10 Speaking

GOING OUT
WHAT’S ON?
Student’s Book pages 88–89
Aim
to set the scene and introduce the theme with a
photo; to get students talking about artists and Communicative outcomes
performers and places to visit In this two-page spread, students will practise
inviting friends out to a film, an exhibition or a play;
1  Start by telling the class that in this unit they’re they practise saying where things are when giving
going to be learning how to talk about exhibitions, films directions.
and theatre, explain where places are, talk about nights
out, and describe events and plans. Vocabulary
• Ask students to look at the photo on pages 86­‑87. Ask:
Exhibitions, films and theatre
What can you see? Elicit a brief description of the photo,
and introduce any key words students might need. Aim
• Organise the class into pairs to discuss the questions. to introduce and practise words to describe
Go round the room and check students are doing the exhibitions, films and theatre
task and help with ideas and vocabulary if necessary.
• In feedback, ask different pairs to tell the class what 1  Ask students to discuss the groups of words in pairs.
they discussed. Encourage different opinions about the In feedback, elicit answers, and provide examples or use
art in the picture. check questions to check the meaning of any words
• Once you have given feedback on content, look at students aren’t sure of. Drill words for pronunciation.
good pieces of language that students used, or pieces
of language students didn’t quite use correctly during Answers
the activity. Show students better ways of saying what 1 films (a classic = old, well-known, great; can  
they were trying to say. You could write some useful new also apply to books or music or genres, a classic
phrases on the board with gaps and ask the whole class soul song)
to complete the sentences. 2 kinds of theatre productions / plays (A play is
usually at a theatre. A drama could apply to  
Culture notes TV programmes too.)
3 kinds of art (Installations are usually where the
The picture shows a mother and daughter contemplating artist designs and places objects in a space or
modern art in the Smithsonian American Art Museum, room, e.g. British artist Tracy Emin produced a
Washington, District of Columbia. famous installation of her unmade bed with
articles around it and placed it in a gallery. In a
2  Ask students to find a new partner, preferably sculpture, material is shaped in a 3-dimensional
somebody they don’t know well. Ask the new pairs to way. Landscapes are paintings or photos of the
talk about the different types of people and to think of countryside or places. Sometimes, people also  
examples. say cityscape or seascape.)
• In feedback, ask different students to report to the 4 aspects of a film (A soundtrack is the music or
class. Use the opportunity to correct errors and show songs in the background of the film, sometimes
students better ways of saying what they were trying   sold as a separate CD. The photography is how the
to say. film looks. The plot is the story.)
5 aspects of a theatre production (Lighting is not so
Optional extra activity  Ask students to choose one of often applied to films; costumes are what actors
the types of people and to brainstorm as many words as wear; staging describes the constructions on  
they can in one minute that could describe the person the stage.)
(e.g. a painter: a brush, an easel, paint a picture, oils,
colours, landscape, portrait, etc.).
Background pronunciation notes

Note the strong stress in the multi-syllable words:

documentary, historical, installation, special effects,
photography. Otherwise, the strong stress is on the first
syllable in the words in Exercise 1.

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Optional extra activity  Ask students to add an extra Listening

word to each column. Words they might add include: 
a horror, a romcom, an opera, a ballet, a still life, scene, set, Aim
screenplay, performance, props. to give students practice in listening for specific
information; the listening provides a model for the
2  Ask students to discuss their examples in pairs. In conversation practice at the end of the lesson
feedback, elicit possible answers, and, if necessary, provide
example answers (see possible answers below, though 5  45  Give students a moment to read through the
these all have a UK or US cultural bias). Students may situation and questions. You could briefly revise the
provide examples from their own culture, particularly in language in the vocabulary section above.
a class with a common cultural background. It is a good • Play the recording. Students listen and note answers.
idea to think of or research some examples your students After playing the recording, ask students to work in pairs
will know before the lesson. to compare answers.

Possible answers Answers

Classic American films include Gone with the Wind 1 a Brazilian horror film
and Citizen Kane; recent thrillers include The Others, 2 zombies (taking over Brasilia)
Memento, World War Z and Shutter Island (which 3 just after nine, or twelve at night
starred Leonardo di Caprio and was released in 4 The Capitol
2010); the Lion King and Mamma Mia are musicals;
Hamlet is a tragedy; Henry V is a historical play;
Constable’s Haywain is a famous landscape; 45
Leonardo’s Mona Lisa is a famous portrait; Rodin’s D = Dan, J = Jason
Thinker is a famous sculpture. D: Do you fancy going out later?
J: Yeah, maybe. What’s on?
D: Well, do you like horror films?
Teacher development: using the cultural J: Yeah, if I’m in the right mood. Why?
D: Well, there’s this Brazilian film on in town that
background of your class I’d quite like to see. It’s got English subtitles, so it
How you deal with the answers in Exercise 2 depends should be OK.
on the cultural background of your class. If you and J: Oh right. So what’s it about, then? What’s the plot?
your class share that background, simply brainstorm D: Well, apparently, it’s about zombies taking over
as many examples of exhibitions, films and theatre as Brasília.
you can. If you don’t share your students’ culture, use it J: That sounds fun.
as an opportunity to find out more from them, and get D: Yeah and the special effects are supposed to be
them to explain or describe examples they think of. If amazing as well.
your students don’t share each other’s culture, use this J: Cool. So when’s it on?
as an opportunity for them to talk about art from their D: There’s a showing at just after nine and then a late
culture, and to describe it to each other. This creates one at twelve.
an interesting information gap and makes learning J: OK. Well, I’m not sure I want to go to the late one.  
these new words more meaningful, personalised and I need to be up quite early tomorrow.
memorable. D: That’s OK. The ten past nine showing is good  
for me.
3  Start by asking the questions and eliciting possible J: Where’s it on?
answers from the class. Then ask students to match the D: The Capitol.
questions to the answers. Elicit the first match to get J: OK then. Great.
students started. Let students compare their answers in
pairs before discussing as a class.
Culture notes
Answers
1 d, j 3 c, i 5 b, h There really is a film about zombies taking over Brasília
2 e, k 4 a, f 6 g, l (the modernist capital of Brazil). It is called A Capital dos
Mortos (The Capital of the Dead) and was made by Tiago
4  Elicit other possible answers from the class. Belotti in 2008.

Optional extra activity  Ask students to practise some 6  46  Play the next part of the recording. Students
of the questions and answers they have matched, or to listen and note the answers to the questions. After
improvise their own conversations. Tell them to cover the playing the recording, ask students to work in pairs again
answers and take turns to ask the questions in Exercise 3 to compare answers.
in pairs. • In feedback, ask different pairs to provide answers.

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46 Developing conversations
D = Dan, J = Jason
Explaining where places are
D: So, do you know where the cinema is?
J: I think so. Isn’t The Capitol that one near the river? Aim
D: Nope. That’s the ABC. to introduce and practise explaining where things are
J: Oh right. Well in that case, no, I’m not sure. when giving directions
D: The Capitol’s in the centre – on Crown Street.
J: OK. I don’t know it, then. 7  Read through the information in the box as a class.
D: You know Oxford Road, yeah? Well, that’s the main • Organise the class into pairs to complete the sentences.
street which goes past the railway station. Elicit the first completed sentence as an example.
J: Yeah, yeah. • Once students have completed the exercise, move on
D: Well, if you have your back to the station, you to Exercise 8 to check. There is no need to give answers
turn right down Oxford Road. You walk about 200 before playing the recording.
metres and you go past a post office.
J: OK. Answers
D: And the next street after that is Crown Street.   1 halfway
The cinema’s along there, about halfway down   2 front
on the left. 3 next
J: Oh yeah. I think I know the place now. There’s a big 4 at
sweet shop right opposite, isn’t there? 5 off
D: That’s the one. 6 back
J: OK. So if the programme starts at ten past nine, 7 facing
what time do you want to meet? Shall I just meet 8 coming (Note that going is also perfectly
you on the steps outside at nine? possible here should students ask.)
D: Can we make it eight thirty? We want to be sure 9 towards (Again, you could come up the road.)
we get a ticket. 10 out
J: I doubt it’ll be that busy, but I suppose we could
get there a bit earlier. We can always get a coffee
before the film starts. Pronunciation
D: Exactly. Maybe whoever gets there first should
start queuing, OK? Aim
J: OK, but I don’t think we need to worry. I don’t to practise the pronunciation and intonation of
think that many people will want to see a Brazilian response expressions
zombie movie!
D: Hey, you never know! 8  47  Play the recording. Students listen and check
their answers. In feedback, ask when the speakers paused
as they were speaking
Answers
47
1 1 You know Columbus Avenue? Well, the
restaurant’s about halfway down there.
2 The bus stop’s right in front of the main entrance
to the station.
3 You know the post office? Well, St Ann’s Road is
the next turning down from there, on the other
side of the road.
4 You know the cinema? Well, there’s a car park at
the back.
5 You know the main square? Well, Hope Close is
one of the streets off there.
6 If you have your back to the station, you turn left.
7 If you’re facing the station, the shop will be on
your right.
8 If you’re coming down the road away from the
station, Church Street’s the second turning on
the left.
9 If you’re going up the road towards the station
and away from the river, Pemberton Road’s the
second on the right.
2 at 8.30, so they are sure to get tickets
10 When you come out of the building, you’ll see
the cinema right opposite.

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9  47  Play the recording again. Ask students to notice 13  Once students have prepared their invitations, mix
the pauses and repeat the sentences. the class so that students have a new partner. Give each
• Organise the class into pairs to practise saying the pair five minutes’ preparation time in which they must
sentences. Monitor and note how well students are practise their conversations using the guide.
pausing. • Select different pairs to come up to the front of the
class and act out their conversations. You could set gist
10  Set up this task by drawing a small map on the tasks on the board for the rest of the class, to encourage
board (showing Columbus Avenue) and reading out the them to listen carefully: What event do they go to? When
first sentence in Exercise 7. do they go? Listen for errors, new language or interesting
• Organise the class into new pairs. Tell student A to look conversations to use in feedback.
at the odd numbered sentences and student B to look at • In feedback at the end, look at good pieces of language
the even numbered sentences. Tell them to think of what that students used, or pieces of language students didn’t
sort of maps to draw. Students then take turns to draw quite use correctly during the activity. Show students
maps while practising saying the sentences. Monitor and better ways of saying what they were trying to say. You
note how well students are pausing. could write some useful new phrases on the board with
gaps and ask the whole class to complete the sentences.
11  Give students time to prepare descriptions involving
 18 Refer students to the video and activities on the DVD-ROM.
places they know. You could model this first by giving
directions to a place near the school. Monitor and help
students with ideas and vocabulary. Teacher development: using the video
• Organise the class into groups of four or five to take
turns to describe places. Monitor and note how well The video and activities on the DVD-ROM can be used in
students are using the new language and pausing. In various ways:
feedback, comment on and correct any errors you heard. 1 as an alternative to the conversation practice
2 instead of the listening activity in some units,
Optional extra activity  Ask students to copy the simple particularly with weaker groups. Students can first
map below. Ask them to choose four places (e.g. a post practise reading out the dialogues and work on some
office, a car park, a cinema, etc.) and draw them on the of the key phrases / structures in a controlled way
map. Students take turns to describe where they have before having a go themselves.
put places. Their partner must draw them on their map. 3 at the end of the unit as a revision exercise.

theatre Web research activity  Ask students to find out what’s

on at the weekend in their city and to write an email
inviting a friend to the event and describing exactly
when and where the event will take place.
bus stop

PEN STREET
store

café

Conversation practice
Aim
to practise language from the lesson in a free,
communicative, personalised speaking activity

12  This is an opportunity to bring together several

parts of the lesson and for students to practise
responding to news in a roleplay activity.
• Ask students to work in pairs to think of events
to invite people to first. You may wish to elicit a few
examples from the class to get them started, or to
suggest a few (you could bring in some leaflets of  
things going on in your town).
• Once students have some good ideas, ask them to work
together to add detail to their description of the event.

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BIG NIGHT OUT Answers

a Iran d Iran g Luanda
Student’s Book pages 90–91 h Iceland
b Iceland e Luanda
c South Korea f Uruguay
Communicative outcomes
In this two-page spread, students read and discuss 4  Ask students to work in pairs to discuss the
a text about typical nights out round the world; questions. Give them a minute to read the questions,
students use idioms to talk about times in their lives. decide on answers, or decide which they would most like
to discuss first.
Reading • Go round the room and monitor what the students are
saying. Use the feedback stage to comment on, correct or
Aim improve on language students used.
to read a text for specific information and for
personal response; to discuss going out Culture notes
1  Start by asking a few questions around the class: • Akureyri /ˈaːkʰʏrˌeiːrɪ/ is a port and fishing centre
How often do you go out? Where do you go? What do on the northern coast of Iceland, with a population of
you like doing? Elicit a few simple responses. Then put about 18,000. It has barely any sunshine from November
students in pairs to discuss the questions in Exercise 1. to February and is covered in snow. In June, it doesn’t
Go round the room and check students are doing the get dark.
task and help with ideas and vocabulary if necessary. • Tehran is the capital of the Islamic Republic of Iran in
• Once you have given feedback on content, look at Western Asia. It has a population of over 8 million.
good pieces of language that students used, or pieces • Luanda is the capital of Angola and is situated on the
of language students didn’t quite use correctly during Atlantic coast of Africa. It has a population of over  
the activity. Show students better ways of saying what 5 million.
they were trying to say. You could write some useful new • Busan is South Korea’s second largest city. It is on the
phrases on the board with gaps and ask the whole class south coast and has the country’s largest beach.
to complete the sentences. • Montevideo is the capital of Uruguay. It is on the
• You might want to break down this initial speaking country’s southern coast on the Rio de la Plata, and is
activity into two stages. Ask them to discuss their own home to a third of Uruguay’s population.
experiences of going out first, and feed back on that as a
class. Then ask them to look at the photos and speculate Grammar Quantifiers
about going out in those places.
Aim
2  Ask students to read the article and find answers to to check students’ understanding of how to use
the questions. Let them compare their answers in pairs. quantifiers
In feedback, elicit ideas, and ask students to say what
surprised them in the article, or what was different from 5  Read through the information in the box as a class.
their predictions from the photos. • Organise the class into pairs to find examples in the
• This is a general task to get students reading and text and match them to the meanings.
relating the text to their own experience. Don’t worry
if the discussion doesn’t ‘cover’ all aspects of the text. Answers
Listen to what students say to check if they have 1 no
misunderstood any of the situations in the text, and 2 little, few
address any misunderstandings in feedback. Exercise 3 3 a little, a few
will give more detailed exploration of the text and what 4 many, much
they have understood. 5 most
6 every
Optional extra activity  You could do this exercise as a
jigsaw activity. Organise the class into groups of four. 6  Ask students in the same pairs to discuss the pairs of
Each student reads about a different city for one minute. words. Monitor and note how well students understand
Students close their books and must describe the night the use of the different quantifiers. Tell students to
out they read about in their own words in as much detail concentrate on the words they weren’t sure about when
as they can. Students discuss the questions in Exercise 2 checking their answers using the Grammar reference on
on the basis of what they have heard from their group page 178. Have a brief class feedback and discussion and
partners. find out what students think. Deal with queries and ask
for further examples.
3  Ask students to read through the sentences carefully.
Then tell them to read the article and match the
statements to the places. Let students compare their
answers in pairs before discussing as a class.

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Answers 7  Ask students to work individually to decide which

1 We use a few with countable, plural nouns, and   sentences are true for where they live, and rewrite the
a little with uncountable nouns that have a other sentences. Then organise them into groups of
singular form (i.e. they have no s). four or five to discuss their opinions. Monitor and note
2 A few suggests ‘some’ (more or positive), whereas how well students use quantifiers. Collect errors that
few with no ‘a’ means almost none (less or you can use at the feedback stage. In feedback, find out
negative). what students think about the sentences. Then write up
3 We use much with uncountable nouns and many some of the errors you noticed on the board and elicit
with countable, plural nouns. corrections.
4 We use no before a noun. We use not before a
verb or with another quantifier (not much, not Teacher development: collecting and
many, not any).
correcting errors
When students are doing a personalised fluency activity
Students complete Exercise 1 in the Grammar
of the type in Exercise 7, it is sometimes too easy to
reference on page 178.
focus purely on the ‘fluency’, turning the activity into
an interesting chat regardless of errors made. However,
Answers to Exercise 1, Grammar reference while the main aim of the fluency stage after grammar
1 little (based on the sentence that follows, input is to get students using the language fluently, it is
although no is also grammatically correct) also important to notice and feed back on errors made
2 few with the target language. Here are three things to do to
3 any (much is also possible) make sure that you deal with errors while allowing the
4 some fluency to flow:
5 lot (followed by of so can’t be few) 1  Have a piece of paper to hand on which to write any
6 all / many errors you hear as you monitor students. This could
7 some be a blank sheet of A4 on a board, which you can
8 every carry around, an exercise book, or a piece of paper on
9 much your desk which you keep going back to every time
10 few (= not many) you hear an interesting error.
2  Have a clear aim in mind. Here, you are only really
listening for errors with quantifiers. You could write
Background language notes for teachers the quantifiers (all / every, much / many, etc.) on
the piece of paper you are using to note errors. This
It is difficult for students to recognise when to use few or creates headings under which you can note errors
little or much or many, etc. so be prepared to show them you hear.
example sentences in feedback to Exercise 6. Here are 3  Write four or five chunks or sentences on the
some examples: board with errors you noticed in them. Do this
1 a few / a little anonymously – don’t say which student made the
I’ve got a few friends / days off / old records. error. Ask students to work in pairs to correct the
I’ve got a little money / time / salt. errors and go over any rules if necessary.
2 a few / few  
Compare these sentences: For further practice, see Exercise 2 in the
I have a few friends at college, and we get on well. Grammar reference on page 178.
I have few friends at college and I feel quite lonely.
Note that a little (+) and little (-) work in the same way. Answers to Exercise 2, Grammar reference
3 much and many 1 few of us went
How much money do you have? How many miles have 2 were so many people
you walked? 3 be no food
I haven’t got much time, and I haven’t got many 4 is very little
things to say. 5 many of the
Note that we tend to use a lot of or lots of in an
affirmative sentence: I’ve got a lot of money and a lot
of friends.  
However, we use much and many with so and too
and at the start of sentences: Many people enjoy …;
There is so much violence.
4 no and not
No strangers should go there at night.
Not many people know this.

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Understanding vocabulary 9  Organise the class into pairs to think of situations

when they might use the idioms. Monitor and prompt
Idioms students with ideas and vocabulary.
• As students speak, go round and correct any idioms
Aim they misuse. Prompt them to use particular idioms that
to introduce idioms using parts of the body could fit their situation.
Note down any interesting pieces of language you hear.
8  Read through the information in the box as a class. • At the end, look at good pieces of language that
Elicit any idioms students already know which use a part students used, or pieces of language students didn't quite
of the body. use correctly during the activity. Show students better
• Ask students to complete the definitions individually. ways of saying what they were trying to say. You could
Elicit the answer to the first one to get students started. write some useful new phrases on the board with gaps
Let students compare their answers in pairs before and ask the whole class to complete the sentences.
discussing as a class.
Possible answers
Answers 2 A ticket to the theatre can cost an arm and a leg.
1 eye 5 eye 9 leg 3 Someone might give you a hand to get out of a
2 arm 6 eye 10 hand taxi. / If you fell over, someone might give you a
3 hand 7 back hand. / If you had a lot of housework to do, your
4 feet, feet 8 face housemate might give you a hand.
4 You could be on your feet all night dancing or
Optional extra activity 1  Give students three minutes because the place is crowded and there are  
to try to learn the idioms. You could use one of the no seats.
‘memorising words’ techniques below to help students 5 You might try and catch the waiter’s eye to pay
do this. When students are ready, organise them into in a restaurant.
pairs to take turns saying a definition and recalling an 6 If you really like someone, you can’t take your
idiom. Don’t be too strict here – students are likely to eyes off them.
forget some or part of the idiom, so it doesn’t matter 7 People might gossip about others behind their
if they keep looking them up so long as they try to back.
remember them. 8 If someone suggests going somewhere you don’t
like you might pull a face.
Optional extra activity 2  Act out the idioms in a literal 9 Perhaps a friend might pull your leg by saying
way (see Teacher development idea 3 below) and see if something that’s not true to make you look
students can recall them. Tell them to take turns acting round (e.g. there’s a famous person behind you).
out and guessing the idioms in pairs. 10 You might go to a party with too many people, or
where people start arguing and things get out  
Teacher development: memorising of hand.
techniques
Optional extra activity  Ask students to think of three
Remembering new words isn’t easy, and this is idioms from Exercise 8 that they might use to talk about
particularly true of idioms, which are long and may seem events in their life, e.g. My best friend took me out to a
nonsensical if translated into the L1 of your students. restaurant on my birthday last year. We had a really good
Here are some techniques students could use when meal, it cost an arm and a leg!
trying to memorise the words:
1 Ask students to pick out two key words from each Web research activity  Ask students to find out more
idiom and write them down (e.g. cost / leg, pull / leg, about a night out in a city they would like to visit.
turn / eye). Tell students to recall the whole idiom
from these prompts. Tell pairs to test each other by
firing word pairs at each other and seeing if they can
recall the whole idiom.
2 Ask students to write a personal prompt word for
each idiom. They could, for example, write the name
of a restaurant (for costs an arm and a leg) or the
name of a friend who’s always making jokes (for
pulling your leg). See if students can recall the idioms
from the prompt words.
3 Ask students to act out the idioms in a literal way.
For example, they could pull a face, pull their leg and
laugh, stare longingly (unable to take their eyes off),
click their fingers (trying to catch someone's eye).

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A CHANGE OF PLAN Possible answers

weird – normal / ordinary / conventional
Student’s Book pages 92–93
overrated – underrated (or just good!)
moving – funny
Communicative outcomes It was completely sold out. – There weren’t many
In this two-page spread, students will listen to people there. / It was (half) empty.
describing events and nights out, and will practise the headline band – the support band / the first
describing their own events and nights out; students band (on)
will use the future in the past to talk about changes boiling hot – freezing cold
of plan. amazing – dreadful / awful
great atmosphere – it was dead / dull; there was no / 
Speaking an awful atmosphere
wasn’t as great as – wasn’t as awful as / was better
Aim than
to lead in to the topic of the listening text; to talk absolutely packed – absolutely deserted / empty
about places students have been to in the evening in tears – laughing / in stitches
I felt a bit out of place – I felt (right) at home / very
1  Start by asking students to look at the photo. Ask: comfortable there
What sort of place is this? What do people do there? left halfway through – stayed till the end
Would you like to be there? Why or why not? Elicit ideas
from the class. 4  Organise the class into new groups of four or five.
• Ask students to work individually to prepare the task Tell them to work together to think of examples. Monitor
in Exercise 1. When they are ready, organise the class into and note students’ ideas and knowledge.
groups of four or five to ask each other questions. Set a • In feedback, ask different groups to share their ideas.
time limit of five or six minutes. Make sure students are using the new vocabulary
• Monitor and note students’ opinions, ideas and correctly, and comment on any interesting or useful
interest. language that students use.
• In feedback, ask different pairs to share any interesting
experiences that you heard them talk about. Look at Listening
good pieces of language that students used, or pieces
of language students didn’t quite use correctly during Aim
the activity. Show students better ways of saying what to give students practice in listening for specific
they were trying to say. You could write some useful new information; to practise listening intensively for
phrases on the board with gaps and ask the whole class chunks of language
to complete the sentences.
5  48  Give students time to read the situation and
Vocabulary Describing events questions carefully.
• Play the recording. Students listen and note their
Aim answers to the questions.
to introduce words and phrases used to describe • In feedback, elicit answers from the class, and ask
events students what they heard on the recording that helped
them work out the correct answers.
2  Ask students to work individually to match the
sentences with the comments. Do the first as a class to Answers
get them started. Let students compare their answers in Conversation 1
pairs before discussing as a class. 1 a film
2 No
Answers 3 Yes (they really enjoyed the film)
1 b 3 e 5 g 7 a 4 No (others said it wasn’t that good)
2 c 4 d 6 h 8 f Conversation 2
1 a club
2 Yes (they were going to go to a concert but they
3  Students work in pairs to think of opposites. Monitor were late and there was a queue for tickets)
and note students’ ideas and knowledge. 3 No (hated it, it was packed and hot, she hated the
• In feedback, ask different pairs to give you opposites, music)
and accept, reject and correct as you need to. There no 4 No (others say it’s really good and trendy)
direct opposites so it is important to guide students to Conversation 3
an approximate understanding of the words from the 1 a play
context, and from the knowledge of the class as a group. 2 Yes (was supposed to be having a quiet night in,
but a friend had a spare ticket for a play)
3 Yes (the play was brilliant and really moving)
4 Yes (great reviews)

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 10 GOING OUT

48 E: Yes, actually. It was called A Man for All Seasons.

1 F: Oh! I’ve been wanting to see that for ages! It’s had
A: So how was it? some great reviews in the papers. How was it?
B: Oh, it was brilliant – much better than I thought E: Brilliant! One of the best things I’ve seen in a long
it’d be. time.
A: Really? I’d heard it wasn’t that good. F: That’s what I’d heard.
B: Well, me too, but I actually really enjoyed it. E: Yeah. It’s so moving. Honestly, I was in tears at the
A: So, what’s so good about it? end. And the whole staging – the lighting, the
B: Oh, the story, the acting – everything. It’s just really costumes, everything – it’s just really well done.
funny and it’s quite exciting too. I don’t know. F: I’ll have to go.
Maybe it’s because I didn’t think it’d be anything E: Yeah, you should.
special.
A: I know what you mean. You see so many films 6  48  Give students time to read the sentences
these days where there’s so much advance and try to recall what the missing words might be. Play
publicity – especially from Hollywood. It’s all in the recording. Students listen and note answers. After
the papers and everyone’s saying, ‘You have to go playing the recording, ask students to work in pairs to
and see it.’ And then you go and you just end up compare answers.
thinking it was a bit overrated. It’s nice to go to • In feedback, elicit answers from the class, and drill the
something that actually meets your expectations. sentences or chunks, asking students to pay attention
2 to pronunciation features such as the weak stress and
C: Did you have a good night out? How was the linking between the words.
concert?
D: Oh, we didn’t go in the end. Answers
C: Really? What a shame. 1 a wasn’t that good
D: I know! Hans was going to pick me up at seven, b be anything special
but as it happened he had to finish some work c a bit overrated
at the office and by the time we got there, there 2 a in the end
was a massive queue for tickets. So we decided b supposed to be
we weren’t going to get in, and we went to a club c the wrong night
instead. 3 a quiet night in
C: Oh right. So what club did you go to? b a spare ticket
D: Radio City. c some great reviews
C: Well, that’s supposed to be really good. It’s quite
trendy, isn’t it?
D: That’s what they say, but I hated it! Background language notes
C: Really? What was so bad about it?
D: It was just awful – the people, the music, Check that students understand some of the more
everything. It’s one of the worst clubs I’ve ever difficult language in the conversations:
been to. sweating like crazy = sweating a lot
C: Really? The drinks were a rip-off = the drinks were more
D: OK, maybe I’m exaggerating a bit. I mean, it was expensive than they should be
OK to begin with, but then it got absolutely
packed, so you couldn’t really dance properly. And 7  Give students time to read the questions and think
it was boiling hot, so you were sweating like crazy. of how they would answer them. Then organise the
And then they changed the music later to this class into pairs or small groups of three or four and ask
heavy techno stuff, which I hate. And the drinks them to take turns to ask and answer the questions. Tell
were a rip-off. students to concentrate on the questions they find most
C: Oh dear. Maybe you just went on the wrong night. interesting.
3 • In feedback, ask students with interesting stories to
E: I’m so tired! I was out late last night. share them with the class.
F: Really? I thought you said you were going to have a • Use the opportunity in feedback to look at good pieces
quiet night in. of language that students used, or pieces of language
E: I know. I mean, I was going to stay in, but students didn’t quite use correctly during the activity.
Clara phoned and while we were chatting, she Show students better ways of saying what they were
mentioned she had a spare ticket for this play in trying to say. You could write some useful new phrases
town so I said I’d go with her. on the board with gaps and ask the whole class to
F: Oh right. So what did you go and see? Anything complete the sentences.
good?
Optional extra activity  Write the names of some well-
known recent films on the board and ask students to
discuss them and say whether they have seen them, and
whether they were better or worse than they expected
and why.

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Grammar The future in the past

I’m going to play football I was going to play football
Aim later today … later that day, but I didn’t.
to check students’ understanding of how to use the
future in the past to talk about plans, promises or Past X Now
predictions
I think it’ll rain later … I thought it’d rain later, but
8  Read through the information in the box as a class. it didn’t.
• Organise the class into pairs to read the example
sentences and discuss the questions. Past X Now
• Monitor and note how well students understand
the use and meaning of the forms. Tell students to
concentrate on the areas they weren’t sure about when 9  This checks that students understand the form and
checking their answers using the Grammar reference meaning of these two tenses. Encourage students to
on page 178. Have a brief class feedback and discussion write contractions (I’d, we’d, etc.) when completing the
session and find out what students think. Deal with sentences. Elicit the answer to the first in open class to
queries and ask for further examples. get students started. Let them check their answers in
pairs before going through the answers as a class.
Answers • In feedback, make sure students give you the reason
1 No. In a), Hans had to finish some work. In b), a why they chose to use would or was / were going to. Note
friend phoned and had a spare ticket for a concert. that students might think of different ways of saying the
2 was going to + verb sentences. Some possibilities are given in the answer key.
3 c I don’t think it will be very good. The most obvious choice for all the sentences uses going
d It won’t be anything special. to, but would is also possible in all cases if the sentences
e I’ll go with you use reported thought or speech.
4 would
5 past simple Possible answers
1 They were going to have a barbecue, but it started
Students complete Exercise 1 in the Grammar pouring with rain so they had to cook indoors
reference on page 179. instead. (OR They thought they'd have a barbecue,
but … )
Answers to Exercise 1, Grammar reference 2 We were going to go to the beach for the day,
1 1 to but we missed the train so we ended up going to
2 would the park instead. (OR We thought we'd go to the
3 was beach for the day, but … )
2 1 were 3 She was going to give me a lift but the car didn’t /
2 would wouldn’t start so I got a taxi instead. (OR She said
3 1 were she would give me a lift, but … )
2 would 4 I was going to walk here, but it started pouring
3 stay with rain so I had to drive. (OR I thought I'd walk
here, but … )
Optional extra activity  If you don’t have access to an 5 I was going to stay in and study, but a friend
IWB, you might want to write example sentences from called me and I went out and met him (or went
Exercise 8 on the board. Use the examples to highlight out to meet him). (OR I said I'd stay in and study,
form and use on the board. but … )

Background language notes for teachers: 10  Ask students to work in pairs. Tell them to take
turns thinking of endings. Encourage students to try out
future in the past
lots of different ideas – practice makes perfect.
The future in the past involves the use of would or was /
were going to to refer to the future from the perspective Possible answers
of some point in the past. Effectively, the use is the 1 we decided not to in the end. / we decided to go
same as a regular future form (e.g. going to + infinitive to a hotel instead.
(without to) to express an intention or plan, or will + 2 I went out. / I met up with some friends.
infinitive (without to) to express a future prediction 3 she sent an email instead. / she forgot.
based on an opinion). The big difference is that it goes 4 I repaired the old one. / I decided it was too
one tense back to show that it was a plan, promise or expensive.
prediction in the past which failed to happen. Notice the 5 we managed to stay on the road. / we missed the
examples on the timelines below: other car by centimetres.

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 10 GOING OUT

11  Ask students to look at the questions. Give students VIDEO 5: ONE WOMAN’S CHOICE
three or four minutes to prepare their own ideas. You
could elicit one or two ideas for the first situation to get
Student’s Book page 94
students started. Aim
• As students prepare, monitor by going round the room to consider some of the issues affecting an educated
and checking students are doing the task, and helping if woman living in rural Tanzania; to improve students'
necessary. ability to follow and understand fast speech in a
• Organise the class into new groups of four or five to video extract; to practise fast speech using strong
discuss. Monitor and note how your students manipulate stresses and pausing
and vary the future in the past forms. Note some good
and some incorrect uses which you can write on the 1  Lead in to the topic by asking students to look at the
board for students to discuss in feedback. photo and asking what they can see. Organise the class
into pairs or small groups to discuss the questions. In a
Optional extra activity  Ask students to think of three brief feedback session, elicit students’ ideas and write up
plans, promises or predictions that they had this morning interesting ideas or pieces of language on the board.
when they got up, but which have failed to happen. Tell
them to share their ideas with two other people and find Possible answers
out which plans, promises or predictions they shared. 1 in a hot, undeveloped area in Africa
2 Problems might include lack of water; lack of
For further practice, see Exercise 2 in the infrastructure; very hot, dry weather; being
Grammar reference on page 179. far from medical help; perhaps drought and
starvation; danger from wild animals.
Answers to Exercise 2, Grammar reference 3 to get jobs, to escape poverty, to get an education
1 not going to go out 4 to live with nature, to do scientific research, to
2 than I thought it would help the local people
3 it would rain / was going to rain
4 said he would help
5 they wouldn't raise taxes Culture notes
6 I would definitely be
The picture shows the landscape that features in the
video – the South Maasai steppe in the Arusha Region
of Tanzania. The mountain in the background is the
Ol Doinyo Lengai, an active volcano and a holy Maasai
mountain.

2  19  Give students time to read through the

sentences first. Play the first part of the video (up to
2.34). As students watch the video, they should write T or
F next to each sentence. Let them compare their notes in
pairs before discussing as a class.

Answers
1 T 4 T 7 F
2 F 5 F 8 T
3 F 6 T

3  Organise the class into pairs to discuss the questions.

4  19  Give students time to read through the

questions first. As they do, tell them to predict any
answers.
• Play the second part of the video, from 2.35 to 4.26.
Ask students to watch the video, and note their answers.
Let them compare their notes in pairs before discussing
as a class.

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Answers Flora’s family knew that she was leaving the

1 It's a big city and the centre of the safari business. comforts of the city for a world without electricity
2 students’ answers or almost any modern conveniences. A world where
3 11 years ago it takes a forty-minute walk just to get water. Unlike
4 good (they had no rows or arguments) some Dorobo people, Flora and Loshero raise cattle
5 go back to the village (her children and husband and grow crops to feed their family. The Dorobo are
are there) one of the few hunter-gatherer societies left in East
6 students’ answers Africa. The Dorobo lifestyle means that Loshero often
spends long periods away from home while hunting.
5  19  Give students time to read the task first. Flora is often left to care for their three children,
Play the end of the video (from 4.27 to 5.20) and ask their farm and their home by herself. She gave up
students to watch and note what Flora decides and why. everything for Loshero and now she hardly sees him.
Let them compare their notes in pairs before discussing Flora sometimes dreams of returning to the city.
as a class. Flora: Sometimes I pack my stuff, ready to go back to
Arusha. But I have children so I can’t go home.
Answers Narrator: Many years have gone by since Flora
She decides to go back, she likes the land, and after moved to the village. There’s no telephone or postal
visiting the city again she realises that she likes her delivery, so she hasn’t been able to communicate
life back in the village. with her family since she came. It’s difficult to stop
thinking about the past. Sometimes she thinks
6  This exercise offers students the chance to relate the about the way her life could have been. She also
topic of the video to their own experiences, ideas and thinks about what she would have done in the city.
opinions. But what can she do now? She can take her children
• Give students time to read the questions then put to live in the city and leave Loshero in the village,
them in groups of four or five and give them seven or or she can forget about her old life. Her husband
eight minutes to discuss them. knows nothing about the difficult choice that his
• Monitor and listen to each group. Help with wife must make.
pronunciation and ideas if necessary. Part 2
• When most students have finished, stop the class Flora feels restless and decides to visit her
and give some feedback, either by rephrasing some of hometown of Arusha. She begins her four-day walk
the things students tried to say for the whole class or early the next morning, but doesn’t dare to look
by asking students to correct or fill in gaps in sentences back at her children. It’s painful for her to leave
you’ve written on the board, based on what you heard them, but her neighbours will take care of them
students saying. while she figures out their future.
Arusha is the centre of Tanzania’s tourist and safari
Understanding fast speech business. This is where Flora was born, attended
school, had her first job, and met her first boyfriend.
7  20  Tell students to work on their own for a few Since she’s been away for so long, the busy streets
minutes to practise saying the extract. Then play the are unfamiliar to Flora; they’re so different from
video extract. Students listen and compare what   Kijungu. As she walks towards her childhood home,
they said. Flora isn’t certain if her mother still lives in the same
house, or even if she’s still alive. As she nears the
8  Encourage students to practise saying the extract house where she once lived, a few of the neighbours
several times. stop and stare. It’s an emotional reunion.
Flora’s mother: It’s about eleven years since we saw
19 each other. We didn’t fight, we didn’t have any rows.
Narrator: Flora Salonik grew up in one of Tanzania’s She just left home. I am very happy to see her again.
busiest cities, Arusha. She has a university education I don’t want her to go back too soon, but if there
and speaks four languages. These days, she depends is no choice she will have to go. Because she has
on the earth for her livelihood. Flora’s life changed children and her husband is waiting for her there.
because she fell in love with a man from the Dorobo Narrator: Flora tries to relate to the person that she
people. used to be. As she sits in the school that she went to
Flora: About ten years ago, I met this man. We fell as a girl she wonders: should she bring her children
in love and got married. We met in Tana, got talking to Arusha, or return to her life in Kijungu? Whatever
and started dating. she decides, something will be lost.
Narrator: After they were married, her husband, Narrator: Finally Flora makes her decision – she goes
Loshero, brought Flora to the tiny village of Kijungu back to Kijungu.
on Tanzania’s south Maasai Steppe. A four-day
journey on foot from Arusha, it’s one of the most
remote places in Tanzania.

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Flora: I really wanted to come back to Kijungu. I feel REVIEW 5

Dorobo. My sisters didn’t understand how I can live
here. There’s no transport, no hospitals, but I am
Student’s Book page 95
happy here, because of the land. I want to live here
because this is my life. People say it is a hard place Aim
to live, but my home is here. to consolidate vocabulary and grammar from Units 9
Narrator: Choosing between a new family and the and 10
old is never easy, but it seems that this woman has
made her choice at last. 1
1 has 7 more
2 in / over 8 used
3 fewer 9 been
4 were 10 last / past
5 less 11 No
6 hardly 12 every
2
1 increased 6 were
2 little 7 good
3 All the 8 has
4 would 9 little
5 as 10 was
3
1 worse in the past
2 used to be more
3 think it would be
4 much hope of
5 Most of the time
6 has risen / has gone up / has increased
dramatically since
5
1 f  2  h  3  a  4  b  5  c  6  g  7  d  8  e
6
houses: cramped, an attic, compact, a patio
the arts: a classic, landscape, a plot, staging
areas: lively, well connected, rough, dead
7
1 comedian 5 photography
2 exhibition, installations 6 spacious
3 historical 7 central
4 lighting 8 immigration
8
1 place 7 affordable
2 off 8 arm
3 down 9 built
4 convenient 10 bright
5 litter 11 garage
6 grafitti 12 garden

49 and answers to Exercise 4

1 I said I’d do it and I will.
2 I said I wouldn’t, but in the end I did.
3 The divorce rate has risen dramatically over
recent years.
4 There’s been a steady fall in unemployment.
5 Much was said, but little was done.
6 There’s not as much crime as there was in
the past.

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