Customs and culture

3
3A Vocabulary
Map of resources
3A Vocabulary Express yourself
Student’s Book, pages 30–31; Workbook, page 30 LESSON SUMMARY
Photocopiable: 3A (Express yourself ) Vocabulary: Gestures and expressions; human sounds
3B Grammar Listening: People talking about different cultural habits
Student’s Book, page 32; Workbook, page 31 Grammar: The first conditional for predicting
Photocopiable: 3B (Modals: present and future) Speaking: When do you use different gestures?
3C Listening SHORTCUT
Student’s Book, page 33; Workbook, page 32 • To do the lesson in 30 minutes, keep the lead-in and
exercise 1 brief and omit the speaking part of exercise 7.
3D Grammar
Student’s Book, page 34; Workbook, page 33 LEAD-IN 2–3 MINUTES

Photocopiable: 3D (Modals in the past) • Yawn in an exaggerated way and ask:

How do you think I’m feeling? (tired)
3E Word Skills
• Then frown and ask the same question (angry / confused).
Student’s Book, page 35; Workbook, page 34
3F Reading Exercise 1   page 30 
Student’s Book, pages 36–37; Workbook, page 35
• Ask students to describe how they think the people in the
photos are feeling.
3G Speaking KEY
Student’s Book, page 38; Workbook, page 36 (Possible answers)
Photocopiable: Functional Language Practice (Moving A confused  
onto another topic and paraphrasing) ​B confused  ​
3H Writing C anxious  ​
D annoyed  ​
Student’s Book, page 39; Workbook, page 37
E surprised  ​
Culture 3 F happy
Student’s Book, page 110
Exercise 2   page 30 
DVD and DVD worksheet: Unit 3
• Go through the words and phrases together. Check their
Classroom Presentation Tool Unit 3 meaning and practise their pronunciation, especially bow
(your head) /baʊ/, fidget /ˈfɪdʒɪt/, grimace /ˈɡrɪməs/ and
End of unit
pout /paʊt/.
Unit Review: Workbook, pages 38–39
• Ask students to describe what the people in the photos
Photocopiable: Grammar Review are doing.
Exam Skills Trainer 2: Student’s Book, pages 40–41
KEY
Cumulative Review I–3: Workbook, pages 110–111 (Possible answers)
Progress Test and Short Tests: Unit 3 A The woman is shrugging her shoulders and raising her
eyebrows.  
B The man is frowning and scratching his head.  
C The woman is frowning and biting her fingernails.  
D The man is frowning.  
E The woman is raising her eyebrows.  
F The man is giving a thumbs up.

Exercise 3   page 30 

• Check the meaning of the words. Students make the
gesture or expression while conveying the emotion.
• Students do the activity in pairs.

Unit 3 1
Exercise 4 $ 1.17    page 30  KEY
• Go through the verbs together and check meaning and a  situation 3   ​b  situation 4   ​c  situation 1   ​d  situation 2
pronunciation, especially cough /kɒf/, sigh /saɪ/ and tut / Transcript
tʌt/. 1 Interviewer  So what do you consider to be social taboos?
• Play the recording for students to do the exercise. Passer-by  Well, when you want to cough or sneeze, you
• Check answers as a class. should turn your head away and cover your mouth.
Nobody wants to share your germs! And if you have a
KEY cold, take out a handkerchief, stand to one side and blow
1  sneeze  ​2  hiccup  ​3  sigh  ​4  sniff  ​5  cough  ​ your nose! I know that sniffing is acceptable in some
6  tut  ​7  slurp  ​8  clear your throat   ​9  gasp  ​10  snore cultures, but if you’re planning to come to Britain, you
Transcript might annoy people if you constantly sniff!
See answer key. 2 Tom  Anyway, so how did the school exchange trip to
Madrid go?
Exercise 5   page 30  Leah  Fantastic. We had a great time.
• Go through the situations together and elicit typical Tom  What was your host family like?
sounds for each one. Leah  They looked after me really well and they were very
KEY friendly. In fact, at first I thought they were too friendly!
1  clear your throat, cough, sneeze, sniff   ​2  clear your Tom  What do you mean?
throat  ​3  snore  ​4  sigh  ​5  gasp  ​6  tut  ​7  slurp Leah  Well, when they met me at the airport, they all gave me
a hug and a kiss on both cheeks! I just stood there blushing!
Exercise 6   page 31  Tom  You’d never see British people doing that with people
• Ask students to read the quiz quickly and complete it with they don’t know!
words from exercises 2 and 4. Leah  I know! They also gesture a lot more. The girl I stayed
with, Marta, was always shrugging her shoulders or
• Check answers as a class before students do the quiz.
moving her arms around. She spoke with her hands! If she
KEY comes to stay with me and my family next month, she’ll
1  sniff  ​2  eyebrows  ​3  cross  ​4  shake  ​5  shoulders  ​ have the opposite first impression to mine: she’ll think
6  point  ​7  slurp  ​8  thumbs up we’re cold and reserved!
3 Now, we’re going to look at how to behave in an interview.
Exercise 7 $ 1.18    page 31  Obviously you’re going to be nervous, but you really have
• Play the recording for students to check their answers. to make an effort to control your body language. It goes
• Check answers as a class. Then elicit a few reactions to the without saying that if you bite your fingernails, you won’t
different customs. make a very good impression. However, there are other
KEY types of body language that it is best to avoid too. If you fold
1  A  ​2  A  ​3  B  ​4  B  ​5  A  ​6  C  ​7  A your arms, you could look defensive and tense, but on the
other hand, don’t stretch your legs out in front of you either
Transcript as you will appear too relaxed! You need to find a balance; sit
1 If you have a cold in Japan, you should sniff rather than blow with your feet flat on the ground and your arms resting on
your nose. If you blow your nose in public, you might disgust the chair with your hands together in front of you.
a few people, so it’s better to go to the bathroom to do it! 4 Director  Cut … cut!
2 When a Turk raises their eyebrows, they are doing it to say Actor  What’s wrong?
‘no’. Very often this gesture is accompanied by a tutting Director  It’s the expression on your face. It’s not right.
sound, so they raise their eyebrows and make this sound – Actor  How do you mean?
tut – at the same time. Director  Your character is supposed to look confused.
3 If you want to wish someone good luck in Vietnam, don’t Actor  Well, I’m trying to transmit the idea by scratching my
do it by crossing your fingers! It’s considered a very rude head while I’m looking at the menu and then I’ll ask about
gesture and could get you into trouble! one of the dishes – you know, ‘Excuse me, what exactly is
4 You might shake your head to say ‘no’ in your country, but in in the beef stroganoff?’
Bulgaria it’s exactly the opposite. Shaking the head means ‘yes’! Director  I know what it says in the script, Marc, but I don’t
5 It may seem normal to you, but people in many countries, want you to play it like that. I want you to be less obvious.
Indonesia, for example, will think you very rude if you When you scratched your head, it looked like you had
point at people or things. a terrible itch! Just raise your eyebrows and put your head
6 Making a noise when drinking is rude in many countries, to one side and look up at the waitress.
but not in Japan. You can slurp whether you are drinking Actor  But if I do the scene like that, the audience won’t
tea or eating a bowl of noodles. realise that I’ve got a problem with the menu.
7 Giving the thumbs up in Thailand is something that Director  That’s the point, Marc, that’s the point! We don’t
children do, so it’s not offensive, but it’s seen as childish. want it to be obvious at first. You’re supposed to be a man
It’s a bit like a child sticking out their tongue! who is not very good at expressing his feelings!
Exercise 8 $ 1.19    page 31  Actor OK, OK, whatever you say!
Director  Exactly – whatever the director says! OK,
• Go through the questions together before playing the everybody, positions please! And … 3 … 2 … 1 … action!
recording.
• Check answers as a class.

Unit 3 2
Exercise 9 $ 1.19    page 31  Exercise 2   page 32 
• Go through the Recycle! box together. • Tell students to read the text quickly and decide on the
• With a stronger class, ask students to try to complete the best piece of advice.
sentences before you play the recording again. • Elicit some answers and the reasons why.
• Play the recording again, pausing after each section for
students to complete the sentences or check their answers. Exercise 3   page 32 
• Check answers as a class. • Complete the rules in the Learn this! box together.
Students can then find examples in the text.
KEY • Check answers as a class.
(Possible answers)
1 might annoy people   KEY
2 could think of you as cold and reserved   1  should and ought to  ​2  must and have to  ​3  mustn’t  ​
3 might not get the job   4  don’t have to, don’t need to and needn’t  ​5  be supposed to
4 won’t realise that Marc is supposed to be a man who is 1 You ought to plan to keep in touch with friends and family
not very good at expressing his feelings 2 you must try to learn some key phrases
Transcript 3 You mustn’t worry if you can’t see or do everything
See exercise 8. 4 You don’t have to be fluent
5 so you understand what you’re supposed to do (and
what you’re not supposed to do)
Extra activity: Fast finishers
Ask fast finishers to discuss customs and taboos in their
For further information about advice, obligation
country.
and necessity: Grammar Builder 3.1   page 129 
Exercise 10   page 31 
Exercise 4   page 32 
• In pairs, students ask and answer the questions.
• Students complete the sentences.
• Monitor and check their grammar, vocabulary and
pronunciation. • Check answers as a class.
KEY
Lesson outcome 1  should  ​2  mustn’t  ​3  are supposed to   ​
• If you are using the Classroom Presentation Tool, first do 4  don’t have to   ​5  You’re supposed to   ​6  ought to
the lesson closer to review what has been covered in this
lesson. Extra activity
• Ask students: What have you learned today? What can you do • Write the following on the board: You must blow your
now? and elicit answers: I can describe body language, gestures nose in public in Japan because it’s extremely rude. You
and movement. I can use the first conditional to make predictions. needn’t sniff instead. If you want to blow your nose, you
mustn’t do it in the bathroom.
3B Grammar • Ask students to correct the modals.
• Answers: You mustn’t blow your nose in public in Japan
Modals: present and future because it’s extremely rude. You should sniff instead. If you
LESSON SUMMARY
want to blow your nose, you must do it in the bathroom.
Reading: Tips on travelling
Grammar: Advice, obligation and necessity; possibility,
Exercise 5   page 32 
probability and certainty • Go through the Learn this! box together. Students can
then find examples in the text.
Speaking: Discussing how a visitor to your country should
behave • Check answers as a class.
KEY
SHORTCUT
1 you may find it helps to read about the history and
• To do the lesson in 30 minutes, keep the lead-in and exercise culture; you might love it;
1 brief. Set exercises 7 and 8 as a writing task for homework. 2 you should fit right in
LEAD-IN 2–3 MINUTES 3 there must be one in the language you need
• Ask: If you were travelling abroad, what would you research 4 you’ll be able to find a wide variety of online language
before you go? courses
5 Travelling can be lonely / You can’t learn everything
• Elicit a few ideas and ask students for their reasons, e.g. about where you’re visiting
the weather, so that you have the right clothes; places to
visit, so that you know the best places to go. Exercise 6   page 32 
Exercise 1   page 32  • Students complete the text with the verbs in the Learn
this! box. With a weaker class, do this together.
• In pairs, students talk about cultural problems people
might have when travelling abroad. KEY
• Ask some students for their ideas. 1  must  ​2  can’t  ​3  may / might / could   ​4  be able to   ​
5  can  ​6  may / might / could

Unit 3 3
 For further practice of possibility, probability Exercise 1   page 33 
and certainty: Grammar Builder 3.2   page 129  • Go through the questions together and ask students to
discuss them with a partner.
1 1 needn’t  ​2  mustn’t  ​3  should  ​4  must  ​
• Ask a few students for their answers.
5  are supposed to   ​6  shouldn’t
2 1 b  ​2  a  ​3  c  ​4  b  ​5  a  ​6  b  ​7  a Exercise 2 $ 1.20    page 33 
• Explain the task and play the recording for students to
Exercise 7   page 32  match the extracts with the photos. 
• Go through the example together and then ask students • Check answers as a class.
to rewrite the sentences. KEY
• Check answers as a class. Photo A  1, 3, 4, 8, 9  
Photo B  2, 5, 6, 7, 10
KEY
2 Are we supposed to leave a tip?   Transcript
3 You mustn’t enter the temple in shorts.   1 Good afternoon. I don’t believe we’ve met? My name is
4 You don’t need to speak Spanish.   Kaplan. Helen Kaplan.
5 He shouldn’t have any problem making friends (in my 2 Hey! Good to see you. What are you guys doing?
opinion).   3 It’s a pleasure to meet you. Allow me to introduce you to
6 It could rain while we’re away.    my colleagues.
7 Look at the map; this must be the right road! 4 This is Mrs Mathison. She’s from Canada.
5 This is a friend of mine, Anna. Anna, this is Joe, Steph and Amy.
Exercise 8   page 32  6 Hi, there. Good to meet you. How do you know Alex?
• In pairs, students discuss the correct behaviour in the 7 Do you guys fancy grabbing a coffee somewhere?
different situations. 8 I’m about to go and get a coffee. Could I fetch you a drink
• Monitor and help with vocabulary and grammar where at all?
necessary. 9 It’s very kind of you to offer. I’d like a sparkling water, please.
10 Sure, why not? That’s a great idea. We weren’t doing much,
Extra activity: Fast finishers anyway.
Ask fast finishers to write five tips on learning English Exercise 3 $ 1.20    page 33 
using modals from the lesson. • Play the recording again for students to write the formal
version of the sentences. With a stronger class, ask
Lesson outcome students to try to write the formal sentences before you
• If you are using the Classroom Presentation Tool, first do play the recording.
the lesson closer to review what has been covered in this • Check answers as a class.
lesson.
KEY
• Ask students: What have you learned today? What can you 1 Good morning / afternoon.  
do now? and elicit answers: I can use modals to talk about 2 I don’t believe we’ve met.  
present and future possibility. I can give tips on behaving 3 It’s a pleasure to meet you.  
correctly in my country. 4 Allow me to introduce you to my colleagues.  
5 Could I fetch you a coffee at all?  
3C Listening 6 It’s very kind of you to offer.
Transcript
When in Rome … See exercise 2.
LESSON SUMMARY
For further practice of formal versus informal
Exam topic: Identifying text type language: Vocabulary Builder 3C:   page 118 
Listening: Matching speakers with situations
1 1 c  ​2  d  ​3  f  ​4  b  ​5  a  ​6  e
SHORTCUT
2 1 Sorry (informal)   ​2  apologise (formal)   ​
• To do the lesson in 30 minutes, keep the lead-in and 3  inform (formal)   ​4  let you know (informal)   ​
exercise 1 brief and omit exercise 6. 5  postponed (formal)   ​6  put off (informal)
LEAD-IN 2 MINUTES
• Focus attention on the two photos and ask: Exercise 4 $ 1.21    page 33 
What are the people doing? (introducing / greeting each • Go through the Listening Strategy together.
other) • Play the recording, pausing after each speaker to give
What’s the difference between the gestures? students time to write their answers.
(A: they are formal; B: they are informal) • Check answers as a class.
• Then ask: How do people greet each other for the first time in
your country? What about people who are friends?

Unit 3 4
KEY A  Really? Why not?
1 f  formal language and topic vocabulary: colleague; B  Because it means someone has died. It is only done at
We are very much hoping that you will be able to work funerals and is a big no-no at any other time.
with us on this. A  But how were you to know that?
2 b  tone of voice; informal language, e.g. Guess what! B  I don’t know. It’s not something we would think about,
3 d  formal language and topic vocabulary: passengers for is it? Well, everybody at the table gasped. I looked up and
flight BA6Y3; gate number 47 they were either frowning or pursing their lips at me. I
4 e  tone of voice; polite request for help: Could you help blushed and fidgeted – I had no idea what I’d done wrong
me, please? I’m trying to find Leicester Square. until my colleague took my chopsticks out of my rice and
5 c  formal language; the topic is a news item: The put them next to my bowl.
government has issued a statement regarding travel to A  Oh dear. It seems like such a little thing.
Africa in the near future; tone of voice B  I know. I wish someone had told me.
6 a  tone of voice; informal language; language of 2 A  Queue this side, please … Take a large tray and put all
persuasion: Tired of queuing in busy airports? … Then you your personal items in it. Sir, please remove your shoes and
need FASTRACK! belt if you’re wearing one and place them in the tray. Put
Transcript your watch, phone, the contents of your pockets, and liquids
1 A  Mrs Simons, allow me to introduce you to my colleague, under 100 millilitres in a bag in a separate tray! Thank you.
John Turner. B  Excuse me, where do I put my laptop?
B  Good evening, Mr Turner. I’ve heard so much about you. A  Take it out of its case and put it in this tray here.
C  Likewise, Mrs Simons. It’s a pleasure to finally meet you. B OK.
We are very much hoping that you will be able to work A  Please wait to be called through the archway.
with us on this. C  … Step forward, please.
2 A  Guess what! Jim and I have just booked flights to Mexico! B  Oh dear.
B  Really? Sounds great. Lucky you. C  Stand over to one side, sir. Raise your arms. Empty your
3 Would passengers for flight BA6Y3 please make their way pockets, sir.
to gate number 47. Gate number 47, please. B  I have some change here. Sorry.
4 A  Excuse me, could you help me, please? I’m trying to find C  You should have put anything from your pockets into
Leicester Square. the small tray. Pass through the archway again, please.
B  It’s OK. You’re quite near. Just walk along this street and B OK.
turn right. C  Fine. Collect your belongings from over there, sir.
5 The government has issued a statement regarding travel 3 Secret Hideaway offer holidays with a difference – peace
to Africa in the near future. All those intending to visit and quiet in an unspoiled location off the beaten track.
there are advised to check with the Foreign Office as to Swim in the crystal clear waters of a warm sea. Recline by a
whether their chosen destination is affected by the virus. beautiful pool in lush tropical gardens. Hike up a stunning
6 Tired of queuing in busy airports? Tired of waiting to check mountain trail with panoramic views of the surrounding
in? Tired of searching for a seat in the departure lounge? countryside. Take a boat out and tour hidden coves or
Then you need FASTRACK! Become a member of FASTRACK snorkel through underwater caves. Be as active or as lazy
and airline travel will fast become a pleasure, not a chore! as you want – just you and nature and a little bit of luxury.
Choose online from our selection of holiday destinations
Exercise 5 $ 1.22    page 33  and go where the crowds aren’t. Book your secret hideaway
• Tell students they will hear four more texts. They must now. Special prices until the end of the month. Don’t miss
match the situations with the correct speakers.  out. You know it’s just the holiday you’re looking for and
• Play the recording, pausing after each text. haven’t found yet because it’s secret  … shhhh …
4 One of the many delights of the street markets here is the
• Check answers as a class. sheer abundance of the different herbs and spices on offer.
KEY Just look here at the piles of turmeric, cumin, paprika and
1  c  ​2  d  ​3  a  ​4  b garlic. Wonderful. Also wonderful are all the snacks that you
Transcript can buy, freshly cooked right here on the spot. They say the
1 A  Hey, Anna, how was your trip to Hong Kong? best food you can eat here in Morocco is on the street in
B  Great, thanks, Steve. the markets, not in the hotels or cafés. I’m going to try some
A  What’s Hong Kong like? of this local crusty bread – called khobz – with a rich fava
B  Gosh, it’s amazing. I had a wonderful time. It’s bean soup, flavoured with as much garlic as possible! You
ultra-modern in so many ways, but the culture is so don’t have to use cutlery – you can eat it with your fingers,
different, it’s easy to make a mistake. dipping the bread into the soup. Oh my! It’s delicious! You
A  Like what? must come here and try it for yourself.
B  Well, tell me what’s wrong with this: I was at lunch with
Exercise 6 $ 1.22    page 33 
my colleague and a group of people, and someone came
over to be introduced. So I put my chopsticks into my rice • Give students time to read the questions before you play
bowl and turned round to speak to them. the recording again. With a stronger class, ask students
A  What? You shouldn’t turn round at the dinner table? You to answer the questions before listening again.  ​
mustn’t show your back to anyone? • Check answers as a class.
B  No! You mustn’t put your chopsticks into your rice and
leave them sticking straight up!

Unit 3 5
KEY Exercise 1   page 34 
1  b  ​2  b  ​3  c  ​4  a • Focus attention on the photo and elicit ideas about
Transcript where it is.
See exercise 5.
Exercise 2 $ 1.23    page 34 
Extension: Fast finishers • Play the recording while students read and listen to the
dialogue and complete it.
• Write the following questions on the board:
Which country is the speaker visiting? (Morocco) • Check answers as a class.
What type of food does the fourth speaker describe first? KEY
(herbs and spices) 1  shouldn’t  ​2  ought  ​3  might  ​4  could  ​
Where can you find the best food? (street markets) 5  must  ​6  should
What’s khobz? (local bread)
Transcript
How should you eat the bean soup? (with your fingers
See Student’s Book page 34.
and the bread)
• Play text 4 of the recording again for fast finishers to Exercise 3   page 34 
listen and answer the questions. • Go through the Learn this! box together. With a weaker
class, revise the structure of modals in the past: modal +
Exercise 7   page 33  have + past participle.
• Students work in pairs. Give them time to prepare a short • Ask students to find examples of the rules in the dialogue.
dialogue for the formal and the informal situation. Remind • Check answers as a class.
them to use the sentences in exercise 3 to help them. KEY
Monitor and help as necessary. a I might not have embarrassed myself so badly
• Students role-play their dialogues. Remind them to use a b I shouldn’t have gone without reading about their
formal / informal tone of voice. customs. I really ought to have been better prepared
• Ask a few pairs to perform their role-plays for the class. The c Aki could have told me not to blow my nose in public!
class vote on the best role-plays. d The people in the restaurant must have thought I was
so rude!
Lesson outcome e I sent it on Monday, so it should have arrived by now.
• If you are using the Classroom Presentation Tool, first do
the lesson closer to review what has been covered in this Extra activity: Fast finishers
lesson.
• Ask fast finishers to imagine this situation: Their friend
• Ask students: What have you learned today? What can you Emma had a party last night, but they were not invited.
do now? and elicit answers: I can identify different types of
listening text. I can role-play meeting people in formal and
• Tell them to speculate why, e.g. She may have forgotten
to invite me. My invitation could have got lost. She can’t
informal situations.
have forgotten about me.

3D Grammar Optional activity: Pronunciation

• Focus attention on the pronunciation of have in modals
Modals in the past in the past. We say /həv/, not /hæv/.
LESSON SUMMARY • Model some of the examples sentences in the Learn this!
Listening: Making cultural mistakes box and then ask students to practise them themselves.
Grammar: Modals in the past; needn’t have / didn’t need to
Speaking: Saying what should have been done Exercise 4   page 34 
• Explain that the modal verbs in the sentences are wrong
SHORTCUT and students must correct them. With a weaker class, do
• To do the lesson in 30 minutes, keep the lead-in and the first two items together.
exercise 1 brief and set exercise 7 for homework. • Tell students to write their answers in their notebooks.
LEAD-IN 2–3 MINUTES • Check answers as a class.
• Tell students to imagine they are staying with a family in a KEY
foreign country when they do or say something culturally 1  can’t have / couldn’t have  
wrong. Ask: 2  might have / could have  
How would you feel in this situation? (e.g. embarrassed / 3  shouldn’t have / ought not to have  
ashamed) 4  may not have / might not have  
What should you do to avoid a situation like this? 5  must have / should have / ought to have  
(e.g. You should read about the culture of the country 6  must have
before you go.)

Unit 3 6
Exercise 5   page 34 
• Go through the Look out! box together. Ask students to
3E Word Skills
find examples of the structures in the dialogue. American English
• Check answers as a class.
LESSON SUMMARY
KEY
Vocabulary: American English spelling and word stress
1 I’m sure you needn’t have done.   
2 I probably didn’t need to send them anything, but I really Listening: American and British speakers
wanted to apologise. Speaking: A dialogue in American English
SHORTCUT
For further practice of modals in the past:
• To do the lesson in 30 minutes, keep the lead-in brief and
Grammar Builder 3.3   page 130  set exercises 4 and 5 for homework.
1 1 a  ​2  b  ​3  b  ​4  a  ​5  a  ​6  b  ​7  a  ​8  a
LEAD-IN 2–3 MINUTES

Exercise 6   page 34 

• Elicit some of the differences between British and American
English (e.g. vocabulary, spelling, pronunciation, grammar).
• Students choose the correct verbs in the sentences.
Remind them that sometimes both verbs are correct.
• Elicit any American words the students know and write
them on the board with their British English equivalent.
• Check answers as a class.
KEY Exercise 1 $ 1.24    page 35 
1  both  ​2  didn’t need to stop   ​3  both  ​ • Focus attention on the British English words and elicit the
4  didn’t need to wait   ​5  didn’t need to pay American English equivalents that students know.
• Play the recording for students to check or find the answers.
Exercise 7   page 34 
KEY
• Students complete the sentences with a modal in the past
film – movie
or didn’t need to + infinitive.
flat – apartment
• Check answers as a class. lift – elevator
KEY petrol – gas
1  must have slept    tap – faucet
2  didn’t need to buy    toilet – restroom
3  couldn’t / might not / may not have got   Transcript
4  might / may / could have left   1 Hey – it’s me! How are you doing? Erm, are you busy? Only I’m
5  needn’t have booked    moving into my new apartment, but the elevator’s broken. I
6  shouldn’t / ought not to have brought don’t suppose you could give me a hand moving my stuff?
2 Er, hi, it’s me again. Thanks for helping with the move earlier!
Exercise 8   page 34 
Look, I was just driving back from seeing a movie and I’ve
• Go through the example together. Tell students to give run out of gas. Do you think you could you pick me up?
some details when they describe the situation. 3 Guess who! Thanks for picking me up earlier. Er, you haven’t
• In pairs, students take turns to describe and respond to seen my keys, have you? Only I think I may have left them in
the situations. the restroom when we stopped earlier. I’m pretty sure I left
• Monitor and help where necessary. them by the faucet. Now I can’t get into my new place!

Extra activity: Fast finishers Exercise 2   page 35 

Ask fast finishers to tell each other about an event they • Go through the Learn this! box together.
did not go to and that they now regret. They should explain • Students read the email and find examples for each point.
why they did not go and why they regret not going. • Check answers as a class and elicit the British English
equivalents and meanings.
Lesson outcome KEY
• If you are using the Classroom Presentation Tool, first do vacation (holiday)
the lesson closer to review what has been covered in this transportation (transport)
lesson. subway (underground)
• Ask students: What have you learned today? What can you do anyhow (anyway)
now? and elicit answers: I can use modal verbs to talk about fall (autumn)
past actions. I can use ‘needn’t have’ and ‘didn’t need to’ correctly. soccer (football)
yard (garden)

Unit 3 7
Exercise 3   page 35  KEY
• Go through the Dictionary Strategy together. Then ask 1 neighbor – neighbour
students to read the dictionary entry and answer the practice – practise
questions. license – licence
theater –theatre  
KEY 2 organized – organised
head teacher BrE
principal NAmE Exercise 7 $ 1.25    page 35 
• Read out rule 3 in the Look out! box. Then tell students
Exercise 4   page 35 
they will hear both versions of the words. Play the
• Students match the British and American English recording for students to write the correct abbreviation.
equivalents using a dictionary if necessary. Tell them to
• Check answers as a class.
label the words with the correct abbreviations too.
• Play the recording again, pausing after each pair of words
• Check answers as a class.
for students to practise the different pronunciation.
KEY
KEY
biscuit (BrE) – cookie (AmE)
2  Br  ​3  Am  ​4  Br  ​5  Am  ​6  Am  ​7  Br  ​
candy (AmE) – sweets (BrE)
8  Am  ​9  Br  ​10  Br
cell phone (AmE) – mobile (BrE)
check (AmE) – bill (BrE) Transcript
motorway (BrE) – highway (AmE) See Student’s Book page 35.
queue (BrE) – line (AmE)
sidewalk (AmE) – pavement (BrE) Exercise 8 $ 1.26    page 35 
sneakers (AmE) – trainers (BrE) • Tell students they will hear six speakers. They must decide
torch (BrE) – flashlight (AmE) whether they are American or British.
• Play the recording.
For further practice of American English: • Check answers as a class.
Vocabulary Builder 3E:   page 118  KEY
3 1 bathing suit – swimming costume; pants – 1  Am  ​2  Br  ​3  Am  ​4  Am  ​5  Br  ​6  Br
trousers; sneakers – trainers; sweater – jumper; Transcript
undershirt – vest; vest – waistcoat 1 So today we’re making a lovely tomato and yoghurt sauce.
2 eraser – rubber; hot lunch – school dinner; Of course tomatoes are full of vitamins, so this is a really
math – maths;  recess – break time; healthy option.
teachers’ lounge – staff room 2 I can’t believe I ran out of petrol! No, I can’t find a garage
3 cupcake – fairy cake; dessert – pudding; eggplant – anywhere. I’ve had to leave the car parked next to the
aubergine; jelly – jam; takeout – takeaway pavement and take the underground instead.
3 Yeah, my folks have booked a vacation to South Africa
Extra activity in the fall. It should be cool – we’ll get to see lions and
Books closed, read out the following American English elephants and zebras and stuff.
nouns: movie, faucet, vacation, soccer, sneakers, sidewalk, 4 Sorry I’m so late. I only stopped off to pick up some
elevator, gasoline. Students call out the British English cookies and some chips, but I had to wait in line for ages. I
equivalent (film, tap, holiday, football, trainers, pavement, wish I hadn’t bothered.
lift, petrol). 5 That was delicious. Shall we get the bill then? Could you pass
me my purse – it’s just there in the top of my handbag.
Exercise 5   page 35  6 Oh, hello – yes, I saw your advertisement for the half-price
trainers. Could I order a pair, please? They’re just what I
• Students write the British English equivalent of the words
need for playing football. My address? Yes, it’s …
in bold, using a dictionary if necessary.
• Check answers as a class.
Extra activity
KEY Give students the transcript from exercise 8 and ask them
1  handbag  ​2  car park   ​3  crisps  ​4  bin  ​ to convert the dialogues spoken by an American to British
5  wardrobe  ​6  dummy English and vice versa. Remind them to think about
Exercise 6   page 35  pronunciation, spelling and vocabulary.
• Go through the Look out! box together. Students then Exercise 9   page 35 
find examples for each rule in the email. Tell them to use a
dictionary for the British English spelling if necessary.
• Students work in pairs to make a list of American English
words and phrases and their British English equivalents.
• Check answers as a class.
• If students are finding this difficult, give them the
following categories as prompts: clothes, food, cars.
• Encourage them to think about spelling as well as words.
• Ask a few students to share their ideas with the class.

Unit 3 8
Lesson outcome KEY
• If you are using the Classroom Presentation Tool, first do 1  C  ​2  E  ​3  A  ​4  B
the lesson closer to review what has been covered in this
Exercise 5   page 36 
lesson.
• Students match the sentence halves to make sentences.
• Ask students: What have you learned today? What can
you do now? and elicit answers: I can recognise differences • Check answers as a class.
between American and British English. I can check American KEY
English equivalents and spelling in a dictionary. 1  E  ​2  B  ​3  A  ​4  D  ​5  C

3F Reading Extension: Fast finishers

Ask fast finishers to find American English words in the
extract and write the British equivalents, using a dictionary
The Kite Runner
if necessary.
LESSON SUMMARY
KEY
Reading: An extract from an American novel laborer (line 6) – labourer
Exam topic: Looking for clues in a gapped-sentence task favorite (lines 23 and 40) – favourite
Vocabulary: Compound adjectives bookstore (line 24) – bookshop
Speaking: Friendships with people from different cultural truck (line 26) – lorry
and social backgrounds colored (line 31) – coloured
theater (line 47) – theatre
SHORTCUT yard (line 49) – garden
• To do the lesson in 30 minutes, keep the lead-in and
exercise 1 brief, omit exercise 7 and set exercise 8 for Culture note: Harelip
homework.
A harelip or cleft lip is a condition where someone is
LEAD-IN 2–3 MINUTES born with a split in their lip. It can be corrected with an
• Draw a simple kite on the board and elicit the word for it operation. ’Harelip’ is an old-fashioned term which we no
in English. Then ask students to say something about their longer use. ‘Cleft lip’ should be used instead.
experience of flying a kite, e.g. I used to love flying a kite
when I was a child. / I’ve never flown a kite. Exercise 6   page 36 
• Students find the underlined compound adjectives in the
Culture note: Pashtuns and Hazaras extract and then use them to complete the sentences. 
Pashtuns and Hazaras are two large ethnic groups from • Check answers as a class and explain any unknown words.
Afghanistan and Pakistan. The Pashtuns are Sunni Muslims
KEY
and the Hazaras are Shi’a Muslims.
1  thin-boned  ​
2  home-made  
Exercise 1   page 36  ​3  deep-throated  ​
• Focus attention on the five different covers for the novel 4  low-set  
The Kite Runner. ​5  longhaired
• Elicit a few ideas about the theme of the novel. Accept
any reasonable suggestions and do not correct students
Exercise 7   page 36 
at this stage. • Ask students to discuss the question in pairs using the
ideas and phrases to help them.
Exercise 2   page 36  • Monitor and help with grammar and vocabulary where
• Ask students to read the extract from the novel quickly necessary.
and choose the best cover for it. Tell them not to worry • Ask a few pairs to share their point of view.
about the gaps in the text and any unknown words.
• Elicit their answer and the reasons for their choice. Exercise 8   page 36 
• Students do their research for homework.
Exercise 3   page 36  • Next lesson, ask a few students to tell the class what they
• Students quickly read the text again and choose the best found out.
topic. Remind them that they do not need to understand
details, but just the gist. Extra activity
KEY Ask students to write a short paragraph beginning with
2 one of these sentences:
I would(n’t) like to read The Kite Runner because …
Exercise 4   page 36  I have read The Kite Runner and I thought it was …
• Go through the Reading Strategy together. Then ask students
to use the strategy to match the sentences with the gaps.
• Check answers as a class.

Unit 3 9
Lesson outcome As far as food is concerned, family celebrations always
• If you are using the Classroom Presentation Tool, first do include some special dishes. For example, at a wedding,
the lesson closer to review what has been covered in this there is always soup, which the bride and groom eat
lesson. together with one spoon. And of course, when it’s a birthday,
• Ask students: What have you learned today? What can there’s always cake.
you do now? and elicit answers: I can understand an There’s something else I’d like to talk about: there are
extract from an American novel. I can use some compound some interesting traditions connected with weddings.
adjectives. I can discuss friendships with people from different For example, at the beginning of the wedding reception,
cultures and backgrounds. somebody breaks a plate at the feet of the bride. The bride
and groom then clear up the mess together. It doesn’t sound
like fun, but really, it’s a symbol of the bride and groom
3G Speaking working together. Then, towards the end of the wedding
reception, some friends of the married couple take the bride
Topic-based presentation away and hide her. The groom has to find her. If he fails to
find her, he has to pay money.
LESSON SUMMARY
Exam topic: Changing the subject and moving onto the Exercise 4   page 38 
next point, paraphrasing • Go through Speaking Strategy 1 together. Then focus
Listening: A student talking about how they celebrate attention on the key phrases for moving onto another
special occasions topic or point and ask students to complete them.
Speaking: Talking about an important national festival • Check answers as a class.

SHORTCUT KEY
1  concerned  
• To do the lesson in 30 minutes, keep the lead-in and 2  now  
exercise 1 brief and omit exercise 5.
3  else  
LEAD-IN 2–3 MINUTES 4  subject  
• Ask: 5  turn
What is your favourite annual celebration?
Exercise 5 $ 1.28    page 38 
What does it celebrate?
When does it take place? • Play the recording again for students to identify the
How is it celebrated? phrases from exercise 3.
Why is it your favourite celebration? • Check answers as a class.
• Encourage students to give detailed answers. KEY
The student says phrases 1 and 3.
Exercise 1   page 38  The student doesn’t mention the second bullet point.
• Students work in pairs to discuss the questions. Transcript
• Circulate and monitor, helping where necessary. See exercise 3.
• Ask a few pairs of students to share their ideas with the class.
Exercise 6   page 38 
Exercise 2   page 38  • Go through Speaking Strategy 2 together. Stress to
• Focus attention on the two photos. Students say what students that this will help them to communicate
they think the two events are and give reasons for their effectively even if they do not know the exact words.
choice. • Students do the exercise.
• You could ask students to describe the last family event • Circulate and monitor, helping where necessary.
they went to.
• Ask a few pairs of students to share their ideas with the
Exercise 3 $ 1.28    page 38  class.
• Students look at the photos in exercise 2 again. Extension
• Focus attention on the task and read through the bullet • Students work in small groups. Each student thinks of
points. a kitchen appliance or gadget that they do not know
• Students listen to the student doing the task and say if how to say in English. They must describe it using
they completed the task fully. phrases from the Speaking Strategy 2.
• Check answers as a class. • Supply the correct words if nobody knows what the
thing is called in English.
Transcript
The photos show two different family celebrations. The
Exercise 7   page 38 
first is probably a wedding reception, judging by the smart
clothes and the flowers. The second looks like a more • Go through the task together and give students time
informal occasion – maybe a birthday party. Both are very to make notes. With a weaker class, you could do this
common family celebrations in my country – and probably together and write ideas on the board.
in most other countries too.

Unit 3 10
Exercise 8   page 38  Exercise 4   page 39 
• Before students do the task, remind them to use the • Go through the Learn this! box together.
phrases from the lesson. • Students find examples of the structures in the text.
• In pairs, students take turns to speak for one minute on KEY
their chosen festival. The student who is listening checks 1 Having arrived later to hear the bands play, …
that all three prompts have been covered. 2 As families crowded around the food stalls, the music
• Monitor and help where necessary. played non-stop.;  Looking around, I could see …

Extra activity: Fast finishers Extension: Fast finishers

Ask pairs of fast finishers to choose a different annual Write on the board: … , I fell asleep. Ask fast finishers
celebration and talk for one minute about it. Students to complete it in four different ways, using the different
could work with different partners to complete this structures in the Learn this! box. Make sure they use the
activity. correct form of the verb.

Lesson outcome Exercise 5   page 39 

• If you are using the Classroom Presentation Tool, first do • Go through the example together before students rewrite
the lesson closer to review what has been covered in this the remaining sentences individually.
lesson. • Check answers as a class.
• Ask students: What have you learned today? What can
you do now? and elicit answers: I can explain and describe KEY
annual celebrations. I can use paraphrasing phrases when I 2 As we lay in the sun, we read magazines. / Lying in the
do not know the correct word in English. sun, we read magazines.  
3 As the band played, the sun came out.  
4 After swimming, they wrote postcards. / Having swum,
3H Writing they wrote postcards.  
5 As you watched the film, you fell asleep. / Watching the
A blog post film, you fell asleep.

LESSON SUMMARY Exercise 6   page 39 

Exam topic: Structuring a blog post • Go through the task together. Allow students time to
Grammar: Sequencing clauses for describing past events think of three advantages of a long summer holiday and
Writing: A blog post the details of a holiday they enjoyed. With a weaker class,
brainstorm advantages together. 
SHORTCUT
• To do the lesson in 30 minutes, keep the lead-in and Exercise 7   page 39 
exercise 1 brief, set exercises 5 and 8 for homework and • If students did exercise 6 individually, tell them to
omit exercise 7. compare notes with a partner.

LEAD-IN 2–3 MINUTES Exercise 8   page 39 

• Ask students to describe the photo. Remind them to • Before students start writing, remind them to include an
speculate if they are not sure what is happening. You introduction and conclusion, and two paragraphs of equal
could revise the language for speculation in 1G. length for the main body, one for the advantages and one
for the description. Remind them to write a heading for
Exercise 1   page 39  the article too.
• In pairs, students discuss the questions. • Students write their blog post. Monitor and help with
• Elicit different answers. grammar and vocabulary where necessary.

Exercise 2   page 39 

Extra activity
• Go through the task together and check that students In pairs, students read each other’s blog posts, checking
know what they have to include in their blog post (the
them against the checklist on page 39 and underlining
advantages of the festival and a personal experience of
any spelling and/or grammar mistakes. They then give
the festival).
each other feedback and students correct any mistakes.
Exercise 3   page 39 
• Go through the Writing Strategy together before students Lesson outcome
read the blog post. • If you are using the Classroom Presentation Tool, first do
• Elicit the answers to the questions. the lesson closer to review what has been covered in this
lesson.
KEY
The advantages of the festival: paragraph 2; A personal • Ask students: What have you learned today? What can you
experience of the festival: paragraph 3; The writer gives do now? and elicit answers: I can use sequencing clauses for
more or less equal space to these two elements. describing past events. I can write a blog post.
The writer also includes an introduction and conclusion.

Unit 3 11
 2 Exam Skills Trainer KEY
(Possible answers)
LESSON SUMMARY A The speaker said hello when they meant to say goodbye.
Reading: A text related to New Orleans B The speaker said tree instead of three.
C The speaker said go instead of play.
Listening: Four people talking about mistakes they have
D The speaker said yes instead of no.
made speaking a foreign language
E The speaker heard skirt instead of shirt.
Use of English: Identifying language points
Speaking: Showing initiative in a conversation Exercise 4 $ 2.02    page 41 
Writing: Writing an essay • Tell students they are going to hear four speakers
describing mistakes they have made speaking a foreign
LEAD-IN 2–3 MINUTES
language. They must match four of the situations with
• Write New Orleans on the board and ask: them.
Where is New Orleans? (in the US state of Louisiana) • Play the recording for students to write the correct letters.
What is the city famous for? (e.g. jazz music, food, the
French Quarter, Mardi Gras, Hurricane Katrina)
• Check answers as a class. Then ask: Which story do you
think is the funniest? Why?
• If students do not know anything about New Orleans, tell
them they are going to read a text about the city. KEY
Speaker 1 D Speaker 2 A Speaker 3 E Speaker 4 B
Exercise 1   page 40  Transcript
• Go through the strategy together. Speaker 1  This happened to me during my Erasmus year in
• Students choose the correct answer and explain why the Germany. I’d made friends with a German girl called Lina,
other options are wrong. and one day she invited me to her grandmother’s house for
• Check answers as a class. lunch. As we all sat down at the table, Lina’s grandmother
said that she hoped I would enjoy the meal: it’s Guten Apetit
KEY
in German. I wanted to reply Same to you which in German is
C
gleichfalls. Unfortunately, I came out with Durchfalls instead,
A is incorrect because the text says ‘eating up all the
which means ‘diarrhoea’. Everything went quiet and then
forbidden food before the fast’.
Lina told me what I’d said. I nearly died of embarrassment!
B is incorrect because the text says ‘traditionally preceded
Speaker 2  I made a real fool of myself when we were on holiday
forty days of fasting’.
in Greece one year. I always like to learn a few words of the
D is incorrect because the text says ‘translated from the
language when I go abroad, and that year was no exception.
French’.
When we arrived at our hotel, I walked straight up to reception
Exercise 2   page 40  and said kalimari to the receptionist. My confidence was
shattered when she burst out laughing, as did the rest of my
• Students read the texts and choose the correct answers.
family. It turns out that I’d used the word for squid – kalamari
• Check answers as a class. instead of the word for Good morning – kalimera. That was the
KEY last time I spoke any Greek on that holiday!
1  C  ​2  D  ​3  B  ​4  D  ​5  A Speaker 3  I was in Venice on an exchange visit and for some
reason or other, I was teaching my host family how to count
Extra activity: Fast finishers in Spanish. I was walking backwards saying the numbers
• Ask fast finishers to find the following words in the for them to repeat: seis, seis; siete, siete; ocho, ocho … OCHO!
texts: OCHO!!! – I couldn’t understand what they were getting so
centuries-old, precede, forbidden, afforded, distinction excited about! Suddenly, I was hit by a cart full of fish: the
family hadn’t been repeating ocho to mean number eight;
• Ask them to write their own sentences using the words
they were saying Occhio!, which means Watch out! in their
and phrases.
particular dialect of Italian. The little old man pushing the
cart was very apologetic, but I felt like a complete idiot!
Extra activity Speaker 4  I had a terribly embarrassing experience once
• Ask students to work in pairs and talk about their when I was trying to buy a rail ticket in France. I was at a
impression of New Orleans from the texts. They should station in Paris and I wanted to go to Avignon in the South.
say whether they would like to go there and give When it was my turn, I went up to the desk and asked for a
reasons. return to Avignon. The woman looked at me for a moment
• Ask a few students to share their ideas with the class. and then said, Pardon? – Sorry?, so I repeated my request.
Imagine my surprise when she told me they didn’t sell that
Exercise 3   page 41  kind of ticket at the station. It appears that I hadn’t said
• Go through the strategy together and then focus Avignon correctly and she had understood avion – plane.
attention on the five options in exercise 4. Elicit an She thought I was trying to buy a plane ticket!
example for each situation.

Unit 3 12
 Extension Lesson outcome
• In pairs, students tell each about funny or embarrassing • If you are using the Classroom Presentation Tool, first do
the lesson closer to review what has been covered in this
mistakes they have made whilst speaking a foreign
lesson.
language.
• Ask some students to share their stories with the class.
• Ask students: What have you learned today? What can you
do now? and elicit answers: I can read both parts of multiple
choice sentences and choose the correct answer. I can
Exercise 5   page 41  distinguish small differences in questions about a listening
• Go through the strategy together. Then ask students text. I can identify the language point being tested in key word
to look at the words in brackets in exercise 6 and try to transformation tasks. I can show initiative in a conversation. I
identify the language point they will need to use. can write an essay.
KEY  
1 past perfect simple / continuous, for / since
2 used to + infinitive
3 qualifying comparatives
4 had better + infinitive without to
5 be supposed to
6 past modals

Exercise 6   page 41 

• Go through the task together. Remind students that it
is important to read the rubric carefully as sometimes it
gives information about the number of words needed to
complete a question.
• Students do the task.
• Check answers as a class.
KEY
1  had been performing for  
2  hadn’t been  
3  is much smaller than  
4  had better not park  
5  Are we supposed to pay  
6  could have told

Exercise 7   page 41 

• Go through the strategy together.
• Students complete the task.
• Check answers as a class.
KEY
1  Shall  2  need / have   3  don’t  4  about

Exercise 8   page 41 

• Go through the task together. Allow students time to
discuss the four points in the task.

Exercise 9   page 41 

• Ask a few students to share their ideas with the class.
Exercise 10   page 41 
• Go through the strategy and the task together.
• Allow them to discuss the question in pairs.
• Check answers as a class.
KEY
4

Exercise 11   page 41 

• Give students time to plan their essays.
• Students write their essays.
• When they have finished, they can swap essays with a
partner and check each other’s work.

Unit 3 13