Материал: Unit 7
b 
2.46 Students complete the sentences with the correct phrases from the article individually and then compare answers with a partner. Play the recording to check.
Answers
1 lost weight 2 give up 3 overweight 4 put on weight 5 keep in shape 6 (regular) smoker 7 eat a healthy diet 8 on a diet 9 have; allergies
cStudents discuss the questions in small groups. If you have a multilingual group, try to put groups of different nationalities together to encourage a good
discussion. If your class is monolingual, students should discuss this country and possibly make comments about any other country they know something about. Monitor.
dPut students into pairs. They read through and underline words and phrases related to health and add them to the good/bad lists. Check their ideas as a class.
Answers
1good – get enough exercise (do enough physical activity), hospital operations (when a special doctor cuts your body to make you better), go to the doctor (see the doctor when you’re ill)
2bad – seriously ill (badly ill), health problems, have diabetes (have an illness where you have to be careful about the amount of sugar you eat)
EXTRA ACTIVITY
Write these discussion points on the board:
1 Would you like to live to 100?
2 Who should be responsible for helping children to be healthier – the government or families? Why?
3 Do you think the 1950s were a good time to live? Why / Why not?
Put students into small groups to discuss the points and then bring their ideas into a full class discussion.
3 GRAMMAR used to
aWrite the example sentences from 3a on the board but leave out the verbs, e.g. Smoking ... very popular. Students try to gap-fill the sentences in pairs before opening their books to check their answers. Ask the class whether these things are the same or different now? Explain that we use the construction used to to talk about things that happened in the past but don’t happen now.
Answer different
bAsk students to complete the rules for the formation of used to and check answers with the class. Ask: What is the difference between the meanings of past simple and
used to? Remind them that used to means that something was different in the past; the past simple doesn’t tell us about a difference, just that something happened.
Answers |
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used to |
didn’t use to |
LOA TIP CONCEPT CHECKING
Write the sentence on the board: I used to play tennis. Then ask: Do I play now? (no) Do you know when I stopped playing tennis? (no) Did I play tennis regularly? (yes) Has my sport or interest changed? (yes) Encourage students to write similar concept questions for their partners. Monitor and help, then ask students to share some examples with the class.
CAREFUL!
The verb following used to is not in the past simple form, e.g.
They used to lived in the city. (Correct form =They used to live in the city.)
c |
2.47 Pronunciation Play the recording for the class |
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to compare the pronunciation. Ask them to focus on |
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the pronunciation /juːstə/ and to say whether the |
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pronunciation changes in negative sentences. |
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Answer |
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no |
d |
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2.48 Students read the information in Grammar |
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Focus 7B on SB p.154. Play the recording where |
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indicated and ask students to listen and repeat. Focus |
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on the tip about used to and the past simple. Students |
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then complete the exercises in Grammar Focus 7B on SB |
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p.155. Check answers as a class. Tell students to go back |
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to SB p.71. |
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Answers (Grammar Focus 7B SB p.155)
a1 People didn’t use to work in IT. 2 People used to work on farms.
3 People didn’t use to live as long as they do now. 4 Children’s education didn’t use to be free.
5 Cities used to be smaller than today. 6 People used to travel by horse.
7 People didn’t use to use microwaves to cook food.
b1 used to eat 2 used to write
3 did you use to live 4 used to be
5 Did your parents use to read 6 didn’t use to like
7 Did you use to be 8 didn’t use to be
c1 Mary used to have long hair. 2 Jeff used to be thinner.
3 Jeff didn’t use to wear suits.
4 They didn’t use to look after the garden. 5 They used to ride a motorbike.
6 They didn’t use to own a car.
eStudents complete the sentences with the correct form of used to individually and then compare their answers with a partner. Check answers as a class.
Answers
1 used to walk 2 used to think 3 didn’t use to suffer 4 didn’t use to eat 5 used to spend 6 used to be
f Read through the question and the examples. Students change the sentences so that they are true for them and compare their answers with a partner.
Encourage them to respond as in the example in the book.
4 SPEAKING
Divide the class into pairs. Ask them to turn to SB p.129. Students do the quiz individually and then compare and discuss their answers with their partner. Ask pairs to report their results to the rest of the class and see how healthy the class is.
ADDITIONAL MATERIAL
Workbook 7B
Photocopiable activities: Grammar p.217, Vocabulary p.241, Pronunciation p.277
104 UNIT 7 Changes
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Everyday English |
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At the end of this lesson, students will be able to: |
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• use phrases to describe symptoms of an illness |
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7C It hurts all the time |
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• use phrases to show concern and relief |
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• understand a doctor’s questions |
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• understand a conversation with a doctor about an illness |
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• use tones for asking questions |
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• explain a health problem and give advice |
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OPTIONAL LEAD-IN |
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Books closed. Put students into pairs. Tell students that they |
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are going to play a game – one pair against another pair. They |
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have to think of parts of the body. One pair must say how |
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D |
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Can I have a look? |
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many parts they think they can name. The other pair either |
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L |
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Sure. |
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agrees to name more or asks the original pair to name them. |
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D |
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So, does it hurt here? And here? |
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If a pair manages to name the number they say, they win the |
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L |
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Yes. Not so much. |
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game. If not, the other pair wins. Take feedback and list as |
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D |
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And here? |
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many parts of the body on the board as students can name. |
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L |
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Yes! |
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D |
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And here? |
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VOCABULARY At the doctor’s |
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L |
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Yes! |
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1 |
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D OK. You can sit down again. |
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a |
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Before looking at the task, elicit the names of |
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diff erent sorts of health problems, e.g. headache, a |
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VIDEO ONLY |
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cold and put them on the board. Read through the |
D |
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Have you had any accidents recently? |
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words in the box with the class, eliciting or explaining |
L |
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No. |
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the meanings and giving examples as necessary. Ask |
D And you haven’t hurt your back in any way? Playing sport, that kind |
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students which of these they have had in the last six |
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of thing. |
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months. Write the following words on the board, |
L |
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No, no. Nothing. |
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too, and ask students in pairs to teach each other the |
D OK. |
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meaning of any words they know: symptom (signs of an |
L I’m quite worried about it. It hurts all the time – when I walk, when I |
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illness), treatment (what to do to get better), prescription |
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sit down. I’ve spent the last few days in bed. And I feel exhausted. |
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(an official note the doctor gives you for tablets or |
D OK. Well, I don’t think it’s anything to worry about. |
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medicine). Confi rm or correct the meanings as a class. |
L Phew. That’s good to hear. |
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Elicit examples of symptoms and treatments for the |
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health problems on the board. |
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EXTRA ACTIVITY |
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b |
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Go through the list and check that students |
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understand the diff erent options. Note that pill is a |
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Ask students to remember the questions the doctor asked Leo: |
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synonym for tablet. In pairs, students tell each other |
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What’s the problem? When did this problem start? Where does it |
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what people in their country/countries do when they |
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hurt? Could you show me? Can I have a look? Have you had any |
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have these health problems. If you have a multilingual |
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accidents recently? |
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group, put diff erent nationalities together if possible. |
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b |
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2.49 Play Part 1 of the video again or play the audio |
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Circulate and listen to the discussions. Take feedback |
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and compare diff erent treatments in diff erent countries. |
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recording for students to note other information the |
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doctor fi nds out from Leo. Pause after the fi rst piece |
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LANGUAGE NOTES |
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of additional information (It’s very painful.) and elicit |
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We can use ‘s to talk about shops, e.g. the baker’s. We can |
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the information. Then play the whole recording and |
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let students discuss their answers in pairs before taking |
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also say the doctor’s and the dentist’s. |
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feedback as a class. |
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LISTENING |
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2 |
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Answers |
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a |
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2.49 Ask students to describe what’s happening in the |
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it’s very painful |
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he can’t get to sleep |
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picture and guess why Leo has gone to the doctor’s. Play |
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where it hurts |
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Part 1 of the video or play the audio recording for students |
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he hasn’t had an accident |
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to answer the two questions. Check answers as a class. |
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he hasn’t hurt it playing sport |
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Answers |
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it hurts all the time |
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he’s spent the last few days in bed |
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1 His back hurts. / He has backache. |
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he feels exhausted |
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2 three/four days ago |
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c |
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Students discuss the questions in pairs. Monitor |
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Video/audioscript (Part 1) |
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and help with vocabulary as necessary. Take feedback |
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RECEPTIONIST Mr Seymour? |
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and ask students if their partner is healthy or not. Put |
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LEO Yes. |
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suggested treatments on the board. |
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Dr Evans is ready to see you. |
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Suggested answers |
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L |
Thank you. |
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DOCTOR Come in . . . Please, take a seat. So, what’s the problem? |
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2 an accident/playing sport/sitting at a computer for too long |
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L |
Well, my back hurts. It’s very painful. And I can’t get to sleep. |
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3 rest/heat/ice/visit a physiotherapist or chiropractor/stop sport |
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D |
I see. And when did this problem start? |
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About three or four days ago. |
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D |
Hmm. And where does it hurt? Could you show me? |
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L |
Here. This area. |
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UNIT 7 Changes 105
3 USEFUL LANGUAGE
Describing symptoms
a 
2.50 Ask students if they can remember what Leo said about his bad back. Then ask them to use the words in the box to complete the sentences. Check answers by playing the recording.
Answers
1 back 2 painful 3 get to sleep 4 all the time 5 exhausted
b 
2.50 Play the recording again for students to listen and repeat.
cRead through the words in the box and explain itchy. Say and mime: I have a rash and it’s itchy. Individually, students make eight more phrases using the phrases and words in the box with 1–5 from 3a. Ask students to share some examples with the class.
Suggested answers
1 My arm hurts. 2 It’s very itchy/uncomfortable. 3 I can’t run/ concentrate. 4 It hurts when I walk. 5 I feel terrible/sick.
d In pairs, students discuss when people get the symptoms in 3a and 3c. Tell them that they must give at least one detail about each symptom, as in the examples in the book. Ask students to share examples and details with the class.
4 LISTENING
a 
2.51 Ask students to predict what treatments the doctor will suggest for Leo. Read through the list of possibilities with the class and ask them to put a tick or a cross against the different options. Play Part 2 of the video or play the audio recording for students to check their ideas.
Video/audioscript (Part 2)
DOCTOR OK. Well, I don’t think it’s anything to worry about. LEO Phew. That’s good to hear.
D But you shouldn’t stay in bed – that’s not going to help. L Oh dear. Really?
D No – try to do all the things you normally do, but gently. Don’t stay in the same position for a long time. Maybe go for a short walk.
L OK. That sounds fine.
D Do you do any exercise?
L Well, I usually go to the gym, but I haven’t been recently. I’m very busy at work at the moment and I just don’t have the time.
D I see. And do you spend a lot of time sitting down at work?
L Yes, I do. I work in an office, so I spend a lot of time at my computer. D Right. It’s really important, if you spend a lot of time at a desk in an office, to take regular breaks. And you’ll need to start doing exercise
again. When you feel ready. L OK. Breaks, exercise. Fine.
D Are you taking anything for the pain? L Yes, I’ve taken some aspirin.
D OK, good. And do you have any allergies? L No, I don’t think so.
D Good. Well, I’ll give you a prescription for something a bit stronger. L OK, that’s great.
D Take these, but only when you need them, after food. No more than two every four hours.
L Right.
D And don’t take any more than eight in a 24-hour period. L Fine.
D And come back again in a week’s time if it doesn’t improve. I expect you’ll feel a lot better by then anyway.
L OK, thanks very much.
D I really don’t think it’s anything to worry about. L What a relief! Bye.
D Bye now.
Answers
1 2 3 4 5
VOCABULARY SUPPORT
aspirin (B1) – a pill/tablet you can take for pain expect (B1) – to think/believe something will happen period (B1) – length of time
position (B1) – place
prescription (B1) – a piece of paper from a doctor with some medicine you can get from the chemist’s
relief (B2) – a good feeling when you thought something bad was going to happen
b 
2.51 Before you play Part 2 of the video or play the audio recording again, you may wish to help students with the words in the Vocabulary support box. Give the class a minute to read through the true/false statements, then play the recording for them to listen and complete the exercise. In feedback, ask students to correct the false sentences.
Answers
1F (Leo is busy, so he hasn’t been recently.)
2T
3F (Leo is taking some aspirin.)
4F (Leo should take the pills only when he needs them.)
5F (Leo shouldn’t take more than eight pills in a day.)
6T
EXTRA ACTIVITY
Read some phrases from the dialogue for students to complete, e.g. I don’t think it’s anything to ... (worry about). But you shouldn’t ... (stay in bed). Don’t stay in the same ...
(position for a long time). Do you spend a lot of time ... (sitting down at work)? You’ll need to start ... (doing exercise again).
5 CONVERSATION SKILLS
Showing concern and relief
aWrite the words concern (when you are worried about something) and relief (when you were worried about something and now it’s OK) on the board and explain the meanings. Ask students for examples of situations when someone might experience these different feelings, e.g. you are worried you have a serious illness, the doctor tells you you are fine. Ask for recent examples of occasions when students have been concerned or relieved in the last few days. Students read the conversations and choose option 1 or 2.
Answers
1 Phew. That’s good to hear. What a relief! 2 Oh dear. Really?
b 
2.52 Ask if students can remember how Leo pronounced Phew. Play the recording and ask students to repeat the phrase. Model the pronunciation for students to practise.
Answer
/fjuː/
c In pairs, students take turns to give information and respond appropriately. Choose one or two students to repeat for the class.
Answers
respond showing concern: A2, B1 respond showing relief: A1, A3; B2, B3
106 UNIT 7 Changes
6 USEFUL LANGUAGE Doctors’ questions
a 
2.53 Ask students to match the questions and answers individually and then to compare with a partner. Play the recording for them to check.
Answers
1 g 2 a 3 b 4 e 5 f 6 c 7 d
b 
2.54 Tell students that they are going to hear some more doctors’ questions. They need to listen to each question and choose the best answer. Play the recording, pausing between questions to allow students time to think and choose an answer. Check answers as a class.
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1 a 2 b 3 a 4 b 5 a |
6 b 7 b |
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Audioscript |
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1 |
Are you taking anything for the |
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Do you have any allergies? |
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pain? |
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So, what’s the problem? |
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Can I have a look? |
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When did this problem start? |
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Do you do any exercise? |
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Where does it hurt? |
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EXTRA ACTIVITY
In pairs, students write three more questions and answers between a doctor and a patient. They should then swap partners and give their new partner the answers for him/ her to guess the questions. Monitor and point out errors for students to self-correct.
7 PRONUNCIATION
Tones for asking questions
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2.55 Ask students to listen to the questions and |
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note whether they go up or down at the end. Play the |
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recording and then check answers. |
Answers
1, 2, 3 down; 4 up
bStudents use their answers to 7a to complete the rule. Check as a class.
Answers down; up
c Students practise by repeating the sentences.
LOA TIP DRILLING
•Intonation patterns are difficult for students to learn. It is therefore important to give them as much opportunity to repeat correct patterns as possible.
•Model the sentences yourself and ask the class to repeat together. You can vary this by making it a transformation drill: Say: When did this problem start? Then extend
by giving prompts, e.g. When did this problem/illness/ symptom/cold start? Where does it hurt/the bus go/your friend live/your dad work? Can I have a look/a cup of coffee/ a break/ a sandwich?
8 SPEAKING
aSet up the speaking activity by putting students into pairs and choosing Students A and B. They take it in turns to be the patient and the doctor. The patient chooses a health problem and describes it to the doctor. The doctor must give advice. Monitor and correct students’ pronunciation as appropriate and listen for correct usage of the target language from this lesson. Note any errors to deal with later in feedback.
bStudents swap roles and act out the conversation again. This time Student A chooses a health problem.
FAST FINISHERS
Fast finishers can repeat the role play with another problem.
EXTRA ACTIVITY
Organise a rotating role play. Divide the class into patients and doctors. Give the patients some time to think of a new health problem. The doctors can brainstorm a range of kinds of advice to give patients. Students can work in pairs at this stage. Then ask the patients to patients sit on one side of a row of desks and the doctors sit on the other. Individually, the patients talk about their problem with their doctor and get advice. After a short time say: All change! and the patients move to the next doctor (the doctors stay where they are). The patients take the same problem to this new doctor
and see what advice he/she gives. This continues until all the patients have seen several doctors. Take feedback to compare the different advice given. Have a vote on the best advice given for each problem.
ADDITIONAL MATERIAL
Workbook 7C
Photocopiable activities: Pronunciation p.278
Unit Progress Test 
Personalised online practice
UNIT 7 Changes 107
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Skills for Writing |
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• understand people talking about changes they |
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7D After that, I decided to make a change |
At the end of this lesson, students will be able to: |
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• read and understand a text about a person who |
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have made to their lives |
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made a big change to his life |
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• use linking words and phrases to order events |
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• write an article for a blog |
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OPTIONAL LEAD-IN |
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• talk about changes |
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Books closed. Write on the board: later starting time, smaller |
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classes, longer holidays, less homework, no uniforms, mobile |
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phones allowed. Elicit from students what these are (a list of |
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changes children often request at school). In pairs or small |
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P That’s great, Silvia. I really need to get fit myself! Anyhow, last up we |
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groups, students say whether they agree with these changes, |
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have Lucas. Hi, Lucas. |
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and why or why not. Monitor and listen to the discussions. |
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LUCAS Hi. |
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Take feedback and compare views across the groups. |
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P So, Lucas, what did you need to change? |
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LISTENING AND SPEAKING |
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L Well, about six months ago I realised that I had a very small number |
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to have a lot of friends. And I asked myself, why is that? Well, some |
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Tell students about one change you would like to |
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of friends. But if I thought back … well, seven, eight years ago I used |
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a |
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of them got married and had children and their lives sort of went in |
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make in your life, e.g. I live a long way from the school |
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another direction. And a couple of friends got job offers overseas. |
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and I’d like to live nearer so that I don’t have to spend so |
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But when I thought about it a bit more, well, another answer was I’m |
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much time travelling. Ask for examples from the class of |
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a bit lazy – lazy about keeping in touch with people. |
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P I see. So what did you do about it? |
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one change they would like to make, and why. Ask what |
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L So, I started to get in touch with my old friends. And then, after that, |
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other kinds of things people sometimes want to change |
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I had to stay in contact and arrange to meet them again. Now I find |
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about themselves and put students’ ideas on the board, |
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that people call me! And the great thing is we still enjoy the things |
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e.g. diet, bad habits, job, appearance. Then compare the |
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that we used to. |
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ideas in the book with the list on the board. Students |
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P Well, thanks so much, guys, for sharing your story with us. It just |
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suggest about one example for each kind of thing. |
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shows that we can all make that change if we decide to do it! |
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b |
2.56 |
Tell students that they are going to listen to three |
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people who have tried to make some changes in their |
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VOCABULARY SUPPORT |
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lives. They should fi rst listen to tell you what the changes |
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were and whether they were successful or not. You may |
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add up (B1) – put two numbers together |
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need to play the recording twice and/or pause after each |
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overseas (B2) –in another country/abroad |
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speaker to get feedback. Check answers as a class. |
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c |
2.56 Read through the questions in the table. You |
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Suggested answers |
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Jeff: stop spending so much money; yes Silvia: do exercise / get |
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may wish to help students with the words in the |
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fit; yes |
Lucas: get/stay in touch with old friends; yes |
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Vocabulary support box at this point. Then play the |
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recording again for students to note down the answers. |
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Play the recording all the way through and ask students |
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Audioscript |
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PRESENTER My name’s Jenny Jackson and today we’re talking about |
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to complete the table afterwards. If students need more |
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how to change your life. In the studio with us today, we have three |
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support, you could pause the recording after each |
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people who have made changes in their lives: Jeff, Silvia, and Lucas. |
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person has fi nished speaking to give students time to |
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Hi guys, welcome to the show. |
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make their notes. Check answers as a class. Ask: Are you |
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GUESTS Hi |
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similar to any of the three people? How? |
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P So first of all, Jeff. Can you tell us what your problem was? Why did |
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Answers |
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you need to make a change? |
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1 Jeff – needed to save some money ; Silvia – was unfit; Lucas – |
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JEFF Well … one day I suddenly realised that if I wanted to buy a new |
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didn’t have many friends |
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car or my own apartment, I needed to save some money. |
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2 Jeff – spent too much, going out for dinner, buying clothes |
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P I see. Why didn’t you have any money? |
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and the latest phone; Silvia – didn’t do enough exercise; Lucas |
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J Well. I used to spend a lot of money on things that I didn’t really |
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– friends got married or moved overseas, he was lazy about |
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need. So, for example, I used to go out for dinner at a restaurant at |
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keeping in touch |
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least four times a week. I loved getting new things – like, you know, |
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3 Jeff – eats at home, asks himself if needs something before |
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the latest phone, clothes … One weekend I sat down and added up |
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buying it; Silvia – started going to a dance class; Lucas – started |
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the money I had spent in a month ... I was shocked. |
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to get in touch with old friends |
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P I can imagine. So what have you changed? |
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4 Jeff – saved almost £5,000; Silvia – fitter, lost weight; Lucas – |
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J Well, now I eat at home most of the time. And I think ‘do I need this?’ |
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now people call him |
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before I buy something new. I’ve saved almost £5,000. I’m really |
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d Ask students to think of a specifi c change they would like |
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pleased with myself. |
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P Cool. That’s great. Next up we have Silvia. Silvia, tell us about your |
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to make in their own lives. They make notes in answer to |
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change. |
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the questions. If necessary, give an example of your own, |
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SILVIA Hi, Jenny. Well, my story began when one day I had to walk |
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saying why you want to make the change, how you could |
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up a hill. When I got to the top, it was difficult to breathe. I was so |
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make the change and what you hope the result will be. |
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unfit! The problem is I really hate most kinds of exercise – you know, |
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e |
In pairs, students tell their partners about the thing |
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running, cycling, swimming ... Then this friend said, ‘Why don’t you |
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come to a dance class?’ The first time was so hard, I had to sit down |
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they would like to change. Encourage them to interact |
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and rest. But … but I enjoyed it … So I went back again … and again. |
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and ask each other for more details, as in the example |
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And very slowly I’m getting fitter and losing weight. I climbed that hill |
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in the book. Take feedback and ask for examples from |
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again last week – easy! |
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their conversations. |
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108 UNIT 7 Changes