8 Here and there

Words for unit 8 where is everyone?

Student’s book pages 70–71
Aim
to introduce a set of key, useful vocabulary using photos Communicative outcomes
In this two-page spread, students will practise
1  Ask students to look at the words and photos. It is a sending a message to someone, and saying what
good idea to hold up the Student’s Book, point to the first people are doing at the moment.
photo and read out the words. Students should be able
to guess the words from the visual context but you may Vocabulary Collocations
need to check the meaning of some items.
Aim
2  128  Play the recording. Ask students to listen to introduce and practise common collocations
and repeat the words. If students have any problems
saying any of the words, model the words yourself, and 1  Read through the information in the box with
encourage students to try again. your class. In a monolingual class, ask students what
verbs usually go with bus, photo and break in their L1,
128 and whether their language works in the same way as
1 carpets English in these cases.
2 it’s not working • Ask students to match the verbs in the box with the
3 draw a picture words and phrases in 1–7. Point out that the same word
4 wear glasses is used in all of the spaces in each numbered section. Let
5 law students compare answers in pairs. In feedback, check
6 they look similar any unknown words (e.g. a list = things you write in
7 look in the fridge order, such as a shopping list; client = business customer
8 leave my keys in the park – a person you do a job for).
9 chairs
10 lost Answers
11 leave the dishes in the sink 1 take
12 I can’t remember 2 work
13 an old factory 3 study
14 work hard 4 travel
5 make
6 meet
Background language and 7 get

pronunciation notes
look similar = not exactly the same Background language notes
dishes = here, a general word for plates, bowls, etc. that
need washing • In these examples, there are verb + noun collocations
lost (adjective) = you can’t find it (take an exam, meet a client), verb + adverb collocations
• Note the challenging vowel sounds in law and draw (work hard) and verb + prepositional phrase collocations
/ɔː/, and wear and chair /eə/, and the tricky (work at home).
pronunciation of fridge /frɪdʒ/. • Notice how some collocations are very strong. We
always use the preposition for after study, for example,
3  Mix the pairs so that students are working with and take an exam and work hard are commonly-used
someone new. Ask students to take turns to test each collocations that are best learnt as fixed phrases.
other. The best way to instruct this task is to act it out
with a reliable student. Go round the room and check Teacher development: the importance
students are doing the task correctly and help if necessary.
• Use the feedback stage to correct any errors students
of collocation
made, or to point out the pronunciation of any words • Many learners expect that because they collocate
students found hard to say. something a particular way in L1, it will translate directly
• End this stage by asking your students to say if they (and correctly) into English. So, students may say the
know any other words in English related to the photos following (depending on their L1 – shown in brackets):
(cash machine, wall, water, etc.). Students may well know write your homework (Czech), do a holiday (German),
or guess quite a lot of words. There is no need to check or take a coffee (Italian), go by car (Turkish). The only way
teach these words, but you could select five or six of the of avoiding such errors is to teach and learn words with
more useful words they say to write up on the board.

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8 Here and there

the words they go with as ‘chunks’ of language. Here are Possible answers
some suggestions: I’m working hard at the moment.
1 Make sure students notice, copy and learn I often travel a lot for work.
collocations in texts they read. I met a friend for coffee yesterday.
2 Use tables and matching activities to get students to My sister got a new job last year.
notice and record which words go together.
3 With common verbs like get and take, ask students 5  Organise the class into groups of four or five to
to draw spidergrams with the verb at the centre, share sentences. In feedback, ask a few students to say
showing the range of words the verb can go with. what they found out about their classmates.
You could tell them to put an asterisk next to words • At the end, write up any incorrect sentences you heard
that do not collocate with the equivalent verb in on the board and ask students to correct them in pairs.
their L1.
4 Play collocation games. See the example in the Optional extra activity  Play collocations tennis. Organise
Optional extra activity after Exercise 5 below. the class into pairs. Student A ‘serves’ a verb (e.g. take).
Student B ‘returns’ with a collocation (e.g. take an exam).
2  129  Play the recording. Ask students to listen Student A returns with another collocation with the
and tick the collocations they hear. Let students compare same verb (e.g. take my mum to the airport). Then B
answers in pairs before checking as a class. returns (e.g. take a shower). Students continue until they
cannot think of another return. They lose the point. It’s
Answers 15–0. Student A serves a new verb. Students play, using
Students should tick the following collocations for the tennis scoring system, until one student wins a set.
each of the seven sentences in Exercise 1:
1 take a friend to the airport Listening
2 work at home
3 study for an exam Aim
4 travel a long way to listen for general understanding and to
5 make a lot of money contextualise the use of the present continuous
6 meet a client
7 get something to eat 6  130  Ask students to describe what they can see
in the three pictures (see Possible answers below). Play
the recording. Students listen and match conversations
129 1–3 with pictures a–c. Let students compare answers in
1 I’m going to take some friends to the airport. pairs before checking as a class.
2 I’m working at home this week.
3 I’m studying for an exam at the moment. Possible answers
4 They travelled a long way. Picture a: There is a girl. She is sitting and writing.
5 She makes a lot of money. I think she is studying for an exam.
6 I met a client yesterday. Picture b: A man is at the airport. There is a plane.
7 I need to get something to eat. He is waiting.
Picture c: There is a child on a sofa. He is ill.
3  Organise the class into pairs to think of collocations His mother is using a computer.
using the verbs get, make, meet, study, take, travel and
work. Elicit two or three examples to get students Answers
started. In feedback, ask students to write ideas on the 1 c  2 a  3 b
board. One idea is to write each verb on the board and to
ask students to add words connected by a line to make
spidergrams. 130
1
Possible answers A: Where is everyone? We said three o’clock.
1 take a bus/train B: They’re coming. Look here’s Lizzie.
2 work in an office/school/hospital C: Hi.
3 study English/History/Maths A: Hi Lizzie. We’re waiting for everyone.
4 travel abroad / to the USA / fast C: Yeah. they’re coming. Jaime’s getting coffee for
5 make dinner/lunch/tea everyone and Ulla is talking to someone on
6 meet new classmates / your family / to go shopping the phone.
7 get lunch / a drink / some shopping A: OK. Here’s Jaime. No coffee?
D: The machine’s not working!
4  Ask students to prepare sentences. Elicit one or B: Oh.
two examples to get students started or provide some A: And Katya? Is she coming?
sentences about you and your family as examples. B: No, she’s working at home.
Monitor and help students with ideas and vocabulary. A: Oh.
B: Her son’s not feeling well today.

100 OUTCOMES
 8 Here and there

A: Oh, OK. 2
B: I’m going to phone her later and tell her about a Emma’s studying French and Spanish.
the meeting. b ✓
A: Great. thanks. Well say hi. And sorry her son’s not
feeling well. 3
B: OK. a He’s travelling to Dubai.
D: Hi everyone. b ✓
A: Hi Ulla.
E: Sorry I’m a bit late. I needed to talk to a client. Optional extra activity  Ask students to practise reading
A: That’s OK. We can start now. the conversations in pairs.
E: And Katya?
C: She’s working at home. Her son’s not well. Grammar Present continuous: all forms
E: Oh, OK.
Aim
2 to check students’ understanding of how to use the
F: How’s your sister? Is she OK? present continuous
G: Emma? She’s fine. She’s at university now in Leeds.
F: Oh, really? What’s she studying? 9  Read through the examples in the box as a class.
G: French and Spanish. Point out how we use is in the third person form.
F: OK. That’s good. • Ask students to complete the conversations in
G: Yes. She’s studying hard for her exams at Exercise 9 with the correct form of the verbs in brackets.
the moment. Let students compare answers in pairs before checking
F: Oh, really? as a class.
G: Yeah. I’m going to visit her this weekend.
F: Oh, say hello. Answers
1 Is … working … ; ’s meeting
3 2 it’s not raining
H: And then she said … Sorry. Can I answer this? 3 is … doing; ’s teaching
I Yes. Sure. 4 Are … going; ’m staying
H: Thanks. Hello? Oh, hiya. How are you? … 5 ’s not coming; ’s not feeling
OK. Bye. Thanks for calling. Have a good flight. 6 is … taking
Right … sorry.
I: Who was that?
H: My dad. He’s travelling to Dubai today. Background language notes
I: Really? What’s he doing there?
H: Work. He’s going there for two weeks. Check the form with students. The subject and auxiliary
I: What does he do? verb invert when forming questions. So Tom’s coming
H: He’s a designer. becomes Is Tom coming?
I: That’s good. Does he travel a lot? Note that isn’t is an alternative to ’s not. So it is possible
H: Yes, he does. He went to Spain last month – and to say It isn’t raining as well as It’s not raining.
he’s going to China in the summer. We use the present continuous with active verbs to
describe something happening now, around now or
7  130  Give students a moment to read the these days. It is a temporary activity. So, Nick’s working at
different options for each conversation. Play the home today is happening now, while My sister’s teaching
recording again. Students listen and tick the sentences in Greece is happening these days and is temporary.
that are true. Let students compare answers in pairs and
correct the answers that are not true. Note that students 10  131  Play the recording. Ask students to listen to
will check their answers in Exercise 8 the sentences.

8  130  Play the recording again. This time let 131

students read Audio script 130 on page 157 of the 1 What’s she studying?
Student’s Book as they listen. Let students compare 2 What are you doing here?
answers in pairs. In feedback, you could show the 3 I’m meeting a customer.
answers on the board. 4 They’re studying hard at the moment.
5 He’s not working today.
Answers to Exercise 7 6 She’s not feeling well.
1
a ✓ 11  Ask students to work in pairs to practise saying
b Ulla is talking to a client. the sentences in Exercise 10.
c Katya’s not coming to the meeting.
d Her son is not feeling well.

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Background pronunciation notes 14  Organise the class into pairs to practise
conversations. Encourage students to use the
Note that the strong stress is on the main verb. He’s and conversation in Exercise 12 as a basis, but to change
she’s are reduced to short, unstressed sounds. information (e.g. change names or change He’s taking his
son to the airport to something else). You could model
For further practice, see Exercises 1–3 in the the activity first with a reliable student.
Grammar reference on page 129. • As students speak, listen carefully and note errors of
form or pronunciation to focus on in feedback.
Answers to Exercise 1, Grammar reference
1 isn’t Optional extra activity  Ask students to change pairs or
2 Is it act out sentences in a mingle. This varies interaction and
3 is teaching extends the activity.
4 is taking
5 Sue’s not Developing Conversations
6 is he doing Sending messages
7 He’s not working
8 is she driving
Answers to Exercise 2, Grammar reference Aim
1 a rains to introduce and practise ways of sending messages
b is/’s raining to other people
2 a is/’s working
b works 15  Read through the information in the box with your
3 a is/’s doing class. Then ask students to read the sentences in Exercise
b does 15 and choose the best message (from the phrases in
4 a meet bold in the information box) to send.
b am/’m meeting
5 a travels Answers
b are/’re travelling 1 Say thank you.
6 a is/’s staying 2 Say I’m sorry.
b stays 3 Say hello/hi.
Answers to Exercise 3, Grammar reference 4 Say thank you.
1 Yes, it is. 5 Say hello/hi.
2 No, he’s not. 6 Say I’m sorry.
3 Yes, she is.
4 Yes, he is. 16  Organise the class into pairs. Ask students to
5 No, she’s not (she is not / she isn’t). practise conversations.
6 Yes, it is. • As students speak, monitor closely. At the end,
7 No, I’m not (am not). in feedback, point out any errors of form, use or
8 Yes, it is. pronunciation that you noticed.
9 Yes, I am.
10 No, it’s not (it is not / it isn’t). Optional extra activity  Ask fast finishers to improvise
more conversations using their own ideas for situations.

12  Organise the class into pairs. Ask students to Conversation Practice
decide who is A, and who is B. Students practise the
conversation. Aim
to practise language from the lesson in a free,
13  132  Play the recording. Ask students to listen to communicative, personalised speaking activity
the conversation and look at the conversation in Exercise 12.
They must listen and say which words are different. 17  Ask students to prepare by writing five names
on a piece of paper. You could model this by writing five
Answers names of people you know on the board.
Kim (not Ken)
She’s not coming today. She’s meeting a friend. 18  Ask students to work in small groups to have
conversations in which they ask about the names on
each other’s pieces of paper. Encourage students to be
132 creative and to think of their own natural questions to ask.
A: OK. Are we ready? To model the activity, get the class to ask you questions
B: Yes. Sure. about the names you have written on the board.
A: Wait a minute. Where’s Kim? • As students speak, monitor closely. Listen for errors,
B: Oh, she’s not coming today. She’s meeting a friend. new language or interesting conversations to focus on in
A: Ah, OK. feedback.

102 OUTCOMES
 8 Here and there

• In feedback at the end, comment on good pieces of i can’t find my keys

language that students used, and/or pieces of language
students didn’t quite use correctly during the activity. Student’s Book pages 72–73
Model improved ways of saying what they were trying
to express. Communicative outcomes
• Note that the recording in Audio script 133 is an In this two-page spread, students talk about things in
example dialogue designed to give further listening a house and say where things are; it practises the use
practice. It also gives a model of what students might say of maybe and personal pronouns.
in this practice speaking task.
Review and Speaking
 133  Students listen to another example.

Aim
133 to revise language from the previous lesson
A: How’s your brother Martin?
B: He’s fine. Thank you. 1  Organise the class into pairs to choose and do two
A: What’s he doing at the moment? of the three activities. Set a five-minute time limit and
B: Well, he’s a doctor now. He started last year. He’s monitor unobtrusively, gauging how well students have
working hard. learnt language from the previous lesson.
A: Really? Where did he study?
B: In Bucharest. Possible answers
A: And where’s he working? Three more words that go with the verbs on page 70:
B: In a hospital in Madrid. take a taxi / a bus / a train
A: OK. Well, say hello. work in an office / at home /at school
study English / History / at school
travel on a bus / abroad / to the USA
make friends / dinner / tea
meet for a coffee / friends / classmates
get lunch / new car / ready

Vocabulary In the house

Aim
to introduce and practise words for types of furniture
in a house

2  It is a good idea to start the lesson by finding out

what students know and brainstorming words using
flashcards (see Teacher development on the next page).
• Ask students to look at the photos on the page. Say
the names of the rooms and ask students to repeat. Then
ask students to say what they can see in the rooms. You
could do this open class or ask students to work in pairs
first. In feedback, point to the furniture in the room and
ask students to say the words in the box.

Answers
Kitchen: fridge, chair, table, shelf, cupboard (but no
sink visible)
Bathroom: sink, cupboard, shelf (but no shower visible)
Bedroom: bed, carpet, shelf, cupboard
Living room: cupboard, table, carpet, sofa

Background language notes

Culturally, your students may be unsure of some of these

words. The word cupboard, for example, is not usually
used for clothes (cf wardrobe, chest of drawers). In Britain,
a carpet usually covers the whole floor space of a room
(a rug is used when it covers only part of the floor space).
The sink in a bathroom is often called a washbasin.

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8 Here and there

Teacher development: brainstorming from Optional extra activity  Elicit and write on the board
some follow-up questions that students can ask: Are the
pictures or flashcards rooms in the photos different to rooms in your house?
It is a good idea to start a lesson on vocabulary by finding How? What different things are in some of the rooms in
out what students know and brainstorming words using your house?
flashcards or pictures on a screen. Find four pictures of each
type of room. Show the first and elicit the word for the room. 7  135  Tell students they are going to listen to four
Drill for pronunciation. Ask students to say what they can different conversations about objects and rooms in the
see in each room and drill for pronunciation. At the end, house. Ask students to look at the table. Then play the
ask students to write down all the words they can see in recording. Tell students to listen carefully and write in
the pictures. answers at the end of each conversation. Let students
compare answers in pairs before checking as a class.
3  134  Play the recording. Students listen and
repeat the names of the rooms and furniture. Answers

134 I can’t find... Which room? Where in room?

a kitchen
a bathroom 1 my glasses bathroom sink
a bedroom
a living room 2 passport bedroom carpet
a bed
a carpet 3 keys living room sofa
a chair
a cupboard 4 phone kitchen table
a fridge
a shelf
a shower
a sink 135
a sofa 1
a table A: Are you OK?
B: No. I can’t find my glasses.
A: Oh, I saw them in the bathroom. Next to
Background pronunciation notes the sink.
B: Ah, great. Thank you.
Note the strong stress shown in bold on the words in the
box. Note the difficult sounds in chair /tʃeə/ and fridge 2
/frɪdʒ/, and the silent ‘p’ in cupboard /ˈkʌbəd/. C: What are you looking for?
D: My passport. I can’t find it and I’m going to the
4  Ask students to work in pairs to add other items airport this afternoon.
of furniture vocabulary for each room. They could be C: Maybe it’s on the shelf in the living room. I saw
items which they can see in the photos, or items which it there.
are commonly found in those rooms. Elicit one or two D: I took it from there. It was here!
ideas to get students started. In feedback, you could ask C: Oh, look. It’s there. On the carpet. Next to
students to go to the board and write up new words. the bed.

Possible answers 3
Kitchen: cooker, washing machine, dishwasher, freezer E: I can’t find my keys.
Bathroom: bath, mirror, toilet, bidet F: Where did you last have them?
Bedroom: wardrobe, chest of drawers, mirror E: Here in the living room.
Living room: armchair, TV, coffee table, lamp F: OK. Oh, look. There they are. On the sofa.

5  Organise the class into new pairs. Let students 4

improvise their own conversations about what they can G: Can you wait one minute? I don’t have
see in the photos. Use this as an opportunity for fluency my phone.
practice, and for students to practise using the new room H: OK.
and furniture vocabulary in context. G: Maybe I left it in the kitchen.
H: Did you find it?
6  Change pairs to vary the interaction. Alternatively, G: Yes, it was on the table.
organise the class into small groups. Ask students to take
turns to ask and answer the questions.
• As students speak, monitor and offer support with
vocabulary and ideas.

104 OUTCOMES
 8 Here and there

8  135  Ask students to read the sentences from Developing Conversations

the conversations in Exercise 7 and remember or
guess which prepositions are missing. Then play the
Maybe
recording. Ask students to listen and check or write the Aim
prepositions. Let students compare answers in pairs to introduce and practise maybe to say we’re not sure
before checking as a class.
10  Read through the information in the box with
Answers your class. Then ask students to read the questions in
1 in; next to Exercise 10 and think of ways of changing them to ask
2 on; in about other things. Elicit some alternative questions
3 On; next to in feedback.
4 On
5 in Possible questions
6 on 1 Where did you last use your computer/passport/
bag?
2 When did you last see your cousin / grandparents /
Background language notes best friend?
3 How far is your home / your gym / the bank
Use simple diagrams on the board to check the meaning from here?
of in, on and next to. 4 How long does it normally take to get to work /
have a bath / do your homework?
5 Where’s your wife / your husband /
the teacher today?
in        on        next to  6 How often do you play tennis / go shopping /
eat meat?
9  Ask students to work in pairs to say the present
form of the verbs in red in Exercise 8. Then they discuss
where they usually put the different objects when they Background language note
are not using them. In feedback, ask different students to
say where their partner puts things. Maybe is a sentence adverb. It goes at the start of
the sentence and turns a statement into one that is
Answers uncertain. In British English, perhaps is used in the
saw – see; left – leave; was – is (be) same way.

Possible answers 11  Organise the class into pairs. Ask students
bag, coat, shoes, = in a cupboard next to the door to practise conversations using the questions from
keys = on a shelf in the kitchen Exercise 10. Make sure they use Maybe in their responses.
money and cards = in my bag • As students speak, monitor closely. At the end,
passport = in a cupboard in the living room in feedback, point out any errors of form, use or
phone = on a table in my bedroom pronunciation that you noticed.

Optional extra activity  Ask fast finishers to improvise

Optional extra activity  Draw a simple diagram of a more conversations using their own ideas for situations.
bedroom on the board, e.g. draw a large rectangle to
represent the room and then draw a simple bed, bedside Listening
table, chair, low cupboard, leaving space for other things
to be drawn. Ask students to copy the diagram. Then ask Aim
them to add four objects of their choice to the room. to listen for general and specific understanding
Students take turns to ask and say where the objects are
in their bedrooms. 12  136  Ask students to read the three sentences
and check any unknown words. Ask: What is the
conversation about? Elicit ideas.
• Play the recording. Students listen and choose the
correct words or phrases. Let students compare answers
in pairs before checking as a class.

Answers
1 glasses
2 in a restaurant
3 phone

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8 Here and there

136 Answers
E = Ella; L = Lucian 1 Yes. They were on the floor.
E: Are you OK? 2 He doesn’t have his car keys.
L: No. I can’t find my glasses.
E: Oh no! When did you last have them?
L: I’m not sure. I can’t remember. 138
E: Well, did you have them this morning? Part 2
L: No. I don’t think so. W: Hello?
E: What did you do last night? Did you go out? L: Hi. Did you find them?
L: Yes, I went for dinner with some friends. W: Yes. They were on the floor.
E: Well, maybe you left them in the restaurant. L: Oh, that’s great. Thank you. I’m going to come and
L: Yes. Maybe. I’m going to phone them and ask. get them now.
W: OK. Ask for me – Hakan. I have them here.
13  137  Tell students they are going to hear the L: Sure. ... Now, where are my car keys?
man from Exercise 12 call the restaurant. Ask them to
read through the questions carefully. 16  Start by asking: Did you lose something? You could
• Play the recording. Students listen and put the model the activity by giving true examples of things you
questions from the recording into the order they hear lost. Elicit ideas from students. Note that they will talk
them. Let students compare answers in pairs before about what they lost in more detail in Exercise 17, so
checking as a class. Write the order on the board in at this stage it’s enough to say what the item was and
feedback. where they lost it.
• Ask students to prepare true sentences about things
Answers they lost. Monitor and help with ideas and vocabulary.
a5 b3 c1 d4 e2
Possible answers
I lost some money on holiday in Mexico. I left it in
137 a taxi.
W = waiter; L = Lucian I lost my pen yesterday.
Part 1
W: Hello. Selale Restaurant. How can I help you? 17  Organise the class into pairs to talk about things
L: Hi. I had dinner in your restaurant last night. they lost. As students speak, monitor and listen carefully
W: Yes ... and note errors they make which you could correct at the
L: And I think I left my glasses there. feedback stage.
W: OK. What colour are they?
L: Blue. Possible answers
W: And what time were you here? No, I didn’t find the money. I went to the police, but
L: We arrived at eight and finished at maybe ten. I didn’t find the money. It was $200!
W: OK. Where did you sit? Can you remember? I looked in my big bag and the pen was there! No,
L: Near the window. We had a big table. it wasn’t an expensive pen, but I like it.
W: OK. I need to ask someone. Can you wait one
minute? Optional extra activity  You could ask students to make a
L: Sure. poster to try and find a lost item. This could be done for
homework. Encourage them to describe the item and say
14  137  Play the recording again. Students listen when and where it was lost. It’s a good idea to prepare
and write answers to the questions in Exercise 13. You an example of your own as a model.
may need to play and pause to allow students time to
write. Let students compare answers in pairs before Grammar Personal pronouns
checking as a class.
Aim
Answers to check students’ understanding of how to use
1 Hi. I had dinner in your restaurant last night. personal pronouns
2 Blue.
3 We arrived at eight and finished at maybe ten. 18  Read through the information in the box as a class.
4 Near the window. We had a big table. Elicit the missing personal pronouns.
5 Sure.
Answers
15  138  Tell students that they are going to hear me She
the second part of the phone conversation from Exercise you We
13. Play the recording. Students listen and write answers it them
to the two questions. Let students compare answers in He
pairs before checking as a class.

106 OUTCOMES
 8 Here and there

Background language notes Speaking

English generally follows this order: subject + verb + Aim
object, e.g. She loves him and He loves her (subject to practise asking about and saying where things are
personal pronoun + verb + object personal pronoun).
Note that other languages are more flexible about order, 20  Organise the class into new pairs. Ask students to
which may lead to students making errors. decide who is A, and who is B, and to prepare ideas first.
They should look through the model dialogue prompts
19  Ask students to choose the correct words. Elicit and decide what to say. Give students two minutes to
the first answer to get students started. Let students think of ideas.
compare answers in pairs before checking as a class. • When students are ready, ask them to act out
conversations. As students speak, listen carefully and
Answers note errors of form and pronunciation. At the end, write
1 it four or five short sentences with errors on the board and
2 her ask students to correct them in pairs.
3 me
4 them Possible answer
5 him A: Hello. Hotel Cosmos. How can I help you?
6 you B: I left my bag in your hotel last Saturday.
A: What colour is it?
Optional extra activity  Make a pack of 24 cards for each B: Black.
group of 5–6 students with subject and object pronouns A: What time were you here?
written on them. Each pronoun should appear on two B: I’m not sure. Maybe it was three.
cards (e.g. there will be four cards with you and two with A: Where do you think you left it?
them). In groups of five or six, students can then play B: I’m not sure. Maybe it was in the foyer.
card games. For example, they could play ‘snap’ or a game A: OK. I’ll check … Oh yes, there is a black bag here
of pelmanism. behind reception.
• In ‘snap’, the cards are all dealt out to each player. B: OK. Great. Thanks.
Player A puts down a card (e.g. I) and the first player to
put down me wins the pair of cards. That player then Optional extra activity  Ask fast finishers to make similar
puts down a new card. At the end, find out which player conversations in different places (a café, a restaurant, a
won the most pairs of cards. school, a lost property office).
• In pelmanism all the cards are placed face down. Player
A turns over two cards. If they match (e.g. they and them),
the player takes and keeps the cards. If they don’t match,
the player turns the cards back over and it is the next
player’s go. The idea is to remember where the different
pronouns are in order to win the most matches.

For further practice, see Exercises 1 and 2 in

the Grammar reference on page 130.

Answers to Exercise 1, Grammar reference

1a 2a 3b 4b 5a 6b 7b 8b
Answers to Exercise 2, Grammar reference
  1 It
  2 He
  3 me
  4 it
  5 They
  6 us
  7 We
  8 them
  9 him; her
10 We; She

8 Here and there 107

8 Here and there

working at home • Ctrip is a leading provider of travel services including

accommodation reservation, transport ticketing,
Student’s Book pages 74–75 packaged tours and corporate travel management.
Communicative outcomes
In this two-page spread, students talk about and 4  Ask students to find the words in red and guess
describe people they know; it introduces and practises their meaning. Let students check in pairs. Finally, ask
vocabulary for jobs. students to use their dictionaries to check the meaning
of any words they are still not sure of.
Speaking
Answers
Aim growing = getting bigger
to lead in to the topic by predicting from photos million = 1,000,000
half = 50%
1  Organise the class into pairs or small groups. Ask website = www page on a computer
students to take turns to ask and discuss the questions. because = for this reason
In feedback, ask different pairs or groups to share their space = if a room is large, it has a large space to do
opinions with the class. things in

Possible answers 5  Ask students to complete the sentences with

Picture 1: the words in red from the text. Let students compare
She’s in the living room. I think she’s American or answers in pairs before checking as a class.
maybe she’s British. She’s sitting on a sofa and using
a laptop. Maybe she’s an accountant. Answers
Picture 2: 1 because
She’s at a desk in an office or workroom. Maybe she’s 2 growing
from a European country. She’s making jewellery, I 3 website
think. I don’t know the name of her job. 4 space
5 million; half

Reading Optional extra activity  Ask students to underline and

guess the meaning of other words in the text that they
Aim do not know.
to practise reading for general comprehension and to
work out the meaning of words from context Background language notes

2  Lead in by asking: What is a ‘homeworker’? What • factory = a building or group of buildings where big
jobs do homeworkers do? Elicit ideas from students. quantities of things are made using machines
• Ask students to read and complete the text with the • company = an organisation that offers services, or
words in the box. Let students compare answers in pairs. makes or sells things to make money
• law = an official rule that people must obey
3  139  Play the recording of the reading text.
Students listen and check their answers. 6  Organise the class into pairs. Ask students to talk
with the reading text covered and say what they think the
Answers numbers in the box refer to. You could show the numbers
1 45% on the board and ask students to close their books.
2 make clothes
3 good 7  Ask students to read the text again and check what
4 teachers the numbers in Exercise 6 refer to. If you wish, you could
5 travel play the recording instead. Let students compare answers
6 listening to music in pairs. In feedback, elicit answers.
7 bad
8 the living room Answers
9 10% 39 million = number of homeworkers in India
10 the bathroom 45% = number of people in Argentina who work at
home one day a week or more
13% = the amount of extra work Ctrip homeworkers
Culture notes did / the number of UK homeworkers who work in
the kitchen
• Stanford University is a private research university 13 million = number of freelancers in Mexico
in California. It ranks as one of the world’s top-ten 25% = the number of UK homeworkers who like
universities. listening to music when they work
36% = the number of UK homeworkers who work in
the living room

108 OUTCOMES
 8 Here and there

8  Organise the class into groups of four or five. Ask Reading and Speaking
students to discuss the question. In feedback, elicit any
interesting or unusual information to share with the Aim
whole class. to practise reading for comprehension and sharing
information found in a text
Optional extra activity  If your students work, ask them
to say whether they are homeworkers or not. Ask: Could 12  Lead in by reading through questions 1–7 with
you do your job at home? Why? Why not? your class and checking students understand them.
• Organise the class into pairs. Tell students to decide
Vocabulary Verbs and people who is A, and who is B, and to look at their texts, either
on page 75 or 144 of the Student’s Book. Ask students
Aim to read and note answers to the questions. Monitor
to introduce jobs formed from verbs unobtrusively and make sure students have most of their
answers correct, but do not check answers with the class.
9  Read through the examples with your class. Ask
students to complete the table. Let students check Answers
answers with a partner. Text A on page 75:
1 Agata
Answers 2 Krakow in Poland
manager 3 She draws pictures for children’s books.
player 4 In the kitchen at home
teacher 5 yes (I really like my job.)
worker 6 no
writer 7 She’s writing her own book at the moment.

Text B on page 144:

Background language and 1 Higor
2 in Curatiba in the south of Brazil
pronunciation notes 3 He’s a teacher.
We often add -er to the verb to make the noun for the 4 in a small office at home
related job. If the verb ends in e, then we simply add -r. 5 yes (I love my job.)
Point out that the strong stress falls on the first syllable 6 yes
in the two-syllable words in the table. Note the strong 7 He’s making his own website.
stresses on designer and manager.
13  Ask students to work in A/B pairs to tell each other
10  Ask students to complete the sentences with the about their text by using their answers to Exercise 12.
correct form of the verbs from Exercise 9 and the related Encourage them to use full sentences. In feedback, ask
nouns. Let students check answers with a partner. some individuals what information they were told by
their partners.
Answers
1 teacher; teaches 14  Ask students to work in groups of four or five to
2 plays; player discuss the questions.
3 writer; writes • As students speak, monitor and note any errors
4 drives; driver students make. At the end, write up errors on the board
5 designing; designer and ask students to correct them.
6 manager; managing
Writing
11  Organise the class into pairs. Students take turns
to talk about people they know using some of the words Aim
in the box. As students speak, listen carefully for errors of to write a short text about someone you know
form and pronunciation.
15  Ask students to write a text. They should use the
Optional extra activity  Ask students to think of (or find seven questions in Exercise 12 to provide a framework for
in dictionaries) other words describing people that end their text.
in -er (e.g. painter, swimmer, builder, etc.). • When students have finished their texts, ask them to
share them with the class. In a small class, they could
pass them round so that everybody reads each other’s
text. In a large class, ask students to put their texts on
the wall. Students walk round and read a few.
• If you ask students to correct each other’s work in
pairs, or if you collect in texts and mark them, think
of ways of providing useful feedback to the class (see
Teacher development on the next page).

8 Here and there 109

8 Here and there

Optional extra activity  Ask your class to interview you, 6 When did you last go to a restaurant /
using the questions in Exercise 12. Students then have work at home?
to write notes and use these to write a short text about 7 They make a lot of cakes/friends at parties.
you. The text could be written for homework. 8 He’s a very good father/writer.

Teacher development: marking 18  Organise the class into new pairs. Set a one-
minute time limit to write as many words as possible. In
written work feedback, find out which pair has the most words. Note
Many of the writing tasks in Outcomes are personalised that ‘furniture’ technically does not include things which
and are designed to get students to write something free are permanently fixed to a house (e.g. shower, sink),
and fluent about themselves. When the aim is fluency but you may want to allow students to list words such
practice, it is counter-productive to mark such work as these since they were taught with that lexical set in
strictly, correcting all errors. At the same time, it is a good the unit.
idea to provide some meaningful feedback on students’
work. Here are some ideas: Possible answers
1 Ask students to read each other’s work. Tell them to Rooms: bathroom, bedroom, kitchen, living
provide a personal or positive comment, but also to room, office
underline any sections where there is an error or any Furniture: bed, chair, cupboard, shelf, sofa, table,
confusion. Students can then look at the underlined (carpet, fridge, sink, shower)
sections and improve their writing. Jobs: cleaner, dancer, designer, driver, manager, player,
2 If you collect in work, write a positive comment and singer, teacher, worker, writer
underline any key errors, writing at the bottom what
sort of key errors you found. Again, students can Optional extra activity  Ask students to write a list of
choose to respond to this later if they wish to. collocations with take, make and get.
3 Provide whole-class feedback. Focus on one or two
errors common to students, e.g. the use of articles, For further revision and pronunciation
practice, see Exercises 1 and 2 in the Grammar
punctuation, or tense problems. Then ask students to
reference on page 130.
look again at their text and see if they can find and
correct any of the highlighted errors.
Answers to Exercise 1, Grammar reference
Pronunciation and Review 1 Is your sister working now?
2 ✓
Aim 3 What is she doing in Russia?
to review language from the unit and practise 4 ✓
listening to and producing fast speech 5 How much did they cost?
6 She’s staying in the Hilton Hotel.
16  140  Play the recording. Ask students to listen 7 Who’s Anna talking to?
and write the missing words. Play and pause if necessary. 8 ✓
Let students compare answers in pairs. 9 He’s not / He isn’t / He is not working at the
moment.
140  and answers 10 ✓
1 I’m working at home this week. Answers to Exercise 2, Grammar reference
2 She’s travelling to Tokyo today. 1 She’s cooking something
3 He’s in the kitchen making dinner. 2 He’s studying
4 She’s talking to someone. 3 Are you feeling
5 I can’t find my keys. 4 He’s playing
6 When did you last have them? 5 with them; take you
7 They make a lot of money. 6 ’s watching
8 He’s a very good teacher. 7 ’s she doing, Is she
8 to her, listen to me
17  Ask students to work in pairs to practise saying the
sentences. They should change the two words to make
different sentences, e.g. I’m working in Spain this week. Communicative activity worksheet  The photocopiable
worksheet on pages 207–208 can be used here or after
Possible answers the Video lesson for further practice.
1 I’m working hard / in the office this week.
2 She’s travelling a long way / on a train today.
3 He’s in the kitchen washing dishes / cooking.
4 She’s talking on the phone / to her friend.
5 I can’t find the bank / my pen / the website.

110 OUTCOMES
 8 Here and there

Video 4: Bike riding in Utah 6  Ask students to match the verbs (1–6) with the
words (a–f) to make phrases from the video. Let students
Student’s Book page 76 compare answers in pairs. Note that they will check their
answers in Exercise 7.
Aim
to listen to people describing bike riding in the 7    Play the video again for students to check their
mountains of Utah in the USA; to improve students’ answers.
ability to follow and understand fast speech in a
video extract; to practise asking and answering Answers
personal questions 1c 2a 3e 4f 5b 6d

1  Ask students to look at the photo. Ask: What can you

see? Elicit ideas and words. Speaking
• Ask students to discuss the questions in pairs. Elicit
ideas in feedback. Aim
to practise asking and answering questions about
Answers personal preferences
Students’ own ideas
8  Organise the class into pairs to practise asking and
2  4   Ask students to read the sentences carefully. answering the questions. Encourage them to ask follow-
Play the video. Ask students to watch, listen and choose up questions to build the conversation.
a sentence. Let students compare answers in pairs before • As students speak, monitor to prompt and help with
checking as a class. vocabulary. In feedback, ask individuals what they found
out about their partner.
Answers • At the end, write up on the board sentences with any
Students’ own answers errors made by students as they spoke. Ask students to
correct the errors in pairs.

Culture notes Optional extra activity  Ask the class to use the
questions to interview you.
Utah /ˈjuːtɑː/ is a large, landlocked, sparsely populated
state in the western United States. It has a wide variety Possible conversation
of spectacular terrain, including the Great Salt Lake, parts A: Which do you prefer, walking, cycling or driving?
of the Rocky Mountains, deserts and canyons. The White B: Oh, I think I prefer cycling.
Rim Road goes through Canyonlands National Park and is A: OK. Do you prefer going fast or slow?
popular with cyclists and motorcyclists. B: Fast, I think. It’s fun.
A: And do you like cycling in a hot place or a cold place?
3  Mix the pairs so that students are working with B: Maybe a cold place. I don’t like cycling in the sun.
someone new. Ask students to say what they think of
the video. 4

Narrator 1: We’re in Utah.

4  4   Tell students to read the sentences. Ask them
We get up early, before the sun.
to order the sentences and then compare answers with
We have a coffee and talk about what we’re going
a partner.
to do.
• Play the video again if necessary. Ask students to
We’re happy. Excited.
watch, listen and check their answers. Let students
We push our bikes up the mountain. Three hundred
compare answers in pairs before checking as a class.
metres.
Then we ride down. Fast. Again and again.
Answers
We fly!
1b 2I 3a 4h 5e 6f 7d 8g 9c
The next day we wake up with the sun. We’re going
to the White Rim.
5  Ask students to work in pairs to guess or work out
the meaning of the words in red. Encourage them to use Narrator 2: Got a long day on the White Rim. We
dictionaries to check any words they are still unsure of. have 70 miles of biking ahead of us. Pretty amazing
place to wake up.
Answers Narrator 1: We get ready for the journey.
fly = to move through the air above the ground We cycle past rivers, rock and mountains.
suddenly = quickly and unexpectedly We get to the White Rim.
pretty = quite We take photos. It’s beautiful.
wake up = to stop sleeping And it’s hot.
come out = to appear But then suddenly – rain. Lots of rain.
push = to use physical force to move something There are new rivers!
forward And the sun comes out again.
We’re going home.
8 Here and there 111
8 Here and there

Review 4 7
In the house: carpet, cupboard, fridge, kitchen, shelf
Student’s Book page 77 Buying clothes: design, extra large, half price, jeans,
jumper
Aim Art and music: concert, programme, series, story,
to consolidate vocabulary and grammar from Units 3 writer
and 4 8
1 (lo)st
Answers 2 (so)fa
1 3 (de)signer
1 watching 4 (po)litics
2 are 5 (te)am
3 isn’t working 6 (pl)ayer
4 looks 7 (ha)rd
5 these; ones 8 (fr)idge
6 them 9 (ex)tra
7 him 10 (tr)y
8 is working 9
9 Are you reading 1 free
10 is he studying 2 music
2 3 concerts
1 is 4 sing
2 Is 5 programmes
3 those/these 6 read
4 driving 7 draw
5 are 8 cook
6 not
7 her
8 am 141
3 1 I don’t like the red tops. I prefer these blue ones.
1 Is it raining outside? 2 What’s your father doing in Peru?
2 My husband doesn’t like doing exercise. 3 I’m watching a great series at the moment.
3 Where did you buy them? 4 My friends don’t like going to the gym, but I
4 What are you watching? love it.
5 She’s meeting a client in Athens today. 5 When did you last have them? Maybe you left
6 Can I try these ones, please? them at home.
7 This chicken is very nice.
8 I really like him.
4/5 See Audio script 141 below.
1 these; ones
2 What’s; doing
3 ’m watching; the moment
4 don’t like going; love it
5 did; have them; left them
6
1 wear
2 travel
3 meet
4 leave
5 take
6 go
7 study
8 make

112 OUTCOMES