English for Life Pre-Intermediate Teachers Book

www.oup.com/elt/teacher/englishforlife English for Life Pre-intermediate Teacher’s Book To m H u t c h i n s o n E4L Pre_int TB COVER.indd 28/8/07 14:51:01 English for Life Pre-intermediate Teacher’s Book To m H u t c h i n s o n C a ro l Ta b o r J e n ny Q u i n t a n a 4307314_01-11.indd 15/8/07 15:19:18 acknowledgements The author would like to thank all the people at Oxford University Press who have contributed their knowledge, skills, and ideas to producing this book Great Clarendon Street, Oxford ox2 6dp Oxford University Press is a department of the University of Oxford It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide in Oxford  New York Auckland  Cape Town  Dar es Salaam  Hong Kong  Karachi  Kuala Lumpur  Madrid  Melbourne  Mexico City  Nairobi  New Delhi  Shanghai  Taipei  Toronto With offices in Argentina  Austria  Brazil  Chile  Czech Republic  France  Greece Guatemala  Hungary  Italy  Japan  Poland  Portugal  Singapore South Korea  Switzerland  Thailand  Turkey  Ukraine  Vietnam oxford and oxford english are registered trade marks of Oxford University Press in the UK and in certain other countries © Oxford University Press 2007 The moral rights of the author have been asserted Database right Oxford University Press (maker) First published 2007 2016  2015  2014  2013  2012  2011 10  9  8  7  6  5  4  3  All rights reserved No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press (with the sole exception of photocopying carried out under the conditions stated in the paragraph headed ‘Photocopying’), or as expressly permitted by law, or under terms agreed with the appropriate reprographics rights organization Enquiries concerning reproduction outside the scope of the above should be sent to the ELT Rights Department, Oxford University Press, at the address above You must not circulate this book in any other binding or cover and you must impose this same condition on any acquirer Photocopying The Publisher grants permission for the photocopying of those pages marked ‘photocopiable’ according to the following conditions Individual purchasers may make copies for their own use or for use by classes that they teach School purchasers may make copies for use by staff and students, but this permission does not extend to additional schools or branches Under no circumstances may any part of this book be photocopied for resale Any websites referred to in this publication are in the public domain and their addresses are provided by Oxford University Press for information only Oxford University Press disclaims any responsibility for the content isbn-13: 978 19 430731 Printed in China The author would like to dedicate this book to his sister, Shiela, and his brothers, Colin and Pat CD-ROM test material by Debra Emmett Commissioned photography by: Gareth Boden: pp1, 14, 42, 75 Illustrations by: Stuart Briers: p 71, Stefan Chabluk: p 69, Cyrus Deboo: pp 5, 9, 21, 24, 29, 32 (objects), 37 (objects), 39, 49, 57 (office activities), 73, 87; Mark Duffin: pp 25, 26, 58, 97, Paul Fisher Johnson: p 23, Tony Hall: pp (cartoons), 13, 30, 31, 37, 65, 77, Sarah Kelly: pp 4, 8, 32, 41, 56, 64, 72, 80, 93; Chris Pavely: pp 11, 16, 22, 48, 57, 61, 62, 85, 89, Roger Penwill: p 46, 78, 91, Klaus Trommer/Storyboards.nl: pp 4, 6, 10, 12, 18, 20, 26, 28, 34, 36, 38, 44, 50, 52, 58, 60, 68, 70, 74, 76, 81 Story page illustrations by: Klaus Trommer/Storyboards.nl We would like to thank the following for permission to reproduce the following photographs: Advertising Archive p 33 ( TV Advert), AKG Images p 33 (Lucasfilm/20th Century Fox/ALB/Star Wars, Alamy pp (Stephen Oliver/girl with long hair), 45 (David R Frazier Photolibrary/Music shop/Sports shop, Andrew Fox/Flower shop, Stephen Roberts/Hardware shop), 47 (Jon Arnold Images/High Street), 53 (Brandon Cole Marine Photography/scuba diving, Vic Pigula/canoeing Ianni Dimitrov/sunbathing, Chris Howes/Wild Places Photography/DIY, David R Frazier Photolibrary/painting, Art Kowalsky/ sightseeing), 54 (Photo Japan/cherry blossom, Stock Connection Distribution/ man, Art Kowalsky/ beach), 65 (Frank Chmura/paper), Allstar pp 33 (Warner Brothers/Friends, 20th Century Fox/The Simpsons cartoon), Art Directors and Trip pp (man in white shirt), Catherine Blackie p 45 (travel Agent) Bosch p 61 (washing machine, dishwasher, microwave, kettle, toaster, vacuum cleaner), BBC Documentary ‘Hiroshima’ © The Model Unit p 66 BBC Photograph Library pp 33 (News, weather, Police, hospital, chat show, game show), Bubbles p 63 (man changing nappy), Nicky Clarke p 61 (hairdryer), Corbis Images pp (Kevin Dodge/woman on phone), 15 (Ray as young man) 27 (Malcolm Hanes/yacht), 35(Matthias Kulka/diamonds, Chuck Savage/man with prize), 45 (Richard Klune/butcher, Birgid Allig/Greengrocer, John Dakers/Jewellery shop), 47 (Gideon Mendel/supermarket), 51 (Dave Amit/floods), 55 (Paul Barton/yoga, Amos Nachoum/scuba diving), 59 (Viviane Moos/kuala Lumpur), 63 (H Schmid/ washing machine), 65 (Patrik Engquist/Etsa/wood, Serge Kozak/zefa/plastic, cotton, 67 Danny Lehman/The Day of the Dead Festival), 99 (bonfire), Daikin p 61 (air conditioner), De Longhi p 61 (desk fan), DK Images pp 59 (bicycle), 65 (silver, glass, rubber tyre, belt), Fremantle Media Stills p 33 (Neighbours), Gamma pp 45 (Neema Frederic/Furniture shop), Getty Images pp1 (Kaz Chiba/ man with necklace, Nobuko Shiga/Acollection/man in tie, Siri Stafford/woman in orange, (David A Land/man with red hair, AFP/ oil rig), 19 (Yellow Dog Productions), 27 (Scott Barbour/Brighton Rally), 35 (Robert Sullivan/hurricane damage), 51 (Daniel Berehulak/Virgin Galactic), 53 (Andy Whale/water-skiing, Antonio Mo/friends), 54 (Andreas Kindler/ girl), 55 (Southern Stock/yacht), 65 (Jake Wyman/metal, Gianni Cigolini/gold, DK Images/cardboard/leather bag, Keren Su/wool, Derek P Redfearn/slipper), 79 (Car Culture/ sports car), 95 (David Hume Kennerly/market), 101 (Catherine Ledner/man tousled hair, LWA/woman black hair, Gregory COstanzo/woman red hair, Jacobs Stock Photography/man white shirt, Sally and Richard Greenhill pp 27 (marathon), Eye Ubiquitious p 45 (Chemist), Kent News & Pictures p 33 (reality TV show), Kobal Collection pp 15 (Universal/boy at piano, Nobo Heating p 61 (heater), Oxford University Press pp (Punchstock/man on computer), 43 (Punchstock), 45 (Punchstock/baker), 47 (Punchstock/market), 53 (Punchstock/relaxing/ girl on computer) 67 (Punchstock/Loy Krathong festival) 71 (Getty Images), 83 (Digital Vision), Philips p 61 (radio clock, DVD player, razor, light bulb), Photofusion pp (David Mondford/Olga), 53 (Stuart Saunders/gym), PA Photos pp 27 (John Stillwell/boat race), 45 (George Widman/department store), 51 (Pat Roque/masks), 53 (Horst Ossinger/clubbing), 55 (Leslie Mazoch/AP/salsa), 67 (Mikhail Metzel/ Maslenitsa Festival), 79 (SportsChrome/sky diving), Pulse Photo Library p 40 (Julian Claxton/Chemist) Reuters p 51 (Jacky Naegelen/ soldiers), Rex Features pp 15 (Ray Charles in red shirt), 17, 33 (football, polar bears), 45 (Newsagent, Estate Agent, Hairdressers, Stationers), 47 (Shopping on Internet), 51 (tiny computer), 53 (mountaineering, sailing, ducks), 59 (vaporetta), Science Photo Library p 40 (CC Studio/doctor) The photographs on page 66 are from the BBC Documentary ‘Hiroshima’ © The Model Unit Thanks to Executive Producer Matthew Barrett for permission for their use © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited EFL PRE_INT TB_01-11.indd 4/10/11 08:42:31 Contents Student’s Book contents Introduction 6–11 Teacher’s notes Lessons 1–4 Lessons 5–8 Lessons 9–12 Lessons 13–16 Lessons 17–20 Lessons 21–24 Lessons 25–28 Lessons 29–32 Lessons 33–36 Lessons 37–40 Lessons 41–44 Lessons 45–48 Lessons 49–52 Lessons 53–56 Lessons 57–60 Lessons 61–64 Lessons 65–68 Lessons 69–72 Lessons 73–76 Lessons 77–80 Epilogue 12–19 20–27 28–35 36–43 44–51 52–59 60–67 68–75 76–83 84–91 92–99 100–107 108–115 116–123 124–131 132–139 140–147 148–155 156–163 164–171 172 Teacher’s Resource Book photocopiable activities 174–253 Photocopiable activities teacher’s notes 254–293 Student’s Book Review pages answer key 294–295 Audio scripts 296–303 © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited EFL PRE_INT TB_01-11.indd 4/10/11 08:42:32 Contents VOCABULARY GRAMMAR Lessons 1–4 A Getting started Introductions and nationalities Whereabouts? Question forms: be, have got, Pronunciation: The phonemic alphabet Lessons 5–8 A Work Jobs: a plumber, a studio, repair things, etc Word building 1: I drive a lorry I’m a lorry driver, etc Present simple Lessons 9–12 A Routines and lifestyle Collocations: the ironing, make the bed, have breakfast, etc Pronunciation: Stress in expressions 10 Past simple statements to be Lessons 13–16 A Life stories 13 Life events: grow up, fall in love, get married, etc Years: 1969, 2005, etc English in the world: Going to university 14 Past simple: questions and short answers Lessons 17–20 A Travel and transport 17 At the station: the fare, a local train, first class, etc Pronunciation: Word stress 18 Present continuous Present continuous and present simple Lessons 21–24 A Locations and events 21 Directions and locations: along the street, over the bridge, at the top of the hill Pronunciation: of short form 22 Past continuous Lessons 25–28 A Seeing the world 25 The world: Asia, The Atlantic, Mount Everest, etc Articles with geographical names Pronunciation: Word stress 26 going to: statements, questions, and short answers Lessons 29–32 A Describing people and things 29 Describing people: tall, middle-aged, slim, etc Modifiers: quite, not very, etc English in the world: Tactful language 30 Adjectives and adverbs Verb + adjective: be, look, taste, sound Lessons 33–36 A TV and the news 33 TV programmes: a documentary, a sitcom, etc Word building 2: a music programme English in the world: TV channels 34 Present perfect: statements, questions, and short answers Experiences: ever / never Lessons 37–40 A Health matters 37 Health problems: My arm itches, I’ve got a rash, etc Possessive adjectives 38 Present perfect and past simple Lessons 41–44 A Food 41 Cooking: a saucepan, roast, slice, etc Verbs and adjectives: fried, boiled, etc English in the world: Eating 42 Quantity: some, any, much, a few, etc Quantity expressions: a slice of, etc Lessons 45–48 A Shopping 45 Shops: an estate agent’s, a hardware shop, etc Word building 3: a stationery shop Pronunciation: Silent letters 46 Comparatives and superlatives Lessons 49–52 A Money 49 Money: a cheque, a PIN number, etc pay (for / by); lend / borrow English in the world: Cash machines 50 Future with will Lessons 53–56 A Holidays and free time 53 Activities: scuba-diving, doing DIY, etc -ing 54 First conditional when Pronunciation: won’t and want Lessons 57–60 A Working life 57 In the office: a printer, a filing cabinet, etc Office activities: send an email, have a break, etc 58 Obligation: must, have to, mustn’t, don’t have to Pronunciation: must / mustn’t Lessons 61–64 A Home life 61 In the home: a kettle, a clock radio, etc Subject / object questions 62 Advice: should / shouldn’t English in the world: Warning signs Lessons 65–68 A Describing things and events 65 Materials: plastic, wool, metal, etc Word building 4: a leather belt, etc Pronunciation: Sentence stress 66 Passives Lessons 69–72 A Computers 69 Computers: an icon, an attachment, etc English in the world: Website addresses 70 Relative clauses Lessons 73–76 A Seeing old friends 73 Phrasal verbs: put on, break down, etc 74 Present perfect; for and since Pronunciation: Vowel sounds Lessons 77–80 A Feelings 77 Feelings: relaxed, worried, tired, etc -ed / -ing adjectives 78 would; second conditional That’s Life! Epilogue page 81 00 E4L Pre-int SB CONTENTS 5P.indd ii Review & Wordlists pages 83–102 Grammar reference pages 103–114 29/10/08 10:06:38 © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited EFL PRE_INT TB_01-11.indd 5/10/11 11:32:07 SKILLS ENGLISH FOR EVERYDAY LIFE Listen and speak: Registering at a language school Giving your date of birth English in the world: Saying email addresses Story: That’s Life! Episode Russell returns Asking about people Read and speak: My job Adverbs of frequency English in the world: 24/7 Making appointments: Dates and times Prepositions of time: in, on, at Pronunciation: Word stress 11 Listen and write: A story because and so English in the world: Moving house 12 Story: That’s Life! Episode Money problems Responding to information 15 Read and speak: A biography Infinitive of purpose 16 Responding to news Pronunciation: Intonation 19 Listen and speak: In a taxi want, like, need English in the world: Transport signs 20 Story: That’s Life! Episode The woman with a camera Offering and asking for help 23 Read and write: An unusual event Past continuous and past simple: when, while 24 Giving directions: traffic lights, a roundabout, a junction, etc English in the world: Speed limits 27 Listen and write: A round-the-world race Large numbers English in the world: Races 28 Story: That’s Life! Episode I’ve got some news! Expressing doubt 31 Read and write: A personality quiz Expressing likes and dislikes: love, don’t mind, etc + ing 32 At the shops: prices and descriptions one / ones Pronunciation: Sentence stress 35 Listen and write: The news Present perfect with present result Pronunciation: The letter o 36 Story: That’s Life! Episode Jordan’s party Expressing opinions 39 Read and write: Advice for travellers Giving advice Pronunciation: Plural -es endings 40 At the doctor’s English in the world: Health services 43 Read and speak: A diet but and however Pronunciation: The letter i 44 Story: That’s Life! Episode I don’t believe it! Expressing annoyance 47 Listen and write: Where you normally shop? not as as 48 In a clothes shop: Can I try this shirt on, please? too / enough English in the world: Bargains 51 Read and speak: What will the future be like? Expressing opinions 2: I think / don’t think Pronunciation: Sentence stress 52 Story: That’s Life! Episode Decision time Talking about money problems 55 Read and speak: Holidays Time clauses: when, before, after, while 56 Booking a hotel room English in the world: Hotel signs 59 Listen and speak: Commuters Time expressions: an hour and a half, etc English in the world: Rush hour 60 Story: That’s Life! Episode The email Greeting a visitor 63 Read and write: I promise to love, honour, and wash up Expressing opinions 64 Describing faults: It’s damaged, etc Dealing with faults Pronunciation: Negative auxiliary verbs 67 Listen and write: Festivals English in the world: Greetings cards 68 Story: That’s Life! Episode We must stop her! Responding to information 71 Read and write: Love online 72 Asking what things are called Definitions Pronunciation: /s/ or /z/ 75 Listen and speak: A university reunion English in the world: Reunions 76 Story: That’s Life! Episode 10 It’s too late! Telephoning 79 Read and speak: Happiness Time expressions: at first, in the end, etc Pronunciation: How many syllables? 80 A thank-you note Saying thank you English in the world: Parties Audio scripts pages 115–122 00 E4L Pre-int SB CONTENTS 5P.indd iii Irregular verb list page 123 Pronunciation chart page 124 29/10/08 10:06:39 © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited EFL PRE_INT TB_01-11.indd 5/10/11 11:32:12 Introduction E nglish for Life is language learning made simple Maximum support for students The simple, direct approach and generous amount of practice in English for Life gives the students maximum support • There’s plenty of simple, confidence-building practice Exercises regularly ask students to ‘Listen and repeat’ and drills give students the chance to learn and practise new language thoroughly before moving on to freer practice • There are audio scripts for all the reading texts ‘to help students through’ and to bring texts to life • Reading and listening texts are kept to manageable lengths • Speaking and writing tasks have lots of structured support, therefore placing realistic demands on students in terms of performance and ideas generation • The Workbook provides consolidation work at home, one page for every lesson • The MultiROM gives learners the opportunity to revisit the lesson in their own time, or to catch up with a missed lesson English for Life is an exciting new four-level course for adult and young adult learners It features British English, with international communication in mind The course takes learners from complete beginner to intermediate level English for Life has been developed to make language learning an enjoyable and reassuring experience, offering everything needed for success English for Life offers an easy, manageable syllabus through: • carefully controlled input of grammar and vocabulary • skills work for revision of grammar and vocabulary • a practical language syllabus with real-life outcomes • an engaging storyline English for Life is designed for teachers and learners who want a simple, direct approach with lots of support and practice The course provides everything teachers need to make teaching and learning easier: • one-page, low preparation lessons • a step-by-step approach for building confidence • lots of repetition of new language for learning at a steady pace • clear, achievable lesson outcomes • audio models for all new language and texts • easy-to-use support and testing materials in one, interleaved Teacher’s Book • a full set of practice materials for students via the Workbook, MultiROM, and the English for Life website Real-life focus English for Life gives students the language they need in the real world: for work, for study, for travel, and for international communication • Each lesson has a clear learning outcome taken from the Common European Framework These outcomes are expressed as ‘can do’ statements, showing students the real-world relevance of each lesson For example, at Pre-intermediate level, Now I can ask for and give directions (lesson 24), Now I can express my opinions (lesson 63) • Throughout the book, students have an opportunity to personalize the new language in the frequent Your life sections These are simple sentence-generation exercises, or very manageable ‘ask and answer’ pairwork exercises at the end of the lesson • English for Life recognizes the international use of English The themes and characters reflect situations that are meaningful to everyone Contexts are chosen from a wide range of countries, not just the English-speaking world • The English in the world feature looks at aspects of daily life and English language use in a range of English-speaking cultures It encourages learners to compare their own world, language, and experiences Approach and methodology English for Life has been created by Tom Hutchinson, the internationally respected author of Hotline, Lifelines, and Project English He has over 20 years’ experience of writing courses that really work in the classroom English for Life aims to establish a new approach to language teaching which recognizes the need to learn one thing at a time The clear step-by-step approach gives students the confidence they need to use the language effectively English for Life has: A simple format The format of the course is simple and consistent, so students always know where they are and what they are learning • The material is grouped in regular cycles of four lessons: Vocabulary, Grammar, Skills, and English for Everyday Life This ensures systematic coverage of all the key elements of the syllabus • The format of the Student’s Book is 80 one-page lessons • Each lesson is designed to last 45 minutes and is self-contained, with a clear learning outcome given at the bottom of the page • The course package is simple to use Each one-page lesson corresponds with one page of Workbook material, one page of photocopiable classroom activities, one page of notes for the teacher, and one set of MultiROM activities Flexibility of use Each page in the English for Life Student’s Book provides the content for a thorough and interesting lesson with minimal preparation However, some teachers may wish to expand or develop lessons to meet the needs of their own particular situation English for Life provides teachers with this flexibility in two ways: • The quick and simple lessons, each with its own separate learning outcome, make the course ideal for using one lesson at a time according to your students’ needs • English for Life makes it easy and quick to plan your teaching programme The interleaved Teacher’s Book makes quick reference to the teacher’s notes easier in class Having the teacher’s notes directly opposite the Student’s Book page means easy access to answer keys and audio scripts while you teach • The Teacher’s Book provides additional resources to use in class, for homework, or to test your students’ progress • For teachers who want to try out extra resources, additional activities and ideas are provided in the Teacher’s Book via short warm-up and follow-up activities and photocopiable activities for every lesson The English for Life website (www.oup.com/elt/englishforlife) provides further extension material, for both teachers and students A direct approach English for Life offers clear starting points and outcomes for each lesson All new language and vocabulary is presented on the page as well as on audio, so students know what they are learning New vocabulary is presented in an attractive picture dictionary style with labelled pictures to show the meaning directly New grammar is highlighted in presentation texts and dialogues Students learn, practise, and produce one thing at a time, and so are able to see their progress immediately  © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4307314_01-11.indd 15/8/07 15:19:21 Course syllabus The English for Life course package The tightly structured syllabus of English for Life guides students through the language, at a comfortable and manageable pace Each level of English for Life provides 60–120 hours of teaching material This consists of 80 lessons designed to last at least 45 minutes, with a wide range of additional classroom resources, homework, and testing material Grammar The course has a carefully graded grammar syllabus Grammar lessons introduce new structures one at a time For example with tenses, ‘positive and negative statements’ are usually introduced in one lesson and then ‘questions’ are introduced in a separate lesson There is also a generous overlap in syllabus coverage between levels in the course, so students have plenty of opportunity to revise what they know and build their confidence before moving on For example, thorough revision is given to basic tenses at the beginning of a new level before proceeding to new structures At every level, the course consists of: • Student’s Book, with 80 single-page lessons • Workbook, with 80 single-page sets of practice exercises • Teacher’s Book, with one page of class notes next to every Student’s Book lesson, plus a customizable Test CD • class audio CDs or class audio cassettes, including all of the texts, dialogues, and drills from the Student’s Book • MultiROM, with interactive audio practice of the key new language for every Student’s Book lesson, and audio material covering all of the pronunciation work in the Student’s Book Each of the components is described in more detail below The whole package is supported by a dedicated website for teachers and students, at www.oup.com/elt/englishforlife Vocabulary Between 12 and 20 new words can be presented in a Vocabulary lesson for active, productive use The lexical sets in English for Life Pre-intermediate have been chosen to reflect basic needs such as appearance (lesson 29), jobs (lesson 5), and shops (lesson 45), but also include very functional topics such as cooking (lesson 41) and health problems (lesson 37) Vocabulary is recycled in the Skills lessons where great care has been taken that reading and listening texts present a limited number of new words The Student’s Book The Student’s Book contains: • an easy-to-use contents page • 80 one-page lessons • 10 Review lessons – one for every lessons • wordlists • a list of irregular verbs • a pronunciation chart of the sounds of English For each level, the 80 lessons in the Student’s Book are grouped in cycles of four Every cycle contains the lessons in the same sequence: • Vocabulary • Grammar • Skills • English for Everyday Life Each cycle also has two smaller sub-sections: • Pronunciation • English in the world Functions The functional syllabus is organized to support and give more practice of the grammar and vocabulary points that students are learning Students learn key language to enable them to manage simple communicative contexts, such as making appointments (lesson 8), giving directions (lesson 24), and telephoning (lesson 76) Skills work English for Life gives students regular practice in reading, writing, listening, and speaking, in dedicated Skills lessons Two skills are focused on in any one lesson, e.g Listen and speak, Read and write, Listen and write, or Read and speak Each lesson is based around a manageable, graded text The main function of the reading and listening texts is for students to meet the grammar and vocabulary of the previous two lessons in a wider context One page, one lesson, one focus The format of English for Life lessons is simple and predictable, making them easy and reliable to use Every lesson moves in the same manageable progression: • presentation of one new text or language area • controlled practice activities • several lessons contain a Language note box These boxes highlight an important aspect of the language area that is being studied • freer practice often ending with a Your life personalization exercise, where learners talk or write about their own life • a clear ‘Now I can …’ statement, summarizing the learning outcome of the lesson Pronunciation Pronunciation is taught with relevant language or vocabulary in separate ‘boxes’ at the end of a lesson This gives the teacher the flexibility to decide at what point in the lesson they wish to focus on pronunciation for a particular language area The pronunciation boxes emphasize problem areas, and introduce students to work on individual sounds, stress, rhythm, and intonation Cultural awareness English for Life aims to appeal to students of all cultural backgrounds The topics and texts are supplemented by a regular focus on aspects of cultural life via English in the world boxes These focus on topics such as going to university (lesson 13), eating (lesson 41), and website addresses (lesson 69).They can be used as a springboard for cross-cultural comparison, giving students an opportunity to find out more about each other and the Englishspeaking world Vocabulary Students spend the first lesson in each cycle of lessons learning a new set of vocabulary for a topic They meet the words again in the other three lessons in the cycle and have further opportunities to use them • Groups of new words are introduced meaningfully around a particular topic, such as money (lesson 49) or computers (lesson 69), or around a particular language area, such as collocations (lesson 9) or phrasal verbs (lesson 73) • The new vocabulary is presented through labelled pictures, ‘picture dictionary’ style As they work through the cycle, students can easily go back and check new words in the ‘picture dictionary’  © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4307314_01-11.indd 15/8/07 15:19:21 • Every presentation includes recorded models for students to copy and repeat • Students then practise via a range of simple exercises, to build confidence with the sound, meaning, and form of the words These might include drills, gap-filling, listening comprehension, and ‘ask and answer’ exercises • The exercises move from controlled to freer, often ending with a Your life exercise, which enables learners to personalize the language they have learned Functional lessons • The lessons focus on common activities and situations in everyday life, such as responding to news (lesson 16) and saying thank you (lesson 80) • The new language is presented in a model dialogue on the page which students can listen to and then practise • Everyday expressions boxes highlight the essential practical language that students should learn • Students practise the new language in further listening and speaking exercises Grammar That’s Life! lessons The Grammar lesson is the second in each cycle of lessons It presents and practises new grammar in a clear and structured way • The Grammar lessons focus on one aspect of structural grammar, e.g past simple statements (lesson 10), or future with ‘will’ (lesson 50) • The new grammar is presented in everyday contexts through a short, simple text or dialogue on the page Often the familiar characters from the That’s Life! storyline are used in the grammar presentation texts and dialogues to help students relate new language to ‘real’ characters and situations • New language items are highlighted in blue in the presentation texts and dialogues, so it’s easy to focus on language patterns • Students study the grammar through clear rules and tables • Short and simple Language notes emphasize points of form or usage which students should learn • Students practise via a range of simple exercises including drills, gap-filling, listening comprehension, listen and check exercises, and ‘ask and answer’ exercises • As with the Vocabulary lessons, the activities move from controlled to freer, often ending with a Your life exercise • These lessons deal with everyday social interaction in the fun context of a soap opera story • The story revises the language of the cycle and focuses on useful phrases for social interaction in the Everyday expressions boxes, such as expressing doubt (lesson 28) or greeting a visitor (lesson 60) • Learners read and listen to the story, a comprehension exercise, study the useful expressions and finally practise the story in pairs or groups • The engaging story provides an ongoing context which students can relate to The story characters also occasionally appear elsewhere in the course, to introduce new language in interactive contexts Each cycle of lessons has two sub-sections, Pronunciation and English in the world These are integrated into the material, in the most relevant lessons for the teaching point Pronunciation • This focuses on important aspects of English pronunciation that students often find difficult, such as want and won’t (lesson 54) and silent letters (lesson 45) • There is also an introduction to the phonemic alphabet and to sounds that cause problems, such as the letter ‘o’ (lesson 35) or /s/ and /z/ (lesson 72) Skills Skills lessons are the third lesson in each cycle of lessons They give learners the opportunity to see the vocabulary and grammar from the previous two lessons in the context of a reading or listening text on the general topic of the cycle • Across the course, the lessons provide a balance of the four skills – reading, listening, speaking, and writing The lesson heading always makes it clear which skills students will practise, e.g Read and write or Listen and speak • Reading and listening texts are carefully graded for length and complexity, to ensure that students aren’t distracted by too much information or language they don’t need • Reading texts are recorded on the class audio cassettes and CDs, so your students can listen and read at the same time • Comprehension tasks build students’ confidence with reading for general and detailed meaning, and with coping with different types of text • Skills sections build to either a speaking or writing task based on the topic of the lesson Speaking and writing tasks are tightly controlled and have plenty of support This makes them easy to run in class, and confidence-building for the students The task can be a simple response to the text or more personalized practice of the main language focus • The Your life sections offer motivating opportunities for students to talk and write about their own experiences English in the world • This features aspects of English-speaking culture A wide range of topics are covered, such as moving house (lesson 11), rush hour (lesson 59), and transport signs (lesson 19) • The topics are drawn from aspects of life in English-speaking countries, and the main aim is to encourage learners to think and talk about their own culture and language in comparison Additional Student’s Book resources The Student’s Book also has a set of essential learning resources at the back of the book • There is one Review for every two cycles of lessons, i.e every lessons, with exercises on all four lesson types • Wordlists, containing all of the essential vocabulary to learn, together with phonemic transcriptions • Audio scripts for quick checking and revision of listenings and drills done in class • An Irregular verb list, covering all of the essential verbs for a particular level of English for Life • A Pronunciation chart with all of the sounds of English for easy reference English for Everyday Life Other course components English for Everyday Life is the fourth lesson in each cycle of lessons They focus on functional language and how this language is used in the real world English for Everyday Life lessons alternate between functional lessons such as at the doctor’s (lesson 40), and an episode of the That’s Life! storyline Workbook • Each Student’s Book one-page lesson has one page of practice material in the Workbook • Students consolidate the language of the lesson in simple parallel contexts © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited EFL PRE_INT TB_01-11.indd 4/10/11 08:42:32 • There is no distracting new language work • Practise and learn boxes give students an opportunity to personalize and memorize language they can use in the world outside the classroom • A short review exercise every four lessons allows students to assess their own progress • Each lesson is accompanied by short and simple procedural notes which aim to help teachers make the most of the material These notes should be particularly supportive for those teachers who are just embarking on a career in TEFL, or who may be teaching their first pre-intermediate level class The notes explain what to and say at each stage of the lesson For example, where teachers are expected to ask questions, elicit language, give an instruction, or write something, this is highlighted in bold, e.g Write: My name is on the board Elicit: He likes chocolate Ask: How many names can you find in the text? Say: I live in a flat • Specific language notes are given in boxes These raise awareness of specific problems students might have with grammar and vocabulary, or draw students’ attention to the differences between languages, including American and British English It is important to encourage students to think about how their language might affect the way they speak English • Answer keys and key audio scripts are provided in the notes next to each corresponding Student’s Book page This makes cross-reference whilst preparing and teaching very easy • Drilling is a very useful technique to help build students’ confidence with new language Throughout English for Life, it is suggested that you drill as a whole class and individually Here are some tips for successful drilling: Provide a clear model at the start using either the audio or yourself if you prefer Allow students sufficient ‘listening time’ before they repeat Say the item two or three times if necessary Do a class drill (choral drilling) first Ask students to repeat the items as a group at the same time Give short, simple commands: Everyone, Together, Again Use hand gestures like a conductor of an orchestra to keep everyone together in a brisk rhythm Be enthusiastic and keep up the pace – drilling can be a lot of fun if done with confidence and in a good spirit Select a few individuals to say the items (individual drilling) and give appropriate correction This is a good time for all students to listen to the correction being given Offer lots of praise and the opportunity for individual students to ‘have another go’ after correction Class Cassettes / CDs These contain all the audio work from the Student’s Book The audio material is shown by this symbol in the Student’s Book: 14.2 MultiROM • When students want to revisit the key language in a lesson, because they have had difficulties, or haven’t been able to attend the lesson, the MultiROM will help them to ‘catch-up’ and revise • For students’ computers there are interactive ‘listen-and-do’ exercises for every lesson of the Student’s Book • For students’ CD players there are audio models for practising all of the Pronunciation areas from the Student’s Book • Additional learning resources include: a list of the ‘can do’ statements from the Student’s Book to help students assess their progress, a learning record for each component of the course for each level, and an attractive ‘bookmark’ with space for students to record new words and their translation Teacher’s Book • An introduction to the course • Page-for-page teaching notes, interleaved with the Student’s Book lessons, so you only have to carry and consult one book • One page of photocopiable classroom activities for every lesson • Additional Warm-up and Follow-up activities for every lesson • Extra ideas for games to use in class • Key audio scripts at the back of the book • A customizable Test CD with tests as Word documents or as downloadable PDFs There are 20 progress tests and a mid-course and end-of-course test Website English for Life has a website for teachers, and one for students Visit www.oup.com/elt/englishforlife, and you’ll find a wide range of materials and activities For teachers: • customizable tests • assessment records for your students • guidance on English for Life and the CEF • wordlists and English for Life syllabus documents • links to the world of Oxford online resources for learning English For students: • separate customizable revision tests • interactive extension activities based on the That’s Life! story • individual learning records • interactive language games The Vocabulary lessons • The ‘picture dictionary’ approach to vocabulary presentations makes the meaning clear Each picture is directly labelled with the appropriate word / phrase • Students may well already know some of the words to be learned Therefore, before students open their books, encourage them to supply any words they know on the topic • Use the Class Cassette / CD to present and practise the pronunciation of the new words Drill each word by playing the audio or saying the word and then encouraging the students to repeat the words together and individually Do this as many times as necessary, until students feel confident • Check the meaning and pronunciation of any useful new words which aren’t pictured; use translation when you feel it is appropriate Some lessons may require additional vocabulary for the practice stages These are listed in the teacher’s notes • Encourage students to contribute additional words to the vocabulary area, particularly any that might be useful to their own life or job • Encourage students to keep all of their vocabulary work in a separate notebook • Use the wordlists at the back of the Student’s Book to revise the new vocabulary Test students on both meaning and pronunciation Teaching with English for Life General points The lessons in English for Life have been designed to make teaching simple, effective, and enjoyable • Each lesson in the Teacher’s Book has a clear objective, given at the top of the page, e.g Students review and practise question forms with the verbs be, have, (Grammar lesson)  © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4307314_01-11.indd 15/8/07 15:19:22 71 72 My profile Photocopiable p.244 Aim: To practise writing a profile How you spell that? Photocopiable p.245 Activity type: Questionnaire then guided writing Aim: To practise asking about things that you don’t know the name of Time: 20–25 minutes Activity type: Gapped conversations then pairwork Instructions: • Make one copy of the worksheet for each student • Give students a copy of the worksheet Explain that they’re going to complete a questionnaire for an imaginary friendship agency Briefly remind them of some of the advice in the text in Lesson 71 of the Student’s Book For example: be honest, be exact, be positive Tell students that they will be swapping information with their partner in case they don’t want to include anything too personal • Give students time to read through the questionnaire Answer any vocabulary queries they may have With weaker students, elicit possible answers for each question • Students work individually to complete the questionnaire Circulate to help with ideas and vocabulary • For exercise 2, get students to swap their completed questionnaires with a partner Explain that they are going to complete the profile with his / her information Write the first line of the writing task on the board: I’m (name) I’m (age) and I’m from (place) Ask a student about their partner, e.g What’s (his) name? How old is (he)? Where is (he) from? Elicit the answers, e.g (His) name’s (Adam Schiller) (He’s) (32) (He’s) from (Berlin) Complete the sentences • Students transfer the information from their partner’s questionnaire Circulate to help with grammar and spelling • If students don’t mind, collect the profiles in Read out several of them without saying the name of the student The rest of the class try to guess who is being described Time: 20 minutes Instructions: • Make one copy of the worksheet for each student • Give students a copy of the worksheet Ask students to look at the pictures and identify the characters in each conversation • Before students begin exercise 1, point out the use of the silent k in conversation 2 Ask students if they can think of a part of the body that also has a silent k Elicit: knee Ask two students to read out the first two lines of conversation 1 Elicit: call as the answer to number 1 • Ask students to complete the missing words in the conversations Circulate to help with any problems • Check the answers by asking pairs of students to read out the completed conversations Drill difficult words and lines as a class if necessary • Tell students to practise the conversations in their pairs • For exercise 2, get students to write down two examples for each of the categories Put students in new A / B pairs Demonstrate the activity by getting students to read out the example conversations Students then take it in turns to describe and guess the things in their lists ANSWERS call spell What which / that mean who / that ANSWERS Exercise Sample answers Name: María García-González Age: 27 From: Spain Job: Receptionist in a hotel Physical appearance: tall, medium build, long, wavy, brown hair, brown eyes Hobbies: watching DVDs, horse-riding Usual weekend activities: going on horse-riding trips to the countryside, going out with friends Kind of people you prefer: sporty, interesting Kind of person you are looking for: someone to have fun with Exercise Sample answer I’m María García-González I’m twenty-seven and I’m from Spain I’m a receptionist in a hotel I’m tall and medium build I have long, wavy, brown hair and brown eyes I like watching DVDs and horse-riding Most weekends I go on horse-riding trips to the countryside and I go out with friends I like people who are sporty and interesting I’m looking for someone who I can have fun with 289 © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4307314_284-293.indd 289 17/8/07 11:12:19 73 74 Phrasal verbs Photocopiable p.246 Aim: To practise some common phrasal verbs She’s lived in the USA for three years Photocopiable p.247 Activity type: Questionnaire then pairwork Aim: To practise the present perfect with for and since and the past simple Time: 20 minutes Activity type: Cued questions then information gap Instructions: • Make one copy of the worksheet for each student • Briefly review the rules about phrasal verbs by referring students back to exercise in Lesson 73 of the Student’s Book • Give students a copy of the worksheet Explain that they are going to complete the questions in a general questionnaire about daily life Point out that they have to use the words in the boxes and that sometimes the verb is missing and sometimes the particle Ask students to read the two examples Say: Number Elicit: switch • Students work individually to complete the questionnaire Circulate to help with any problems • Check the answers by getting students to read out the completed questions Drill the pronunciation as necessary • For exercise 2, put students in pairs Ask a pair of students to read out the example conversation Students then ask and answer the questions in their pairs Encourage them to add additional information, as in the example • As an extension, tell students to swap partners and ask and answer the questions again Time: 20 minutes Instructions: • Make one copy of the worksheet for every two students Cut the worksheets in half • Briefly review for and since by saying a range of time expressions and eliciting for or since, e.g two weeks – for two weeks, last week – since last week • Put students in A / B pairs Assign the role of A or B to each student Hand out the corresponding half of the worksheet Ask students to look at the examples in sentences 1 and 2 • Students work individually to write the sentences, using the cues Circulate to help with any problems • For exercise 2, demonstrate the activity by getting pairs of students to read out the example conversations Students ask and answer to complete the information Remind them not to show each other the information on their sheets • Check the answers with the class ANSWERS Exercise Student A Magda was born in Poland She has lived in the USA for three years She went to England last year She’s known her husband since 1999 She met her husband at a party They’ve been married for two years She became a teacher five years ago She’s worked in a language school since 2004 ANSWERS up turn switch down turn after away off on 10 put 11 take 12 look 13 go 14 away 15 come 16 in Student B Heinz was born in Germany He has lived in the USA for five years He went to Australia three years ago He’s known his wife since 1995 He met his wife at work They’ve been married since 1999 He became a journalist eight years ago He’s worked for a travel magazine for four years Exercise Student A Name: Heinz Where / born? Germany How long / live / in the USA? for five years When / go / to Australia? three years ago How long / know / his wife? since 1995 Where / meet / his wife? at work How long / they / be married? since 1999 When / become / journalist? eight years ago How long / work / for travel magazine? for four years Student B Name: Magda Where / born? Poland How long / live / in the USA? for three years When / go / to England? last year How long / know / her husband? since 1999 Where / meet / her husband? at a party How long / they / be married? for two years When / become / teacher? five years ago How long / work / in language school? since 2004 290 © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4307314_284-293.indd 290 17/8/07 11:12:19 75 76 How long have you been a student? Photocopiable p.248 Aim: To practise talking about your life up to now It’s ringing Photocopiable p.249 Aim: To practise using some common telephone expressions Activity type: Questionnaire then talking about your partner Activity type: Choosing the correct words then role play Time: 20 minutes Time: 20 minutes Instructions: • Make one copy of the worksheet for each student • Give students a copy of the worksheet Explain that they are going to interview each other about their lives and complete the questionnaire Give students time to read through the questions Answer any vocabulary queries they may have Elicit example answers for the first set of questions on Your home With weaker students, elicit possible answers for all the questions in the questionnaire • Put students in pairs to interview each other Remind them to write down their partner’s answers Circulate to help with any problems • For exercise 2, put students in new pairs Ask a confident student to give some information about their partner Students tell their new partner about their previous partner • Ask different students to tell the class about their partner in a short feedback session Instructions: • Make one copy of the worksheet for each student • Give students a copy of the worksheet Ask students to look at the pictures and identify the characters Ask two confident students to read out the conversation Elicit: with and re-charging as the answers to numbers 1 and 2 Tell students to underline the correct words • Ask students to work individually to complete the task Circulate to help with any problems • Check the answers by asking confident students to read out sections of the conversation Drill difficult words and lines as a class if necessary • Check comprehension of the context Ask: Why is Ben’s girlfriend angry? Elicit: Because he didn’t meet her at the leisure centre • Put students in pairs to practise the conversation • For exercise 2, put students in new pairs Explain that they are going to work together to write a new conversation They need to agree on the wording they want to use and write the conversation in the spaces provided Give them time to read through the cues With weaker students, elicit possible wording with the whole class before they start the pairwork Students use the cues to write their conversation in pairs Remind them to use the key expressions from exercise Circulate to help with any problems • Students role play their conversations in pairs If appropriate, encourage them to cover the wording and work from memory • Ask confident students to act out their conversations to the class ANSWERS Exercise Sample answers Name: Lucia Velluti Your home Where you live? 25 Green Street, London How long have you lived there? months Where did you live before? Milan, Italy Your work What you do? nurse Where you work / study? in London How long have you been a … ? 8 years Where did you work / study before? at a hospital in north Italy Your family Are you married / in a relationship? yes – married How long have you been married / had your relationship? months Your free time What sport you play? tennis How long have you played it? ten years What other activities you enjoy doing? dancing, going to the cinema How long have you done them? for ages ANSWERS Exercise 1 with re-charging ringing reply try hang Exercise Sample answer Lucia Velluti lives at 25 Green Street, London She’s lived there for six months She lived in Milan in Italy before that Lucia is a nurse She works in London She’s been a nurse for eight years Before she came to London, she worked at a hospital in north Italy Lucia is married She’s been married for three months In her free time, she plays tennis She’s played tennis for ten years She also enjoys dancing and going to the cinema She’s done these activities for ages Exercise Sample answer A I’m meeting my brother at the tennis club, but I’m really late B Why don’t you phone him? A I haven’t got my phone with me It’s re-charging at home B You can borrow my phone A Great, thanks … Well, his mobile’s ringing, but there’s no reply B Has he gone home? A I’ll try his home number … Oh, hi (Theo) It’s (Adam) No, don’t hang up! I’m sorry I was late I missed the bus! … Oh, he’s gone! 291 © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4307314_284-293.indd 291 17/8/07 11:12:20 77 78 Feelings Photocopiable p.250 If I was famous, I’d live in Paris Photocopiable p.251 Aim: To practise the vocabulary of feelings Aim: To practise the second conditional Activity type: Labelling a picture then pairwork Activity type: Cued questions then pairwork Time: 20 minutes Time: 20 minutes Instructions: • Make one copy of the worksheet for each student • Briefly review the vocabulary from Lesson 77 of the Student’s Book by miming different feelings and eliciting the correct adjectives • Give students a copy of the worksheet Explain that it shows a range of different people and animals and how they were feeling Focus attention on the example and the completed gapped word Say: Number Elicit: hungry • Ask students to work individually to complete the task Circulate to help with any problems • Check the answers by asking students to read out the words Drill the pronunciation of the adjectives as necessary • For exercise 2, briefly review the Language note in Lesson 77 of the Student’s Book Give a few personal examples of -ed and -ing adjectives, e.g I think (water-skiing) is (exciting) I feel (worried) before I (go to the dentist’s) Put students in pairs Ask two students to read out the examples in exercise Students then take it in turns to ask and answer about the things in the lists Circulate to help with any problems Encourage students to talk about other things that aren’t in the lists • Ask confident students to report back to the class, e.g (Li) thinks (football) is (exciting) Instructions: • Make one copy of the worksheet for each student • Briefly review the form of the second conditional by writing these cues on the board and eliciting the full sentences: If / I / have more time, I / start / a new hobby – If I had more time, I’d start a new hobby Also elicit the question form: What / you / / if / have more time? – What would you if you had more time? • Give students a copy of the worksheet Ask a student to read out the example question Say: Number Elicit: What would you buy if you had a lot of money? • Ask students to write the questions from the cues, using the second conditional Circulate to help with any problems • Check the answers by asking students to read out the questions Drill the pronunciation as necessary • For exercise 2, put students in pairs Ask a pair to read out the example question and answer With weaker students, elicit the verbs they will need to use in the answers from the information in the pictures (see Answers below) Students take it in turns to ask and answer the questions, using the picture cues Circulate to help with any problems • Check the answers by telling students to ask and answer the questions across the class Drill the pronunciation as necessary • Put students in new pairs Ask them to take it in turns to ask the questions again, this time using their own ideas • As an extension, ask the questions to different students across the class ANSWERS relaxed hungry proud embarrassed tired frightened thirsty worried annoyed 10 excited 11 bored 12 interested 13 surprised 14 confused 15 miserable ANSWERS Exercise 1 Where would you live if you were famous? What would you buy if you had a lot of money? What would you do if you had an extra hour a day? What would you if you found someone’s purse? Where would you go if you had a month off? What language would you learn if you didn’t learn English? What would you take with you if you travelled round the world? What would you if you lost your mobile phone? Exercise If was famous, I’d live in Paris If I had a lot of money, I’d buy an expensive car If I had an extra hour a day, I’d stay in bed If I found someone’s purse, I’d take it to the police station If I had a month off, I’d travel to Brazil If I didn’t learn English, I’d learn Chinese If I travelled round the world, I’d take a photo of my family with me If I lost my mobile phone, I’d buy a new one 292 © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4307314_284-293.indd 292 17/8/07 11:12:20 79 80 If I won some money, I’d travel around the world Photocopiable p.252 Aim: To practise talking about things you would like to Thank you for dinner Photocopiable p.253 Aim: To practise writing a thank-you note Activity type: Reading a text then pairwork Activity type: Choosing the correct words then guided writing Time: 20 minutes Time: 20–25 minutes Instructions: • Make one copy of the worksheet for each student • Give students a copy of the worksheet Explain that they are going to read about four different people and what they would if they won some money Ask students to look at the photos and predict what the people will say Elicit possible answers, e.g I think Maria would go shopping I think Ben would buy a car, etc Give students time to read the text and check their answers Answer any vocabulary queries they may have • Ask a confident student to read out the first text Ask students to decide whether the first question is true or false Elicit: It’s true Say: Number Elicit: It’s false Ask students to tell you the right answer Elicit: She wouldn’t stop working • Ask students to continue the exercise, working individually Circulate to help with any problems • Check the answers with the class • For exercise 2, put students in pairs Ask a student to read out the example Elicit a few more examples from the class Students then take it in turns to talk about the things they would and wouldn’t do if they won some money • Ask confident students to report back to the class in a short feedback session Instructions: • Make one copy of the worksheet for each student • Give students a copy of the worksheet Explain that it shows three different thank-you notes Remind students that some people use email to send thanks, as in Anna’s note to Marta in text Ask students to read text 1 Elicit: note as the answer to number 1 Tell students to underline the correct word • Students work individually to complete the task Circulate to help with any problems • Check the answers by asking students to read out sections of the notes Drill difficult words and lines as a class if necessary • Check comprehension of the contexts Ask: Who went to a party? Elicit: Nicola Ask: Who received a DVD? Elicit: Charlie Ask: Who went to a dinner party? Elicit: Marta • For exercise 2, ask students to read through the situations Answer any vocabulary queries they may have With weaker students, elicit the wording for situation with the whole class and write it on the board as a model • Give students time to write their thank-you notes Circulate to help with any problems ANSWERS Exercise 1 note well Love writing see best for wishes ANSWERS True False She wouldn’t stop working False He’d like to come home and buy a house False He wants to relax in the countryside False She wouldn’t buy lots of new things False She’d go to a lot of new places True True Exercise Sample answers Situation Dear Sue I’m just writing to say thank you for a great party on Saturday I really enjoyed the evening The music was great and the food was delicious Hope to see you soon Love, Pilar Situation Dear Tim Just a note to say thank you for the card and the chocolates The chocolates were delicious I hope you’re well All the best, Pilar 293 © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4307314_284-293.indd 293 17/8/07 11:12:21 Student’s Book Review pages answer key Review 1–8 a a b a 10 Review 17–24 name’s Pleased Where from Japan in know there d a c b Where were you born? What’s your name? Do you live in London? Have you got a brother? Are you single? live work likes ’s got start I don’t live near the school They don’t work in a factory She doesn’t like him He hasn’t got two sisters We don’t usually start work at a.m Mr Omar Hamedi Egyptian engineer married three Brigitta is from Hungary 3 She works in the evening She has one day off a week are at is Is February, April, June, August, October, December Hello on time can’t make please come fine a b a a 1 6 5 1 e h d a g b f i c 10 j cycle don’t work ’s having Do you usually wear isn’t snowing ’m writing are playing ’s making are watching was were wasn’t weren’t c e d a b T F F F F T T F Would you like a hand? That’s very kind Can you give me a hand? No, it’s OK directions turn along about for hand traffic lights end Review 25–32 sixties short overweight short middle-aged tall fair moustache Manos is going to meet his girlfriend Are Hajer and Naila going to make dinner? I’m not going to watch TV tonight Are you going to phone your sister? Is Rosanna going to study tomorrow? The match is going to start at three o’clock We aren’t going to go to the party easily well badly quickly fast carefully He doesn’t sing very well 3 They play football badly India sounds beautiful She’s a terrible teacher This is an easy exercise a an old boat John August five (France, Spain, Morocco, Italy, Greece) No, she isn’t John’s cat c a d b generous lazy noisy shy probably Maybe know sure 10 Can I help you? How much is this pen? I’ll take it Would you like to see the other one? Can I have that one? Review 9–16 1 1 1 go have gets has was born grew up met got married had died went hurried stopped left was / were had arrived put Yesterday was a good day for Julio He met his friends for lunch His boss was away He went home early His noisy neighbours were away He watched a football match on TV Yesterday wasn’t a good day for Julio He didn’t meet his friends for lunch His boss wasn’t away He didn’t go home early His noisy neighbours weren’t away He didn’t watch a football match on TV Where did you go yesterday? Who did you speak to? Were you at work? Did you go on a date? What time did you go to bed? in Berlin in a bank Because they worked long hours and didn’t spend much time together in 2003 France She teaches German c a d b go done luck news Congratulations Review 33–40 5 1 temperature rash bleeding sick headache flu painful burnt Have you ever been to Tunisia? He’s never failed an exam Have they ever visited Madrid? We’ve never won anything Has she ever been on TV? ’ve forgotten did you see ’ve broken ’s gone ’ve missed went isn’t can Beijing can’t vaccinations toiletry items water legs and feet comfortable hand luggage d e b a c 294 © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4307314_294-295.indd 294 17/8/07 11:13:05 Review 41–48 1 potatoes a chicken boil pour plate mixed a c d e b a slices four grams a little some few an much 10 many nice: nicer, the nicest big: bigger, the biggest noisy: noisier, the noisiest popular: more popular, the most popular good: better, the best bad: worse, the worst smaller than the slowest worse than the biggest cheaper than the most difficult friendlier than the most expensive F F T T F F for serious not believe c d a e b 7 You shouldn’t drink alcohol and drive You should have a holiday You should go to the doctor’s You shouldn’t eat lots of chocolate You should get a new car You shouldn’t stand on the table 13,000 pubs, cafés, restaurants, offices 2004 in a pub in Glasgow Jimmy and Rod Mary students’ own answers Come Take Let surprise nice leaking working scratched torn hole Review 65–72 Review 49–56 1 1 verbs: spend, pay, borrow, lend bank: PIN number, bank account, cheque cash: coins, foreign currency, notes spend lend borrow pay d f b e c a ’ll be won’t live ’ll move ’ll buy ’ll learn won’t find ’ll relax ’ll go won’t be 10 won’t have You won’t get wet if you take an umbrella He’ll buy a car if he passes his driving test If they leave now, they won’t miss the train If the weather is horrible, we won’t go out I’ll get some coffee if I go out If I see Jan, I’ll tell him about the meeting cooking Hanoi two south food go sightseeing It’s losing money Business isn’t very good It isn’t a bad price We can’t afford it How much will that cost? a b c d e f g h 8 b f e a d c Newspapers and magazines are saved Green bins are delivered to people’s houses Newspapers are put into the bins The paper is collected It’s taken to the recycling centre The paper is cleaned It’s used to make newspapers were sold were recycled was used was saved were opened who that that which that that F F T F T F Cecilia 33 Cartagena north-west Colombia secretary quite tall brown eyes the theatre friendly 10 go to the theatre Oh, I didn’t know that Are you sure? Yes, you’re right That’s true Review 73–80 1 back on down for up away a boring, miserable, annoyed excited, worried, interesting For: ages, a few years, a long time, two months Since: last Monday, July, 1987, three o’clock was ’ve lived ’s played ’ve been worked Would you help him if he asked you? She’d more exercise if she had more time If I lost my job, I’d find another If Yanni found some money, he wouldn’t spend it We’d save our dog if our house was on fire Would you marry me if I won the lottery? a Kerry, Jim three (Mark, Kerry, Emily) Emily, Jim England, Chile, the USA Jim Dear just thank you presents delicious really Hope wishes Review 57–64 a a chair a waste bin a photocopier a shelf a filing cabinet a e c f g a d b She must / has to arrive on time She must / has to answer the phone She doesn’t have to make coffee for the boss She doesn’t have to shift work She mustn’t wear jeans She mustn’t smoke in the office 295 © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4307314_294-295.indd 295 17/8/07 11:13:08 Audio scripts 1.2 Michael Zofia This is my wife, Mia Zofia Pleased to meet you Sorry What’s your name again? Mia It’s Mia M-I-A Nice to meet you, too, Zofia Michael Zofia’s Polish Mia Oh, really? Zofia What about you, Mia? Are you Canadian, too? Mia No, I’m not I’m Chinese Zofia Oh, that’s interesting Man 1.4 Hello I’m Felipe I’m from Brazil His name’s Felipe He’s Brazilian Hello I’m Effie I’m from Greece Her name’s Effie She’s Greek Hello I’m Akira I’m from Japan His name’s Akira He’s Japanese Hello I’m Kate I’m from the USA Her name’s Kate She’s American Hello I’m Ahmed I’m from Egypt His name’s Ahmed He’s Egyptian Hello I’m Olga I’m from Russia Her name’s Olga She’s Russian Ms Yilmaz 2.2 You’re a student Are you a student? You’ve got two children Have you got two children? You work here Do you work here? You’re from Canada Are you from Canada? You like sport Do you like sport? You’ve got a house Have you got a house? 3.1 Man Ms Yilmaz Man Ms Yilmaz Man Ms Yilmaz Man Ms Yilmaz Man Ms Yilmaz Man Ms Yilmaz Man Ms Yilmaz Man Ms Yilmaz Man Ms Yilmaz Man Ms Yilmaz Man Ms Yilmaz OK, can I take some details then? Your first name, please? It’s Meryem That’s M-E-R-Y-E-M Thank you Now what’s your surname? It’s Yilmaz How you spell that, please? It’s Y-I-L-M-A-Z Thank you And what’s your date of birth, Ms Yilmaz? The second of June 1980 So that’s 02.06.80 And what’s your nationality? I’m sorry? Nationality – where are you from? Oh yes, of course I’m from Turkey OK Now, occupation What you do? I’m a chemist I see And are you married? Yes, I am Have you got any children? Yes, I have Two – a girl and a boy Oh, how nice Now, some contact details What’s your address, please? It’s number 55 Gleeson Road How you spell Gleeson, please? It’s G-L-double-E-S-O-N Ms Yilmaz Man Ms Yilmaz Man Ms Yilmaz Man Man Thank you And is that here in London? Yes, it is OK, and what’s the postcode, please? It’s NW19 7GH Mmm-hmm And can I have a daytime telephone number, please? Well, it’s best to use my mobile number It’s 07784 593162 Thank you And have you got an email address? Yes, it’s meryem.yilmaz@abc com Thank you very much Well I’ll send you an email to confirm all these details and I’ll see you soon 6.2 I live near the station I don’t live near the station He finishes work at six He doesn’t finish work at six They wear a uniform They don’t wear a uniform We drive to work We don’t drive to work You work at weekends You don’t work at weekends She uses a computer She doesn’t use a computer 8.2 When’s your interview? (Friday) It’s on Friday When’s your appointment? (the seventh of June) It’s on the seventh of June When’s your holiday? (August) It’s in August When’s your test? (afternoon) It’s in the afternoon When’s your appointment at the doctor’s? (half past two) It’s at half past two When’s your meeting? (Wednesday morning) It’s on Wednesday morning 8.3 Receptionist Hello, Abbey Dental Practice Caller Hello My name’s Tom Smith I’ve got an appointment on the thirtieth of March at twenty past three, but I’m afraid I can’t make it now Receptionist I see Would you like to make a new appointment, Mr Smith? Caller Yes, please Receptionist Can you come next Thursday in the afternoon? Caller What date is that? Receptionist It’s the eighth of April Caller Yes, that’s fine What time? Receptionist Well, I’ve got two o’clock or twenty to four Caller Oh, twenty to four, please Receptionist Fine So your new appointment is at three forty on Thursday the eighth of April Caller Thank you very much Goodbye Receptionist Goodbye Receptionist Hello, Lifestyle Therapy Centre Caller Hello I’ve got an appointment on the twentyseventh of January, but I’m afraid I can’t make that now Receptionist I see What time is your appointment? Caller It’s at ten to twelve Receptionist Ah, yes Ms Clark? Caller Yes, that’s right Could I make a new appointment, please? Receptionist Yes, of course Let me see Can you come on the ninth of February in the morning? Caller What day is that? Receptionist It’s a Monday Caller Yes, that’s fine What time? Receptionist Well, I’ve got ten past ten or twenty past ten Caller Oh, the later time, please Receptionist Fine So your new appointment is at ten twenty on Monday the ninth of February Caller Thank you very much Goodbye Receptionist Goodbye 9.2 a shower I have a shower the housework I the housework dressed I get dressed shopping I go shopping the bed I make the bed my homework I my homework 10.2 I got up late I didn’t get up late The weather was bad The weather wasn’t bad I drove to work I didn’t drive to work We were on holiday We weren’t on holiday He had a bad day He didn’t have a bad day I forgot my keys I didn’t forget my keys My boss was ill My boss wasn’t ill It rained all day It didn’t rain all day 296 © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4307314_296-303.indd 296 17/8/07 11:13:33 11.1 At first life was great for me and my wife, Seema We had two young children, and we both had good jobs I earned a lot of money, so we had a big house But we weren’t happy because I didn’t spend much time with my family I left home at 7.30 every morning and I didn’t get home till eight o’clock in the evening I travelled a lot in my job, too, so I was often away at weekends Then about five years ago, we were on holiday It was beautiful, but I couldn’t relax I phoned my office every day My wife wasn’t happy about that One day we had a big argument about it, so I went for a walk on the beach I saw a small house There was a man in front of the house When he saw me, he said: ‘Hey! it’s a beautiful day Smile!’ I stopped to talk to him He was a carpenter and he made furniture – beds, tables, chairs So I said: ‘Why aren’t you working today?’ And he said: ‘Well, I made a table last week and I sold it this morning, so we’ve got enough money.’ That changed my life When we got home, I left my job We sold our big house in the suburbs and we moved to a small village in the country I spend a lot more time with my family now We soon knew everybody in the village, because Seema got a job as a teacher in the village school And me? I make furniture, but I’m not working today I sold a table yesterday, so today I’m going fishing 13.2 I / retire I retired last year We / get married We got married last year My grandfather / die My grandfather died last year Our son / born Our son was born last year We / move house We moved house last year He / graduate He graduated last year She / take an exam She took an exam last year They / get divorced They got divorced last year 13.3 My parents were born in Chile, but I wasn’t They moved to England in the 1940s I was born in Liverpool in 1951 I didn’t grow up in Liverpool We moved to London when I was a baby and I grew up there I started school when I was five years old I enjoyed school When I was 16 I fell in love with a girl in my class Her name was Charlotte She was my first girlfriend and I thought she was gorgeous I went out with her for about a year I left school in 1969 and I went to Birmingham University I studied Physics there I graduated in 1972 and I got a job with an engineering company My wife’s name is Diana She’s Australian I met her in Sydney We were at a conference there We got married in 1980 and we had two children Then in 1986 my company closed down and I lost my job That was a hard time I was 35 years old I had a young family and no job I tried two or three other jobs, but they weren’t very good So in 2001 we moved to South Africa We’re still there now I started my own engineering company and at the moment everything is OK 14.2 We met in Paris Did you meet in Paris, too? We were on holiday Were you on holiday, too? We went on a date Did you go on a date, too? We were at a party Were you at a party, too? We saw a film Did you see a film, too? We wrote letters Did you write letters, too? We sent emails Did you send emails, too? We were friends Were you friends, too? 17.2 Clerk Hello Can I help you? Woman Yes Could I have a ticket to Manchester, please – first class? Clerk Are you travelling today? Woman Yes Clerk Single or return? Woman Single, please Clerk OK That’s £52, please Woman Thank you What time is the next train, please? Clerk The next train is at 10.22 Change at Crewe Woman When is the next direct train? Clerk It’s at 11.30 Woman Is that a fast train? Clerk Yes, it is It gets to Manchester at 12.45 Woman Oh, that’s better What platform does the 11.30 train leave from? Clerk Platform number Woman Thank you very much 18.2 female footsteps Hmm down: ‘Take two trains’ Six letters and the first letter is ‘c’ swimming pool sounds Oh, dear, look at the weather Where’s my umbrella? Good shot! What? Oh …? 19.1 Man Driver Man Driver Man Euston station, please OK The traffic’s very bad this evening Yes, it is What time’s your train, then? Seven forty-five Driver Man Driver Man Driver Man Driver Man Driver Man Driver Man Driver Man Driver Man Driver Man Driver Where are you travelling to? Scotland So, is that 7.45 the last train then? Yes, it is Right Are you from Scotland? Yes, I am So you’re going home, then Yes, I am And my train goes in ten minutes Are we nearly there? Yes, we are, but, like I said, the traffic’s very bad That’s the station over there Oh, well, look Can you drop me here? I can walk from here Are you sure? Yes, this is fine OK That’s £8.50, then, please Here you are Ten pounds Thank you Keep the change Thank you very much Would you like a receipt? No, thank you I haven’t got time Goodbye Bye Woman Taxi! … The Western Hotel, please Driver OK It’s chilly today Woman Oh yes, it is, but it’s a lot colder in Berlin Driver So, is that where you’re from – Germany? Woman Yes, it is Driver Are you here on holiday, then? Woman Yes, I am I’m spending a few days here It’s a lovely city Driver Yes Are you staying at the Western Hotel? Woman Yes, I am Driver Do you like it there? Woman Yes, it’s very nice, thank you Driver Right, well Here we are, the Western Hotel Woman Thank you Driver That’s £5.50, please Woman Here you are Driver Thank you very much Enjoy your holiday Woman Thank you Goodbye Driver Goodbye Man Driver Driver Man Driver Man Driver Man Driver Man Driver Taxi! … the airport, please OK Here we are, the airport Which terminal you want? Oh, I don’t know It’s probably on the ticket Just a minute No, I can’t see it Well Where are you flying to? To Milan Oh, well you need International Departures, then That’s Terminal Terminal is for domestic flights Thank you Well, there was only one terminal till three years ago Then they opened the new one – Terminal Oh, I see So are you from Italy, then? 297 © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4307314_296-303.indd 297 17/8/07 11:13:35 Man Driver Man Driver Man Driver Man Driver No, I’m not I’m from Egypt I’m going to Italy on business Oh, right Well, here we are – Terminal Thank you That’s £10.50, please Here you are Could I have a receipt, please? Certainly There you go Thank you Goodbye Goodbye Have a nice flight 21.2 Go over the bridge No, go under the bridge Turn left No, turn right It’s at the top of the hill No, it’s at the bottom of the hill Go into the square No, go out of the square Go up the hill No, go down the hill Go round the park No, go through the park 21.3 I come out of the station and I turn right I go under the bridge and I walk down the hill At the bottom of the hill there’s a park on the left-hand side I usually walk through the park In the middle of the park there’s a lake There’s a bridge over the lake, but I don’t usually go over the bridge I walk round the lake It’s very nice When I come out of the park, I turn left and I walk past the sports centre There’s a supermarket on the righthand side Opposite the supermarket there’s a small street There’s a chemist’s shop on the corner of the street My office is at the end of the street 25.2 Lidia We sailed across the Pacific Ocean from South America to Asia Pedro I flew across Africa I started in the Canary Islands I flew across The Sahara Desert to Lake Victoria and I finished at the Indian Ocean Timo We cycled across Europe from north to south We started in the north at the Arctic Ocean and we cycled down to the Mediterranean Akane I ran across North America I started in New York on the Atlantic Ocean and I ran across the USA and over the Rockies to San Francisco on the Pacific 26.2 Man Andy Shana Omar Shana Man Rosie Do you want to join us for a drink this evening, Andy? Thanks, but I’m going to have an early night What shall we this evening, Omar? There’s nothing on telly Why don’t we watch a DVD? Yes OK Are you busy this evening, Rosie? Yes, I always go to the gym on Wednesdays Martina Bye And don’t be late this evening, Bruno Bruno Why not? Martina Don’t you remember? The meal with Audrey and James Bradley Can I use the computer this evening? I want to send some emails Woman Sure, Bradley Roy What shall we this evening, Emma? Emma Let’s play tennis Roy Oh yes Great idea 27.1 Presenter With me this morning are Rachel Morgan from Wales and Stefan Popko from Poland In October they’re going to take part in the Global Challenge race So Rachel, what is this race? Rachel We’re going to sail round the world in a yacht Presenter When people normally sail round the world, they go from west to east Rachel Yes That’s because the wind goes from west to east We’re going to sail east to west against the wind Presenter So Stefan, where are you going to go? Stefan We’re going to sail down the Atlantic Ocean to Argentina Then round the bottom of South America and across the Pacific Ocean to New Zealand From there we’re going to sail across the Indian Ocean to South Africa and then home Presenter Phew, and how long is that going to take? Stefan We’re going to travel over 56,000 kilometres That’s going to take about 150 days Presenter And how many people are going to be in the race? Rachel There are going to be twelve yachts with eighteen people on each yacht They’re going to be from all over the world Presenter And how big are the yachts? Stefan They’re about twenty-two metres long, so with eighteen people it’s going to be very tight We can only take one kilo of luggage each Presenter One kilo? So the question is … Why are you going to it? Stefan Because we want to 29.2 Woman Man Woman Man Hi, Imran How’s your new boss? Oh, she’s OK What does she look like? Well, she’s quite slim She isn’t very tall Woman How old is she? Man I don’t know – she’s middle-aged Woman What’s her hair like? Man Er, she’s got medium-length hair Woman Straight? Man Oh, er no She’s got wavy hair and it’s very dark She’s quite pretty, actually The police are looking for a man in connection with the robbery They describe the suspect as quite young, medium height, and a bit overweight He’s got very curly, fair hair and blue eyes He’s also got a small moustache Anyone who sees the man should phone the police on … 30.2 She’s a good driver She drives well He’s a dangerous driver He drives dangerously She’s a careful driver She drives carefully He’s a bad driver He drives badly She’s a fast driver She drives fast He’s a slow driver He drives slowly 32.2 B Excuse me A Yes Can I help you? B Yes How much are these sports bags, please? A The small ones are €32 and the large ones are €50 B Can I have a look at one of the small ones, please? A Certainly Here you are We have them in black or green B It’s very nice, but it’s a bit small A Would you like to see one of the large ones? B Yes, please A Here you are B Thank you Yes I think I prefer the large one I’ll take it A Black or green? B Oh, – the green one, please How much is it again? A €50 Anything else? B No, thank you A That’s €50, then, please A Can I help you? B Yes You’ve got some earrings in the window Can I have a look at them, please? A Can you show me? These ones? B Yes, and the ones next to them Yes, those ones A OK Here you are B How much are they, please? A The gold ones are €115 and the silver ones are €72 B I like the gold ones, but I think I prefer the silver ones A Yes, they’re very nice B Yes, … but no I’ll take these ones, please A The gold ones? B Yes A Anything else? B No, thank you A That’s €115, then, please 298 © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4307314_296-303.indd 298 17/8/07 11:13:36 33.2 A What kind of programmes you normally watch, Bob? B Well, I don’t watch TV a lot, but I always watch the news and the weather forecast I like documentaries, too, you know like Our World and things like that A Do you watch any reality TV shows, like The House? B No, I don’t like them What about you? Do you watch a lot of TV, Anna? A Yes, I suppose I I watch a lot of game shows My favourite is Lucky Chance B Do you like soap operas? A Yes I always watch Beacon Street B Do you watch any sports programmes? A No, I don’t like sport A What sort of things you watch on TV, Julie? B I watch a lot of sitcoms, mostly American ones like Jack and Jennie I love that I like hospital dramas, too Emergency is my favourite hospital drama A Do you watch the news? B No, I never watch the news or documentaries or things like that My parents always watch them, but I’ve got my own TV, so it’s not a problem What things you usually watch on TV, Ivor? A I usually watch films I like chat shows, too – like The Ronnie Melbourne Show B Do you watch any soaps or sitcoms? A No, I don’t 34.2 win a prize Have you ever won a prize? go to Africa Have you ever been to Africa? see a film in English Have you ever seen a film in English? ride a horse Have you ever ridden a horse? buy a car Have you ever bought a car? have a cat Have you ever had a cat? 35.1 This is the news with Martin West The headlines: The heads of government of the EU countries have arrived in Budapest for their latest meeting Thieves have stolen gold and a large number of diamonds from a bank in Paris A tropical storm has hit the coast of South America Strong winds have destroyed several villages More than a hundred people have lost their lives Two people have died in a fire at a factory in Glasgow And some news has just come in There has been a serious accident on the M5 motorway A small plane has crashed into a bridge The police have closed the motorway in both directions between junctions and We have no more information at the moment The game show, ‘The Box’ has won the Independent award for the best radio programme of the year Alan Jones, star of the TV sitcom, The Avenue, has married the programme’s writer, Rajni Sekar That’s all the news for now More on that accident on the M5 and all the other stories in our next bulletin at nine o’clock And now the weather forecast … 37.2 A What’s the matter? B I’ve got a headache A Oh, dear Here, I’ve got some painkillers B Thanks A What’s wrong? B I’ve hurt my wrist It’s swollen A Oh, yes, it is Put some ice on it B Yes, that’s a good idea Thanks A What’s wrong? B My arm itches A Oh yes You’ve got a rash on it Here I’ve got some cream for it B Oh, thanks A What’s the matter? B My nose is bleeding A Oh yes Here, I’ve got some tissues B Thank you A What’s the matter? B I’ve cut my hand A Oh, dear Here, I’ve got some plasters B Thank you A What’s wrong? B I’ve burnt my finger A Oh, dear Here, put it under the cold water B OK Thanks 38.2 I’ve broken your laptop I broke it yesterday I’ve hurt my foot I hurt it yesterday I’ve written the letter I wrote it yesterday I’ve lost my mobile I lost it yesterday I’ve cleaned the car I cleaned it yesterday I’ve taken the medicine I took it yesterday 38.3 A What have you done to your elbow, Kathy? B I’ve sprained it A How did you that? B I fell downstairs A Really? When did it happen? B On Thursday A Hi, John What have you done to your leg? B I’ve cut my knee A How did you that? B I dropped a knife on it in the kitchen I was wearing shorts A Oh, dear When did it happen? B Yesterday morning A B A B A What have you done to your arm? I’ve bruised my elbow How did you that? I hit it against the car door Ooh, that sounds bad When did it happen? B Two days ago 40.2 Doctor Good morning Now what seems to be the problem? Patient My ear hurts Doctor I see Which ear is it? Patient My left ear Doctor When did it start? Patient Oh, about two days ago now Yes, it started on Monday morning Doctor Well, can I just have a look at it? Hmm, yes, it’s a bit red in there I think you’ve got an infection Patient Oh, I see Doctor Take this medicine – one capsule four times a day Patient OK Doctor If it isn’t any better by Friday, come back and see me Patient Yes, OK Thank you Goodbye Doctor Goodbye Doctor Good morning Now what can I for you? Patient I’ve hurt my elbow Doctor Your right elbow? Patient Yes Doctor I see Can I just have a look at it? Hmm, yes it’s swollen How did you hurt it? Patient I banged it on a desk at work yesterday Doctor I see Well, I think you’ve just bruised it, but we’d better get an X-ray Take this letter to the hospital Patient OK Doctor In the meantime, put some ice on your elbow and take some painkillers Patient Yes, OK Thank you Goodbye Doctor Goodbye 41.2 Put some water in a saucepan OK I’ve put some water in a saucepan Add some salt OK I’ve added some salt Fry some onions OK I’ve fried some onions Boil the vegetables OK I’ve boiled the vegetables Slice some tomatoes OK I’ve sliced some tomatoes Weigh the sugar OK I’ve weighed the sugar 41.3 A Are you ready to order? B Yes Can I have the grilled salmon, please? A What kind of potatoes would you like – baked, boiled, or chips? B Oh, boiled, please A And what would you like with that? B Oh, can I have roasted vegetables, please? 299 © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4307314_296-303.indd 299 17/8/07 11:13:37 A OK so that’s grilled salmon with boiled potatoes and roasted vegetables B Thank you 42.2 eggs You don’t need many eggs salt You don’t need much salt cheese You don’t need much cheese tomatoes You don’t need many tomatoes apples You don’t need many apples bread You don’t need much bread 45.2 Simon Excuse me Have you got these shoes in a size 10, please? Tessa Excuse me Where can I find books on history, please? Simon Excuse me Can we have a look at those rings, please? Tessa We’d like to book a holiday in Turkey, please Simon Excuse me, I’m looking for some tennis shorts Tessa Can I have a large white loaf, please? And what’s that bread over there? Simon So, let’s see Women’s clothes, shoes Oh there it is Furniture … It’s on the fourth floor Tessa Can I have a pound of apples and a pound of carrots, please? 46.2 It’s a noisy restaurant This one’s noisier It’s an interesting restaurant This one’s more interesting It’s a good restaurant This one’s better It’s an expensive restaurant This one’s more expensive It’s a friendly restaurant This one’s friendlier It’s a small restaurant This one’s smaller 46.3 This is a big restaurant Yes It’s the biggest restaurant in the town This is an expensive shop Yes It’s the most expensive shop in the town This is a long street Yes It’s the longest street in the town This is a popular café Yes It’s the most popular café in the town This is a busy shopping centre Yes It’s the busiest shopping centre in the town This is a good club Yes It’s the best club in the town 47.1 Peter I usually go to the local shops in the town centre It’s friendlier and more personal Last year I went to the supermarket for some wine, but the assistants didn’t know anything except the price Now I always go to a small wine shop in the town centre It isn’t as cheap as the supermarket, but the man there knows a lot about wine Susan When I was a child there were a lot of local shops There was a baker’s, a butcher’s, and a greengrocer’s But then they built a big supermarket near the town Now all the small shops have gone Well, you can understand it They weren’t as convenient as the supermarket So we have to go to the supermarket now – at least the parking is easier there Anjit I always shop at the supermarket, because it’s more convenient The shops in the town are only open from nine to five thirty and I’m at work then They’re closed on Sundays, too The supermarket’s open longer hours and every day And you can buy everything at one shop Birgit I go to the local shops and the market, because I think the food is fresher If I go to the supermarket, the tomatoes are from South Africa and the lettuce is from India Why we bring food from the other side of the world, when you can get it from a local farm? Troy I usually shop on the Internet, because I can shop twenty-four seven I order food and things on the Internet and the supermarket delivers everything to my house It’s the easiest way to shop and it’s cheaper, too 48.2 Customer Excuse me Have you got these shoes in a size 5, please? Assistant Just a minute … Yes, here you are Customer Thanks I’ll just try them on Assistant How are they? Customer They’re too loose Have you got them in a smaller size? Assistant Just a minute No I’m sorry That’s the smallest size Customer Oh, OK Thanks anyway Customer Excuse me Can I try this jumper on, please? Assistant Yes The changing rooms are over there Customer Thank you Assistant How is it? Customer It isn’t big enough It’s too tight on the chest Have you got it in a larger size? Assistant What size is that? Customer Small Assistant Do you want to try a medium? Customer Yes, please Assistant OK Just a minute Yes Here you are Assistant Is that big enough? Customer Yes This is more comfortable, thanks I’ll take it Assistant Anything else? Customer No, thanks Assistant OK Well, if you’d just like to come to the till … Customer Excuse me How much are these jeans, please? Assistant They’re £62 Customer Can I try them on, please? Assistant Sure The changing rooms are over there Customer Thank you Assistant How are they? Customer They’re too short Have you got them with a longer leg? Assistant Just a minute Yes Here you are Try these Customer Thanks Assistant Do they fit better? Customer Yes These are long enough, thanks I’ll take them Assistant Anything else? Customer No, thanks Assistant That’s £62 then, please 49.2 A That’s £19.20, please B Oh, dear I haven’t got enough money I’ve only got £17 A That’s £16.09, please B Here you are A I’m sorry we don’t take credit cards B Oh A We need to get a ticket at the machine B Yes, have you got any coins? I haven’t A No, I haven’t either I’ve only got notes A This is nice B Yes, it is, but I can’t buy it I haven’t had my salary this month yet A Oh, er B What’s the matter? A I can’t remember my PIN Is it six eight … no six nine … ? A Thank you That’s £2 change B Excuse me I gave you a £20 note You’ve only given me change for £10 A Oh? Oh, yes, you’re right Sorry about that Here you are A Dad, can I borrow some money? B No, I lent you some money last week, and you haven’t given it back A But I’ve spent it A What’s this? I paid this bill last week B Well, they’ve sent your cheque back You didn’t sign it 50.2 Hello, Kay Your visitors phoned Their plane was late, so they won’t arrive before three o’clock OK? Bye Good morning, Kay This is Farida in Mexico I’ve got the photographs I’ll email them to you today Bye for now Hello, darling I’m sorry, but I won’t have time to book the theatre tickets Can you it? Thanks Bye Oh, I left the money for the cleaner in the kitchen Hi, Kay This is John Morgan I’m still in Paris, so I’m afraid I’ll miss the meeting this afternoon See you Hello, dear It’s your mother I want to talk to you about your father’s birthday I’ll phone you later Bye … She isn’t there It’s one of those answer phone things, you know 300 © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4307314_296-303.indd 300 17/8/07 11:13:38 Hello This is the computer engineer I’m sorry, but I won’t have time to fix your computer today, so I’ll fix it tomorrow morning Bye Hey, Mum I’m going to a party tonight, so I won’t need a meal Oh, and I’ve borrowed some money It was in the kitchen Hope that’s OK Hello, Mrs Winter It’s Margaret, the cleaner I can’t find my money, and I won’t be here next week I’ll be on holiday So I really … I’ll phone you when I leave the office I’ll look for a hotel when I arrive I’ll send you a postcard when I go on holiday I’ll book the holiday when I go into town I’ll take a taxi when I go to the airport 53.2 sunbathe Do you like sunbathing? go to the gym Do you like going to the gym? paint Do you like painting? surf the Internet Do you like surfing the Internet? DIY Do you like doing DIY? collect things Do you like collecting things? 56.2 Receptionist Good morning, the Angel Hotel You’re speaking to Vicky How may I help? Caller Hello I’d like to book a room, please Receptionist Certainly sir When for? Caller For the 25th of April, please, for two nights Receptionist Two nights And is it just one room? Caller Yes, it is Receptionist Just one moment, sir Yes, that’s OK How many guests is it for? Caller Just myself Receptionist And would you like a single, a double, or a twin room, sir? Caller A single, please And I’d like a non-smoking room, if you have one, please Receptionist Yes, we So that’s a single room – nonsmoking – for two nights from the 25th of April Caller Yes, that’s it Receptionist That will be £60 per night Caller Does that include breakfast? Receptionist No, I’m afraid it doesn’t That’s for the room only, sir Caller OK Receptionist What name is it, please? Caller It’s Carlos Gonzalez Receptionist Is that G-O-N-Z-A-L-E-Z? Caller Yes Receptionist Thank you, and you have a credit card to confirm the booking? Caller Yes It’s … 53.3 Beth Arnold Beth Arnold Beth Arnold Beth Arnold Beth Arnold Beth Arnold Beth Arnold Beth Arnold Beth Arnold Beth Arnold What you like doing in your free time, Arnold? I like water-skiing Really? Yes and I like sailing, too Do you like canoeing? It’s OK I don’t mind it Have you tried scuba-diving? No, I haven’t I like being on the water, but I don’t like being under it Oh, I see What you when you aren’t on the water? Not a lot I like relaxing in the garden, listening to music You know – doing nothing really Do you like doing DIY? No, I don’t I’m not very good at it Anyway, what about you? What you like doing? Well, I like swimming Oh right So have you tried scubadiving, then? No, I haven’t, but I’d like to It looks great So what else? Urm … I like playing tennis Uh-huh Are you any good? Yes, not bad But I’m not really into exercise I don’t like going to the gym or jogging Oh, I see I don’t mind doing yoga, but I suppose most of all I like going out with friends You know, going to restaurants, shopping, things like that Oh, right, so what’s your favourite restaurant? 54.2 I’ll collect the tickets when I have my lunch break 54.4 We won’t be there We want to go by train We want to stay in a hotel We won’t see you tomorrow Receptionist Hotel Jumbo Buon giorno Caller Oh, hello I’d like to make a reservation, please Receptionist Certainly, madam When for? Caller For the 6th of November, please Receptionist How many nights? Caller Just one night, please Receptionist One moment, please And how many guests? Caller Two – myself and a friend Receptionist And would you like a double or a twin room? Caller A twin room, please Receptionist Yes, that’s fine We have a twin room for the 6th of November Caller We’d like a room with a balcony, if you have one, please Receptionist Erm Yes, we So that’s a twin room with a balcony for the 6th of November – just one night Caller Yes, that’s right Receptionist That will be €100 per night – bed and breakfast Caller Thank you Receptionist What name is it, please? Caller It’s Carol Mills That’s M-Idouble L-S Receptionist Thank you, and can I take a credit card number to confirm the booking? Caller Yes, of course It’s … 57.2 an appointment I made an appointment some filing I did some filing a day off I had a day off to a meeting I went to a meeting some emails I sent some emails the fax machine I used the fax machine some phone calls I made some phone calls on the Internet I went on the Internet 57.3 A Hello Josh B Hi, Sayeed How are you? A Fine, thanks How was your day today? B It was OK A What did you do? B Well, when I got to work I made a few phone calls and I sent some emails I had a break at about 11 and then I went to a meeting A Uh-huh B After lunch I made a couple of appointments for next week Then I did some filing and I went on the Internet So a normal day really What about you, Sayeed? How was your day? A Oh, I worked at the weekend, so I had a day off today B Lucky you So what did you do? 59.1 I live in a small town near Venice and I work in the city centre I travel into the city by train I live near the station so I don’t have to drive I take the train to the central station in Venice, and from the station I get the Vaporetto or waterbus to St Mark’s Square The journey takes about an hour and a half from my home to my office It’s OK, but in the summer the waterbus is very crowded with tourists 301 © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4307314_296-303.indd 301 17/8/07 11:13:38 I live in the suburbs of Kuala Lumpur in Malaysia Every morning I have to travel into the city centre where I work A few years ago the journey took over two hours, because the traffic was very bad But now we have a monorail metro It’s very fast and comfortable and I can read the newspaper or a book Unfortunately, I don’t live near the metro station, so I have to get a bus to the station The journey only takes about an hour and a quarter now, so I don’t have to get up very early I live and work in New York – in Manhattan – and I usually cycle to work It’s fast and it’s good exercise, too The journey takes about half an hour I wear shorts or sweatpants and a sweatshirt and I have to take my clothes in a bag Then I have a shower when I get to work Problems? I can’t cycle in winter, so I have to take the subway then, but that takes about forty-five minutes Car drivers are the biggest problem They open doors in front of you and things like that So you have to be very careful Assistant Hello Can I help you? Customer Yes, I bought this CD yesterday, but it’s scratched Assistant I see Would you like to exchange it? Customer Yes, please Assistant Have you got the receipt? Customer Yes Here you are Assistant Just a moment, then, please … Here you are This one should be OK Customer Thank you 61.2 We’re looking for a DVD player The DVD players are over there We’d like to buy a kettle The kettles are over there We need a new dishwasher The dishwashers are over there Have you got any hairdryers? The hairdryers are over there Where are your toasters, please? The toasters are over there We’re looking for a microwave The microwaves are over there 65.2 These cups are made of paper They’re paper cups This door is made of glass It’s a glass door This jumper is made of wool It’s a woollen jumper These boots are made of rubber They’re rubber boots These earrings are made of gold They’re gold earrings This bag is made of plastic It’s a plastic bag 64.3 Assistant Hello Can I help you? Customer Yes, I bought this jumper at the weekend, but it’s got a hole in it Assistant Oh, yes I’m sorry about that Would you like to exchange it? Customer Yes, please Assistant Just a moment … Here you are This one’s OK Assistant Thank you 65.3 Reporter I’m at the recycling centre, and I’m talking to Arthur Collins What materials can people recycle here? Arthur We recycle a lot of materials – glass, paper, plastic, metal We collect wood, too, and cardboard Reporter I see What things most people bring to the recycling centre? Arthur Most people recycle newspapers and magazines, glass bottles – and plastic bottles, too Reporter I can see some metal cans over there Arthur Yes, people bring cans – and cardboard boxes, too Reporter Are those things easy to recycle? Arthur Yes, they are The biggest problem is with things like televisions and computers, because they’re made of a lot of different materials – plastic, glass, rubber, metal Some of the metals are very expensive, like silver and gold Reporter I see So what you … Assistant Hello Can I help you? Customer Yes, I bought this kettle two days ago, but there’s something wrong with it Assistant I see What’s the problem? Customer It’s leaking Assistant Oh? I’m sorry about that Would you like to exchange it? Customer No, thank you Can I have a refund, please? Assistant Yes, of course Have you got the receipt? Customer Yes Here you are Assistant Thank you Assistant Hello Can I help you? Customer Yes, I bought this clock radio on Monday, but it’s damaged Look Assistant Oh, yes I’m sorry about that Would you like to exchange it? Customer Yes, please Assistant Just a moment … I’m sorry that was the last one We should have some more next week Customer Oh well can I have a refund then, please? Assistant OK Have you got the receipt? Customer Yes Here you are Assistant Thank you 67.1 I’m from Thailand My favourite festival is Loy Krathong It’s celebrated at the end of the rainy season It’s to say thank you for the water Small boats are made from banana leaves A candle, flowers, and coins are put in the boat In the evening, people take their boats to the nearest river, canal, or lake The candles are lit and the boats are pushed out onto the water It looks really beautiful We believe that our bad luck is taken away by the boats, so we feel happy The Day of the Dead is one of the biggest festivals in Mexico It’s celebrated on the second of November every year It’s when dead friends and relatives are remembered Big models of skeletons are made from paper, wood, and cardboard These skeletons are carried through the streets Small skeletons are eaten, too – but these are made from sugar and bread They’re sold in shops and markets In their houses, people have flowers, candles, food, and photographs of their dead friends and relatives We remember the good times with them My favourite festival here in Russia is Maslenitsa It’s celebrated at the end of winter Winters are very long and cold in Russia, so we’re all happy when it finishes For the festival a model of a woman is made from straw It’s dressed in women’s clothes This is Lady Maslenitsa There are lots of parties and people visit their relatives And – this is the best part for the children – they eat lots of pancakes They’re delicious At the end of the week, Lady Maslenitsa is burnt and we say goodbye to winter 69.2 Click on the icon OK I’ve clicked on the icon Quit that program OK I’ve quit that program Restart the computer OK I’ve restarted the computer Save that file OK I’ve saved that file Shut down the computer OK I’ve shut down the computer Scroll down the menu OK I’ve scrolled down the menu 69.3 A Right, what’s open on your desktop at the moment? B It’s a file A Well, save that B OK I’ve saved it A What program are you using? B Word A OK Quit that B Right I’ve done that A Good Now can you see the icon for your email? B Yes, I can A Fine Click on it B OK I’ve done that A Is your email window open now? 302 © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4307314_296-303.indd 302 17/8/07 11:13:39 B Yes, it’s the inbox A All right Now scroll down to the email with the attachment and click on it B OK The email is open now A Right Now go to the menu bar and click on Edit You should see the menu … B Well, I’ve done all that A Good Now click OK and restart your computer It should be fine A Is that your neighbours’ dog? B Yes, I always look after it when they go away A Have you switched off your mobile? B I’m looking for it now I can’t find it A Can you stand up, please? I can’t find my keys B Just a minute I’ll switch on the light There they are 72.2 Katrin John, I need something for my hairdryer What you call the thing that you put in the wall? John A plug Katrin A plug? John Yes Do you want a plug for your hairdryer? Katrin No, it’s got a plug, but it isn’t the plug that you use here in England John Oh, I see You need an adaptor Katrin An adaptor Yes Have you got an adaptor for this plug? John No I’m sorry But why don’t you use Sally’s hairdryer and we can get an adaptor tomorrow Katrin Oh, OK 74.2 A How long have you worked here? B I’ve been here for nearly three years A How long have you been a policeman? B I’ve been in the police since 2003 A How long were you and Jim married? B Only three years A Have we lived in France for three years or four years? B We’ve been here for three years A Did you work at the bank for a long time? B I worked there for eight years Katrin This is a photo of my brother Sally What does your brother do? Katrin Oh … what you call someone who builds things? Sally Do you mean someone who builds houses? A builder? Katrin No He builds offices, bridges, and things like that Sally Oh, he’s a civil engineer Katrin Sorry? Sally A civil engineer It’s two words: Civil That’s C-I-V-I-L, and then the next word – engineer Katrin Oh, right, a civil engineer Katrin What you call the part where you type on a computer? John The keyboard The things that you press are the ‘keys’, so the whole thing is a keyboard Katrin How you spell that? John K-E-Y-B-O-A-R-D Katrin Keyboard OK 73.2 Turn up the TV No Turn down the TV Take off your coat No Put on your coat Stand up No Sit down Come back No Go away Go out No Come in Switch on the light No Switch off the light 75.1 Paul Helen Paul Helen Paul Helen Paul Helen Paul Helen Paul Helen Paul Helen Paul Helen Paul Helen 73.3 A Hello, Mike B Oh, hi, Mary Come in Please sit down A Why are you putting on your jacket? B I’m going out Paul Helen Paul Helen Helen, it’s good to see you Yes, and you, Paul How are you? Great, thanks And you? Fine Are you married? Yes I’ve been married for nine years and we’ve got three children Oh, lovely What you do? Didn’t you get a job at a bank after university? Yes, I’m still there, but I’m a manager now Where you live? In Manchester We’ve been there for three years We’ve got a nice house in the suburbs and Georgina – that’s my wife – teaches at a local school What about you? Oh, well, when I left university, I got a job with an insurance company, but I didn’t like it, so I was only there for six months What did you do? I travelled to Australia, south-east Asia, and Canada Great! What did you there? I worked on farms, in hotels, in shops – and I met my husband! His name was Troy and he played the trumpet in a band Wow Cool Yes, I was a singer with the band for a couple of years It was fun, but then I wanted to the normal thing – get a real job, buy a house, have children But Troy didn’t So, what happened? We got divorced and I came back to England I’ve been back for four years now I work for a computer company In London? Yes I share a flat with a friend there I always wanted to travel and play the guitar in a band Yes, but you’ve got a good job, a Paul nice house, a family You’ve got all the things that I’ve always wanted But you’ve done all the things that I wanted to That’s life, eh? 77.2 A I’ve got an interview tomorrow B Are you worried? A Yes, I am A Oh no! B What’s the matter? A I’m annoyed My laptop isn’t working A (Yawn) B Are you tired? A Yes, I am B Have you had a busy day? A No, I was at a party last night I’m going to get a pizza I’m hungry I didn’t have any lunch There’s nothing on TV I’m really bored A Our son has won a school prize B That’s great I bet you feel proud A Yes, I B Hi, Mark How are you? A I’m fine I had a day off today I feel really relaxed Just a minute When’s the meeting – this week or next? … I’m confused! 81.2 Sarah It’s true, Ryan Russell didn’t know anything about Anna and Starlight Properties Ryan Anna and what? I’m talking about the car He didn’t put any petrol in it Cindy Yes, the car just stopped in the middle of the road It was very embarrassing Ryan And when we finally got to the solicitor’s, they were closed You stupid boy! Peter Closed? So you didn’t sign the contract? Cindy No, we didn’t Jordan You haven’t sold the café? Ryan No, we haven’t And it’s all Russell’s fault Lucy Oh, that’s great! It’s wonderful news! Cindy Wonderful? What are you talking about, Lucy? Peter Sit down We’ll tell you all about it Narrator Later Jordan So, that’s it Ryan That’s amazing Thank you very much You’ve saved The Coffee Shop Sarah Well Russell helped, too You didn’t get to the solicitor’s, because he didn’t put any petrol in the car Cindy Oh, yes You clever boy, Russell Well done Russell Thanks, Mum Ryan Oh, I don’t believe it! 303 © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited 4307314_296-303.indd 303 17/8/07 11:13:40 ... records for your students • guidance on English for Life and the CEF • wordlists and English for Life syllabus documents • links to the world of Oxford online resources for learning English For students:... every lesson The English for Life website (www.oup.com/elt/englishforlife) provides further extension material, for both teachers and students A direct approach English for Life offers clear... one, interleaved Teacher’s Book • a full set of practice materials for students via the Workbook, MultiROM, and the English for Life website Real -life focus English for Life gives students the language