4

That’s Life! Epilogue page 81 Review & Wordlists pages 83–102 Grammar reference pages 103–114

ContentsVOCABULARY GRAMMAR

Lessons 1–4 Your life 1

Introductions and personal informationLocation: in the south of Croatia, etc.English in the world: Greetings

2 Present simple and present continuousDescribing states (stative verbs)

Lessons 5–8 Things happen 5 Expressions with get

get + comparative: get better / worse, etc. 6 Past simplePronunciation: was / wasn’t; were / weren’t

Lessons 9–12 A place to live 9 Renting accommodation

Pronunciation: Syllables 10 Articles

Lessons 13–16 Luck 13

Nouns and adjectives: danger, dangerous, etc.-y endings: difficulty, safety, etc.English in the world: Lucky numbers

14 Present perfectPresent perfect and past simple

Lessons 17–20 Healthy living 17

Health and fitnessgo: go jogging, go for a walk, go to the gym, etc.English in the world: Giving personal measurements

18 Future: will / going to

Lessons 21–24 Getting there 21

Transport problemsPast participles as adjectivesEnglish in the world: Emergency signs

22 Past perfect

Lessons 25–28 Food 25 Describing food: sweet, crisp, raw, etc.

Nouns and adjectives: salt, salty, etc. 26 Tag questionsPronunciation: Intonation in tag questions

Lessons 29–32 Disasters 29

Disasters: an earthquake, a volcanic eruption, etc.Noun and verb collocations: A hurricane has hit ... , etc.Pronunciation: Word stress 2

30 First and second conditional

Lessons 33–36 Changes 33

Uncountable and plural nounsNumbers with uncountable and plural nouns: two pieces of information, two pairs of scissors, etc.English in the world: Warning signs

34 used to / didn’t use toPronunciation: used to

Lessons 37–40 Crime 37 Crimes and criminals: burglary, a burglar, to burgle, etc.

rob and steal 38 Narrative tensesPronunciation: -ed endings

Lessons 41–44 The environment 41 Phrasal verbs: separable and inseparable switch off, get off, etc. 42 The passive

English in the world: Eco-friendly products

Lessons 45–48 Personality 45 Personality: reliable / unreliable, etc.

What is / does he like? 46Modal verbs 1: might / shouldGiving advice: might / might not, should / shouldn’tEnglish in the world: Taboos

Lessons 49–52 Traditions 49 Getting married: the bride, the groom, etc.

Family relationships: -in-law, ex-, step- 50 Direct and indirect objectsEnglish in the world: Giving gifts

Lessons 53–56 Making progress 53

At university: an undergraduate, a degree, etc.Verb + noun collocations: study for a degree in … , etc.English in the world: Oxford and Cambridge

54 Present perfect continuousPresent perfect simple and present perfect continuous

Lessons 57–60 The movies 57 make / do: make a phone call, do the photocopying, etc.

Pronunciation: The letter a 58 Modal verbs 2: can / mustcan / must (future and past forms)

Lessons 61–64 Expectations 61

Verb + -ing or infinitive: I enjoy driving, I’ve decided to look for a flat, etc.like, love, etc.: We love dancing, We love to dance, etc.

62 Verb + noun + -ing: There were people looking for me. I saw a helicopter flying over the forest, etc.

Lessons 65–68 Priorities 65

Sport: a court, a player, a net, to hit, etc.win / lose; beat / lose to English in the world: Giving scores

66 Relative clausesOmitting the relative pronoun

Lessons 69–72 Turning points 69

Verb / Adjective + preposition: We’re interested in art, etc.Preposition + noun / gerund: We’re interested in art / visiting art galleries, etc.Pronunciation: Reduced stress

70 Third conditional

Lessons 73–76 Air travel 73

Travelling by air: terminal, check in, etc.control and checkEnglish in the world: Signs at an airport

74 Indirect questions

Lessons 77–80 Finance 77

Personal finance: salary, spend, etc.pay: pay a bill, pay for a meal, etc.English in the world: Taxes

78 Reported speech

5

Audio scripts pages 115–122 Irregular verb list page 123 Pronunciation chart page 124

SKILLS ENGLISH FOR EVERYDAY LIFE

3Listen and speak: How do people use their computers?Question forms: present simple and present continuousPronunciation: The phonemic alphabet

4 Story: That’s Life! Episode 1 Introducing the charactersTalking about future arrangements

7Read and speak: The 90 / 10 secrethave toEnglish in the world: The weekend

8 Talking about possessions: Whose … ?, It belongs to …Possessive pronouns

11 Listen and write: Accommodation advertsEnglish in the world: Types of houses 12 Story: That’s Life! Episode 2 The jogger in the park

Showing sympathy

15 Read and speak: Spiderman!Pronunciation: Final consonants 16

Talking about numbersSaying and writing numbersof: 30% of; a third of, etc.

19Listen and write: Health adviceFirst conditionalPronunciation: Word stress 1

20 Story: That’s Life! Episode 3 Wedding plansTalking about relationships

23Read and write: The last train Sentence linkersPronunciation: or

24 Booking a flightTime prepositions

27Listen and write: At a restaurantExpressing likes and dislikesEnglish in the world: Food labels

28 Story: That’s Life! Episode 4 Jordan’s auditionRecognizing people

31 Read and speak: Storm chaserGiving examples: like, such as, for example, etc. 32 Checking into a hotel

English in the world: Hotel signs

35 Listen and speak: A chance of a lifetime 36 Story: That’s Life! Episode 5 Where’s that Australian guy?Talking about changes

39 Read and listen: Was it murder?English in the world: Crime fiction 40 Making a complaint

43Listen and speak: A pearl farmerQuestions in the passivePronunciation: or

44 Story: That’s Life! Episode 6 Lucy feels fed upReporting information

47 Read and write: How do people see you?Adjectives and adverbs: quiet / quietly, good / well, etc. 48

Comparing experiences: So was I. / (Oh,) I wasn’t, Neither am I / (Oh,) I am, etc.Pronunciation: Strong and weak forms

51 Listen and write: Wedding giftsPronunciation: Consonant clusters 52 Story: That’s Life! Episode 7 Lucy’s surprise

Discussing possibilities

55 Read and write: A job applicationfor and since 56 Giving news

Pronunciation: Positive and negative intonation

59Listen and write: The history of filmTypes of film: a comedy, a western, etc.A film reviewEnglish in the world: Bollywood

60 Story: That’s Life! Episode 8 We’re finished!Checking and confirming negative news

63Read and speak: The Old Dogstop English in the world: Proverbs

64Making suggestionsModifiers: I’m sorry, but … , I’m afraid …Pronunciation: Reduced syllables

67 Read and listen: PrioritiesPronunciation: Voiced and voiceless consonants 68 Story: That’s Life! Episode 9 They’ll have to do without me

Talking about priorities and commitments

71 Read and speak: No regretsExpressing regret: I wish I had … , She wishes she hadn’t … 72 Invitations: Inviting and responding

English in the world: Invitations

75Listen and write: MessagesPassing on messagesPronunciation: Emphatic stress

76 Story: That’s Life! Episode 10 Where’s Lucy?Discussing a problem

79 Read and write: Who’s using your identity?say and tell 80 At the bank

Pronunciation: Sentence rhythm

101

Warm-up

ten people and write their names on the board. Try to include a mixture of people, e.g. a politician, a sports star, someone who does a lot of work to help people, an actor, a scientist, a writer, etc.

crash because there are too many people on board. They have to choose five people to throw out of the balloon. Put students in groups to decide on five people and give reasons for their choices.

1a Elicit / Teach: personality. 45.1 for students to read

and listen.

b 45.2 for students to listen and repeat the bold words.

the sentences and look at the words on the board. Read a description and elicit the correct word, e.g. Say: He always finishes his work on time. Elicit: He’s reliable.

to practise. Monitor.

2to complete the task. Monitor.

board and check comprehension.

Language note. Drill the examples. Ask: What is your best friend like? Elicit:

He’s / She’s (cheerful). Repeat with What does he / she like? to elicit He / She likes (sport). Repeat with different students.

Students sometimes confuse What does he like? What is he like? and What does he look like? We use look like to ask for a physical description, e.g. What does your sister look like? Because of the way the question is phrased, students may make the mistake of answering She looks like tall and slim. The correct response is She’s tall and slim. We can use look like in a description when we are comparing two people, e.g. He looks like his brother. They’re both short and a little overweight.

3aa class, then individually.Write: sensible on the board. Ask: What’s the opposite of ‘sensible’? Elicit: Silly.

a dictionary. Tell students to complete the task, using their dictionaries if necessary. Monitor.

b 45.3 for students to listen and check.

1 sensible – silly 2 reliable – unreliable 3 patient – impatient 4 modest – big-headed 5 honest – dishonest 6 tidy – untidy 7 cheerful – miserable 8 polite – impolite 9 kind – unkind 10 sociable – unsociable 11 easy-going – tense 12 ambitious – unambitious 13 sensitive – insensitive 14 loyal – disloyal

c Elicit / Teach: prefix. exercise 1 and 3a

again and list words which have the prefix un-. Elicit: reliable, tidy, kind, sociable, ambitious.

4 exercises 1–3 to describe yourself, e.g. I think I’m a sensible person, I try to do the right thing. I’m quite sociable, I love going out with my friends. Some people say I’m impatient because I don’t like waiting for things.

Ask: How would you describe yourself, (Martine)? Repeat with different students.Elicit / Teach: colleague.

list. Check pronunciation.

5a 45.4 for students to familiarize themselves with the speakers’ voices.

relationships.

relationship column. Play the audio again.

1 Josh: new colleague 2 Mrs Bell: favourite teacher 3 Richard: boss 4 Maxine: flatmate

bTell them to listen to the first conversation again and write the three adjectives that Fatima uses to describe Josh. Play the first conversation. Elicit: unsociable, reliable, polite. Check pronunciation.

Josh: unsociable, reliable, polite Mrs Bell: patient, kind, cheerful Richard: easy-going, untidy, big-headed Maxine: modest, ambitious, tense

6a Your life

headed good boss and bad boss.

adjectives to describe a good boss. Monitor, then elicit ideas and write them on the board.

Ask: How would you describe a good boss, (Jan)? Elicit a response, then ask Why do you think it’s important for a boss to be (patient)?

bad boss.

b

answers.

can do statement: Now I can describe someone’s personality.

Follow-upexercise 3. You can

adapt the definitions in exercise 1 for this, e.g. He never does the right thing. (silly) She never finishes her work on time. (unreliable) They hate waiting for things. (impatient).

out a definition and award a point to the team that calls out the correct word first, and another point if they can spell it correctly.

Resource activity pages 218 and 276

TEACHER’S NOTES LESSON 45Students learn and use a lexical set of words to talk about personality.

Warm-up

going on a long walk in the country. Set a time limit of one minute for them to list the things they would take.

new words.

1 46.1 for students to read and listen. Ask: Who is worried about bad weather? Elicit: Cindy.

pictures, e.g. What is Cindy doing? What’s the weather like? Why is Ryan fed-up?Elicit / Teach: pessimistic.

What are they taking? Why?

2

individually.Write: I / You / She / They / We might not pass the exam. on the board. Elicit / Explain that modal verbs are the same for

might + the infinitive of a verb without to.

exercise 1 again and underline more examples of might. Elicit: It might not be fine all day. It might be cold in the evening. The weather might change later. Drill both examples.

Since not all languages have one to one equivalents of English modal verbs, it can take time for students to understand the differences in English. For example, confusion over the exact use of might and can may lead to sentences such as It can rain later, You might use my umbrella, instead of It might rain later. You can use my umbrella.

3 46.2 . Students hear Will she be late? Yes, possibly, make a sentence with might or will, then listen and repeat.

4aWrite: We / the plane. on the board. Ask students to make a sentence with might and one of the verbs. Elicit: We might miss the plane.

bto complete the task. Monitor.

board and check comprehension.

5a

class and individually.exercise 1 again

and find a piece of advice. Elicit: We should take jumpers and coats.that should is a modal verb, so we use it with the infinitive of a verb without to.

TEACHER’S NOTES LESSON 46Students learn and practise modal verbs to express possibility and give advice.

b light-coloured, seatbelt, personal stereo.

Ask: What shouldn’t you do? Elicit: You shouldn’t put your mobile on the table. Repeat with Why shouldn’t you do this? to elicit Somebody might steal it.

should to give advice and a sentence with might to give a reason for the advice. Monitor.

differ from the suggested answers, but accept anything that is logical.

Suggested answers 1 You shouldn’t put your mobile on the table. Somebody might steal it. 2 You shouldn’t drive when you’re tired. You might fall asleep and have an accident. 3 You should wear something light-coloured at night. Drivers might not see you. 4 You should always put your seatbelt on in a car. You might have a crash. 5 You shouldn’t leave things on the stairs. Somebody might fall over them. 6 You shouldn’t play a personal stereo very loud. You might annoy somebody.

6a Your life

your life, e.g. I might watch the news tonight. I shouldn’t eat chocolate, but I often do.

about their lives. Monitor.

b

partner.

English in the world Elicit / Teach: taboo, offend, blow your nose, sole of your foot,

unclean, jump a queue.

Read through the text as a class. Ask questions about the text to check comprehension, e.g. What is taboo in Japan? Where is it rude to show the bottom of your foot? Which hand should you eat with in Egypt? What shouldn't you do in Britain?

Put students in mixed nationality pairs / small groups to talk about taboos in their countries. If your students are all the same nationality, do this as a whole class activity using the board.

Focus students’ attention on the can do statement: Now I can express possibility and give advice.

Follow-up

possibility. Arrange the class in a circle. Tell students that one of your friends is going on a round-the-world trip and doesn’t know what to pack. Say: I think he should take some warm clothes, because it might be cold. The next student makes a sentence with a different item and reason, e.g. I think he should take a camera, because he might want to take some photos. If someone repeats an item or a reason, they are out of the game.

Resource activity pages 219 and 276

102

Warm-up Revise personality adjectives with a board race. Put students in teams and draw a column on the board for each team. Line the teams up in front of their column. Give the two students at the front a pen and whisper an adjective from lesson 45; they

to the next two students. Continue along the lines. Count the correct, and correctly spelt, words for each team. Award an extra five points to the team that finished first ONLY if they have no mistakes.

1a How many people can you see? Where are they? Is everyone enjoying themselves? How can you tell?

47.1 for students to read and listen.

moderately, fold your arms, amuse, dream, pleasant.

b Ask: When do you feel best, (Mica)? Elicit an answer, then nominate another student and ask a different question.

interview the Bs. Monitor, then tell students to swap roles.When does (Tony) feel

best? How does (Naomi) usually walk? What does (Ping) do when she talks to people?

Language note. Drill the example.

adverb describes a verb. An adjective usually goes before a noun. An adverb usually goes after a verb.Write: My brother is a noisily person. Sally laughed loud. He is very sensitively. Manos quietly speaks. on the board. Put students in pairs to correct the sentences. Elicit: My brother is a noisy person. Sally laughed loudly. He is very sensitive. Manos speaks quietly.

quiet / quietly, noisy / noisily, sensible / sensibly) and drill each pair.

most adjectives: + -ly (quiet / quietly) adjectives ending -y: replace -y with -ily (noisy / noisily) adjectives ending -ble: replace the -e with -y (sensible /

sensibly).good / well,

fast / fast, hard / hard) and drill each pair.Write: loud, luck,

good, slow, quick, reputable, moderate, fast, easy on the board. Put students in pairs to write the adverb for each one. Elicit: loudly, luckily, well, slowly, quickly, reputably, moderately, fast, easily.

2 Write: a = ___, b = ___, c = ___. on the board. Tell students to listen and write down a score for each letter. Play audio 47.2 .

points they scored in the quiz.

a = one point, b = two points, c = three points

3 47.3 for students to read and listen.

each section, e.g. 21–24: brave, strong, exciting, ambitious, big-headed, insensitive, close 17–20: interesting, friendly, modest, kind, helpful, sociable, easy-going 13–16: sensible, careful, intelligent, honest, loyal, sensitive 8–12: shy, serious, tidy, quiet, happy, reliable

What does your score mean? Do you agree? Put students in four groups, according to their score, i.e. put those who scored 8–12 together. Tell students to read their results again and discuss the questions. Monitor. Ask individual students if they think they are in the right group. Ask: Why? / Why not?

4a Writing

they know well and answer the questions for that person.

you know well, e.g. a friend. Say the person’s name and how you know him / her. Draw two columns on the board with the headings positive and negative. List adjectives to describe the positive and negative aspects of your friend’s personality. Underline the most important aspect of his / her personality.

about the person they chose.

byour friend, e.g. I think (Tanya) feels best in the morning. She usually walks quickly.

their person. Monitor.

the class.

can do statement: Now I can complete a personality quiz.

Follow-up Set a time limit for students to write a paragraph about themselves using the model in exercise 4b. Monitor.Collect in the paragraphs. Read some of the paragraphs out and

you can provide written feedback.

Resource activity pages 220 and 277

TEACHER’S NOTES LESSON 47 Students read and complete a personality quiz.

105

6a Your life

e.g. I don’t drink tea. I can’t play the piano.

Monitor.

bI don’t

drink tea. Elicit a response. Continue with different students and different sentences.

new conversations. Monitor.

Check pronunciation.

Pronunciation 1 Write: So can I. Oh, I can. on the board. Model the

pronunciation of can in each sentence. Elicit that can is pronounced in the first sentence and in the second sentence.

48.3 for students to read and listen., ,

, .

2can do statement: Now I can

compare experiences.

Follow-up

the right hand side of the domino. On the left hand side write an expression to agree or disagree which matches a different statement, e.g. So do I / We never go abroad; Neither do we / I’ve got a new car; So have I / I think George Clooney is great.

Resource activity pages 221 and 277Review and Wordlists Lessons 41–48 Student’s Book pages 93–94

Warm-up

magazines or on the Internet). Include a range of styles and scenes, e.g. abstract, pop-art, romantic.

students to look at the pictures and put them in order of preference.

1a . Where are the people? What are they looking at?

48.1 for students to read and listen.

bconversations again and find the answers.

through together.

Dan and Fay like the painting. Meg has been to New Zealand.

2from exercise 1. Check pronunciation. Repeat with the second conversation.

to practise all roles. Monitor.

3a Everyday expressions.

response.Say: I was away last week. Elicit: So was

I. or Oh, I wasn’t. Repeat with different students and different sentences.

response.Say: I’m not going to work today. Elicit:

Neither / Nor am I. or Oh, I am.

b Ask: (Li), how do you say ‘So do I’ in Chinese? Repeat with different phrases and languages.

4 48.2 . Students hear I like my job, respond So do I to say that their experience is the same, then listen and repeat.

5the others read and listen. Check pronunciation.

with different students: Nominate a student. Ask: Do you like swimming (Manolis)? Elicit a reply and respond according to what is true for you. Practise with different students and different questions.

new conversations. Monitor.

Check pronunciation.

TEACHER’S NOTES LESSON 48 Students learn and practise expressions for comparing experiences.

106

218 © Oxford University Press Photocopiable

How to be …a good friend

sensitive honest patient loyal kind

1 Always try to defend other people. If you are , you

will soon lose your friends.

2 Try to understand other people’s feelings. people

don’t keep their friends.

3 Always be ready to help your friends. Never be nasty or

to them.

4 Be with your friends. It’s always better to tell the

truth about everything.

5 Don’t be if your friend is late or doesn’t arrive to meet

you. They may have a very good reason.

a good neighboursilly tidy polite easy-going

6 Keep the area around your house or flat .

No-one likes to see litter everywhere.

7 Try to be . Don’t worry about little things that

are annoying.

8 Speak nicely to your neighbours. Never be or rude.

9 Tell young people to think about others. Teenagers who are noisy

or can create problems between neighbours.

a good employee / studentambitious cheerful big-headed reliable sociable

10 Don’t be late for work / school and do all your work on time. People

who are won’t be successful.

11 Be ! Work hard for the best grades and always

go for promotion!

12 Don’t be ! Speak to the other people in your

class / office and always go to end-of-year parties.

13 Try to be . People who always look happy are

often more successful.

14 If you get promotion or do well in an exam, try not to talk about it all

the time. people are usually very unpopular.

1 Complete the sentences. Use the adjectives in the boxes or their opposites. Add the prefixes un-, im-, in- or dis- if necessary.

Don’t be impatient!45

2 Choose five positive and three negative adjectives to describe yourself. Tell a partner.

I’m a very sociable person. I like meeting new people. I’m a bit impatient sometimes. I don’t like waiting for things.

disloyal

219© Oxford University Press Photocopiable

1 Complete the text. Use should, shouldn’t, might or might not.

You shouldn’t jump the queue46

Greeting people

When you meet someone for the

first time, you 1 say

hello and maybe shake their hand.

Remember that British people

don’t usually kiss each other unless

they’re very good friends. So, you 2 kiss someone unless

you’ve met them a few times. They 3 be quite surprised!

Queuing

Queuing is very important. People

stand in queues for everything: at

the bus stop, in cafés, at the bank,

everything. You 4

always go to the back and wait

your turn. You 5 jump

the queue because somebody 6 get annoyed! The

only place where queuing doesn’t

seem to happen is on the London

Underground!

Dealing with the weather

You 7 always take your

umbrella with you. It may be hot

and sunny in the morning, but it 8 be hot all day! It 9 rain in the afternoon.

It 10 snow in the

evening! You 11 always

be prepared for changes in the

British weather!

2 Imagine your partner is a visitor to your country. Give some advice. Use these ideas.– greeting people– polite behaviour on public transport and in shops– how to deal with the weather

You should bow when you meet someone.

Don’t worry about your trip to Britain, Yolanda. Follow this advice and you won’t go wrong!

A visitor’s guide to Britain

220 © Oxford University Press Photocopiable

1 Complete the questionnaire.

2 Write about your partner.

What kind of person are you?47

What kind of person are you?

The best thing about ’s personality is that he / she is

because . The worst thing is that he / she is a bit

because .

He / She meeting new people because . When he / she has an

interview or an important talk with his / her teacher, he / she . He / She likes

in his / her free time. This is because .

Your personality1 What do you think is the best thing about your personality? Why?

(e.g. I’m an easy-going person. I don’t worry about things.)

2 What do you think is the worst thing about your personality? Why?

(e.g. I can be a bit untidy. Nothing’s ever in the right place on my desk.)

New or difficult situations3 a How do you feel about meeting new people?

I enjoy it. I don’t mind it. I hate it.

b Why do you feel this way?

(e.g. because I’m shy.)

4 When you have an interview, or an important talk with your teacher,

how do you enter the room?

I go in quietly and sensibly, and sit down.

I go in feeling shy with my head down.

I go in noisily and talk to the person before they talk to me.

Your free time5 a What do you like doing in your spare time?

Activities such as …

reading, watching DVDs, playing computer games, listening to music

playing tennis, swimming, shopping, meeting a friend for coffee

dancing, going to pubs and clubs, playing basketball / football

b What does this show about the kind of person you are?

(e.g. It shows that I’m sociable.)

221© Oxford University Press Photocopiable

1 Complete the conversations. Use the correct verbs.

Raul Maria

Rocky Mountains. Raul Hmm. So 1 . It looks beautiful, but

I don’t really want to go on an adventure holiday this year.

Klaus No, neither 2 . I went on one of those types of holiday last year.

Maria 3 and it was great fun. Raul

Tomas Hello, everybody. I’m really looking forward to our holiday!

Maria So 7 , but we don’t know where to

wants to go snorkelling in Barbados, and I want to go climbing in Canada.

Tomas been to Greece for ages.

Maria Nor 8

Tomas Yes, then you can go climbing, Helen can go

beach all day!

Neither have I48

Helen Maria Yes, but we don’t know where to go. Helen

and I’ve never been to the Caribbean. Klaus Nor 4 , but it’s too expensive. I

can’t afford to go there. Raul Neither 5 . Anyway, I don’t want to

travel too far. I want to stay in Europe this year. Klaus Yes, so 6 . Helen

2 Work with a partner. Make more conversations. Use the cues.

1 I never play (sport).2 I really like ( food).3 I’ve been to (city).4 I’m going to (holiday). 5 I’d like to ( job). 6 I went to (last weekend).

A I never play football.B Oh, I do.

B I really like pizza. A So do I.

would I

276

1 Aim: To practise the vocabulary of personality

2 Activity type: Questionnaire then pairwork

3 Time: 15 minutes

4 Instructions:

Lesson 45 of the Student’s Book by giving an adjective and eliciting the opposite, e.g. polite – impolite, modest – big-headed.

they are going to complete the questionnaire about how to behave towards other people. Explain that sometimes they will need the word in the boxes and sometimes they will need its opposite. Ask a student to read out the example. Say: Number 2. Elicit: insensitive. Tell students to cross out sensitive in the box.

questionnaire. Circulate to help with any problems.

the completed questions. Drill the pronunciation as necessary.

exercise 2, ask a student to read the examples. Then give a few examples about your own personality. Students then write down five positive adjectives and three negative adjectives to describe their own personality. Ask a student to give two example sentences, one positive, one negative about themselves. Encourage them to explain why they have chosen the words, as in the examples.

to make statements about their personality to each other, using the adjectives they have chosen. Circulate to help with any problems.

about their partner in a short feedback session.

sensible, modest, miserable, tense. Ask students to talk about a time when they were / felt sensible, modest, miserable, or tense.

Don’t be impatient!Photocopiable p.21845 You shouldn’t jump the queue

Photocopiable p.219461 Aim: To practise using might and should

Activity type: Gapped text then pairwork

3 Time: 20 minutes

4 Instructions:

might and should by referring students back to exercises 2 and 5a in Lesson 46 of the Student’s Book.

student to read out the letter from Yolanda and one student to read out the reply. Ask: Who’s Yolanda and what does she want? Elicit: She’s a girl / woman from Mexico. She’s planning to visit Britain and she wants advice on how to behave. Ask: Where would you find a letter like this? Elicit: In a magazine, a newspaper, or on an Internet website.

the text. Ask: What is each section about? Elicit: Greeting people, queuing, and dealing with the weather. Ask: Do you think the text is very serious or is it intended to be funny? Elicit: It’s intended to be funny. Point out that students need to complete the text with should, shouldn’t, might, or might not. Ask a student to read the first sentence. Elicit: should as the answer to number 1.

individually. Circulate to help with any problems.

sections of the completed text.

Say: In Britain, you should always kiss people you don’t know. True or false? Elicit: False. Say: In Britain, you should always queue for the bus. Elicit: True. Put students in pairs and ask them to take it in turns to make true / false statements and to answer them from memory.

exercise 2, brainstorm ideas for advice students could give visitors to their country. Think of ideas for greeting people, behaviour on public transport, and how to deal with the weather. Put students in new pairs and get them to take it in turns giving each other advice.

with advice about their partner’s country in a short feedback session.

ANSWERSExercise 11 disloyal 2 Insensitive 3 unkind 4 honest 5 impatient 6 tidy 7 easy-going 8 impolite 9 silly 10 unreliable 11 ambitious 12 unsociable 13 cheerful 14 Big-headed

Exercise 2Sample answersI’m quite modest. I don’t usually talk about myself.I’m usually patient. I don’t mind waiting.I think I’m easy-going. I don’t worry about things much.I’m a loyal person. I defend my friends and family.I’m usually quite polite. I don’t like being rude.I can be a bit untidy. My room is sometimes in a mess.I’m sometimes get tense. For example before an exam or an interview.My parents say I’m a bit unreliable. I often forget things.

ANSWERSExercise 11 should 2 shouldn’t 3 might 4 should 5 shouldn’t 6 might 7 should 8 might not 9 might 10 might 11 should

Exercise 2Sample answersYou should bow when you meet someone. You shouldn’t kiss him / her. They might be embarrassed.You should always wait your turn. You should say ‘please’ and ‘thank you’ a lot. If you don’t, the shop assistant might be annoyed.You should wear warm clothes but only in the winter. You shouldn’t carry an umbrella in the summer. People might think you are a bit strange.

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1 Aim: To practise writing about personality

2 Activity type: Questionnaire then guided writing

3 Time: 20 minutes

4 Instructions:

personality questionnaire and then write about their partner. Give students a copy of the worksheet. Read through the questions in the questionnaire. Explain that students need to write down full answers for some questions, e.g. in question 1, and just tick the boxes for other questions, e.g. question 3a. For weaker students, go through the questionnaire, brainstorming ideas for an imaginary person (see Answers below).

Circulate to help with ideas and vocabulary.exercise 2, get students to swap their completed

questionnaires with a partner. Explain that they are going to write about their partner’s personality.

The best thing about ’s personality is that he / she is because . Ask a student about their partner, e.g. What’s the best thing about Ahmed’s personality? Elicit the answer, e.g. He’s a kind person. Ask: In what ways is he kind? Elicit the answer, e.g. He always helps people. Complete the sentence on the board.

information from their partner’s questionnaire and crossing out the words that aren’t relevant, e.g. in He / She. Circulate to help with grammar and spelling.

worksheets. Read out some of the texts and ask the class to guess whose personality you are describing.

What kind of person are you?Photocopiable p.22047 Neither have I

Photocopiable p.221481 Aim: To practise comparing experiences

2 Activity type: Gapped conversations then pairwork

3 Time: 20 minutes

4 Instructions:

Everyday expressions in exercise 3a of Lesson 48 of the Student’s Book.

Ask: Where are Raul, Maria and Klaus? Elicit: Outside a travel agent’s. Ask: Who arrives in picture 2? Elicit: Helen. Ask: Who arrives in picture 3? Elicit: Tomas. Ask three students to take the parts and read out the first conversation as far as the example. Students read as far as number 2. Elicit: do I as the answer.

conversations. Circulate to help with any problems.

read out sections of the completed conversations. Drill the stress and intonation on the so / neither / nor expressions if necessary.

Ask: What does Maria want to do? Elicit: She wants to go climbing in Canada. Ask: What does Helen want to do? Elicit: She wants to go snorkelling in Barbados. Ask: Do Klaus and Raul want to stay in Europe? Elicit: Yes, they do. Ask: Where do they decide to go? Elicit: To Santorini, in Greece.

exercise 2, put students in new pairs. Ask a pair to

read out the examples. Drill the stress and intonation on the expressions in the answers if necessary. Students work together to make more conversations. Circulate to help with any problems.

the class.ANSWERSExercise 1 Sample answers1 I’m a kind person. I always help people.2 I can sometimes be a bit lazy. I don’t always do my homework.3 I don’t mind it.

4

I go in quietly and sensibly, and sit down. 5 playing tennis, swimming, shopping, meeting a friend for coffee

It shows that I’m quite sociable.

Exercise 2Sample answerThe best thing about Ahmed’s personality is that he / she is a kind person because he always helps people. The worst thing is that he / she is a bit lazy because he doesn’t always do his homework. He / She doesn’t mind meeting new people because he’s quite confident. she has an interview or an important talk with his / her teacher, he / she goes in quietly and sensibly and sits down. He / She likes playing tennis, swimming, shopping, and meeting a friend for coffee in his / her free time. This is because he is quite sociable.

ANSWERSExercise 11 would I 5 can I2 do I 6 do I3 did I 7 am I / are we4 have I 8 have I

Exercise 2Sample answers1 A I never play basketball. B Neither do I.2 A I really like curry. B Oh, I don’t.3 A I’ve been to Buenos Aires. B Oh, I haven’t.4 A I’m going to England in the summer. B So am I.5 A I’d like to be a writer. B So would I.6 A I went to the cinema last weekend. B Oh, I didn’t.