03 WORK AND REST

Overview Reading and speaking (Page 25)

Pages 24–25 1a Students work in pairs to discuss the questions.
Vocabulary: Daily routines b Ask students to discuss the question before they read the text and
Reading and speaking: Sleep patterns then check if their answers are the same after reading it.

Common european Framework ANSWER:

Students can use brief expressions to describe daily routines, wants No important difference between short and long sleepers.
and needs, and make requests for information.
Pages 26–27 2a Students work individually to decide if the statements are true (T) or
grammar: should, shouldn’t, can, can’t, have to, don’t have to false (F) according to the text. Ask students to underline the part of
the text that gives the answer as this will make feedback much easier.
Pronunciation: Strong and weak forms
b Students check their answers in pairs. Encourage them to justify
Common european Framework their answers if they disagree. Check as a class.
Students can ask and answer questions about habits and routines.
ANSWERS:
Pages 28–29
1T 2F 3F 4T 5T 6T 7T 8F
Vocabulary: Jobs
Task: Decide on the best job 3 Students find and underline two parts of the text they found
Common european Framework interesting before comparing their answers in groups. Stress that
Students can use a variety of language and strategies to help keep a there is no correct answer for this type of question.
conversation or discussion going. 4 Give students a couple of minutes to read the quotes and decide
which one(s) are relevant to them. Students compare their ideas in
Pages 30–31
small groups or as a whole class.
World culture: Amazing trains
Common european Framework
Students can understand a variety of language about common topics; grammar focus 1 (Page 26)
can talk about transport around a city.
should, shouldn’t
Warm-up 1 Focus students’ attention on the photo. Tell students that this is Alice
and she needs some advice. Students read the text quickly to answer
Before the class, write a number of simple daily activities on the board the two questions.
in anagram form. As students come into the class, invite them to try
to unscramble the letters individually. When students finish, encourage ANSWERS:
them to find another person who has also finished and ask them to
check they have the same spellings. 1 She has exams next week but she is finding it hard to concentrate.
2 to find someone to study with, to have breaks after studying for
an hour, to give yourself a reward at the end of the day, to make
Vocabulary (Page 24) a revision timetable, to include lots of variety of subjects and
places of study
Daily routines
2 Students read through the advice again to find examples of should
See Teaching tips: Working with lexical phrases on page 21. and shouldn’t.
1 Students work in pairs to discuss the questions. Encourage students
to talk about their partners during feedback. ANSWERS:
2 Pre-teach unfamiliar language, e.g. have a nap. Do the first couple should: You should find a ‘study buddy’. – Will
of verb phrases about you as an example. Students complete the And you should give yourself a reward. – Molly
others individually. You should make a revision timetable. You should start with a difficult
3 Put students into large groups. Tell students to talk to another subject. – Sam
member of the group for one minute and try to find as many things shouldn’t: You shouldn’t study for so many hours. – Molly
in common as possible. After one minute, clap your hands and ask And you shouldn’t always revise in the same place. – Sam
students to move and talk to another student in their group. Repeat
this procedure until students have spoken to everyone in the group
or you can tell that their interest is lagging. GRAMMAR
1 Give students a couple of minutes to read the two rules and
Vocabulary, exercise 3: alternative suggestion choose the correct alternative.
Put students into groups of between four and eight. In their groups, students
go through each question and take it in turns to give their answers. For ANSWERS:
feedback, nominate one person from each group to report back to the class 1 is 2 isn’t
on the different things that members of the group had in common.
2 Read through the grammar rule and ask students to give
more examples.
aDDITIONaL praCTICE 3 Read the two examples and ask students to give more examples.
study, practice & remember: Remember, Practice 1 & 2, page 143 You may want to ask your students to read Study 1 on page 142
Workbook: Vocabulary: Daily routines, page 14 for a more detailed explanation of should and shouldn’t.

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 praCTICE ANSWERS:
1a Students work individually to decide which of the suggestions on 1 She is a ghost tour guide.
the list they should or shouldn’t do. Stress to students that it is what 2 She works in Edinburgh.
they should do, not what they actually do.
b Students compare their answers in pairs. 3 3.3 Make sure students read all of the sentences before they
c 3.1 Students listen to check their answers. Check as a class. listen to the recording. Students listen and put the statements in the
correct order.
ANSWERS:
shouldn’t: send text messages to your friends, listen to loud music, ANSWERS:
watch TV, use social networking sites a6 b4 c3 d1 e2 f7 g5
should: make a list of things to do, find somewhere quiet to study,
start work as early as possible, take breaks sometimes 4 Students work in pairs to discuss whether they would like Kirsty’s job
or not. Encourage them to justify their answers.

PRONUNCIATION
See Teaching tips: Helping students with pronunciation on page 22. grammar focus 2 (Page 27)
1 Play the first sentence again and ask students to pay attention
to the weak form of shouldn't /ʃədnt/. Repeat for the
can, can’t, have to, don’t have to
other sentences. 1a Tell students that the examples all come from the listening exercise.
2 Students listen and repeat the sentences one by one. Students complete the sentences with can, can’t, have to or don’t
have to.
b Students check their answers with audio script 3.3 on page 167.
Pronunciation: Helping students with weak forms
Lots of students have problems with both recognising and using weak ANSWERS:
forms. Some things you can do to help are: 1 don’t have to 2 have to 3 can 4 can’t
Introduce the pronunciation of the weak form first.
Exaggerate the stressed words. GRAMMAR
Constantly refer to weak forms during the year.
1 Elicit the form of the verb from the class.
Drill sentences that contain weak forms.
ANSWER:

2a Students work in pairs to give advice for the two problems. During the infinitive/base form
feedback make sure students are using weak forms of should and
shouldn’t. 2 Give students a few minutes working individually to complete
b Students invent their own problems and write a paragraph similar to the rules.
the ones in exercise 1a. If you have weaker students you might want ANSWERS:
to ask them to write their problems in pairs.
1 have to 2 can 3 don’t have to 4 can’t
c Students exchange problems and write a reply with their advice.
You may want to ask your students to read Study 2 on page
Practice, exercise 2c: alternative suggestion
142 for a more detailed explanation of can, can’t, have to, don’t
Students write their problems and then put them up on the walls have to.
around the classroom. Students then walk around the room, read
the problems and write their advice under the problem. Students grammar, exercise 2: additional suggestion
take back the problems they wrote and decide on the best advice Encourage students to look at the audio script on page 167 and
they received. find other examples.

ANSWERS:

aDDITIONaL praCTICE can: I can remember dates and other facts easily.
study, practice & remember: Practice 1, page 142 can’t: I can’t speak Japanese
have to: … you have to try and bring the history alive.
Workbook: Grammar focus 1: should, shouldn’t, page 14
don’t have to: I don’t have to wear a uniform.

Listening (Page 27)

an unusual job
1 Focus students’ attention on the poster on page 27 and discuss the
questions. Elicit students’ suggestions and write them on the board.
2 3.2 Emphasise to students that they are only going to hear the
first part of the interview. Students listen and answer the questions.

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 03 Work And Rest

PRONUNCIATION SUGGESTED ANSWERS:

See Teaching tips: Helping students with pronunciation on 1 taxi driver, cook
page 22. 2 accountant, doctor, judge
3 taxi driver
1a 3.4 Model the three different forms of can so students can
recognise the difference. Play the recording and ask students 4 accountant, doctor, translator, judge
to decide which form is used. Ask students which forms are 5 translator, nanny
stressed and which ones are weak. Elicit rules for when each 6 doctor, nanny
one is used. 7 doctor, nanny
8 translator
ANSWERS:
9 accountant, plumber, nanny, translator, taxi driver
1 Can you hear him? [/kən/] 2 Yes I can. [/kæn/] 10 doctor, nanny
3 Can you speak Italian? [/kən/] 4 No I can’t. [/kɑːnt/]
When can is used in a question it is not usually stressed.
When it is used in a short answer it is stressed. Vocabulary, exercise 2: additional activity
Ask students to look again at the sentences and think about which
b Drill each sentence. ones apply to their current jobs or their dream jobs. Put students into
pairs to compare ideas.
2a 3.5 Model the different forms. Play the recordings and
elicit which form is most commonly used.

ANSWERS: aDDITIONaL praCTICE

1 I have to go now. [/tə/] study, practice & remember: Remember, Practice 3, page 143
2 Oh, do you have to? [/tuː/] Workbook: Vocabulary: Jobs, pages 18
3 Does he have to wear a uniform? [/tə/] Resource bank: Activity 3A What do I do? (Vocabulary: Jobs)
4 No, he doesn’t have to. [/tuː/]

b Drill each sentence. Task (Pages 28–29)

Decide on the best job
praCTICE
1a Students write sentences using can, can’t, have to or don’t have to
about themselves. Preparation Listening
b Students work in pairs to compare their answers. See Teaching tips: Making tasks work on page 23.
1 Draw attention to the example sentences. Give students a few
minutes to think of a job and a description of what you can and
aDDITIONaL praCTICE can’t do in the job. Students then work in pairs or small groups to try
study, practice & remember: Practice 2, page 143 to guess the jobs in each other’s descriptions.
Workbook: Grammar focus 2: can, can’t, have to, don’t have to, 2a Give students a few minutes to decide which of the jobs in
pages 16–17, Pronunciation: can, have to, page 17 Vocabulary exercise 1 they would or wouldn't like to do and reasons
Resource bank: Activity 3B Parents and children (should, shouldn’t, for wanting or not wanting to do the jobs.
can, can’t, have to, don’t have to) b Students work in small groups to compare ideas. During feedback see
if there were any jobs everybody would like to do or wouldn’t like to
do.
Vocabulary (Page 28) 3 3.6 Focus students’ attention on the four profile cards. Students
listen to the recording and complete the notes about their skills/
Jobs interests. You might have to play the recordings more than once.
See Teaching tips: working with lexical phrases on page 21.
ANSWERS:
1 Focus students’ attention on the pictures. Elicit what the jobs are annie: Interests/Skills: science subjects, music, movies, she’s really
without referring to the vocabulary in the book. Students then interested in people, she’d like to do something to help
match the pictures to the words in the box. Drill the pronunciation, people
paying attention to word stress and the silent letter b in plumber.
Jem: Interests/Skills: good at maths, doesn’t like accountancy,
practical, good with his hands, solving problems,
ANSWERS:
independent, doesn’t want to work in an office, wants to
a judge B taxi driver C accountant D nanny work for himself
e translator F doctor g cook H plumber silvia: Interests/Skills: studying English and Italian, likes meeting
people, likes reading, likes different cultures and travelling
2 Students work in pairs to decide which job(s) go with Jarek: Interests/Skills: he’s a barman, he loves modern art and
which description. design, he loves fashion, he’d like to have his own company

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 Work And Rest 03

4 3.7 Tell students they are going to hear two people talking
about one of the people from the listening exercise. They are trying
World culture (Pages 30–31)
to agree on what is the best job for that person. Students listen and
answer the questions.
amazing trains
ANSWERS: Culture notes
1 Jem The London Underground, also called the Underground or the Tube,
2 plumber is the oldest underground train system in the world. The first line was
3 He’s practical, he’s good with his hands, he can work for himself opened in January 1863 and it is now one of the biggest systems in
and by himself, likes solving problems, it’s useful and different. the world (depending on how you measure size, the biggest is either
London Underground or Shanghai Metro).
5 Give students a couple of minutes to read the sentences in the Many Londoners have a love/hate relationship with the Tube. The
Useful language box. Students listen again and tick the phrases map is widely hailed as a design classic and has influenced art
they hear. and design in many different ways. The symbol for the London
Underground of a red circle with a blue horizontal line, called a
ANSWERS: roundel, is widely recognised around the world. The Underground
stations also protected many people during World War II from air
I think he should be a (doctor/teacher …) because he’s good at … �
raids. However, it now looks and feels old, is in need of investment
Perhaps he should be a ... because ... �
and is often subject to delays.
He likes solving problems so he’ll be a good
For tourists, it is an efficient way of getting around the city,
(plumber /accountant …) �
although negotiating the different connections between lines can be
Do you agree? �
complicated. The system was originally built by different companies
What do you think? � so today there seems to be little integration between lines at
Yes, I agree. � some stations.
That’s true. �
I’m not sure. �
Find out first
1a Students work in pairs to check their answers from their research. If
Task speaking some students have not done the research, try to put them with a
See Teaching tips: Teaching Pre-intermediate learners on page 26. pair of students who have done it.
1 Remind students of the jobs from the vocabulary exercise on b Students discuss their findings to the questions in pairs or
page 28 and direct them to page 143. Give students a moment small groups.
to write down two or three jobs for each of the people from the 2 If you have access to the internet and students haven’t been able to
listening exercise. find the answer to some of the questions, ask students to go online
2 Give students some time to make notes of the reasons for their and do some further research.
choices. Remind students to use the phrases from the Useful
language box. Circulate and offer support when necessary. SUGGESTED ANSWERS:
3a Students discuss in pairs which job each person should do. Tell 1 opened on 10th January 1863
students that they should try to agree on one job for each person. 2 the tube
Circulate and note down good examples of language use and/or 3 11 lines / 270 stations
problem areas to focus on later. 4 the busiest times of the working day, when people commute
b Conduct group feedback to find out how easy or difficult students to and from work in the morning and evening, approximately
found it to agree, but don’t ask them what they decided yet. If they 7:00–10:00 a.m. and 5:00–8:00 p.m.
had any problems was it because of language or different ideas? 5 London Waterloo
How did they overcome their difficulties?
4 Students repeat the task, but this time in groups. You can either
a) put the pairs into groups so that they use their agreed choices, or View
b) separate the pairs into different groups so that they can start See Teaching tips: Using the video material in the classroom on pages 24.
from their own original ideas.
3a Go through the words in the glossary to make sure students
understand the key vocabulary.
share your task
b Students watch the video and number the items from the
Additional ideas:
glossary in the order in which they appear.
• Students film themselves talking about what they think is the
best job for each person. ANSWERS:
• Students watch/listen to the recordings and decide if they agree. 1 commuters 2 Big Ben 3 tunnel
• Students imagine they are one of the people on page 29 and 4 dawn 5 the River Thames 6 automatic gates
record themselves talking about which job they think is best for
them and why. 4 Go through pronunciation of the numbers with the students.
• Students watch/listen to the recordings and decide if they agree. Students watch the video again to complete the text with the
numbers. Check in pairs and then check as a class .

World culture, Find out first: ANSWERS

To help your students prepare for the next class, go through the 1 4 million 2 20,000
questions in exercise 1a on page 30. If necessary, discuss ideas for
3 6:14 4 six and a half thousand
searching for this information on the internet and other sources of
information students could use. 5 1 a.m. 6 7 o’clock
7 300 m 8 7:15

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 03 Work And Rest

World view study, practice & remember

5a Give students a few moments to read through the sentences and (Pages 142–143)
decide which ones they agree or disagree with. Circulate and offer
support as necessary. See Teaching tips: Using the Study, practice and remember sections on
pages 25.
b Students work in pairs to compare their answers.
Practice 1
Find out more (Page 31) ANSWERS:
6a Go through the other train lines in the box and ask students if
they have heard of any of them. 1
b Ask students to go online to find information to answer the 1 Why 2 Try 3 shouldn’t 4 Should
questions about two of the train lines. If students want to 5 should 6 Why 7 shouldn’t 8 Try
investigate a different train line allow them to do so.Tell
students that the questions are guides, so they shouldn’t worry if 2
they can’t answer all of them from their research. 1 should see 2 should buy 3 shouldn’t try
4 shouldn’t start 5 should do 6 shouldn’t go for a run
ANSWERS:
7 shouldn’t eat 8 should take

Where is How old Why is it

it? (which is it? famous? Practice 2
countries)
and where ANSWERS:
does it go? 1
Die Bloutrein South africa Origins Very luxurious 1 You can 2 You have to 3 You don’t have to
/ The Blue (pretoria to in 1923 4 Can my friend 5 Do I have to 6 You can’t
Train Cape Town 7 You don’t have to 8 You have to 9 You can’t
and pretoria 10 You can
to Durban)

The Glacier Switzerland 1930 It travels 2

Express (Zermatt to through 1 do I have to start 2 have to be 3 do I have to wear
Davos or St a World 4 have to wear 5 can I have 6 you can eat
moritz) Heritage site.
7 can bring 8 can’t eat 9 don’t have to know
The moscow russia, 1935 Very 10 can ask 11 Can we get 12 can’t get
metro 12 lines extravagantly 13 don’t have to pay
covering decorated
metropolitan
moscow Remember these words
The Shanghai, 2004 first ANSWERS:
Shanghai China commercial 1
maglev train (Longyang magnetically
1a 2c 3e 4g 5d 6f 7b 8h
road station levitated line
2
to pudong in the world
airport) 1 finished 2 felt 3 had 4 went to 5 fell 6 up 7 got
3
1 translator
2 cook
Write up your research 3 dentist
7 Encourage students to write up their research using the 4 tour guide
model paragraph.
5 nanny
6 doctor
7 plumber
8 accountant
9 barman
10 taxi driver

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