personal Best includes two or more vocabulary sets per unit. Vocabulary items are useful and relevant for students and are used in discussions or tasks or for other work on a topic.  Above all, PRACTICE is given priority in the course.

SKILLS

There is a comprehensive skills syllabus. Students can see what is being focused on in the Listening Builder, Conversation Builder, Text Builder, and Skill boxes. Reading and listening skills pages are designed not as vehicles for grammar presentations, but develop learner skills and strategies. Serious attention is paid to helping students speak and write better. Students are challenged to make use of selected functional language and to improve specific speaking or writing skills. There are clear task goals and cumulative aims for speaking and writing activities.

 at e heart of learning

PRACTICE

So, how do students learn a language? Just by turning the pages of a book and doing the exercises? As every experienced teacher knows, doing the work, page after page, doesn’t necessarily mean that the students take away anything useful from a lesson. We need to make sure that there is deeper learning. The most important way that this can happen is through a quantity of focused, meaningful practice.

6

INTRODUCTION

 

We believe that typically students struggle with new language because they simply don’t get sufficient practice. They need lots of safe opportunities to tr y out using new language. Personal  Best offers them a wealth of practice in a variety of exercises, tasks, and games in the Student’s Book , Workbook , the Personal Best Language App, the Richmond Learning Platform, and the innovative "3xPractice" feature in the Teacher’s Book .

Moving beyond e "correct answer"  Teachers typically ask students to do each coursebook exercise (or possibly in a pair) and then they check the answers together in the whole class (or students do this individually using a list of answers). The class then typically moves on to new work. Just collecting a list of correct answers doesn’t necessarily mean that students have really understood the language point. Students might get a correct answer by luck, by guessing, by listening to other students, by copying, by pretending that they agree with what you said, etc. When students call out their answers, teachers usually hear the students who are stronger, faster or louder—and say "good" to their answers. But it’s important to remember that these students are, of course, the ones who already have the correct answers. It’s the other students we need to be interested in. And just because some students have a correct answer, it doesn’t mean that they can actually use the items. A correct answer is the first step toward helping students to use the items, not the final goal. It can be quite a big leap from doing an exercise (such as filling in answers on the page) to really feeling confident with the language items themselves. One simple and enjoyable way you could try is by revisiting an exercise more than once—to go back to it after the original task and checking it has been completed and re-explore it, like a gold miner, digging deeper to find more treasure.  By repeatedly reading, remembering, studying, saying, and just "playing with" the language, it is far more likely to lodge deeper in your students’ minds and become part of their usable database of language.

What i "3xPracce"?  How can I help my students to really learn the items they study? How can that learning be deeper and more long-lasting? The 3xPractice feature encourages students to play around  with new language and experiment with forms and meanings so that they are "nudged" toward greater internalization, memorization, and personalization.

55

In the Personal Best Teacher’s Book, we will offer you lots of ideas for 3xPractice so that, if you  want to and have time, you could really exploit the exercises and get much more learning value out of them. You may not want to do this every time you do an exercise, but I encourage you to try it sometimes, to see how much more an exercise can reveal beyond just the "correct answer."

Enjoy using Personal Best  I really hope you enjoy using this course with your students and don’t forget to check out all those extra ideas we’ve put together in the Teacher’s Book. You’ll find warm-up activities, extra activities, questions to check understanding, and plenty more. Can a course book help students reach their personal best? Not on its own, certainly but perhaps, together with your skill and interest and personal touches, you may find a course here that not only helps your students to learn more and learn deeper than they thought possible but also helps you as a teacher to teach to your personal best.

7

 

 

INTRODUCTION

Approach to Language teaching: A and C Lessons Lessons A and C always focus on Language. They cover grammar, vocabulary, and pronunciation and use accessible, graded texts or audio to contextualize the language point. There is an emphasis on practice via clearly staged activities  with additional practice in the Grammar Practice, Vocabulary Practice, and Communication Practice sections, the Personal Best Language App, the Workbook, and the Richmond Learning Platform.

Lesson A – Grammar, vocabulary and pronunciation

LANGUAGE

Clear grammar boxes give a summary of the structures being taught.

Each lesson has clear aims for grammar and vocabulary.

Each unit is constructed around a useful and stimulating topic.

The language presentation texts are short and carefully graded to allow students to focus on the teaching point.

Every grammar point is practiced on the Personal Best Language App .

Grammar practice sections provide more explanations, examples and opportunities for practice.

Stronger students, or those who finish quickly, can engage with the language further in a Personal Best activity. Alternatives for weaker students are provided in the Teacher’s Book.

8

      

INTRODUCTION

Lesson C – Grammar, vocabulary and pronunciation

LANGUAGE

A selection of key lexical items connected to the lesson topic is presented.

1

 Vocabulary practice sections present and practice additional topic vocabulary.

Each language lesson has one Pronunciation  focus. The Personal Best Language App  also contains a variety of pronunciation exercises.

question forms   say , tell , speak  and talk 

LANGUAGE

question forms   say , tell , speak  and talk 

  5

1.6   Listen to people telling a lie in three conversations. What is each person lying about? A Write the conversation number (1–3).

1C Liar, liar   1

1C

LANGUAGE

a receiving text messages

In pairs, answer the questions.

B

1 What are the people in the pictures lying about? 2 What other things do people often tell lies about? Make a list.

1 Who 2 What

  6

b  eating chocolate

c  liking someone’s food

1.6   Listen again and complete the questions.

all of my chocolate? to you last night?

3 Who

more banana and potato sandwiches?

Look at the questions in exercise 5B. Choose the correct options to complete the sentences. Then read the Grammar box about the different question forms. 1 In these questions, we know / don’t know  the subject of the verb. 2 We use the  positive / question form of the verb.

question forms

Grammar

a

c

b

Object questions: Where do you work? What are you doing at the moment? Where did you go to university? Have you finished?

d

Go to Vocabulary practice: say , tell ,  speak and talk, page 136

  2

A In pairs, do the quiz ‘The truth about lying’.

Questions with prepositions: Where do they come from? Who did you play tennis with ? 

THE TRUTH ABOUT LYING THE TRUTH ABOUT LYING THE TRUTH ABOUT LYING 1  How often do people tell lies?

Go to Grammar practice: question forms, page 113

  7

4  How can you know when people

a  twice a month

are lying? a  They don’t look directly at you. b  They move their hands a lot. c  They give unnecessary information.

b  twice a week c  twice a day

2  What do people lie about most frequently? a  work b  money c  unimpor tant things

1.8   Pronunciation:  question intonation  L isten to four of the questions from this lesson. Does the intonation go up ( ) or down ( )at the end of the questions? 1 Have you finished? 2 How often do people tell lies?

  8

making us less honest? a  yes b  no

do (x2)

7  Do men and women lie about the same things? a  yes b  no

   

B

  3

Cover the quiz. Complete the questions from memory. Then check your answers in the quiz.

did (x5)

have

you usually tell little white lies to protect people’s feelings? 1 you last tell a little white lie? What you lie about? 2 When you tell your parents lies? you tell the truth later? 3 When you were younger, 4 Who tells the best jokes in your family? 5 you usually say hello to people you don’t know in the street? 6 you ever told someone that they can’t cook well? What they say?

6  Do men lie more often than women? a  yes b  no

the question, ‘When did you last tell a lie?’ a  ‘I never lie.’ b  ‘I can’t remember.’ c  ‘Some time today.’

3 What happened to you last night? 4 Do men lie more often than women?

A Complete the questions with an auxiliary verb from the box if necessary. Which question doesn’t need an auxiliary?

5  Is communication technology

3  How do people usually answer

Subject questions: Who called me? NOT Who did call me?  Who wants coffee? NOT Who does want coffee?  Who invented the telephone? NOT Who did invent the telephone? 

B In pairs, decide if the intonation goes up or down at the end of the questions in 8A. Then ask and answer the questions.

1.5   Listen and check your answers. Which answer surprised you most?

Go to Communication practice:Student A page 156, Student B page 166 1 2 3 4 5

  4

  9

lies? most frequently? last a lie? when people are lying? us less honest?

Ask and answer the questions in pairs.

A Look at questions 1–5 in exercise 3. How do we form most questions? Choose the correct structure, a or b.

 

a

(question word/s)

+ auxil iary verb

b

(question word/s)

+

+

subject

+

Who helped you with your homework as a child? Who taught you how to ride a bike? What happened on your first day of school? Who taught you how to drive? Which author wrote your favourite book? What happened on your first day at work?

1 2 3 4 5 6

main verb

main verb

B Look at question 2 in exercise 3. Is the preposition before the question word or after the main verb? Write four questions to ask your partner about his/her life.

Personal Best

8

Every vocabulary set is practiced on the Personal Best Language App .

9

Communication practice sections provide additional pairwork activities to practice the language.

9

 

 

INTRODUCTION

Approach to Skills teaching: B Lessons Each B and D lesson focuses on development of one of the four skills: reading, listening, writing, or speaking. Each B lesson focuses on one of the receptive skills, i.e., listening or reading. The listening lessons feature a video  webshow named Learning Curve. The listening and reading lessons feature Skill, Text builder, and Listening builder  boxes.

Lesson B – Reading

SKILLS

Reading Skill boxes focus on and practice a particular reading skill, such as identifying opinions, skimming a text and reading for detail, etc.

Each lesson has clear aims for the Reading Skill and Text builder features.

1

SKILLS

Each reading lesson is built around a full-page text.

skimming a text   actually , in fact  READING

  actually , in fact 

READING skimming a text



1B

SKILLS

1B Smart living?   1

What do you use your smartphone for? What do you think of people who constantly check their phones?

 A WEEK WITHOUT MY 

skimming a text

Skill

Before you read a text in detail, get a general idea of the topic of the text and of each paragraph. • Read the title of the text and look at any images. Can you predict what the text is about? • Quickly read the first paragraph. This will confirm the topic and can give you an idea of the text content and organization. • Read the first sentence of each paragraph. This can give you information about the main idea of each paragraph.

  2

smartphone by David Sharpe

Read the Skill box. Then look at the title of the text, the picture and the first paragraph on page 7. Do you think the writer had a positive or negative experience without his smartphone?

  3

1  When I read that we spend three hours every day

Read the first sentences of paragraphs 2–6. What is the main idea of each paragraph? Match the paragraphs with ideas a–e. a With no smartphone, he felt less tired. b He worked better. c He communicated more face to face.

  4

d There were more advantages than disadvantages. e He found things to do to entertain himself.

Read the complete text. Are the sentences true (T) or false (F)? Correct the false sentences. 1 2 3 4 5 6

5

The writer stopped using his smartphone because of an article he read. Normally his smartphone distracts him when he’s working. He has become a better listener when he’s with friends. He doesn’t enjoy reading books and newspapers any more. The light from smartphone screens helps us to sleep. The writer now uses his smartphone differently from before.

actually, in fact 

Look!  We can use actually  at the start of a phrase, before a main verb, or after be.

Read the Text builder. Match 1–4 with a–d.

  7

but it was actually on yesterday, not today. Actually, I don’t use it as much as my old one. but in fact I’m staying at home. I actually passed the exam!

a b c d

6  Of course, at times it was extremely

to people more and felt more connected to them, although we weren’t in constant contact online. At lunch with friends one day, I realized I was being more responsive to their news and sympathetic to their problems because I wasn’t constantly checking my phone. Another day I was in a new city and I asked people for directions instead of using a n app. Their kindness made me feel welcome, and I discovered my brain has a very good GPS!

 

We usually use in fact  at the start of a phrase.

My friends say I’m addicted to my new smartphone. My teacher’s surprised because Tim thought the film was on at 8.30 this evening, I thought I was going away this weekend,

having a smartphone was that I slept so much better and felt more awake in the morning. At night I relaxed with a book before going to sleep, instead of watching Netflix or reading the news on my phone. Apparently, the blue light from smartphone screens makes our brain think it’s morning, so it’s releasing chemicals to wake us up, just when we’re trying to get to sleep. That’s not very smart!

3  Another consequence was that I actually talked

To say that something is surprising or unexpected, we can use  actually  or in fact : I was worried that I would be bored without my phone as e ntertainment, but actually  I enjoyed it. I thought living without a smartphone would be hard, but  in fact  it was quite easy.

1 2 3 4

5  One completely unexpected consequence of not

first day in the office without my phone, I was thinking more deeply and concentrating more. I had re-discovered my brain! Not having access to my favourite apps meant that I wasn’t interrupted every five minutes by social media alerts, football scores and WhatsApp group m essages. Without these distractions I was more productive and felt satisfied that I’d done a better job.

‘I actually talked to people more and felt more connected to them, although we weren’t in constant contact online.’

6

my phone as entertainment, but actually I enjoyed it – I’d forgotten how much I love books and newspapers. I’d also forgotten how much I enjoyed doing Sudoku puzzles. I had an app for that on my smartphone, but never used it. Doing one every day in the newspaper felt a lot more special and it became part of my morning routine. My brain felt a lot sharper and much more ready for the day ahead as a result.

2  The first consequence was quite amazing – on the

Read this sentence from the text. Which word is used to express surprise that something unexpected happened?

Text builder

4  I was worried I would be bored without

checking our smartphones, I was surprised. What was I missing in the real world when walking down the street, lost in a virtual world of social media updates and videos of dogs on bicycles? I promised myself I would use my smartphone less … but it didn’t happen. But then my phone died and I had to wait a week for a new one. Would I survive? I thought it would be hard, but in fact it was quite easy – and surprising in a good way for a number of reasons!

inconvenient to have no mobile internet connection, but all in all, there were a lot of benefits in not being connected 24/7. Although I was jumping for joy when my new smartphone arrived, I’m a lot more careful about how much I use it now. So, if you think you use your smartphone too much, put it away for a few days and see what happens. You never know, you may become smarter!

Could you live without your smartphone for a week? In pairs, discuss what you think the experience would be like. Personal Best

6

Have you ever lived without something for a period of time? Write two or three sentences about the experience.

7

Stronger students, or those who finish quickly, can engage with the language further in a Personal Best activity. Alternatives for weaker students are provided in the Teacher’s Book.

Text builder boxes focus on aspects of text cohesion, sequencing, referencing or language associated with a particular genre such as narratives or articles.

10

     

INTRODUCTION

Lesson B – Listening

SKILLS

Each listening lesson features a vocabulary set. Key lexical items are previewed on the page and exemplified in the video.

Each lesson has clear aims for the Listening Skill and Listening builder features.

2

SKILLS

LISTENING listening for the main idea

Each listening lesson is built around the Learning Curve webshow, which presents documentaries and vox pops on the unit topic.

Learning Curve

Students are exposed to a variety of accents and to features of natural spoken speech.

listening for the main idea

  lin king consonants and vowels   phrasal verbs



  4

  1

considers himself/herself to be very lucky. talks about someone else who believes in bad luck. is having a bit of bad luck but his/her luck changes.

1 2 3

Do you think these things bring good or bad luck? Can you think of more examples?

Herman

a penny

2B

SKILLS

2.9   Watch or listen to the second part of the show. Complete the sentences about the main ideas with Herman, Winnie or Juan.

2B Do we make our own luck? Learning Curve

  linkin g consonants and vowels   phrasal verbs LISTENING



Winnie

Juan

the number 13

a broken mirror

a dream catcher

a fortune cat

  2

a four-leaf clover

  5

A Were these people lucky or unlucky? Match the verbs in bold with the meanings. My plane ticket was for seat 13. I off early to get to the airport on time, but the traffic was terrible and I 5ended up missing my flight. I was really 6looking forward to that holiday!

I found a lucky penny in the street, but that day, my car 1ran out of petrol and my boyfriend 2broke up with me – we’d been 3 going out for ten years. So much for lucky pennies!

a be excited about something in the future b finally be in a situation or place you didn’t originally intend c have a romantic relationship

 

2.9   Watch or listen again. Choose the correct option to answer the questions. 1 What happened to Herman earlier?   a He slept badly, lost his keys and set off for work late.   b His motorcycl e broke down, he lost his keys and missed the bus. c He r an out of hot water in the shower and lost his ke y chain. 2 What happened to Winnie?   a She went out with a dentist and ended up marrying him.   b She was goin g out with a mechanic but broke up with him.

4set

d start a journey e finish or use all of something f end a relationship

c She ended up marryi ng a man she’d met several times by chance. Which sentence about Juan is true? a He’s looking forward to getting married to Winnie. b He’s in the city doing a favour for a neighbour. c He has to go back home because he forgot his backpack.

  3      

B Answer the questions in pairs. 1 Has your phone ever run out of battery just before an important call? 2 What did you plan to do last weekend? Did you end up doing something different? 3 What are you looking forward to at the moment?

  6

Think of a time when you were lucky or unlucky. Describe what happened in pairs. 

Go to Vocabulary practice: phrasal verbs, page 138

linking consonants and vowels

Listening builder Skill

listening for the main idea

When a word ends in a consonant sound, we often move the consonant sound to the beginning of the next word if it starts with a vowel sound. This can sometimes mean it’s difficult to hear the correct words.

It’s important to understand the main idea when someone is speaking. • Think about who is speaking and what the topic is. • Remember that speakers often repeat the main idea using different words. • Listen for key words, which are often stressed. • Don’t worry if you don’t understand all the words or details.

  3

It all started last night.

  7

2.10   Read the Listening builder. Look at the sentences from the show and mark where the consonant-vowel links are. Listen and check. Then practise saying the sentences.

 

Do we make our own luck? I ran out of energy. I think Ethan is back. I’m picking up a package. I think it’s his backpack. I’m the luckiest person I know.

1 2 3 4 5 6

2.8   Read the Skill box. Watch or listen to the first part of Learning A Curve and choose the correct option to answer the questions. 1 What does Penny talk about?   a  a scientific experiment about luck b  a book about luck   c  an unlucky day she had 2 What is the main idea? a  Some people are simply unlucky.   b  Positive people generally see more opportunities in life. c  People who believe they are lucky are usually unlucky.

She’s trying on her wedding dress.

  8

Discuss the questions in pairs. 1 Who’s the luckiest person you know? And the unluckiest? 2 Do you have any lucky charms? What are they? Have they brought you good luck? 3 Is there anything you avoid doing because it might bring bad luck?

B Do you believe in luck? Do you think people make their own luck? Discuss in pairs. Personal Best

14

Write a paragraph about things that bring good luck at special occasions, e.g. a wedding, New Year’s Eve.

Each listening lesson

Each listening lesson focuses on and practices a particular listening skill, such as listening for the main idea or understanding key points.

15

The vox pops also act as models for short speaking tasks where students talk about their own experiences.

focuses on and practices a particular aspect of connected speech, such as intonation, linking, sentence stress, etc.

11

     

 

INTRODUCTION

Approach to Skills teaching: D Lessons Each B and D lesson focuses on development of one of the four skills: reading, listening, writing, or speaking. Each D lesson focuses on one of the productive skills, i.e., speaking or writing. The speaking lessons feature a video webshow named Learning Curve. The writing and speaking lessons feature Skill, Text builder and Conversation builder boxes The D lessons bring together the language and skills practiced in the unit in a supported  Personal Best productive task.

Lesson D – Speaking

SKILLS

Like the listening skills lessons, each speaking skills lesson is built around Learning the Learning Curve webshow. In Curve speaking lessons, the hosts talk about their personal lives through video diaries, and we see them in different situations.

Each lesson has clear aims for the Conversation builder and Speaking Skill features.

1

SKILLS SKILLS

SPEAKING making small talk

making small talk  kee ping a conversation going SPEAKING

  keeping a conversation going



  5

  1

A Read the definition of small talk and look at the topics. Which topics do people typically discuss when they make small talk?

politics

the weather TV, sport and films

relationship problems

6

work and family

 

B In pairs, discuss the questions. 1 2 3 4

  2

1.10   Put the sentences (a–i) in order. Watch or listen again and check.

the situation (party, journey, etc.)

When did you last make small talk? Where were you? Who did you talk to? What did you talk about?

your day

Ethan

Cindy  So, what do you do on your webshow?

b

Ethan  Oh, you met at work! So, are you having a good time?

c

Cindy  Sorry, I don’t know Penny that well. By the way, I’m Cindy. I work with Taylor at the gym.

d

Ethan  Well, I’m a presenter, a co-host, like Penny.

f

Ethan  Mmm! Well, I love carrot cake.

g

Cindy  It’s a great party. I got here early so I could bring my famous carrot cake.

h  2   Ethan  I’m Ethan. I work with Penny on LearningCurve. It’s a webshow. We’re presenters. Cindy  Hmm, a presenter, that’s interesting. And what does that involve?

i

When we talk to someone we don’t know well, we keep the conversation going so we don’t run out of things to say. • Give extra information when you answer a question, e.g. ‘Are you from around here?’ ‘No. I moved here from Brazil  six months ago.’  • Respond to a statement with a positive comment, e.g. ‘That’s interesting! I love Brazil. I’ve been there twice.’   • Ask open questions to find out more information, e.g. ‘Really? What were you doing there?’ 

  7

Read the Skill box. Answer the questions about the conversation in exercise 6.

1.9   Complete the sentences from the conversation with

1 What extra information does Ethan give when he explains how he knows Penny? 2 What positive comments do Ethan and Cindy make? 3 What open questions does Cindy ask?

the words in the box. Watch or listen again and check. so

nice

mind

ahead

have

excuse

keeping a conversation going

Skill

passenger

He starts the conversation. He asks where the other person is going. He’s going to City Island. He asks where the other person is from. He’s from Pennsylvania. He asks about the other person’s job.

3

sounds

living

  8

me. Does this train go to the baseball stadium? 5 What do you do for a ? 1 if I sat here? interesting. 2 Would you 6 Well, that . talking to you! 3 Uh, no. Go right 7 Hey, it was , where are you going? fun at the game! 4 8

In pairs, practise the conversation in exercise 6.

Go to Communication practice: Student A page 156, Student B page 166

  9

A  PREPARE In pairs, choose one of the situations below and think of how you could start a conversation   with someone you don’t know well.

making small talk

Conversation builder

Asking about the person/situation Are you having a good time/journey/day? Are you from around here? So, what do you do for a living? And what does that involve? I love your phone. Is it new?

Starting the conversation Excuse me … Is anyone sitting here? Would you mind if I sat here? Beautiful day, isn’t it?

  4

a

e  1   Cindy  How do you know Penny and Taylor?

1.9   Watch or listen to the first part of a webshow called Learning Curve. Ethan catches a train and a passenger makes small talk with him. Who are sentences 1–6 about? Tick ( ) Ethan or passenger .   1 2 3 4 5 6

1D

Penny and Taylor’s apartment theirfamilies their jobs how they know Penny and Taylor the food at the party the weather

1 2 3 4 5 6

small talk   noun polite and informal

conversation about light topics, often between people who don’t know each other well.

SKILLS SKILLS

1.10   Watch or listen to the second part of the show. Ethan goes to a party and meets Cindy for the first time. Tick ( ) the topics that Cindy and Ethan talk about.

1D Small talk Learning Curve

Each speaking lesson focuses on and practices a particular speaking skill, such as keeping a conversation going or asking for information, which is exemplified in the video.

Ending the conversation Nice talking to you. Great to meet you. Have a lovely evening.

B 

PRACTISE Take turns to start a conversation. Make small talk and keep the conversation going.   C  PERSONAL BEST Was it easy to start the conversation and keep it going? What could you do   differently next time? Choose another situation and have another conversation.

Read the Conversation builder. Make small talk with your partner. Imagine it’s your first English class and you’ve never met.

Personal Best

10

You meet someone new at Penny and Taylor’s party. Write the conversation.

11

Each speaking lesson ends the unit with a step-by-step personalization activity where students follow three steps to consolidate the Conversation builder and Speaking Skill worked on in the lesson.

Each speaking lesson focuses on and practices a particular function, such as making small talk or giving and responding to news. The Conversation builder highlights the functional language from the video and gives students target expressions to take away.

12

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INTRODUCTION

Lesson D – Writing

SKILLS

2

SKILLS

Each writing lesson focuses on and practices a particular writing skill, such as making a narrative interesting or writing an informal e-mail.

A range of text types are modeled and exemplified, including blogs, e-mails and essays.

Each lesson has clear aims for the Writing Skill and Text builder features.

making a narrative interesting   time linkers

making a narrative interesting   time linkers

WRITING

2D It happened to me   1

  2

A Read the blog post again. Put the pictures in the correct order from 1–6.

 

B Cover the blog. Look at the pictures and retell the story in pairs.

Home

About

Blog 

When writing a narrative, make the story more interesting by: • describing people, places and the events • de scribing emotions and feelings • including one or two comments about the events.

Contact

  3

 A

making a narrative interesting

Skill

Read the blog post quickly. Which word is missing from the title: surprising, frustrating or frightening?

2D

SKILLS

WRITING

Read the Skill box. Match the underlined phrases (1–7) in the blog post with the three features of a narrative (a–c).

evening

a descriptions of people, places and events: b descriptions of emotions and feelings: c comments about the events:

 Yesterday it was my friend Sarah’s 21st birthday. My friends and I had planned a surprise party for her at The Firehouse, a 1 small and cosy restaurant that she loves. Sarah’s sister was going to bring her to the restaurant at 9 p.m., so we all needed to be there to surprise her when she arrived.

4

a

A Choose the correct words to complete the sentences. comfortable surprised nightmare luckily tall disappointed

Just before I left my house, I got a text message, but my phone ran out of battery before I could read it. I didn’t have time to charge my phone, so I got in the car and left. 2It was a horrible, rainy evening but there wasn’t much traffic, and everything was going fine until my car stopped suddenly. I’d run out of petrol! 3I was so angry with myself – 4why hadn’t I got some the night before?

I thought Sue was on holiday, so I was to see her at work. , I had another pair of glasses in my bag. She was , blonde and wearing a beautiful green dress. When they told me I’d failed the exam, I felt really . The hotel room was small, but it was very . The train had already left and I had lost my ticket. What a !

1 2 3 4 5 6

 

I thought my best option would be to find a taxi. After waiting for ten minutes, I finally found one. 5I felt so relieved – I could still get to the restaurant in time. However, on the way, I realized that I’d left my wallet in my car and didn’t have any money to pay! I explained this to the driver, 6a rude and impatient man. He stopped the car and told me to get out.

B Which of the features a–c in exercise 3 does each sentence in 4A use?

time linkers

Text builder b

We use time linkers like before, after , until and as soon as to make the order of two past actions clear:  Just before I left my house, I got a text message. Everything was going fine until my car stopped suddenly.  After  waiting for ten minutes, I finally got a taxi.  As soon as  I got home, I put my phone on charge.

Look!  After before and after , we can use a verb + -ing or a subject and verb. After until and as soon as, we

7

What a disaster! It was now almost 9 p.m. so I had to run. When I finally got to the restaurant, I was surprised to see that it was completely empty. I waited for an hour, but nobody came. So I walked back to the car, got my wallet and got a bus home. As soon as I got home, I put my phone on charge in the kitchen, but before I could call anyone, I got a message. It said, ‘Sarah ill, party cancelled!’ I didn’t know whether to laugh or cry.

can only use a subject and verb:    As soon as I arrived, I went to bed. NOT As soon as arriving, I went to bed.

  5

A Read the Text builder. In each of the four example sentences, which action happened first? Discuss in pairs.

 

B Complete the sentences with the correct time linker.

c

f

e

It was raining, so I waited in my car until / as soon as  my sister’s train arrived. Before / After  she got off the train, she checked that she had all of her things. They sent their parents a text until / as soon as  their plane landed in Buenos Aires.  After / Until he closed the door, he realized that he had left his keys inside the flat. Before / As soon as  I got home, I started to cook dinner.  As soon as / After  driving him home, she went to get some petrol.

1 2 3 4 5 6

  6

A  PREPARE Think about something amazing, surprising, frustrating or frightening that   happened to you. Make notes about the main events and any descriptions or comments you want to include to make your story more interesting.

 

B  PRACTISE Write a blog post, using your notes to help you. Include different narrative   tenses and time linkers.

 

C  PERSONAL BEST Swap your blog post with your partner. Read his/her work and correct   any mistakes. How could you improve it? What do you like best about his/her story?

d

Personal Best

18

Read the blog post on page 18 again. Close your book and write a one-paragraph summary of it.

19

Each writing lesson ends the unit with a step-by-step personalization activity where students follow the three steps to consolidate the Text builder and Writing Skill worked on in the lesson.

Each writing lesson focuses on and practices a particular function such as time linkers or adding information. The Text builder highlights an aspect of written English to help students build their own texts.

13

INTRODUCTION

 

Welcome to Learning Curve: the webshow for Personal Best

What i Learning Curve? 

 Learning Curve is an exciting webshow about interesting things from around the world. Located Learning and filmed in New York and London, the Learning Curve Curve hosts present documentaries, interview people on the street, and also talk about their personal lives through video diaries.  Learning Curve exposes students to natural spoken language and develops a range of speaking and listening skills. There is a variety of interaction: monologues to camera, narratives in flashback, two-way dialogues, phone conversations, video conference calls, and group conversations.

How is the webshow integrated into the course? Teacher's Book and can also be downloaded from the Richmond Learning Platform.

 All the video content is integrated seamlessly into the course  with one video lesson per unit in the Listening (B) or the Speaking (D) lesson.

How does Learning Curve help to develop skills?

How and when do I watch Learning Curve?

Too often students are frustrated because, while they can understand their course book audio, they quickly feel lost when exposed to language outside the classroom. By using videos to develop listening and speaking skills, students will build the skills and confidence to cope better with real life language environments; for example, recognizing that it isn’t always necessary to understand every word when listening for specific information or gist; or that an awareness of "filler expressions" can help students decode spoken language, as well as help them to sound more natural when they produce these themselves.

There is a clear  Learning Curve icon on the Student’s Book page  where video appears (or the corresponding audio should be played). This icon also appears in the Teacher’s Book. Students can  watch each show in its entirety (for enjoyment or familiarization purposes), or it can be broken down into more manageable chunks, as recommended in each lesson. Each one is self-contained, so if one is missed for any reason, it won’t affect the enjoyment of the next show. Watching the video itself is our recommended option where technology allows, but if you are not able to play video in class, all of the video is supplied as audio only both as MP3 and on the Class Audio CDs. The scripts for the video are included in this

The videos help to bridge the gap between the classroom and the real world by exposing students to natural spoken English with  well-staged and supported exercises.

Meet e host!

You wi also meet … Jack Goode

Ethan Moore

Penny Abernathy

Ethan works in the New York City studio with Penny. He’s from Connecticut. He enjoys traveling and is a very sociable person.

Penny is British and works in the New York City studio with Ethan. She has a busy social life in New York, but sometimes she misses her family and friends. She shares an apartment with her friend, Taylor.

Kate McRea Kate is from Los Angeles and works in the London studio with Simon. She loves being outdoors and is very athletic.

Jack has his own restaurant, The Goode Food Restaurant, where he is the head chef, and he’s also a food blogger and restaurant critic. Jack was in college with Simon and they have been best friends for years.

Taylor Weiss Taylor is from the Midwest in the U.S. She lives in New York City with Penny and works as a personal trainer. She loves yoga and hates being late!

Simon Collins Simon, who’s from the south of England, works in the London studio with Kate. He loves tennis, theater, and music. He isn’t crazy about shopping or trying new things! He and Penny were friends in school.

Marc Kim Marc’s family is from South Korea. He lives in New York City, where he works as the IT specialist at Learning Curve. He is also a part-time student.

14

          

 

INTRODUCTION

Approach to practice: In class Student’s Book: Practice section There is an extensive Practice  section at the back of the Student’s Book for Grammar, Vocabulary, and Communication   Practice . Students are directed here from the relevant stages in the lesson. These sections should be done in class to get the maximum benefit from the course and can be used to review later in the course.

The Grammar Practice section provides a clear overview of the grammar for the lesson.

The Vocabulary Practice section includes full lexical sets (two or three per unit).

GRAMMAR PRACTICE

The Communication Practice section provides two or three speaking tasks per unit.

VOCABULARY PRACTICE

2A Narrative tenses

COMMUNICATION PRACTICE

2A -ed and -ing adjectives 1 

 2.2

Choose the correctoptionsto complete the sentences.

9D

2.1 Matchthe pairsofadjectiveswiththe pictures1–10.Listenand check.

1

WhileTina cycled/ was cyclingto work,she wasdropping / dropped   herpurse. 2 WhenI closed the door,Iwasrealizing / realized    thatI left/ had left  mykeysinside the house. 3 We watched/ were watching a filmwhenwe were hearing/ heard  a strange noise outside. 4 WhenJohn had got / got  home,we told himwhat hadhappened / washappeningearlierthatafternoon. 5 Whenthey werearriving/ arrived  ,the concert  alreadybegan/ had alreadybegun. 6 Itwasa hotsummer’sday. We sat / weresitting inthe gardenand the sun was shining/ shone. 7 Whenthe film wasending / ended ,the children went / were going straightto bed.

Anarrative describespastevents.We oftenuse the pastsimple,the pastcontinuous and the pastperfectina narrative.

Past simple We use the pastsimple to describe the main eventsina narrative.These are completed actionsinthe past.  Mike opened the door and sawa pack age on the floor. He picked it up and opened it. He couldn’t believe what he saw! 

2

Rememberthatmanypastsimple verbsare irregular.Fora full listofirregularverbs, seepage175.

Student B

 

Youand StudentAare going to ordersome takeawayfood.Lookat the menuand followthe instructions.

1

1

Lastweek,webought a newcar. It was snowing and people werehurrying home fromwork. I was cooking dinnerwhen someoneknocked atthe door. It hadstopped raining before we left the party. I was disappointed because myfriends hadforgotten mybirthday.

depressed/depressing excited/exciting amazed/amazing amused/amusing disappointed/disappointing embarrassed/embarrassing fascinated/fascinating annoyed/annoying terrified/terrifying shocked/shocking

1 2 3

Listento StudentA’ssuggestions. Respond negatively.Suggesttwo alternative dishes. Listento StudentA.Change yourmind ifyouwant,oragree to disagree.Choose a third dishifnecessary.

takeaway menu  Vegetable lasagne

£7.50

Spicychicken in coconut milk

£9

Lamb, mushroom and spinach stew

£11

Oven-baked courgette, aubergine and potato

£8

Spicybeef burger, salad and chips

£10

Thaigre en currywith aubergine and mixedpeppers £7

Student B

10A

Lookatthe story.Take turnswith StudentAto reportwhat the people said.Listento StudentAand complete the missing dialogue.

1

Complete the sentenceswiththe correctpasttense of the verbsinbrackets.

1

 

5

 

2

3

a

b

c

d

e

f

 

4

Past continuous We use the pastcontinuousto describe the background eventsin a narrative. One autumn afternoon, I was sitting in the kitchen. Last night, it was raining and we were watching TVon the sofa.

We also use the pastcontinuousto describe anactionthatwasinprogresswhen acompletedactionhappened.  She was having breakfast when someone knocked on the doo r. I was having a showerwhen the phone rang.

We oftenuse when and while to connectpastevents. I was walking along the beach when I found a wallet. While theywere waiting for the bus, it started to rain.

1

I

2

She

3

4

Past perfect We use the pastperfectto describe anactionthathappened before anotheraction inthe past.

5

I called James at his office, but he had alreadygone home. Theydecided to go for a drive in Paul’s newcar. He had bought it onlytwo days before.

6

7

Look!

Wecanusethe threenarrativetenseswithwhen,withdifferentmeanings. When she arrived, we had dinner. =Firstshe arrived,thenwe had dinner. When she arrived, we were having dinner. =She arrived duringdinner. When she arrived, we had had dinner.  =Firstwe had dinner,thenshe arrived.

3

(take) myumbrella withme because I (see) the weatherforecastearlier. (read) the whole bookwhile she (wait) forme. While Maria (make) the dinner,David (take out) the rubbish. I (call) the police straightawaywhenI (saw) the brokenwindow. She (start) laughingwhenshe (see) hisnewhat. I (notwant) to see thatfilmbecause I (see) ittwice before. Anna (live) inSanFrancisco whenshe (finish) herfirstnovel.

7

9

10

2

8

Complete the textwiththe correctpasttense ofthe verbsinthe box.

2

1 2

LastFriday,I wentto the supermarketto buya cake fora friend’sparty.It wasreallybusy aspeople 1   food forthe weekend.While I 2  backto my car,myphone 3 .I 4  the cake on the roofofmy carand 5  the phone.Afterthe call,I6  to the party,butI didn’trealize thatI 7  the cake onmycar! Luckily,itwasstill there whenI 8 !

3

4 5

I’mreallyscared ofspiders.I find them  ! Mybrotheralwaysgets home late fordinner,and we all have to wait. Itmakesme really  . J a mie w as w i ht h i s ex a m er s ult – h e w as h o pni g t o g et 80% buthe onlygot50%. I’mwatc hinga really football match– ht e score’s5–5! Sue thoughtthe bookaboutJapanese paintingswas  . She’sreallyinto art.

I lostmyjob, thenmygirlfriend leftme and I have no friends.I’m feeling . 7 The people who sawthe terrible accidentwere all . 8 I fell off mychairinthe job interview.Myface wentbrightred,I was so ! 9 I was thatmyboyfriend rem emberedmymum’sbirthday because he alwaysforgetsimportantdays. 10 Everyone inthe cinema w aslaughing,butI didn’t find the filmvery . 6

Go back to page 13      ▲

Listenand answerStudentA’squestions.Explainyourdecisions.

2

AskStudentAquestions1–4.

2

Ifyousawa colleaguestealingpaperatwork,wouldyou… a saynothing? b tell yourcolleague to putitback? c tell yourboss? Ifa friend gave youa horrible jumperforyourbirthday,would you… a sayyoualready have one justlike it,and exchange itforsomething else? b saythanks,smile,but neverwearit? ? c sayyoudon’t like it

3

4

Ifa strangerasked to borrowyourmobile phone,would you… a say,‘Sorry,I don’thave one’? b say,‘Sorry,I’m ina hurry’? c lend itto him/her? Ifyourfriend leftherFacebookpage openonyour computer, would you… a close itbecause it’sprivate? b update herstatuswithsomething funny? c read herprivate messages?

172

One pairwork task for every grammar point (two per unit) and one for every speaking lesson (every two units)

Picture-dictionary style vocabulary presentations

Additional exercises practice both form and meaning of new grammar.

Student B

1

1

137

Go back to page 12      ▲

Explanations, usage notes and tables

CheckyourstorywithStudentA. Do youhave the same dialogue?

10C

Completethesentences1–10withadjectivesfromexercise1.

arrive ring leave put answer walk drive buy

114

6

Additional exercises for extended practice

Review and Practice There are six Review and Practice sections that revise grammar, vocabulary and functional language across units. They use a  variety of exercises and end with a short, fun Personal Best section that allows for language recall in a more productive way. Review and Practice sections appear every two units and give further opportunities to practice grammar and vocabulary.

1  and 2

REVIEW and PRACTICE

 1

I u su al ly a amchecking

2

W hat a  didyou W h iel I a waited

4

W h en I l i ve d i n Lo nd o n I a usually b usedto

5

S o r y, I c a n’ t t al k n ow . We a ‘rehaving b had

6

A variety of exercises revise the grammar from the previous two units. Grammar points are tested separately and in combination.

7

8

 2

m y e ma il s i n th e m or ni ng . b check c waschecking

Personal Best

Matchtheword sintheboxwithdefinitions1–8.

k e ep i n t o uc h w ti h g o u p a m us i ng t r y on bringup goback fascinating runoutof 1

on

  L e ss

f o r m y t ax i , m y gri l fr i en d p h on e d. b hadwaited c waswaiting c yc le t o w or k. c useto

6 7

d in ne r. c have

8

W ho t ha t ba r of c ho co la te ? a didyougive b gaveyou c didgiveyou I c o ud l n t’ g o t o t h e c o nc e rt b e c a us e t h e y thetickets. a wereselling b sold c hadsold

3  Yuriko Morota isa professionalmusicianfrom Tokyo inJapan. She 1 plays/ isplaying  the piano fora living. LastweekYuriko 2  hadshared / shared anamazing story aboutherun cle on herTwitteraccount. Apparently, heruncle livedinTokyo and 3 usedto have / usually has a beautiful catcalledNikko.  Yuriko 4doesn’tlike / isn’tliking  cats, butshe lovedNikko because he 5wassaving / hadsaved heruncle’s life. Oneday heruncle6went/ wasgoing to the airportto catcha plane whenhe 7wasseeing / saw  anabandoned kittenin the street –itsowners8were leaving / hadleft itoutside. Yuriko’suncle 9 wasloving / loved catsso he 10took / hadtaken the kitten home withhim. Because ofthis, he 11 missed/ wasmissing   hisflight. The following morning he 12 listened/ waslistening   to the radio whenhe 13washearing / heard t hathisplane 14 crashed/ hadcrashed into the mountains100 km from  Tokyo. He couldn’tbelieve how lucky he was!

W h er e t o g o on h o il da y wh en y ou w e er young? a didyouused b didyouuse c youused

1

Samplaystennisintheparkwithhisbrother.(present continuous)

 

S am

2

Thegroundisverywetbecauseitrainedallnight.(past simple,past perfect)

 

T he gro un d night.

t e nn is i n t he p ar k wi th h i s br ot he r.

v er yw et be cau se it

a ll

3

Whatdoyoudowithyourfriendsattheweekend?(past simple)

 

W h at

4

Jackwasn’tveryfitwhenhewasat school.(used to)

 

Jack school.

5

He’susinghistablettocheckFacebook.(prese nt simple)

w it h yo ur f r ei nd s at t h e we e ke nd ?

1

h is t a ble t to c h ec k Fa ce bo o k.

  6

Atnineo’clocklastnightIhadabath.(pastcontinuous)

 

A t n ni e o c’ l oc k l as t ni gh t I

7

Whodoesshelivewith?(pastsimple)

 

Who

8

Whotakesthechildrentoschoolevery day?(used to)

 

Who

a b at h. with? the children to school?

2

a story a joke

congratulations the truth

3

go out break up

bring up pay back

4

excited d ep e r s ed

terrified e mb arr as se d

5

a lie a language

slowly loudly

6

fascinat ng i annoying

amazing exciting

We ended

usa really funny joke lastnight. b said c talked

5

Ithink it’spolite to to emailson the same day. a answer b check c reply My motherwasreally because the taxiwas twenty minuteslate. a amazed b amused c annoyed

1 A 

 sson

  L e

on

  L e ss

 sson  1 B  

2 A 

 s son

on 1 

  L e

C  

2 B  

Writetwo sentences aboutafriend usingphrasal verbs.

Namefive phraseswith say  and tell .

Completetheemailwith thewordsinthebox. on 2 

C 

  L e ss

s h oc ki n g s adi f a ce t ol d o u t t a kl s p ok e depre ssed checked got broken call

 s son

  L e

g et a t e xt m e ss ag e g iv e so m eo ne a c a l

1 C  

Name somethingyou usedtodoand somethingyou didn’tusetodo whenyouwere ateenager.

Writetwo objectquestions andtwosubject questions.

HiAnna When I 1

m   yphonethismorningIsawthatI’d a  textmessagefromChloe.SoIdecidedtogive her a 3  . When I 4   toher sheseemed quite 5  . She 6   methather boyfriend had 7 u   pwith her andshewantedto 8   tosomeone aboutit. They’vebeen going9   together for threeyears soitwas very 10  when he 11   he’dmetsomeone else. Anyway,we’regoing tomeet for acoffeelater, asit’s always bettertospeak to someone 12  toface. Hopetoseeyousoon! Love Sophie 2

 

Personal Best questions and prompts give the opportunity to revise a number of language and skills points from the preceding two units, allowing for language recall and personalization.

Writea sentenceusing thepastsimple andpast perfect.

Writeone sentencewith actually andone with infact  .

  L e ss

2 A 

Writea sentence usingthepast simpleandpast continuous.

  L e

having dinnerat home lastnight. c back

b up

My granddad a told

Ididn’t know you could Japanese! a talk b speak c say !I don’twantto be late forwork. 8 Hurry a off b on c up

 4

c he c k yo ur e m ai ls s pe ak f ac e t o fa ce

I

a again

thatd escribe yourfeelings today.

7

Circlethewordorphrasethatisdifferent.Explainyour answer. 1

on

  L e ss

4

6

Vocabulary

very fit when he was at

He

3

2 A 

Namefive -ed  adjectives

Describethree thingsthatyou are/aren’t doingnow.

a o l t o f m yp h ot os o n so cai l m ed i a. a give b share c send becauseIcouldn’trememberher 2 Itwas very name. a exciting b disappointing c embarrassing 1

Rewritethesentencesusingthetense sorphrasesin brackets.

veryinteresting puton clothesbefore buying them to see ifthey fit increase

Choosethe correctoptionsto completethesentences.

all

 sson

  L e

Describethree thingsyoudid yesterdayusing communication phrases.

care fora child untilhe/she isan adult 3 return 4 communicateregularlywith 5 have no more of

c didyoudo

1 A 

something thatmakesyou smile orlaugh

2

l as tw ee ke nd ? b doyoudo

3

2

Choosethecorrect optionsto completethetext.

Saved by a kitten

Choosethe correctoptionsto completethesentences. 1

1  and 2

REVIEW and PRACTICE

 3

Grammar

 s son

  L e

o n 2 

  L e ss

1 D  

D 

Writefour sentencesabout thepastusing thesetime linkers: before, after , until and as soonas.

Writethree questionsyou canusetomake smalltalk.

20

21

A variety of exercises revise the vocabulary from the previous two units. Vocabulary from different units and lessons is reviewed together.

15

 

INTRODUCTION

Approach to practice: Self study Richmond Learning Platform The Richmond Learning Platform complements the practice offered in the Workbook and on the Personal Best Language App with extra practice activities, a forum, messaging and storage areas, and a powerful and ground-breaking test management system.

There is a full range of downloadable editable or print-and-go resources, including the worksheets and progress tests from the Teacher’s Resource Book, audio scripts, wordlists, and answer keys. Teachers have their own cloud storage area and can share activities from there with their students.

Students Testing

Students can practice all the language and skills from the Student’s Book on the platform and receive instant feedback. They can try exercises up to three times to learn from their mistakes.

The Richmond Test Bank  offers ready-made interactive, editable, or PDF tests, and the Test Manager enables teachers to create their own interactive or printed tests from a wide range of activities and tailor them to their students’ needs.

Teachers Teachers can track students’ progress and level of self-study activity and assign ready-made activities from the platform or their own tailored tasks. A set of sophisticated tools enable teachers to see at a glance how students are progressing and to analyze and compare the progress made by individual students and groups.

Personal Best Language Practice App The Personal Best Language App offers free, self-study practice of the language content from the Student’s Book. Grammar and vocabulary are the main focus, although pronunciation is also incorporated. The App includes accompanying audio and images from the Student’s Book. Each level of the course has a corresponding App. This provides further optional self-study practice of the grammar and vocabulary of that level.

There are three different games for each grammar point and three for each vocabulary set from the Student's Book.

Making the most of the App  

 A clear App icon on the Student’s Book and Teacher's Book page indicates wherever a grammar point or  vocabulary set has practice material available on the App.

Students access the App on an individual basis and use it in their own time (e.g., as optional homework or as on-the-go mobile learning) to internalize what they have learned in class. The App provides motivation for short bursts of practice through timed activities and game-like challenges with instant feedback.

16

        

INTRODUCTION

Workbook The Workbook  provides a page of practice for each Student’s Book  lesson and an additional Review and Practice  spread to review the content from the entire unit. The Workbook offers comprehensive self-study practice of the language and skills taught in the Student’s Book. It provides practice not only of grammar, vocabulary, and pronunciation but for all four skills—reading, listening, writing, and speaking—for the corresponding Student’s Book lessons. The audio is available as MP3 download on the Richmond Learning Platform .

1B

SKILLS

Each grammar point is practiced using a variety of controlled exercises.

READING: Understanding the general idea of a text

Each reading or listening skill is practiced using texts or audio on a topic related to the Student’s Book  lesson.

Dealing with online trolls

Each pronunciation point has accompanying audio with a practice exercise. This is available as an MP3 download on the Richmond Learning Platform.

A

It’salwaysbestto avoidtrolls– boththeugly creaturesin fairy storiesand the equally ugly (onthe inside atleast) kind who spreadtheir nasty commentsby using a computer keyboard. Ifyoulook atthe commentssectionof any online newspaper, youwill findthe secondtype atwork, leaving shocking andunpleasant messageson all sortsof subjects.

B

 Asa society, we value free speechand ofcourse there’s a thinline betweenstrong disagreementand messagesthat are completely unacceptable. Butbasically, ifsomeone’s maingoal isto spreadhate andlies, to upsetorembarrass someone, orevento scare them, thenthatperson isa troll. Unfortunately, ifyou use social media, youare sure to have personal experience oftrolling sooneror later. Trollsneed victims, andthey will findthem in any online space where people communicate inpublic.

C

If(or when) youmeet one, rememberthatthe ability o t make youreactislike foodto a troll – so don’tfeedthem! Trollsare notreasonable people. They don’tactually want a sensible discussionso there’sno pointat all intrying to have one. It may be tempting toinsultor threatenthe troll, butthey will like this– itis ‘playing theirgame’, andthey are more likely to continue withitthan to stop. They are only trying to upset you, andif youdon’t give them a response, ht ey have failed.

  1

  2

D

 Alwaysremembe rthat the troll isthe one with the problem, notyou. It’sobviousthat nobody who hidesbehind a keyboardto write thingsthey wouldnever dare say face to face canbe a happy andsecure person. Infact, newspaper reportsof people who’ve beentaken to courtfor threatening orracist trolling almostalways seem todescribe sadand lonely lives. Trollsmake usfurious, butsympathy would probably be a more appropriate emotion.

Readthetitleandlookatthepictures.Whatdoyou thinkthearticlewillbeabout?

4 Itispossibletousesocia lmediasites withoutseeingmessages fromtrolls.

a Peoplewho postunpleasant messagesonline.

5 Onlyveryintelligent peoplebecometrolls.

b Whattodoifyourcomputerisbroken.

6 Trollsdon’tlikeitifyoupostangryreplies.

c Workerswhospendmostoftheirtimeata computer.

7 Trollsalwaysmakeagreatefforttokeep theirnames secret. 8 Trollsareoften unhappypeople.

Readthefirstsente nceofeachparagraph.Whichof A–Ddoyouthinkwillmakethesepoin ts?

  4

1 It’susually bestnottoreplytotrolls.

Comple tethesentenceswithyourownideas. 1 IthoughtMariawasavegetarian,butactually

2 Weshould probablyfeelpity fortrolls.

.

3 Youshould trynottohavecontactwithtrolls.

2 Philip petoldevery onehewasapilot,whenhewas actually

4 Itcansometimesbedifficulttodecid eif someoneis actuallya troll.

  3

. 3 Sara’shouse doesn’thave fourbedrooms.In fact,

Readthesente nces.WriteTfortruesentences,Ffor falsesente nces,andD whenthearticledoesn’t give youenoughinformationtobesure.

. 4 IthoughtpolarbearslivedintheAntarctic,butinfact they .

1 Theword‘troll’hasmorethanonemeanin g. 2 Mostcomments ononline newspapersare writtenby trolls.

5 Ididn’texpectRajtohavemanyTwitterfollowers,but infact .

3 Peoplecan sometimesseemrude when theyexpressstrong opinions.

6 Thedoctorsthoughtshehadflu,butactually . 3

1C

LANGUAGE

1 Completethequestionswiththe wordsinthe box. Is Did Does What Have W ho H o w lo n g D o W hy

Each vocabulary set is practiced using a variety of exercises.

  3 Completethephraseswith  say,tell,

Were

 you have a good time yesterday

1

 did the meeting go on forin the end?

3

 shallwe have fordinnertonight?  the city of Dundee in Scotland or

 yourbrotherhave a job? Alice and Ben pleased when you told them the news?

8   9

inthe correctform.

you foryour

birthday?  the guitar? herlatest

b ButI moved back to Krakow. c Well,I work with people to help them getfit. d Yes,Iam.

1  usthat she wanted to be t o Ka rl t om ak eh m i

e Ilove thismusic.

1.3   Rudy,Bellaand Carinameetat aparty.Listen

totheirconversation.Tick( )thephrasesyouhear.

f I’m a personaltrainer.

1 Isanyone sitting here?

g Ihave clientsof allages, from eighteen to 80! h No,I used to live here.

2 I d on t’ t hi nk w e kn ow e ac ho th er .

i I’ve been doing itforaboutthree yearsnow.

3 The food’sdelicious,isn’tit?

hello and satdown. so quietlythatnobody could

 j Yes,forhours!

4 I’m a friend of Cristina’s. 5 Are you from around here?

  4 Completetheseconversationswithyourownideas.

6 So,whatdo you do for a living?

u s al ei a nd no ww e’ re no t English atschooland t he po il ce offi ce r th e

7 And whatdoesthatinvolve?

Addan extrapiece ofinformationtothe answer,then adda positivecommentasin theexample.

8 Are you having a good time?

1 A  Are you having a good day?

9 Ilove yourshirt.Is itnew?

 

10 Great to meet you.  

11 Nice talking to you.

t oh m i a bo ut h si

12 Have a lovely evening.

2 Lookatthephra sesyoutickedinexercise1.WriteS

congratulationsfor passing your

iftheyareusedtostart aconversation,A iftheyare usedforaskingaboutapersonorsituationandEif theyare usedtoend aconversation.

thatthe concertison Saturday

PRONUNCIATION: Questionintonation   5

 ateveryone?

A 

. .

 

B  Not really,to be honest.

 

A 

. .

 

B  I work in the city centre.

 

A 

.

1 Do you like cheese?

B Paulwasshouting because they weren’tlistening.

B   Yes, it is.

 

4 A   Where do you work?

1.2   Readthequestions.Write (U)if theintonation

shouldgoupor(D)fordown.Listen,checkand repeat.

B Imet herin 2014.

 

3 A  Do you enjoy classicalmusic?

thisletterfrom

  Ursula?

At the back of the Workbook, there are six additional pages devoted to further writing skills practice, such as making notes or writing a narrative. These feature more model texts and exercises to practise the writing skill of the unit.

B   Yes,thanks. Iplayedtennisthismorning,andI   won. A   Oh,great! I’dlovetohaveagamewithyousome time.

2 A   Ilike yourphone.Is itnew?

exams? 10 Leon

B  I openedit,sorry ,Ithoughtitwasforme.

9 A 

.

2 IsGavin coming to the meeting?

you to write

thatessay?

3 How many brothersand sistersdo you have?

B Ittook me three daysto write it.

10 A  

4 Why isit so dark in here?

allthatnoise

5 Isthis yourjacket?

lastnight? Icouldn’tsleep.  

 nice thingsto someone

tomorrow morning so I need to leave in a minute.

night.

8 A

 

12

9 Who

  the concert?

B Yes,I really enjoyed it.

Each writing or speaking skill is practiced using texts and exercises on a topic related to the Student’s Book lesson.

Extra Extra

5 Are you having agood time? Main

performanceat work.

my bank? Itwasprivate.

 

11

8 L ou si ’ bo ss

movieyet? B Yes,Isawit lastweek.

7 A  

4 And whatdoesthat involve?Main

truth.

B No,Henry can’tplay the guitar.

6 A   

Extra

a Unfortunately though,Ihave to be at work atsix

 thank you  someone a secret

7 I ’m su re t ha t Ma tt

Extra

3 So,whatdo you do for a living? Main

Spanishathome.

5 A  

 the truth  thatyou are hungry

6 Pilarusually

B He gave me a book.

4 A   

8

hearhim. 5 M ci he l friends.

B She keepshermotorbike in the garage.

3 A  

 to someone abouta problem

4 The man

her

motorbike?

 

7

3 Orla

Extra

2 Are you from around here? Main

 sorry  someone a story

alone. 2 I w on de r wh at P at so angry?

 you know where the castle is,please?

2 A 

1.3   Rudy,Bellaand Carinaoftengive extra informationwhentheyanswerquestions.For each question,identifythemain answerandthe extra informationfroma–j.Listenagain ifyou needto. 1 Have you been dancing? Main

6

1 Barbara

  2 Completethequestions.Useverbs fromtheanswers

 

3

speak or talk.

tell or speak.

thismorning?

1 A 

SPEAKING: Making small talk

  4 Completethesentenceswith thepastsimple of say,

 were you talking to when I saw you

10

 jokes  more slowly

10

vegetarian? 7

  goodbye

3

9

you spokento Peterat alltoday? did Liam decide to become a

6  

  German

2

5

Ireland? 5  

1

4

evening? 2 4

1D

SKILLS

VOCABULARY: say, tell, speak  and talk 

GRAMMAR:Questionforms 

6 Where do you come from?

B  Itwas the neighbour’scats.I think theywere

7 Whichcolourdoyouprefer?

fighting.

8 Can you ride a horse?

4

5

1

REVIEW and  PRACTICE REVIEW 

HOME

The Review and Practice  section features podcasts and blogs from the Learning Curve team. This section revises the language taught in the unit and provides further listening and reading practice.

BLOG

REVIEW 

REVIEW and  PRACTICE

PODCASTS  

ABOUT

CONTACT

HOME

BLOG 

PODCASTS

ABOUT

1

CONTACT

GuestbloggerPennytellsus howtobe agood communicator. TomandSam talk aboutwritingletters.

LISTEN

AND

 LEARN!

Ifyou’re aregular reader ofthis blog, you’llbe familiar withmy 30-day challenges.You’llalsoknow that, although Idon’t always succeedin thesepersonalchallenges, Iliketo think Ilearn somethingalongthe way. (Andyou’ll probably alsoknow thatIhave avery patienthousemate here– hi, Taylor!)

LISTENING   1

summaryofher personalchallengelastmonth.

1 Sophie thinksthatwe should all communicate more / writemoreletters / usesocialmedia less. 2 Sophie believesthat writing letterscan help people to feelless stressed / goonline less / keepin touchwith theirfamily. 

2

a to watch whatpeople do when they speak

1 Penny often blogsaboutchallengest hat

she hasgiven herselffora month. 2 These challengesoften involve the person she sharesherapartment with.

doesTom reply? a He can’t remember. b Itwaswhenhe wasaboutsix. c Itwasaboutsix years ago. How doesSam mainly communicate with her friends? a with herphone b online c with herphone and online

4       5       6      

 Don’tinterrupt. (This is a  really tough one!)

4

communicate with otherpeople. 4 Penny’shousemate knew aboutPenny’s

challenge forlast month.

Number 1 really works.

Honestly –try it!I couldprobably still  tellyou thedetails ofaconversation Ihad with Taylor atthe start ofthe month. (Don’tworry, Taylor – I’m nottellinganyone your secrets here!)This, more than anything, improvedmy listening skills.

5 Penny thinksTaylorshould try the first

point in her plan. 6 She made an effortto look atdifferentparts

lettersthese days? a eighteenpercent b ten percent c fourteenpercent Tom issurprised that a so many young people currently write letters. b no young people currently write letters. c so few young people currently write letters. Sophie saysthat when people write to their friendsthey tellthem a whathas happened intheirlivesrecently. b whatthey think aboutthings. c whathas happened intheirlivesand whatthey think aboutthings. Atthe end of the interview,Sam saysshe now wants a to write a letter. b to receive a letter. c someone to write to.

Donot check your phone. (Sounds obvious when you readit, right?)

Oh, andin caseanyoneis wondering, Ididn’ttell my housemate Taylorat thebeginningofthemonthaboutmyplanto becomea better listener. However, Idid tellher yesterday when I’dfinished my challenge.Sohere’s whatI learned:

3 Penny isnot satisfied with herability to

3 According to Sophie,how many teenagerswrite    

  Maintaineyecontact. (Butdon’t dothis all thetime– itmakes peopleanxious.)

3

andDS whenthewriter doesn’tsay.

1 Sam asksTom when he lastwrote a letter.What

     

  Pay attention. Pretendyou’re goingto tellsomeone else aboutthis conversation in an hour. (This  really makes you concentrate!)

2

c to pay more attention to whatpeople tell her

1.4   Listenagainand choosethecorrect

2

1

b to improve the way she speaksto people

  2 WriteTf ortruesentences, Ffor falsesentences,

options.

     

Soareyou a goodcommunicator? Iliketo think Iam. Ihavea widevocabulary andIknow how tospeak topeople. WhatI’m less confidentabout is my ability to listen. So lastmonth’s challenge– you guessedit– was tobecomea better listener. For thelast 30 days,when speakingtosomeone faceto face, I’vefollowedthis four-pointplan:

READING   1 ReadPenny’sblogonpage7andchoosethebest

1.4   Listentothe podcastandchoosethe bestwordsto completethesentences.

ofthe speaker’sface. 7 She saysthatin ourconversationswe should sometimesconsiderspeaking less. 8 She founditdifficult notto look ather phone during the conversations.

Number 2 is nteresting. i Theidea is toshow apolite levelof interestby  looking atthe other person whenthey aretalking, but not allthe time. (Thatwouldbe likean interr ogation!)Itriedthe triangletechnique – fiveseconds lookingatea ch eye, then five seconds atthemouth. Itfeels strangetob egin with, butit allows you toshow interestwith youreyes withoutmakingthe other person feeltoo uncomfortable.

9 Penny and Taylorhad problemsin their

relationship before Penny started this challenge. 10 Taylornoticed theirrelationship had

Number 3 is

thehardest. Theproblem is thatwe want toshare similar experiences – it’s natural. When afriend tells us astory aboutsometh ingthathappenedtothem, wewanttotellthem abouta similar thingthat happenedto us. Butsometimes it’s betterifwejust listen.

improved.

  3 Findsevenexamples ofthe verb tell inthetext.

Number4  w asn'tsohard. It's justa

badhabitreally andit's

impossibletodotwothings atonce!  Anddid Taylor noticeanythingdifferent aboutour conversations? Well, no, shedidn’t, a ctually. But, interestingly, shedid say that shethought we’dgot on really wellrecently.

6

7

17

      

 

INTRODUCTION

Teacher’s Components Teacher's Book The Teacher’s Book  is a comprehensive, full-color resource that incorporates the complete Student’s Book . It provides all the necessary procedural guidance to teach the Student’s Book lessons as well as extra ideas to extend and support students. There is a unique 3xPractice feature for each lesson to help teachers and students go deeper into the activities and experiment with forms and meanings.

Each full-sized, color Student's Book  page is next to its accompanying teaching notes.

The Overview  gives a short summary of the unit content and aims.

The aims of each lesson are clearly outlined.

Communication

UNIT

1 

Communication LANGUAGE

present simple and continuous; action and state verbs

  communication



  share a photo

  givesomeonea call

  replytoanemail

  checkyour phone

  commentona post

Go to Vocabulary practice: communication, page 136

  2 3

Think of three people in your life. Tell your partner how you keep in touch with these people.

A Are sentences 1–6 true (T) or false (F)? Discuss your answers in pairs. 1

W e s pe ak t o e ac h o th er f ac e t o f ac e m or e n ow ad ay s .

      T       I       N U

1

communication in the digital age, and complete a questionnaire about how they communicate. They read an account by someone who spent a week without their smartphone, and discuss whether they could live without their smartphone for a week. In Learning Curve , Ethan makes small talk on a train and at a party.

LANGUAGE

How do you keep in touch with people? Order the communication phrases from 1 (I do this less often) to 6 (I do this most often). Compare your answers in pairs.

getatext message

UNIT

 

UNIT 1 OVERVIEW:   This unit focuses on the topic of communication. Sts read about the changing n ature of

1A Connected   1

There is an accessible easy-to-use warm-up activity at the start of each lesson to interest and engage students in the topic.

SKILLS

Grammar Present simple and continuous; action and state verbs; question forms

Vocabulary Communication;say , tell , speak  and talk 

Pronunciation Sentence stress; questionintonation

Reading Skimming a text; actually , in fact 

Speaking Making small talk, keeping a conversation going

LANGUAGE

1A

1A Connected Sts read a text about the changing face of communication in the digital age. They then do a questionnaire to find out how they communicate with their friends, and discuss the findings. Grammar

Vocabulary

Pronunciation

Communication

3xPractice  boxes encourage students to engage more deeply with the language in three steps.

3 4 5 6

 

Communication (access the Internet, check Facebook/your emails, check your phone, comment on a post, get a text message/an email, give someone a call, go online, keep in touch with someone, reply to a text message/an email, share something on social media, speak to someone face to face)

Present simple and continuous; action and state verbs

Ourphonecalls arelongertodaycomparedtotenyearsago. Thesedays,itseemsweprefertextmessagestophonecalls. People in theUSAsendmorelettersandparcels nowadays. Atthemoment,wearesendingamillionemailspersecond. Morethanhalfoftheinternetpageswevisitaresocialmediasites.

2

S e nt e nc e s t re s s

T al k in g a b ou t y ou r experiences

B Read the text and check your answers in 3A. Correct the false sentences.

Go to Vocabulary practice:  communication, SB page

WARMER We talk to each other less.

We use traditional postal services less. In the USA,over 200 billion letters and parcels were sent in 2008, compared to 150 billion last year. These days, we usually write to people by text,messaging app or email. In fact, at this very moment, people are sending two million emails per second!

1

60% of the pages we view on the internet are social media pages, and we share nearly two billion photos on them every day. The average person has five social media accounts and spends about two hours a day looking at them.

3 x PRACTICE SB page 4, exercise 1

2

Read out the task and explain keep in touch if necessary. Give one or two examples of people you keep in touch  with in different ways, then put sts into pairs to discuss their answers. Ask some sts to tell the class something they learned about their partner.

3

A Check that sts understand parcel. Sts work in pairs to

read the sentences and decide if they are true (T) or false (F). Elicit one or two examples, encouraging sts to give reasons for their answers.

1

Do the exercise as normal. To check answers, call out each phrase in turn and ask: Who put number 6 for this? Ask a student who put that number to tell the class when they use that form of communication. 2  Ask sts to cover the phrases. In pairs, sts look at the pictures and try to remember the phrases. They can look at the phrases again to check. 3 In pairs, ask sts to write questions for their classmates using four of the phrases in exercise 1, e.g. How often do you get text messages? Do you always check your  phone after class? Put pairs together into groups of four to ask and answer the questions. Get feedback on their answers.

Tina

COMMUNICATION

It’s a shame we don’t write letters much,but the postal service seems so slow nowadays compared to communicating online! I need the internet to be in immediate contact with people, especially at the moment because I’m organizing my wedding.

so much in such a short space of time. We

Rob

look at the results of recent surveys that tell us

I agree with Tina,but I still try to send letters and cards on important occasi ons, and postcards when I’m on holiday. I don’t know how people organized things with just snail mail!

about the changing face of communication.

Remind sts to go to the app for further self-study practice of communication vocabulary.

Sts look at the pictures and order the communication phrases from the one they do the least often (1) to the one they do the most (6). Put sts into pairs to compare their answers. Ask some pairs to tell the class which of their answers were similar, and which were different.

We love social media.

 C  THE CHANGING FACE OF    om m  e n  t   Methods of communication have never changed  s 

136/TB page 285. Sts will find more language presentation and practice for communication vocabulary here. Do these exercises with the class, or set them for homework, before continuing  with exercise 2 of lesson 1A.

Write the word communication on the board. Ask: What  forms of communication can you think of? Elicit a few ideas, e.g. speaking face to face, writing emails. Put sts into pairs to brainstorm ideas. Bring sts’ ideas together on the board and ask: Which of these do you use at work? Which do you use with  friends?

Ten years ago,80% of our communication was face to face. Now, it’s only 60%. Even our phone calls are shorter – on average, each call now lasts one minute,compared to three minutes ten years ago. It seems that people prefer texting to calling.

4

 

B Sts read the text to check their answers to exercise 3A

and correct the false sentences. Check answers.

 2

EXTRA PRACTICE: Workbook page 2; photocopiable activity 1A Vocabulary

20

Extra Practice activities offer ideas for further extending and exploiting the topic and language or skill of the lesson.

Answers F. We speak to each other face to face less nowadays. F. Our phone calls are shorter today compared to ten years ago.  3 T  4 F. People in the USA send fewer letters and parcels nowadays.  5 F. At the moment, we are sending two million emails per second.  6 T  1

21

2B

SKILLS

listening for the main idea   linking consonants and vowels   phrasal verbs LISTENING

2B

SKILLS

4   4

sentences. Play video/audio track 2.9. See TB page 355 for video/audio script. Sts watch or listen and complete the sentences with the correct name. Check answers.

2.9   Watch or listen to the second part of the show. Complete the sentences about the main ideas with Herman, Winnie  or Juan.

  considershimself/herselfto bevery lucky.  talksaboutsomeoneelse whobelievesin badluck.  ishavingabitof badluckbuthis/herluckchanges.

1 2 3

Juan

5

Personal Best boxes provide activities for weaker students. They are easy for teachers to set up and for individual   5 students to work through on their own.

a 2 c

EXTRA PRACTICE Sts work in groups of three. They take turns to use their phones to film their classmates asking and answering the questions in exercise 8. They can swap roles and practise again. Allow sts time to watch the films of themselves and notice how well they link the consonant sound at the end of a  word with the vowel sound at the beginning of the following  word. Discuss as a class what they noticed about their own pronunciation, and how they could improve it.

3 b

6 Sts work in pairs to discuss their own experiences of good or back luck. Ask some sts to tell the class about their partner’sexperiences. Listening builder Read the Listening builder box with sts about linking consonants and vowels. Read out the sentences in the box to model the pronunciation of the linked sounds. Explain that when consonants and vowels are linked in this way it makes it difficult to hear where one word ends and the next one begins. Ask questions to check concept. Concept check questions: What does it mean when we link sounds? (We pronounce them together, without a gap.) What kinds of sounds do we link between different words? (We link a consonant sound at the end of a word with a vowel sound at the beginning of the following word.) Why is it important to recognize linking? (in order to understand the individual words)

b Hismotorcyclebrokedown,he losthis keysandmissed thebus.

 

a Shewentoutwithadentistandendedupmarryinghim.

 

b Shewasgoingoutwithamechanic butbrokeupwithhim.

  c Sheendedup marr yingamanshe’dmetseveraltimesbychance. 3 Whichsentenceabout Juanis true?  

a He’slookingforwardt ogetting marriedto Winnie.

 

b He’sinthecitydoingafavourforaneighbour.

 

c Hehastogobackhomebecauseheforgothisbackpack.

Think of a time when you were lucky or unlucky. Describe what happened in pairs.

linking consonants and vowels

Listening builder

7

2.10   Sts read the sentences and mark where they think the consonant and vowel sounds are linked. Play audio track 2.10. See the SB page opposite for audio script. Sts listen and check their answers. Then allow sts time to practise saying the sentences in pairs.

When a word ends in a consonant so und, we often move the consonant sound to the beginning ofthe next word ifit starts with a vowel sound. This can sometimes mean it’s difficult to hear the correct words. It all started last night. She’s trying onherwedding dress.

Answers

2.10   Read the Listening builder. Look at the sentences from the show and mark where the consonant-vowel links are. Listen and check. Then practise saying the sentences.

Do we makeour own luck? I ranoutofenergy. I thinkEthanis back. I'm picking upa package. 5 I thinkit’s his backpack.  6 I’m the luckiest personI know.  1

 2

1 Dowemakeourownluck?

3

2 Iranout ofenergy.

 4

3 IthinkEthanisback. 4 I’mpickin gupa package. 5 Ithinkit’shisbackpack. 6 I’mtheluckie stpersonI know.

8  As a round-up, sts discuss some more general questions

Discuss the questions in pairs.

connected with luck. Sts discuss the questions in pairs. Discuss their answers as a class and see who in the class has a lucky charm, and who avoids doing things because they might bring bad luck.

1 Who’sthe luckiestpersonyou know?And theunluckiest? 2 Doyouhaveanyluckycharms?Whatarethey?Havetheybroughtyougoodluck? 3 Isthereanyth ingyouavoiddoingbecauseitmightbringbadluck?

Write a paragraph about things that bring good luck at special occasions, e.g. a wedding, New Year’s Eve.

PersonalBest

Weaker sts can work in small groups. They choose one special occasion and compare their ideas about what is considered lucky at that event. Ask groups in turn to present their ideas to the class.

Herman

Answers  1

c Heranoutofhot waterin theshowerandlosthiskeychain. 2 Whathappenedt oWinnie?

Concept check questions ensure students have understood the grammar teaching point, or the   7 text builder / listening builder / conversation builder language presented in the lesson.   8

3 

options. Play video/ audio track 2.9 again. Sts watch or listen and choose the correct options. Check answers. Play the track again, pausing for sts to hear why each answer is correct.

1 Whathappenedt oHermanearlier?   a Hesleptbadly,losthiskeysandsetoff forworklate.

  6

2  Juan

Winnie

2.9   Sts read the questions and the

2.9   Watch or listen again. Choose the correct option to answer the questions.

 

Sts can practise talking about luck further. They write a paragraph about things that are traditionally thought to bring good luck at special occasions such as weddings and New  Year’s Eve. Sts can compare their paragraphs in small groups.

Answers  1

Winnie

Herman

PERSONAL BEST

2.9   Sts look at the pictures and read the gapped

15

EXTRA PRACTICE: Workbook page 9

42

43

18

        

INTRODUCTION

Teacher's Resource Book The Teacher’s Resource Book  provides extensive photocopiable materials and unit tests. The photocopiable activities can be used as a change of focus or used to review at a later stage. The unit tests help with recall and provide a sense of progress. There are photocopiable activities for grammar, vocabulary, and skills.

Students work in pairs or groups to complete engaging tasks that practice the language or skills from the lesson.

2A

2A

GRAMMAR

SKILLS

1

2

I was d whenIgot aC inmy exam.

Choosethecorre ctoptiontocompletethesente nces.Theyare partofastory.

3 How doyoufeel whenaflight is delayed? A .

A When they asked / haveasked / wereasking thenew player forhis

name,theywereamazedtohearthathe wasalsocalledFalcon. B Noone could believeit. Thenew player wasbetter thanFalcon, and

2A

4  A 

Forthe nexthoureverything wasgoing welluntil suddenlythe train stopped.As soon asI looked outofthewindowtosee whatwashappening,allthelightswentout.Isatdownagainandafter  waiting forhalf an hour,the lights came backon and the train startedmoving again. The oldman lookedatmeagain butstillsaidnothing.

B

Theoldman slowlyopenedhisbox.He lookedcarefullyinsideandthen,in perfectEnglishspoke tome forthefirsttime inthreehours.‘Enjoyyourmeal!Don’teatthemeat!’Thatisdefinitely the besticebreakerIhave everheard!

C Theywereveryangryandtheorganizerswerecalling / had called /

Narrative tenses Stscomplete fivesentences, then reorder themin pairstocreate astory. Theaim isto revise narrative tenses.

PREPARE

5

D Lastyear,whileI travelled / had travelled / wastravelling intheUSA,

6

Ihearda strangestory . E Theman agreed, wastaking/ took/ hastaken theempty chair and started p laying.

Westayedat an a hotel inFloridawith its own zoo.

2 Readyoursente ncestoStudentBandlistentohis/hersentences.Putthesentencesinthecorrectorderto createthe wholestory.

Personal Best

7

My motherwas absolutely t when shesaw thespider.

8

C

I was s whenI got thebill. Themeal was so expensive!

Heis very a . Hetells really funny stories.

9

10

STUDENTB

Myneighboursare really a . They play loudmusic all thetime.

Choosethecorre ctoptiontocompletethesente nces.Theyare partofastory.

What doyou think whenyouseeyour fatherdance?He’s so e !

11

Thenews was s . Lots of peoplewere verybadlyinjured.

EXTRAPRACTICE

1 Stsworkin A/Bpairs.Giveeachstudenthalf ofthe resourcesheet. Tell them notto showtheir sheetto their partner.

Fastfinisherscan practiseretellingthestoryin their own  words.

2 Explain thatstsaregoingto usetheir fivesentencesto createa storywiththeir partner.

D

Iwashappythatwe were moving once more.I pickedupmybookandassoon as Istarted reading,the dooropenedanda tiny,elderlyladycame intothecompartmentwith twosmallboxes. She gave one tome andone tothe oldman.Theyfeltwarm.

E

Itwas a freezing coldnight in JanuaryasI goton the train in StPetersburg in Russia.The train  waspacked andI struggledthrough people and theirluggage to findmy seat.I didn’t speaka word ofRussian soIwasa bitnervousaboutthe journeytoMoscow.Justbefore Igoton the train,ithad startedto snowand Ibegan toima gine thetrain getting stucksomewhere in thenight.

12

Thematch was e . It was 3-3after90 minutes.

Stsworkin pairs. Theythink offour comprehension questionsto asktherestof theclass.

PRACTISE

AfewminuteslaterIfoundcarriage number13.Iopenedthedoortomy compartmentandsaw an oldman sitting there.He hada white beardandverydarkeyes.He lookedatme andnodded hisheadslowly.Afterputtingmysuitcaseundermyseat,I satdownand waitedformorepeople tocome intothe compartmentbutno one came.

Write fourcomprehension questions about the story. Then ask yourclassmates the questions and answertheirquestions.

A strange story

PERSONAL BEST

Makeonecopyof theresourcesheetfor everypair ofsts.Cut or tear thesheetwhereindicated.

called   thepolice.

3 Tell ststhatfirsttheyneed to choosethe correctoption to completeeachsentenceontheirresourcesheet.Preteach anyvocabularythatyour stsmaynotknow,e.g. to beat, cheat,tournament.

4 Ststaketurnsto read their completed sentencesto their partnerandlistentoand checktheirpartner’ssentences. Monitorwhiletheywork.

5 Stsworktogether to putthesentencesin thecorrect order.

6 Seta timelimit for ststo do theactivity,then go through

F

theanswers. After this,stscan practiseretellingthestory.

The oldman andIsatin silence andIfeltquite alone,soIdecidedtotextmy wife but unfortu natelytherewasnosignalat all.Iwastiredanda littleanxious.The mancontinuedtolook atmewithoutsayinganything,butassoonas thetrainstartedtoleavethestation,Ibegantorelax andstartedreadingthe bookIhadboughtatthe airport in London.

F Hisfatherhadtaughthimtoplaychessbuthedidn’tsee/

Answers  A asked  B hadbeaten  C called

hadn’tseen / wasn’tseeinghimfor over twentyyears.

 D wastravelling  E took  F hadn’tseen

G Theother player sweresurprise d butnoonewanted totaketheprize.

Sothey haveasked / asked / wereasking another man, whowas newin town, toplay.

13

14

15

16

H They werewaiting / waited / hadwaited   for thepolicewhen they

Itoldajokeinclass. Theteacherdidn’t think it was funny andwasn’t a .

noticed Falcon had gone, leavinghisprize. I

Grammar

A strange story Wewerereally e when wethought wehad wonthe lottery.

Whendopeople blush? Whenthey are e .

twohourslaterhe beat/ had beaten / wasbeating alltheother playerstowin thetournament.

1

2A

GRAMMAR

Travellers’ tales Workin pairs. Putthe paragraphsin the correctorder tom ake astory.

STUDENTA

1

2B 2D

VOCABULARY

How did you feel?

A strange story

The teacher’s notes provide preparation and procedural notes as well as extra practice ideas.

Bysix o’clockFalcon win / waswinning/ had wonfirstprizebut   someoftheother players thoughthewascheating.

J Onedayinthe 1920s,aman calledRobertFalconhad played / wasplaying/ played   inachess tournament.

Somepeopleget very d in thewinterbecause thereisn’t enough sunlight.

Bungeejumping is t ! Iwas soscaredwhen Ididit.

My cat is f by football onTV.Hejust sits andwatches it.

 G asked  H werewaiting  I hadwon  J wasplaying

Thecorrectorderis: D,J,I,C,H,G,E,B,A,F

2 Readyoursente ncestoStudentAandlistentohis/hersentences.Putthesentencesinthecorrectorderto createthe wholestory.

Personal Best

Write fourcomprehension questions about the story. Then ask yourclassmates the questions and answertheirquestions.

Personal Best

Personal Best

Look back at the sentences in the game. Use the-ed/-ing adjectives to describe similarsituations that you have been in and tell yourpartnerhowyou felt.

PersonalBestB1+©Richmond2017

Tryto rememberthe storywithout looking at the text. Retell the storywith yourpartner.

PersonalBestB1+©Richmond2017

PersonalBestB1+©Richmond2017

r

UNIT 2

PROGRESS TESTVERSION A

Name:

n l

t

+ © i c h m n

7

.................. .................. ................. .................. ................. ..

  1 Choose the correctanswer. Write a, b or c in thebox. 1 Ayd in

i n 2 01 0 a nd h e w en t t o pr i ma r y sc h oo l i n

2015. 2 Icouldn’twatchthe TVprogrammeaboutsnakeslastnight

b ec au se I fin dt he ms o

.

3 T he t ra ffic l g i ht s tu rn ed r ed a nd t he c ar s

A follow-up Personal Best task at the end of each activity allows a more personal response.

4

.

  doessheremindyou of?

5 M y si st er s ’ w ed di ng i s

1 5 Au gu st .

6 Mymobilephonerang whenIwas inthetheatre.It wasso

. 7 P a me a l w e nt t o

a n d st u die d to b e a d en t si t .

8 M ag da

h er n ew b oy fr e i nd t o th e pa rt y.

9 W ha t

a bo ut th ea cc d i en ?t

,he gothisdriving licence.  11 Wewenttobedat2a.m.andgotupat6a.m.,sowe’revery

. 12 Y es t e r d ay , Ailc i a

 13

a c a ke f o r he r s on ’ s bi r th d ay .

  tothemeetingaboutthecompanywebsite?

14 M y p ar en t s di d n’t w an t m e to

a t s xi t ee n , bu t I

wantedtogeta jobassoon aspossible. 15 T h ey

h a pp y w ti h t he n e w we bs i te b e ca u se i t w as

difficulttouse. 16

  aretheysoannoyed?

17 I ts’

t h at t h ey c a n’ t c o me t o t he w e dd i ng .

18

 sociableareyou?

19 T h ey d i dn ’ t o l v e ea c h ot h er a n ym o re , s o th e y go t

20 I met my husband

.

.

b

grewup

c

gotborn

interesting

b

frightening

c

frightened

a

stoped

b

stopped

c

stop

a

How

b

Who

c

Whose

a

at

b

in

c

on

a

embarrassing

b

exciting

c

confusing

a c

secondaryschool university

a

taked

a

did yourmum say yourmum did say

a

a

a

b

later

b

bored

b

baked

b

a

Wentyou

a

b

a career

c

taken b

took

said yourmum

late

c

after

tired

c

relaxed

didbake

c

bakes

b

Did go you

c

Did you go

getmarried

b

leave school

c

retire

a

weren’t

b

wasn’t

c

didn’tbe

a

c

Why

How

b

What

a

disappointed

b

disappointingc

a

How

b

How often

c

Where

a

engaged

b

divorced

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a

five yearsago in five years

b

pastfive years

c

B1Pre-intermediate

4

wasborn

a

c

10 Mybrotherstarteddrivinglessonsin October.Threemonths

The Teacher’s Resource Book  also provides photocopiable Unit Language Tests to check students' progress quickly in class or as homework.

a

annoyed

 

PersonalBestB1© Richmond2018

Audio / Video pack

Digital Book

The Audio and Video pack  includes the Class  Audio CDs and Class Video DVDs. All audio and  video is also available to download from the Richmond Learning Platform.

This is a complete projectable digital resource for the teacher: it provides the Student’s Book in digital format with embedded audio, video, scripts, notes and answers, for use with a smart board or projector. British

+

Personal  Best

 

.

Class Audio

.

.

.

.

.

.

 

B1+ Intermediate

&Videopack

 

.

Personal  Best

English

B1+

DigitalBook

Intermediate

.

 

Smartboard

Audio

 

Video

. .

.

.

19

 

UNIT

1 

Communication simple present and present continuous; action and state verbs

LANGUAGE

  communication



1A Connected   1

How do you keep in touch with people? Order the communication phrases from 1 (I do this less often) to 6 (I do this most often). Compare your answers in pairs.

get a text message

  share a photo

  give someone a call

  reply to an e-mail

  check your phone

  comment on a post

Go to Vocabulary practice: communication, page 136

  2

Think of three people in your life. Tell your partner how you keep in touch with these people.

3

A Are sentences 1–6 true (T) or false (F)? Discuss your answers in pairs. 1 2 3 4 5 6

We speak to each other face-to-face more often nowadays. Our phone calls are longer today compared to ten years ago. These days, it seems we prefer text messages to phone calls. People in the U.S. send more letters and packages nowadays. We are sending a million e-mails per second, now. More than half of the Internet pages we visit are social media sites.

B Read the text and check your answers in 3A. Correct the false sentences.

We talk to each other less. Ten years ago, 80% of our communication was face-to-face. Now, it’s only 60%. Even our phone calls are shorter – on average, each call now lasts one minute, compared to three minutes ten years ago. It seems that people prefer texting to calling.

We use traditional postal services less. In the U.S., over 200 billion letters and packages were sent in 2008, compared to 150 billion last year. These days, we usually write to people by text, messaging app, or e-mail. In fact, right now, people are sending two million e-mails per second!

We love social media. Sixty percent of the pages we view on the Internet are social media pages, and we share nearly two billion photos on them every day. The average person has five social media accounts and spends about two hours a day looking at them.

 C  THE CHANGING FACE OF   om m  e n  t   The way we communicate has never changed so  s 

Tina

COMMUNICATION

It’s a shame we don’t write letters much, but the post office seems so slow nowadays compared to communicating online! I need the Internet to be in immediate contact with people, especially right now because I’m planning my wedding.

much in such a short period of time. We look at

Rob I agree with Tina, but I still try to send letters and cards on important occasions, and postcards when I’m on vacation. I don’t know how people planned things with just snail mail!

the results of recent surveys that tell us about the changing face of communication.

4

 

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EXTRA PRACTICE:  Workbook page 2; photocopiable activity 1A Vocabulary

20

   

UNIT

      T       I       N   U

Communication 1 UNIT 1 OVERVIEW:  This unit focuses on the topic of communication. Sts read about the changing nature of communication in the digital age and complete a questionnaire about how they communicate. They read an account by someone who spent a week without his smartphone and discuss whether they could live without their smartphone for a week. In Learning Curve , Ethan makes small talk on a train and at a party.

LANGUAGE

SKILLS

Grammar Simple present and continuous; action and state verbs; question forms

Vocabulary Communication; say , tell , speak, and talk 

Pronunciation Sentence stress; question intonation

Reading Skimming a text; actually , in fact 

Speaking Making small talk, keeping a conversation going

1A

LANGUAGE

1A Connected Sts read a text about the changing face of communication in the digital age. They then do a questionnaire to find out how they communicate with their friends and discuss the findings. Grammar Simple present and present continuous; action and state verbs

Vocabulary Communication (access the Internet, check Facebook/your messages, check your phone, comment on a post, get a text message/an e-mail, give someone a call, go online, keep in touch with someone, reply to a text message/an e-mail, share something on social media, speak to someone face-to-face)

Communication Talking about your experiences

Go to Vocabulary practice: communication, SB page 136/TB page 285. Sts will find more language presentation and practice for communication vocabulary here. Do these exercises with the class, or assign them for homework, before continuing  with exercise 2 of lesson 1A.

WARMER Write the word communication on the board. Ask: What forms of communication can you think of? Elicit a few ideas; e.g., speaking face-to-face, writing e-mails. Put sts into pairs to brainstorm ideas. Bring sts’ ideas together on the board and ask: Which of these do you use at work? Which do you use with  friends?

1

Pronunciation Sentence stress

Remind sts to go to the app for further self-study practice of communication vocabulary.

Sts look at the pictures and order the communication phrases from the one they do the least often (1) to the one they do the most (6). Put sts into pairs to compare their answers. Ask some pairs to tell the class which of their answers were similar and which were different.

3 x PRACTICE SB page 4, exercise 1

2

Read out the task and explain keep in touch if necessary. Give one or two examples of people you keep in touch  with in different ways, and then put sts into pairs to discuss their answers. Ask some sts to tell the class something they learned about their partner.

3

A Check that sts understand package. Sts work in pairs to read the sentences and decide if they are true (T) or false (F). Elicit one or two examples, encouraging sts to give reasons for their answers.

 

B Sts read the text to check their answers to exercise 3A and correct the false sentences. Check answers.

1 Do the exercise as normal. To check answers, call out each phrase in turn and ask: Who put number 6 for this? Ask a student who put that number to tell the class when they use that form of communication. 2  Ask sts to cover the phrases. In pairs, sts look at the pictures and try to remember the phrases. They can look at the phrases again to check. 3 In pairs, ask sts to write questions for their classmates, using four of the phrases in exercise 1; e.g.,  How often do you get text messages? Do you always check your  phone after class? Put pairs together into groups of four to ask and answer the questions. Get feedback on their answers.

Answers   1 F. We speak to each other face-to-face less nowadays.   2 F. Our phone calls are shorter today compared to ten years ago.  3 T   4 F. People in the U.S. send fewer letters and packages nowadays.   5 F. We are sending a million e-mails per second, now.  6 T

21

     

simple present and present continuous; action and state verbs

  4

  communication

LANGUAGE



1A

Which piece of information in the text did you find most surprising? Do you agree with Tina and Rob?

5

A Look at the highlighted verbs in Tina’s comment and answer the questions. 1 Which four verbs are in the simple present? Which verb is in the present continuous? 2 Which two verbs describe actions? Which three verbs describe states?

 

B Choose the correct options to complete the rules. 1 We use the simple present / present continuous to talk about things that happen regularly or things that are always true. 2 We use the simple present / present continuous to talk about actions that are happening now or actions that are temporary. 3 We can’t use the present continuous for action / state verbs.

  6

Read the Grammar box. Then look at the sentences in exercise 3A again. Do they contain action or state verbs? What tense are they?

Grammar

simple present and present continuous; action and state verbs

Simple present with action and state verbs: I call my brother at least once a week. I’m so thirsty right now. I need  some water. NOT I’m needing some water. Present continuous with action verbs: I’m calling you from New York! We’re studying French this year.

Go to Grammar practice: simple present and present continuous; action and state verbs, page 112

  7

1.3   Pronunciation: sentence stress Listen to the sentences. Do we stress the auxiliary A verbs be and do?

1 Are you trying to access the Internet? 2 Do you need a new laptop?

3 The Internet doesn’t seem slow right now. 4 Why are you using my tablet?

 

B

  8

A Complete the sentences with the correct tense of the verbs in parentheses. 1 2 3 4 5 6

1.3   Listen, check, and repeat.

I (not check) my text messages when I’m having coffee with friends. The price of desktop computers (go) down at the moment. I (like) looking at the selfie photos that my friends post on social media. I’m studying English online, right now, so I (need) the Internet on my phone. I (look) for a new phone because my phone is very old. Most people (have) friends on Facebook that they never talk to face-to-face.

B In pairs, discuss the sentences in 8A. Which sentences do you agree with or are true for you?

Go to Communication practice: Student A page 156, Student B page 166

  9

Complete the questionnaire and discuss your answers in pairs.

How do you communicate?  1  When I want to get together with friends, I normally …

4  On my best friend’s birthday, I usually send …

 

 

message them on Facebook. call them.

text them.

a message on social media.

 

using a messaging app. on social media.

with people that live far away, I … send a text message. send a letter. make plans to get together.

on the phone.

Personal Best

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on Skype.

by e-mail.

6  When I want to keep in touch with old friends, I usually …

 

3  When I’m feeling sad, I prefer to speak to people …

 

a card.

5  I usually share important photos …

2  When I’m feeling happy and I want to share good news

 

a text.

contact them on social media. give them a call.

e-mail them.

face-to-face.

Write four sentences with state verbs in the simple present.

5

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EXTRA PRACTICE:  Workbook page 2; 00;photocopiable photocopiableactivity activity1A1AGrammar Grammar

22

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1A

LANGUAGE

4

Sts discuss the questions in pairs. Get feedback on sts’ answers.

5

A Sts look at the highlighted verbs in Tina’s comments.  Ask the questions and check that sts understand the difference between actions and states. Explain if necessary that action verbs describe things that people do, e.g., walk,  speak, look; state verbs describe things that people feel, or things that just exist, e.g., be, seem, know. Elicit the answers.

Go to Grammar practice:  simple present and present continuous; action and state verbs, SB page 112/TB page 237. Sts will find more language reference, presentation, and practice for the simple present and present continuous  with action and state verbs here. Do these exercises with the class, or assign them for homework, before continuing  with exercise 7A of lesson 1A.

Remind sts to go to the app for further self-study grammar practice of the simple present and present continuous with action and state verbs.

Answers   1 simple present: ’s, don’t write, seems, need   present continuous: ’m organizing   2 actions: don’t write, ’m organizing states: ’s, seems, need

 

B Sts read the rules and choose the correct options to complete them. They could work in pairs for this. Check answers with the class. Answers   1 simple 2  continuous

6

7

1.3   Play audio track 1.3. See the SB page opposite A for audio script. Sts listen and notice the sentence stress.  Ask whether we stress the auxiliary verbs be and do. Don't confirm the answer yet.

 

1.3   Play audio track 1.3 again. Sts listen and check B their answer, and then listen again and repeat.

Answer We stress only the negative form of auxiliary verbs be and do.

3  state

8

Read the Grammar box with the class. Sts look at the sentences in exercise 3A again and decide if they contain action or state verbs and which tense they are. Check answers.

A Sts read the sentences and complete them with the correct verb forms. Check answers with the class. Answers   1 don’t check   2 is going   3 like   4 need   5 ’m looking   6 have

Answers   1 speak: action, simple present   2 are: state, simple present   3 seems: state, simple present; prefer: state, simple present   4 send: action, simple present   5 are sending: action, present continuous   6 visit: action, simple present; are: state, simple present

 

B Sts discuss in pairs which sentences in 8A they agree  with and which are true for them. Get feedback on their discussions.

Grammar

Go to Communication practice Divide the class into Student A and Student B. All Student  A sts should go to SB page 156. All Student B sts should go to SB page 166. Go to TB page 325 for the teacher notes. Do the activity. Then continue with exercise 9 of lesson 1A.

Read the Grammar box with sts about the simple present and present continuous with action and state  verbs. Explain that we use the simple present for regular actions and things that are always true, and we use the present continuous for actions happening now. However, some verbs are state verbs, and we DON’T use these verbs in the present continuous. We use the simple present with these verbs even if we are talking about something that is happening now: I want to go home now. NOT I’m wanting to go home now. Examples of state verbs are like, want, and need. Ask questions to check concept. Concept check questions: Which verb form do we use for regular actions in the  present? (simple present). Which do we use for things that are always true? (simple present) Which verb form do we use for things that are happening now? (present continuous) Can we use action verbs in the simple  present and present continuous? (yes) Speak and write – action verbs or state verbs? (action verbs) Like, want, and need – action verbs or state verbs? (state verbs) Can we use state verbs in the simple present and present continuous? (no – just the simple present)

9

Sts read and complete the questionnaire. Put sts into pairs to compare their answers. Get feedback on their answers and discuss as a class who communicates the most online and who uses other forms of communication more.

PERSONAL BEST Sts can further practice using state verbs. They write four sentences using these verbs in the simple present. Sts can compare their answers in pairs. With weaker sts, write four state verbs on the board, e.g., like, want, need, have. Sts work in pairs and write a sentence using each one in the simple present. Ask some sts to read their sentences to the class.

23

 

1

SKILLS

READING

skimming a text

  actually , in fact 



1B Smart living?   1

What do you use your smartphone for? What do you think of people who constantly check their phones?

Skill

skimming a text

Before you read a text in detail, get a general idea of the topic of the text and of each paragraph. • Read the title of the text and look at any images. Can you predict what the text is about? • Quickly read the first paragraph. This will confirm the topic and can give you an idea of the text content and organization. • Read the first sentence of each paragraph. This can give you information about the main idea of each paragraph.

  2

Read the Skill box. Then look at the title of the text, the picture, and the first paragraph on page 7. Do you think the writer had a positive or negative experience without his smartphone?

  3

Read the first sentences of paragraphs 2–6. What is the main idea of each paragraph? Match the paragraphs with ideas a–e. a With no smartphone, he felt less tired.

d There were more advantages than disadvantages.

b He worked better.

e He found things to do to entertain himself.

c He communicated more often face-to-face.

  4

Read the complete text. Are the sentences true (T) or false (F)? Correct the false sentences. 1 The writer stopped using his smartphone because of an article he read. 2 Normally his smartphone distracts him when he’s working. 3 He has become a better listener when he’s with friends. 4 He doesn’t enjoy reading books and newspapers any more. 5 The light from smartphone screens helps us sleep. 6 The writer now uses his smartphone differently than before.

5

Read this sentence from the text. Which word is used to express surprise that something unexpected happened? “I actually talked to people more and felt more connected to them, although we weren’t in constant contact online.“

Text builder

actually  in fact  ,

To say that something is surprising or unexpected, we can use actually  or in fact : I was worried that I would be bored without my phone as entertainment, but, actually  , I enjoyed it . I thought living without a smartphone would be hard, but,  in fact  , it was pretty eas y.

Look!  We can use actually   at the start of a phrase, before a main verb, or after be.

 

We usually use in fact  at the start of a phrase.

6

Read the Text builder. Match 1–4 with a–d. 1 My friends say I’m addicted to my new smartphone. a but it was actually on yesterday, not today. 2 My teacher’s surprised because b Actually, I don’t use it as much as my old one.

  7

3 Tim thought the movie was on at 8:30 this evening,

c but, in fact, I’m staying at home.

4 I thought I was going away this weekend,

d I actually passed the exam!

Could you live without your smartphone for a week? In pairs, discuss what you think the experience would be like.

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EXTRA PRACTICE:  Workbook page 3; photocopiable activity 1B Skills

24

 

1B

SKILLS

1B Smart living? Sts read about someone who spent a week without his smartphone and discuss what it would be like living without their smartphone for a week. Reading Sts read a text about someone who decided to live without his smartphone for a week.

Skill Skimming a text

Text builder actually, in fact

WARMER

5

 Ask: What kind of phone do you have? Do you always have  your phone with you? When are you away from it? Elicit a few answers, and then ask: How would you feel if you lost your  phone? Why? Elicit a range of answers.

1

Answer actually

Text builder

Read out the title of the lesson Smart living? Elicit or explain that smart usually means “intelligent,” but when  we use it to describe devices such as cell phones, it means “able to connect to the Internet.” Sts discuss the questions in pairs. Get feedback on their discussions.

Read the Text builder box with sts about actually  and in fact. Explain that we often use these words to say that something surprising is true. Read out the example sentences, and point out that we often express an idea or opinion, and then we use actually  or in fact to correct it and say something surprising. Point out that we can use actually  or in fact at the start of a phrase; e.g., I wasn’t looking forward to the party, but actually it was  fun. We can also use actually  before a main verb; e.g.,  I actually enjoyed the party, or after be: The party was actually fun. Ask questions to check concept. Concept check questions: What can we express using “actually” or “in fact”?  (something surprising) Where in the sentence can we use them both? (at the start of a phrase) Where else can we use “actually”? Before or after a main verb? (before)  Before or after the verb “be”? (after) I use actually my  phone a lot – correct? (no – I actually use my phone a lot.) She actually is quite young – correct? (no – She is actually  quite young.)

Skill

Read the Skill box with sts about skimming a text. Check they understand predict and confirm. Point out that predicting the content of a text before you read can help you to understand it better.

2

Sts look at the title of the text and the picture, and then they read the first paragraph. Ask: Do you think the writer had a positive or negative experience? Why? Elicit a range of answers.

3  Ask sts to read through sentences a-e. Read out the first sentence of paragraph 2 and ask: Which idea, a-e, does it match? (b) Sts read the first sentence of the remaining paragraphs and match each one with the remaining ideas. Check answers with the class. Point out to sts that they now have a clear idea of what the text is about even though they haven’t read the whole text yet. Answers   2 b 3  c 4  e

4

5  a

Read out the sentence and elicit which word expresses surprise that something unexpected happened.

6

Sts match the sentence beginnings with the endings. Check answers. Answers   1 b 2  d 3  a

6  d

Check that sts understand distract. Sts read the complete text and decide if the sentences are true (T) or false (F). Remind them to correct the false sentences. Check answers.

7

Answers   1 F. His phone died, and he had to wait a week for a new one.  2 T  3 T   4 F. He says he’d forgotten how much he loves books and newspapers.   5 F. The opposite is true. The blue light from smartphone screens wakes us up when we’re trying to get to sleep.  6 T

4  c

Read out the question, and then put sts into pairs to discuss what it would be like. Ask them to make notes on the advantages and disadvantages they think there  would be. Get feedback from sts on their discussions and build up a list on the board of potential advantages and disadvantages of living without your smartphone for a  week. Ask: Do you think the experience would be positive or negative overall? Why? Elicit a range of answers.

25

  actually , in fact  READING

skimming a text

 

SKILLS



 A WEEK WITHOUT MY

1B

 

smartphone by David Sharpe 1  When I read that we spend three hours every day

4  I was worried that I would be bored without

checking our smartphones, I was surprised. What was I missing in the real world when walking down the street, lost in a virtual world of social media updates and videos of dogs on bicycles? I promised myself I would use my smartphone less … but it didn’t happen. But then my phone died, and I had to wait a week for a new one. Would I survive? I thought it would be hard, but, in fact, it was pretty easy – and surprising, in a good way, for a number of reasons!

my phone as entertainment, but, actually, I enjoyed it – I’d forgotten how much I love books and newspapers. I’d also forgotten how much I enjoyed doing Sudoku puzzles. I had an app for that on my smartphone, but never used it. Doing one every day in the newspaper felt a lot more special, and it became part of my morning routine. My brain felt a lot sharper and much more ready for the day ahead as a result.

2  The first result was pretty amazing – on the first day

5  One completely unexpected result of not

in the office without my phone, I was thinking more deeply and concentrating more. I had rediscovered my brain! Not having access to my favorite apps meant that I wasn’t interrupted every five minutes by social media alerts, soccer scores, and WhatsApp group messages. Without these distractions, I was more productive and felt satisfied that I’d done a better job.

having a smartphone was that I slept so much better and felt more awake in the morning. At night, I relaxed with a book before going to sleep, instead of watching Netflix or reading the news on my phone. Apparently, the blue light from smartphone screens makes our brain think it’s morning, so it’s releasing chemicals to wake us up, just when we’re trying to get to sleep. That’s not very smart!

3  Another result was that I actually talked to people

6  Of course, at times, it was extremely

more and felt more connected to them, although we weren’t in constant contact online. At lunch with friends one day, I realized I was being more responsive to their news and sympathetic to their problems because I wasn’t constantly checking my phone. Another day I was in a new city and I asked people for directions instead of using an app. Their kindness made me feel welcome, and I discovered my brain has a very good GPS!

Personal Best

 

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inconvenient to have no cell-phone Internet connection, but, all in all, there were a lot of benefits to not being connected 24/7. Although I was jumping for joy when my new smartphone arrived, I’m a lot more careful about how much I use it now. So, if you think you use your smartphone too much, put it away for a few days and see what happens. You never know, you may become smarter!

Have you ever lived without something for a period of time? Write two or three sentences about the experience.

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EXTRA PRACTICE:  Workbook page 3

26

 

SKILLS

1B

PERSONAL BEST Sts can practice talking further about their own experiences. They think about something they have lived without for a period of time and write two or three sentences about the experience. If sts are struggling for ideas, elicit a few things they could write about; e.g., living without their laptop, TV, hot water, heat in their apartment, etc. Sts can compare their sentences in pairs. Get feedback on their answers. Ask: What are the worst things to live without? Why? With weaker sts, brainstorm some ideas about things it  would be difficult to live without; e.g., TV, hot water, heat in your apartment, a credit card, etc. and write them on the board. Sts work in pairs and discuss which would be the most difficult to live without and why. Get feedback on their discussions.

EXTRA PRACTICE With books closed, write the following matching task on the board: 1 a virtual

a puzzle

 2 social media

b connection

3 a Sudoku

c world

4 my morning

d screen

5 a smartphone

e alerts

6 mobile Internet

f routine

Sts work in pairs and match the halves of the phrases. They can check their answers in the text. Check answers, and check that sts understand all the phrases. Answers   1 c 2  e 3  a

4  f 5  d 6  b

EXTRA PRACTICE  Ask sts to imagine some more negative consequences of not having their smartphone for a week. Brainstorm some ideas about what could happen; e.g., missing a party because they didn’t get a message, missing an important appointment, getting lost because they didn’t have GPS, or missing a date with someone they like. Put sts into pairs, and ask them to write an alternative paragraph for the text, which presents a more negative view. Encourage sts to use their imagination, and point out that their paragraph doesn’t have to be completely serious! Monitor and help while sts are  working. Ask pairs to read their paragraphs to the class in turn. See whose week without their smartphone was the most disastrous!

27

 

1

question forms

LANGUAGE

  say , tell , speak , and talk 



1C Liar, liar   1

In pairs, answer the questions. 1 What are the people in the pictures lying about? 2 What other things do people often tell lies about? Make a list.

a

c

b

d

Go to Vocabulary practice:  say , tell,  speak, and talk, page 136

  2

A In pairs, take the quiz “The truth about lying.“

THE TRUTH ABOUT LYING THE TRUTH ABOUT LYING THE TRUTH ABOUT LYING 1  How often do people tell lies? a  twice a month b  twice a week c  twice a day

2  What do people lie about most frequently? a  work b  money c  unimportant things

4  How can you know when people are lying? a  They don’t look directly at you. b  They move their hands a lot. c  They give unnecessar y information.

5  Is communication technology making us less honest? a  yes b  no

3  How do people usually answer the question, “When did you last tell a lie?“ a  “I never lie.“ b  “I can’t remember.“ c  “Some time today.“

6  Do men lie more often than women? a  yes

b  no

7  Do men and women lie about the same things? a  yes b  no

 

B

  3

Cover the quiz. Complete the questions from memory. Then check your answers in the quiz.

1.5   Listen and check your answers. Which answer surprised you most?

lies? most frequently? last a lie? when people are lying? us less honest?

1 2 3 4 5

  4

 

A Look at questions 1–5 in exercise 3. How do we form most questions? Choose the correct structure, a or b. a

(question word/s)

+

auxiliary verb

b

(question word/s)

+

main verb

+

subject

+

main verb

B Look at question 2 in exercise 3. Is the preposition before the question word or after the main verb?

8

 

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EXTRA PRACTICE:  Workbook page 4; photocopiable activity 1C Vocabulary

 

LANGUAGE

1C

1C Liar, liar Sts learn the difference between  say , tell,  speak, and talk. They take a quiz about when and how often people tell lies and listen to three short conversations in which people tell white lies. They study question forms and practice intonation in questions. Finally, they practice asking and answering questions about themselves. Grammar Question forms

 

Vocabulary say   congratulations, goodbye, hello, something (to someone), sorry, thanks speak  a language speak/talk   loudly/quickly/slowly, (to someone) about something tell   a joke, a lie, a secret, a story, someone something, the truth

Pronunciation Question intonation

Communication Asking and answering personal questions

WARMER

Question 3: We lie a lot, but we usually forget our lies because,

as I mentioned before, we normally lie about small, unimportant things. We don’t remember these little lies. So the correct answer is “b.” Question 4:  When they’re telling a lie, liars often add extra, unnecessary information. But it doesn’t help to look at body language. So the correct answer is “c.” Question 5:  Technology hasn’t really had an effect on our honesty. We’re usually more honest when we write and less honest when we speak. This is because we know people can check what we have written! So the correct answer is “b.” Question 6:  Most studies say men lie more. So the correct answer is “a.” Question 7: Men and women usually lie about different things. Women often tell “white lies” – little lies to protect other people’s feelings. Men usually lie in order to save money. So the correct answer is “b.”

Read out the lesson title Liar, liar and elicit or explain the meaning. Explain that there is a children’s rhyme, which children say to each other if they think someone is lying:  Liar, liar, pants on fire! Point to the picture in exercise 2 and elicit or explain that there is also a saying that if you tell lies,  your nose will grow longer. Ask sts if there are any sayings or rhymes to do with lying in their language. Elicit a range of answers from individual sts.

1

Sts look at the pictures and discuss the questions in pairs. Get feedback and discuss as a class the most common reasons for lying. Answers   1 a  She's lying about liking his shirt.   b  She's lying about where she is/what she's doing.   c  He's lying about being busy.   d  She's lying about her dinner being ready.   2 Sts' own answers

Answers   1 c 2  c 3  b

Go to Vocabulary practice: say, tell, speak, and talk, SB page 136/TB page 285. Sts will find more language presentation and practice for say, tell, speak, and talk here. Do these exercises with the class, or assign them for homework, before continuing  with exercise 2A of lesson 1C.

3

5  b 6  a

7  b

Sts cover the quiz and complete the questions from memory. They could work in pairs for this. Discuss as a class which questions they made mistakes on and what kinds of mistakes they made.

Remind sts to go to the app for further self-study  vocabulary practice of say, tell, speak, and talk.

2

4  c

Answers   1 How often do people tell 2  What do people lie about 3 When did you, tell 4  How can you know 5 Is communication technology making

A Sts take the quiz in pairs. Encourage them to discuss each question in turn and the possible answers before they choose the one they think is the most likely. Elicit some possible answers, but don’t confirm them.

4

A Sts look at questions 1–5 in exercise 3 again, and then choose the structure that matches the questions. Check the answer with the class.

1.5   Play audio track 1.5. Sts listen and check their B answers. Discuss as a class which answer sts found the most surprising and why.

Answer a

1.5   Audio script

 

Question 1: Most

studies agree that we tell lies at least twice a day. So the correct answer is “c.” Question 2: The most common lies are little lies about things that aren’t that important, like “I have to go now – I have some work to do” or “Yes, those pants look great on you.” We say things like this to others in order to protect other people’s feelings. So the correct answer is “c.”

B Refer sts back to question 2 in exercise 3 and ask the question. Point out that many learners of English find it difficult to remember that the preposition comes after the main verb. Give, and then elicit, one or two more examples; e.g., Who were you talking to? What are you looking at? Answer after the main verb

29

   

  say , tell , speak , and talk 

question forms

  5

1C

1.6   Listen to people telling a lie in three conversations. What is each person lying about? A Write the conversation number (1–3). a receiving text messages

B

b  eating chocolate

c  liking someone’s food

1.6   Listen again and complete the questions.

1 Who

all of my chocolate? to you last night?

2 What

  6

LANGUAGE



3 Who

more banana and potato sandwiches?

Look at the questions in exercise 5B. Choose the correct options to complete the sentences. Then read the Grammar box about the different question forms. 1 In these questions, we know / don’t know  the subject of the verb. 2 We use the affirmative / question form of the verb.

Grammar

question forms

Object questions: Where do you work? What are you doing right now? Where did you go to college? Have you finished?

Subject questions: Who called me? NOT Who did call me?  Who wants coffee? NOT Who does want coffee?  Who invented the telephone? NOT Who did invent the telephone? 

Questions with prepositions: Where do they come from? Who did you play tennis with? 

Go to Grammar practice: question forms, page 113

  7

1.8   Pronunciation: question intonation  Listen to four of the questions from this lesson.

Does the intonation go up ( ) or down ( ) at the end of the questions?

  8

1 Have you finished?

3 What happened to you last night?

2 How often do people tell lies?

4 Do men lie more often than women?

A Complete the questions with an auxiliary verb from the box if necessary. Which question doesn’t need an auxiliary? do (x2)

have

you usually tell little white lies to protect people’s feelings? When you last tell a little white lie? What you lie about? When you were younger, you tell your parents lies? you tell the truth later? Who tells the best jokes in your family? you usually say hello to people you don’t know on the street? you ever told someone that he or she can’t cook well? What the person say?

1 2 3 4 5 6

 

did (x5)

B In pairs, decide if the intonation goes up ( ) or down () at the end of the questions in 8A. Then ask and answer the questions.

Go to Communication practice: Student A page 156, Student B page 166

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Ask and answer the questions in pairs. 1 Who helped you with your homework as a child? 2 Who taught you how to ride a bike? 3 What happened on your first day of school? 4 Who taught you how to drive? 5 Which author wrote your favorite book? 6 What happened on your first day at work?

Personal Best

 

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Write four questions to ask your partner about his or her life.

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EXTRA PRACTICE:  Workbook page 4; photocopiable activity 1C Grammar

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1D

SKILLS

5

 

1.10   Ask

sts to look at the topics and guess which ones Cindy and Ethan talk about. Play video/audio track 1.10. See TB page 354 for video/audio script. Sts watch or listen and check the topics they mention. Check answers.

C PERSONAL BEST   Discuss with sts how easy or difficult they found the task and what they could improve next time. Sts then choose another situation and practice another conversation. Point out to sts that it might feel artificial to practice in this way, but the more times they practice conversations like this, the easier they will find them when they are in a real-life situation.

Answers 1, 3, 4, 5

6

1.10   Sts read the sentences and put

them in order. Draw their attention to the examples (numbers 1 and 2 in the boxes). Play the track again for sts to watch/listen and check their answers. Ask them to watch/listen also to find out what Ethan's job involves. Elicit that he does research, presents documentaries, and interviews people. Answers   1 e 2  h 3  c

4  b

5  g

6   f 7  a

PERSONAL BEST Sts can further practice small talk. They work in pairs and prepare a new conversation at Penny and Taylor’s party. They could then practice their conversation in their pairs. Ask some sts to perform their conversations for the class. Weaker sts can practice their conversation from exercise 9C  with a new partner.

8  d 9  i

EXTRA PRACTICE

Skill

Put sts into groups of three. Two sts repeat the conversation from exercise 9B, in which they make small talk and keep the conversation going. The third student uses their phone to  video the other two. Sts can swap roles and practice again. Watching themselves on video will help sts to evaluate how  well they can make small talk and keep a conversation going.

Read the Skill box with sts about keeping a conversation going. Explain that good speakers can use phrases and questions to encourage someone else to keep talking so that a conversation does not end. Remind sts that in this kind of situation it is important to use a range of intonation to sound friendly and interested.

7

Sts look at the conversation in exercise 6 and answer the questions. They could discuss their answers in pairs. Check answers with the class. Answers   1 He gives his name and says what his job is.   2 Mmm! Well, I love carrot cake. It’s a great party. Hmm, a presenter, that's interesting.   3 So, what do you do on your webshow? How do you know Penny and Taylor? And what does that involve?

8

Sts practice the conversation in exercise 6 in pairs. Remind them to use intonation to sound friendly and interested. Go to Communication practice Divide the class into Student A and Student B. All Student  A sts should go to SB page 156. All Student B sts should go to SB page 166. Go to TB page 325 for the teacher notes. Do the activity. Then continue with exercise 9 of lesson 1D.

9

Sts follow the steps to practice starting a conversation with someone they don’t know and keeping the conversation going.

 

A PREPARE   Sts look at the pictures, choose one, and think of an idea for their conversation. Encourage them to think of some suitable open questions to ask and some possible answers to questions about themselves.

 

B PRACTICE   Sts work in pairs to start their conversation and keep it going. Encourage them to use intonation to seem friendly and interested, and to ask open questions to keep the conversation going.

35

 

UNIT

2  Tell me a story narrative tenses

LANGUAGE

  -ed  and -ing adjectives



2A What a coincidence!  

1

A Choose the correct options to complete the questions. Explain why they are correct. 1 In your opinion, what kind of social media posts are bored / boring? 2 What kind of social media posts are you interested / interesting  in?

 

B In pairs, answer the questions in 1A.

Go to Vocabulary practice: -ed and -ing adjectives, page 137

  2

Tell your partner about the last time you felt shocked or terrified, and about something you find fascinating or amusing.

  3

A Read the text quickly. What do you think the title

 

B Read the text again. Order the events from 1–6.

Twinsters means?

The twins made a movie about finding each other. Anaïs saw a woman online who looked identical to her. Anaïs found a way of contacting Samantha. Anaïs discovered that they had the same date of birth. They got to know each other online, and then they met in person. A scientific test proved they were twins.

a b c d e f

TWINSTERS  n February 2013, 25-year-old Anaïs Bordier, a fashion design student from Paris, was checking Facebook when she saw a video of a young American actress that a friend had posted. Anaïs couldn’t believe it – the actress looked exactly like her! Unfortunately, there was no name on the video, but she was extremely curious and told all her friends about it.

I

A few months later, while Anaïs was traveling by bus to college, she got a message from the same friend. He had seen the actress in another video, and this time there was a name – Samantha Futerman. When Anaïs googled her, she found out that they were born on the same day, and that, like Anaïs, Samantha had been adopted when she was a baby. Anaïs was so shocked that she got off the bus. Could Samantha be her twin? She decided to contact her to find out.

not only very similar in appearance, but also had the same mannerisms, found the same things amusing, and both loved cheese!

When Samantha received a friend request from Anaïs on Facebook, she was amazed to see that the face in the profile picture was identical to her own. Anaïs messaged Samantha to explain how she had found her, and to ask her where she was born. Samantha replied and confirmed that she was also born in Busan, South Korea. The girls spoke regularly on Skype after that and discovered that they were

Anaïs and Samantha were excited to meet for the first time several months later in London, where Anaïs was studying. While Samantha was visiting Anaïs, they received the results of a DNA test which confirmed what they already knew – that they really were identical twins. The sisters then wrote a book and filmed an award-winning documentary, Twinsters, about their amazing story.

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EXTRA PRACTICE:  Workbook page 8; photocopiable activity 2A Vocabulary

36

   

UNIT

      T       I       N   U

Tell me a story 2 UNIT 2 OVERVIEW:  This unit focuses on the topic of stories. Sts read stories about twin sisters who were separated at birth, and two friends who chose to visit each other in different towns on the same day. In  Learning Curve, Penny and Ethan interview people about their attitude about luck. Sts then read the story of a man who changed his life to give up unhealthy habits and become a successful athlete. Finally, they write a story about something interesting that happened to them.

LANGUAGE

SKILLS

Grammar Narrative tenses; used to and usually 

Vocabulary -ed  and -ing adjectives; phrasal verbs

Pronunciation

Listening Listening for the main idea; linking consonants and vowels

/d/ sound in the past perfect

Writing Making a narrative interesting; time linkers

2A

LANGUAGE

2A What a coincidence! Sts read a text about twin sisters who were adopted and brought up in different countries, and then found each other online. They also read about two friends who chose to visit each other in different towns on the same day, and they then practice telling a story by talking about a time when they met someone important in their life. Grammar Narrative tenses

Vocabulary -ed  and -ing adjectives (amazed/ing, amused/ing, annoyed/ing, depressed/ing, disappointed/ing, embarrassed/ing, excited/ing, fascinated/ing, shocked/ing, terrified/ying )

1

 

B In pairs, sts discuss the questions in exercise 1A. Get feedback.

2

Read out the task and check that sts understand all the adjectives. Sts talk about their experiences in pairs. Get feedback.

past perfect

Remind sts to go to the app for further self-study  vocabulary practice of -ed and -ing adjectives.

3

A Sts read the questions and choose the correct words to complete them. They then discuss in pairs why they chose each word. Check answers with the class. Answers   1 boring 2  interested Adjectives that end in -ed describe feelings, and adjectives that end in -ing describe things that give you these feelings.

Communication Telling a story

Go to Vocabulary practice: -ed and -ing adjectives, SB page 137/TB page 287. Sts will find more language presentation and practice for -ed and -ing adjectives here. Do these exercises with the class, or assign them for homework, before continuing  with exercise 3A of lesson 2A.

WARMER Read out the title of the unit Tell me a story . Explain that this unit is all about stories of strange, interesting, or funny things that have happened to people. Ask: Has anything interesting or funny happened to you recently? What was it?  Elicit answers from individual sts. Encourage them to tell their stories in detail, and encourage other sts to ask questions to find out more. Ask: When something funny or interesting happens to  you, do you post it online? Where? 

Pronunciation

/d/ sound in the

A Check that sts understand twin. They read the text quickly and answer the question. Check answers. Answer It is the title of the documentary they made and a combination of twin and sister .

 

B Sts read the text again and order the events. Check answers. Answers   1 b 2  d 3  c 4  e 5  f

6  a

37

   

  -ed  and -ing adjectives

narrative tenses

  4



LANGUAGE

2A

What did you think of Anaïs and Samantha’s story? I thought it was an amazing coincidence.

  5

A Which forms are the verbs in bold? Choose from the simple past, past perfect, and past continuous. 1 He had seen the actress in another video. 2 While Anaïs was traveling by bus to college, she got a message. 3 The sisters wrote a book about their amazing story.

B Match the forms with their uses. Then read the Grammar box. a an action that happened before another action in the past b a completed action in the past c an action in progress at a specific moment in the past

Grammar

narrative tenses

Simple past (for main events): I visited  my friend Ana last year.

Past perfect (for actions that happened before other actions): When we arrived at the theater, the movie had started .

Past continuous (for longer actions/ background): At 9 p.m. last night I was having dinner.

Look!  We usually use when with the simple past and when or while with the past continuous:  I was walking in the park when I met Jo. When / While I was walking in the park, I met Jo. Go to Grammar practice: narrative tenses, page 114 

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2.3   Pronunciation: /d/ in the past perfect  Listen to the sentence. Notice the pronunciation A  of /d/ in the past perfect form. Listen again and repeat.

He’d seen the woman before.

 

B

2.4   Listen to the sentences and choose the verb forms you hear.

1 I bought / I’d bought  3  She caught the bus / She'd caught the bus  2 He asked / He’d asked  4  We realized / We’d realized 

5  You watched / You’d watched 6  They lost / They’d lost

Go to Communication practice: Student A page 157, Student B page 167

  7

A

2.5   Complete the text with the correct form of the verbs in parentheses. Listen and check.

Last year, while I (stay) with my grandmother for the weekend in a town a few hours away, I (go) to visit my friend Marco, who also lives there. I (call) him the day before to arrange a time to get together, but he hadn’t answered. I went to his house anyway, but when I (ring) the doorbell, nobody (come) to the door, so I (decide) to leave. Right then, I (get) a message on my phone. It was Marco! He (go) to my hometown the evening before to visit his parents, and now he (knock) on my door! It was such a coincidence!  

B Have there been any coincidences in your life or in your friends’ lives? Talk about them in pairs.

  8

In pairs, talk about a time when you met someone important in your life. Use the questions to help you.

• Where were you?

• What did you both say?

• What had happened before you met?

• How did your life change after  you met him/her?

• What were you both doing when you met? • What happened when you met?

Personal Best

 

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Read the story about Anaïs and Samantha again. Close your books and retell the story in pairs.

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EXTRA PRACTICE:  Workbook page 8; 00;photocopiable photocopiableactivity activity2A 1AGrammar Grammar

38

   

LANGUAGE

4

Sts discuss the question in pairs. Get feedback on their answers.

5

A Sts look at the bold verbs and decide which forms they are. They could work in pairs for this. Check answers. Answers   1 past perfect 2  past continuous

 

Answers   1 I bought a new car.   2 He’d asked me that before.   3 She’d caught the bus that morning.   4 We realized that there was a problem.   5 You watched the wrong video.   6 They’d lost my coat.

3  simple past

Go to Communication practice Divide the class into Student A and Student B. All Student  A sts should go to SB page 157. All Student B sts should go to SB page 167. Go to TB page 327 for the teacher notes. Do the activity. Then continue with exercise 7A of lesson 2A.

B Sts look at the bold verbs in exercise 5A again and match them with their uses. Check answers. Answers   a past perfect b  simple past

c  past continuous

Grammar

7

Read the Grammar box with sts about narrative tenses. Explain/elicit that we use the simple past for the main events in a story. We use the past perfect for actions that happened before other actions, and we use the past continuous for longer, background actions that  were in progress at a particular time in the past. Point out that we use when with the simple past and while   with the past continuous: We were having dinner when he arrived. NOT We were having dinner while he arrived.  Ask questions to check concept. Concept check questions: Which tense do we use for the main events in a story?  (simple past) Does the simple past describe a completed action or an unfinished one? (completed) Which tense do we use for actions that happened earlier? (past perfect)  I went out when I had eaten – which action did I do first?  (I ate.) Which tense do we use for actions in progress in the past? (past continuous) Which tense do we usually use with “when”? (simple past) Which tense do we use with “while”? (past continuous) Go to Grammar practice:  narrative tenses, SB page 114/ TB page 241. Sts will find more language reference, presentation, and practice for narrative tenses here. Do these exercises with the class, or assign them for homework, before continuing  with exercise 6A of lesson 2A.

Remind sts to go to the app for further self-study grammar practice of narrative tenses.

6

 

A SB page opposite for audio script. Sts listen and notice the pronunciation of /d/ in the past perfect. Play the audio again for sts to listen and repeat. 2.3   Play audio track 2.3. See the

2.4   Allow sts time to read through the verb forms. B Play audio track 2.4. See Answers for audio script. Sts listen and choose the verb forms they hear, noticing the difference in pronunciation between the two tenses. They  will need to listen carefully for the auxiliary /d/ sound,  which joins onto the next word when that starts with a  vowel. Play the audio again for sts to listen and check their answers.

2A

2.5   Sts read the text and complete it with the A correct forms of the verbs in parentheses. Play audio track 2.5. See the SB page opposite for audio script. Sts listen and check their answers.

Answers   1 was staying 2  went 3  ‘d called 4  rang 5  came   6 decided 7  got 8  ‘d gone 9  was knocking

3 x PRACTICE SB page 13, exercise 7A 1 Do the exercise as normal. To check answers, read out each sentence blank in turn and ask: simple past, past continuous, or past perfect? Elicit possible answers, and ask a student who gave the correct answer to explain  why it is correct. 2 Sts work in pairs. One student closes his/her book. The other student reads out the story, omitting the missing  verbs. They could cough to indicate a blank. Their partner tries to remember the verbs. They can swap roles and practice again. 3 Write the correct verb forms on the board, e.g., was  staying, went, etc. With books closed, sts work in pairs and try to recreate the story from the verbs. Elicit the story from the class and see if, as a class, sts can retell the whole story.

 

B Sts discuss the question in pairs. Get feedback on their answers.

8  Allow sts time to prepare their answers individually. They then tell their stories in pairs. Ask some sts to tell their stories to the class.

PERSONAL BEST Sts can further practice using narrative tenses. They read the story about Anaïs and Samantha again, and then practice telling it in pairs. Weaker sts could work in groups of four. They each read one paragraph of the story again, and then retell the story in their groups, each telling their own paragraph.

39

 

2

SKILLS

LISTENING listening for the main idea

  linking consonants and vowels   phrasal verbs



2B Do we make our own luck? Learning Curve

  1

Do you think these things bring good or bad luck? Can you think of more examples?

a penny

the number 13

a broken mirror

a dream catcher

a fortune cat

  2

a four-leaf clover

A Were these people lucky or unlucky? Match the verbs in bold with the meanings. My plane ticket was for seat 13. I 4set off early for the airport to get there on time, but the traffic was terrible, and I 5ended up missing my flight. I was really 6looking forward to that vacation!

I found a lucky penny on the street, but that day, my car 1ran out of gas and my boyfriend 2broke up with me – we’d been 3going out for ten years. So much for lucky pennies!

 

a be excited about something in the future b finally be in a situation or place you didn’t originally intend

d start a trip e finish or use all of something

c have a romantic relationship

f

end a relationship

B Answer the questions in pairs. 1 Has the battery on your phone ever run out right before an important call? 2 What did you plan to do last weekend? Did you end up doing something different? 3 What are you looking forward to right now?

Go to Vocabulary practice: phrasal verbs, page 138

Skill

listening for the main idea

It’s important to understand the main idea when someone is speaking. • Think about who is speaking and what the topic is. • Remember that speakers often repeat the main idea using different words. • Listen for key words, which are often stressed. • Don’t worry if you don’t understand all the words or details.

  3

2.8   Read the Skill box. Watch or listen to the first part of Learning A Curve and choose the correct option to answer the questions. 1 What does Penny talk about? a  a scientific experiment about luck

 

b  a book about luck c  an unlucky day she had

 

2 What is the main idea? a  Some people are simply unlucky.   b  Positive people generally see more opportunities in life. c  People who believe they are lucky are usually unlucky.

 

B Do you believe in luck? Do you think people make their own luck? Discuss in pairs.

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EXTRA PRACTICE:  Workbook page 9; photocopiable activity 2B Vocabulary

40

 

2B

SKILLS

2B Do we make our own luck? Learning Curve

Sts hear about different kinds of good and bad luck. Then they discuss their own experiences of and attitudes about good and bad luck.

Listening Sts watch a video or listen to a recording about good and bad luck.

Skill Listening for the main idea

Listening builder Linking consonants and vowels

WARMER

Each unit features an episode of Learning Curve, a web show intended for international Learning students to engage in English language and Curve culture. It is presented by a range of hosts who present documentaries and vox pops (in B lessons which focus on listening skills) and also talk about their personal lives through video diaries (in D lessons which focus on speaking skills). You and your students can watch the videos in class or download them from the Learning Platform to watch at home. You can watch the episode in its entirety (for enjoyment or familiarization purposes), or you can break it down into more manageable chunks, as recommended in each lesson. It is also available as an “audio-only” option for teaching environments without access to video. Students hear speakers from the U.S. and the UK (exposing them to both American and British English accents) as well as from other countries. The video allows students to practice particular speaking skills and gives them exposure to features of natural spoken speech. See TB page 14 for more information on Learning Curve.  

Write on the board: Good with your exams! Elicit the missing word luck and elicit or explain the meaning of the  word (something good or bad that happens by chance). Ask:  In what other situations might you say “Good luck” to someone? When do you think you need good luck? Why?

1

Sts work in pairs to look at the things and discuss whether they think that they bring good or bad luck. Discuss the answers with the class. Ask: What things in your culture are thought to bring good or bad luck? Answers Answers may vary depending on culture. From a U.S. viewpoint: good luck: a dream catcher, a fortune cat, a lucky penny, a four-leaf clover bad luck: a broken mirror, the number 13

2

A  Ask sts to read the two experiences quickly. Elicit  whether the people were lucky or unlucky (unlucky). Sts then match the bold verbs with their meanings a-f. Check answers. Answers   1 e 2  f 3  c

 

Vocabulary Phrasal verbs: break up, bring up (children), catch up (with friends), end up, fall over, go back, go out (dating), go up (increase), hurry up, look forward to, pay back, run out, set off, sign up, try on

4  d

5  b

Skill

Read the Skill box with sts about listening for the main idea. Point out that when you listen for the main idea,  you do not need to understand every single word, so  you shouldn’t worry if there are some parts you don’t understand.

6  a

B Sts discuss the questions in pairs. Ask some sts to tell the class about their partner’s answers. Go to Vocabulary practice:  phrasal verbs, SB page 138/ TB page 289. Sts will find more language presentation and practice for phrasal verbs here. Do these exercises with the class, or assign them for homework, before continuing with exercise 3A of lesson 2B.

3

2.8   All the B lessons in this level which focus on A listening skills are accompanied by video. In this lesson, Penny and Ethan interview people about their attitude about luck. Allow sts time to read the questions and options. Play video/audio track 2.8. See TB page 354 for  video/audio script. Sts watch or listen and choose the correct options. Check answers.

Remind sts to go to the app for further self-study  vocabulary practice of phrasal verbs.

Answers   1 a 2  b

 

B Sts discuss the questions in pairs. Discuss their answers as a class.

41

 

listening for the main idea

  4

  linking consonants and vowels



  phrasal verbs LISTENING

SKILLS



2B

2.9   Watch or listen to the second part of the show. Complete the sentences about the main

ideas with Herman, Winnie, or Juan.

considers himself/herself to be very lucky. talks about someone else who believes in bad luck. is having a bit of bad luck, but his/her luck changes.

1 2 3

Winnie

Herman

  5

Juan

2.9   Watch or listen again. Choose the correct option to answer the questions. 1 What happened to Herman earlier? a  He slept badly, lost his keys, and left for work late.

 

b  His motorcycle broke down, he lost his keys, and missed the bus.

 

c  The shower ran out of hot water, and he lost his key chain. 2 What happened to Winnie?  

a  She went out with a dentist and ended up marrying him.

 

b  She was going out with a mechanic, but broke up with him.

 

c  She ended up marrying a man she’d met several times by chance.

3 Which sentence about Juan is true?

  6

 

a  He’s looking forward to getting married to Winnie.

 

b  He’s in the city doing a favor for a neighbor.

 

c  He has to go back home because he forgot his backpack.

Think of a time when you were lucky or unlucky. Describe what happened in pairs.  

Listening builder

linking consonants and vowels

When a word ends in a consonant sound, we often move the consonant sound to the beginning of the next word if it starts with a vowel sound. This can sometimes mean it’s difficult to hear the correct words. It all started last night.

  7

She’s trying on her wedding dress.

2.10   Read the Listening builder. Look at the sentences from the show and mark where the

consonant-vowel links are. Listen and check. Then practice saying the sentences. 1 Do we make our own luck? 2 I ran out of energy. 3 I think Ethan is back. 4 I’m picking up a package. 5 I think it’s his backpack. 6 I’m the luckiest person I know.

  8

Discuss the questions in pairs. 1 Who’s the luckiest person you know? And the unluckiest? 2 Do you have any lucky charms? What are they? Have they brought you good luck? 3 Is there anything you avoid doing because it might bring bad luck?

Personal Best

 

_

i

Write a paragraph about things that bring good luck on special occasions, e.g., a wedding, New Year’s Eve.

15

i

EXTRA PRACTICE:  Workbook page 9

42

 

SKILLS

4

PERSONAL BEST

2.9   Sts

look at the pictures and read the sentence blanks. Play video/audio track 2.9. See TB page 355 for  video/audio script. Sts watch or listen and complete the sentences with the correct name. Check answers. Answers   1 Winnie 2  Juan

5

Sts can further practice talking about luck. They write a paragraph about things that are traditionally thought to bring good luck on special occasions such as weddings and New  Year’s. Sts can compare their paragraphs in small groups. Weaker sts can work in small groups. They choose one special occasion and compare their ideas about what is considered lucky on that event. Ask groups in turn to present their ideas to the class.

3  Herman

2.9   Sts read the questions and the options. Play video/ audio track 2.9 again. Sts watch or listen and choose the correct options. Check answers. Play the track again, pausing for sts to hear why each answer is correct.

EXTRA PRACTICE Sts work in groups of three. They take turns to use their phones to video their classmates asking and answering the questions in exercise 8. They can swap roles and practice again. Allow sts time to watch the videos of themselves and notice how well they link the consonant sound at the end of a  word with the vowel sound at the beginning of the following  word. Discuss as a class what they noticed about their own pronunciation and how they could improve it.

Answers   1 a 2  c 3  b

6

2B

Sts work in pairs to discuss their own experiences of good or back luck. Ask some sts to tell the class about their partner’s experiences. Listening builder

Read the Listening builder box with sts about linking consonants and vowels. Read out the sentences in the box to model the pronunciation of the linked sounds. Explain that when consonants and vowels are linked in this way it makes it difficult to hear where one word ends and the next one begins. Ask questions to check concept. Concept check questions: What does it mean when we link sounds? (We pronounce them together, without a space.) What kinds of  sounds do we link between different words? (We link a consonant sound at the end of a word with a vowel sound at the beginning of the following word.) Why is it important to recognize linking? (in order to understand the individual words)

7

2.10   Sts read the sentences and mark where they think the consonant and vowel sounds are linked. Play audio track 2.10. See the SB page opposite for audio script. Sts listen and check their answers. Then allow sts time to practice saying the sentences in pairs.

Answers   1 Do we makeour own luck?   2 I ranoutofenergy. 3 I thinkEthanis back.   4 I'm pickingupa package. 5 I thinkit’s his backpack.   6 I’m the luckiest personI know.

8

To summarize, sts discuss some more general questions connected with luck. Sts discuss the questions in pairs. Discuss their answers as a class and see who in the class has a lucky charm, and who avoids doing things because they might bring bad luck.

43

 

 

2

used to and usually 

LANGUAGE

2C Radical changes   1

A In pairs, look at the pictures and describe what you see. What are the similarities and differences?

 

B Read the text and choose the best caption for the pictures. 1 Steve Way and his trainer

2  Steve Way: before and after

3  Like father, like son

Sports interview:

Marathon Man  Steve Way, a long-distance runner, has two memorable career highlights: running a marathon in Glasgow in just 2 hours and 15 minutes and finishing the British Ultramarathon (100 km.) in 6 hours and 19 minutes. Both were personal best times for him and broke records. He is a top athlete, but behind the success there is an extraordinary story. Steve usually runs about 120 km. a week, weighs 67 kg., and like all top athletes, is normally very careful about what he eats. But he hasn’t always been so healthy. When Steve was in his thirties, he used to be dangerously overweight because of his addiction to chocolate and junk food. He didn’t use to get any exercise, smoked a pack of cigarettes a day, and had a stressful job with long hours.

to give up smoking and start training for the London Marathon, which he completed in just over three hours despite training for only three weeks! It soon became clear that Steve was a very talented athlete. Nowadays, he is so enthusiastic about running that he travels to competitions all over the world. So how does an ultra-healthy person celebrate another successful marathon? Steve admits that for 48 hours after a marathon he usually lets the old Steve out of the box and enjoys fast food, steak, and French fries. “I still struggle to see myself as a serious athlete,” he says. “I am just a man who got obsessed with his hobby.“

He felt horrible, “I could hardly sleep at night. I was coughing and waking up because of the smoking,” he remembers. “I realized I had to do something radically different to break the cycle.” The radical change was

  2

 Adapted from theguardian.com

Read the text again. What do the numbers refer to? 100 km.

  3

6 hours 19 minutes

thirties

three weeks

48 hours

In pairs, complete the notes about Steve in the chart with the words in the box. overweight

healthy food

67 kg.

runs a lot

junk food

get any exercise

now

amount of exercise  

weight diet

  4

 

  1 

He usually

.

 

2 

3 

He weighs

.

 

4  He used

to be

.

5 

He usually eats

6  He used

to eat

.

 

_

i

.

 

He didn’t use to

.

Have you made any changes in your life? What changes would you like to make?

16

44

before

i

EXTRA PRACTICE:  Workbook page 10

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