Problems

2
Map of resources 2A Vocabulary
2A Vocabulary
It drives me crazy!
Student’s Book, pages 20–21; Workbook, page 18
LESSON SUMMARY
Photocopiable: 2A (It drives me crazy!)
Vocabulary: Describing feelings; idioms to describe feelings
2B Grammar
Listening: Things that affect feelings
Student’s Book, page 22; Workbook, page 19
Grammar: Present continuous
Photocopiable: 2B (Comparison)
Speaking: Talking about feelings using idioms
2C Listening
SHORTCUT
Student’s Book, page 23; Workbook, page 20
• To do the lesson in 30 minutes, keep the lead-in and
2D Grammar exercise 1 brief and omit the speaking part of exercise 6.
Student’s Book, page 24; Workbook, page 21
LEAD-IN 2–3 MINUTES
Photocopiable: 2D (Infinitives and -ing forms)
• Demonstrate an angry face and actions and ask: How do
2E Word Skills you think I’m feeling? (angry) Why? Accept appropriate
Student’s Book, page 25; Workbook, page 22 suggestions, e.g. You’ve lost / broken / forgotten something.
2F Reading
• Ask a few students to describe how they are feeling today
and why. 
Student’s Book, pages 26–27; Workbook, page 23
2G Speaking Exercise 1   page 20 
Student’s Book, page 28; Workbook, page 24
• Ask students to describe what is happening in each
photo. Elicit how they think the people are feeling
Photocopiable: Functional Language Practice and why.
(Being diplomatic)
2H Writing Exercise 2   page 20 
Student’s Book, page 29; Workbook, page 25 • Go through the adjectives together. Check their meaning
and practise their pronunciation, especially the schwa at
Culture 2 the beginning of alarmed /əˈlɑːmd/, amused /əˈmjuːzd/
Student’s Book, page 109 and ashamed /əˈʃeɪmd/, and the elision in miserable
DVD and DVD worksheet: Unit 2 /ˈmɪzrəbl/.
• In pairs, students match two or more of the adjectives
Classroom Presentation Tool Unit 2 with each person in the photos.
End of unit • Elicit answers. Encourage discussion if students have
Unit Review: Workbook, pages 26–27 different answers.
Photocopiable: Grammar Review KEY
Exam Skills Trainer 1: Workbook, pages 28–29 (Possible answers)
Progress Test and Short Tests: Unit 2 Photo A  anxious, frustrated, miserable, stressed
  Photo B boy: content, thrilled, upbeat;
girl: bitter, disappointed, envious
Photo C  frustrated, irritated

Extra activity
Students work in pairs, small groups or as a class. Each
student chooses an adjective and mimes it with an
appropriate facial expression, action or sound. Their
partner or the other students guess the adjective.

Unit 2 1
Exercise 3   page 20  Exercise 7 $ 1.10    page 21 
• Students decide if the adjectives have a positive or • Go through the questions together and then play the
negative meaning, or both. recording for students to answer the questions.
• Check answers as a class. If necessary, explain the • Check answers as a class.
positive and negative meaning of hysterical (positive: KEY
extremely funny / in a state of extreme excitement, and 1 People who are always updating their status on social
laughing in an uncontrolled way; negative: in a state of networking sites. Emotional messages about how
extreme excitement, and crying in an uncontrolled way) somebody is missing their boyfriend or girlfriend
and stunned (positive: amazed at some fantastic news; terribly and how miserable they feel.
negative: really shocked at some terrible news). 2 People who are constantly eating popcorn in the cinema.
KEY 3 Because they got a new laptop for Christmas.
Positive  amused, content, thrilled, upbeat 4 Taking part in more online forums.
Negative  alarmed, anxious, ashamed, bitter, disappointed, Transcript
disillusioned, envious, exasperated, frustrated, furious, Speaker 1  Well, I don’t suppose it’s very important, but
humiliated, indecisive, irritated, miserable, stressed something that I find really irritating is when people are
Both  hysterical, stunned always updating their status on social networking sites!
Exercise 4   page 20  I’m really not interested in hearing how thrilled someone is
with their new shoes, or how they feel about going to the
• Students read the situations and choose two or three coolest pizzeria in town. But what really gets on my nerves are
appropriate adjectives from exercise 2.
the emotional messages that appear every five minutes about
• Check answers as a class. how somebody is missing their boyfriend or girlfriend terribly
KEY and how miserable they feel! What’s more, they’ve usually only
(Possible answers) been going out with each other for about a week!
1 alarmed, anxious, indecisive Speaker 2  I get really mad when I go to the cinema and
2 content, thrilled, upbeat people are constantly eating popcorn. I really blow my
3 exasperated, furious, irritated top – I don’t just sit there feeling angry: I tell people to keep
4 bitter, furious, humiliated quiet! My boyfriend says that one day someone is going to
5 anxious, stressed react in a hostile way, but for the moment nobody has said
6 hysterical, miserable, stunned anything – but they haven’t stopped eating popcorn either!
7 disappointed, disillusioned, frustrated They eat more quietly for a while, but gradually it starts
8 ashamed, humiliated, miserable getting louder and louder. And for one week at the end
of this month, my local cinema is offering free snacks with
Exercise 5   page 20  every film, so it’s only going to get worse!
• Go through the idioms together and tell students to Speaker 3  I was over the moon when I got a new laptop
match them with adjectives in exercise 2. Sometimes for Christmas, but since I’ve had it, I’ve had nothing but
there can be more than one answer. problems. The first day, it took ages to start up, but I just
• Check answers as a class. thought it was because I had transferred all my documents
to it the night before, but every time I switch it on, it works
KEY
more and more slowly. It’s so slow that I feel like tearing my
2  miserable  ​3  furious  ​4  anxious / stressed   ​ hair out! Right now, it’s downloading some photos from my
5  irritated  ​6  envious  ​7  humiliated  ​ mobile, and after thirty minutes it still hasn’t transferred half
8  anxious / exasperated / frustrated   ​9  indecisive of them! I feel really frustrated every time I use it. I’m taking
it back to the shop tomorrow and I hope something can be
Extra activity: Fast finishers done about it.
Ask fast finishers to describe how the people in photos Speaker 4  I have to say I’m in two minds about participating
A and B are feeling, using an idiom. in more online forums. I’m participating in one about
KEY recycling at the moment, but there are lots of trolls who are
(Possible answers) always criticising the green movement and even insulting
The girl in photo A is down in the dumps / on edge. The some of the contributors. I have to admit that I’m amused
boy in photo B is over the moon. The girl is green with envy. by some of the comments, but the rude ones leave me
fuming. The moderator is making some changes to the site
next month, but the trolls always find a way of getting their
Exercise 6   page 21  silly messages through, so I’ll have to decide if I’m going to
• Ask: If something drives you crazy, how do you feel? (irritated) continue taking part.
• Go through the It drives me crazy list and explain any
unknown words. Exercise 8   page 21 
• In pairs, students each choose the three most irritating • Go through the Recycle! box and the sentences together.
things on the list and then think of three more things. • Students identify what questions are referring to.
Encourage students to give reasons for their opinion. KEY
• Allow a few minutes for this activity and then elicit a few 1  an annoying habit   ​2  future arrangements   ​3  future
answers. arrangements  ​4  what is happening now

Unit 2 2
Exercise 9 $ 1.10    page 21  Exercise 2   page 22 
• Play the recording again for students to answer the questions. • Elicit the rules for forming comparative and superlative
• Check answers as a class.  adjectives.
KEY
1 Because they get on his nerves. Language notes: Forming comparatives
2 They are offering free snacks for a week at the end of and superlatives
the month. • One-syllable adjectives and adverbs and some
3 He’s taking his new laptop back to the shop tomorrow. two-syllable adjectives: add -er for the comparative
4 She’s reading an online forum about recycling. form and the + -est for the superlative form
warm – warmer – the warmest
Transcript
large – larger – the largest
See exercise 7.
hot – hotter – the hottest
Exercise 10   page 21  late – later – the latest
quiet – quieter – the quietest
• In pairs, students ask and answer the questions.
clever – cleverer – the cleverest
• Monitor and check pronunciation and grammar.
• Adjectives that end in -y: change y into i and add -er for
the comparative form and the + -est for the superlative
Extra activity form
• Ask students to think of a person who has an annoying scary – scarier – the scariest
habit and write a short description of them. They heavy – heavier – the heaviest
should describe the annoying behaviour, how it makes • Adjectives with two or more syllables: add more for the
them feel and why. Remind them to use adjectives and comparative form and the most for the superlative
idioms from the lesson. famous – more famous – the most famous
• Ask some students to read out their descriptions. Make exciting – more exciting – the most exciting
sure students use the present continuous to describe miserable – more miserable – the most miserable
the annoying behaviour.
Exercise 3   page 22 
Lesson outcome • Ask students to read the text and choose the correct words.
• If you are using the Classroom Presentation Tool, first do the • Check answers as a class.
lesson closer to review what has been covered in this lesson.
KEY
• Ask students: What have you learned today? What can
you do now? and elicit answers: I can describe feelings 1  poorest  ​2  than  ​3  most
and emotions with adjectives and idioms. I understand the Exercise 4   page 22 
different uses of the present continuous.
• Go through the Learn this! box together.
• Students find a sentence in the text to match each rule.
2B Grammar • Check answers as a class.
KEY
Comparison 1 most of his accidents could have ended a lot more
LESSON SUMMARY seriously
Reading: A text about unlucky people 2 And the older he got, the worse things became.
3 John’s life has been more accident-filled than you
Grammar: Comparative structures; qualifying comparatives
would think possible.
Speaking: Agreeing and disagreeing with statements
SHORTCUT Extra activity: Fast finishers
• To do the lesson in 30 minutes, keep the lead-in and Write the following on the board for fast finishers to
exercise 1 brief. Set exercises 5 and 7 for homework. complete:
The faster you drive, …
LEAD-IN 2–3 MINUTES
The harder you work, …
• Write on the board: finding some money in the street / The more you practise, … 
getting an answer right which you didn’t know / arriving
at the bus stop just as the bus comes. Ask: What are these For further practice of comparative structures:
examples of? (luck) Grammar Builder 2.1   page 126 
• Elicit a few more examples of lucky events.
1 1 older  ​2  than  ​3  faster  ​4  less  ​5  more  ​
Exercise 1   page 22  6  heavier  ​7  as
• Tell students whether you feel luckier or unluckier than
other people and describe the luckiest or unluckiest thing
that has ever happened to you.
• In pairs, students do the same.
• Ask one or two students to share their stories.

Unit 2 3
Exercise 5   page 22  Lesson outcome
• Ask students to complete the sentences. • If you are using the Classroom Presentation Tool, first do
• Check answers as a class. the lesson closer to review what has been covered in this
lesson.
KEY
1 more dangerous • Ask students: What have you learned today? What can
2 the scarier you do now? and elicit answers: I can make comparisons.
3 later, more concerned I can qualify comparatives. I can agree and disagree with
4 more quickly statements.
5 less optimistic
2C Listening
For further practice of comparative structures:
Grammar Builder 2.2   page 126  Keep calm!
1 1 a lot more   ​2  nowhere near   ​3  slightly  ​ LESSON SUMMARY
4  not quite   ​5  even  ​6  almost
Reading: A text about what to do in a crisis
Exam topic: Word stress
Exercise 6   page 22 
Listening: Teens talking about a difficult situation
• Go through the Look out! box together. With a weaker
class, repeat the example sentences substituting much Speaking: Are you good in a crisis?
and nowhere with the other options. Check the students SHORTCUT
understand the differences in meaning. • To do the lesson in 30 minutes, keep the lead-in and
• Ask students to find three sentences in the text that exercise 1 brief and omit the practice stage of exercise 5.
contain qualifying comparatives.
LEAD-IN 2 MINUTES
• They then complete the facts with the correct word. 
• Check answers as a class. • Focus attention on the signpost and ask for examples of a
crisis. If necessary, give a few examples yourself, e.g. losing
KEY your car keys, forgetting your passport, running out of petrol.
1 US park ranger Roy Sullivan was even unluckier than • Ask: How do you usually feel in a crisis? Elicit appropriate
Costis; most of his accidents could have ended a lot adjectives from 2A, e.g. alarmed, anxious, frustrated,
more seriously hysterical, irritated, stressed.
2 However, that’s nothing like as bad as Britain’s John
Lyne … Exercise 1   page 23 
1  nowhere near   ​2  a lot   ​3  far  ​4  nothing like   ​ • Go through the situations together.
5  a little
• In pairs, students discuss how they would react. Remind
Exercise 7   page 22  them to use would to talk about their feelings and actions
in unlikely situations.
• Students complete the second sentences.
• Check answers as a class. • Ask a few students for their reactions.

KEY Exercise 2   page 23 

1 is nowhere near as difficult as • Students read the text. Help with any unknown vocabulary.
2 are much safer than • Ask them to decide on the best advice for the situations in
3 nothing like as important as exercise 1.
4 more popular than it • Check answers as a class. Then ask students which
5 older you get, the more technique(s) they might use and why.
Exercise 8   page 22  KEY
• In pairs, students discuss how they feel about the (Possible answers)
statements in exercise 7 and why. Advice 1  situations 1, 2 and 3;
• Monitor and help with vocabulary and grammar where Advice 2  situations 1, 2 and 3;
necessary. Advice 3  situations 2 and 3

Exercise 3 $ 1.11    page 23 

Extra activity: Fast finishers • Go through the Listening Strategy together.
• Ask fast finishers to write two more comparative • Play the recording. Pause after each speaker to give
statements similar to the ones in exercise 7.
students time to write their answers.
• Students swap statements and continue their • Check answers as a class.
discussion.
KEY
1  quiet – 1;   ​2  taken – 3;   ​3  cash, card – 2;   ​
4  forgotten, passport – 1;   ​5  Ted, mine – 3

Unit 2 4
Transcript Gemma  Nothing. I just froze – I couldn’t believe it. I didn’t
1 A  There’s something wrong. know what to do or to say.
B  Yes. It’s too quiet, don’t you think? George  Did she see you?
A  Yes, I don’t like it. Gemma  I don’t think so. But there’s more to it than that. I’ve
2 A  Stop that man! He’s taken my phone! noticed that other little things have been disappearing lately.
B  What’s wrong? You’ve lost your phone? Lucy lost her necklace and Sam’s lunch money went missing.
A  No, no! That man’s taken my phone! George  But Lucy and Sam are both as forgetful as each other!
3 A  Do you want to pay by cash or by card? It doesn’t mean their things were stolen. Why do you think
B  Cash, please. Oh dear, where’s my bag? Oh, no. it’s Sarah?
What have I done with it? Gemma  Well, Lucy loves that necklace. She only takes it off
4 A  Come on. We’ve got to check in now. for sports. And Sarah and Lucy do sport together. And Sam
B  Oh no, oh no. I’ve forgotten my passport! did have his dinner money earlier that day. I saw him take it
5 A  Mr White wants to see you. You copied Ted’s homework. out and check it. Sarah was there and saw him too.
B  But that’s not true. Ted must have copied mine! How George  But, Gemma, there’s no proof. Are you absolutely sure?
dare he! Gemma  No, of course I’m not sure. It’s just making me
wonder. Don’t you think Sarah is quite down these days?
Exercise 4   page 23  I’ve asked her what’s wrong more than once. She just says
• Students write the words that are emphasised. Remind everything’s fine, but I don’t believe it.
them to give a reason. George  Come to think of it, she has been a bit quieter and
more miserable lately. I’m not sure what to do. Should we
Exercise 5 $ 1.12    page 23  speak to Sarah or her teacher?
• Play the recording for students to check their answers. Gemma  Oh, not a teacher. What if I’m wrong? That would be
• Check answers as a class. Elicit the reasons for the emphasis. terrible.
• In pairs, students take turns to say the sentences with the George  Well, what are the facts? Basically, you saw Sarah put
correct emphasis. her hand in Alex’s pocket and take out some money.
Gemma  Yes.
KEY
George  So – you have to tell her what you saw and see what
1 police, fire brigade – to make clear two alternatives
she says.
2 11 – to correct what someone has said
Gemma  I suppose so. But what if there’s a simple
3 burglar’s, mine – to make clear two alternatives
explanation? She might be devastated that I’m suggesting
4 diamond, very – highlight new or important information
she’s a thief. Perhaps I should check with Alex first?
5 past – to correct what someone has said
George  Actually, he’s someone who does get easily enraged.
6 blue, dark – highlight new or important information
He might get angry and start making a big fuss. That would
Transcript be worse for Sarah. Look, shall I come with you to talk to her?

1 Operator  Do you want the police or the fire brigade? Gemma  Would you? I’d be really grateful.
2 Operator  Do you live at number 7 Duncan Drive?
Victim  No, I live at number 11. Exercise 7   page 23 
3 Victim  Are those the burglar’s fingerprints or mine? • With a weaker class, revise the third conditional structure
4 Victim  I can’t find my ring. It’s a diamond ring and it’s very that students need to answer question 2: If I + had / hadn’t
expensive. + past participle, I would / wouldn’t + have + past participle.
5 Police  You say you left the house at quarter to eight? • Students discuss the questions in pairs. Monitor their
Victim  No, it was quarter past eight. grammar and vocabulary.
6 Victim  I saw a van outside. A blue van. A dark blue van. • Ask a few pairs to share their ideas with the class.
Exercise 6 $ 1.13    page 23 
• Give students time to read the sentences and options Extra activity
before you play the recording.  Write the following on the board for students to complete
• Play the recording for students to answer the questions. using the third conditional:
My mum would have blown her top if …
• Check answers as a class.
If I had seen someone stealing my phone, …
KEY I would have felt so humiliated if …
1  b  ​2  d  ​3  a If the burglar hadn’t left any fingerprints, …
Transcript
Gemma  George, can I talk to you in private for a minute? Lesson outcome
George  Of course, Gemma. What’s the matter? • If you are using the Classroom Presentation Tool, first do
Gemma  Don’t tell anyone, but I’ve just seen Sarah taking the lesson closer to review what has been covered in this
some money out of Alex’s jacket pocket. lesson.
George  What? You mean she borrowed some money? • Ask students: What have you learned today? What can you
Gemma  No … I think she stole it. do now? and elicit answers: I can talk about what I would do
George  Where was this? in a crisis. I can understand emphasis.
Gemma  In the classroom just now. Everyone was out for
break time. I just went back for something I’d forgotten.
George  What did you do?

Unit 2 5
 2D Grammar 3 talking
4 to be
5 turn (for a completed action) / turning (for an ongoing
Infinitives and -ing forms action)
LESSON SUMMARY 6 taking
Reading: A quiz 7 to choose (refers to future time) / choosing (refers to
past time)
Grammar: Infinitives and -ing forms; infinitives without to
8 whispering
SHORTCUT
Exercise 4   page 24 
• To do the lesson in 30 minutes, keep the lead-in brief and
set exercise 5 for homework. • Go through the Look out! box together. With a weaker
class, ask students to find examples of the structures in
LEAD-IN 2–3 MINUTES the quiz.
• Play hangman with the word confrontational. Encourage • Students correct the sentences.
students to guess the vowels first. • Check answers as a class.
• When students know the word, ask them to suggest a
KEY
few situations when people might be confrontational, e.g.
1 would rather not
someone jumps the queue they are in.
2 Why not ask
Exercise 1   page 24  3 You’d better
4 Would you sooner
• Students do the quiz and read their results.
• Elicit some reactions to find out if they agree or not. Exercise 5   page 24 
Exercise 2   page 24 
• Students complete the sentences. With a weaker class,
do the first two items together.
• Go through the Learn this! box together.
• Check answers as a class.
• Students find examples for each rule in the text.
KEY
KEY 1  entering  ​2  Talking  ​3  keep  ​4  to clean up   ​
1 stop to pick it up; try to find another seat; stop 5  hang up  ​6  spending  ​7  smash  ​8  wait
answering the phone; try being more assertive
2 see someone drop; hear a shop assistant being rude Exercise 6   page 24 
3 taking a risk; ignoring bad behaviour • In pairs, students discuss the different topics.
• Monitor and help where necessary.
Extension: Fast finishers
• Write the following on the board: Extra activity
threaten / offer / avoid / pretend / keep.
Ask students to imagine they are on a train and someone
• Ask fast finishers what follows these verbs, the keeps asking them to move seats. Students have to think
infinitive or -ing form? Students find the verbs in the of three things to say to this person, e.g. I’d rather not
quiz to check their answers. move. You’d better find an empty seat. Why not try asking
another person?
For further practice of the infinitive and -ing
forms: Grammar Builder 2.3   page 127 
Lesson outcome
1 1 open, take   ​ • If you are using the Classroom Presentation Tool, first do
2  eating   the lesson closer to review what has been covered in this
​3  to upset   lesson.
​4  walking  
​5  locking  ​
• Ask students: What have you learned today? What can you
do now? and elicit answers: I can use infinitives and -ing
6  shouting, to read  
forms.
​7  Smoking  
​8  getting
2 1 c  ​2  c  ​3  a  ​4  b  ​5  b  ​6  b  ​7  a 2E Word Skills
Exercise 3   page 24  Preposition + noun phrases
• Students choose the correct words to complete the LESSON SUMMARY
sentences. Reading: A forum post
• Check answers as a class. Ask for an explanation when Grammar: Preposition + noun phrases
both answers are correct. Speaking: Discussing comments and advice
KEY
SHORTCUT
1 Queuing
2 argue (for a completed action) / arguing (for an • To do the lesson in 30 minutes, keep the lead-in and
ongoing action) exercise 1 brief, and set exercise 6 for homework.

Unit 2 6
LEAD-IN 2–3 MINUTES Exercise 5   page 25 
• Focus attention on the photo and ask: • In pairs, students say which comments and advice in
How do you think the boy is feeling? (worried) exercises 3 and 4 they agree with. Encourage them to give
What do you think he might be worried about? (e.g. a friend, reasons and to suggest another piece of advice for Marco.
exams, money) • Monitor and help with vocabulary and grammar where
What do you usually do when you’re worried about necessary.
something? (e.g. talk to a friend / parent / teacher, go to an
online forum) Exercise 6   page 25 
Exercise 1   page 25 
• Ask students to read the entries and then choose the
correct prepositions.
• Ask students to read the forum post and find out what
Marco is worried about.
• Check answers as a class.
• Elicit students’ answers in their own words. KEY
1  by the   ​2  At the   ​3  on  ​4  in  ​5  By  ​6  in
KEY
(Possible answer)
Extra activity: Fast finishers
He is worried that his best friend is spending too much
time with older people who might be a bad influence Ask fast finishers to write a short paragraph describing
on him. a problem they had getting to school. They must include
these phrases: on time, by the time, at the time, in the end
Exercise 2   page 25  and in time.
• Go through the Learn this! box together and explain any
unknown phrases. Exercise 7   page 25 
• Students then find the nouns in the forum post and write • Students discuss the questions in pairs. Encourage them
the prepositions. to use some prepositions + noun phrases in their answers.
• Check answers as a class and check meaning. • Ask a few pairs to share their ideas with the rest of the class.
KEY
Lesson outcome
under age; in common; Of course; in fact; at first; on
purpose; in trouble • If you are using the Classroom Presentation Tool, first do the
lesson closer to review what has been covered in this lesson.
For further practice of preposition + noun • Ask students: What have you learned today? What can you
do now? and elicit answers: I can use preposition + noun
phrases: Grammar Builder 2.4   page 128 
phrases. I can discuss advice.
1 1 on  ​2  for  ​3  at  ​4  under  ​5  For  ​6  on  ​
7  in  ​8  in
2F Reading
Exercise 3    page 25 
• Students complete the sentences with a preposition. Solving crime
Tell stronger students to do the exercise without LESSON SUMMARY
referring to the Learn this! box.
Reading: A text about different solutions to crime
• Check answers as a class.
Exam topic: Matching texts to questions
KEY
Vocabulary: Crime collocations
1  in  ​2  under  ​3  On; on   ​4  for  ​5  in  ​6  in  ​7  by
Speaking: Debating CCTV
Extra activity SHORTCUT
Books closed, say a noun, e.g. purpose, control, trouble, • To do the lesson in 30 minutes, keep the lead-in and
doubt, mistake. Students say the correct preposition and exercise 1 brief, omit exercise 4 and set exercise 6 for
the noun. homework.
You: purpose
LEAD-IN 2–3 MINUTES
Student:  on purpose
• Write crime on the board. Ask students to call out any
words or phrases they associate with this word, e.g. theft,
Exercise 4   page 25  robber, shoplifting, murder, judge, police.
• Students complete the sentences with nouns from • Accept any suggestions as long as they have some
exercise 2 and the Learn this! box. connection.
• Check answers as a class.
KEY
Exercise 1   page 26 
1  fault  ​2  once  ​3  stake  ​4  good  ​5  mistake  ​ • Focus attention on the photos. With a weaker class, ask
6  course students to describe what they can see in each photo, e.g.
a car exhaust; blue street lights in a city, a pair of eyes.
• Elicit a few ideas about the connection between the
photos and crime.

Unit 2 7
Exercise 2   page 26  KEY
• Students match the texts with the correct titles. 1  crime rate   ​2  committing a crime   ​3  crime prevention  ​
4  crime wave   ​5  violent crimes   ​6  recorded crime   ​
• Check answers as a class.
7  deter crime   ​8  combating crime   ​9  petty crime   ​
KEY 10  cut crime
A 1 (I’ve got my eye on you!)
B 3 (Driven to crime) For further practice of crime vocabulary:
C 4 (Feeling blue) Vocabulary Builder 2F   page 118 
1 1 drug dealer   ​2  convicted  ​3  operation  ​
Exercise 3   page 26  4  judge  ​5  sentence  ​6  Prosecutor  ​7  court  ​
• Go through the Reading Strategy together. 8  authorities  ​9  raided  ​10  arrested  ​
• Ask students to read the questions before they read the 11  summing up   ​12  suspicion
texts and do the matching task.
• Check answers as a class. Extra activity: Fast finishers
Ask fast finishers to use four crime collocations in their
KEY
own sentences.
1  B, C   ​2  B  ​3  A  ​4  A, C   ​5  B  ​6  C  ​7  B, C
Exercise 7   page 27 
Extension: Fast finishers
• Check understanding and pronunciation of CCTV
• Write the following definitions on the board: (closed-circuit television): /ˌsiː siː tiː ˈviː/.
likely to be attacked or harmed (vulnerable – line 15)
unfriendly (hostile – line 21)
• In pairs, students decide on their point of view and think
of three more ideas. With a weaker class, help students
very successful in a way that causes great satisfaction
with ideas, e.g. in favour: it protects the public, it helps
(triumphant – line 30)
identify criminals, it makes people feel safer; against: it creates
worried or unhappy (uneasy – line 40).
fear, it is intrusive, it creates less trust.
• Ask fast finishers to find adjectives in the text to
match them. Exercise 8   page 27 
• Try to match up pairs with different opinions.
Exercise 4   page 26  • Go through the useful phrases together before students
• Students work in pairs to discuss the questions. start their debate.
• Ask some students for their ideas. • Monitor and help with grammar and vocabulary where
necessary.
KEY
(Possible answers) • Ask a few students to say whether their opinion changed.
1 She possibly wanted to get teachers used to the idea of
Lesson outcome
a picture being in that place. She also probably used the
picture of flowers as a control: would people respond to • If you are using the Classroom Presentation Tool, first do the
any picture or a specific picture? lesson closer to review what has been covered in this lesson.
2 They might not want to believe it because it would • Ask students: What have you learned today? What can you
mean that their crime-fighting policies have had little or do now? and elicit answers: I can understand a text about
no effect. different solutions to crime. I can use crime collocations.
3 The writer is suggesting that the psychologists’ I can debate the pros and cons of CCTV.
explanation is just one possible explanation and that
there may be others.
2G Speaking
Exercise 5   page 26 
• Working individually, students copy and complete the Role-play
diagram. LESSON SUMMARY
• As you check answers, check meaning and pronunciation. Exam topic: Interacting appropriately
KEY Grammar: be supposed to
Verbs  combat crime, cut crime, commit crime, deter crime Listening: Negotiating chores in a flat share
Nouns  crime rate, crime prevention, crime wave Speaking: Negotiating chores in a flat share
Adjectives  violent crime, recorded crime, petty crime
Adjectives and verbs come before the noun; nouns come SHORTCUT
after the noun. • To do the lesson in 30 minutes, keep the lead-in and
exercise 1 brief and omit exercises 3 and 6.
Exercise 6   page 27 
• Students match the crime collocations with the LEAD-IN 2–3 MINUTES
underlined words. • Focus attention on the photo and ask: Why are these
• Check answers as a class. young people living together? (They’re flat sharing. / They’re
sharing a flat. / They’re flatmates.)

Unit 2 8
• Elicit things you must do when you rent a flat, e.g. do KEY
the washing up, do the cleaning, take out the rubbish, pay 1 The kitchen was dirty last Friday and there were dirty
the bills. plates in the sink.
2 Yes.
Exercise 1   page 28  3 They agree to clean the flat together every Tuesday
• Ask students if they are good at sharing a living space evening.
with other people. Encourage them to give reasons. Transcript
• Go through the task together. Remind students of Monika  Can I have a word with you about something, please?
structures they can use, e.g. (from 2D) would rather, would Examiner  Sure, what is it?
sooner, had better (not), Why (not)?, try + -ing. Monika  Well, it’s just that I think we need to decide on
• In pairs, students role-play a discussion with a flatmate some rules for cleaning the flat … We want to live together
and try to decide on some rules. successfully, don’t we?
• Ask a few students to share their ideas with the class. Examiner  Really? I thought we were living together
successfully! What did you have in mind?
For further practice of household chores Monika  Erm, I thought perhaps we could have a cleaning
vocabulary: Vocabulary Builder 2G   page 118  rota. We’re supposed to keep the flat clean, you know. It’s in
our contract.
2 1 b  ​2  d  ​3  e  ​4  a  ​5  c Examiner  Well, OK. You must feel that I haven’t been doing
3 1 put away the food   ​2  mop the floor   ​ my share of the cleaning, then.
3  iron the clothes   ​4  dry them (and) put (them) Monika  Well, it’s just that sometimes when you’re in a hurry,
away  ​5  set the table   ​6  put it away   ​7  clear the you leave things in a mess.
table Examiner  Oh, I’m sorry. Do you think I’m not as tidy as you
are, then?
Language note: Question tags Monika  Well, yes, I’m afraid I do. I didn’t want to bring it up,
• We use a negative question tag after a positive but you left the kitchen very untidy last Friday evening
statement. before you went away. The sink was full of dirty plates.
It’s a lovely day, isn’t it? Examiner  Oh, I’m sorry about that. You should have said
• We use a positive question tag after a negative something earlier. I’ll make sure I wash the dishes next time.
statement. Monika  The floors and work surfaces also need to be cleaned
You haven’t seen them recently, have you? regularly. Could we possibly agree on some rules for that?
Examiner  OK. We could take it in turns to clean the kitchen,
• We form question tags with an auxiliary / modal verb +
couldn’t we? You do it one week, I do it the next.
subject pronoun.
Monika  Yes, we ought to clean the bathroom too, and
Her brother works in a bank, doesn’t he?
vacuum the carpets.
They can’t hear us, can they?
Examiner  Mmm, OK. Perhaps we could get a cleaner in to do
• The question tag for I am is aren’t I? that!
I’m taller than her, aren’t I? Monika  A cleaner? You must be joking! We can’t afford that.
Why don’t we clean the whole flat together, once a week?
Exercise 2   page 28  We can do it on a weekday evening.
• Go through the Speaking Strategy together. Demonstrate Examiner  OK, I agree. Tuesdays would probably be best for me.
the correct intonation of Oh, dear … , Oh, I’m sorry … , Monika  It’s settled then!
I didn’t realise … (sympathetic).
• With a weaker class, review the structure of question tags. Exercise 4 $ 1.15    page 28 
• Students write the correct question tags. • Students complete the phrases from the dialogue.
• Check answers as a class. • Play the recording again for them to check.
• Check answers as a class.
KEY
1  isn’t it   ​2  do you   ​3  don’t you   ​4  can’t it   ​ KEY
5  don’t we   ​6  aren’t I 1  word  ​2  just  ​3  mind  ​4  perhaps  ​5  feel  ​6  bring  ​
7  should  ​8  on
For further practice of question tags: Transcript
Grammar Builder 2.5   page 128  See exercise 3.
1 1 is it   ​2  hasn’t it   ​3  will you   ​4  do they   ​ Exercise 5   page 28 
5  have you   ​6  didn’t it   ​7  shall we   ​8  will you   ​
9  didn’t they   ​10  aren’t you
• Focus attention on the example and invite students
to introduce the topic with a different key phrase, e.g.
Exercise 3 $ 1.15    page 28  I thought perhaps we could talk about washing the dishes. /
Could we possibly agree on washing the dishes after dinner?
• Tell students they will hear a student doing the task in
exercise 1. • In pairs, students practise the key phrases and discuss the
problems. Monitor and help where necessary.
• Play the recording for students to answer the questions.
• Check answers as a class.

Unit 2 9
Exercise 6 $ 1.16    page 28  Exercise 8   page 28 
• Students listen to a second student doing the task in • In pairs, students do the task. Remind them to use the
exercise 1. Ask them to decide if there is less agreement in key phrases for being diplomatic and phrases for showing
the first or second conversation. interest.
• Play the recording and elicit students’ response. • Monitor their grammar and intonation.
KEY Lesson outcome
There is less agreement in the second conversation.
• If you are using the Classroom Presentation Tool, first do
Transcript the lesson closer to review what has been covered in this
Freddie  Have you got a minute? lesson.
Examiner  Of course. What did you want to talk about? • Ask students: What have you learned today? What can you
Freddie  I thought perhaps we could agree on some rules for do now? and elicit answers: I can use diplomatic language in
the flat. a discussion. I can use question tags correctly.
Examiner  Well, sure. You obviously have certain things in
mind, don’t you? What are they?
Freddie  Well, yes. Could we possibly agree on some rules for 2H Writing
visitors?
Examiner  Really? Like what? A for and against essay
Freddie  Well, you have friends here all the time and it’s
LESSON SUMMARY
sometimes difficult to do any studying.
Examiner  Well, you have visitors too, don’t you? Speaking: Sources of advice
Freddie  Not as often as you do. And usually only one visitor Exam topic: Structuring an essay
at a time. You often have four or five people here at a time. Grammar: provided that / providing / on condition that, even
We aren’t really supposed to have more than three visitors at though and even if
a time. It’s in the contract. Writing: A for and against essay
Examiner  Who cares about the contract? The landlord will
never find out. But OK. Look, I’ll text you beforehand to see SHORTCUT
if it’s OK for my friends to come over. And I’ll go out to see • To do the lesson in 30 minutes, keep the lead-in and
them a bit more. exercise 1 brief. In exercise 5, omit finding the key phrases
Freddie  Great. in the essay and set exercise 8 for homework.
Examiner  Is there anything else?
Freddie  Yes. I don’t think you realise how noisy you all are LEAD-IN 2–3 MINUTES
when you’re together. And your music is really loud. I can’t • Focus attention on the photos and ask: What is the
concentrate, and I’m supposed to be studying every night problem? What is she doing about it?
for my exams. • Elicit some ideas.
Examiner  You should have said something earlier.
Freddie  But it’s embarrassing to ask your friends to be quieter. Exercise 1   page 29 
Examiner  OK. Fine. I’ll ask them in future. • In pairs, students discuss the different options for advice.
Freddie  OK. Great. That’s everything sorted, then. • Elicit some opinions and try to find out if there is one
Examiner  Good. See you! particular option that most students use.
Exercise 7 $ 1.16    page 28  Exercise 2   page 29 
• Go through the Learn this! box together. • Go through the task together.
• Play the recording again and ask students to put their
hand up when they hear an example of be supposed to. Students work with a partner. Give them a minute to think of
one advantage and one disadvantage of using the internet
KEY for advice.

We aren’t really supposed to have more than three visitors
at a time. Extension
I’m supposed to be studying every night for my exams. With a stronger class or fast finishers, ask students to
think of two more advantages and disadvantages.
Transcript
See exercise 6.
Exercise 3   page 29 
Extra activity • Tell students to read the essay quickly.
• Write the following on the board: • Elicit their reaction to the conclusion. Ask for reasons.
… , but I’ve overslept.
… , but I would rather go out for a meal. Exercise 4   page 29 
… , but I’m broke. • Go through the Writing Strategy together. Ask students
… , but she’s driving me crazy. whether the essay has the same structure. (yes)
• Ask students to complete the sentences using be • Ask some students whether the writer includes their
supposed to. argument for and argument against from exercise 2.
• Students compare their sentences with a partner.

Unit 2 10
Exercise 5   page 29 
• Go through the key phrases together.
• Students identify the ones used in paragraphs 2 and 3 of
the essay.
KEY
The first advantage …; no one can deny that …; Although
it is true that … we should also remember that …;
Moreover, …

Exercise 6   page 29 

• Go through the Learn this! box together.
• Students find examples of the structures in the text.
KEY
You can find an answer to any question you have,
provided that you search correctly; Even if you feel you
are the only person with your particular problem, …;
Even if you get advice, …; In conclusion, even though the
internet can be helpful when you have a problem, …

Exercise 7   page 29 

• Go through the task together. Give students time to think
of two or three advantages and disadvantages of always
being in contact. With a weaker class, do this together
and write ideas on the board.

Exercise 8   page 29 

• Students write their essay. Monitor and help with
grammar and vocabulary where necessary.
• Encourage students to check their work when they have
finished.
• Display the essays around the classroom so that students
can read each other’s work. Have a class vote on the
best essay.

Lesson outcome
• If you are using the Classroom Presentation Tool, first do
the lesson closer to review what has been covered in this
lesson.
• Ask students: What have you learned today? What can you
do now? and elicit answers: I can discuss both sides of a topic.
I can follow the correct structure for a pros and cons essay.
 

Unit 2 11