2ND EDITION
C1
TEACHER’S BOOK
Advanced
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CONTENTS
Introduction to Gold Experience 2nd Edition
Course components
Teaching pathways
Unit walkthrough
Student’s Book unit
Workbook unit
Classroom teaching ideas
4–7
5–6
7
8–12
8–11
12
13-21
How to teach for exams
13–15
How to flip the classroom
16–17
How to encourage independent learning
18–19
How to teach with projects
20
How to teach with Readers
21
Unit 1
Look ahead, look back
22–38
Unit 2
Winners and losers
39–54
Unit 3
Choices and changes
55–69
Unit 4
Same or different?
70–85
Unit 5
All or nothing
Unit 6
Image and reality
102–117
Unit 7
Be seen, be heard
118–134
Unit 8
Healthy body, healthy mind
135–151
Unit 9
Leaders and followers
152–168
Unit 10
Moving on
169–178
86–101
Switch on videoscripts
179–182
Workbook answer key
183–203
Speaking: success criteria
204–207
Writing: success criteria
208–216
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INTRODUCTION
GOLD EXPERIENCE
2 ND EDITION
Gold Experience second edition is an 8-level course that
prepares students for the Cambridge English exams while
building their language and real-world skills. The course gives
students thorough exam preparation in terms of both strategy
and language, while simultaneously developing the life skills
that students will need to use English successfully beyond the
classroom. Real-world, engaging materials ensure students are
switched on and curious to learn more. This second edition is fully
updated with new content and a new design.
The C1 level
Brand new for the second edition, the C1 level is designed for
students at an advanced level of English, who are preparing for
an advanced exam such as the Cambridge C1 Advanced exam.
As well as developing students’ confidence in using English for
communication, and extending their knowledge of vocabulary
and structures, the C1 level aims to help bridge the cognitive and
experiential gap between a typical older teen and the mature
and academic demands of the Cambridge C1 Advanced exam. It
will also develop the thinking and self-expression in English that
students will need for university study. Gold Experience second
edition aims to find surprising and engaging ways to make
mature topics and themes accessible to very young adults, and
equip them to succeed in both the Cambridge C1 Advanced exam,
and in their upcoming university life.
The principles and methodology
Reliable
First and foremost, you need your course to help you achieve
students’ core aims of building language skills and passing exams.
With Gold Experience second edition, the syllabus is based on
a combination of exam requirements and the Global Scale of
English, ensuring comprehensive language coverage. Meanwhile,
we have brought together highly experienced authors and exam
consultants to ensure accuracy and rigor in exam preparation, as
well as managing the balance of general English, exam English
and life skills. This means you can rest assured that your students
will be learning the right language with suitable practice to help
them excel in their exams and communicate with confidence.
Engagement
Gold Experience second edition aims to bring new experiences to
students, and encourage students to bring their own experience
to the classroom. We believe that any text or discussion topic
should be interesting regardless of the language, and we have
tried to balance light, quirky topics that students will have fun
with, with more weighty themes to really get them thinking.
Where possible, we have used authentic texts and real people
in reading texts allowing students to expand on anything that
takes their interest. Authentic broadcast video from a variety of
sources, and grammar ‘vox pop’ interviews with the general public
introduce students to authentic accents and real experiences and
stories.
As every teacher knows, when students are engaged with the
topic and the material, they are engaged with English and
everything else is just that little bit easier.
‘Whole student’ development
As well as language and exams, we know you care about
developing your students as citizens of the world. This means
helping them develop their ability to think critically, assimilate
new information and points of view, and formulate, express and
defend their opinions. This means helping them develop research
techniques, work both alone and with others, and reflect on
their own learning. In Gold Experience second edition, these skills
are developed throughout each unit in the Speak up sections,
where students are encouraged to discuss and debate, and in
a more focused way, at the end of each unit in the Project and
Independent Learning strands. The Projects are designed to be
flexible and you can decide to do them quickly in class, or expand
them into longer-term projects over several classes or weeks. The
Independent Learning syllabus builds over the course of the book
to help students discover both study tools and techniques, and
more about themselves as learners.
Flexible resources
We know that the real classroom can often be far more complex
than the ideal classroom we imagine. For that reason, we’ve
provided a wealth of materials to provide extra support or
further challenge for students who need it, plenty of additional
and alternative ideas and resources for you, and a full suite of
components to allow you to tailor your teaching package to your
classroom.
‘Under-the-hood’ exam preparation
We believe that students need training and practice to excel
in exams, but that this doesn’t need to be the overarching feel
of a class. In Gold Experience second edition, exam tasks are
woven seamlessly into the flow of the lesson, but can be easily
identified by the
icon. Each unit includes work on every
exam paper, giving students exposure to realistic tasks with a
focus on the target language of the unit. Over the course of the
book, students build their exam strategies and their confidence
through the step-by-step core activities and task-based exam
tips. For those classes or individuals wanting more targeted exam
preparation we have a full practice test in the Workbook, and an
additional Exam Practice book for practice of full papers.
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COURSE
COMPONENTS
eBook for students
For students
Workbook
Student’s Book with App
• Mirrors the Student’s Book lesson by lesson and consolidates
learning with targeted practice.
• Nine topic-based units divided
into 8 main teaching lessons, plus
video, project, independent learning,
wordlist and unit check.
• Suitable for computer or tablet
• Additional topic-related practice of reading, writing, speaking,
listening and use of English skills.
• Extensive practice of course grammar and vocabulary,
including practice of Extend vocabulary from the back of the
Student’s Book for stronger students.
• Final tenth unit review provides
revision of language and skills from
the course in exam task format.
• Complete practice exam in Unit 10.
• Designed for either independent study at home or in-class
extra practice.
• Training and practice for the
Cambridge C1 Advanced exam is
seamlessly integrated into every
lesson.
• Students and teachers can easily
identify exam-like tasks with the
• Full Student’s Book in digital format with embedded audio,
video and interactive activities.
App.
• Audio for listening lessons available on the Student’s App
icon.
• Additional examples of vocabulary sets in Extend vocabulary
in the back of the book.
Online Practice for students
• Fully interactive digital version of the Workbook, which
complements and consolidates the Student’s Book material.
• Remediation videos and activities powered by MyGrammarLab.
• Students are encouraged to explore their ideas, opinions
and knowledge of the world through frequent discussion
opportunities, for example through Speak up activities.
• Video clips expose students to a variety of authentic
broadcasting formats, accents and ideas, and encourage
students to think critically about what they watch.
• Where appropriate, grammar vox pop interviews give
authentic examples of target grammar in use.
• End of unit projects can be adapted depending on the
time available, and encourage students to explore a topic,
collaborate and work creatively with classmates, and present
back to the class.
• Independent learning sections guide students through
different aspects of self-reflection and help them become more
successful learners.
• Instantly graded activities with supportive feedback.
• Personal gradebook for students to review their performance.
• Access to Student’s Book video and audio for students.
Exam practice books
• Additional intensive practice for the Cambridge C1 Advanced
exam.
• Two complete practice tests, one with tips and guidance for
every task.
• Extensive support for productive tasks at the back of the book.
• Online answer keys, audio and speaking test videos with
teacher’s resources.
• The back of book Grammar file gives a full page of detailed
grammar and language explanation, plus a full page of practice
activities for every unit.
• Writing file and Speaking file give task-by-task exam-related
help and useful language for productive tasks.
• Student’s App gives access to videos and the extensive class
and workbook audio, as well as additional fun practice of
course vocabulary. Accessed via a code in every Student’s Book
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INTRODUCTION
For teachers
Resources
• Teaching notes (digital teacher’s book).
Teacher’s Book
• Teaching notes with a wealth of additional and alternative
classroom ideas, including for mixed ability classes, fast finishers,
and additional questions to encourage critical thinking.
• Exam information, including how Student’s Book activities may
differ from exam tasks (for example, shorter text length, fewer
items, a focus on unit language meaning less variety of tested
language than in the exam, etc.).
• Detailed grammar PowerPoint presentations for each unit’s
grammar points.
• Three photocopiable worksheets (Grammar, Vocabulary +
skill or exam focus) per Student’s Book unit, with full teaching
notes and answer key.
• Class audio and video.
• Assessment package (see below).
• ‘How to’ sections in the introduction, giving advice on teaching
for exams, flipping the classroom, developing your students as
independent learners, teaching with projects and teaching with
readers.
• Speaking and Writing Success Criteria at the back of the book
to help you and your students understand what a solid answer,
a good answer and an ‘acing it’ answer looks like.
• Photocopiable audio scripts and videoscripts at the back of
the book.
• Workbook answer key.
• Access code for all Gold Experience digital teacher tools.
5 All or nothing
READING
SB pp64–65
To start
If you have the technology available, play an interesting
advertisement in English. Discuss the techniques the
advertisement uses to influence the buyer.
Ask students to work in pairs to see how many forms of the
word advertisement they can come up with: advertise (verb),
advert, advertisement (noun), ad (informal nouns), etc.
1 Share an example of something you’ve been persuaded
Lead-in SB p63
Write the unit title All or nothing on
the board and ask what the expression
means (it is used to say that unless
something is done completely, it is not
acceptable, i.e. half-heartedness won’t
do – it’s got to be all or nothing).
Ask students to look at the picture on
page 63. Read the quote aloud and
elicit ideas of what it means (people
today are so busy thinking about
money that they lose sight of what
is really important in life or forget
to be grateful). Students discuss the
questions in pairs. Elicit some ideas.
All or nothing
X
5
READING
USE OF ENGLISH
topic: future of advertising
skill: identifying expansion or
exemplification of points
task: gapped text
open cloze
word formation
GRAMMAR
ways of talking about the future
verb phrases + prepositions
VOCABULARY
buying and selling
separable and inseparable
phrasal verbs
nouns from phrasal verbs
LISTENING
topic: business start-ups
skill: understanding points of view
task: multiple matching
SPEAKING
topic: gender pay gap
skill: speculating
task: long turn
WRITING
topic: a charity event
skill: writing topic sentences
task: report
SWITCH ON
video: the scenic route
project: trip around the world
Possible answers
1 The child is enjoying the simple
pleasure of feeling rain on his/her
face. The photo contrasts with the
quote because it shows someone who
appears grateful for a small pleasure
that doesn’t cost anything.
2 Spending time with friends and family,
having some time alone, a break,
working towards goals, etc.
3 • I value my phone the most because
it contains my most important
information and is the possession I
use most often.
• I was given a special locket by my late
grandmother and I always wear it to
remind myself of her.
• I have a signed poster from one of
my favourite stars who I was lucky
enough to meet. It’s more than a
signature to me – it’s the memory of
meeting my idol.
extra
Ask: To what extent do you think
the quote reflects society in your
country? Does it depend? If so,
on what?
Ask students to work in pairs to
think of some simple pleasures
that they are grateful for. Elicit
some ideas.
to buy recently by an advertisement. For example,
say: Recently, I saw an online advert for a new kind of
chocolate biscuit and I just had to buy a packet. Check
pronunciation of persuade /pəˈsweɪd/. Ask students to
discuss the questions in pairs then elicit some responses
to each one.
Possible answers
1 • I’m a sucker when it comes to advertising, and I know it.
I’m quite easily persuaded, especially when it comes to
online advertising. The advertisers seem to know exactly
what I’m looking for and put it right in front of me.
Who am I to resist? For example, recently …
• I’m quite critical of advertisements and that helps me
not to be taken in. For example, am I really going to be
popular, rich and good-looking just because I wear a
new fragrance? However, recently, I did buy …
2 My favourite advert at the moment would probably be the
one for … . I say this because …
One ad I really like is … because …
It’s hard to top the advert for … as …
alternative
Students could show each other a favourite advertisement
and discuss how persuasive it is, and why it is memorable
for them.
Read on
extra: whole class
Focus students on the picture on page 65 and elicit/
point out that it represents virtual reality (VR), which
allows a person wearing a headset to watch or experience
an environment produced by a computer that looks
and seems real. Ask: Have you ever tried VR? What is
it like? How do you think the rise of virtual reality may
change advertising?
2 Students discuss the question in pairs. Elicit
some responses.
Possible answer
By 2030, I think most advertising will be done online and
print advertising will be a thing of the past.
I’d say adverts are going to get more and more responsive
to the individual. We might walk by the same billboard and it
will show one advert to me, and a different one to you.
By then, heaps of people will have access to virtual reality
headsets so we will be able to view online purchases much
more closely before buying. Imagine walking around a hotel
before you booked, or getting to walk around a university
campus abroad before you enrolled – that’s the future!
3 Remind students that quickly reading for gist is an
important strategy for understanding the main ideas in
all the Reading and Use of English tasks, and will prepare
them to answer the individual questions more accurately
and efficiently. Give students three minutes to read the
article and paragraphs to see if any of their ideas from
Ex 2 were mentioned.
exam task: gapped text
Read through the exam tip with students, giving them
time to follow the instructions in the second part.
Elicit the answers.
C The highlighted phrases in paragraph iii all relate to
the idea of personalisation, first generally (that means
personalisation; all about us) and then with the specific
example of personalised customer service operatives, based
on what each individual finds attractive or not. Paragraph
C gives other examples of personalised products: As well as
this, … you’ll be able to buy a robot friend … use a small chip
to measure how many times a day you blink, to assess your
eye health and find the perfect mascara. Driverless public
transport will interact with us all individually.)
The linking phrase As well as this, at the beginning of
paragraph C, provides a clue that this paragraph is likely
to fit after a paragraph where another example of a
personalised product has been given.
4
• Extensive range of tests for use
throughout the course.
• A/B versions of core tests to
prevent cheating.
• Versions for students with special
educational needs.
• Available as ready-to-print pdfs or
editable word documents.
Ask students to do the remainder of this examstyle exercise.
1 B (At the end of paragraph i, it says … the defining
point of the whole film was when the proud creator of
Hawking’s world-famous voice synthesiser turned it on
and announced, ‘Welcome to the future.’ This moment
is referred to in B as … a single moment summed up so
wonderfully the extent to which technology can change
lives for the better …)
2 G (Paragraph ii ends with a question: how is this going to
happen? i.e. how is every single advertising message
going to be relevant to the receiver? Paragraph G
responds directly to this: To put it briefly, over the next
ten years, advertising will move from communicating to
predicting, and emoting …)
3 C (See exam tip answer key above)
4 E (Paragraph iv ends with the question how will brands
actually use it [VR]? This question is referred to at the
beginning of paragraph E: That is where the imagination
must take a leap because in reality, even the experts don’t
know. Paragraph E goes on to speculate on how the
question from paragraph iv might be answered: A logical
progression would be … and to give a current example of
VR use In fact, there is actually a VR advert now …)
5 A (The first sentence in paragraph vi says Wearable and
connected devices will be providing the data to enable
this targeting to become more detailed, referring to
Screens and posters will display different images based on
the information on your mobile in paragraph A.)
6 D (Paragraph vi ends with We’ll enter a store to hear our
own playlist playing and be immediately directed to …
This links to the similar example in paragraph D, Tom
Cruise walks past a number of digital ads that address
him by name as he passes.)
86
Assessment package
• Answer keys and audio files.
• Test pack includes:
• Diagnostic test to help place
students and identify strengths
or weaknesses.
87
Teacher’s Online Resources
All the support a busy teacher needs in one place, accessed via
the access code in the back of the Teacher’s Book or via your
Pearson consultant.
Presentation tool
• Unit tests with two papers: Grammar, vocabulary and Use of
English; Listening and reading.
• Review tests every three units with three papers: Grammar,
vocabulary and use of English; Writing; Speaking.
• End of Year test with three papers: Listening, Reading and
Use of English; Writing; Speaking.
Online Practice for teachers
• Teacher view of Online Practice provides a full learning
management system .
• Assign tasks to the whole class, groups or individual students
depending on their needs.
• Automatic marking to save time.
• Performance area lets you see how individual students and the
whole class are progressing overall and by skill.
• Front-of-class teacher’s tool with fully interactive version of
every Student’s Book and Workbook activity with integrated
audio and video.
• Planning mode, including teacher’s notes, and teaching mode.
• Easy navigation via either book page or lesson flow.
• Additional whole-class game activities – plus score and timer
tools for teacher-led games.
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TEACHING PATHWAYS
We know that not every class is the same, and there are many influences, from your course hours, teaching context and personal
style to your class size, and the needs of every one of your students. Gold Experience 2nd Edition has been designed to be as flexible as
possible, allowing you to add relevant sections and support to the core content, and tailor the course to your classes and students.
Component
Print
Student’s
Book +
App
To focus on …
Blended / Core
Digital
material
Student’s
eBook
Grammar and
vocabulary
Exam
preparation
21st Century
skills
Fun
activities
Units 1–9:
• Unit checks
• core
lessons
• Grammar file
(reference & practice)
• Unit 10 (review
unit)
• Independent
Learning section
• Writing file
• Switch on video
project
• Game on
activities in
main units
• Extended Vocabulary
lists
• Speaking file
• Speak up &
extended
discussions
• App: Vocab activities
• Authentic ‘on-thestreet’ interviews
Workbook
Online Practice Units 1–9:
• core
lessons
• Extend vocabulary
sections
• Improve it writing
sections
• Switch on
video &
project
• Footers in
main units
• Unit 10 (full
practice exam)
• Writing tasks
• Puzzles (e.g.
crosswords)
• How to teach
for exams
• Speaking
Success Criteria
• How to encourage • How to teach
with projects
independent
learning
• Extra
activities
• How to flip the
in teaching
classroom
notes
• How to teach with
• Extra activities
in teaching
notes
• How to teach with
readers
• Unit checks
• Online Practice:
MyGrammarLab
videos & activities
Teacher’s
Book
Units 1–9:
• core
lessons
• Alternative and extra
activities in teaching
notes
• Additional activities
for fast-finishers
• Information about
common student
errors
• Writing Success
Criteria
projects
• Critical thinking
activities in
teaching notes
• Project extensions
Units 1–9:
Assessment package (Word
or pdf - part of Online
Resources)
Unit tests:
• Diagnostic test
• Unit tests: Skills
Grammar &
Vocabulary
• Review tests (main)
• Review tests:
Writing
• audio &
video
• Grammar PowerPoint
Presentations
• Photocopiable
activities
Teacher’s Online Resources
(including Teacher’s
Presentation Tool)
• Photocopiable
activities
• Photocopiable
activities
• Presentation
Tool games
Tests used as
assessment for
learning
• Review tests:
Speaking
• End of Year
tests
Exam
practice
booklet
Exam booklet
• 2 full practice
tests
• Guidance, tips &
reference
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UNIT WALKTHROUGH
STUDENT’S BOOK UNIT
Nowadays
people know
the price of
everything
and the value
of nothing.
Each unit has a lead-in photo,
quote and discussion questions
to get students thinking about
the unit theme, and using their
existing topic vocabulary.
Look at the picture and discuss the questions.
1 How does the quote relate to the photo?
2 What things do you value most in your day?
3 What possessions do you value the most?
Why?
All or nothing
5
READING
VOCABULARY
USE OF ENGLISH
WRITING
topic: future of advertising
skill: identifying expansion or
exemplification of points
task: gapped text
buying and selling
separable and inseparable
phrasal verbs
nouns from phrasal verbs
open cloze
word formation
topic: a charity event
skill: writing topic sentences
task: report
GRAMMAR
LISTENING
ways of talking about the future
verb phrases + prepositions
topic: business start-ups
skill: understanding points
of view
task: multiple matching
SPEAKING
topic: gender pay gap
skill: speculating
task: long turn
The Unit overview
gives a brief outline of
topics, key language, skills
focus and exam tasks.
SWITCH ON
video: the scenic route
project: trip around the world
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The main reading text previews grammar
that students will meet in the next lesson.
Power up sections
get students
thinking about the
lesson topic.
5 All or nothing
READING
Power up
1 Work in pairs and discuss the questions.
1 Do you find adverts persuasive? What has
an advert persuaded you to buy recently?
Why did it persuade you?
2 What’s a favourite advert of yours? Why?
Read on
2 Work in pairs. Imagine it’s the year 2030. How
has advertising changed?
3 Read the article. Ignore the gaps. Does it
Exam tasks are easily
identified by the
symbol.
Exam skills and
strategies are built up
through both
core activities and
exam tips.e
mention your ideas from Ex 2?
4
Read the article again and choose from
the paragraphs (A–G) the one which fits each
gap (1–6). There is one extra paragraph which
you do not need to use.
exam tip: gapped text
The paragraph you are looking for may contain
an example of, or expand on, something
mentioned in the previous paragraph.
Read paragraph iii. Look at the highlighted
phrases. Read paragraphs A–G and choose the
one where these phrases are exemplified or
expanded on. Which phrases give links?
5 Match the words and phrases in bold in the
A Advertisers will also know how much we like their ads
because our pulses, via our smart watches, will tell them.
Every ad you see will be based on who you are. Screens and
posters will display different images based on the information
on your mobile – your purchase history, the brands you like
on social platforms, who your friends are, your gender and
your age. Already, seventy-five percent of consumers expect
and want retail experiences to be personalised, and over the
next ten years most marketing will become like the ‘Amazon
Recommends’ feature, only bigger!
B Rarely has a single moment summed up so wonderfully the
extent to which technology can change lives for the better,
allowing us to interact in ways beyond any initial realms of
possibility. And it’s these almost unimaginable developments
in technology, according to futurists, that will play a major
part in persuading us what products to spend our money on.
5 husbands/wives
2 first
6 produced
3 believing in, accepting
7 major part
4 portraying emotion
8 likely to be/do
something
Sum up
the article says about the following.
1 Stephen Hawking
what will it look like in ten years’ time?
1
D In the sci-fi film Minority Report Tom Cruise walks past
a number of digital ads that address him by name as he
passes. Science fiction perhaps then, but as we have seen,
not so far away from the realities that we may be confronted
with relatively soon, albeit perhaps more subtle and
sophisticated. But who really knows?
3 virtual reality
7 Work in pairs. Some people say that
Sum up sections
require students
to think about the
text as a whole.
advertising is a ‘necessary evil’. What do you
think they mean? Do you agree?
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The consumer is hard to impress and the next ten years of advertising will
be relying completely on them buying into the largely tech-driven, utopian
vision of making every single advertising message relevant to the receiver.
So how is this going to happen?
E
That is where the imagination must take a leap because in
reality, even the experts don’t know. A logical progression
would be that people will be able to ‘step into’ brand
experiences and ads will be filmed with 360-degree cameras.
In fact, there is actually a VR advert now that allows the
prospective customer to experience what a hiking boot feels
like when walking.
Other than the obvious novelty and excitement around these
ideal marketing tools, the latter is also quickly becoming the
only truly immersive experience to capture people on an
emotional level. All exterior stimuli are blocked out and we
are cocooned in our own individually created world.
2
iii
G To put it briefly, over the next ten years, advertising will
move from communicating to predicting, and emoting,
based on human needs. According to a recent study by
neuroeconomist Paul Zak, three out of eight people now love
brands more than their spouses; thinking of brands releases
more oxytocin in the brain – the same reaction generated
when being hugged.
How advertising makes us feel will become more important than how it
looks, and that means personalisation. By 2025 we’ll have developed the
technology to make the bulk of our interaction with products all about us.
One example is that customer service operatives will be holograms, based
on what each individual finds attractive or needs – imagine holograms in
airports and train stations providing customer information.
3
iv
The term we use to describe this method of reaching each individual is
‘immersive creativity’ and the way into this is already well established
through advances in virtual reality (VR). VR is big business – it’s
estimated the VR market will soon be worth 5.2 billion dollars. The
experience is unparalleled, taking the user into another mind-blowing
world that feels real. But how will brands actually use it?
4
v
2 relevance to individuals
Speak up
The award-winning film about Stephen Hawking The Theory of Everything
has plenty of touching scenes. From the initial diagnosis of Motor Neurone
Disease to the academic brilliance and final passionate exchanges, this is
a film that ticks every emotional box. But for me, the defining point of the
whole film was when the proud creator of Hawking’s world-famous voice
synthesiser turned it on and announced, ‘Welcome to the future.’
i
ii
F
6 Work in pairs. Take turns to summarise what
of
advertising:
C As well as this, in 2025 you’ll be able to buy a robot friend
and even use a small chip to measure how many times a
day you blink, to assess your eye health and find the perfect
mascara. Driverless public transport will interact with us all
individually.
article with their meanings (1–8).
1 significant
The
This is just one technological step in the new emotional journey that
brands and consumers are about to embark upon. The most used word in
social media last year was the heart emoticon, but in ten years’ time, most
of our words will be emoticons and customers will give feedback in Snaps.
5
vi
Wearable and connected devices will be providing the data to enable this
targeting to become ever more detailed and clever. By the end of the ten
years advertisers will have been mining our personal data for a long time.
We’ll enter a store to hear our own playlist playing and be immediately
directed to clothes we’ve looked at in other stores.
6
vii
There is not, nor ever can there be, a fixed
answer. Hawking described the future as
‘indefinite, existing only as a spectrum of
possibilities’. Unexpected things will occur;
we don’t know the names of the next big
entrepreneurs, nor what the biggest platform
will be in ten years. But whatever happens,
advertising in the future will be exciting, powerful
and impossible to ignore.
Over to you! Comments, please.
RALPH Worrying stuff, but this is going to
happen, guys – whether we like it or not.
JONBOY Great timing! I’m to see my course
tutor later about a project I’m starting next
week on the very same topic. Useful stuff!
JENNIWREN 11 Just want to give a heads
up: brilliant VR exhibition starts on Saturday
at the Brack Centre. Some experts will be
demonstrating how the latest stuff works.
Can’t wait!
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The first TV commercial was in the USA, on 1 July 1941. It was ten seconds long and promoted a watch.
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Speak up sections develop critical thinking, asking students
to think more deeply about the topic and consider different
viewpoints, and provides extra speaking practice.
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Language is contextualised in authentic Grammar vox
pop interviews, scripted conversations or short texts.
Grammar vox pops are provided as both audio and video.
Editable PowerPoint presentations for each
core grammar area save valuable preparation
time and bring the grammar to life.
5 All or nothing
GRAMMAR
3
1 Complete the example sentences in the grammar box with
explore grammar
(happen), guys – whether we like it
C There is a brilliant VR exhibition which starts on Saturday
at the Brack Centre.
D By 2025 we
(develop) the technology to
make people genuinely happy.
F I’m to see my course tutor later about a project.
(demonstrate) how the
future in the past
We use was/were going to, was/were (about) to and would to
express a future idea in the past.
I was going to throw out my old school books, but my mum
stopped me.
I knew I would never get the job.
I was about to text Megan when she called me.
2 Match the sentences in the grammar box (A–G) with the
descriptions (1–7).
1 something that is inevitable or unstoppable
2 something that will be completed before a certain time
limit
3 something that will have been in progress up to a time
limit
audioscript.
5 Complete the article with the correct future form of the
verbs in brackets. Do not use the future simple if another
form is possible.
1 The museum has
an old map dating back 700 years.
2 Households today
few years ago.
far less fresh food than they did a
Not just a problem for the oldies
We’ve all seen them: the programmes about people
who have 1possessed / accumulated way too much
stuff and have 2cluttered / untidied up their space
with piles of old newspapers or clothes. And we all
think these guys are older, with a lifetime of stuff that
they have 3collected / hoarded away in case it’s ever
needed. I’m living proof that that isn’t the case. I’m
nineteen and my hoarding tendencies started back
when I was about eleven. I know where it began:
with my dad losing his job, which meant moving to a
much smaller house and having to 4chuck / bin out
huge amounts of things that had been part of my
life – stuff with 5monetary / sentimental value like
toys and presents. I was terrified of losing my stuff
again and developed this 6undeniable / insatiable
desire to 7keep / collect things. I wasn’t 8giving /
splashing out loads of money on buying 9off / up the
local clothes shops; I just couldn’t 10pass / miss up
an opportunity to pocket free things and store them
away. I’ve since learnt that this can develop into a
full-blown disorder. We hoarders give an abnormal
meaning to things which we simply can’t part
11
from / with. We believe they’re part of our identity
and 12throwing / dumping things will mean we’ll be
losing a bit of ourselves. I was lucky and I got help,
but it could have gone so badly wrong.
4 Most children like to
swap them with friends.
things like stamps or coins and
5 My grandfather used to
lots of things, like old
newspapers. He thought he might need them one day!
As I 1
(move) into a shared flat next weekend –
I2
(sleep) in this room for seventeen years by
then – the idea behind the challenge really hits home. There’s
no way all my stuff 3
(fit) into the bedroom
I’ve got, so I 4
(have to) get rid of a load. My
mum won’t stand for me leaving it here as she 5
(use) my old room for guests, so let’s see if I can cut it down
to 100 things! It 6
(be) hard, but all the soft
toys must go. And come next weekend the bags of concert
ticket stubs and programmes 7
(be) long gone.
I8
(give) a lot of old books to charity and, really,
who needs twenty pairs of shoes? Just think that this time next
week I 9
(throw out) all the junk of my old life,
ready for the new one! Obviously, I can’t throw out my old
CDs or DVDs, but maybe as a group they just count as one?
And I’ve clearly got to keep the T-shirt with a wolf on – my best
friend gave me that. Mmm, maybe I 10
(just /
have) another look through the books …
2
5.2 Listen to two people answering a question about spending
habits. Do you know anyone who is like either of the people
described?
3
5.3 Work in pairs. Listen again and complete the collocations.
Then talk to your partner about these things.
Tell your partner about:
1 someone you know who is a(n)
touch.
2 someone you know who is
prey for advertisers.
3 something you’ve bought recently at a(n)
4 a time you experienced a(n)
price.
sell.
5 a time when you had a(n)
desire for something.
6 something you own that has
value.
4 Complete the sentences with prepositions. Check your answers in
the audioscript.
an opportunity to get a good deal.
1 Never pass
2 No one can convince me to part
trainers even though they’re falling apart!
3 My mum hangs
way she’s ever going to use.
my favourite
tons of old recipes that there’s no
4 All these souvenirs just clutter
5 I’ll have to go
1 Could you do the 100-thing challenge? What would
you keep?
7 an action in progress, repeated in the future, or part of the
anticipated programme
3 I’m going away with the school in July, so until
then I’ll have to watch my money.
6 Choose the correct words to complete the blog.
3 I have
a lot of rubbish over the years and I need to
have a good clear-out.
Too much clutter? Try the 100-thing challenge
6 something that is organised or timetabled
2 It is easy to persuade people to part with their
money if you know their unique preferences.
accumulate acquire collect consume hoard
4 Work in pairs. Find all the examples of future forms in the
6 Work in pairs and discuss the questions.
5 something that is arranged officially and formally
1 Advertisers know how to push all the right
buttons.
Then make your own sentences with the verbs. Try to show the
differences in meaning.
Speak up
4 something that is considered or believed to be a future
fact
5 Rephrase the expressions in bold in your own words.
1 Complete the sentences with the correct form of these verbs.
Dave Bruno set himself a challenge: to live for a period
of time with only 100 possessions. Could you do it?
One of our readers gives it a go.
E By the end of the ten years advertisers
(mine) our personal data for a long time.
G Some experts
latest stuff works.
buying and selling
4 What will you have spent money on in five years’ time?
A Over the next ten years advertising
(move)
from communicating to predicting, and emoting.
Active explore
grammar boxes
require students
to engage with
the taught
grammar.
VOCABULARY
1 What do you think will be your next big purchase? Why?
3 What will you have done with the rest of your possessions?
p150
ways of talking about the future
B This
or not.
5.1 Watch or listen to two people answering these
questions. Make notes about their answers.
2 Which of the possessions that you have now do you think
you will still have in ten years’ time?
the correct form of the verbs in brackets.
Speak up
the room.
chocolate this week as I’m on a diet.
7 Work in pairs. What would
someone learn about you by
looking at the possessions
you have in your room?
explore language
2 Answer the questions in Ex 3 and compare answers.
separable and inseparable phrasal verbs
Remember and record which phrasal verbs are separable and which
are not.
he splashed a load of money out on …
my mum hangs tons of recipes onto
Also remember that we cannot separate phrasal verbs when the
object is a pronoun object.
He splashed it out on …
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The explore language boxes
provide explanation and
examples of key language areas.
Frequent opportunities
for personalisation and
discussion using new language.
All audioscripts are printed
in the back of the book.
Use of English lessons focus on language frequently tested in the exam.
Lesson 1 focuses on more lexical topics,
Lesson 2 on more grammatical topics.
5 All or nothing
Task layout reflects
the exam.
LISTENING
USE OF ENGLISH 1
5 Look at the picture of a pop-up shop. What do you think a pop-up
Power up
1 Work in pairs. What strategies can you think of to
6 Read the article about a pop-up shop. How successful have the Bray
1 Work in pairs. In which situations
2 Read the language box and underline the verb
remember fixed phrases? Which do you use?
would you use these different
buying methods?
explore language
auction bargain barter haggle trade
A A fixed phrase is often a verb + a noun/an
adjective + a preposition that go together.
You need to play a part in the campaign.
B The phrases can only be expanded before the
noun, usually with an adjective or determiner.
3 Read the two tasks. Identify the key words in the
You need to play a bigger part in the campaign.
lists (A–H). Then think of different ways these
words can be expressed.
Vocabulary-fromthe-text activities
encourage students
to notice and absorb
vocabulary they find.
p150
verb phrases + prepositions
5.4 You are going to hear five people talking
about a retail business they have started. Listen
and decide what product each speaker sells.
Task 2
Choose from the list (A–H) the reason each speaker
gives for setting up their business.
Choose from the list (A–H) how each speaker feels about
their future business.
A
B
C
D
E
F
G
H
A
B
C
D
E
F
G
H
a recommendation by a friend
the financial security
the rise in popularity of a certain product
the cheap set-up costs
the international opportunities
the best way to use a talent
to fund a lifestyle
a commitment to help others
1
2
3
Speaker 4
Speaker 5
Pop-up stores are everywhere at the moment and 0
they
offer
budding entrepreneurs a great opportunity 1
publicise
their brand for a few weeks during the year. These stores allow
people who ordinarily sell goods online to gain 2
to
customers in the street.
Twin sisters Tanya and Linda Bray 3
currently finding
pop-up stores to be a great solution to marketing their fashion
and accessories label. The twenty-five-year-olds normally sell
through their website but they use pop-up stores 4
so often and, when they do, have succeeded in making money
5
them. Their first one brought in around £2,000 in
the first month, which was surprising as they 6
only
just launched the brand and were relatively unknown. Apart from
the money, the sisters said they also enjoy the feedback they get
from speaking face-to-face with their customers, which has had
7
positive influence on their product design. By next
month they 8
have established their brand to the
extent that they may be able to open a permanent shop.
You need to play your part in the campaign.
C The noun in the phrases can sometimes be
substituted, as long as the noun has the same
meaning.
Task 1
Speaker 1
Speaker 2
Speaker 3
sisters been?
OUR POP-UP SUCCESS
phrases with prepositions.
Listen up
2
shop is?
4
5
You need to play a bigger role in the campaign.
3 Complete the sentences with the correct preposition.
reassured that big companies want to partner with them
optimistic about expansion into different products
inspired by the opportunity to be more international
encouraged that they can run an ethical business
hopeful that they can make a difference
excited by the chance to develop a new type of business
surprised that the company will be able to grow so quickly
convinced that they will do better than their competitors
6
7
8
Speaker 1
Speaker 2
Speaker 3
Speaker 4
Speaker 5
1 We will need to examine the evidence
shoplifting.
2 She has a strong relationship
customers.
her
3 It’s important to identify the causes
any poor sales results.
4 The company based their theory
very unreliable data.
9
10
5 I can provide the information
not-for-profit organisation.
our
6 They are investigating attitudes
recycling of used goods.
4
5.5 Listen again and complete the tasks.
Speak up
Make sure you listen for all the options in every extract. When
you listen for the first time, pencil in all the possible answers,
then confirm your answers when you listen for the second time.
these verbs. Then ask and answer them.
1 Which speaker do you think had the most
interesting way of selling? Why?
1 Do you think younger people
aptitude for creative tasks?
2 Should you always
a sales site you use?
5 Match the expressions (1–6) with their meanings (A–F).
A be beating one’s competitors
2 be ahead of the game
B sell something you have bought for a profit
3 be hot property
C understand and be able to do something
4 get the hang of something
D be the object of a reaction, often negative
5 flip something
E
be something very valuable and marketable
6 come in for
F
use something and not replace it
Try to identify if a gap is part of a fixed phrase. Look at the language
around the gap.
create have impose make take
2 Do you think haul videos are showing off or
genuinely interesting?
1 eat up something (e.g. resources)
exam tip: open cloze
4 Complete the questions with the correct form of
6 Work in pairs and discuss the questions.
exam tip: multiple matching
1 They offer an opportunity
a comment on
3 Is it worth
a chance on
crowd-funding new businesses?
2 It was his
7
4 Will online marketing
more
opportunities for individuals to sell things?
5 Do you think we need to
the number of haul videos?
Read the sentences. Which gap needs you to focus on the word
before and which one on the words after?
an
a limit on
win more customers.
opportunity and his last.
Read the article again and complete the gaps with one word only.
Speak up
8 Work in groups and discuss the questions.
1 If you had a shop, what would you like to sell? Why?
2 Why do you think we like products that are less ‘available’?
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The Cuddle Café, a pop-up in London, allows customers to pay for tea and cake with hugs.
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Fun footers, loosely connected to the topic, can
be explicitly exploited or left for students to notice.
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UNIT WALKTHROUGH
Step-by-step approach to exam tasks.
Common
examples are
presented and
practised on the
page. Further
examples are
in Extend
vocabulary at the
back of the book.
5 All or nothing
USE OF ENGLISH 2
5
2
How much do they get? Is this a good idea?
POCKET MONEY EQUALITY
5.6 Listen to two people talking about pocket money.
What points do they make? Do you agree with them?
There are a fair number of 0 drawbacks
to being a girl. The workplace is still a
man’s world and there have been very
few 1
in women’s rights. That
glass ceiling still exists. It doesn’t make
us 2
; it just means that we
need to work that much harder to get
where we should be. But that’s not the
point of this blog – it’s understood. My
concern today is related to how early
this 3
actually starts and you
might be surprised to know that it’s at a(n)
4
young age – when we get
pocket money from our parents!
3 Read the language box. Find examples of A–D in the
audioscript.
explore language
nouns from phrasal verbs
A When forming nouns from phrasal verbs, we can put the
preposition before or after the verb.
downpour
breakdown
B The noun may have a similar meaning to the phrasal verb.
A lot of people turned out for the rally in the park.
There was a great turnout for the rally in the park.
C The noun may have a different meaning to the phrasal
verb.
Look out for James in the school play. He’s in the
second act.
The weather outlook for the weekend is pretty bleak.
D Nouns may be single words (e.g. outbreak) or hyphenated
(e.g. write-up). Check in a dictionary.
4 Read the email extracts. Complete the nouns with these
prepositions.
back down out (x4) over (x2) up (x2)
Extend
vocabulary
section in the
back of the
Student’s Book
and related
Workbook
activities provide
more useful
vocabulary.
SPEAKING
Read the blog. Use the word given in capitals at the end
of some of the lines to form a word that fits in the gap in
the same line.
1 Do children in your country get regular pocket money?
According to a recent survey, boys receive
thirteen percent more pocket money than
! It sets the
girls. I find that 5
bar from the outset and continues into the
working life. So, just why do parents favour
their male 6
? Could it be that
boys’ toys are pricier or that boys bargain
harder? Whatever, there should definitely
be a(n) 7
in the pocket money
system from now. There needs to be a(n)
8
from all the girls out there:
‘Equality in pocket money!’
1 Look at the picture. Do you think the
DRAW
man earns more, less or the same as
a woman doing the same job? Why?
2 Read the extract from an article and
BREAK
EXTREME
GRACE
CRY
3
5.7 Look at the pictures (A–C) and listen
to a student talking about them. Which two
questions is she answering?
4
5.8 Listen to the teacher and check your
answers to Ex 3.
5
5.9 Listen to the student again and
complete the phrases she uses to speculate.
1 I
1 Do you think people should always earn the same money
for doing the same job? Why/Why not?
2 Should employers be forced to make public the amount
they pay their staff ? Why/Why not?
3 Some people say that women lose out on promotion
because of family responsibilities. Is this a valid reason, in
your opinion?
4 More and more men are staying at home to bring up
children while their wives work. Is this a good thing?
Why/Why not?
A
B
be wrong but …
2 I’m
that …
3 As
as I can gather, …
4 It could
do with …
Work in pairs. Student A, complete the exam task in
Ex 3 on this page. Compare a different combination of
pictures from the recording. Student B, turn to page 172
and complete the task.
7 Work in pairs and discuss the questions.
SPRING
HAUL
p162
Speaking extra
OK, time out on all those ‘women
don’t earn enough’ moans. Check
this out: guys who model get up to
seventy-five percent less than the
girls! Can you believe it? Reasons
given include the excuse that women
spend more on fashion and beauty
products than men but that’s changed
big time over the last five years. So,
why are they still paid less? Time male
models stood up for themselves
and refused to work until
they get pay parity.
EQUAL
unexpected. The company has experienced several
1
set
s in the last financial year and
2
turn
was far less than anticipated.
A contributory factor was the initial 3
lay
for opening the two new branches. If there is no
improvement in the situation, a 4buy
or 5take
will be likely and we should
all be prepared for this.
date
on what’s happening at work. The rumour is that
there have been some dodgy dealings at the top
and there’s been a 7cover. They’re
on overtime
planning to have a 8crack
and there’s going to be an 9
cry, I’m
convinced. The 10fall
from all this will
be people having to look for a second job.
6
check your answer to Ex 1. Do you
agree with the ideas in the article?
Why/Why not?
AMBITION
A The outcome of the financial meeting yesterday was
B This is just to give you a quick 6
exam tip: long turn
In the long turn, you will need to use your imagination to
speculate about the situation or the people in the pictures.
Remember that the questions asked by the examiner are
also printed on your sheet; so use them to remind yourself
about what you need to speculate about.
Power up
have something to
5 I think I’m
in that.
6 … have nearly always been male,
I
say.
C
useful language: speculating
exam tip: word formation
It’s highly likely that …
In all probability, …
There’s no way she could …
It’s a pure guess on my part, but …
There’s a faint chance that …
There’s a (strong) possibility that …
The likelihood of … is pretty low.
It’s a foregone conclusion that …
Remember to reread the text when you’ve finished, to check
whether the words you have formed make sense in context.
Speak up
6 Work in pairs. Do you think the things children spend their
pocket money on has changed a lot since you were a child?
How?
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Speaking extra provides more
general speaking practice on the topic.
Plan on asks students to:
• analyse the exam task, with
tasks and tips to help them;
• work on appropriate language;
• break down tasks such as how to
make an argument in writing.
Write on walks students
through planning and
writing their own answer.
5 All or nothing
WRITING
exam tip: report
Report on the school fair
Power up
1 Work in pairs and discuss the questions.
1 Why might people want feedback after an event they
have organised?
2 What kind of information would it be most helpful to
report on and why?
• numbers of attendees
• amount of money taken
• quality of what was offered
• layout or design of the event
• who helped
• things that went wrong
• things that could be changed for any future event
• how much attendees enjoyed the event or activity
3 What sorts of things can go wrong with an event?
Plan on
2 Look at the picture and read the writing task. What do
you have to write about? Who will read your report?
Your school recently held a fair where students sold
products and services to raise money for charity.
Write a report for the organising committee describing
the fair, explaining how successful it was and what you
would recommend for next time.
3 Work in pairs. Read the report opposite and discuss
the questions.
1 Is a report formal? Why?
2 Why does the report use headings?
3 Which of these language features might you typically
need in a report?
This report gives information about the charity fair which
was recently held at our school. The report outlines what
took place at the fair and comments on its success as well as
giving recommendations for any similar events in the future.
The fair
The one-day fair was set up in order to raise money for a
children’s charity which the school supports. There were
twenty stands selling a range of products. Some of these
were homemade, such as the cakes and biscuits and the
handmade jewellery, made by the students. In addition,
many of the stalls sold second-hand goods. Over 250 people
attended the fair and most of the goods were sold by the end
of the day.
Results
The fair was very successful, raising over £2,500 for the
charity. Many of the people attending commented on
how well organised it was and most said they had bought
something. The homemade products were the most
successful and many of these had sold out by lunchtime
on the day. The charity was grateful for the support and
promised to spend the money on toys and books for the
children it helps.
9 Work in pairs. Read the writing task and decide what
details you need to write about.
Your school recently held a quiz night in order to raise
money for a school trip.
Write a report for the organising committee describing
the event, explaining how successful it was and what you
would recommend for next time.
2 Think about the balance of information you are giving. Is
the amount of text after each heading roughly the same
or different? Why?
4 Work in pairs. Read the first sentence under ‘The fair’ in the
report in Ex 3. Answer the questions.
10 Follow these steps to plan your report.
1 What is the purpose of this topic sentence?
1 Think about the objectives of the event.
2 Does the sentence include detail or a general point?
2 Make notes on the information you need (e.g. people
attending, how entertaining it was, profit).
3 What kind of information comes after this sentence?
3 Decide what went well and what might need
improving. What suggestions do you have?
5 Identify the topic sentences in the other sections of the
report in Ex 3.
4 Work out which headings you need (a maximum of
four). Think about the focus of each section.
6 Which of these is a topic sentence?
1 The fair was a great success and there were several reasons
for this.
2 I think, of the people who attended, only a small
percentage will return next year.
5 Work in pairs and check your ideas.
11
Improve it
encourages students
to reflect on their
work and make
improvements.
Write your report in 220–260 words. Remember to
use formal language.
3 One student sold ten-minute sessions of football coaching.
7 Write a topic sentence for this paragraph.
Recommendations
Due to its success, it would definitely be sensible to run this
fair again, but there are a couple of improvements that
could be made. We should start organising the fair earlier
so that students have time to produce more of the popular
handmade goods. In this way we may make even more money.
We could also offer more refreshments, to encourage people
to stay longer and buy more.
The most successful stalls were those selling food
and also those where the students were offering to do
something for someone, like clean their car. The less
successful ones were craft stands where people were
selling items that they had made, like jewellery.
words in these phrases?
1 This report outlines …
4 We should consider …
5 It would be a good idea
to …
2 The results show that …
• describing
• thanking
3 In this way we can …
6 In conclusion, …
• recommending
• suggesting
useful language:
4 Do you need to give your
own opinion? If so, in
which part?
Improve it
12 Read your report and make notes on these assessment
points.
Communicative achievement
• Did you use formal language? Underline any examples.
Content
• Did you cover all the points in the task fully?
8 What other words can you use to replace the highlighted
• complaining
• Did you give clear reasons for your recommendations?
Language
• Did you use formal language?
Organisation
• Did you organise your information and use headings?
13 Work in pairs. Read your partner’s report and discuss
which of the things in Ex 12 you each did better and
why. What can you learn from each other?
making recommendations
It would be best (+ to-infinitive)
You should (+ bare infinitive)
It may be a good idea (+ to-infinitive)
You might need (+ to-infinitive)
You could try/think about (+ -ing form)
I would suggest (+ that clause)
73
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M05 Gold XP C1 95056.indd 72
Write on
1 Match the headings in the report in Ex 3 with words
in the writing task in Ex 2. What is the relationship
between the headings and the task?
• explaining
• persuading
p168
Use headings to make your report easy to read.
09/11/2017 13:12
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Useful language boxes provide
a wide range of language
options for a specific function.
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Unit checks
provide two pages
of practice to review
the unit language.
The Switch on video lessons provide
authentic clips on a variety of engaging
and thought-provoking topics.
UNIT CHECK
Review
1
5.10 Listen to two friends discussing adverts on phones
and answer the questions.
1 What is the boy’s prediction about the situation with
phone ads?
2 How do we know the girl is irritated with the ad
companies?
INDEPENDENT
LEARNING
UNIT CHECK
2 Think about the listening skills you have
Buying and selling
practised in this unit and answer the questions.
a soft touch (phr)
clutter up (phr v)
easy prey (for) (phr)
go without (phr v)
hang onto (phr v)
hard sell (phr)
insatiable desire (for) (phr)
knock-down price (phr)
part with our money (phr)
pass up an opportunity (phr)
push the right buttons (phr)
sentimental value (phr)
spare cash (phr)
splash out (on) (phr v)
watch your money (phr)
1 Were they global or specific skills? Why do
you think both are important?
SWITCH ON
2 When you listen, which skills do you feel
more confident in: listening for global
meaning or listening for detail?
The scenic route
3 How do you think you can improve the
skill you are less confident in? Think of two
ways. Then work in small groups and share
your ideas.
1 Work in groups and discuss the questions.
3 Look at the speaking skills you have practised
1 What is more valuable to you, time or money?
so far. How confident are you that you can
use these skills? Number the skills 1–4 (1 = the
skill you feel most confident in; 4 = the skill
you need to improve most).
2 What sort of trade-offs would you be prepared to make?
2
Watch the clip. Jordon was going to take the train home.
Why did he change his mind?
3
collaborating in discussion
Watch again. Work in pairs and answer the questions.
making comparisons
1 List the stages in Jordon’s journey home via Berlin. How many
were there in total?
justifying choices/decisions
A We haven’t got the ad ready yet.
3 A:
B Don’t worry. I
B:
I
1 How can you get feedback on your speaking?
1
3 Can any of the exam tips you have seen
help you?
2 Jordon’s story will inspire other people to save money.
Work in groups of three to plan three different journeys to one
destination.
wordlist.
2 Work in pairs. Find the following in the
B: Yes. In fact, she
Then test your partner: give them a definition or
manager in the next month.
part of the item. Your partner has to say the item.
5 How can you practise more? What kind of
2 Agree on a specific meeting point at your destination, because
you’re each going to travel there in different ways.
3 Pick a different main mode of transport for each person.
2 four idioms
3 four phrasal verbs
• Timing and durations of every journey (and total).
M05 Gold XP C1 95056.indd 75
present tenses
ways of talking about the future
The exam starts at 9.30.
future simple
They’re putting the plan to the shareholders at tomorrow’s
meeting.
• facts.
Most stores will be closed over the holiday period.
• decisions made when speaking.
Don’t worry, I’ll ask my dad to pick us up after the film.
• an assumption about the present.
He’ll be home right now, sitting in front of the TV with a bag
of crisps!
future continuous
We use the future continuous for:
• an activity that will be in progress at or around a point of time
in the future.
Come round this evening. I’ll be doing my homework, but you
can help me!
This time next month we’ll be working on a completely new
project.
• an activity that is part of a normal or organised sequence of
events.
I’ll be seeing Tom sometime tomorrow, so I’ll tell him to
phone you.
future perfect simple and continuous
We use the future perfect simple for:
• an assumption about the present:
The conference will have finished by now.
• an activity that will be completed before a point in the future.
The storm will have passed by this time tomorrow.
an aptitude
in
provide
the information
investigate
attitudes
the
the
ethical
mine 5(v)In our business project they
innovation.
pocket (v)
school-leavers
pulse6(n)We
entering the business world.
set the bar (phr)
spouse
(n) the blog and complete the gaps with one word only.
5 Read
stumble (n, v)
the rumour’s going round that
(idiom)
the time is ripe (idiom)
tick a box (phr)
unparalleled
(adj)
You think
we 0
are
just there to serve you, and
utopian
we(adj)
are. But in this blog I’m 1
to tell you what
Sales assistants:
what we really think
effect you have 2
us. We want to help you,
but sometimes you don’t behave very well 3
understand our role. For instance, we don’t like it when
you come into the shop five minutes before when we are
4
to close. It shows a complete disregard for
us. Another thing is we can’t change the prices no matter
how much you ask. The prices are fixed by the store,
5
us. And please understand we cannot
always 6
you a refund. Just because you
want one does not mean you are entitled to one. Also, we
do not know every single item in the store by heart. We
7
try to help you, but don’t blame us if we
don’t know everything. What you can do is ask for our
assistance rather than rummaging through everything and
making a mess. What we 8
asking is please
be considerate of us when you come shopping.
09/11/2017 13:12
Independent
learning sections
build through the
units and help
students reflect on
their own learning.
REFERENCE
I’m positive you’ll get through the exams easily.
play
the reasons
create
generate
(v)
get the hang of (idiom)
1 He tried to
give a heads
up (idiom)
slowdown
in customers.
glass 2ceiling
(n)
They want to
hot property
(phr)
management
of the company.
immersive
3 We(adj)
need to
initial (adj)
businesses and see if they are more popular.
living4proof
(n) you need to
I think
the customers
as soon as you can.
mind-blowing
(adj)
75
09/11/2017 13:12
Wordlists include
all the explicitly
taught vocabulary
from the unit.
GRAMMAR FILE UNIT 5
Pam and Mike won’t arrive before 8.30 – they never do.
towards
09/11/2017 13:12
Grammar file at the back of the Student’s Book
gives detailed explanations for all grammar topics
• predictions and beliefs (often following I think, I know, I’m
sure, etc.).
Preposition
for
more opportunities
2
M05 Gold XP C1 95056.indd 74
We use the future simple for:
Noun
a part
demonstrate
76
5 Compare the three routes and choose the one you would like to
take as a group and present it to the class, explaining why you opted
for this route above the others.
Projects involve research,
collaboration, critical
thinking and creativity,
and are flexible, allowing
teachers to take a quicker
or more in-depth approach.
Verb
identify
which have the same form for both noun and verb.
Student A, write example
sentences
for the
M05 Gold
XP C1 95056.indd
76 verbs.
Student B, do the same for nouns. Copy each other’s
sentences to keep as a record.
• Prices of every journey (and total).
• Any linking moments (do you have to take a bus to the airport,
do you have to wait for a train?).
the words in the table. Use one word from each column
for each phrase. You may need to use some words more
than once.
3 Work in pairs. Find five words in the wordlist
1
4 Research and create a real timetable and annotated map for each
person, which should include:
(take up) a role as
1 four adjective + noun collocations
things can you listen to in order to hear
different skills being used? Write down
two things you will do to improve your
speaking skills.
1 Brainstorm where it is you want to go. It can be anywhere on Earth.
B No, but they
B:
(be) before the end of
the year.
Choose five nouns formed from phrasal verbs from
A Have you
A:
spoken to the charity we are helping yet?
the wordlist and write five gap-fill5sentences.
Then
B No,
B:
but I
(do) by the end of the day.
work in pairs and complete each other’s
sentences.
6 A:
A She’s very good at her job, isn’t she?
4 What do you want to focus on next time you
practise speaking? Is there a specific skill you
want to practise?
Project
( just / do) it.
(start) now.
A Are the adverts going on the web this month?
4 A:
Practice
2 What do you think are some ways you can
improve your pronunciation?
1 Jordon may be able to save money, but the time he spends on doing
so simply isn’t worth it.
74
of second-hand
goods,
hold4upOnce I’ve sold / I sell this batch
cocooned
(adj)
buy more
upsell.
intake I go / I’ll go online and try tocome
in forto
(phr
v)
angry that
we’ve sold so few
5 David is being / going to be defining
offspring
(adj)
things. He’ll be / have been working for over three months
outcome
diagnosis (n)
on his new site.
outlay
dodgy (adj)
6 When will the ad be / is the ad ready? I’ll have to / I’m
outsethaving to get it up on the site
dole
out (phr
before
the v)
weekend.
setback
downward spiral (phr)
Complete
the
conversations
with
the(phr
correct
3
takeover
eat up
v) future form of
the verbs in brackets.
turnover
embark upon (phr v)
A
A:
The
products
we
ordered
haven’t
arrived!
1
upbringing
emote (v)
B OK, so what
B:
workout
flip(we
(v) / do)?
A My train might be delayedflooded
2 A:
on Saturday.
(with) (adj)
B I don’t mind. I
B:
(wait) (adj)
for you in the
full-blown
car park.
4 Work in pairs and discuss the questions.
4 Discuss in pairs. Report your answers to the class.
Other words and phrases
the sentences.
2 Choose the correct words to complete
breakthrough
a faint chance (that) (phr)
1 I think as entrepreneurs theyahead
will get
/ get
the prize
buyout
of the
game
(idiom)
because the judges will expect / are expecting to reward
cover up
aptitude (for) (n)
innovation above everything else.
crackdown
bring in (phr v)
2 My parents are helping / will be helping us at the charity
cutbacks
event once we’ve opened upbudding
/ we’re (adj)
going to open up.
downturn
bulk (n)
They’re going to / ’re to organise
the refreshment stand.
drawback
buyuse
into
(phrhave
v) used
/ will
3 I think more entrepreneurs will
expect
/ will
fallout pop-ups by the end of the decade
checkand
sth we
outwill
(phr
v)
be expecting to see new products
week
feedback
chuckevery
out (phr
v) on our streets.
speculating
2 Did Jordon pay the money to offset his carbon footprint?
How do you know?
5
Nouns from phrasal verbs
accumulate (v)
acquire (v)
collect (v)
consume (v)
hoard (v)
connection is between listening and
speaking? Is this important? Why?
Activities
move from
gist to close
watching
to general
discussion
questions.
6 What effect does the boy say the girl’s plan will have?
Owning
1 Work in groups. What do you think the
4 What does the girl predict about how her time will
be used?
5 What is the girl’s plan for managing ads?
Wordlist
Listening and speaking
3 What does the boy predict about sales?
4 Complete the sentences with fixed phrases formed from
PRACTICE
We use the present simple for timetabled, organised events.
1 Choose the correct verb forms to complete the sentences.
We use the present continuous for arrangements.
1 In 100 years’ time sea levels will rise / have risen
dramatically and we’re all living / we’ll all be living in
houses on stilts.
2 What time does the exam finish / is the exam finished? I’ll
try / have tried to catch Jenna when she comes out.
We use be to for official plans or obligation.
No one is to touch the light switch until it’s been checked.
We use present tenses (including the present perfect) after time
clauses (e.g. clauses with when, before, as soon as, once, after).
When/As soon as they give us the right information, I’ll
complete the forms.
After/Once we’ve spoken to the teacher, we’ll be able to make a
start on the research.
We use an infinitive after be due to, be about to, be bound to, be
expected to and be hoped to.
He’s due to arrive at 6.30. We’re about to break for lunch.
They’re bound to be late.
The government is expected to make an announcement soon.
He’s hoped to make a full recovery.
3 I think the president will win / wins another term in
office because people will want / are wanting to see him
carry through some of the policies he’s promised during
this term.
4 Jack and Gary are / will be waiting for us at the Arrivals
gate when we’ll land / we land. They are going to / to give
us a lift home.
5 When I’m finishing / I’ve finished doing these last
exercises, I shut / I’ll shut down the computer and relax for
a while.
6 Sue is being / going to be shattered when she gets here.
She’ll travel / have been travelling for ten hours non-stop.
2 Complete the blog with the correct form of these verbs.
verb phrases + prepositions
Sometimes more than one answer is possible.
A fixed phrase is often a verb + a noun/an adjective + a preposition
that go together.
apply be (x2) get (x2) have head meet say start (x2) try
We want to impose a ban on people copying our products.
We can only expand the phrases before the noun. We typically use
an adjective or a determiner before the noun.
You need to consider the long-term consequences of your
actions.
He addressed most of his comments to Paula, who seemed to
agree with him.
We can sometimes substitute the noun in the phrases as long as
the meaning does not change.
We wanted to explain his effect on employee morale.
Many nouns are followed by the same prepositions as their
adjective or verb.
We get complaints about our prices. People complain about our
prices.
We use the future perfect continuous for an activity that will have
been in progress up to a certain point in the future.
The book had an influence on his thinking. The book was
influential on his thinking.
We need to hurry. Charlie will have been waiting for ages by the
time we get there.
Note: There is no rule to explain which prepositions go with
which verbs or nouns. It is important to learn and record these as
complete phrases.
going to
I just can’t believe that this time next week we
all
goodbye to each
other. We 2
our last lesson together
and we 3
ready for the big final
party! It 4
at 7.00 and I don’t think
I5
home much before midnight.
Of course, I 6
to stay in touch with
everyone and I’m sure a lot of us 7
up
from time to time but some people 8
bound to lose touch. We 9
off in
different directions – some, like me, 10
college in September, others, like my friend Val,
11
for jobs. It’s a bit odd not knowing
quite where we 12
in six months.
1
3 Complete the second sentence so that it has a similar
meaning to the first sentence, using the word given. Do not
change the word given. Use between three and six words.
1 At this time of day there won’t be a table available for a
long time, I’m afraid.
We use going to for:
• actions that are inevitable or unstoppable.
GOING
It’s going to get dark soon. She’s going to faint.
I’m afraid it
table at this time of day.
• intentions or plans made before the time of speaking.
wait for a
3 Consultation with local people over the next few months
is part of the process of the council’s plans for the
redevelopment.
Each unit has one
page of reference and
one page of practice,
which can be used
for remediation,
extra practice or in
a flipped classroom
scenario.
BE
The council
about the
redevelopment plans over the next few months.
4 Without boosting the river defences, there is no doubt
that it will flood again.
BOUND
The river
the defences.
they boost
5 They’re holding the French oral exams in Room 7 from
10.00.
TO
The French oral exams
in Room 7 from 10.00.
6 When you land, please call me so that I know all is well.
ONCE
Please call me
know that all is well.
let me
4 Read the article and complete the gaps with one word only.
LEGO DESIGN
When thirteen-year-old Shubham Banerjee
0
from
Santa Clara, California, discovered
Braille printers, he was
the high price 1
cheaper alternative
determined to find 2
for the visually impaired. And he did, out of an unlikely
medium: LEGO. He had read that most Braille printers
than $2,000 and was determined to
cost 3
reduce that price. Using a LEGO MINDSTORMS EV3
set and parts from a local hardware store, Banerjee built
his first prototype of a Braille printer, with a retail cost
the
of about $350. The product, which 4
capacity to make computing more affordable for millions
of visually impaired people, also caught the attention of
his idea.
companies that wanted to invest 5
Now a new company has formed and they 6
expecting to launch the new printer for commercial sale
later this year. It also means that Banerjee has gained a
reputation as an innovator, which means his investors
be able to come up with many
hope he 7
to be working
more ideas. Meanwhile, he’s 8
on his next project as soon as school ends.
2 The company’s plans are to open four new stores in this
area by next September.
They’re going to make everyone pay more tax.
I’m not going to invite Harry because he doesn’t get on well
with Jenny.
OPENED
By next September
four new stores in this area.
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UN T WALKTHROUGH
WORKBOOK UNIT
Wr t ng and Speak ng pages focus on subsk s
ana ys s and usefu anguage and nc ude an
opt ona product ve task n every un t
Workbook units
mirror the Student’s
Book with additional
practice of all language,
skills and exams tasks.
Un t check pages at end of each un t
he p students check they understand
the core anguage from the un t
5 All or nothing
WRITING
Report on
True (T) or False (F)?
5 All or nothing
UNIT CHECK
4 Read the report and check your answer to Ex 3.
1 Are the statements about writing a report
1 It should be informal.
Art Club Sale
3 Complete the text with the correct prepositions.
1 Complete the sentences with the correct
Trends in shopping
form of the verbs in brackets.
(stay)
1 A month from now I
at a campsite with my friends in Italy.
Most people’s attitude 1
online shopping is that in time
it will replace the high street. However at certain times of the year the
2 By the end of this month I
high street shops are still flooded 2
customers, so I’m not
(know) my neighbour for exactly a year.
3
sure
whether there
enough
a decline in high
5.4 Read the examiner's
introduction
to aislong
turn evidence
task below
and
4
3 I have been told all students
are
4 It often contains passive forms.
look at the pictures. Listenstreet
to a student
doing
thethink
task we
andhave
answer
the information 4
spending.
I
don’t
enough
(attend) the interview.
5 It is usually one long piece
of textthe
with
the in bold in The
questions.
nouns
the sentences
sale (1–8) to the meanings (A–H).
2 Match
spending patterns to be able to make this assumption, and theories
dancing.
complete
the long
turnBy the end of this term I
1 Read the clues (1–6) below and
1 Tick (✓) what you should do4 inI love
heading
‘Report’.
Members
of thehas
club
were asked
5 talk about?
Which
student
1 I can’t believe what a show-off
Daniella
become
since to
she got her
bechoose
basedto
more reliable data than we currently
(go) to 1classes
forpictures
three does theshould
the notes about a problem at a college
exam task.
6 It should start by outlining its purpose.
donate paintings or drawings on the topic of ‘animals’ to be displayed in
new job.
2 Which of these questions
doesItshe
answer?
years.
using these words. You do not need two
have.
is true
that some of the larger department stores are in financial
1 speak on your own for a minute
the town library for a fortnight in June. The artworks were priced by the
7
It
sometimes
includes
a
complaint.
of the words.
6
2 The recent cutbacks mean
there isn’tand
enough
money
for the teachers’
A (see)
Whyyou
might
about
money
in these
ways?
5 The doctor
in they be learning
difficulty,
but the
causes
this could be many. It could
committee
the prices
indicated
beneath each piece. People visiting 2 comment on your partner’s
long turn
8 It should include some form of
association.
ten minutes. Apologies for the
7
B delay.
How useful might these
waystoofpeople’s
learningdissatisfaction
about money be?
the library could contact the Art Club to buy a piece. Posters advertising 3 discuss issues raised in the long
be due
the current offer on
turn with
recommendation.
breakthrough cover-up crackdown
drawback
3 It’s important that we keep
details
to ourselves
so there
6 The shop
(close)
19.00,the people
thethese
sale were
displayed
by local
shops.isn’t an
C Howatmight
behigh
feeling?
the
street or it could be that their relationship 8
the
your partner
fallout intake setbacks turnover
Choose
the correct
to complete the text.
of panic.
so I don’t 3
think
I’m going
to makewords
it in time.
are
2 Read the extracts (1–5). Whichoutbreak
D How memorable might
these situations
customer
needs tobe?
change.
Theabout
results
4 choose two out of three pictures to talk
her abilities
contributed
her percent of the artwork on
7 This time next week I
(fly)
inappropriate for a report? 4 Unfortunately, her arrogance
The sale
proved
very successful
andto
seventy
about
Here at Shopping
Hub we
asked
you about
your attitudes
downfall.
Examiner:
Your
pictures
show people
learning about money in different
over the Alps.
display was sold, raising over £2,000 for the Art
The money
will be with
in which people are talking about beginning start-up
Complete
the sentences
the correct
form of these
1 You are going to listen to five short extracts
1 Club.
1
5 describe
the pictures
you choose in detail
impose
/
identify
a
to
e-shopping.
We
decided
not
to
Choose
the
correct
words
to
complete
the
text.
1
ways.
4
5 No
matter
what happens,invested
Mark continues
have a for
positive
outlook
Problem:
staff
1 key
Wewords
reallyin
enjoyed
the fashion
show
and
8 In April I
(live) here for
in paint to
supplies
members
and on
visits
to art exhibitions in
companies. Look at the two
tasks and
underline the
the options
(A–H)
in both
tasks.
verbs.
time limit
on thetime
survey,
but to keep it open for as long as
6 answer one question about three
the pictures
would like to congratulate the life.
organisers
years
exactly.
Doesn’t
fly!
London.
Buyers
were
very
impressed
by
the
standard
of
the
artwork,
and
College head’s solutions:
Task 1
Task 2
needed.
What aAresponse! So far, more than 1,000 people
on their efficient planning. 6 Negotiations stopped after
use wordsinvestigate
and phrasestake
to9talk
about
is concert
many
commented
the art sale had attracted them
to theexamine
library have7 impose
B
a breakdown
in that
communication.
Don’t
be what
late. The
establish
2
For questions 1–5, choose from
the list (A–H)
theproblem
reason and
For questions 6–10, choose from the list (A–H)
thethey
advice
each
of the
have taken part and have 2let / made comments on our
similar and different about the
pictures
then
discovered
other
library services. So, it appears
(start)
at 21.00.
Is it
true that women are where
expected
tohad
wear
make-up
to work
in some
each speaker gives for starting their3company.
speaker gives to 7new
entrepreneurs.
blog. You only have to 3provide / examine the evidence,
that the sale benefitted both the library and the Art Club.
8 choose your favourite picture
highlight
of students
companies?
10 Don’t worry about forgetting your lines
your
to see
that
Shopping Hub is a1 hit!
2
I1feel
future
eventoverreact
such
this
would
A encouragement from friends
and family
Speaker
1 (A,
don’t
to embarrassing
situations Speaker 1 6
second-hand
Choose
the best
answer
B oraC)
toA complete
theas
sentences.
5.1 Listen
to
thecomments,
conversations
and
check
2Reaction
4
tonight.
Nobody
(notice).
Recommendations
I had accumulated / consumed so much stuff that it was almost
8 Although the college set-up
was a little unusual, most of the students We all
4
or B?answers to
t from
Our
play / make an essential part in shaping
B reassessing priorities
Speaker 2 benefi
2
B more
don’t effective
shut out advertising,
the
people around
you
Speaker
7 sale would indicate that we should definitely repeat 2 Which student is correct, Ayour
Excustomers
3.
The
success2of this
preferred
it
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impossible
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into my bedroom. It didn’t help that I would 2hoard /
such as
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anxious about
thebetter placement of posters and
the future
ofto
Shopping
Hub and your responses have
Choosebecause
the correct
words
complete
TOPthe teachers:
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it next
year 3and 8we could consider extending the two-week display to
C experience living abroad
Speaker 3 3
C don’t get too comfortable
Speaker
4
5
even short radio advertisements.
acquire
text.
5.2
Listen
again
and answer
questions.
provided
/ given the
us with
essential feedback.
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will use at all that people passed onto me, rather than throwing
you’ll need
to remember
them
and
they’re
ways of talking aboutDthe
future
buying
and that
selling
A something that causes loss
or failure
it my imagination
second-hand?
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a full
month.4 I would
also suggest
we haveIsadditional
paintingsor are we loving
listening to an expert
Speaker 4 4
D don’t expect to still have a social life
Speaker
9
sometimes quite long. You
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your
feedback
to 6create
deliver
away.
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I decided that I had 3acquired / consumed far too many
and
drawings
to replace
those that are sold. It may1 also be a good the
ideaevidence
1 can
Why
isn’t it
the man’s
favourite
shop?/ play new waysit to
B something you put on your
face
to enhance
your appearance
head: no55 5
of flea markets and junk
the money for charityFrom the college Speaker
the crossword.
1 Match the examples (1–7) with
E raising
E don’t worry too much about mistakes
Speaker 5 101 Use the clues to completewe
the examiner to repeat them though. higher quality products.
to others
offer toadmire
draw orthem
paint library visitors’ pets. In this way, we would
things. I’ve thrown away over ten pairs of shoes, but I did keep my first
6
1 Itthe
is clear
that
social
media
consumption in 2030.
2 What does the woman want to buy?
C a person who tries to make
descriptions (A–G).
shops,
it
seems
we
do.
From
college
board:
F meeting people with the same problems
don’t
everywill
piece
of advice you’re given
maximise the amount of money raised for the 1club.
B: Don’t only talk about what’s happening
3 It is hopedFthat
the accept
next show
be equally
ever running shoes for their 4sensitive / sentimental value! I’m keeping
Tiny
3 Where does the woman want to go?
A will be driving
B will have driven
C drives
D the failure of a system or relationship
in the pictures,
you’ve got to use your Here are just a few things you told us …
G talking with a foreign friend
G don’t
lose
your enthusiasm
as successful
as this
one.
I wanted to 22
attitudes
towards buying
away from the shops, because I’m easy 5prey / ploy when it comes to a
What istoo!
the present for?
E reductions in expenses
imagination and do some4guessing
Influenceradvice
marketing promotes products and servicessecond-hand and here’s what you
H getting advice from peers
Hthe
don’t listen to your careers department’s
‘Commerce is evolving and I think that Shopping
told me.
12More
teachers have upon
left the
college inanalytics.
advanced
Marketeers
3
bargain. I’m such a 6soft / gentle touch, I can’t say no! It doesn’t even
Where istoheget
going
to put
the Irose
bush?
F a general attitude
towards
I’m5desperate
my own
place.
knew
that
using
peoplesomething
that consumers admire and respect. Called
last
previousBfive
years.
Hub 7takes / has an aptitude for creative thinking.’ 7
with these
synonyms.3a Complete
A year
willthan
havethe
relied
will
rely
C will have been relying
phrases
fornever
speculation with
3
5 Replace the highlighted words in the sentences
chance onthe
markets.
You
have to be hard- / soft- sell marketing to tempt me. I think it’s the knock41. The auction got off the ground
at way
about
6 Has
she eaten
takeaway
thisaweek?
I 1will
/ would
neverabe
able to get
mortgage,
G the
something
is arranged
or organised
‘influencers’,
these
people are usually prominent users‘It’s worth
5.3 Listen and complete
two tasks
2
2 Thethe
college
head in
hasExdecided
not to tell the
these words.
8
8
2
4.30
which
was
way
too
late
as
loads
of
‘
Take
/
Create
a
chance
on
shopping
at
Shopping
know what you’ll find.’
down
/ up prices that are so irresistible for me. But I am determined
so I’ve been looking for a rented flat. I am / was
ofhappens
social media
platforms
as Facebook,
Instagram
It’s official! We are spending less money on
H something
suddenly
an outthat
3college
Salesboard
indicate
by why
2030
the
majority of us time
the that
reasons
and
instead
by
doing thissuch
consider
indicate
might outlines purpose
4
Complete the text with theseCwords / phrases.
6going
visitors had got fed up and left by then.
the definitions withhas
these
3 Complete
Hub. Sally
You won’t
regret
to ask my
friend
if I could
stay it!
with her,
luxury goods and our consumer
behaviour
and YouTube,
impressive audiences.
Social
media
not fall back on bad habits and 9consume / collect things that essentially
saidwords
that
he/ phrases.
is going to implement a new
The UK TV show Dragon’s
Den iswith
a very
recommend
to sum
up
highly
likelihood
may
electric
car.
‘I 4
an aptitudeallfor faint
findinggather
a bargain.
I always
Look at the phrasal
verbs in bold
in theassentences
(1–8).
Dotrusted
they have
a
3 popular
is changing. Here are some examples.
organisational structure.
then
I heard about ‘tiny dwellings’. Just in time,
influencers
arebeen
seen
an authentic
and
source
business
format
that
has
pure
right
well
would
just
take up space. I’m also going to take a long hard look at what I
bought overwhelmed
B will buy
C are going
to buy
find knock down prices!’
a soft touch
buy up easy prey go without
similar
(S) or different (D) meaning to the nouns in Ex 2?
cliché embrace intuition Aonwill
thehave
backburner
replicated in many– countries
overaim
the world.
abouthoard
to / would
neverdesire
give up
because
I 3wasonto
and using
can
be an effective
In5a It may
1allthem
The
of strategy.
this
be a good
3 There have been record number of
10
5
hanging
insatiable
consume / acquire in terms of food each week because I am sure that I
1 We holiday in other people’s houses.
prototype retreat seek out
1 and
Theevaluate
organiserssomewhat
spend all day
setting
the hall
preparation
for theidea
‘Itto
is …
important to 5
the
5 This
report
aims
describe
report
is up
to twist,
…
1 It’sa relationship with
likely
that
… and stay
to the
this
year, so
the toglasses
the
search
with my parents.
paradoxical
theinmost
forward-thinking
virtual
reality
as
4applications
Expertsaudience
say
thatcollege
we
sentimental
value
Predictions say that this will have
Even if an influencer’s
never
grows
above
the
buy far more than I need. Enough is enough!
Below
are
some
business
ideas,
some
are
real
ceremony.
the
success
of
the
recent
charity
event
held
head will emphasis this in his reports.
seller, it makes parting with 2money
The report
describes
6 In conclusion
brands are2 relying
on the
simplest, most traditional
It’s a easier!’
guess
my part,are these cheap micro apartments
‘Tinyon
dwellings’
gifts.
completely changed the1way we holiday. tens of thousands,
: notcommonplace
dealing
something
a while
ideas
thatnobody
appeared
on the
show
and some
that with
doesn’t
automatically
mean
atfor
Barton
School.
2 Sadly,
believed
Fern
because
she is …
known for making up stories
I should say that …
but …
4 The teachers
areconsidered
concerned
that
there
will
ofbox
advertising:
word-of-mouth.
designed for single people like me. I am so
it’s
not
priority
fake. Write
‘R’form
in the
for the ones
you Down
A will
beimpact
seeing
going
to see
C are
seeabout
that they will havebecause
less
of an
than B
oneaare
with
hundreds
‘I don’t have to watch my money! I 6
a limit
2 We hail taxis by smartphone apps and
A year without
her life.
be negative consequences to the college
would
Theyou
results
show 1 To use something7or Iuse
3 In
probability
…because by the end of this month I
the sentences with the correct prepositions.
pleased
5 Complete
think are real and ‘F’ for the3ones
think
Complete the text with thesepeople
wordssay
/ phrases.
2 business
the first
examplecan
or production
something
upmyself
/suggest
finishand
something
(7)over.’
of thousands as :larger
followings
sometimesofresult
in
that on-demand
Read the text and complete the gaps
with one word only.
4
on
I never go
plan of
action.shopping
3 Everyone
is tired of Dan showing
4
that …off about his talents and
that
…
online for thirty-five years.
5head’s
By 2030
we
are
fake.
There is one word / phrase you
do not
need.
will
havethat
been
4 There’s
a
chance
… looking / will have looked
clothes, because they always
1 It’s not a good idea hanging
models
will
become more
3 common.reduced engagement.
: ask or look for something in particular
2 To bring or gather things together from different places
and sources,
accomplishments.
5 According
to have
the college
however,
Read the
How
many sections
do you
3 head,
4 We should bear in mind
8 In(7)this
wayon your comments,
we I’d
Based
for aall
flat…
for nearly six months! And by then I
A will be
shopped
B task.
will be
shopping
go out of fashion.
5 say
I second-hand
bepushes
wrong,
but
1 Umbrella vending machine
over a period of time
: know
something
because
of thethe
way
you feel,
3 We choose to buy online4over the high
he
has
experienced
no
obstacles
in
4
She
let
the
issue
fall
down
her
list
of
priorities
and
will
address
it
as
soon
think
report
should
contain:
1,
2,
3,
4,
5
would
…
5 It may sound amazing, but
buy into bulk defining generated initial
This type of attitude
from
influencer
may be frustrating
will have
the …
right buttons!
Cbased
will
have
been
shopping
2 Try not to clutter
your room with too many things.
6 As far as I can
… seen / will have been seeing more
2 Money
mouse trap
not
onan
athe
fact
street, and in 2020 and beyond we are to
implementing
new
structure.
as possible.
or 6?
prospective spouses
Across
Michelle
McGagh
decided
to
and even surprising to company executives who are used
than
3 Don’t pass
the opportunity to try rafting. It’s a great
Read
task
Ex 3 to
again
andthat
write
your own report for another 7 I think I’m
in fifty!
saying that …
35 Egg
6
that has
been
said sorealise,
often that
it’s
see global e-commerce 5
conferences.
6 : something
What the college
head
doesn’t
is that
We boiling
should machine
break the session
downthe
into
twoinparts
ensure
people
1
Streetthe
markets
around
the world
are being forced
to
to focusing on thenot
bottom
line.
However,
the
freedom
to
choose
3
To
store
something
away
out
of
sight,
typically
in
a
secretive
way
(5)
I
have
a
meeting
with
agency
on
Monday
and
experience.
club.
Make
notes
about
what
you
will
include.
Think
about:
useful
An art
club you belong to recently
8 It could
be that …
the considered
college board
has anymore
decided
to investigate
4 Collapsible
water
bottle
This
could also be indicative of a certain level of cynicism from
don’torganised
get bored.
4 We like niche advertising and Berlin will
1
luxuries
a year.
what they will3endorse
in in
athe
level
of authenticity
that
issentences.
as the4pressures
from
evolve
reinvent
theresults
words
toto
form
4 Toproducts
getthe
antask
increasing
number
I 6am
to seefor
/ will
see She
a and
flatrealised
the
same day. I am
I splashed
on the gorgeous sandals for the summer. I just
an
activity
raise
money for
the
You
all the
colleges
thecorrect
area
toorder
learn
more
consumers,
get tired
of having
pushed on
them or quantity of things (10)
6 this next spring.
:Put
accept
an
idea,inopinion
or event
willingly
1 who
including
allcosts
the
points
be hosting a trade fair on
9 I
say that …
56 Dog
grooming
vacuum
We club.
need
to cut
back on administrative
as far in
as possible.
Time to get away from stereotypes
7
thatexcited
she had
ahypermarkets
tendency
tosure
important in ensuring
the
marketing
campaign
isisbeen
successful,
e-commerce
being
felt.
Itthe
would
seemfrom Ex 3 that the
will be
/are and
really
about
it and I’m
itListen
couldn’t
resist.
5 use,
To obtain
something
by
buying
it or being given it (7)
asked
a report
for the
about
ng
rates
it
determined
Thinkstyle
about
it this
way:
are will
you
morethe
likely
to
was
/staffi
the
/ about
/because
investhave
/or
intelligence
/ into/ write
artificial
/ company
/ to /by
. companies.
5.5
again
tick
(✓)
phrases
5 andthat
:1move
away
from
something
someone,
you
who
read
report
10 There’s a strong
that …
67 Storytelling
teddy
bear
The company
prides
itself2onwhich
looking
out
forwill
its’ teachers’
well-being.
5 We shop with our mobile7and tracking
2
in the resolve
long run. the
clubcurrent
organiser outlining the event, evaluatingbuy something that your friend recommended or something
to identify
is to be the one for
So, vendors
friends,
stay
tuned,
student
thefact
challenge
thatme.
street
are uses.
rising 2
5 In
I could have bought
the whole shop. I loved it all.
From the 1
scenemeans
of the we are going to see more making it more worthwhile
usually
afterand
a negative all
experience
3 being
objective,
using
passive
Insert
one
offorms
these
words
to complete the sentences.
8 Despite the security
measures,
of the2suspects
managed
tothat
break
the outcomes and making One
recommendations
problems.
recommended
bysome
the company
making
money
off
product?
things,
including
that
she adidn’t
be having
/ ’m
going
to
have
flat
I 8’ll
of these
businesses
ideas received
grandmother’s sadness as she peeled
andthings
a more
creative
vision of trading 3
6 I’ve decided to go
a summer holiday because I want to get
knew
/ something
society
/ impact
a / weor
/ too
that
/It’s
technology / would
mobile
/ on station.
/
:2feel
that
is too /much
tailor-made advertising. 8
Knowing who
and
what
you are
working
key.time
out /of
the police
4 dividing your report into sections with clear headings
5.6 Look at the pictures again. Listen to the instructions for a
forwith
theisnext
the activity
takes
place.
6
need,
and
so
she
decided
to
give
them
warming
party
in
no
time!
£140,000
in
investment
on
the
show.
away in
November.
potatoes in the kitchen to the closing shot
have
/to
massive
/ . a history of interaction with
cult
deal
with
before is evident.
The regeneration
of urban
city
important fordiffi
the
brand
to have
out onto up (x3) without
different
task and record
yourinner
response.
6 We love second-hand shopping apps and
5 using phrases from Ex 5
Write your report in 220–260
words.
Which
one do you think it was?
away. She made a selection of items, only
of the men laughing around the table as
more
In addition to freedom over who they work3 with, most areas has created the opportunity 4
the for
influencer in order to understand factors such as how they
by 2020 we will have been using them
things
served them dinner,
their 2
Listen
to
your people
recording
and check.
Celine
Leroy,
a
fashion
and
lifestyle
blogger,
claims
to
only
7
1
I
could
have
gone
mad
in
that
shop.
It
was
so
me,
I
could
have
bought
influencers
prefer
to
have
freedom
over
how
they
work.
One
of
3
by
/
big
data
/
become
/
have
/
will
/
key
/
a
company’s
/
2030
/
success
/
respond
to
negative
feedback,
how
often
they
post
new
content
vibrant
market
stalls.
Young
are
also
rising
to
the
over ten years.
which wereinfluencers
either valuable or that had a
accept offers from companies whose
products have something
your latest advertising campaign reinforced
the shop.
the crucial mistakes brands make when approaching
to / .
54
55
Did youorganised
talk for a and
minute?
challenge with1markets
run 5
7 Don’t take your eye off the ball. The and
nextwhether it is of consistent quality.
4
to do with her brand identity, saying,
‘For example,
I recently
.
is to assume
know best.
to forget
that
stereotypes and didn’t reflect
modern family
2 My mum
is a bit low
so I’m going to splash
and buythat
her they
something
nice. It’s easyspecial
2 Did
you use language for comparing?
future consumer global conference starts
teenagers.
Giving
young
nail varnishes on my vlog.
although an influencer may have limited tools
their disposal,
She at
decided
that
for a whole
year
she people the opportunity to exhibit
structures. It seems foolish that you really
So, why this
These
pop / robotics / month / a / . reviewed some rainbow-coloured
3 I’d love some new clothes, but I’ll have to go until I get my allowance.
4 return
take /to
in the
/ topromotional
/ I’m / next /basics?
advanced
/ course
3 Did you
for speculating?
6
on 6 September.
It made sense because my logo has a rainbow in it. On the
tools were
enough
to
enable them towould
become
theirmoney
entrepreneurial
skillsuse
as language
either a trader
onlypowerful
spend
on the mortgage,
customers would
believed that 3
culture personalities are so effective precisely because
highlighted
word
in eachthat
sentence.
2 Correct the those
4 lucrative
I’m goingoffers
for the
I’ll throw away
anything
other hand, I turned down some
tominimalist
advertise look andmarketing
4 Did you
avoid
giving detailed
force.
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4
performer;
offering
locals
an eclectic
range ofdescriptions?
products
the ideas presented in your
of how much influence they have over their audience; they are
utility bills anda food.
Her friends
were
clutters
my
fl
at.
the
1
The
article
provides
information
of
products
because
they
had
nothing
to
with
what
I
stand
for.
I’m
5 years / have / here / five / September / will / working / by / I / been / for / .
A something
7
second-hand
ad. Having long considered your
company’sthat is inevitable or unstoppable
so engaged and responsive to the people that follow them
sceptical saying
that she had always
been clothes, food products and
growth
of hang
second-hand
not just going to push any old product
followers.’
5 Thoseonto
jeansmy
don’t
fit anymore,
but I’ll
them in shopping.
case I lose some
B offensive,
something
a
5
campaigns to be outdated and
I that will be completed before
that these
followers are more likely to trust something that
when it of music, magic or theatre.
crafts through to performances
weight.
2 People who sell second-hand goods usually develop a
certain
time limit
was pleased to see the discontent
that this
As of
with most
in business,
timing is everything.
While
they endorse. 6 everyone / used / will / by / banking / soon / online / be / very / .
relationship
their
customers.
came to luxury
goods
and that
she wouldn’t
An
incredibly
successful
scheme with clear benefits for all.
6 I love a bargain and I never pass
the opportunity
tothings
go sales
shopping.
C online
something
bidding on
for a well-known influencer
to represent
product
and that will have been in progress up
campaign has 5
be ableyour
to resist
temptation.
Michelle
also
3 There is evidence
an increasing
tendency
Whilst
these are
still challenging
times for market vendors,
53
52 successful blogger is Daniella Barbosa, who
Eric Woodward, a video game
YouTuber,
need
to a timea limit
One such
might get aasbrand
immediate
coverage, building a relationship
the confirms
sentencethis
halves.
3 Match
in the press. I hope that this represents
to
buy
second-hand
opposed
to
new.
thought
that
at
the
end
of
the
year
she
would
correct
to complete
these initiatives
are having
a positive impact 8
4 Choose
for caution. ‘A lot of my followers have been watching my
with someone with fewer followers could bring bigger returns
in
writes about
healthythe
eating.
Shewords
says that,
the mostthe text.
6
something
moment forDyour
companythat is considered or believed to
1 The design
of Ithe
shop
pushes
all theberight
buttonsto identify the cause on
4 bad
It would
interesting
have an 6
videos
since
they
were
the
poorly-edited
ones
made
with
the
long
run.
the
health
of
market
commerce.
be aapproach.
future fact
effective campaigns she has worked on were those that
and that you use it to change your
second-hand
markets. to spend money as fast as possible and that
salesman
was some
insistent
putboom
me offinbuying
it;
lighting in my university halls,’ 2he The
says.
‘They helped
get that it reallythe
her
determine
the content. ‘I once worked
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XPto
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E something that is arranged officially allowed
to where I am now, by liking and
my videos,
so I of
don’t
5 my
One
way of obtaining
information would be to investigate
3 sharing
I’ve already
spent most
allowance
this month,
she would want to go on a shopping spree
with a supermarket
chain who
turned had
up with
a list of
F something that is organised or timetabled
The economic
recession
an impact
onrecipes
people’s attitude to money, but feel it’s fair to exploit that to make some quick cash. There isattitudes of
buying
used
goods.
and 7
4 My sister is really mean when it comes to spending,
1
me to cook;
I felt they
me /for
mygoing
skills / will lead to minimalistic so much competition nowadays
perhaps
we just
neverwanted
realisedtoit use
would
was
that I feel protecting my brand
So, should
at the same
timewith
as brands are moving
into a future of social
an article,
action in
progress, repeated in thefor
future,
6 The
be based
data
Read the first paragraph ofGthe
then
the shops. But it didn’t happen. Whilst
5 I just couldn’t
resist
it findings
On the other
another
whole
food
brand
people will
justbuying
unfollow
media-based
strategies,
Younghand,
people
now buy
‘green’
and
it is predicted that we 2are to / is the most important thing. Otherwise
or part
of the anticipated programmeand audience.lifestyles.
about people’s
attitudesadvertising
and shopping
habits. they are also leaning on the
read paragraphs (A–G). Underline
information
before the experiment she had been
me and follow someone else.’ 6 I have this insatiable desire
age-old adage of quality over quantity.
told me whichgoing
products
wanted
asked
to / they
will see
more to
of promote
this in theand
future.
Tendencies to recycle and
in the paragraphs that is similar to the first
8
51
50
for most
3
me to use them
in the way
I though
It was
a much
repurpose
mean
that inbest.
the future
people
aremore
to live / are going to be living /
paragraph in the article to help you decide
A for a pepperoni pizza.
salespeople, she now felt indifferent to their
enjoyable experience.’
will have been living well for less. Hopefully this mindset 4will have created /
which option goes in the first gap.
B I hate it when they give you the hard sell.
hard sell.
will have been creating / is to create a more conscientious approach to
The key isspending
to find someone
is ‘on brand’,
own
C because it’sM01
such
a lovely place to wander around.
Read the text. Six paragraphs have been
for future who
generations,
and wewhose
can say
with confidence that in the
M01 Gold XP C1 95162.indd 50
19/12/2017 16:37
Gold XP C1 95162.indd 51
19/12/2017 16:37
Match the highlighted words
and
phrases
in these price.
comments from social media influencers to the words in bold in the text.
personal brand
and5will
audience
aligns with
target
market
removed. Choose from the paragraphs (A–G)
D at
such
a knock-down
future we
be spending
/ willthe
have
spent
/ are to spend less on luxury 4
the one which best fits each gap (1–6). There
6
of the company’s
products.
readily
1 ‘I have to admit, it was aEgood
feeling
toto
know
severalmy money.
5 ‘Building my follower base has been slow going, but in the
goods.
It looks Many
like theinfluencers
concept ofwill
living
‘light’turn
will be / will have been /
so I’m
going
havethat
to watch
is one extra paragraph which you do not need
well-known companies were competing to offer me more
future I know I’ll appreciate having had this time to perfect
down an offer is
that
fit stay.
with their ideology, even if it means
to doesn’t
be here to
F and never wants to part with money.
to use.
money to be part of their campaign.’
my editing skills.’
rejecting a large fee.
The aim of this report is to describe
an event the art club organised to
raise money for the club and to offer
recommendations should the event
be repeated in the future.
2 It should be objective.
3 It is usually for someone official or in
authority.
USE OF ENGLISH 2
Extend
SPEAKING
Extend sect ons
g ve pract ce of
add t ona Extend
vocabu ary tems
Enough is enough!
from the back
of the Student s
Book
5 All or nothing
LISTENING
USE OF ENGLISH 1
5 All or nothing
GRAMMAR
5
dwellings
All
or
nothing
Global
luxury
slowdown
A
READING
1
VOCABULARY
5 CONSUMER TRENDS FOR 2030
B
1
C
2
luxuries
The revival of markets
4
D
E
Minimalism. A trend to stay?
2
3
G
There are so many social media personalities and bloggers
nowadays that it’s hard to stand out from the crowd.
Influencers have to believe in their own potential to sell a
product or a brand.
M01 Gold XP C1 95162.indd 48
Exam tasks are flagged
w th the
con e
2 ‘I don’t prepare a script before recording videos and I only
edit them lightly; I want my followers to get to know the
real me.’
6 ‘Allowing you to make decisions about the direction of a
campaign is usually a sign that the company respects your
voice.’
3 ‘It’s a misconception to think that all advertising deals make
M01 Gold XP C1 95162.indd 49
bloggers a lot
of money.’
7 ‘I’m always wary of companies who only want to use my
name for their own advantage.’
4 ‘Being in direct contact and involved with my followers is
what I love most about making these videos.’
8 ‘I try to promote only products that I would use
myself.’
19/12/2017 16:37
46
19/12/2017 16:37
USE OF ENGLISH UNITS 1–9
PART 1
PART 2
For questions 1–8, read the text below and decide which answer
(A, B, C or D) best fits each gap.
For questions 9–16, read the text below and
complete the gaps with one word only.
USE OF ENGLISH UNITS 1–6
PART 3
M01 Gold XP C1 95162.indd 47
PART 1
PART 2
magic
The power of
Living the
dream
PART 3
PART 4
For questions 17–24, read the text. Use the word given in capitals at the end
of some lines to form a word that fits in the gap in the same line.
For questions 25–30, complete the second
sentence so that it has a similar meaning to the
first sentence, using the word given. Do not
change the word given. Use between three and
six words, including the word given.
A well-paid job that
no one wants
Amazing
under-water
vision
PART 3
0 The organisation wants to make people aware
that these social issues exist.
Standing out from the crowd
PART 2
AUD OSCR P
Small changes make a big difference
of sugar
10
PART 4
PP ac
ac ce
ce e
e
AD NG AND U
B challenging
C mitigating
7 A eternal
B lukewarm
C futile
D dismal
8 A failings
B losses
66
C damages
D casualties
Audioscript for all Workbook
audio in the back of the book.
Silence please!
PART 4
6 A resounding
Vocabu ary from the text
tasks he p students expand
the r range even further
19/12/2017 16:37
RAISE
Most employers advertising a job with an
The organisation wants
For questions 17–24, read the text. Use the word given in capitals at the end of some of the lines to form
annual salary of almost half a million dollars
to raise awareness of
these
a word that fits in the gap in the same line.
According to Darwin, all smiles are a universal human
setting
would
and a beautiful 0
SET
social issues.
understandably expect that the advert would attract
expression and the cause and the 0result of smiling
25 I was too afraid to let him know that I crashed
17
interest from potential
CONSIDER
the car.
doesn’t vary from culture to culture. However, there are
candidates. Unfortunately for one doctor who owns
For questions 1–8, read the text
and decide
answer
(A,all
B,are
C orwhat
D) best
For questions 9–16, read the text and complete
DARED
different
types ofwhich
smiles
and not
they seem.
fits each gap.
the gaps with one word only.
a practice in rural New Zealand
he
has
so
far
been
I
him that
The easiest way for a company to separate itself
from its 0
competitors
COMPETE
, is a
First there is the genuine smile of happiness, which when words 1
of
unsuccessful in his 18
PURSUE
I crashed the car.
is to have something unique. Simple factors such as providing excellent
way of transmitting your happiness, joy or gratitude. Then there is a ‘grin
a 17second doctor to work alongside him. Despite
26 I can’t think of any word to describe the
about the capabilities
customer
service,
speaking
TRUTH
For questions 17–24, read the text
below.
Use the
word given
capitals
at the
beinginoffered
more
than twice the average wage
it’ smile, which means things are not alright, but you are going to
and 2
documentary other than appalling.
Some years 0
it to form
of
your
product
and demonstrating a
anda 18
LIMIT
end ofago
some of the lines
word that fits in the gap
the
same
line.area,
for in
a doctor
in the
the job advert is still to
Technology
dependence, social media and
put on a brave face. There is the smile which is not really
a smile, which
WANT
19
was reported by various media sources
to social responsibility can build a good reputation
COMMIT
applicants.
attract 19
ENTHUSE
up
precious
use 0
. When we feel obliged to smile,mobile
wherephones
we haven’t
shows contempt, a 3
9
For
word,
the children of the
dominated by
among consumers. In a world 20
INCREASE
Prospective candidates may be put off by the
9
4
time.
Recent
theories
show
that
the
documentary
was
appalling.
up any trust with the other person, we offer a fake smile.
competition, some companies
prefer to rely on gimmicks to grab consumers’
Moken tribe, living on an island off the West
20
of the practice’s remote
ISOLATE
Read the text and decide which answer (A, B, C or D) best fits each
gap.
For questions 9–16, read thewe
text
andtocomplete
27 People in many cultures say that the key to a
were
limit our screen time and to
coast of Thailand, had exceptional vision when attention and0 turn it into cash.
an atmospherethe
of goodwill
and
if word
all those
around you are
Smiling 5
andit’s
its related
lack of atohigh-speed
internet
gaps with
one
only.
healthy body is a healthy mind.
Deciding to make a change in your life,
regardless location
of whether
your
REGARD
dedicate less time to technology, then we
1.1
21
swimming under water. A Swedish scientist,
of
connection.
This 21
to many
be
Gimmicks largely depend on
natural human
WILLING
CURIOUS
looking straight-faced and gloomy, then go ahead and flash them a10smile.
BELIEVED
Miranda
time to daydream. fitness, career or personal life, usually comes after months, and maybe years, of growing
would free
0
We all love magic. We only
have
reflectwhether
on the runaway
6
professionals
to Zoo
accept
less than
ideal working
Copenhagen
wanted
to increase
its visitor
Anna Gislen, heard about the tribe and insisted effective. For example, when
the to
initiative
it be for success
friends, family, colleague or strangers
When I look back on my childhood, I think now that my
In many cultures,
17
Yes,
daydream!
You
heard
it
correctly.
It
may
22 longer.
until
you
declare
that
you
can’t
go
on
any
SATISFY
10
The
dangers
parents
were
really
quite unconventional. They were,
conditions
in
exchange
for
excellent
financial
of Harry Potter to see this.
The
haunted
mansion
of
Hogwarts
and
of
passers-by
stopping
numbers,
it
counted
on
the
PROBABLE
going to see their
seat and don’t be shy. It doesn’t
matter if
on the street. Don’t take a 7
that
the
key We didn’t have a TV because
and still are,
both
writers.
madness, but it is
sound 11
compensation
another
interesting
to
look atwhat
buses
that had been
painted
soadds
that they
looked
like theydimension
were being
the tales of power and corruption
created
a classic
to a healthy body is a healthy they
mind.
didn’t believe in TVs and so it was actually quite
amazing ability for herself.
Annathis
was
delighted
affecting
your
happiness
and
Although
can
help you to
address
is 18
NEGATIVE
by example.
you are thehave
firstall
one;
it’s good
to 8 which
boring. I used to plead with them to get a ‘normal’ job,
becoming clear that whilst daydreaming
our
controversial debate
crushed by a huge snake. the 22
TYPE
from the rest when it comes to fantasy. The Harry
really does 1
28 Sam’s boss recommended herbut
forthey
thehad
promotion
she
found that doesn’t 19
with 11
been writing all their lives so I wasn’t
mean that will finally 23push you into
needs to be
changed,
NECESSARY
. As
on money versus
HAPPY
minds are creatively active. In 12
going
to change them. I guess they have always been
because she works really well in
groups.
all the right buttons with young
Potter books and films really did 2
However, things don’t always go to plan. One company made the
on the island; a group of young children who
a bit hippyish in their thinking. You know, no rules
making any real changes. 23
for the doctor’s practice in New Zealand, the only
0 A reflection
B end
C result
D final
words, by limiting the time we spend in front
PLAYER
and we were able to express our feelings and all that.
decision
to
build
the
world’s
largest
ice
and old alike and we were transported to a wizard school where
DISASTER
spent their days playing and hunting for fish
24
they have is to extend
OPT
Looking back, it seems that most of my childhood
20
1 A fail
B leave
C crumble
D depart
of a screen we give our minds the opportunity
over aday.
longIt was SUSTAIN
Too many people fall into the
trap and
of making
that
arecity
Sam is a
cream
displaychanges
it in New
York
on a hot summers’
a
supernatural powers. Why did we love it? Perhaps
children 3
consisted of chilling on the sofa while my parents were
and seemingly 12
the
campaign
online
in
the
hope
of
finally
securing
13
24
so her boss recommended herworking
for a promotion.
0
away writing. From a six-year-old’s viewpoint,
2 A support
B have
C bear
D that
accept
from the constant
to switch
mistake
that the
company
will always be remembered
FOOL
are
sugar is
changes to someone
your lifestyle,
most
life
coaches
period.
Rather
than make 21
because for a few minutes the idea seemed real and notWe
just
a 4all aware
to swim with their eyes
fully open.
Anna
their work seemed awesome, and my parents used
to occupy
their
vacant post. DRAMA
To most people the idea of living on a 0desert island
instantlyB smirk
29 In the end, we weren’t allowedtoto
3 A sounds
sob
C laugh
D giggle
for, rather than for their range of drinks.
barrage
and to be truly creative.
be enter
very laidthe
back about stuff. What was there not
badfrom
news
for our health,
yet
most of
of information
us are
onto memories
our
of our imagination. Or perhaps, we all 5
to your daily routine that you can
advise
thathave
you should aim to make small 22
assumed that the children
must
ADJUST
to like!
executive lounge at the airport.
your life4byAexchanging
appealing. Just imagine, you could 1
built
B constructed C caught
D got
9
a little bit of sugar
13
childhood of bewitching adventures into the unknown. addicted
Sally
bornbuild
with up
a different
ones.
gradually
into more 23
SIGNIFY
PERMISSION
Recent social experiments confirm, not
your dull flat for white sands and crystalline waters.
of us at B warms a day, Cwhether
5 AMost
constructs
createsit be added
D opens
to coffee or an
I guess that as a child I always took it for granted that
vision,
but what was challenging for her
I believe our fascination with magic is understandable. Why would
In the end, we were
surprisingly, that the peopletype
canofboost
their
we would always be a large family. Having two older
quitting your job because you’ve decided you
An example of this might be 24
some point in our lives have roughed it on camping
but B Hold
6 Aexpeditions,
Take
C of
Hand
Deal
IMPULSE
illicit bit
chocolate.DHowever,
are we really
14
sisters was
fun even
with
was toto
come
enter
thethough I would complain about
up the opportunity of escaping from our day-to-day lives
anyone 6
creativity by limiting their access
social
A front the best B middle awareCjust
side
D back
memories, we only 7remember
because we have quite 2
them most of the time. When Beth left home I didn’t
10
need a career change rather than switching careers gradually by dedicating some time in
harmful sugar can
executive
lounge
at
the
airport.
7
a scientific
explanation
for the phenomenon.
really think about it. I felt fine I think. But it was only
world?
to that of a
media. Statistics currently suggest
that
in five
8 A not
lead
B stand be? Figures
C show
guide
bits. The moments of cold and hunger are generally
the ones
after by
Charlotte
from lastDyear
show that whilst
For questions
each day with
to studying
new. 25–30, complete the second sentence so that it has a similar meaning to the first sentence 30 The interviewers were impressed
Joan’shad left that it really hit home and
She carried
out an experiment
a groupsomething
of
8
I realised just how lonely I was going to feel. After
3 interesting
spending
years’ time we will 14
on is
why
magic intrigues
us is that believing in fate
the most, which
perhaps
why
which we are most likely toAn
using the word given. Do not change the word given. Use between three and six words, including the word given.
performance in the group task.
we were consuming less sugar than we
both of them had left home it dawned on me that
European
even more screen time than
now. So,children
perhapsin the same location. The
superstition
makes
us feel that
we have a greater control
over
the youngest gets a raw deal. I had been sharing a
their
lives around
by moving
to remote
some people decide to 4 and
11
IMPRESSION
0 The garage is full of old newspapers that my grandma has
28 Fred didn’t want to clean the car so he decided
to do it later.
been doing the previous year,
bedroom with my sister Charlotte for years and then
children
needed
to 15
it’s time to reflect. I, for one,
don’t want
to look
our lives. Perhaps. Who knows.
collected over the years.
the next
locations.
Joan’s performance in the group
taskthing I knew it was just me. Charlotte and I
OFF
sadly obesity in the Western world is still
supported
in
the
task,
but
findings
revealed
would talk about our plans for the future for hours.
15
with regret in five years’ time,
AWAY
12
Mum andthe
Dad were great and they did tell me that I
Fred
the car until later.
the increase.
According to real-life accounts of people who, driven by some 5
interviewers.
was going to feel a bit lonely for a while. But I don’t
used my vision did improve.
and think that I could 16 that their underwater
The garage is full of old newspapers that my grandma
29 ‘I’ll leave the office very soon,’ said Jenny.
think I really listened to them and it all just seemed to
Recently we have seen a sugar
Elsa concluded that
ability might
ambition, have actually exchanged their comfy lives for island life, it
put away
years.
time more inventively.
change so quickly.
Forthis
questions
25–30, complete thehas
second
sentence soover
thatthe
it has
a similar meaning to the first sentence,
0 A reflect
B recall
C remember
D remind
ABOUT using the word
16
tax introduced on most soft drinks
due to years
Lucas
given. Dobeen
not change
the25
word
given.
Useabout
between
three
and
six words,
including
the word given.
can be tough, very tough. There are some accounts of idyllic lives
Just
thinking
flying
made
Peter
break out
in a sweat.
1 A stand out
B stand up
C stand over
D stand
away
Jenny said that she
the office.
13
Our family is from another culture and I think that as I
a way of encouraging
of practice and familiarity
with the
success, but there are also stories
which have clearly been a 6
THOUGHT
28 The doctor’s suggestion was that we eat less fatty foods.
0 Recording
mywater.
notes is something
that I used to do after
was growing up I noticed the cultural difference more
2 A touch
B pull
C push
D bang
30 To make a complaint fill out this form.
people to take the issue seriously and to cut
each lesson.
and more. You know, when friends came round and
failures. Sadly, some of these
which can be only classified
as 7
Just
flying made
Peter break out
ADVISED
3 A possess
B collect
C own
D hoard
SHOULD
we
used
to
eat different food from them. Sometimes
14
in a sweat.
on the amount of sugar we
WOULD
my mates would comment on it. Now I look back and
andB return
home. C creation
people end up having4 toAcut
their 8
The doctor
so many
piece
fabrication
D figment
You need to fill out this form,
make
think that’s really positive because the more you look
26 notes
Erin sees life
in aeach
very lesson.
different way tofatty
other
people.
all consume. Doctors say that the sooner that
I
foods.
would record my
after
around you and see how other people live, the better
a complaint.
5 A suspend
B hang
C keep
D clutch
you understand your own background. Our parents
ONover in front of the whole
29 How much effort to do you need to make to become an
25 William tried to forget falling
this is extended to other items, the better.
moved here when I was eight years old, but I think my
6 A give C lonely B breakD single C let
D leave
0 A solitary
B desert
Olympic
athlete?
school.
Erin’s
is very
different
to that
parents had been considering the move for ages. Our
the
If you are concerned 15
7 A fantasy
D fallacy
parents were special. They took the time to talk to us
1 A transform
B swap
C adjustB illusion
D alter C delusion
of other people’s.
INTO
BLOCK
98
and see how we were99
getting on and if we had been
amount of sugar that you are eating, then
8 A look C discerning
B take D discriminating
C vision
D stand
2 A choice
B selective
27 I can’t concentrate on my of
work if there
is too
much
noise.
having a tough time at school they would give us a
How
much
effort
do you have
William tried to
you should visit your doctor. Put your health
special treat. They didn’t spoil us though! Quality time
falling over in front of the whole
an Olympic athlete?
3 A remind
B memorise
C recognise
D recall
HARDschool.
with us mattered to them. That felt good.
the sugary
first and don’t 16
26 I have to say that I found your
behaviour at the event
30myDespite
of her
hard work, she got a poor grade on her
4 A make
B get
C turn
D move
I find
on
work ifall
there
is too
M01 Gold XP C1 95162.indd 98
16:38
M01 Gold XP C1 95162.indd 99
19/12/2017 16:38
1.2
temptation get the better of you.
extremely embarrassing. 19/12/2017
essay.
much noise.
5 A endearing
B burning
C colossal
D eternal
WHAT’S IN A SMILE?
USE OF ENGLISH UNITS 1–3
49
19/12/2017 16:37
47
M01 Gold XP C1 95162.indd 46
PART 1
Recorded aud o
of ma n read ng
texts for a more
nc us ve earn ng
env ronment
6
F
48
16:37
5
3
D running
BY
ENDED
I have to say that I
your behaviour at the event.
Despite all of her hard work, she
w
essay.
67
ONLY
19/12/2017 16:37
H
m
m
C: Do you know I think that I’ve got a really bad
memory. At least a bad long-term memory. I
can remember the stuff I need to remember
on a day-to-day basis, but when it comes to
remembering my childhood … it’s another matter.
J: But I understood that we can all remember back as
far as three and a half, or at least that’s what I’ve
read anyway. Is that not your case?
C: Well, to be honest, I can’t remember anything
from before I was six. I think I blocked out some
memories from early childhood, perhaps because
my mum was quite ill and she was in and out of
hospital. She did get better, in fact she recovered
fully, and now she’s fine. But I think that I had a
hard time of it seeing her ill and I just wante
We checked our bank account
M01 Gold XP C1 95162.indd 66
NG
C = Carla J = Jim
a poor grade on her
27 When we checked our bank account, we found that all the
money had been spent.
O
M01 Gold XP C1 95162.indd 67
19/12/2017 16:37
all the money had
been spent.
35
34
M01 Gold XP C1 95162.indd 34
19/12/2017 16:37
M01 Gold XP C1 95162.indd 35
Use of Eng sh sect ons every three un ts
g ve students rea st c Use of Eng sh pract ce
focus ng on key anguage taught to date
19/12/2017 16:37
Un t 10 takes
the format of
a comp ete
pract ce exam
12
F02 Go dXP TB C1 G oba 39842 P e ms ndd 12
4 18 18 3 12 PM
CLASSROOM TEACHING IDEAS
HOW TO TEACH FOR EXAMS
What do teachers need to consider?
1 What do you do when not all students in a class are
taking the exam?
Teachers should make sure that students who are not taking
the exam are still engaged with the work done in class and
feel they can benefit from the specific practice that exam
students need. This means explaining clearly exactly what is
being tested in exam tasks and how these skills also benefit
students outside the classroom. Cambridge exams test
skills that are transferable to the real world, and this should
be explained to students. Once an exam task has been
completed, it could be followed by general discussion on
the topic or extended vocabulary practice so that non-exam
students feel the benefit.
2 How is teaching for exams different from teaching
general English classes?
• Exam classes often place more emphasis on reading,
writing and grammar. General courses often include more
speaking activities and general listening tasks that aim to
develop communicative skills and fluency.
• An exam course is fixed, with an exam syllabus that must
be completed. This means the teacher may feel there’s
little time to do many extension activities from the
Student’s Book that are either optional or not in exam
format, even though these are clearly useful. When doing
these activities, it’s important that teachers explain their
value clearly to the students so that they understand how
they relate to the exam.
• Exam students may not be interested in learning English
for its own sake – they may simply want to pass the exam.
This means they may be keen to do exam practice but
may not see the value of spending time on communicative
or fluency activities. Non-exam students, on the other
hand, will want to do fluency work that improves their
communicative ability.
• Students may feel under pressure to succeed. This could
come from parents, teachers or from the students
themselves, and leads to a feeling of frustration if they’re
not doing well.
Teachers should find out about student’s priorities and how
many students intend to take the exam. They should then
find out about individual student’s respective strengths and
weaknesses in order to focus as much time as possible on
those areas students have trouble with. Information they
need includes:
a) The format and content of the exam.
• How many papers are there, and what skills does each
one test?
• How many different parts are there in each paper? Are
they all compulsory or is there a choice?
• What is the grammar syllabus for the exam?
• How are the skills tested – multiple choice questions,
gap-fill … ? What techniques are required for dealing
with each one?
b) The practicalities of taking the exam.
• How much time is allowed for each part of the exam?
How should students balance their time?
• Where do students write their answers? Is there transfer
time?
c) Marking the exam.
• What is the weighting of different papers?
• How many marks are there for each question?
• What are the assessment criteria for each part where
there is no ‘right ‘ answer, especially when testing the
productive skills of writing and speaking?
d) What happens after the exam?
• How are the results presented? Do students receive
feedback? Are the grades linked to the CEFR? What level
are they linked to?
• What can your students do with the qualification? Is it
recognised internationally?
• What is the next exam that your students should
progress to?
4 What makes a successful exam teacher?
Teaching for an exam is very rewarding, but it is also
challenging. A good exam teacher:
• There can be problems if students are not at the level
of the exam they’re studying for. Students can become
demotivated, and teachers can feel frustrated.
• knows and understands the exam well, including the
testing focus of each part and what techniques students
need to deal with each one
• There is a very clear end goal which creates a shared
bond among exam students. It also means that non-exam
students can see a progression through the course, and gain
a sense of progress and achievement in their overall ability.
• understands how to achieve a balance between developing
skills and doing exam practice in lessons so as to engage all
students in the work
3 What do exam teachers need to know at the start of
a course?
It’s vital that teachers know about the exam before they
start the course, so they can make crucial decisions about
how much time to spend on the different aspects of the
exam, when to start exam practice and so on. They also
need to know the balance of exam and non-exam students.
• enjoys teaching towards a goal
• manages their own and their students’ time effectively and
efficiently
• listens to students’ concerns and worries
• gives honest and direct feedback on students’ performance
• motivates students and fosters confidence and
independent learning
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CLASSROOM TEACHING IDEAS
5 How important is balancing teaching and testing?
Students enrolled on an exam course will expect to go
through a lot of practice tests and exam practice. However,
if this is all you do you will produce excellent test takers but
poor language users! You may also risk losing the interest
of non-exam students. When time is restricted you need to
make the most of the time you choose to teach, and the time
you need to be testing. This balance is different with every
class.
• A class below the level
The priority is teaching. Students may lack both test taking
skills and language knowledge, so you need to identify their
needs and try to fill in the gaps. Testing too often might
de-motivate them, although you may want to set progress
tests for your own assessment of what they need to study
more. Make sure that they have realistic aims and that they
maintain a sense of progress. You may decide not to mark
their work using exam criteria, but to mark constructively
which will also benefit non-exam students.
• A class at the level
Students have the basic test-taking and language skills,
but they need to consolidate and review these as well as
extend the range of structures and language they can use
productively. Regular testing can give these students a
sense of progress. However, you need to consider how you
mark their work in order to provide positive feedback and
foster improvement, possibly by not marking to the level of
the exam too early.
• A class above the level
The emphasis is on enabling students to achieve the
highest mark they can. Their language and test-taking skills
should be good, and the problem may be to keep them
motivated. Challenge them by setting them tasks above
the level of the exam, and involve them in understanding
what they have to do to get a higher than average mark
in the exam. They should be aiming high, extending their
range of language and not settling for ‘good enough’.
6 Helping exam students help themselves
Encouraging a collaborative approach to developing exam
skills will improve students’ confidence, enable them to
help each other and make each task seem more familiar
and achievable. By involving students in understanding
what exam tasks involve, teachers can foster confidence
and facilitate success. It is really crucial that students feel
comfortable with the tasks, and that there are no surprises
when they enter the exam room.
How does Gold Experience second
edition help with exam teaching?
Gold Experience works in a graded and supportive way, and
provides a number of resources that help to develop the
technical skills students need to deal with exam tasks, while also
improving and extending their general language skills. The course
is beneficial for both exam and non-exam students, and provides
supportive and extended practice in real-life skills. The topics are
engaging and give students the opportunity to read about and
discuss interesting and relevant topics.
Development of language
Exam tasks require students to demonstrate a range of language
at the appropriate level. Gold Experience has grammar and
vocabulary sections that develop this range in topic related units,
which makes it easy for students to apply them to exam tasks and
to the real world.
Focus on the process as well as the goal
Learners are helped to understand not just the point of what they
are doing but also how to be successful. Understanding the point
of each task type, and the process they need to follow in order to
complete it, enables student to reach the overall goal.
Graded exam tasks
Exam tasks are introduced to students early in the course, but in
a graded way. This may mean that a task has fewer questions or
a simpler text, or that it tests a more limited range of structures.
This helps them to understand the exam task, and therefore deal
with it more effectively.
Developing confidence with exam tasks
The clear learning goals for each skill established at the start of
each unit, plus the frequent models throughout the book for the
productive skills, show students what they need to do in each task
and how to do it.
Students are often nervous about certain parts of the exam, such
as the speaking and listening papers. There are often specific
reasons for this:
• Speaking – students may be embarrassed about speaking in
front of an examiner, or may be nervous so that their mind
goes blank and they say too little.
• Listening – students often feel that they are not in control as
they can’t stop the tape to play it again, and this can cause
them to panic if they are unsure of an answer.
Gold Experience provides plenty of practice in these two skills,
and clear advice on how to deal with the problems students find
with them. In this way students develop confidence.
Regular exam tips
There are exam tips in every unit which deal with specific exam
tasks. The tips focus on aspects of the task that will help students
deal with it effectively. These often precede practice in that
particular task, so that students can see the tip in action. These
tips build throughout the Students’ Book and help students to
understand exactly what is being tested, what to look out for, and
develop a bank of appropriate exam techniques that they can
refer to. As they work through the Students’ Book and become
familiar with the tips the tasks will become easier.
Focus on the process of writing
To help students identify good practice in writing tasks, lessons in
the Students’ Book provide model answers. There are also tasks
that encourage students to analyse the model answers which
gives them greater understanding of how to complete the tasks
themselves. These analytical tasks focus on the approach, content
and language required by the different writing genres. There is a
task at the end of each writing section which mirrors the model
so that students can practise writing an answer themselves.
There is also an Improve it section which guides students and
helps them review and improve their work. In these sections,
students are encouraged to work together to review and analyse
each other’s writing tasks, and to cooperate in understanding
where improvement is required. There is a Writing file with
further tips on how to approach the tasks, with further models.
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Focus on speaking
Throughout the Student’s Book there are discussion questions
that encourage students to talk about ideas related to topics they
have been reading or writing about. This is particularly beneficial
for non-exam students. In sections specifically devoted to exam
tasks, there are model answers for students to analyse. These
answers give clear models for long turns and give examples of the
best ways to interact with a partner.
Explanatory answer keys
There are clear keys provided for the exam tasks. In the reading
and listening tasks the lines where the answers can be found are
quoted. In the Use of English tasks there are explanations for
the answers.
Student A
1 Arrive
stressed.
2 Say
– don’t be late or you will be
and make yourself comfortable.
3 Listen carefully to the instructions. Ask the examiner
if you aren’t sure.
4 If you’re taking the exam with a partner,
5 Give
6 Try to use a
7 Smile!.
structures and
Student B
1 Arrive in good time – don’t be late
2 Say hallo to the examiner and
As well as working through regular unit tests, students complete
the course by doing a full exam practice test in the Workbook,
which they can check against the answer key.
3 Listen carefully
repeat if you aren’t sure.
There are a number of resources which provide opportunities for
self-study, and also give supplementary information and further
practice. These can be used in class or at home. They include:
• A Wordlist at the end of each unit in the Student’s Book
• An Extended Vocabulary section at the back of the Student’s
Book
• A Speaking file section in the back of the Student’s Book
• A Writing file section in the back of the Student’s Book
• A Grammar file section in the back of the Student’s Book
• A full practice test in the Workbook
• An Exam Practice booklet
• Audioscripts for the listening tasks
• The Workbook
• Online practice activities
Extra activities
Here are five activities that might help your students with their
studies for exams.
1 Developing confidence with the Speaking test
If students feel comfortable with the practicalities of taking
the Speaking test they only have to think about the language
they need, and an activity like this will help them relax.
1 Put students into pairs (A and B). Give out the appropriate
worksheets.
2 They read through their own sentences and predict the
missing information.
3 They dictate the sentences to each other and complete
the gaps.
.
, you’ll do better.
Practice test
Resources for self-study
.
answers. Don’t just say yes or no.
.
.
Ask the examiner to
4 If you’re taking the exam
them.
, interact with
5 Give interesting answers. Don’t
6 Try to use a range of
.
and vocabulary.
7 Smile! If you enjoy it, you’ll
.
2 Remind students of the exam tips
Ask students to work in pairs and write down as many exam
tips as they can remember. Discuss which tips they have
found most useful, and why. You could do this regularly
through the course so that students become very familiar
with them.
3 Use the marking criteria
The writing tasks are marked under criteria which include
organisation, style, language and content. Share these criteria
with students early in the course and explain what they
mean. Give examples from the models in the Writing file.
Ask students to check their own work against these criteria
before they hand anything in. This will develop good habits
as well as foster understanding of what the tasks require. Use
them yourself when you mark students’ written work.
4 Share students’ experiences
Ask students to share things that they find easy, and anything
they have found helpful when they do exam tasks. This will
also boost their confidence as they realise how much they do
actually know, and will give both exam students and nonexam students a lift!
5 Help students understand what is best for them
Write the incomplete sentences about doing exam tasks on
the board. Students should complete them for themselves.
Then discuss their answers with the whole class. This activity
will also help non-exam students to see the value of exam
practice for them.
1 I prefer it when the teacher
tasks.
2 I understand most when
with exam
.
3 I like/don’t like doing speaking activities in class
because
.
4 When we do practice tests in class I feel
because
.
5 I feel confident about the exam because
.
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CLASSROOM TEACHING IDEAS
HOW TO FLIP THE CLASSROOM
What is it and why is it important?
The flipped classroom is an approach where classroom instruction
is given to students at home via a video, and application usually
given for homework is completed in class with the teacher’s
support.
Teachers began flipping their classrooms in subjects such as
science when they became frustrated that many of their lessons
were taken up with giving students information. Students who
struggled to complete their homework without the teacher there
to support them were unable to master the topic.
The teachers exploited new technologies by creating short videos
that provided classroom instruction. Students watched these
in their own time before a lesson and then class time was spent
on applying that information with the teacher there to support
them. The teacher could differentiate tasks for different learners
to ensure that everyone was challenged and supported at an
appropriate level.
In language learning terms, flipping the classroom means
students listening to or reading information about language
at home before a lesson, leaving more time for practice of that
language in the classroom. Alternatively, it could be information
about an exam technique or how to write an informal letter.
Lessons then provide more opportunities for practice of language
and skills development with the teacher there to support, correct
and challenge the students as they complete tasks. Students can
work on the same tasks, or work in groups on different tasks to
ensure they work at a level suitable for them.
The flipped classroom is still a fairly new approach and so research
on its efficacy is ongoing. Anecdotally, teachers who flip their
classrooms believe that the approach allows students to become
more independent in their learning. They learn how to learn.
Rather than receive information in the classroom, they have to
take more control and ensure they learn it outside the classroom,
watching the video or re-reading written material several times if
necessary. In class, they have time to ask the teacher questions if
they still don’t understand and choose when they need support.
This autonomy motivates students and results in a higher level of
engagement according to teachers. In terms of language learning,
students can gain more practice time and receive more feedback
from the teacher on performance.
Current best practices and methods
The following are the typical stages of a lesson when flipping the
classroom.
1 Preparing the homework
Teachers can provide instruction through video or written
material. These can be created by the teacher or sourced
from an alternative source, e.g. their coursebook or online.
If teachers make videos, they are usually five to ten minutes
long and comprise the teacher recording themselves
with their device, standing at the board and explaining
the language. Alternatively, a video can be made using
screencasting software which allows voice recording
over slides.
2 Students watch the video for homework
In the previous lesson, the teacher sets the classroom
instruction task as homework, usually with an accompanying
activity to check understanding. Students do the tasks
at home. The task that checks understanding might be
completed online as this allows the teacher to check
understanding before the lesson and make adjustments
to their lesson plan if students have found the language
particularly easy or difficult. Alternatively students may bring
the completed task on paper to discuss at the beginning of
the lesson.
3 In class review
In the lesson, the teacher begins by checking students’
understanding of the content of the video. It could be
through checking answers to the homework task, oral
questioning or a quick paired quiz. Students are given the
opportunity to ask questions.
4 Practice, practice, practice
Students are then given several practice tasks to complete for
the rest of the lesson while the teacher monitors and offers
support. This practice might be individual at first as they
complete written exercises. It can then be communicative
as students work in pairs or groups to complete oral tasks.
Fast finishers can move onto new tasks so that they are
challenged. Weaker students can receive extra support such
as prompts.
5 Reflection on performance
Finally, at the end of the lesson, students reflect on what they
have learnt to help them identify progress and areas where
they still need to improve. These reflections allow students
to gain a greater understanding of their strengths and
weaknesses, and encourage them to set achievable learning
goals for future lessons.
Efficacy
Keeping track of learner progress is one way of finding out
whether flipping the classroom is effective or not. This can be
through progress tests – or speaking and writing tasks – to assess
whether students are improving their use of language. It can also
be through self-reflection. For example, you could ask students
to feed back using questions such as the following, offering a
ranking of 1–5 (1 = not at all, 5 = very/definitely). This can be via a
questionnaire or orally in class.
• How useful are the materials you do at home in learning new
language?
• How easy is this material to work with?
• How helpful is the extra time for practice in class?
• How helpful is the teacher’s support when doing tasks?
• How much do you prefer this approach?
• Are you making more progress using this approach?
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How does Gold Experience second
edition help me with that?
To take it further …
Gold Experience provides the following resources that will help
you to flip your classroom. Teacher's Online Resources include:
Tip 1: If you create your own videos, personalise them
Grammar presentations
The Powerpoint presentation slides contain step-by-step
walkthroughs of the grammar points taught in each lesson. These
can be used by the teacher in class, when explaining language,
but they can also be emailed or printed out for students to read
at home when flipping the classroom. The slides contain detailed
information about the meaning, function and form of the
target language with examples. There is a final task that checks
students’ understanding.
Here are some tips to help you to flip your classroom effectively:
Just as we would try to personalise language in class when we
clarify it for students, try to personalise it in videos too. For
example, give a short anecdote about yourself using the target
language. You can then use sentences from that anecdote to
explain how the language is used, formed and pronounced.
Tip 2: Motivate students to want to complete the homework
It’s important that students complete the homework because if
they don’t, they’ll find it difficult to complete the practice tasks
in class. Pose a question and elicit answers but don’t give the
correct answer. Tell students that they have to do the homework
task to find out. For example, before a lesson on comparatives,
write the following sentence on the board:
The better/more/most I practise, the better I get.
Ask students to choose the correct option and say why.
If you make your own videos, engage students by teasing the
context so that they want to know more and have to watch the
video to find it out. Let’s imagine that you tell a short anecdote
in the video using the target language before explaining it.
You could show a photo that represents the anecdote or tell
the beginning of an anecdote but not the end. Elicit what the
anecdote is but don’t tell the students the correct answer. They
do their homework to find out.
Tip 3: What to do when students don’t do the homework
Workbook support
The workbook contains exercises on the grammar points
taught in each unit. These can be used as homework prior to
the Grammar lesson in order to check what learners already
know. With students at this level, the grammar is unlikely to be
completely new to them and so a test, teach, test approach can
be used.
Alternatively, the workbook exercises can be completed in class
to provide as much practice as possible while the teacher is
available to offer support and clarify any confusing aspects of
the language.
If possible, arrange for students who haven’t done their
homework to go to the back of the class and do it while the other
students start to practise using it. Make technology available
there if the homework is a video. Once students get into the habit
of a flipped classroom, they tend to do the homework but even
the best students sometimes forget or are unable to.
Tip 4: What to do when students don’t have the technology
Try to arrange for all students to have access to any online
material they need do the homework after school or before
school if not everyone in the class has a device or internet access
at home. Alternatively, create study pairs or groups where at least
one student has a device and can watch the video with someone
who does not.
Tip 5: Help learners to become more independent in their
learning
As discussed in the section Independent learning, students often
need to be trained to work independently. To help them do this,
make learning goals clear so they know why they are doing the
homework before the language lessons and how it will help them.
At the end of the lesson, encourage students to reflect on their
performance in the lesson so they can identify progress and
recognise strengths and weaknesses. This can help them to set
personalised learning goals and progress more quickly.
Teacher’s Book support
In the Teacher’s Book, prior to a Grammar lesson, there are notes
for the teacher on what materials are available when flipping
the classroom.
GRAMMAR
extra: mixed ability
SB p66
To start
If you haven’t already asked students to do so in preparation
for class, refer students to the ways of talking about the
future section in the Grammar file on page 150 and read
through it with students, asking questions to check they
understand the main points. Ask students to complete Ex 1
on page 151 in class and go through the answers. Set Exs 2–3
for homework or for fast finishers to complete in the class.
explore grammar
SB p150
1 Go through the PowerPoint Grammar Presentation.
Students complete the example sentences in the
explore grammar box, then compare in pairs. (Do not
worry about the future in the past section yet.)
A will move
B is going to happen
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D will have developed
This activity is suitable to extend stronger classes. Read
out the following pair of sentences twice or write on
the board:
1 I’ll wait for you at the bus stop.
2 I’ll be waiting for you at the bus stop.
Tell students that the meaning is similar but not identical.
Read the sentences one more time. Students discuss the
difference in meaning in pairs then elicit some ideas.
(Suggested answer: In 1, the future simple indicated that
the speaker is making the decision now, whereas in 2, use
of the future continuous implies that this is part of an
original plan or normal sequence of events.)
Repeat with the following sentence pairs.
1 We’re to arrive at 9.30 and to check in with security
before going to the conference room.
2 We arrive at 9.30, check in with security, and go to the
conference room.
(In sentence 1, the use of the verb be + infinitive shows
they’ve been officially requested to carry out a sequence
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CLASSROOM TEACHING IDEAS
HOW TO ENCOURAGE INDEPENDENT
LEARNING
What is it and why is it important?
Focus on the process as well as the goal
Independent learning is 'a process, a method and a philosophy of
education whereby a learner acquires knowledge by his or her own
efforts and develops the ability for enquiry and critical evaluation'
(Philip Candy, 1991). In a language learning context, independent
learners are those who are able to recognise their learning
needs, locate relevant information about language and develop
relevant language skills on their own or with other learners. The
responsibility for learning is no longer with the teacher but with
the learner, who is more actively involved in decision-making.
Learners understand not just what their learning goal is but also
how to achieve it. Understanding what success looks like and the
process they need to follow in order to be successful will provide
them with a greater ability to achieve the goal.
Reviews of both literature and research suggest that independent
learning can result in the following:
• Increased recognition of strengths, weaknesses and progress
• Increased levels of confidence
• Increased motivation
• Better management of learning
• Improved performance
It therefore appears that being an independent learner can be
extremely beneficial for students, both at school and beyond.
Learning is, of course, lifelong.
All of us can identify students in our classes who are already quite
independent. They have a good understanding of what they are
doing in their lessons and why, what their needs are and how
to meet those needs. They build on what they learn in class by
working independently outside the classroom and are able to
achieve appropriate goals. However, many students lack the skills
they need to be able to do this and need the opportunity to learn
them with the support and encouragement of their teacher. These
skills include cognitive skills (i.e. thinking skills), meta-cognitive skills
(i.e. an ability to describe how they learn) and affective skills (i.e.
management of their feelings) (Meyer et al, 2008).
Current best practices and methods
To help students become more independent, teachers can
support them in a number of ways.
Make intended learning goals clear to learners
Sharing intended learning goals with a class helps students to see
what they are trying to achieve and then later assess whether they
have achieved it. Sharing goals can be done at the beginning of a
lesson or series of lessons, or as a lesson progresses. They can be
given by the teacher or, if mid-lesson, elicited from the students.
Note that they are described as intended learning goals. This
is because teachers cannot fully determine what students will
actually learn in a lesson. However, an intended learning goal can
help students to understand what their desired goals should be
when working towards an advanced level of English.
Help learners to personalise learning goals
This does not mean that every learner will be working on a
different goal in each lesson but instead that they are given the
opportunity to set goals relevant to their own needs before
working outside the classroom or when doing tasks in the
classroom. For example, before completing an exam task in a
speaking lesson, students could set their own goal in relation to
an area of weakness e.g. In this task, my goal is to speak more
fluently/use a wider range of vocabulary/use the third conditional
accurately.
Provide opportunities for reflection on
learning
Self- and peer assessment of performance, as well as reflection
on whether learning goals have been met, all help students to
become more aware of their strengths, weaknesses and progress.
Recognition of progress helps to build confidence and motivation.
Opportunities for assessment and reflection need not take too
much time. Just two minutes after a task or at the end of a lesson
answering the question ‘What can you do better now that you
couldn’t at the start of the task/lesson?’ can give students time to
develop important meta-cognitive skills.
Provide feedback on learning
'Feedback is one of the most powerful influences on learning
and achievement' (Hattie & Timperley, 2007) and it is certainly
something considered to be important in helping learners to
develop the skills they need to become independent. Feedback
does not only have to come from the teacher though. Peers can
often provide useful feedback and suggestions when encouraged
to do so in a supportive and sensitive manner. Hattie & Timperley
suggest that for feedback to be effective, it must help learners to
understand where they are now in their learning, where they are
going and how to get there.
Gradually transfer learning decisions to
students
Students cannot become independent learners if all of their
learning decisions are made for them. Allowing students in a class
the opportunity to make some decisions about how they learn
gives them a greater level of autonomy. Start with small decisions
at first, for example asking students to decide whether to:
• do a task alone or in pairs;
• use a set of useful phrases for support or not in a speaking
task;
• discuss questions about one topic or a different topic.
This devolvement of responsibility built up over time will help
learners to become more independent.
Of course, as with any approach or strategy that you introduce, it
is always beneficial to receive some feedback from learners during
and at the end of a course to find out if they have been helpful.
We could ask our students to rate the following according to how
useful they have been (1 = not useful, 5 = very useful) or rank
them according to which they have found the most useful
(1 = most helpful).
• Clarity of learning goals
• Self-reflection opportunities
• Ability to personalise learning goals
• Feedback on learning from the teacher
• Ability to make some decisions about the learning process.
Their ratings/rankings can then be a springboard for further
discussion.
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button for
my memories.
INDEPENDENT
LEARNING
Resources for self-study
How does Gold Experience second
edition help me with that?
There are a number of resources to help learners to achieve their
Listening
and speaking
Gold Experience provides a number of resources that will help you
to develop more independent learners.
1
Look at the picture and discuss the questions.
1 What kinds of things do you regularly
photograph or video?
the content of a recording?
longer
recordings?
• An
Extended
Vocabulary section at the back of the Student’s
3 Book
Do you find formal or informal content
3 Do you think
some people
Learning
goals
forovershare
eachtheirskill are outlined at the beginning of
photos and videos? Why/Why not?
each unit in both the Student’s Book and Teacher’s Book. These
describe what the student will be able or better able to do at the
Look
ahead, look back
end
of the lesson.
SWITCH ON
READING
VOCABULARY
USE OF ENGLISH
WRITING
topic: memory and recall
skill: using content clues to
establish coherence
task: gapped text
memory: verbs and
collocations
affixation
open cloze
word formation
topic: biopics
skill: writing persuasively
task: review
GRAMMAR
topic: using social media
skill: understanding the main
points
task: multiple matching
Frozen lands
LISTENING
1
SPEAKING
topic: learning about the past
skill: collaborating in
discussion
task: collaborative task
Work in groups. Think about the food that you eat.
review of past tenses
participle adjectives and
dependent prepositions
An
more challenging? Why? How can you help
• Speaking,
Writing
and Grammar
yourself improve
your listening
skills to file sections at the back of the
approach those
challenges?
Student’s
Book
over previous units to remind
Theback
Workbook
2 •Look
yourself of Listening tips. Which ones do you
•find
MyEnglishLab/Online
activities
most useful? Write two World
tips to practise.
• Flipped classroom tasks in the Teacher’s Book
SWITCH ON
1
video: life through film
project: recording your life
1 How important is food to you? How important is it compared to: your
home, your interests, leisure activities, your education?
2 Are you vegetarian, vegan or meat eating? What are the pros and
independent
learning section
cons of each eating choice?
At2the end
of the
each
unit
is makes
a dedicated
that
Watch
clip.
What
survival section
possible for
thehelps
Dolganstudents
people in
such extreme
cold? learners. The tasks help students
to become
more
independent
to understand
the benefit of self-reflection and encourage them
Watch again. Work in pairs to answer the questions.
3
to give better feedback to peers. They help students – and you
1 What do the reindeers eat?
– to better
understand themselves as learners. They also prompt
2 How do the Dolgan people keep their food fresh?
a greater
understanding of strengths and weaknesses which then
3 How do the small children avoid frostbite?
helps4students
to set realistic, useful, personalised goals.
Why do they move their houses so often?
4 Work in pairs. Discuss and finish the sentences.
1 The Dolgan eat to live because …
2 In the West, we live to eat because …
5 In groups, discuss: what can we learn from the Dolgan culture?
Would it benefit us to experience that way of life for a while?
A focus
on process
To help students identify good practice in speaking and writing
Project
tasks,
lessons in the Student’s Book provide model answers. There
are6 also
tasks that encourage students to analyse those answers
Work in groups. Find out about other cultures with an integral
and gain
a better
of how to complete them
relationship
withunderstanding
their animals.
successfully.
Analysis
focuses
on
approach,
content and language.
1 Research groups of people living in remote locations.
The Speaking
le focus
and Writing
filerelationship
give further
theaff
process
2 Pick one fi
and
on how their
with tips
their on
animals
ects
their
lives: whatin
they
eat, where
theywriting
live.
and how
today-to-day
achieve success
speaking
and
exam tasks.
3 Prepare a short presentation either on slides or on a poster.
4 Presentitit sections
to the class. Each
of the lesson
group presents a different
Improve
inmember
Writing
aspect (e.g. food, location, work, animals).
In each
Writing lesson, the Improve it section helps students
5 Vote for the best presentation.
to review work and make improvements. Scaffolded tasks help
students to develop the skills they need to do this effectively.
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M08 Gold XP C1 95056.indd 116
Project work
In each unit students can work on a project in groups. These
projects help the students to develop creative skills, to make
decisions about the learning process and how they complete
that project.
1 What can you do to help yourself prepare for
include:
•2 ADoWordlist
at the end of each unit in the Student’s Book
you find it easier to listen to shorter or
Clear learning goals and models for success
2 Do you share the photos or videos you take?
How?
goals. These can be used in class if the teacher wants to allocate
Thinkof
about
these to
questions.
1 part
a lesson
self-study or they can be used at home. They
To take it further …
7
Try these activities to help your students become independent
2
learners.
1 Confidence scale
Write the intended learning goal of the lesson on the board
(e.g. understand implied meanings in an academic article)
3 Work in pairs. Make a specific plan for how
and draw
confi
scale like
to improve
youraskills
in dence
global listening
andthe one below. Ask students
listening
for detail,
what you
willreflects how confident
to note
downincluding
the number
that
listen
to and
you
will work
on each area.
they
arehow
that
they
can achieve
that goal now. Monitor and
assess
the
confi
dence
levels
of
one class. At the end of the
4 Number these speaking skills 1–7 (1 = the the
you lesson,
feel mostask
confi
dent in, 7to
= the
one you
students
assess
their confidence levels again,
feelwriting
you needthe
to improve
at the most).
new number
next to the old one. Again, monitor
collaborating
in discussions
confidence
levels. In some cases they might go down! Finally,
making
askcomparisons
students to work in pairs and discuss how they can gain
justifying
choices/decisions
further
confidence.
speculating
structuring
answers
Not confi
dent
Very confident
using appropriate language
1
2
understanding paraphrases
3
4
5
Work
in pairs. Give
each
other advice
on how
Selecting
the
feedback
focus
5 2
to improve in your weaker areas.
Before students complete a writing task, ask them to identify
the sentences.
6 Complete
a personal
learning goal, e.g. I’d like to write an essay that is
1 I structured
would like to improve
my speaking
becausethem to look back at your
effectively.
Encourage
.
feedback on previous written work to help them identify this.
2 Next time I do a speaking activity, I will try to
Tell them to write this goal at the top
of their work when they
.
and that
you willskills
provide
feedback specifically on
3 I submit
think I canitimprove
my speaking
by
that goal when you mark it.
.
3 Record and reflect
Ask students to use their mobile phone to record themselves
completing a speaking task so they
can listen back and
09/11/2017 13:14
compare their performance to a model answer. Recording
apps are usually free to download or are pre-loaded onto a
smartphone.
4 Written feedback
When marking a student's work, provide one comment under
each of these headings to help learners identify where they
are in their learning now, where they need to go next and
how to get there, as well as recognise that they have made
progress to boost students’ confidence.
A key strength
An area to work on
An area of progress
How you can work on it
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3 Is it ethical for this to be done without your consent?
2
3
CLASSROOM TEACHING IDEAS
3 Complete
Watch the clip. What was the aim of the TV show?
1 Self-asse
Watch again and make notes. What do Nick and Suzy say about
the scenes that have been chosen to represent their lives?
4 Work in groups and discuss the questions.
HOW TO TEACH WITH PROJECTS
1 How might Nick and Suzy have edited the programme differently
themselves?
2 I think it
assess
2 How do you and your friends edit, post and share your lives online?
Why do you do it in this way?
3 Would you want to be part of a similar television series?
The benefits
Below is the project task from Unit 1.
Projects involve students working together to produce something
in English. They can require students to research and present
information, create something or design something. Students
might do two or all of these things. For example, students
research a sub-culture in music, lifestyle, sport, etc. and then
create the premise of a film on that topic and design a poster to
advertise it.
Projects in the English language classroom provide several
benefits:
1 Authentic use of language
Students work on an authentic task which requires them to
use English authentically. Projects also often develop all four
skills: reading, writing, listening and speaking.
2 Development of personal skills
Projects require learners to collaborate, enabling them to
develop skills such as the ability to cooperate, solve problems
and communicate.
3 Development of autonomy
As project work involves students making decisions about
how to achieve their learning objective, they are able to
develop learner autonomy with support and guidance from
their teacher.
4 Development of thinking skills
Students can develop information literacy and media literacy
when doing research online, determining what information is
useful, biased, misinformed, etc. They can also develop critical
thinking skills when analysing that information, evaluating it
and deciding how to use it.
5 Development of creativity
Many projects require learners to be creative in some way.
Creativity, along with collaboration, communication and
critical thinking skills are considered to be key skills for
21st century learning.
6 Increased motivation
Project work can provide a break from lessons which have a
very specific language or skills focus. In addition to that, all
of the other benefits mentioned here can make project work
motivating for students.
It is important to note that while project work provides
many development opportunities, students are likely to need
support in exploiting those opportunities, such as advice
from their teacher on how to work independently or feedback
on their communication skills.
How to extend Gold Experience
projects
At the end of each unit in Gold Experience, there is a Switch on
lesson which provides video input and listening tasks followed by
a project. These can be completed in one lesson, or students can
work on them over a longer period of time, e.g. one lesson a week
over a month plus homework. By extending the project, students
can more fully benefit from it.
3 I can wo
by
Project
5 Work in pairs. Plan a way to record your own life.
1 Research different ways people have done this (e.g. a photo each
day/year, written journals, blogs, vlogs, posting on social media).
2 Choose one of these methods or create a new way of recording
your life.
3 Plan your work, e.g. What aspect of your life would you record?
How you would record it? How often?
How you would present it?
Who would your audience be, and why?
6 Make your first entry and add others if you have time. Present your
To expand
the
project
a longer
period
of time,
you could do
idea and
include
howover
you see
your work
growing
over time.
the following:
Week
1
18
In class
Students watch the video and complete the listening tasks.
M01 Gold XP C1 95056.indd 18
Students are put into groups and allocate one or two methods of
recording lives to each member, e.g. journal, blog, vlog, etc.
Homework
Each student goes away and researches examples of people who
have recorded their lives using the method allocated to them.
Week 2
In class
Students work in their groups and share their research. They
discuss the benefits of each method and rank them in order
of most to least useful. They try to think of a new method of
recording their lives. Finally, each group then chooses one method
and plans how they could use it, i.e. what aspect of their life they
would record etc.
Homework
Each student follows their plan and records an entry.
Week 3
In class
Students share their entry with their group (and their teacher).
They discuss the benefits and drawbacks of the method they had
chosen. They try to solve any problems they have come across.
They discuss their next entry, revising their original plan where
necessary.
Homework
Students follow their revised plan and create a second entry.
Week 4
In class
Students share their entry with the group (and their teacher) and
discuss whether the method was more effective the second time.
They discuss how they might see their work develop over time.
Groups prepare and present a short summary of their experience
to the class, outlining their method, how they used it and how
successful or not it was.
Homework
Students could be encouraged to continue to record their lives
using their chosen method for the rest of the term and then
share it with the whole class.
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HOW TO TEACH WITH READERS
The benefits
How to exploit Readers
Readers are books based on well-known stories which are
designed for language learners. They allow learners to read at
a level appropriate for them, whether that is A1 or C1. Stories
include modern classics, contemporary fiction, short stories and
plays. Readers allow learners to read extensively, in contrast to the
intensive reading usually done in class. There are questions which
help learners to check their comprehension as they read. There is
also a wordlist and additional teacher support materials to help
teachers create interesting lessons based around readers. Readers
come with or without an audio CD.
There are many ways that readers can be exploited in class. Here
are a few of those ideas:
There are many benefits to students using readers in the English
language classroom.
1 Authenticity
Although readers are simplified for different levels of learners,
the stories remain authentic as they are based on existing
books or films.
2 Skills development
No matter what their level, students can develop all four skills.
Students predominantly develop reading skills but they can
also develop their listening skills through the use of the audio
CD. They can develop speaking and writing skills through
classroom or homework tasks and activities.
3 Language input
Students receive language input at a level appropriate to
them. They consolidate their existing knowledge of language
by seeing it in action. They can also develop their vocabularies
by seeing new language. Extra practice materials in the books
can help students to notice new vocabulary.
4 Development of autonomy
Students can be encouraged to make decisions about their
learning by selecting the book they want to read, deciding
when to read it, how often to read it, what kind of vocabulary
to note down, etc. When reading takes place outside the
classroom learners develop independence.
5 Motivation
• Students read and summarise a chapter for another student in
the class.
• Students note down useful vocabulary and teach it to another
student.
• Students write a social media feed from the perspective of one
of the characters in the book.
• Students roleplay an interview with one of the characters in
the book.
• Students make predictions about what will happen as
they read.
• Students write the dialogue for and act out the scene from
a book.
• Students write a review of the book.
• Students write a comparison of the book and the film.
Selecting Readers
There are benefits and drawbacks to asking a class to read the
same book and encouraging students to choose a book for
themselves. With the former, the class can participate more easily
in activities based on that book as everyone is reading the same
thing. The teacher can create wonderful lessons that encourage
analysis, discussion and creation based on that book. However,
encouraging students to select a book of their choice may result
in more motivation to read that book, as not everyone in the class
will have the same interests.
Pearson readers can be found at https://readers.english.com/. On
this page you can find access to the catalogue of books as well as
sample teaching resources which accompany readers.
Level 6 books are those appropriate for C1 level learners.
The Moonstone by Wilkie Collins is one of the first and best
detective stories and may be appropriate for the core of the class.
I Know Why the Caged Bird Sings by Maya Angelou is a story
about growing up as a young black girl in the segregated south of
the USA. It is likely to stretch those learners who are already at a
solid C1 level.
When readers have the right book, they are motivated to
spend time developing their language skills, whether that
is in or outside the classroom. Learners can enjoy using
their English skills to experience another time and place,
or see the world from a different perspective. The sense of
accomplishment when finishing a book in English can help to
recognise their progress in English, as well as motivate them
to continue their studies.
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1 Look ahead, look back
Lead-in SB p7
The lead-in page is an opportunity for
you to see what students know about
the topic of the unit, both conceptually
and linguistically.
Write the unit title Look ahead, look
back on the board. Ask the class:
What do you associate with ‘looking back’?
Elicit some ideas, such as remembering
things that have happened, learning
from your mistakes, finding out about
history, etc. Ask: What do you associate
with ‘looking ahead’? Elicit more ideas,
such as planning for the future, setting
goals, or predicting what life might be
like in the future.
Look ahead,
look back
X
1
READING
USE OF ENGLISH
topic: memory and recall
skill: using content clues to
establish coherence
task: gapped text
open cloze
word formation
GRAMMAR
review of past tenses
participle adjectives and
dependent prepositions
VOCABULARY
memory: verbs and collocations
affixation
LISTENING
topic: using social media
skill: understanding the main points
task: multiple matching
SPEAKING
topic: learning about the past
skill: collaborating in discussion
task: collaborative task
WRITING
topic: biopics
skill: writing persuasively
task: review
SWITCH ON
video: life through film
project: recording your life
Focus students’ attention on the photo
and quotation on page 7 (My phone
is the save button for my memories).
Ask students to discuss in pairs whether
the quote is true for them.
Write My phone is … on the board,
and ask students to note down a few
other ways they could complete the
sentence that would be true for them.
Ask students to share their ideas with
their partner. Ask a few students to
share something their partner said.
Organise pairs into small groups of
three or four to discuss questions
1–3 on page 7. If it is appropriate
at your school, invite students with
smartphones to show a few pictures
they have taken recently and to
talk about them with their group.
Ask someone from each group to
report back to the class.
Circulate to listen during the discussion
to get to know the learners and what
they already know. This will help you
to identify students who may require
extension and any students who
may require extra encouragement
and support.
Point out that the unit summary
at the bottom of page 7 gives an
overview of the unit. For students
focused on the exam, point out that
the items labelled ‘task’ provide
specific exam-style practice.
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READING
SB pp8–9
To start
Ask students to work in pairs to think of something good
that happened to them yesterday, a week ago, a year ago,
and ten years ago. Ask a few students to share a memory
that is particularly vivid (or clear) with the class.
Elicit some answers to the following questions: Why are
some memories clearer than others? Are your most recent
memories the most vivid? Have you watched any films or
TV programmes which focus on memory?
Tell students that the topic of this lesson is memory and
the aim of the lesson is to complete an exam-style gapped
text task.
Power up
1 Give students a couple of minutes to think about and
choose a memory for A–D. Encourage weaker classes
to make a few notes and/or look up any necessary
vocabulary in a dictionary. Put students into pairs to take
turns to share their memories. Encourage fast finishers
to continue the conversation by asking their partner
questions about their memories. Ask a few students to
share a memory with the class.
Possible answers
1 A My earliest memory would probably be my first day at
school. I was so proud to be able to write my name and
was very excited to play on the jungle gym.
B My happiest memory? Well, maybe it would be my
tenth birthday. I was allowed to have a party with ten
friends and we made a sort of disco in the living room
with coloured lights and loud music. It’s funny to think
about it now, but at the time, I was in heaven.
C One time, I got a huge fright when I was at home alone
and I heard a strange tapping noise on my window.
I looked up and found myself face to face with a huge
man. I was convinced he was a burglar. As it turned out,
he was actually my neighbour’s brother who had got
the wrong address.
D I guess the most exciting thing that has ever happened
to me was when I travelled abroad last summer to
visit my cousin in Scotland. As well as having a great
time when I got over there, it was also my first time on
a plane.
2 Students’ own answers.
2 Share something you find easy and difficult to remember,
for example: I always remember faces, but I find names
really difficult to recall, especially if I haven’t seen
someone for a while. Ask students to discuss what they
find easy and difficult to remember with their partner.
Then elicit some responses from the class.
Ask students to read the quote. Elicit a few ideas about
what it means.
Possible answers
• I think this quote means that our brain couldn’t possibly
remember absolutely everything, so it has to select and
discard certain memories, making sure it doesn’t forget
anything too important.
• My guess is that this quote is about how forgetting is
good for us. If you can’t forget bad things that have
happened, it could hold you back from enjoying life.
Read on
3 Point out that it is a good strategy to start by reading an
article quickly for gist (to understand the main points).
Give students a few minutes to read the article then elicit
why the documentary is called Memory Hackers.
The documentary is about how memories can be changed
or erased. It says that the way the brain stores memories is
analogous to a computer system. A hacker is someone who
breaks into a computer system to change or erase data.
exam task: gapped text
In the Cambridge exam no words, phrases or sentences in
the texts for reading tasks are ever highlighted.
Remind students that the gapped text task is Part 7 of the
Reading and Use of English Paper. Students will be given
an article with numbered gaps and a list of paragraphs.
Students will need to select the best paragraph for each
gap. Ask a student to read the first sentence of the exam
tip aloud. Point out that content clues could include
discourse markers, demonstratives or vocabulary. Read
the second part of the exam tip and give students time to
find the clues/connections between the first paragraph of
the article and paragraph G. Elicit the answers. Point out
that the content clues have similar topics.
clues: science fiction, memory manipulation
4
Give students about ten minutes to read the
article again and decide which paragraphs (A–G) fit
in the gaps (1–6). Students compare their answers in
pairs, explaining to each other the clues they used. Go
through the answers with the class, eliciting the clues
for each one.
1 G (according to recent research, the era of memory
manipulation is not very far off at all in paragraph i
and scientific breakthroughs in paragraph ii link with
sweeping advances in technology, neurochemistry
and cognitive science in paragraph G)
2 D (where and how long-term memories are formed,
stored and recalled in paragraph ii links with It has
always been thought that memory is a recording
device in paragraph D)
3 A (The parallel would be more like bringing up a file on
the computer, modifying it slightly and then saving
it to the hard drive in paragraph iii links with This
understanding has been crucial in paragraph A)
4 F (rodents that have been genetically modified for
this purpose, and manipulate them with lasers in
paragraph iv links with a mouse is put into a totally
new, barren environment in paragraph F)
5 C (was to focus on the people behind some of the
most provocative discoveries, both researchers and
subjects in paragraph v links with Three people who
feature in it are Jake Hausler Merel Kindt and Julia
Shaw in paragraph C)
6 B (Merel, a professor from the University of
Amsterdam, succeeded in in paragraph vi links with
What is perhaps more unnerving is London South
Bank professor Julia Shaw’s study, in paragraph B;
she persuaded them that they had committed crimes
in the past in paragraph B links with Implanting false
memories is clearly now possible in paragraph vii)
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1 Look ahead, look back
READING (Continued)
extra: fast finishers
Ask fast finishers to check their answers carefully and to
underline the clues they used to work out each answer.
5 Write the word flawed on the board, which is from
paragraph iii. Elicit which of the meanings 1–8 it has
(3 imperfect). Students match the remaining words
and phrases.
1 realm 2 current 3 flawed 4 modifying 5 advent
6 facilitating 7 paving the way for 8 cutting-edge
extra: whole class
extra: whole class
Ask students to write their own short post about the
article. Invite students to take turns to read their post to
the class or post in a private class online space.
If possible, set up a private online space for your class
to use throughout the course, for example, on Google
Docs, a Facebook group or within your school’s online
learning management system. Set some expectations of
appropriate online behaviour. For example, discuss the
importance of keeping comments positive. Make sure you
moderate your class online area regularly.
If you have a large class, you could set up groups within
the online area of about six to ten students for online
discussion activities.
Write the following questions on the board. Ask students
to complete the questions with one of the words in bold
from the article (they may need to change the form of the
word). Put students into pairs or small groups to discuss
their answers.
Fun footer
1 How has the
of the smart phone changed how
we remember things? (advent)
2 What other
technology have you heard
about? (cutting-edge)
3 What less invasive methods could someone try in order
to
someone’s memory? (modify)
To finish
Sum up
6 In pairs, ask students to make notes on each topic,
re-reading the article as required. If time allows, ask
students to swap partners to compare their summaries.
Possible answers
1 People used to think there was a central memory bank
where memories were filed away like a books in a library.
It was also thought that memories were permanent
and unchangeable.
2 Nowadays, we know that memories are stored in separate
areas of the brain, that they are not always accurate, and
that they can be altered.
3 Forgetting bad things that have happened to us helps us
to get over the experiences and move on.
Speak up
7 Ask students to read the posts and discuss the questions
in pairs.
Read through the fun footer with the class and ask them
to discuss it in pairs. Then elicit any interesting points from
the students.
Ask students to close their books. Tell them that they are
going to do a memory quiz on the vocabulary in the article.
Ask students to write the numbers 1–8 on a new piece of
paper. Say: Number 1: can you remember the word in the
article which meant ‘a special area or field’? Students should
write down the word realm. Continue reading the remaining
meanings from Ex 5. Then elicit the answers.
Ask and elicit answers to the following questions: Did you
find it easy or difficult to remember the new vocabulary?
Do you have any system for recording new vocabulary?
If so, what?
Encourage students to adopt a system that works for them
for recording new vocabulary, such as a vocabulary notebook,
making lists on their smartphones, etc.
In preparation for the Grammar lesson, consider using the
technique of flipping the classroom by asking students
to complete Ex 1 of the Grammar lesson on page 10,
then reading the Grammar file review of past tenses on
page 142 or looking at the PowerPoint Grammar Presentation
before class, allowing more time for discussion and questions
during class.
Presentation tool:
Unit 1, Reading
Workbook / Online Practice:
pp4–5
Extra Practice App
Possible answer
I agree with Pushko3 that memory manipulation is quite
frightening. What if these sorts of technologies were to fall
into the wrong hands? I’m sceptical of what BaileyBoy says
about it being a good application of science. In my view,
there are far more important things that scientists could
be dedicating their time to, like trying to tackle diseases or
climate change.
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GRAMMAR
Possible answers
1 Could you help me with this homework? / I was wondering
if you could help me with this homework?
2 Did you want to tell me what’s wrong? / I was wondering
if you wanted to tell me what’s wrong?
3 I was hoping you might have enough time to come
shopping with me. / Did you have enough time to come
shopping with me?
4 I was thinking we might put our heads together to
brainstorm some ideas. / My idea was that we could put
our heads together to brainstorm some ideas.
5 I was wondering if I could borrow ten pounds from you. /
Could I (possibly) borrow ten pounds from you?
SB p10
To start
Use the start of this lesson to assess students’ existing
knowledge of the target grammar point. Write the following
on the board:
1 something you remember from the previous lesson
2 something you hadn’t heard of until recently
3 something you used to like but have changed your
mind about
4 something you hadn’t done before coming to the
lesson today
Put students into pairs to think of something in each
category. Circulate, listening to their use of past forms,
and noting down any errors to spend more time on later.
Ask a few students to share what they talked about.
explore grammar
SB p142
1 Go through the PowerPoint Grammar Presentation
and give students time to read the review of past
tenses in the explore grammar box. Ask students
to discuss in pairs why each bolded past form has
been used. Focus students’ attention on each pair
of sentences, eliciting the reason for the past form in
each sentence. Elicit the names for each form
(A: past simple, past continuous; B: past perfect,
past perfect continuous; C: used to/would).
Read through the section on creating distance.
Point out that the past forms to indicate politeness are
widely used in the workplace and in social situations,
especially in Britain. Point out the phrases I was
thinking, I was hoping and add that another common
one is I was wondering. Point out that tone of voice is
also very important in conveying politeness in English.
For more detailed notes on past forms, ask students
to read the Grammar file on page 142 for homework
and complete practice activities 1–3 on page 143.
A took = completed period; was touching = focus on
experience/activity in progress
B action before the simple past of ‘remembered’
C emphasis on something true in the past but not now;
repetition of single action in the past; descriptive
watch out for
Would is only used for habits in the past, not states.
We use used to to talk about states (or habits): A few
years ago, I used to belong to a film club (NOT A few years
ago, I would belong to a film club).
Would is often used after used to to avoid repetition:
I used to belong to a film club and we would watch a new
film every week.
2 Write an example on the board: Can you give me a hand
with this? Elicit how it could be made more polite with the
past tense (Could you give me a hand … ?). Ask students
to rewrite the sentences to show politeness. Elicit the
answers. Ask students to practise asking the questions in
pairs. Their partner can make up an answer.
extra: fast finishers
Give fast finishers a few more questions to make more
polite using the past. Write the following on the board.
6 Can you remind me what time the show starts?
7 Are you able to change the plan?
8 Do you want to come tomorrow?
3
1.1 Tell students they are going to listen to an
interview with a woman talking about some of her
memories. Play the recording while students answer the
questions. Then elicit the answers.
1 When she was younger, it was better.
2 She could remember all the details of their appearance.
3 She remembered a list of verbs (she has a
photographic memory).
4 Ask students to choose the correct forms, then compare
their answers in pairs. Go through the answers as a class.
Point out that both alternatives are possible in 2 because
used to/would can often be used interchangeably,
although used to places more emphasis on something
which is no longer true now. In 3, the continuous tense
emphasises that the action was ongoing.
1 used to ​​2 would/used to ​​3 ‘d been following/
’d followed ​​4 was watching ​​5 had been pouring ​​
6 started ​​7 ordered ​​8 found ​​9 was actually staying
5 Ask students to read the text quickly to find out what
happened to Ethan. Ask students to choose the correct
forms. Students compare their answers in pairs.
1 would/used to check ​​2 faded ​​3 started ​​4 recorded ​
​5 had never experienced ​​6 began ​​
7 hadn’t been watching ​​8 hadn’t been drinking ​​
9 had warned ​​10 arrived ​​11 used to start/started ​
​12 was lying ​​13 woke up ​​14 had disturbed
6 Ask students to talk about their ideas for Ethan’s
recurring nightmare before writing their paragraph.
Elicit and write on the board a list of narrative tenses
for students to include: past simple, past perfect,
past perfect continuous, used to, would.
Possible answer
In his dream, he was lying in bed and he woke up because
some noise had disturbed him. When he looked up, he saw
that his cat had transformed into a giant spider which was
crawling up over his bedspread. It climbed over his face.
He tried to scream but no sound came out …
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1 Look ahead, look back
VOCABULARY
GRAMMAR (Continued)
Speak up
7 Consider sharing the possible answers in the answer key
or your own personal answer as a model. Give students a
moment to think about their ideas before sharing in pairs.
Remind students to think about using the appropriate
narrative tense during the discussion. Ask a few students
to share a response to one of the questions with the
class. It may be helpful to keep a note of who you have
called on to share to ensure every student gets invited to
share regularly.
Possible answers
1 Once, I had this awful nightmare about sitting an exam
I had been studying for. In the dream, I got to the exam
room, but then I found that I had forgotten a pen. I kept
rummaging in my bag, trying to find one, but it was
empty. I tried to get the attention of the examiner and
the other candidates, but everyone just ignored me, I was
waving my hands and even called out but no one did
anything. It was like I was completely invisible! I was so
relieved when I woke up and discovered it was all only a
dream! When I sat the real exam, I took at least a dozen
pens. A few people looked at me strangely, but I wasn’t
taking any chances after my bad dream!
2 When I was four, I got separated from my dad at an
open market. Apparently, I had wandered off while he
was buying something from a stall. Anyway, after a few
minutes, I was getting pretty upset, so one of the other
stallholders asked if I was OK. Here’s where the memory
bit comes in: even though I was only four, I had memorised
my dad’s mobile number. He had been looking for me
everywhere and was very relieved to get a call saying I was
all right. It’s just lucky that I was able to remember the
number when it mattered, I guess!
memory: verbs and collocations
To start
Tell students that the aim of this lesson is to revise and
learn verbs and collocations (words that go together) related
to memory.
Put students into groups of three and give them two minutes
to write down as many verbs or phrases related to memory as
they can. Elicit the words and write them on the board.
Write these topics on the board: memorise song lyrics, remind
yourself what you have to do, remember birthdays and special
events. Ask students to discuss the best strategies they could
use to do these things. Ask each group to report back with a
couple of strategies, especially any unusual ideas.
1 Ask students to look at the photograph for eight seconds
and then cover it or close their books. Elicit any people
that students can remember and what they looked like.
Possible answers
• young man at the front with light brown hair and two
thumbs up
• tanned man with short hair, smiling
• young man with blue hair and a painted face
• blond young man with black t-shirt, arm in air
• four slightly older men in fluorescent orange tops, two
with wigs
• young man with heart-shaped sunglasses
• woman with dark hair and dark glasses with two arms
raised, dark glasses, fringe
2 Put students into pairs to discuss the questions. They
might consider looks or personality for question 1. Ask a
few pairs to share their ideas.
Fun footer
Possible answers
1 I’m really into fashion, so I tend to notice and remember
what people wear. / I tend to notice how people are
feeling, did they have a happy vibe or were they stressed? /
I often remember faces or hair.
2 People always seem to remember my name because it’s
unique. / People probably remember my glasses and that
I’m quite tall. / I’ve been told that people remember my
sense of humour because I make so many jokes.
Ask students to read the footer. Ask students to think of
three things they would like to know about dreaming.
If students have the internet, they can research this
information, then share it with the class. Otherwise,
ask students to find out for homework.
To finish
Ask students to work in pairs and discuss the following
question: Do you think the content of our dreams comes from
memories of recent events, events from a long time ago or
just our imagination? Elicit some ideas.
Presentation tool:
Unit 1, Grammar
Workbook / Online Practice:
p6
Photocopiable activities:
1A, 1B
Grammar reference and practice:
SB p142
Audioscript:
SB p175
SB p11
3
1.2 Ask students to predict what a ‘super recogniser’
might be and what kind of work they could do for the
police. Play the recording for students to check their
ideas. Elicit the answers.
1 someone with an extraordinary memory for faces
(it’s what we call people who have an extraordinary
memory for faces)
2 They can spot criminals in crowd scenes. (The police use
people like me to scan photos of individuals and groups to
spot people, like petty criminals in potential riot situations
and so on.)
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4 Ask students to turn to audioscript 1.2 on page 175 of
the Student’s Book. Ask students to find and underline
the verbs listed in Ex 4. Then discuss their meaning and
use. Elicit answers as a class.
Speak up
8 Give students a few minutes to think about who they
will talk about and how they might incorporate the
collocations from the lesson.
memorise: used to actively remember things like lists
for examinations
realise: used when we become aware of something and
understand clearly
recall and remember: used in the same way because they
have similar meanings. Remember is more common than
recall, and we tend to use recall more for bringing back
experiences rather than specific facts e.g. phone numbers.
recognise: used when we see something or someone and
remember that we have seen this before
remind: used to make someone remember something that
they must do
Possible answers
• My elder sister has a really good memory. She’s able to
remember things she’s read almost word for word.
• My brother has a selective memory. He never lets me
forget about times when I’ve embarrassed myself but he
seems to have blocked out all of his!
• I have a couple of friends who are lovely people, but have
poor memories, especially for plans, which has led to a few
issues. Now, if we’re meeting somewhere, I always send a
quick text to jog their memory beforehand!
extra: whole class
extra: fast finishers
Students work in pairs or groups of three. Students use a
timer (they can use their phones for this). Ask students to
take turns to give their partner a word from the lesson.
He/She must make a sentence relating to memory and
containing the word given in as short a time as possible.
Students can set the timer for five or ten seconds
depending on the ability of the class. Suggested words:
block, commit, jog, memorise, realise, recall, recognise,
remind, selective, trigger.
Ask students to underline the stress in each verb:
memorise, realise, recall (note that the noun has its stress
on the first syllable), remember, recognise, remind.
explore language
Read through the explore language box with the class. In the
example sentences, compare the difference in meaning of
remind (remind someone to) = help someone to remember
something that needs to be done; (remind someone of) =
trigger a memory.
extra: mixed-ability classes
For stronger classes, refer students to the Extend
vocabulary list on page 160. Assign pairs one of the
phrases from the list of Memory idioms. Ask them to look
the phrase up in a dictionary, write an example and then
teach the phrase to the rest of the class.
Point out that using collocations correctly will help
students sound more natural and help them get a higher
mark in the exam.
5 Students match the phrases in bold with their meanings.
Elicit the answers. Point out the stress on the second
syllable in commit.
1 C ​​2 E ​​3 D ​​4 A ​​5 F ​​6 B
6 Students complete the sentences, then compare answers
in pairs.
1 commit ​​2 blocked ​​3 jog ​​4 word for word ​​5 triggers ​​
6 selective
7 Create a challenge for your class of how many gaps in
the blog they can complete in two minutes. Allow some
extra time if needed.
1 selective ​​2 remembers/recalls ​​3 remember/recall ​​
4 remind ​​5 word for word ​​6 trigger
To finish
Write the following activity on the board then ask students
to work in pairs. Finish by asking each student to share their
answer from one of the categories.
Tell your partner about:
1
2
3
4
a person you recognised or didn’t recognise.
some information you have memorised in the last week.
someone that reminded you of someone else you know.
a story you recall your parents reading to you when you
were a child.
Presentation tool:
Unit 1, Vocabulary
Workbook / Online Practice:
p7
Photocopiable activity:
1C
Extend vocabulary:
SB p160
Audioscript:
SB p175
Extra Practice App
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1 Look ahead, look back
LISTENING
SB p12
To start
Write the following questions on the board for students
to discuss in pairs: How do you like to record memories?
How does the way we record memories differ from previous
generations? Elicit a few ideas.
exam tip
3
1.3 Read the exam tip aloud and the exam tip
questions. Play the recording while students make a
note of things that may help. Elicit the answer to the
exam tip questions.
Speaker 2 mentions the movies, witty captions. He likes the
fact that it’s something his parents aren’t on, it’s immediate
and can share banter as if he is with his friends.
Power up
1 Put students into groups of three or four for the
discussion. Ask a volunteer from one group to share their
ideas about one type of record they came up with. Ask a
volunteer from the next group to share their ideas about
another type of record they came up with. Rotate around
the groups until all the types of records have been shared
(or until all the groups have had a turn).
Possible answers
Types of records: social media, photo sharing sites, blog,
vlog, paper diary, scrapbook
• social media/photo sharing sites/blog/vlog: can get
comments/likes from other users; may be permanent,
i.e. by uploading to the internet you create digital
footprint, which may be hard to delete later if you wanted
to; on the other hand, there may be a risk of losing
content depending on the website and whether you have
backed up content; sharing can be done publicly or with
a select group.
• diary/scrapbook: it could last a long time, and be easy
to get rid of if you wanted to; it may also be easy to lose
and no back up, usually private to you, or to people you
physically share it with.
2 Focus students’ attention on the listening tasks in Ex 4. Put
students into pairs to discuss questions 1–3 in relation to
Tasks 1 and 2 in Ex 4. Elicit some ideas.
1 Task 1 – reason; Task 2 – challenge
2 There are three extra options per task; this makes finding
the key harder because three options are ‘distractors’.
3 It helps you focus on what to listen for.
Task 1: the reason each speaker gives for using their
chosen media
A to build better relationships
B to create something unique
C to replicate face-to-face communication
D to compare experiences
E to make funny stories
F to engage a wide audience
G to remember special moments
H to be the same as friends
Task 2: the problem each speaker experienced
A keeping information private
B understanding software
C technical challenges
D lack of exposure
E criticism from others
F inappropriate postings
G missing real life
H losing data
exam task: multiple matching
4
1.4 Play the recording again while students
complete both tasks.
5
1.5 Play the recording, pausing after each speaker
to elicit the relevant answer.
Task 1
1 A (sharing visuals of what I’m doing actually
makes me closer to my friends … we actually
communicate more)
2 C (I can share the same kind of banter I have when I’m
actually with my friends)
3 F (I’m inspired by the likes and comments I get … my
real interest is in building followers)
4 D (I enjoy looking back at what I was doing at the
same time last year)
5 B (I enjoy making something that is a complete
one-off)
Task 2
6 B (too many people could see my posts but it was
because I didn’t understand how to set it up)
7 H (I was upset by having no record of a school trip
because it disappeared)
8 F (then regretted it as it was too personal)
9 A (I was angry about one of my friends reading
it once)
10 C (I used to get very frustrated with how to
draw properly)
extra: whole class
Ask students to look at audioscript 1.3 on page 175 and
find and underline the following words:
witty, banter, mundane, therapeutic, hang around, got
into. Ask students to try to deduce the meaning of these
words from context and then use a dictionary to check.
Speak up
6 Organise students into groups of three or four. Students
could present their ideas orally, by writing a paragraph or
creating a poster. Giving students options may help them
to engage with the learning exercise. This could be set
for homework with students presenting their work at the
beginning of the next lesson.
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extra: whole class
In your online private class area, make a forum or area
for students to share a record of something they have
done recently or an aspect of their lives outside class,
for example, a photo of an interest they have and a few
sentences. Start by posting an aspect of your life (even a
photo of you doing work after class or doing a hobby or
on holiday) and a model short paragraph. As this is one
of the first online activities in the course, write a short
comment on each person’s post, responding to content
rather than accuracy, for example: Thanks for sharing this,
Jasmine. It looks like a beautiful place to visit. This activity
is a useful online icebreaker and a good opportunity for
you to learn more about your students’ interests, and for
them to learn about each other and build rapport.
To finish
Put students into small groups. Write some of the following
scenarios on separate piece of paper – one scenario per
group. Distribute a scenario to each group. Give groups two
minutes to discuss the advantages and disadvantages of
posting their photos to social media based on their given
scenario. After the allocated time, ask each group to pass
their piece of paper to the next group.
Scenario suggestions:
SB p13
To start
Write What are you inspired by? on the board. Tell students
about some things that inspire you, such as: I am inspired
by reading autobiographies of famous people who have
overcome significant adversity to achieve great things.
I’m also very inspired by entrepreneurs who create a successful
business from scratch. Ask students to discuss the question in
pairs, expanding their answers with reasons to show how the
inspiration has played out in their lives. Then ask each student
to share something that inspires them with the class.
After the discussion, point out that inspired by is an example
of a participle adjective + a dependent preposition. Tell
students that the aim of this lesson is to use a range of
these kinds of participle adjectives + dependent prepositions
accurately and to practise an exam-style open cloze task.
1 Nominate a student to read sentence 1 aloud. Ask: Is the
main focus on an action, how someone is affected by
an action, or the cause of an action? (how someone
is affected by an action). Put students into pairs to
decide what the main focus is in sentences 2 and 3.
Elicit the answers.
All are ‘how someone is affected by an action or event’.
You are on holiday on a tropical island.
You are feeling really down at the moment.
You have a new haircut.
You have bought a cutting-edge tablet.
You can’t stand your boss.
You want to show your support for a political party.
You and a friend have had a falling out.
You think an article a friend has posted is a load of rubbish.
In preparation for the Grammar lesson, ask students to
read the notes and examples on participle adjectives and
dependent prepositions in the Grammar file on page 142
or look at the PowerPoint Grammar Presentation.
Presentation tool:
Unit 1, Listening
Workbook / Online Practice:
p8
Audioscript:
SB p175
Extra Practice App
USE OF ENGLISH 1
explore language
SB p142
Give students a few minutes to read the explore language
box. For part C (1–3), give the following examples: I get
encouraged by people liking my post. (noun phrase)
I get encouraged by listening to uplifting podcasts.
(-ing clause).
I get encouraged by what other people share. (a wh- clause).
Note: how counts as a wh- word.
2 Elicit the participle adjectives in Ex 1 (upset, angry,
frustrated). Go through each participle adjective in turn,
eliciting which explanations A–C apply, and eliciting
which prepositions pair with each adjective and what
they mean.
1 upset
A by
B also pairs with at/with/about
C2
2 angry
A about
B also pairs with with/at/over
C1
3 frustrated
A with
B also pairs with at/by
C3
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1 Look ahead, look back
USE OF ENGLISH 1 (Continued)
3 Write about on the board, and elicit participle adjectives
which can be used before about. Then ask students to
work in pairs to add at least four participle adjectives to
each list. Elicit student ideas, writing these on the board.
Possible answers
1 pleased, undecided, excited, worried
2 encouraged, impressed, influenced, overwhelmed
3 alienated, separated, exhausted, prevented
4 dedicated, committed, devoted, accustomed
5 delighted, frustrated, satisfied, disappointed
6 annoyed, astonished, alarmed, accomplished
watch out for
Participle adjectives that take by and from often have
a change in meaning depending on the preposition.
• protected by (a person/thing); protected from
(something harmful/doing something)
• alienated by (a person/thing); alienated from (a group)
• prevented by (a person/thing); prevented from
(doing something)
However, there are exceptions where either preposition
may be used without a meaning change, e.g. I was
exhausted from/by the journey.
4 Share a personal example. For example, say: I used to
be accomplished at writing poetry. Encourage stronger
students to extend their answers by using a range
of noun phrases, -ing clauses and wh-clauses in their
sentences. Give students a few minutes to complete the
sentences individually. Then ask students to share their
sentences with a partner.
2 from 3 about 4 with 5 by 6 by
extra: fast finishers
Ask students to write some additional sentences which
are true for them using some of the participle adjectives
that were brainstormed in Ex 3. Challenge stronger
students to include a coordinating expression (see
the bottom of the Grammar file on page 142 for notes
and examples).
5 Focus students’ attention on the picture at the top of the
page and elicit some ideas about what visual note-taking
is. Ask for a show of hands for if anyone has ever tried
visual note-taking. Ask: What might the benefits be of
taking notes visually?
It’s a way of taking notes that involves drawing and
diagrams, as well as words.
exam task: open cloze
In the Cambridge exam items will test a variety of
grammatical words. Here the focus is on dependent
prepositions which reflects the focus of the lesson. This
exercise is practice for the open cloze task in the Reading
and Use of English paper.
Ask students to read the exam tip, and write the following
strategies on the board: 1 Read for gist; 2 Look for clues
before and after the gap; 3 Decide what kind of word goes
in the gap; 4 Fill in the gap; 5 Check again.
We know that the new way of note-taking was developed
to address problems shown in the research, so it must have
happened after the research.
6
Give students up to 10 minutes to complete the
exercise. Setting a time limit can add an aspect of
challenge and is good practice for the exam. Ask fast
finishers to check their answers and make sure they
will be able to explain why they chose each one. Elicit
the answers and reasons for choosing the answer for
each gap.
1
2
3
4
5
6
7
8
at (participle adjective and dependent preposition)
with (participle adjective and dependent preposition)
on (participle adjective and dependent preposition)
were (past form of to be better at)
after (time phrase)
of (participle adjective and dependent preposition)
in (participle adjective and dependent preposition)
to (participle adjective and dependent preposition)
Speak up
7 Ask students to discuss the questions in pairs.
extra: whole class
Ask students to find out about more about visual
note-taking on the internet for homework. They should
focus on the following questions.
1 What are the important elements?
2 Decide which aspects of this type of note-taking are
helpful for your studies and why.
Fun footer
Read the fun footer with the class and ask them to discuss in
pairs whether this has been their experience. Then elicit any
interesting points from the students.
To finish
Give students a chance to try some visual note-taking. Select a
short text to read aloud, e.g. a news article or blog post. Ask
students to take notes in a visual way. Ask students to get
together in a group to compare their notes and see how much
they can remember. Ask students to rate how effective it was
to take visual notes, what benefits and barriers there were and
whether they would do so again in the future.
Presentation tool:
Unit 1, Use of English 1
Workbook / Online Practice:
p9
Grammar reference and practice: SB p142
Extra Practice App
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USE OF ENGLISH 2
SB p14
To start
Tell students that the aim of this lesson is to practise
changing the form of words (word formation) and to
complete an exam-style word formation exercise.
3 Draw a table on the board with columns headed noun,
adjective, adverb and verb. Place the bolded words in the
relevant column. (If you have a very able class, do not fill
in the bolded words). Ask students to copy and complete
the table.
nouns: increase, difference, inspiration, advice,
description, reassurance
adjectives: increasing, different, inspirational/inspiring,
advisable, advisory, descriptive, reassuring
adverb: increasingly, differently, inspirationally, advisedly,
descriptively, reassuringly
verb: increase, differ, inspire, advise, describe, reassure
Remind students that adding prefixes is one way to form
a new word. Write on the board in- and brainstorm words
that students know which this prefix can be added to,
e.g. expensive, animate, operable, attention/attentive.
Divide your class into small groups and assign each group one
of the following prefixes im-, un-, mis- ir-, dis-. If you have a small
class, you could assign each group more than one prefix.
Give each group three minutes to brainstorm as many words
beginning with their assigned prefix as possible. Students
could use (online) dictionaries to help if necessary. Ask each
group to read their list and see if anyone else can add
any words.
1 Write memory on the board and ask: Is this a noun,
an adjective, verb or adverb? (noun). Ask: What is the
adjective form of memory? (memorable). Elicit the adverb
(memorably) and verb (memorise). Ask students to work in
pairs to name the part of speech and make as many words
as they can from the other words in Ex 1. Elicit ideas,
writing them on the board so that students can check
their spelling.
explore language
Read through the explore language box as a class. For
point A, elicit some other prefixes e.g. un-, dis-, mis-. For point
B, elicit some other suffixes e.g. -less, -ful, -ion. For point D,
point out that adding a suffix is likely to change the word
class (and may change the meaning as well), whereas adding
a prefix is likely to change only the meaning of the word,
not the word class.
memory – noun (memorise, memorable,
unmemorable, memorably)
recollection – noun (collection, collect, recollect)
repeatedly – adverb (repeat, repetition, repetitive)
substantial – adjective (insubstantial, substantially,
insubstantially, substance)
temporary – adjective (temporarily)
transfer – noun or verb (transferable, transformation)
2 Focus students’ attention on the logo (the heading) and
ask what students think the website does. Ask students to
read the text quickly for gist to check their predictions.
Possible answer
Perhaps Futureme allows you to upload photos and they will
alter them to show what you might look like in the future.
It might be some sort of advice website that helps you
create plans to become the person you want to be.
4 Students complete the sentences then compare in pairs
before you conduct a class check.
1 increase ​​2 inspirational/inspiring ​​3 differently ​​
4 reassurance ​​5 advisable
exam task: word formation
5
Read the exam tip aloud before students do the
exercise. Encourage students to quickly read the email
for gist before they attempt the gaps. Set a time
limit of eight minutes. Fast finishers should check
their answers carefully and think about reasons for
their choice.
1 glorious (adjective – subject complement to it)
2 pleasure (noun – head of noun phrase pleasure we got
from walking across London in the early hours)
3 inspiration (noun – following article an)
4 substantially (adverb – modifying verb earning)
5 reminder (noun – following article a)
6 disappointment (noun – following article/adjective
the big, direct object of get over; negative form –
collocation get over a disappointment)
7 sensible (adjective – part of comparative more sensible,
subject complement of you)
8 advice (noun – subject required for is, follows
possessive determiner my)
Speak up
6 Ask students to discuss the question in pairs. Then ask
students to report their ideas back to the class. Giving
students an opportunity to report back after a pair
discussion means they are more likely to have something
to say and answer fluently.
Fun footer
Ask students to read the footer. Ask students to work in pairs
to explain this in their own words, e.g. What this means is
that the Earth would take 25 hours to spin rather than 24.
Ask students to discuss this question: What would be the
positive or negative aspects of a 25-hour day?
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1 Look ahead, look back
SPEAKING
USE OF ENGLISH 2 (Continued)
To finish
Ask students to form pairs for a quiz. Ask them to listen to
the following statements, one at a time, and write down the
answer (pause for about 10 seconds for students to confer):
1
2
3
4
5
6
7
8
the verb form of ‘description’ (describe)
the noun form of ‘inspire’ (inspiration)
the adverb form of ‘substance’ (substantially)
the noun form of ‘glorious’ (glory)
the verb form of ‘advice’ (advise)
the noun form of ‘reassure’ (reassurance)
the adverb form of ‘partial’ (partially)
the adjective form of ‘fortune’ (fortunate)
Elicit the answers.
To start
Elicit subjects which are (or were) offered at the students’
high school(s). Put students into pairs. Write on the board:
Which subjects are the most/least effective preparation for
the future? Ask students to discuss the question. Ask a few
students to share the subject they chose and whether they
had any trouble agreeing with each other.
Tell students that the aims of this lesson are to use a wide
range of language to agree/disagree and to complete an
exam-style collaborative task.
Power up
1 Write History on the board. Ask students for a show
extra: whole class
of hands of who likes studying history and who doesn’t.
Tell students that a blog has been written by someone
who dislikes history and these are the responses.
Ask students to read the blog responses individually. Say:
Choose the comment which is closest to your point of view
then compare with your partner.
Ask students to write a short email to their future self,
but let them know they will be sharing it with a partner.
Students could swap their email with a partner to read
and provide feedback, or you could collect it to provide
feedback on the correct use of affixation and appropriate
word forms.
Presentation tool:
Unit 1, Use of English 2
Workbook / Online Practice:
p10
Extend vocabulary:
SB p160
Extra Practice App
SB p15
Ask students to find and underline the informal phrases
for agreeing and disagreeing in the posts (Totally agree!
Rubbish! You are joking!) Emphasise that these are
suitable for informal settings, such as between friends.
Speak up
2 Ask the question to the class and elicit some responses.
Ask some follow-up questions, e.g. What other ways are
there to learn about history?
exam tip
3
1.6 Remind students of what is expected in the
collaborative task exercise as outlined in the Speaking
File on page 163. Play the recording and elicit which pair
students think performed best and why. Read the exam
tip aloud.
Pair 2 are better because they interact, rather than giving a
sequence of long turns.
useful language: asking for an opinion;
showing agreement; partially agreeing/
disagreeing
4 Ask students to read the useful language box and
refer them to the audioscript on page 175 to find
additional phrases. Point out that using a range of
more sophisticated phrases will help them get a
higher mark in the exam.
asking for an opinion: Got any thoughts on that?
showing agreement: You’re so right.
partially agreeing/disagreeing: I agree up to a point.
5 Consider reversing the order of Exs 5 and 6 so that
students practise intonation before using the phrases.
Students discuss the statements in pairs, ensuring that
they use the phrases.
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extra: fast finishers
Write an additional statement on the board for
extra practice: 3 Historical films should not be made
entertaining at the expense of accuracy.
extra: whole class
Put students into small groups to find and research a
story or myth. Tell them to add in some information
that is not true. Groups narrate the story to students in
another group, who try to determine which facts are real
and which are not.
6 Demonstrate the pronunciation of the phrases in Ex 5 for
students to listen and notice the stress and intonation.
Invite students (especially stronger students) to also
listen for the way the words connect together rather than
being pronounced as individual units.
Give students a few minutes to practise saying the
phrases while you circulate and repeat any as necessary.
(Stressed syllables underlined. The suggested tone is in
brackets, although this will depend on individual speakers
and what they wish to convey.)
Don’t you agree? (rising tone)
My thinking exactly. (falling tone)
That’s an excellent way of putting it! (rising on excellent,
falling on putting it)
That’s true, but on the other hand … (high on that’s true,
falling on other hand
exam task: collaborative task
SB p163
In the Speaking test Part 3 candidates also need to answer
a decision question after the main discussion. Here there
is no decision question as the focus of the lesson is on the
main discussion.
7
Give students a couple of minutes to read the task
and make notes. Set a time limit of two minutes for
students to discuss each method, reminding students
to try to include phrases from Exs 4 and 5. Then say:
You now have one minute to make a decision on which
is the most effective method.
Possible answer
A: How do you feel about personal letters, diaries and
memoirs? Are they effective?
B: I’d say they are excellent sources because you have
the opportunity to really get inside someone’s
head and understand what life was like for them at
that time.
A: That’s true, but on the other hand, these sources are
very subjective so might give quite a narrow view of a
time period or event.
B: You could be right, but it probably depends why you
want to learn about the past. For example, if it was
to find out about ancestors, these sources would give
you personal insight. Now, let’s see, how about oral
histories …
Speaking extra
8 Ask students to discuss the questions in pairs. Remind
students to use the phrases from the lesson. Ask for
feedback from individual pairs.
To finish
Put students into pairs. Say: I’m going to write two items
on the board and I’d like you to discuss in your pairs which
is better.
Write on the board kittens or puppies? Allow students about
one minute to discuss this, then without stopping the class,
rub out kittens or puppies and write another pair of items
from the suggested list: Apple or Android? summer or winter?
beach or snow? night owl or early bird?
In preparation for the Writing lesson, consider asking
students to complete Ex 4 on page 16 and think about a film,
book, game or TV series they would like to review. In addition,
you could ask students to research reviews of their chosen
topic and bring examples in for analysis.
Presentation tool:
Unit 1, Speaking
Workbook / Online Practice:
p11
Speaking file:
SB p163
Audioscript:
SB p175
When students have finished, ask them to look back
at the phrases in Exs 4 and 5 and tick which ones
they used. Ask them to repeat the task again with a
new partner and try to use some of the phrases they
didn’t use. As well as practising the target language,
repeating a speaking task with a new partner helps
students gain confidence and fluency.
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1 Look ahead, look back
WRITING
SB pp16–17
To start
Write the following categories on the board: film, TV
programme, game, book.
Say: Write down one item from each category that you have
watched, read or played recently. Give students a minute to
do this. Say: Give each item you have written down a rating of
between one and five stars, with five stars being the highest.
Give students a minute to do this.
Share an example, for example, e.g. I recently binge-watched
two seasons of Doctor Who. You’ve probably heard of it, it’s a
British TV show about a time traveller. I’ve opted to give it five
stars because of its brilliant script, memorable characters and
great special effects.
Put students into pairs to compare their lists and explain their
ratings. Ask a few students to share their rating for an item
and their reasons.
Tell students that the aim of this lesson is to write a review
which includes the conventions of the genre and uses
emphatic adjective combinations.
Power up
1 Give students a few minutes to discuss the questions in
pairs then elicit a few ideas for each question.
Possible answers
1 • Yes, I always look up online reviews before buying any
of these things. It saves me both time and money, and
helps me decide which product is most suitable for me.
• I don’t usually read reviews because I find they often
contain spoilers even if they say they don’t! I’ve also
found that reviews aren’t that helpful unless you find a
reviewer that has very similar taste.
2 The purpose of a review is to evaluate something and
make a recommendation.
3 • I definitely trust my friends because they know what
my taste is and are more likely to recommend things I’ll
actually enjoy.
• I prefer online reviews because they are convenient and
quick to look up. That said, you do have to be careful of
fake reviewers who aren’t genuine.
Plan on
2 This is an opportunity to check and generate vocabulary.
Ask students to form small groups. Give them ten minutes to
follow the instructions. It may help students to start the task
if you distribute a piece of paper for the list to each group.
Suggested answers
a film – title, brief description of plot, evaluation of key
features e.g. acting, direction, photography, costumes, music,
sets; how it compares to other films, etc.
a TV programme or series – title, brief description of plot,
evaluation of key features e.g. acting, direction, storyline;
how it compares to other series, etc.
a book – title, brief description of plot, evaluation of key
features e.g. characters, storyline, style of writing; how it
compares to other books, etc.
a performance in the theatre – title, brief description of
plot, evaluation of key features e.g. acting, direction, script,
costumes, music, sets; how it compares to other plays/
operas, etc.
a video game – title, brief description, evaluation of key
features, e.g. characters, challenges, graphics, levels, how it
compares to other games, etc.
extra: fast finishers
Groups that finish early could choose another form of
entertainment from Ex 2 to discuss.
3 Ask students to read the task, then elicit answers to the
questions. Ask: Have you seen any films or TV series about
a real person recently?
The audience would include other students in the college.
They need to know the four points to include in the task
(i.e. briefly describe the person, the aspects of their life or
character, how authentic it seemed, whether it helped the
audience understand the person better).
4 Focus students’ attention on the photo and ask: Has
anyone seen this film about Steve Jobs? Ask students
to read the review and answer the questions. Elicit the
answers.
1
2
3
4
Yes, it does.
The review mentions plot, actors, scenes and direction.
Informal – it’s for a peer audience.
It mentions all of these – they make the writer’s opinion
more persuasive.
5 Students’ own answers.
exam tip
You may want to save this box until Ex 9 when students are
writing their review. Read through the exam tip with the class.
Give students time to read the exam tip question, then elicit
the answer. Direct students to the Writing file on page 169
for more information and useful language for reviews. Read
through the phrases in the box and discuss the questions as
a class.
Five: Michael Fassbender, the scriptwriter, Winslet, Rogen,
the director
useful language: emphatic adjectives
5 Tell students to underline the examples they find
of words/phrases that connect ideas and positive,
emotive language. Elicit the answers.
Ask students to read through the useful language box
and see if any of the phrases could be used to describe
the items they rated in the ‘To start’ exercise.
(Underlined = words/phrases which connect ideas; bold
= examples of positive, emotive language)
It is always hard to make a film about a real person,
especially one who is in living memory. Danny Boyle’s
film Steve Jobs is a fantastic character study which both
dispels and reinforces some of the myths that have built
up around someone who many consider to be a genius.
The film offers a new narrative framework – it has three
separate sequences, each of which captures Jobs at
public points in his career just before a product launch,
with a few brief flashbacks to earlier episodes in his life.
Michael Fassbender gives a towering performance as
this difficult man who famously betrayed his friends,
alienated his allies and mistreated his loved ones. The
scriptwriter has worked on real life characters before,
notably in The Social Network, and just like that, Steve
Jobs doesn’t pull any punches.
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Winslet and Rogen provide a superb supporting cast as
Job’s right-hand woman and his more tedious co-founder
Wozniak respectively. In fact, it may be Winslet’s best
performance to date. But how the events unfold is
not necessarily representative of real life as the writer
takes liberties with both facts and characters in order
to create a movie that hurtles along at breath-taking
speed. Having said that, film bios were never intended
to be documentaries – they are allegories that illustrate
meanings and morals we can apply to our everyday lives.
The film is also driven by the director’s kinetic pace,
making it fresh and absorbing. For all the darker side we
see of his personality, ultimately, the film showcases the
sheer brilliance of the man at the heart of the film.
6 Talk through an example for Ex 6. You could use the
possible answers in the key. Give students about five
minutes to write their sentences.
Possible answer
1 The latest Star Wars film has a fast-moving plot
and brilliant script which other recent blockbusters
have lacked.
2 It has superb CGI, which is far superior to the original films.
3 I found it surprising and refreshing, to see diversity among
the characters represented.
4 This is a must-see, especially for fans of the Star
Wars franchise.
7 Students share their sentences in pairs. Ask students
to reflect on how persuasive they have been. Ask: Have
you used emphatic adjectives? Encourage students to
work together to edit their sentences to make them
more persuasive.
8
Tell students to find the bolded words in the review text
to help deduce their meaning. Ask the class the questions
and elicit answers.
1 biographies, psychological thrillers, etc.
2A
3 they explain information that has happened in the past
that may motivate current events/feelings, etc.
4 chapter, instalment, part
5 you don’t tell the truth
6A
Write on
9 Tell students that the review task is one of the options
for Writing Part 2. Ask students to re-read the task and
decide what to write about. Point out that they don’t
have to write about something they like, but it may make
the task easier to show emphatic language if they choose
an item they feel strongly about.
10 Students work through the steps independently while you
circulate providing support as required. Early finishers
may start writing their review.
exam task: review
SB p169
11 12
Students do the writing task in class, or you
can set it for homework. Remind students to check
their work carefully.
Model answer
There is a certain fascination among many people around
the world with the British royalty. If you want to indulge
your passion and get a royal fix, the Netflix biographical
drama series about the reign of Queen Elizabeth II, The
Crown, is a must-see.
In Season 1, we follow the Queen in her early years,
including her marriage to Prince Philip, Duke of Edinburgh
and her coronation. It showcases the Queen in her duties,
but also as a sister, daughter, wife and mother.
While there is no shortage of small-screen drama
featuring kings and queens, I would rate this much better
than previous series, with a brilliant script, incredibly good
acting, and magnificent sets and costumes. What really
sets it apart is how the royal family have been portrayed
as human which helped me understand the incredible
fortitude the Queen has shown during her reign.
It’s hard to say exactly how historically accurate a drama
like this is. Apparently, it is based on real events and
even diaries. It seems that many of the scenes were
painstakingly researched and recreated. However, I would
definitely guess that liberties were taken around the
detail in other areas to create extra tension and drama.
But, who knows?
What I am sure of is that royal-watchers would be mad to
miss this. Even if you’re not a fan, I still suggest you give
this drama about an extraordinary family a chance.
Improve it
13 Ask students to swap reviews with a partner. Point out
that the ‘Communicative achievement’ checklist features
all focus on and are part of the Cambridge Advanced
Task Fulfilment criteria. Ask students to read each
other’s reviews and discuss what has been done well
and what could be improved in relation to the criteria.
Give students an opportunity to make changes to their
review before you collect in for individualised feedback.
Rather than commenting on every aspect of the review,
concentrate on the items in the Communicative checklist.
You may also want to discuss accuracy, range, etc., but be
careful not to overwhelm or distract from the in-depth
analysis of the main focus criteria in the checklist.
To finish
Put students into new pairs with someone they have not
worked with yet in the lesson. Ask students to discuss the
items they each reviewed, and decide whether they would
enjoy the item their partner reviewed. Encourage stronger
students to have this discussion without using notes, whereas
weaker students could use their essay as a prompt.
Presentation tool:
Unit 1, Writing
Workbook / Online Practice:
p12
Writing file:
SB p169
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1 Look ahead, look back
SWITCH ON
SB p18
Life through film
1 Put students into small groups to discuss the questions.
Ask each group to summarise their discussion for
questions 2 and 3 and share with the class.
Possible answers
1 Students’ own answers.
2 Our group had mixed feelings about our childhoods being
broadcast on television. On the one hand, there would
be excitement and a feeling of being a bit special. On the
other hand, there might be embarrassment and a feeling
of invasion of privacy.
3 We thought that it would generally be fine as long as
nothing too embarrassing or personal was shown, it isn’t
that different to parents posting things on the internet,
is it? / I think it is unfair and unethical to film children’s
personal lives for a show, I’m not sure they can really
understand consent anyway. Once information about your
life is in the public domain, you can’t erase it.
2
Play the clip then elicit what the aim of the TV show
was. Note, the video in the original programme was called
7UP and aimed to film these children every seven years
throughout their lives.
Suggested answer
To film a group of seven year olds as a social experiment,
then film them at intervals throughout their lives.
3
Play the video for students to make notes on what
Nick and Suzy say about how their lives have been
portrayed. Encourage them to consider using visual
note-taking, as featured on page 13. Then play the clip.
Students compare their notes.
Possible answers
Nick felt that the programme showed only tiny snippets
selected from a lot of footage of his life. He expressed
disappointment as he felt that the programme did not give
a full representation of the essence of his character.
Nick felt that the footage didn’t give an accurate picture of
himself but just ‘somebody’.
Suzy said that the time restraints of the programme didn’t
allow it to give a rounded picture or accurate image of the
participants’ true characters.
extra: whole class
4 Students work in the same groups as Ex 1, and discuss the
questions. Elicit a few ideas.
Possible answers
1 If Nick and Suzy had edited each episode, perhaps they
would have chosen footage that gave a truer and more
heartfelt representation of their experience of life, as
opposed to what the producers thought should be filmed
and addressed at certain ages. They might have avoided
answering leading questions from producers that they
did not want to answer or did not feel were relevant at
the time.
Nick and Suzy might have chosen to avoid showing
personal or extremely emotional situations out of respect
for their privacy. Or they might have wanted to eliminate
documentation of their professional life.
2 A common trend for our generation is to post and
edit images of things we have purchased. This could
be because society places a lot of value on material
possessions, especially new clothes, but also other items.
Thus, people start to express their personalities and
identities through material possessions. The pictures they
post become symbolic of a lifestyle choice that they are
trying to convey.
I tend to pose in my photos for various reasons, from
flattering my appearance to creating a comic effect. I think
there is sometimes a competitive element to posting on
social media. People like to give the impression that their
lives are happy and successful and that they have a very
large group of friends.
3 I would be interested to watch footage of myself taken
from my childhood until now because it would be
interesting to see the ways in which I’ve stayed the same
and the ways in which I’ve changed. However, I wouldn’t
like it to be broadcast on television or the internet
for the world to see. I think that’s too intrusive and
I would be worried that I would be unhappy about how
I was presented.
extra: whole class
Say: Nick says in the video that the programme is less
about his specific life and more about the changes
anybody goes through in their life. Ask students to work in
pairs, and give each pair one of the following ages:
7, 14, 21, 28, 35, 49, 77. Students speculate about the
kinds of things that might be happening at that age, what
they might care about, and problems they might face.
Each pair shares their ideas with the class. Alternatively,
ask students to speculate about what they would like to
be doing with their life at their allocated age.
Ask students to listen for the following words and phrases
in the clip. They should discuss their meanings in pairs,
and write personalised examples.
snippet: a small piece of news, information, or
conversation, e.g. I only heard a few snippets of
the conversation.
rounded: having a wide range of qualities that make
someone or something pleasant, balanced, and complete,
e.g. The company is looking for candidates who have
rounded interests.
time constraints: the limited amount of time that
is available, e.g. Exams are always done under strict
time constraints.
walk of life: the position in society someone has,
especially the type of job they have e.g. Our volunteers
include people from all walks of life.
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Project
5 For 1, if students do not have access to the internet for
research, they could discuss what they already know
about each of the methods listed with their partner.
Encourage students to choose a method that involves
English in some way. They should discuss the other
questions. Ask each pair to briefly share with the class
what they have decided.
6 This could be set as a homework activity over the course
of a week. Give students the opportunity to share their
entry by posting it to your online space or discussing
in class.
extra: project
This project can be ongoing throughout the year.
Decide how many times, or at what intervals you will
catch up with the students’ records and timetable a
lesson or period during which students can present their
projects to the class.
Ideas on how students can present their lives include
the following.
• Set up a class online page onto which they can post
photos, videos or pieces of writing.
• Encourage students (in teams of at least three) to
take it in turns to be the subject, director or producer/
interviewer to create their own documentaries of
their lives up to now, using the video function on their
phones. Set a date when all those who wish to can
present their documentaries.
Presentation tool:
Unit 1, Switch on
Switch on videoscript:
TB p179
INDEPENDENT
LEARNING
SB p18
Self-assessment
1 Say: Self-assessment is the process of reflecting on your
own performance and progress, and identifying ways you
can improve. Point out that educational research indicates
that self-assessment is a helpful learning strategy.
Ask students to answer the questions individually.
Possible answers
1 It can help you decide what to concentrate on; help
you learn from mistakes; motivate you as you recognise
areas of progress; it increases self-responsibility
and independence; it’s good practice for university/
the workplace.
2 Students should tick the first two points.
2 Organise students into pairs and ask them to first
compare their answers to Ex 1, then discuss the
questions. Elicit ideas from the class.
Possible answers
1 You can assess any.
2 Make a note of what you noticed and make a plan of what
to do next, e.g. revise an area, ask for help, practise again.
3 Being self-aware can help you improve your performance.
After a task, consider – what did I do well? What do I need
to work on? Don’t be too hard on yourself. Try to be a
positive, encouraging voice rather than a self-critical one.
3 Tell students that completing these three questions is
an example of self-assessment. When students have
completed their answers, invite students to share their
ideas. Encourage students to jot down any particularly
good suggestions from their classmates.
Possible answers
1 … I want to be the best I can … it will help me know what
to ask for help with …
2 … my speaking. For example, am I speaking at a good
pace, clearly and fluently, using a range of language?
3 … doing my homework and taking extra opportunities
to practise English (e.g. using mobile apps, watching TV,
joining a conversation club, identifying what I need to
work on and making a plan.)
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1 Look ahead, look back
UNIT CHECK
SB p19
Note on core language: The Unit Check tests past tenses,
adjectives and dependent prepositions and word formation.
If possible, complete listening Ex 1 in the Review section in
class. Note that Ex 1 in the Practice section can be done as
homework, then students can check their answers using the
audio in class. The other activities may be completed in class
or set for homework.
extra: using the wordlist
• Ask students to put an asterisk (*) next to words which
were new to them before they had completed the Unit.
• Challenge students to choose several words to write
sentences with.
• Ask students to work in pairs and to test each
other’s spelling.
• Make an online wordfind or crossword for students with
some of these words.
• Create a glossary in your online space. Divide the words
among the class and ask every student to find and post
a definition and example for their allocated words.
Practice
1
1.7 1 remember/recall 2 charismatic/inspirational
3 commit 4 stick 5 recognise 6 inspirational
7 reassuring 8 marked 9 memorise 10 paved
2 Students’ own answers.
3 1 reassuring 2 flashbacks 3 allegory 4 awareness
5 mundane
4 Students’ own answers.
Review
1
1.8 1 F 2 D 3 A 4 B 5 G 6 E 7 C 8 H
Events happening at the same time: G and E.
2 1 was wondering if you would mind
2 was thinking we/you could
3 Would it be
4 was hoping you might/would have
3 1 had been studying 2 had deleted 3 were giving
4 had already been 5 had been filming 6 were all playing
4 The task here is very similar to the sentence
transformation in the Cambridge exam apart from a few
items not requiring candidates to make two changes.
1
2
3
4
5
6
had gone/been sold by the time
no sooner had he posted
after having told
realised my account had been hacked
did was close my account
am worried about
5 1 A about
2 A for
3 A by
4 A from
B with
B with
B for
B with
6 Suggested answer
Your review was really helpful, thanks. It was a good
idea to introduce all the characters in the film and I was
impressed by your descriptions of the sets and costumes.
Also, I thought it was very good because you made it sound
exciting but you did not give any of the critical parts of the
story away. I was disappointed with what you said about
the plot being boring, but I’d still like to see it based on your
review. If you write any more reviews, it would be really
useful if you could mention how the film compares to other
similar films you’ve seen. Keep posting!
GRAMMAR FILE
SB p143
1 1 did you spend 2 was doing, went 3 never used to enjoy
4 been playing, hadn’t washed 5 Did you reply, got
6 caught up, hadn’t seen
2 1 met, was working
2
3
4
5
6
came up, had never seen
called, realised, had been staring, had completely run out of
Did you want
was wondering
Were you thinking
3 1 he had been watching the
2
3
4
5
6
was wondering if/whether you could give
didn’t use to drink as
the sandwiches had gone by the
took me four hours (to write)
after they had/they’d done
4 1 I was worried and annoyed about the phone call.
2 We were interested in and amused by the video she posted.
3 My sister was interested in and pleased with her
new phone.
4 My classmate was devoted and connected to all his followers.
5 My parents were horrified and shocked by my friend’s
Facebook post.
6 The audience was amazed by and engaged with the
brilliant movie they saw.
5 1 was 2 when 3 by 4 in 5 been 6 on 7 at 8 had
Presentation tool:
Unit 1, Unit check
Workbook / Online Practice:
p13
Audioscript:
SB p175
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Lead-in SB p21
Introduce the title of the unit,
Winners and losers. Ask: Can you think
of some situations where there are clear
winners and losers? Elicit some ideas
e.g. sports, board games, politics, award
ceremonies, reality TV shows.
X
2
Winners
and losers
READING
USE OF ENGLISH
topic: head-to-head contests
skill: identifying paraphrasing
and synonyms
task: multiple matching
open cloze
multiple-choice cloze
GRAMMAR
verb patterns
determiners and pronouns
VOCABULARY
adjective + noun collocations
idioms
adverbs and adjectives
LISTENING
topic: factors contributing to success
in sports
skill: understanding attitude and
detailed information
task: sentence completion
SPEAKING
topic: disagreements
skill: comparing visuals
task: long turn
WRITING
topic: sports competitions and
young people
skill: using opinions and examples to
support an argument; hedging
task: essay
SWITCH ON
video: trying to impress
project: coming back from failure
Focus students’ attention on the photo
and ask students to describe what they
see (someone playing a game of virtual
soccer/football on a tablet). Ask On
a scale of one to ten, one being the
lowest and ten being the highest, how
much of a fan of computer games are
you? Tell your partner what number you
chose and why.
Read questions 1–2 with the class.
Point out the expression help or hinder
in Question 2 and check students
understand that the verb to hinder
means to make it more difficult for
something to develop or succeed.
Ask: Do you think computer games help
or hinder learners of English? Elicit a
few responses.
Give students a few minutes to discuss
Questions 1 and 2 in pairs, then ask
a few students each question e.g.
Thomas, why do you think people have
become so fascinated with computer
games? Would you tend to agree with
that, Emma?
Read the quote aloud: Your greatest
opponent is yourself. Ask: In what ways
might that be true in sport? Elicit some
ideas, e.g. motivating yourself to train
or persevere when the going gets
tough, reaching a personal best, not
letting negative self-talk get the better
of you. Elicit the verb, adjective and
general noun form of opponent and
the syllable stress in each form (to
oppose, opposing, opposition). Then ask
students to discuss Question 3 in small
groups. Elicit a few responses.
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2 Winners and losers
READING
SB pp22–23
To start
Ask: Who thinks they have a competitive streak? Ask students
to rate themselves (from 1 being the least competitive to 5
being extremely competitive), then explain their choice to
a partner.
extra: whole class
Tell students you are going to have a spelling quiz and
the pair with the most words will be crowned spelling
champion of the day. Put students into pairs and ask them
to write the numbers 1–10 on a piece of paper. Call out
the following words from Unit 1 for students to write
down, giving them a chance to discuss the spelling among
themselves: partially, reassuring, substantial, sequence,
current, exclusively, realm, ripple effect, therapeutic, witty.
Ask students to check their words on page 19 of the
Student’s Book. Ask students to check each other’s
spelling. Ask: Who got the spelling of all ten words
correct? Nine? Eight? Stop as soon as a pair puts up their
hand. That pair are the winners.
Ask: How did the competitive aspect to the spelling quiz
affect how you felt about the task? Elicit a few responses.
Power up
1 Students discuss the questions in pairs. Elicit a few
responses to each question.
Possible answers
1 • I entered a talent show last year as part of a hip-hop
dance group. Although I was quite nervous, it was
exciting to perform with lights and costumes. We didn’t
come anywhere but that didn’t matter because we only
entered for fun.
• I suppose you could say my weekly football game is a
competition. It can feel quite tense at times because
our school has a good chance of winning so we put a lot
of pressure on ourselves to play well. That said, if I didn’t
enjoy the competitive aspect on some level, I wouldn’t
be playing.
2 • I went to cheer on my friend at a karaoke competition
the other day. Even though I was only in the audience,
I felt quite nervous on her behalf!
• I was lucky enough to see our national basketball team
play recently. There was a great atmosphere, with so
much energy from the crowd. However, in the end, we
lost and I must say I was bitterly disappointed.
Read on
2 Ask students to discuss the questions in pairs using
phrases for speculation such as It looks like … ; I would
say … ; I think … ; I’d guess … ; they might … . Elicit a
few ideas.
Possible answers
1 It looks like this is a singing or speaking competition.
I would say contestants would have rehearsed extensively
before the show. They might feel nervous, excited or
exhilarated during the show.
2 This looks like a chess tournament. The players have
probably played a lot of games to practise, against real
people or maybe computers. They also might have read
some books or websites with chess tips. I would say they
are concentrating intensely, maybe blocking everything
else out including their nerves!
3 I would say this is some sort of video-game championship,
although it is possible it’s a coding competition or
something else online. I think the players look like they are
having a great time.
4 I think this is a breakdancing competition. I’d guess it takes
a lot of training to be able to perform moves like that.
They might have to choreograph or learn a certain routine
for the competition, or perhaps it is improvised. I’d guess
the performer is enjoying the buzz of performing.
3 Give students two minutes to read the text and match
the contributions to photos 1–4.
1 A The poetry slam involves poets performing their poems,
often to a background beat, to compete for votes from
selected audience members. The preparation involves
writing your own original poem and lots of practice.
Performers likely feel excited because of the fun buzz
of performing.
2 B A Blitz Chess Tournament is a speeded-up game of
chess with only a short time to make each move.
It involves playing to improve speed and make fast
decisions, and you also need to keep fit. During the
game, players feel focused and under pressure.
3 C A gaming tournament involves physically attending
an event, sometimes for a few days. Practice involves
playing online. Players may feel a buzz (excitement) and/
or performance anxiety.
4 D A dance battle is a head-to-head contest between two
dancers competing for spectator votes. It involves many
hours of hard training and practice. It feels very exciting
and intense to compete, thrilling to win, and there may
be moments of triumph and doubt along the way.
exam tip
Read through the exam tip with the class and ask them to
find phrases in paragraph B that have a similar meaning
to need … physical fitness. Point out that students need
to find specific clues in the text rather than just guessing,
e.g. paragraph D might seem to be the obvious choice for a
need for physical fitness, but it is a distractor to see if you have
read the question and the paragraph carefully. Ask students to
underline key words in the remaining prompts in Ex 4.
In paragraph B, students should underline: (It’s essential to)
practise to improve speed … keep your body in good shape, too.
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exam task: multiple matching
extra: fast finishers
In the Cambridge exam the reading texts will not have
as detailed lead-ins as this. Here the lead-in is to interest
students and prepare them for the content of the texts.
Write these prompts on the board and ask students to
find the phrases in the corresponding paragraphs which
have the same meanings.
4
Remind students that the multiple matching task
is Part 7 of the Reading and Use of English Paper.
There are 10 questions which students need to match
to short texts/parts of a text. Set a time limit of seven
minutes for students to complete Ex 4. Then give
students a few minutes to compare their answers and
reasoning in pairs. Comparing answers in pairs gives
students an opportunity to reflect on their answers,
learn from each other and also to get spoken practice.
1 See exam tip.
2 C (basic mistakes start to creep in. The secret is: try
not to dwell on them, otherwise you’ll lose focus and
be constantly playing catch-up.)
3 A (but I’m betting that none of them have really
experienced the pulsing excitement of a real, hardfought head-to-head slam battle.)
4 D (The audience turn their cards – red for him, blue
for you – and it’s a sea of blue. You’ve won your first
major dance battle.)
5 B (you’ll be playing mind games with your opponent,
and trying to distract each other.)
6 D (‘Beat that!’ his eyes and hand gesture say. He turns,
triumphant, and for a fleeting moment a sneaking
doubt catches your heart.)
7 A (For those not in the know, slams are not sedate
affairs where poets dramatically declaim their
poetry to a captivated audience …)
8 B (It’s one thing playing a calm and quiet game of
chess with your family or even someone online.
The atmosphere is relaxed, you have thinking time
and there’s no real pressure on you to win. Enter a
tournament and that all changes …)
9 A (need to create a sense of immediacy that touches
everyone in the room.)
10 C (the prospect of playing in front of people watching
can be daunting. Performance anxiety can affect a
player both physically and mentally … but be careful
because the buzz can be addictive.)
5 Organise students into A/B pairs. Ask each student A to
find words and phrases 1–5, and each student B to find
6–10. Ask students to share their answers with their
partner. Conduct class feedback.
1
2
3
4
5
6
7
8
9
10
those not in the know
hanging on every word
rise to the occasion
big time
playing mind games
play catch-up
throwing (some awesome) moves
for a fleeting moment
not for the faint-hearted
not down to
A not care if people criticise you or do not like you (grow a
thick skin)
B stay fit (keep your body in good shape)
C something good that doesn’t usually happen in real life
(the stuff dreams are made of)
D accept the consequence of something (face the music)
Sum up
6 Write on the board the following prompt headings:
Resources, Time, Skills, Help. Ask: If you were entering one
of the competitions from the text, what resources, time,
skills, and help would you need? Ask students to work in
pairs and choose one of the competitions. Give them five
minutes to discuss what they would need to consider,
using the prompts. Ask students to swap partners, and
tell their new partner what the considerations were.
Speak up
7 Remind students to practise giving full answers, using
a range of language. Review the useful language box
on page 15 of the Student’s Book for useful phrases for
agreeing/disagreeing. Invite a few students to share what
they discussed.
Possible answers
1 • I think the most appealing would probably be the dance
competition. To me, it seems like the competition with
the most visible action that you can see easily. I like the
idea of being able to cast a vote as well, it would make
me feel more involved.
• The competition I’d least enjoy going to would be the
gaming tournament. The text said the atmosphere is
electric, but to me, it still sounds a little boring to watch
other people playing games when I’d much rather be
playing them myself!
2 • In my view, the audience is the best judge. It makes the
show more engaging for the spectators and spreads the
decision over lots of varied perspectives rather than a
small panel of experts.
• I have to say I think it’s unfair when audiences judge
competitions. It often comes down to a popularity
contest instead of who actually performed the best.
It would also depend on where the contestants were
from, giving an advantage to a local over someone
playing away, for example.
extra: whole class
Before class, find a short clip of a teenager performing a
poetry slam. Show it to the class in the lesson. In pairs,
students select a point they would like to make to the
world, e.g. it’s necessary to act on climate change, what
doesn’t kill you makes you stronger, etc. It can be a
serious or light-hearted topic. Then, they write a short
freestyle poem. Students can either perform it for the
class, record it to share on your private class online space,
or publish the text online.
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2 Winners and losers
GRAMMAR
READING (Continued)
Fun footer
Read the footer aloud. Ask: Have you ever played chess or
any other kind of strategy game? How has the advent of the
internet changed strategy games?
Possible answer
People can play an opponent who is geographically far away,
perhaps even someone they don’t know. There is a huge range
of games available these days. People can seek gaming advice
online. You no longer need a physical board to play.
To finish
Write the following words and phrases on the board,
omitting the word in brackets:
hanging on every (word)
rise to the (occasion)
big-(time)
play catch (up)
fleeting (moment)
not for the faint-(hearted)
To start
Write the following phrases on the board without the verb
forms in brackets.
I’m interested in finding out about … (verb + preposition
+ -ing)
I need to go … (verb + infinitive with to)
I enjoy seeing … (verb + ing)
Put students into pairs. Ask them to discuss ways that they
could complete the phrases so that they are true for them.
Elicit the underlined verb forms in the phrases as indicated
above. Write up the verb forms next to the example of each
type. Point out that the lesson will now continue to explore
different verb patterns.
1 Give students time to choose the correct words, then
compare answers in pairs. Conduct class feedback.
1 to create 2 committing 3 to distract 4 prevent
In pairs, students complete the expressions from the article,
looking them up if necessary, then think of another sentence
using each word or phrase. Elicit a few answers.
In preparation for the Grammar lesson, ask students to
complete Exs 1 and 2 on page 24 of the Student’s Book for
homework, and to read the Grammar file section on verb
patterns on page 144. Also, share the PowerPoint Grammar
Presentation on verb patterns with them. Encourage them to
note down any questions they have, so you can go over these
in the next lesson.
Presentation tool:
Unit 2, Reading
Workbook / Online Practice:
pp14–15
Extra Practice App
SB p24
explore grammar
SB p144
2 Go through the PowerPoint Grammar Presentation
or ask students to read the explore grammar box and
complete the gaps. After checking the answers, point
out some of the differences in meaning in the verbs
in B. Write this example on the board to illustrate
a change in meaning: 1 I regret to inform you that
the team was not selected for the final. 2 I regret
informing you that the team was not selected for the
final. Ask students to discuss in pairs the difference
in meaning between the two sentences. (In the first
sentence, regret to inform means the speaker is sorry
to convey bad news. In the second sentence, regret
informing means that the speaker had already told the
listener the team was not selected but wishes she/he
had not.
For more detailed notes, refer students to the
Grammar file section on verb patterns on page 144 if
they haven’t already read it before class, and ask them
to read the notes and complete Exs 1–4 on page 145
either in class or for homework.
1 need 2 let 3 involve 4 try
3 On the board, draw a Venn diagram with one side for
verbs followed by -ing, the other for verbs followed by
infinitive. The overlapping area should be for verbs which
may be followed by both -ing or an infinitive.
Put students into small groups to decide where to place
each verb on the diagram. Check students have access
to dictionaries or can use an online dictionary, e.g. the
Longman Dictionary of Contemporary English at
www.ldoceonline.com.
infinitive: aim, claim, dare, endeavour, pretend, struggle,
tempt, tend, vote
-ing: avoid, consider, deny, end up, fancy, imagine, recall, risk
both: forget
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watch out for
The verbs remember and forget both have a change in
meaning depending on whether they are followed by toinfinitive or an -ing form.
Speak up
7 Give students a moment to think about their ideas before
sharing them in pairs. Remind students to think about
using the correct verb form during the discussion. Ask a
few students to share a response to one of the questions
in class.
Remember/forget + to-infinitive = to forget/remember
something that you must do, get, or bring.
e.g. Did you remember/forget to buy something to eat?
Remember + -ing = to have a picture or idea in your mind
of people, events, places, etc. from the past
e.g. I remember reading about that somewhere.
Forget + -ing = to stop planning to do something because
it is no longer possible or sensible.
e.g. Forget going to the match, the tickets have already
sold out.
4
2.1 Ask students to take turns to ask and answer
the questions in pairs. Then play the recording and ask
students to note down what the speakers talked about.
Ask: Did any of the speakers mention similar things to you?
5
2.2 Encourage students to read the sentences
then play the recording for students to complete. Refer
students to audioscript 2.1 on page 176 for students to
check their answers.
A to watch
B to have won, to be
C to have won
D to come and work
E only to realise
6 Write on the board in a speech bubble: What doesn’t
kill you makes you stronger. Ask students what they
think it means (that we learn from failure which makes
us stronger). Ask students to discuss in pairs the extent
to which they agree with this statement and why. Elicit
some ideas.
extra: whole class
Write on the board or photocopy the sentence pairs
below which use verbs that can be followed by toinfinitive or -ing forms. Ask students to read the sentences
and discuss in pairs what the differences in meaning are.
1a I tried to copy his dance moves but they were too fast
for me. (tried but wasn’t able to)
b I tried copying his dance moves but I still didn’t win.
(did something but didn’t get a result)
2a Stop thinking about that one failure! (stop an activity
that is in progress)
b Stop to think for a moment before you commit yourself.
(stop an activity in order to do something else).
3a I love dancing, and I’m going to go on competing as
long as I can. (continue doing something)
b I’ve been dancing for fun, but I’m going to go on to
compete. (start doing something)
Fun footer
Ask students to read and discuss the fun footer in pairs.
Ask: Does this surprise you? Do you know any other interesting
facts about famous people? If there is time, challenge pairs to
find one interesting fact about their favourite celebrity’s past
before they became famous to share with the class.
To finish
Students discuss the following questions in pairs or small
groups. Elicit some ideas for each question.
Tell students to read the comment about this quote
from a website and complete the verb forms. Students
compare their answers in pairs. If necessary, clarify glasshalf-empty, which is from the expression that somebody
sees the glass as half empty/half full, used to say that a
particular person is more likely to notice the good parts
or the bad parts of a situation.
•
Some schools today do not use the word ‘fail’ with their
students. They soften results to make students feel
better. Is this a good or bad thing?
•
Some people say that failure is important because it
forces us to adapt and find other solutions. What is
your view?
1 to fail 2 opting out 3 to get 4 retaking
5 going on to do 6 getting 7 try to do 8 enjoying
9 feeling 10 telling
Presentation tool:
Unit 2, Grammar
Workbook / Online Practice:
p16
Photocopiable activity:
2A
Grammar reference and practice:
SB p144
Audioscript and explore grammar video
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2 Winners and losers
VOCABULARY
SB p25
adjective + noun collocations
To start
Elicit a few answers to the following questions: What is a
soap opera? What kinds of techniques do the writers use to try
and persuade people to watch the next episode? Which soaps
are most popular in your country? Have you watched any
soaps from English speaking countries?
background
A soap opera or ‘soap’ is a regularly broadcast show which
follows the everyday lives of its characters. Their lives are
usually very melodramatic. Each episode generally ends in
a cliff hanger so that the viewer needs to watch the next
episode to find out what happens. The plot continues
between episodes. Some soap operas run for many years,
e.g. the popular British soap Coronation Street was first
broadcast in 1960 and is still running.
1 Ask students to read the quote and discuss the questions
in pairs.
Suggested answer
Don’t boast about your achievements, especially before
they happen.
2
2.3 Tell students they are going to hear a review of a
new soap opera called South Bay. Ask them to read the
questions and listen to find the answers.
It has succeeded in spite of having a lot of competition from
other soap operas.
It failed and cost a lot of money to produce.
3
game on
Demonstrate the game by asking two students to read
parts A and B in the example.
Give students a few minutes to play the game. Then with
the whole class, read out the following starters and the
whole class should call out the rest of the collocation
(in brackets).
stay on top of (the game).
It’s a win-win (situation).
resounding (success)
vast (amount)
burning (ambition)
formidable (challenge)
It’s back to (square one).
Don’t let it get (the better of you).
if all else (fails)
We need to cut our (losses).
idioms
5 Tell students that the sentences in Ex 5 are from a blog by
the producer of South Bay. Students choose the correct
words to complete the idioms. Go through the answers
as a class. In question 7, point out that as well as win-win
situations, we can also talk about lose-lose situations
where everyone involved is worse off, and no-win
situations where there is no good possible outcome.
1 square 2 losses 3 big 4 game 5 getting
7 win-win 8 get
6 else
extra: fast finishers
2.4 Ask students to complete the review. Then play
the recording again for students to check their answers.
Ask students to think of another example situation in
which some of the idioms in Ex 5 could be used, e.g. If
you were working on a project plan, and then you lost
the notes, you would have to go back to square one and
start again.
1 resounding 2 unprecedented 3 vast 4 dismal
5 unmitigated 6 colossal 7 endearing 8 eternal
9 burning 10 lukewarm 11 futile 12 formidable
explore language
4 Students complete the exercise in pairs, using dictionaries
if necessary.
Possible answers
impressive/fantastic accomplishment
daunting/huge challenge
unmitigated/complete disaster
complete/abysmal failure
roaring/resounding success
alternative
Give students five minutes with dictionaries to find as
many adjectives that collocate with the nouns in Ex 4 as
they can.
Go through the language box with the class. Emphasise
the suggestion in the explore language box about learning
idioms word for word. Point out to students that using an
idiom correctly in an appropriate context can make their
speech or writing more interesting and fluent, and help them
get a better mark in the exam. Ask students to discuss in
pairs whether there are any similar idioms to 1–8 in other
languages they know.
6 In pairs, students take turns to read the problem and
suggest advice. Circulate, making sure that the idioms are
being used correctly, word for word and in an appropriate
context. For weaker classes, share the first possible
answer as an example.
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Possible answers
1 Don’t let it get the better of you, I’m sure you’ll be fine.
Make some notes so you don’t forget what to say, and
don’t forget to practise your presentation!
2 Don’t worry, just do your best. You’ve studied really hard,
so I’m sure you will be fine. And if all else fails, have a
guess! What have you got to lose?
3 Definitely! You’ve got all the qualifications and experience
they need and they are offering a great package – it’s a
win-win situation.
4 Well, if you’re not making a profit after all this time, then
it might be time to cut your losses. I know you’ve put your
all into it, but you could end up losing even more money.
5 I think the best way to stay on top of your game is just to
keep working at it. Think about the big picture – that will
get you through.
7
LISTENING
To start
Write the following mottos on the board. Ask students to
read the mottos and then discuss with a partner which they
like best and why: Never give up; Together everyone achieves
more; Do as you would be done by; Work hard, play hard;
Be prepared.
Ask: What other mottos do you know or like?
Power up
1 Students discuss the question in pairs. Elicit a
few responses.
Possible answers
1 to encourage people, to express the aim or belief of a
group or institution
2 I think it is inspiring because it encourages people to push
themselves to perform better. / Personally, I don’t find it
that inspiring. I’d rather it was something about coming
together or doing your best.
3 a challenge, being the best ever, recognition, admiration
2.5 Play the recording and elicit who the advice was
for. Ask students to discuss the question in pairs.
The advice is for someone going for an interview
extra: whole class
Encourage students to look at the list of words in Extend
vocabulary on page 160. Put students into pairs and
divide the list of phrases among the pairs. Each pair
should look up what their allocated phrase means and
prepare an example. Each pair teaches the class their
phrase. Alternatively, make an area in your private class
online space for students to add definitions and examples
to new words and phrases. For example, a collaborative
glossary, a wiki or a forum post. This could be used as an
ongoing place for students to post definitions throughout
the course.
2 Go through the question in Ex 2 to the class. Elicit
some responses.
Possible answer
how to improve your physical training, how to cope with
pressure, how to prepare for competitions
Listen up
3 Ask students to read the sentences summarising Jed’s
talk. Elicit what the talk is likely to focus on.
Speak up
Possible answers
success, performance, coaching, challenges (students might
also guess equipment or tracks, e.g. his trainers)
8 Students discuss the questions in pairs. Elicit some ideas
for each.
4
To finish
Ask students to discuss in pairs whether they agree with the
following statement and why: Everyone loves a good soap
opera – some people just don’t like to admit it!
Presentation tool:
Unit 2, Vocabulary
Workbook / Online Practice:
p17
Photocopiable activity:
2B
Extend vocabulary:
SB p160
Audioscript:
SB p176
2.6 Tell students you will play the recording first for
them to understand the main gist of the talk. Ask them
to listen for the three factors Jed says contributed to his
success. Play the recording then elicit the three factors.
new technologies; choosing a sport for his body type;
better training
extra: whole class
Students work in groups of three to come up with a
marketing pitch for a soap opera. They should decide on
a setting, a few main characters and some key dramatic
events. Groups take turns to give their pitch to the class.
The class votes on which soap opera they think would
receive the best ratings and why.
SB p26
exam task: sentence completion
Point out that the sentence completion task type tests
students’ ability to listen for specific information and
stated opinions. Ask students to read the exam tip and
underline the main verb in each gapped sentence in Ex 5.
Then focus students’ attention on question 1 in Ex 5 and
elicit the answer to the question in the exam tip box.
A
Extra Practice App
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2 Winners and losers
LISTENING (Continued)
5
2.7 Play the recording again for students to
complete each gap. Students compare their answers
in pairs and then check as a class. Ask: How close were
your predictions? Did making predictions help you to
complete the task better?
1 practice (you probably think whether you won or lost
was solely down to how much practice you did. Well, I
don’t want to disagree with your sports coaches, but
you may be surprised to learn that you’d be wrong)
2 boundaries (we never stop trying to push ourselves to
extend limitations – what I call my boundaries – and I’m
constantly driven by the need to push these)
3 track surface (I’ve been amazed at how the track
surface has made such a difference to my performance)
4 latest equipment (Equally, we all want to take
advantage of the latest equipment that the big sports
brands compete to develop because we believe it
enhances our performance.)
5 same conditions (Some of the purists said that my time
could only count if I had run in the same conditions as
the previous record. This seems unrealistic …)
6 body type (… I think you have to think about is
whether you are the best body type for the sport you
want to do)
7 swimmer (I really wanted to be a swimmer … I felt
incredibly let down at the time)
8 limit (my performance really took off when I had a
coach who really pushed me to the limit of my physical
endurance – and I have that to thank him for)
6 Ask: What is a phrasal verb? (a verb with an adverb or
preposition after it (or both), which may have a meaning
which is quite distinct from the verb alone, e.g. look after
means to care for someone. Remind students that in
general, phrasal verbs are used in more informal styles of
speech and writing.
Ask students to underline the phrasal verbs in sentences
1–6 and match them with the meanings. Conduct
class feedback.
1
2
3
4
5
6
to go into (C)
to be down to (E)
to face up to (D)
to end up (A)
to come back to (F)
to switch up (B)
7 Students discuss ideas in pairs. Conduct class feedback.
Possible answers
down to: familiarity, who you know
face up to: the consequences/the problem/the fact
end up: in a situation/place
come back to: earth/reality
switch up: a gear
alternative
As an alternative to Ex 7, ask students to complete the
following questions with the correct form of phrasal verbs
from Ex 6, then discuss each question in pairs.
• Is success usually
what you know or who you
know? (down to)
• Is it better to
problems or ignore them?
(face up to)
• What
being a successful student? (goes into)
• Where do you hope to
in five years? (end up)
8 Give students a few minutes to discuss their ideas in pairs
and then invite a few students to share their ideas.
Possible answer
It doesn’t seem fair because sports equipment, surfaces and
clothing have undergone huge technological improvements
which help athletes to perform better.
Speak up
9 In pairs, students choose a successful person in a field
such as sport, business, science or entertainment.
After discussing reasons for their success, students could
present their ideas to the class, by writing a paragraph to
read out or creating a poster.
extra
Students choose and research a specific sport on the
internet and give a one-minute presentation to other
students in the class on changes over the years and
what difference the changes have made to people’s
performance. Students could carry out the research in
class and write up their presentation for homework.
They could use the following plan for their presentation.
• Introduction (why you chose this sport)
• At least three changes (e.g. clothing, rules, equipment,
who plays it, where it is played)
• Conclusion (how have the changes impacted the sport)
Tell students to listen to each other’s presentations
carefully and take notes. At the end of each presentation,
ask students to think of a follow-up question to ask
the presenter.
Fun footer
Ask students to read the surprising fact in the footer.
Ask each student to choose a sport and ask them to find out
a surprising fact about the sport to share with the rest of
the group.
To finish
Write the following words/phrases on the board to extend
their vocabulary related to competition. Ask students to use
dictionaries to check the meanings if necessary, then practise
using them in a sentence: disqualification, opposing team,
tiebreaker, be in contention for, vie, adversary.
Presentation tool:
Unit 2, Listening
Workbook / Online Practice:
p18
Audioscript:
SB p176
Extra Practice App
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USE OF ENGLISH 1
SB p27
3 Give students one minute to read the text. Elicit
the answer.
To start
It inspires them to go out and actually do things.
Write the following sentences on the board:
• Few people were left at the finish line when I finally crossed.
• How did both of you do so well? I’ll have to try your
training schedule!
Ask students if they can translate the sentences into
their first language. Put students into pairs to discuss the
underlined words, and look for any differences between
the way they are used in English and their first language.
For example, thinking about the connection between the
determiner and main noun/pronoun.
1 Ask students to complete the exercise, using the explore
language box to help. For more information, refer students
to the Grammar file on page 144. Conduct class feedback.
1 all, has ​2 are, neither ​3 are, is ​4 is ​5 Both
explore language
SB p144
Elicit that a determiner is a word that is used before a noun in
order to show which thing you mean. In the phrases the car
and some cars, the and some are determiners.
A pronoun is a word that is used instead of a noun or noun
phrase, such as she instead of Martha or the woman.
Here are some further notes on each of the points you might
like to go through with your class.
A Quantifiers like each, every, neither and either can be
used with singular nouns. Both, a few, few, many can only
be used with plural nouns. Much can only be used with
uncountable nouns.
B The words every, no and other are not followed by of.
C Neither of, either of and none of are used before a plural
noun or pronoun, and a singular verb, e.g. Has either of
them called yet? However, in informal English, people often
use a plural verb: Have either of them called yet?
D Elicit the difference between few (not many), a few (some)
and several (more than a few, but not a large number).
Number also takes a plural verb, it sounds more formal than
several, e.g. A number of recommendations were made.
E Uncountable nouns, such as information, are singular in
English (it’s plural in some other languages).
F Point out that a quantifier can also go at the beginning of
the sentence, e.g. Both (of) my brothers can play tennis well.
G Elicit other determiners which can also be used as pronouns
(e.g. some, any).
watch out for
Make sure students don’t use each in negative clauses.
Instead, we use none, e.g. None of the answers was
correct. (not Each of the answers was not correct.)
2 Say: You are going to read an interview with the winner of
a science competition. Students complete the interview
with the words provided. As you go through the answers
with the class, elicit whether each word is being used as a
determiner or pronoun (they are all determiners).
1 a little ​2 the whole ​3 any ​4 all ​5 much ​6 most ​
7 none ​8 little
exam task: open cloze
Point out that the open cloze task tests knowledge of
grammar and grammar-related vocabulary. Ask students
to read the exam tip, and to discuss the question in pairs.
Elicit the answer, pointing out that the clue (amongst
many) came after the gap, so students need to make sure
they carefully read both before and after the gap.
another (because it is one reason ‘amongst many’)
4
Point out that students have already done the first
thing they should do in the exam, which is to quickly
read the text for gist to get an idea of what it’s about.
Emphasise that each gap has one word only missing.
Then give students about ten minutes to complete the
open cloze task, encouraging those who finish quickly
to read through the text again as a whole to carefully
check their answers. Students compare their answers in
pairs, giving reasons for their choices. Elicit the answers
and reasons.
1
2
3
4
5
6
7
8
Few (= almost none)
lot (following the word a)
much (uncountable noun)
bringing (an -ing form, part of the phrasal verb
bring about)
of (the dependent preposition following capable)
an (the article we use when we first
mention something)
no (= not any)
their (referring back to ‘ordinary people’)
Speak up
5 In small groups, students create their own motivational
slogan and write it on a piece of paper. If you wish, give
a more focused topic, e.g. a motivational slogan for
people to get up earlier, or to save money. Students could
present their slogans in groups, explaining the reasons
behind it.
To finish
Play this quick guessing game with the class. Say: I’m going
to read some famous company slogans. See if you can guess
which companies use them. Read the following list (answers
in brackets) and elicit the answers.
1 Think different (Apple)
2 I’m lovin’ it (McDonalds)
3 Because you’re worth it (L’Oréal)
4 There are some things money can’t buy. For everything else,
there’s … (Mastercard).
Presentation tool:
Unit 2, Use of English 1
Workbook / Online Practice:
p19
Grammar reference and practice:
SB p144
Extra Practice App
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USE OF ENGLISH 2
SB p28
To start
Tell students you have a friend whose extended family is
always getting into arguments when they meet up. Some of
the arguments get quite heated. Tell them you are sure it is
related to the topic of conversation. Ask students to make
two lists of conversation topics. The first list will have topics
to steer clear of – those topics which are likely to cause a lot
of controversy. The second list is of conversation topics which
are generally good safe choices for small talk. Ask students
to work in pairs. Give them a couple of minutes to make their
lists, then ask the class to agree on a definitive list.
1 Elicit the difference between a heated debate and a petty
argument. Ask students to discuss in pairs when they last
had or witnessed each kind of argument.
heated debate – an exchange of strong opinions about a
controversial subject
petty argument – an argument over something unimportant
2
2.8 Ask students to read the questions in Ex 2, then
play the recording. Elicit the girl’s attitude and example.
She hates losing an argument. She cites arguments with her
brother as an example. She always comes out on top – a fact
that irritates him.
explore language
Read point A and ask: What is a gradable adjective?
If students are not sure, say: If an adjective is gradable,
we can modify it to show to what extent that adjective
describes the noun. For example, if we wanted to grade how
good someone is at arguing, we could say they are not very
good, very good, or extremely good.
Elicit some other gradable adjectives, e.g. enjoyable, nice,
cold, early, clean, competitive.
Then say: On the other hand, an ungradable adjective cannot
be graded. These usually have an extreme meaning already,
so are sometimes called ‘extreme adjectives’. However, extra
emphasis and intensity can still be added with modifiers.
Read through point B. Elicit a few more ungradable
adjectives, e.g. freezing, awesome, hilarious.
Read point C and point out that massively is an informal word
in this context.
Read point D and give an example, such as heavily influenced.
3 Elicit the meaning of plausible (likely to be true,
e.g. a plausible explanation/plan). Students complete
the sentences. Point out that some adverb + adjective
collocations from this unit are listed in the Wordlist
on page 33 to help students remember to learn them
together. Ask students to check their answers in the
wordlist.
extra: fast finishers
Write two further sentences on the board and see if
students can work out which adjective collocates with the
adverb to complete the sentence (tell them the adjectives
aren’t on the list in Ex 3).
1 It’s utterly
to think that we have any hope of
winning. (ridiculous)
2 It’s blatantly
that he’s never before competed
at this level. (obvious)
exam task: multiple-choice cloze
The items here test more intensity adverbs than would
happen in the Cambridge exam as that reflects the focus
of the lesson.
Point out that the multiple-choice cloze is the first exam
task in the Reading and Use of English Paper, and tests
students’ knowledge of vocabulary items, for example,
collocations and differentiating between words with
similar meanings. Ask students to read the exam tip. Ask
students to cover the options and read the text, seeing
if they can guess any of the words before they look at
the options.
4
Allow around eight minutes to complete the
exercise. Go through the answers, eliciting reasons
for each answer. Point out that the word keep is the
answer in the example, because only this verb can
collocate with temper.
1 C (the other verbs do not collocate with points)
2 D (perfectly is the only adverb which collocates
with plausible)
3 C (sure collocates with not … entirely but cannot
precede by; agreed does not collocate with entirely
and cannot precede by; dominated can precede by but
does not collocate with entirely)
4 A (right does not collocate with blatantly; probably
is an adverb, but the gap requires an adjective to
make sense; understandable does not collocate
with blatantly)
5 B (the other adverbs do not collocate with important)
6 D integrity = moral standard (the other three nouns
make grammatical sense but in the context of the
whole sentence, integrity is the best choice)
7 A (the other adverbs do not collocate with enjoyable)
8 C (the other adjectives do not collocate with highly)
extra: fast finishers
Encourage fast finishers to check their answers to Ex 4
carefully, which is a good habit to develop for the exam,
and make sure they can give reasons for their choices.
1 influenced 2 exaggerated 3 believed 4 shy 5 limited
6 plausible 7 convinced 8 disappointed
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Speak up
5 Read through the questions with the class. Elicit the
meaning of tactics (strategies). Ask students to work in
pairs to discuss the questions, then elicit a few responses.
extra: whole class
Ask students to have an argument in pairs so they can
try out the tactics from the article in Ex 4. You could
brainstorm some topics to argue about on the board,
or provide a suitable topic. Ideally, it should be a topic
that creates genuine disagreement. Look for some
debate topics online, or ask students to suggest some
controversial topics starting with Should we …
(e.g. Should we ban sugary drinks or junk food?) Students
should decide on their view then find someone with an
opposing view to talk with. This could be repeated with
a range of topics.
SPEAKING
SB p29
To start
Play a game with your class. Say: I’m going to name two
things we can see, and you need to work in teams to find as
many similarities as you can between them. Your team will get
a point for each similarity.
Call out pairs of unrelated classroom items (avoid pointing
out personal things, like what students are wearing, etc.).
After calling out each pair of items, give the class about
10 seconds to respond. These could include things like:
whiteboard and door (they are approximately the same size
and shape); chair and the window frame (they are both made
of wood or metal and belong to the school).
Power up
1 Put students into pairs to discuss the items. Elicit some
Fun footer
answers for each category.
Go through the footer with the class. Ask them to brainstorm
words and phrases they associate with anger, e.g. heated
debate, argument, aggression, furious, bitter, grumpy, bad
mood, hold a grudge, lose your temper, drive someone up the
wall, boil over, have a tantrum.
Possible answers
parents: serious issues – whether to move out, what to
study; petty issue – what you wear
friends: serious issues – someone sharing a secret, being
left out; petty issues – what film to see, why a friend didn’t
respond to a message
work colleagues: serious issues – bullying, performance
issues; petty issues – uniform not right, being late
teachers: serious issues – cheating, missing lessons; petty
issues – being late, bad handwriting
Write the words/phrases on the board, including any from
the list above that students did not think of. Ask students to
choose some words they haven’t used before (or haven’t used
often) and to use them in a sentence that is true for them,
e.g. It really drives me up the wall when I can hear people’s
music through their headphones. Students share their
sentences in small groups and see whether or not they feel
the same way.
To finish
Put students in pairs. Either write the following sentences
on the board or write them on separate pieces of paper and
distribute one to each pair. Explain that each sentence is a
response to something else. Students read the responses
and write what they imagine was said before each response.
Students swap partners and compare ideas.
1
2
3
4
5
6
Yes, I think that is perfectly plausible.
I’m sorry, they’re strictly limited.
She’s deeply sorry about the whole thing.
Those comments are wildly exaggerated.
Don’t even consider it. It’s utterly ridiculous.
Yes, I agree. It’s blatantly obvious.
Presentation tool:
Unit 2, Use of English 2
Workbook / Online Practice:
p20
Audioscript:
SB p176
Extra Practice App
2
2.9 Focus students’ attention on the three photos at
the top of page 29. Ask students to work in pairs to think
of a few differences and similarities between the pictures.
Play the recording of a student talking about the pictures
and go through the task with the class. As a follow-up,
ask: Did she mention anything that you talked about?
This is not a good answer because the candidate is
describing the pictures, not comparing them.
exam tip
3 Ask students to read the exam tip. Emphasise that
describing instead of comparing/contrasting is a common
mistake. Elicit which piece of advice the student should
take. Refer students to the Speaking file on page 162.
Ask students to quickly read the overview and example
task to revise what is required. Elicit what the task
requires. Student A should compare and contrast two
pictures for a minute then student B answers a question
about A’s pictures. Then Student B compares and
contrasts two pictures for a minute before Student A
answers a question about B’s pictures.
Ask students to read the exam help section and put
an asterisk next to the pieces of advice they found
most useful.
Note that when asking teenage learners to read
something, suggest a simple task to complete to focus
their attention. The task may be to find something out or
to react in some way to what they read, e.g. ask students
to read the useful language box on page 162 and choose
a phrase in each category that they haven’t used before
(or haven’t used much before) to try to incorporate into
the discussion.
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2 Winners and losers
SPEAKING (Continued)
Don’t describe the pictures, but try to give a balanced long
turn, comparing and contrasting the pictures. Talk about
things that are similar and things that are different before
you answer the question.
4 Ask students to underline the words and phrases the
student uses to compare the pictures.
useful language: comparisons
in both pictures
However, … different in each
in the first one … whereas in the second …
unlike in the first picture …
5 Ask students to look at the pictures. Give them time
to complete the statements individually, then to
compare ideas in pairs. Elicit a few ways to complete
each statement.
Possible answers
1 A major difference between these two pictures is that the
mother and daughter look quite sad whereas the players
look angry and indignant.
2 Both pictures show people communicating with each other.
3 The mother and daughter are in a family location, whereas
the players and referee are at a match.
4 Both pictures show people disagreeing. However, the
mother and daughter seem to be reflecting on what to
say next, whereas the players are arguing with the referee.
5 The situations are similar in that the people are all
probably feeling quite tense.
6 The pictures differ quite dramatically in that the
footballers have the referee to arbitrate the situation,
whereas the mother and daughter look like they will have
to sort it out on their own.
exam task: long turn
SB p162
In the Cambridge exam there is a question for the
Listening Candidate to answer after his/her partner’s
long turn. Here, as the focus is on the long turn, there is
no LCQ.
6
A major difference between the two pictures is that the
father and son seem to be having a two-way argument,
unlike, I think in the parking picture, where it looks more
like the warden is giving a lecture and the woman is
desperately trying to think of a way out of the situation
without being overly confrontational. Then again, maybe
the boy feels like he is getting a lecture too!
Put students into pairs and refer them to pages
170 and 171. Encourage students to time each other
for the task. For extra practice, ask students to change
partner and change role.
Possible answer (page 170)
I’d like to talk about the bottom two pictures. The situations
are similar in that in both pictures people are having an
argument. However, the father and son look like they are
at home, whereas the traffic warden and woman are out in
public.
Both men look like they are trying to get a point across
but the domestic situation looks more heated with the
dad’s finger pointing and the boy scowling. I don’t think
it’s possible to work out what they are fighting about,
whereas it’s blatantly obvious that the other argument
is a disagreement over the parking meter. Perhaps the
woman hasn’t put in enough money or has stayed
too long.
Ask students to read through the useful phrases in
the box and practise saying the phrases, focusing on
connected speech. For example, demonstrate the
pronunciation of the first phrase. Ask students to notice
the link between the final consonant in situations with
the initial vowel in are, and the link between the final
consonant in people with the initial vowel in in. Point out
the intrusive /r/ at the end of similar because it is followed
by a vowel.
Other intrusive sounds you could elicit or point out in the
remaining phrases are:
/r/ I think it’s more_a case of …
/j/ The pictures differ quite dramatically _in …
Speaking extra
7 Point out the idioms in question 2: clear the air (to diffuse
tension between people) and leave a bad taste in your
mouth (leave someone feeling annoyed/resentful). Ask
students to discuss the question in pairs, then elicit a
few responses.
To finish
Elicit a few phrases that students could use if they are dealing
with unfamiliar vocabulary or can’t remember the right word
for something, e.g.
• I’m not 100% sure what you call this in English.
• There’s probably a name for it, it’s used to …
• I know the name of this, but it’s gone for a moment …
Write the phrases on the board for weaker classes.
Tell students you are going to describe something without
using the name, and they have to guess what it is. Say: I’m not
100% sure what you call this in English, but it is the name of
an Olympic event where people run a race and have to jump
over a series of fences. Elicit guesses. (the hurdles).
Ask students to work in groups and take turns to pretend
they have forgotten a word and use one of the phrases to
describe it. Other students in the group guess.
In preparation for the Writing lesson, consider asking
students to complete Exs 2–5 on page 30 for homework.
Then during class, ask students to compare their answers
with a partner, then check as a class.
Presentation tool:
Unit 2, Speaking
Workbook / Online Practice:
p21
Speaking file:
SB 162
Audioscript:
SB p176
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WRITING
SB pp30–31
To start
Focus students’ attention on the photo on page 31.
Elicit answers to the following questions: Have you ever had a
tug of war? What was it like? What value is there for children
participating in an activity like this? (learning to work as a
team, being outside, an alternative to screen-time, being
active). Ask students to discuss in pairs: What were your
feelings about participating in sports when you were younger?
background note
A tug of war involves teams pulling opposite ends of a
rope with a flag in the middle. To win, a team must pull
the central flag over a certain point.
Power up
1 Give students a few minutes to discuss the questions in
pairs, then elicit a few ideas for each question.
Possible answer
1 being competitive, recognition, a sense of satisfaction,
monetary gain
Plan on
2 Say: Look at the diagram. Each cog represents a key
element to consider when approaching a writing task,
whether in the exam or in real life. Focus their attention
on the headings style, purpose and organisation. Ask
them to think of more points for each heading. Students
compare their answers in pairs. Conduct class feedback.
Suggested answers
style: formal, semi-formal
purpose: to convince, explain or inform, persuade
organisation: an introduction, two or three paragraphs each
with their own argument, and a conclusion
3 Give students a few minutes to read the essay task and
answer the questions. Go through the answers as a class.
1 your teacher
2 discuss two of the benefits listed in the box, and choose
the one you think is most beneficial. Include reasons.
3 You can use the opinions but you don’t have to.
The discussion is given to help give you ideas.
4 If you use phrases from the box, you miss out on
the opportunity to show the examiner your own
language skills.
4 Ask students to close their books. Put students into small
groups to generate ideas about why school sports days
are a good idea. Ask each group to report back briefly to
the class.
5 Ask students to read the essay individually, then discuss
the questions in pairs. Elicit the answers.
1 general fitness; doing something together
2 with reasons and an example
3 to explain which benefit is best and to conclude the essay
4 fitness: physical activity; physical exercise
do something together: feel part of a team; joining
in together
do not play enough sport: doing less sport, giving up sports
do something together: being part of a team, work together,
joining in together
are important: more, not less, essential
6 Ask students to move back into the small groups they
were in for Ex 4 to discuss a reason and example for
each idea.
exam tip
Read the explanation of hedging in the exam tip aloud. Say:
Hedging is about using language with a bit of uncertainty
rather than ‘absolute’ language. This can often make an
argument seem more reasonable and polite. Other common
examples of hedging include using words like maybe or
probably. Ask students to see how many examples of hedging
they can find in the essay on page 30 in two minutes. Elicit
the hedging examples.
Refer students to the Writing File about essays on page 165
for more information.
There has been a lot of discussion recently about whether or not
school sports days are fair to all students and some schools have
changed the way they run sports days as a result. Some have
even abandoned them altogether.
School sports days are, in fact, becoming more, not less essential.
There have been many surveys showing that children at school
are doing less sport and more academic work, and that they
are giving up sports at an earlier age. For example, quite a few
children do no physical activity at all due to the prevalence
of technology. School sports days are a way of ensuring that
everyone gets some physical exercise.
Several people are worried that everything has now become
seriously competitive at school and that children should be
able to enjoy sports without the competition. However, school
sports days can actually help children to feel part of a team and
encourage them to work together. For those who dislike sports,
the day could include some fun races, like a sack race, which do
not require physical ability, but still involve some exercise and the
joy of joining in together.
In my view, the issue of promoting physical exercise is the single
most important thing, not only for health but also because it
teaches children that exercise or sports are a natural part of life
and something they should continue doing. Overall, although
there are a few concerns, I would say that school sports days
are a crucial part of a child’s education and that it is good for
children to prepare for and take part in these events.
Possible answers
• It’s good for children to get physical exercise and
be outdoors.
• It gives children the chance to try a wider range
of activities.
• It’s a good event to involve the wider community.
• It fosters values like cooperation and participation.
• It’s fun.
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WRITING (Continued)
Write on
7 Give students a few minutes to read the exam
task carefully and answer the questions in Ex 3.
Elicit the answers.
1 your teacher
2 two of the benefits from the list and say which factor is
most beneficial
3 as you wish, but it must be in your own words
4 to show you are not copying
8 Students follow the steps. Point out the point of view of
adjectives in the useful language box. Explain that it is
useful to have a range of alternative words available to
avoid repetition in the exam.
useful language: point of view adjectives
Focus student’s attention on the useful language box.
Encourage them to use some of these adjectives in their
essay to show their point of view. They should use a range
to avoid repetition. Point out that these adjectives can be
used before a noun or in a phrase starting with It is … .
For example, Learning to collaborate is an essential skill. or
It is essential that young people learn to collaborate.
exam task: essay
SB p165
The length of the third opinion given in the task is longer
than students would find in the Cambridge exam. This is
to give students additional help.
9
On the whole, it seems to me that these key benefits
far outweigh the possible drawbacks of competitions.
Learning to compete and collaborate are essential
skills for the future of the next generation. These are
generally learned more effectively through practical
activities like competitions than they could ever be in a
traditional classroom.
Improve it
10 Students should check their work against this checklist
or ask a partner to check it before submitting anything.
Use these assessment points as a guide for the feedback
to give students for this essay. Provide the model answer
to Ex 9 for students, for example, by photocopying
it or scanning and uploading it to your private class
online area.
11 Point out that this score is about persuasiveness, not an
overall score on English or essay-writing skills.
To finish
Call out the following examples of absolute language and ask
students to use hedging to make them more reasonable and
polite. Sample answers are in brackets.
1 You should do more exercise. (Perhaps you could consider
doing a little more exercise.)
2 Everyone enjoys sports days. (Most people enjoy
sports days.)
3 Competition is beneficial to children. (A bit of competition
may be beneficial to some children.)
Students may start the essay in class and finish it
for homework. Point out the list of assessment points
in Ex 10 for students to check their work against. If
you have the facilities, provide students with a way to
submit their work electronically, for example, through
your private class online area.
extra: whole class
Model answer
Many people today think that competitions are
harmful for young people because of the associated
pressure. For this reason, fewer and fewer schools are
holding competitions for young people to participate
in. However, competitions can be beneficial for many
reasons such as the development of real-world skills and
team spirit.
In some ways, a competition helps prepare young
people for their lives after leaving school. Taking part
can enhance a person’s ability to make decisions under
pressure, analyse a problem and find solutions. It could
be said that success as an adult depends on one’s
ability to compete, for example, in a job interview or for
a partner.
Another key benefit of competitions is that they can
potentially give young people the chance to work
together as a group. By holding competitions which
require children or adolescents to cooperate in teams, it
helps build community. According to many of my peers,
playing in a sports tournament has helped them to make
lasting friendships and has fostered a sense of belonging.
Groups take turns to participate in each other’s challenge.
Keep score and announce the winner of each game. Finish
by asking students to share which challenge was the best
and why.
Students work in small groups to plan a short competitive
activity suitable for the classroom e.g. throwing a screwed
up paper ball into a bucket. Each team needs to consider
how to explain their game, and how the points will
be scored.
Presentation tool:
Unit 2, Writing
Workbook / Online Practice:
p22
Photocopiable activity:
2C
Writing file:
SB p165
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SWITCH ON
SB p32
Trying to impress
1 Put students into small groups to discuss what they think
are the essential ingredients for success. Ask each group
to share their lists, noting ideas on the board and grouping
similar ideas together. Encourage students to discuss and
agree on the final list. If good luck (or being fortunate),
hasn’t been mentioned, point it out to the class.
Possible answers
hard work, determination, courage, good luck, good
education, charm, strong values, family support
2
Play the clip then ask students to discuss in pairs
which ingredients each bird demonstrated. Point out that
a bower is a pleasant place in the shade under a tree.
background
This clip is narrated by iconic British naturalist and
broadcaster Sir David Attenborough. Bowerbirds are found
in tropical regions of North Australia and New Guinea.
The male bowerbird shows great determination,
he demonstrates hard work and courage. However, he
does not experience good luck because the female bird is
distracted by the appearance of another male bird at the
crucial moment in the courting dance.
3
Ask students to read the questions, then play the clip
again. Students discuss their answers in pairs then check
as a class.
1 The male bowerbird makes a bower, offers gifts of blue
trinkets, makes his pupils dilate and contract, gives a
strange deep call, does an exotic dance.
2 It is not stated in the clip because it is not known exactly
why, but we can assume that it is because there is strong
competition from other male bowerbirds. Perhaps there
are fewer females than males.
3 There is no right or wrong answer to this question – it is a
matter of opinion. It could be said that the original male
bowerbird was the loser because he lost the attention
of the female. However, the female also lost out because
she did not find a mate. The male bird who distracted
the attention of the female was only the winner if he
subsequently attracted her with his bower building
skills, gifts and dance. Alternatively, you could argue that,
although the male bowerbird did not have good luck in
this instance, his hard work and determination would
surely make him the winner in the end!
extra: whole class
During the clip, write the following words on the board in
two columns as shown below, and ask students to work in
pairs to match the words with their opposites.
hard-working
determined
lively
positive
ambitious
courageous
extra: whole class
Ask students to write a sentence describing each of the
three birds in the clip.
Possible answers
1 The first male bowerbird is very hard working and
determined, which is shown by his creation of an intricate
bower to attract the female.
2 The female bowerbird is quiet and laid back, She doesn’t
show a positive interest in the male bowerbird and is
easily distracted by the intruder.
3 The second male bowerbird is lazy and cowardly because
he doesn’t bother to make a bower, but simply intrudes on
the original bowerbird to distract the female’s attention.
4 This saying was by Arnold Palmer (1929–2016), a hugely
successful professional golfer in the 1950s and 1960s.
He was known to be very hard-working. Students can
discuss whether and to what extent they can create their
own luck in life.
Project
5 Go through the project with the class. Put weaker
students in pairs to support each other.
Students could do the research in class then write their
script and record it for homework. Or alternatively,
students could do the research at home then write
and record/produce their work in class. This will
allow for more time in class for peer feedback on
students’ presentations.
Suggestions of very successful people who experienced
failure at one time include: Sir Winston Churchill, Bethany
Hamilton, Steve Jobs, Walt Disney, Arianna Huffington,
Oprah Winfrey, Jay-Z, Thomas Edison and Elon Musk. If
students do not have access to the internet, they can
choose a person they already know about.
Ask students to work through the questions in Ex 5,
then ask each student or pair to present their story to
the class. Ask the class to provide positive peer feedback
for each presentation and finish with a vote on the most
inspiring story.
extra
If students have chosen a famous person for the project,
they can either continue that research to create a fuller
biography or they can choose another person who is not
famous – someone from their own circle of family, friends
or local community. Alternatively, if they chose to present
a non-famous person, they can extend the project by
choosing a famous person to research and write about.
Presentation tool:
Switch on
Switch on videoscript:
TB p179
unambitious
lazy
cowardly
laid back
quiet
negative
hard working – lazy, determined – laid back, lively – quiet,
positive – negative, ambitious – unambitious,
courageous – cowardly
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2 Winners and losers
INDEPENDENT
LEARNING
SB p32
Feedback
1 Put students into pairs to discuss the questions
about feedback. Elicit some answers to each question.
Listen carefully to students’ preferences about feedback.
Use these to inform your choices about the methods of
feedback you provide.
2
3
4
5
6
I’ve been playing chess for quite some time now.
Have you seen any of the questions yet?
They’ve got quite a few more players than us.
Neither of my other games was as bad as this.
We had a little more of the food to give us energy.
4 1 each 2 less 3 the whole 4 enough 5 fewer 6 a few
7 a lot of 8 none
5 1 the 2 one 3 fewer 4 into 5 this 6 to/that/which
7 rather 8 be
6 Possible answer
extra: whole class
Ask if anyone uses digital technology to get feedback, e.g.
spellcheckers, grammar checkers, apps for learning English
or online translators. Ask: How can using technology for
feedback be helpful? Are there any possible drawbacks?
Elicit that technology can improve spelling and grammar,
and give instant feedback. However, it’s possible to
become too reliant on technology, which it is not always
possible to use in exams.
2 Students may choose any written piece of work from
the unit. The essay task from page 31 is a good choice to
suggest (before you provide feedback).
3 Give students an opportunity to make changes to their
piece of work in class or for homework in response to
the feedback.
UNIT CHECK
3 1 What are you hoping to do with all the prize money?
SB p33
If possible, complete Practice Exs 1 and 3 in class because
they involve pairwork, as well as Review Ex 1, which involves
audio. The other activities may be set for homework. Then,
in class, give students an opportunity to discuss and check
their answers.
Practice
1 Students’ own answers.
2 1 burning ambition 2 wildly exaggerated
3 bitterly disappointed 4 rise to the occasion
5 petty argument 6 hold a grudge
3 Students’ own answers.
Review
1
2.10 1 to repeat 2 pushing 3 training 4 to take
5 eating 6 to have
2
1 being, answering, being 2 to inform, contacting
3 to bring 4 training, to improve 5 beating, to bring
6 to shake 7 doing, to practise, to warm up, bend
8 resetting, making, to get
Calling all people with strong views! We are having a
debating competition on Friday at 6 p.m. and we are looking
for people with strong opinions to take part. The debate is
about whether we should ban school sports teams. If you
take part, it will be good fun, but also it is a good way of
boosting your school record. You could take part in order to
improve your public speaking and your arguing skills, which
are very important for college and work. Also the head
teacher has said she will give students time off to prepare for
the debate.
GRAMMAR FILE
SB p143
1 1 to spend 2 doing 3 to arrive 4 to give 5 being
6 to realise
2 1 A not to laugh
2 A buying
3 A checking
4 A to say
B restarting
B to send
B to check
B telling
3 1 feeling , look 2 to have disappeared 3 managing
4 to be tempted 5 sleeping, sleeping 6 to travel
4 1 only to discover
2
3
4
5
6
try taking supplements to get
not to let himself be discouraged
appears to have moved
regret not booking the tickets
went on to give
5 1 problems 2 unemployment 3 proposals 4 while 5 cash
6 1 few 2 a/the 3 from 4 a 5 little 6 more 7 them
8 many
Presentation tool:
Unit 2, Unit check
Workbook / Online Practice:
p23
Audioscript:
SB p176
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Lead-in SB p35
Choices
and changes
X
3
READING
USE OF ENGLISH
topic: homelessness in cities
skill: finding inferred meaning in
a text
task: multiple choice
key word transformation
word formation
GRAMMAR
comparative structures
as and like
causative verbs
VOCABULARY
verbs with similar meanings
verb + noun collocations
adjective affixes
LISTENING
topic: guerrilla gardening
skill: using key words to follow
complex arguments
task: multiple choice: longer text
SPEAKING
topic: choices
skill: justifying choices and decisions
task: collaborative task:
decision question
WRITING
topic: the contribution of
young people
skill: arguing a case
task: letter
SWITCH ON
video: A Street Cat Named Bob
project: biographical scriptwriting
Introduce the unit title, Choices and
changes. Give students one minute to
write down words that they associate
with choices and changes. Ask students
to compare their lists with a partner.
Elicit some ideas.
Focus students’ attention on the room
in the picture. Ask: What sort of person
do you think this room belongs to?
How do you know?
Put students into pairs to discuss the
following questions: What do you
think people would think about you
if they saw your room? How has your
room changed over the years? Elicit a
few responses.
Ask students to read the quote Home is
where my stuff is and discuss questions
1–3 in pairs. Elicit a few responses.
Say: The quote is an adapted version of
a proverb. Does anyone know what it is?
(Home is where the heart is.) Ask: What
do you think it means? (We feel at home
wherever we feel most comfortable or
where the people we love are.)
extra
Write on the board: Home is where
is and ask students to discuss
in pairs what else they could put in
the proverb that would be true for
them or someone they know. Ask
each pair to share their best idea.
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3 Choices and changes
READING
5
To start
Set a time limit of six minutes for students to
answer questions 2–6. Go through the other answers
with the class.
Elicit the meaning of busk (to play music in a public place in
order to earn money). Ask students to discuss the following
question in pairs then elicit some responses: Some people
never give money to people on the streets who beg or busk.
Would you? Why?/Why not?
1
2
3
4
SB pp36–37
1 Ask students to discuss the question in pairs, then elicit
some responses.
Possible answers
unemployment, housing, inequality, racism, access to good
education, antisocial behaviour like vandalism or littering,
health, poverty, homelessness
2 If homelessness wasn’t mentioned in Ex 1, ask: Do you
think homelessness is a big problem in your country? Write
the following questions on the board for them to discuss
in small groups.
• How many homeless people are there in your area?
• Where do homeless people sleep in your area?
• What are the most common reasons that a person
becomes homeless?
• What initiatives are in place to help the homeless?
Read on
3 Focus students’ attention on the photo and ask the class
the question and elicit some ideas.
It means that homeless people want and need a change
that would really help them to find a home or change their
lifestyle as well as ‘change’ as in ‘spare coins’ to buy food. It’s
clever because the word ‘change’ has two meanings.
exam task: multiple choice
4 Give students two minutes to read the article for gist.
Refer back to the ideas that students thought of in
Ex 2. Ask: Does it raise any of your points?
Remind students that the multiple choice task is Part 5
of the Reading and Use of English Paper. Students are
given a long text to read, such as an article, and they
have to answer six multiple-choice questions based
on the information in the text. Read through the first
three points of the exam tip with students. Summarise
the exam strategies on the board by writing:
1
2
3
4
Read the text quickly.
Underline key words in question stems.
Find the relevant parts of the text.
Re-read the text and options carefully, noting
any distractors.
5 Choose your answer.
Ask students to read and complete the exam tip
question. Elicit the distractor.
The distraction is that sleeping rough is mentioned in
the text and options A, B, D use those words. Seeing
the same words as the text does not mean that the
answer is correct. The correct answer is C (it refers to the
insecurity that passers-by feel).
C (the insecurity that passers-by feel results in)
C (but nothing seems to be able to stem the flow)
A (Charities and local authorities do their best)
B (the life skills that those of us with support from
family, friends and work have never thought about)
5 C (more likely to pick up a takeaway coffee on the
way to their destination than buy a magazine once
a fortnight)
6 D (believing that it will make a lasting difference to
many lives … For them, the change is there to stay)
6 Point out the first word in bold endeavouring and elicit
which of the meanings (1–8) it corresponds to (trying
hard). Students match the other words and meanings.
1 detritus 2 holding operation 3 multitude
4 ground-breaking 5 endeavouring 6 stem the flow
7 analogy 8 alleys
extra: fast finishers
Fast finishers find more words in the article which are new
to them, or that they do not use often. Ask them to try
to deduce meaning from context, then use a dictionary
to check.
Sum up
7 Summarise the first paragraph as an example, e.g.
People in cities worry about homelessness for safety,
aesthetic and health reasons. Put students into A/B pairs
and allocate paragraphs 1, 3, 5 and 7 to student A and 2,
4, 6 and 8 to student B to summarise. Give students a few
minutes to prepare their one-sentence summaries then
share them with a partner.
Possible answers
1 The problems caused by homelessness, particularly in big
cities, include littering, dangers to health, and discomfort
and anxiety to passers-by.
2 Work done by various charities and agencies doesn’t seem
to be able to stop people (e.g. ex-military and teenage
runaways) from becoming homeless.
3 The type of help currently on offer is insufficient,
ineffective and needs to be changed.
4 Homelessness can easily make people stop believing in
themselves, and can stop them being able to resolve
their situation.
5 More recent initiatives try to give the homeless work
to earn money, a major success being that of selling a
magazine called The Big Issue.
6 A new venture involves training homeless people to man
coffee stalls and this is proving very successful.
7 People are attracted by the good quality of the coffee
and are keen to help people like Liam, one of the baristas,
change their lives for the better.
8 As well as giving them an income, the project helps
homeless people learn both life and work skills that will
help them move forward.
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Speak up
8 Ask: Have you heard of any other initiatives to reduce
homelessness? Ask students to discuss the question in
pairs. Elicit a few responses.
Fun footer
Read the footer aloud. Ask: Do you think the Big Issue or
Change Please could be effective in your country? Why/Why
not? What other similar enterprise ideas might work?
To finish
Ask students to discuss this question in pairs: Some people
say that there’s no point helping long-term homeless people
because they have become so used to a life on the streets.
Do you agree? Why/Why not? Elicit some ideas for both
points of view.
In preparation for the Grammar lesson, you could ask
students to complete Exs 1 and 2 on page 38, and the
Grammar file section on comparative structures on page
146 for homework. Students could also go through the
PowerPoint Grammar Presentation. Encourage them to
note down any questions they would like to ask you in the
next lesson.
Presentation tool:
Unit 3, Reading
Workbook / Online Practice:
pp24–25
GRAMMAR
SB p38
To start
Write the following riddles on the board (without the
underlining or answers in brackets) and give students a few
minutes to discuss and try to solve them in pairs. Ask them to
write the answer on a piece of paper and bring it to you. Tick
any that are correct. The winners are the first pair to solve all
three riddles (or the pair with the most after three minutes).
• The more you have, the less you see. (darkness)
• The more it dries, the wetter it gets. (a towel)
• It’s harder to catch, the faster you run. (your breath)
Tell students that the purpose of this lesson is to review
comparative structures. You can use two comparatives
together to form one structure in order to show two things
changing together. Underline the two comparatives in each
riddle as examples of this structure.
explore grammar
SB p146
1 Elicit what students remember about the article
Change Please on page 37. Then, go through the
PowerPoint Grammar Presentation. Ask students to
read the first part of the explore grammar box and
match the comparative structure functions listed with
the example sentences from the article. Go through
the answers as a class.
Extra Practice App
Ask students to read the section on as and like.
Point out that when giving examples, such as is more
formal than like.
1 E ​2 C ​3 B ​4 A ​5 D
watch out for
Point out that there is a small number of irregular
adjectives, including: far – further – the furthest; little –
less – the least; much/many – more – the most
There are also some irregular adverbs: well – better –
the best; badly – worse – the worst.
extra
Write the following prompts on the board for students
to complete with a personal example. Point out that the
purpose of writing personalised examples is that it helps
make the structures more memorable.
1
2
3
4
5
I’m a lot like …
I’d consider training as a …
As everyone in this class knows …
Learning English requires skills such as …
… benefits students and teachers alike.
Ask students to share their examples in pairs. Then ask a
few students to share an example.
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3 Choices and changes
GRAMMAR (Continued)
2 Ask students to read the sentences to answer the
questions. Elicit the answers.
1 The sentences have a different meaning. A means
‘Your teacher is worried and I am too.’ B means ‘I am your
teacher and I am worried.’
2 The sentences have the same meaning. Like and such as
both introduce examples.
3 Ask students to say any online charity campaigns they’ve
heard of. Ask: What do you know about the Ice Bucket
Challenge? Have any of you done it? Point out the picture
at the bottom of page 38 and ask students to read
the footer.
4
3.1 Give students time to read the questions.
Say: I also want you to summarise the interviewer’s
introduction in your own words. Encourage students to
take a few notes while you play the recording.
1 Because it is a chance to have a good laugh and raise
money and also because it was done by celebrities.
2 It was colder than she’d imagined.
3 Because David also took part in the challenge.
5
3.2 Give students a few minutes to read the interview
and select the correct words.
1 As 2 like 3 far 4 like 5 like 6 like 7 as 8 alike
9 colder 10 funnier 11 by far 12 most
13 Like 14 as
extra
Say: Beth gushed about taking the Ice Bucket Challenge,
but do you think this sort of charitable challenge can also
be problematic? In pairs, I’d like you to weigh up the pros
and cons of participating. Elicit some advantages and
disadvantages, and finish by asking for a show of hands of
who would take part and who wouldn’t. (Disadvantages
could include people doing the challenge but not
giving any money to charity, or people getting harmed
in accidents.)
6 Ask students to complete the comments with one
word, then compare their answers in pairs. Conduct
class feedback.
1 as 2 Like, as 3 more 4 far 5 alike
Speak up
7 Give students a moment to think about their ideas before
asking them to compare in pairs. Ask a few students to
share a response to one of the questions in class.
Possible answers
1 Reasons governments should pay for research and help:
governments often have more funds; governments may
have a big picture view and be able to channel funds to
the causes that support a lot of people; it would save
charities a lot of fundraising time if the government
funded them.
Reasons charities should pay for research and help:
governments may ignore certain causes; it gives
individuals the choice to donate to charities they care for;
people may feel empowered to take action on behalf of a
charity, which they might not feel for the government.
2 The phrase means that you should take care of yourself
and your own family before you help other people.
extra: whole class
Ask students to work in pairs. Ask them to compare two
recent charity campaigns and prepare a mini-presentation
for the class. They should include the uses of comparative
and superlative adjectives and as/like from the lesson.
They should think about: what the charities involved,
who the organisers and participants were, and how much
money was raised.
Fun footer
Ask students to read the footer. Ask: How can people make an
informed choice about which charities to give to? Elicit ideas,
such as people should look at the percentage of funds used to
help directly, and people should think about what causes can
have the greatest impact on the greatest number of people.
Ask students to discuss in pairs: If you were given $1,000 for
a charity of your choice, which charity would you give it to
and why?
To finish
Ask: If you could volunteer for a day to help people what
would it be for and why? Give students a minute to think
about this. Then put students into small groups to share their
ideas. Ask someone from each group to report back briefly to
the class.
Presentation tool:
Unit 3, Grammar
Workbook / Online Practice:
p26
Photocopiable activity:
3A
Grammar reference and practice:
SB p146
Audioscript:
SB p176
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VOCABULARY
1 doing ​2 making ​3 making ​4 turn ​5 doing ​6 make ​
7 do ​8 Give ​9 Do ​10 Pay ​11 Give ​12 Lend
SB p39
verbs with similar meanings
Ask students to close their books. Write the word change
on the board. Give students two minutes to see how many
verbs they can come up with that have a similar meaning to
‘change’. Write ideas on the board.
Tell students that the aim of this lesson is to be able to
differentiate between verbs with the meaning of ‘change’.
1 Read the question aloud and give an example of something
you would like to change, e.g. I’d like to drink less coffee and
get more sleep. Give some examples of areas of lifestyle
change that students could include in their discussion,
e.g. technology use, transport, accommodation, schedule,
clothing, eating/drinking habits. In pairs, students discuss
the question. Elicit a few responses.
Possible answers
exercise more, read more books, learn to relax, eat
more healthily
2 Students select the correct verb individually then discuss
the differences in meaning in pairs. Go through the
answers, eliciting the differences in meaning between
each pair of verbs.
1 transformed ​2 amended ​3 adapt ​4 altered ​
5 adjusted ​6 modify ​7 revamp ​8 evolving
explore language
Ask a student to read out the explore language box. Say:
A good way to show context when you record a new word is
to record it in an example sentence.
3 Elicit some examples of things we could ‘adjust’,
e.g. settings on a computer, clothing (if you adjust
something you are wearing, you move it slightly so that it
is neater, more comfortable), a schedule, a seatbelt, etc.
In pairs, students think of an example to use with each
verb listed. Put pairs together to form a group of four to
compare their ideas and discuss anything they have done
recently. Elicit some examples for each verb.
Possible answers
transform: the way we get information, the way you look
amend: a report, a schedule, a summary, an outline, a brief
adapt to: a new climate, new working hours
alter: a timetable, a jacket, your plans
modify: your behaviour, equipment, requirements
revamp: your office, a room, your wardrobe (clothes)
verb + noun collocations
4 Tell students that the aim of this part of the lesson is to
understand and use common collocations with the verbs
do, give, lend, make, pay and turn.
Read out the title and subheading Small kindnesses:
Have you done anything kind today? What? Ask students
to read the article quickly to see if they have done any
of the good turns mentioned today. Students complete
the gaps in the article with the correct form of the verbs
given. Students compare their answers in pairs. Conduct
class feedback. Check that students understand scowl
(to look at someone in an angry way).
5
3.3 Tell students that they are going to hear a boy
talking about one of the acts of kindness. Ask students
to listen out for which act of kindness he is talking about.
Play the recording, then elicit the answer.
Praising someone when they deserve it./Paying someone
a compliment.
extra: whole class
Play the recording again and ask students to listen for
collocations with do and make. Ask students to turn to
the audioscript on page 176 to check: do the (complete)
opposite, make sure, make a difference.
extra: mixed ability
For stronger students, point out the additional list of
collocations with do/make on page 160 and ask students
to choose a few to look up in the dictionary and write a
personalised example for.
6 Put students into pairs for this exercise, then elicit
some ideas.
Speak up
7 Ask if anyone has heard of the author Roald Dahl and
elicit what they know about him and his books. Students
discuss the question in pairs. Encourage students to
incorporate the verbs and collocations from this lesson.
background
Roald Dahl (1916–1990) was a best-selling author of books
such as Charlie and the Chocolate Factory, Matilda and The
BFG. His books have sold over 250 million copies worldwide.
He is known for his creative and funny children’s stories
that typically show the triumph of kindness.
game on
Put students into pairs for the challenge and set a time
limit of two minutes for students to write their lists.
Collect the lists and redistribute them to another pair
to read. In the next lesson, conduct class feedback on
whether they did anything from their list.
To finish
Tell students that you are thinking of revamping the
classroom. Ask students to work in groups to come up with
a short proposal about changes they think could be made to
improve the room. Give students a choice of how to present
their ideas verbally: as a written list or a drawn plan.
In preparation for the Listening lesson, ask students to do
some research on guerrilla gardening online.
Presentation tool:
Unit 3, Vocabulary
Workbook / Online Practice:
p27
Photocopiable activity:
3B
Extend vocabulary:
SB p160
Audioscript:
SB p176
Extra Practice App
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3 Choices and changes
LISTENING
SB p40
To start
exam task: multiple choice: longer text
5
Ask: Is gardening popular where you live? What would you like
to grow if you could? Discuss as a class.
Power up
1 Focus students’ attention on the pictures. Elicit what
they can see. Ask the first question to the class and elicit
responses. If possible, give students a couple of minutes
to look for some more images of guerrilla gardens on the
internet to allow them to get a better understanding of
the concept. Elicit what students found out. Ask students
to share any particularly interesting images with the class.
Guerrilla gardening is the activity of growing plants or
vegetables on any piece of land in a city that you do not
own, especially land that is in bad condition because it has
not been used for a long time. People do this so that cities
will have more green areas and be better places to live.
2 Students discuss the second question in pairs. Write the
following categories of people on the board and ask
students to discuss how these people might feel about
guerrilla gardens: residents, local councillors, children.
Elicit a few responses.
Possible answers
• I think it’s a great idea for people to turn waste spaces
into gardens, so I’d be very supportive of any local guerrilla
gardeners’ projects.
• Although I do like the concept of more green spaces,
I think it is questionable to do it without proper
permission. It would be much better if the local council
would fund gardens to be built.
• I have mixed views on this idea. On the one hand, guerrilla
gardens done well could look amazing. On the other hand,
the gardens could look a bit messy and unkempt.
Listen up
3 Read the rubric and question aloud and elicit some ideas.
4 For this exercise, ask students to use a piece of paper to
cover the options while they look and underline key words
in the stem sentence only. In the exam, students will not
have time to read all the options before they listen, so
they should focus on identifying key words in the stems.
Give students no more than two minutes to underline key
words, then ask them to compare with a partner.
3.4 Ask students to read question 1 in Ex 7. Then
elicit the answer to exam tip question 1. Play the
recording and elicit the answer to exam tip question
2. Then refer students back to options A–D and
choose the one that matches what Don said after but,
of course.
1 a confession
2 But, of course …
3 D (But, of course, it’s often illegal in the sense that the
gardens are on city land.)
6
3.5 Play the recording and ask students to
concentrate on understanding the main point. Elicit
how successful Don’s project has been.
It has been very successful (because now it has been
accepted, and people copy it).
7
3.6 Play the recording again for students
to select the correct answers. Elicit the answers
and reasons.
1 D (But, of course, it’s often illegal in the sense that the
gardens are on city land.)
2 D (Don had taken over the land, he was using it to
grow vegetables for the whole community and, more
importantly, others were starting to do it as well.)
3 B (food supply is awful. It’s all convenience stores and
drive through take-away chains and so people there
have an awful diet because they actually have no
access to decent food.)
4 D (I advised the council to take a different view and
fortunately, they did.)
5 A (… the powers that be need to understand that good
can come from small acts of disobedience! … People
need to know that change can happen through these
small acts of resistance that initially look selfish but
actually benefit everyone.)
6 D (lack of awareness about self-reliance is a hurdle. If
we could just get people to understand that then so
many opportunities open up.)
extra: whole class
Ask students to turn to the audioscript on pages 176–177
and identify where the ‘clues’ in the text are for each
question. The clues are paraphrases of the correct option.
Suggested answers
1 admits
2 after getting to know Don
3 important, because
4 feel, remove his garden
5 why, act of defiance
6 biggest issue, environmental problems
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Speak up
8 To extend the task, elicit some responses to the following
questions: What do you think makes projects like the
guerrilla garden a success? Are there any places in your
area where a project like this would work? Then ask
students to discuss the questions in Ex 8 in pairs. Elicit a
few responses.
extra: whole class
Ask students to work in small groups and find out about
a project that is changing people’s lives for the better,
locally or internationally, and tell your classmates about
it. If appropriate, they could do this by shooting a video,
explaining their project, outside the class. Then students
vote for the project they think is most worthwhile.
To finish
Ask students to work in small groups to think of a place in
school or in the local area where they would like to see a
guerrilla garden. Ask them to discuss where it would be, what
it would have, and give reasons for their choice. Students
should present their choice to the class.
If appropriate, take the class on a walk and have students
point out the location they have chosen. Alternatively
students could go to the location and film a short video of
themselves, explaining their proposed guerrilla garden on
their phone.
alternative
Keep the pace of the presentations up by setting a time
limit for the sharing part, e.g. two minutes per group. If
you have a large class, students could combine groups
to share about their project rather than sharing with the
whole class.
Presentation tool:
Unit 3, Listening
Workbook / Online Practice:
p27
Photocopiable activity:
3B
Extend vocabulary:
SB p160
Audioscript:
SB p176
Extra Practice App
USE OF ENGLISH 1
SB p41
To start
Write the following on the board: social life; holidays; study
time; health and fitness. Then ask: What things are outside
your control in your life? What things do you need others to
do for you?
Ask students to work in pairs and discuss the questions using
the prompts.
Elicit some ideas for each question. Listen to see if students
use the structure to have/get something done and whether it
is used appropriately. If they do use it appropriately, ask the
students to share with the class what they said, and write it
on the board as an example.
Tell students that the aim of this lesson is to use the structure
to have/get something done.
explore language
SB p146
1 Ask students to read the explore language box,
if necessary clarifying that sb = somebody and sth =
something. Point out the typical structure: causative
verb + object + infinitive (with and without to).
watch out for
Students need to be careful to use or omit to as listed in
the language box. An exception is to help sb to do sth,
where to may be used, or omitted in informal speech,
e.g. She helped me (to) adjust the gears on my bicycle.
In pairs, ask students to notice and discuss in pairs the
differences in meaning and structure in the sentence pairs
in Ex 1.
1 The structure is different: in A, made is followed by an
object + an adjective; in B it is followed by an object + an
infinitive. The meaning is also different (A = cause someone
to feel something; B = require). We know who caused the
action in both sentences.
2 The structure is the same. The meaning is different (A =
the speaker has no control over what happened; B = the
speaker controlled what happened). The ‘doer’ of the action
is unknown in both sentences.
3 The structure is different (A: let + object + infinitive; B:
allowed + object + to-infinitive). The meaning is the same.
We know who caused the action in both sentences.
2 Elicit the rewriting of the first question as an example.
Students rewrite the questions, then check as a class. Ask
students to ask and answer the questions with a partner.
Ask students to report back something their partner said.
1 What kinds of things do you get other people to do
for you? Why?
2 How regularly do you have your hair done/cut?
3 How often has your teacher made you stay after
school? Why?
4 What kind of things should you/we let teenagers do on
their own?
5 Do your parents make you do a lot of housework?
6 Have you ever helped someone to set up a charity project?
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3 Choices and changes
USE OF ENGLISH 1 (Continued)
alternative
Moving around can help energise the class and provide
a change of pace. Ask students to walk around the
class asking and answering each question from Ex 2
to a different person (out of order). They can ask each
question more than once. Circulate, asking and answering
questions with as many students as possible, giving
feedback on whether the causative structure is used
correctly. Ask students what was the most interesting
thing they found out.
3 Write on the board: artistic change, legal change,
educational change, invention. Tell students that they are
going to read sentences about some real teenagers who
created some big changes in these areas. After reading
the sentences, ask students to discuss the questions
in pairs.
Suggested answers
1 an invention
2 an artistic change
3 an invention
4 an invention
5 a legal/educational change
6 an educational change
exam task: key word transformation
In the Cambridge exam there would be more variety in the
type of grammatical / lexical changes the students need
to make. Here the focus reflects the lesson – causative
verbs.
4
Read the rubric and exam tip aloud. In the key
word transformation task, each answer is worth two
marks reflecting the two changes that usually need to
be made. Set a time limit of six minutes for students
to complete the exercise. Students compare their
answers in pairs before checking as a class.
1 made the lions scared so that (causative verb
+ adjective)
2 allows me to change (causative verb + to-infinitive)
3 contributed to us/our winning (verb + prep +
-ing form)
4 has made it easier for (causative verb +
comparative adjective)
5 get the law changed so (causative verb +
past participle)
6 as a result of teaching myself (fixed phrase to show
result + -ing form)
extra
See if anyone has heard of any of the teenagers who made
the changes in Ex 4, or can guess who they are. There may
be more than one possible answer for each.
1 Richard Turere
2 Wolfgang Amadeus Mozart
3 Olivia Hallisey for her project ‘Temperature-Independent,
Portable, and Rapid Field Detection of Ebola via a SilkDerived Lateral-Flow System’.
4 William Kamkwamba
5 Malala Yousafzai
6 Thomas Suarez
Ask students to work individually or in pairs to research
the change from Ex 3 that interests them most, who
made it, why they made it, and any obstacles they had to
overcome along the way. All of these people have short
talks or videos available on the internet to watch, either
by or about them.
Group students with other students who chose a different
teen to research to share what they found out.
Fun footer
Read the footer aloud, and ask students to guess how George
Nissen came up with the idea of a trampoline. (He got the
idea from a net under a trapeze at a circus and imagined the
possibilities if it was bouncy.) His first trampoline was selfmade in his garage, then he used skills gained in his business
degree to promote it.
To finish
Ask students to discuss the following questions in small
groups: Which of the changes mentioned in Ex 4 do you think
would have the greatest impact? Why? In which area would
you like to see change happen? What steps could you take
now to start to make change in this area?
Presentation tool:
Unit 3, Use of English 1
Workbook / Online Practice:
p29
Grammar reference and practice: SB p146
Extra Practice App
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USE OF ENGLISH 2
SB p42
To start
Say: The more choice there is, the better. Do you agree?
Ask for a show of hands.
Ask students to discuss the following questions in pairs,
then elicit a few responses:
• In what situations would more choice be advantageous?
• In what situations might too many choices
become overwhelming?
• How would you describe your own approach to
making decisions?
extra: fast finishers
Write the following extra sets on the board for
fast finishers.
7 problem, democracy, system, diplomacy (problematic,
democratic, systematic, diplomatic)
8 horror, calorie, science (horrific, calorific, scientific)
5 Students work individually, then compare their answers
in pairs.
(The underlined words have no negative form.)
1 involuntary, cautionary, literary
2 unproductive, defenceless, uninstructive
3 irrational, impartial, global
4 unenviable, undeniable, inescapable
5 disadvantageous, humourless, unconscious
6 irreversible, inflexible, guileless
1 Ask students to discuss the questions in pairs, then elicit
a few responses.
2
3.7 Play the recording, then elicit the examples.
Speaker A: She spends longer choosing what to watch on TV
than watching. Her friends make decisions for her.
Speaker B: He has a problem choosing between lots of
similar items online. He has a problem with multiplechoice questions.
3 Ask students which of the adjectives in the box they
heard in the recording in Ex 2 (all of them). Students
rewrite the sentences with the adjectives given.
1 Indecisive, spontaneous
2 legendary, incapable of making, an excessive amount
of time
3 Numerous, that is impractical
watch out for
Some words have a spelling change when a suffix is
added, e.g. envy – enviable; reverse – reversible; number –
numerous; humour – humorous.
explore language
Read through the explore language box with students and
answer any questions that they might have.
4 Students work individually to form adjectives from the
words. Elicit possible additions to each group.
(Additional suggestions in brackets)
1 voluntary, cautionary, literary (necessary,
contemporary, legendary)
2 productive, defensive, instructive (provocative, exclusive,
massive, selective, decisive)
3 rational, partial, global (emotional, dismal, total, eternal,
fatal, vital, conceptual, fundamental)
4 enviable, deniable, escapable (formidable, capable,
noticeable, stable, adjustable)
5 advantageous, humorous, conscious (rigorous,
conscientious, suspicious)
6 reversible, flexible, gullible (edible, tangible, accessible)
watch out for
Some words can be made negative by adding the suffix
-less, e.g. humourless, defenceless. Other words include
colourless, painless and harmless. This suffix has the
meaning ‘without’.
exam task: word formation
There are more items that test adjective affixation here
than would be in the Cambridge exam, as this reflects the
focus of the lesson.
6
Read the rubric and the exam tip aloud. Point out
that this is practice for Reading and Use of English
Part 3. Remind students to quickly read the text for
gist first and think about what kind of word needs
to go in each gap (noun, verb, adjective, etc.). Give
students a time limit of eight minutes to complete the
exercise. Fast finishers should check their answers and
spelling very carefully.
1 numerous (adjective describing the noun factors)
2 effective (adjective describing decisions after
how adverb)
3 problematic (adjective following the most to
form superlative)
4 anxiety (noun, to match the other nouns in the list:
concentration, frustration, etc.)
5 rational (adjective, describing how we think we are)
6 inability (this is the main noun of the noun phrase an
inability to see the wood for the trees)
7 unnoticeable (negative because but means that the
word must contrast with Physical fatigue is easy to be
aware of)
8 irreversible (negative because the decisions will
be unreliable)
extra: mixed ability
Ask weaker classes: Have you added prefixes to words
in three of the gaps? Have you used one word only in
each gap?
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3 Choices and changes
SPEAKING
USE OF ENGLISH 2 (Continued)
Speak up
7 Put students into small groups to discuss the questions.
Elicit a few responses. Ask for a show of hands of people
who consider themselves to be decisive or indecisive. If
some people can’t make up their minds whether they are
decisive or not, tell them that they are clearly indecisive!
Fun footer
Ask students to read the footer. Ask: Do you think this is true
for you? In what other situations might fast music help or
hinder you?
Play some fast music and set an exercise for students to
complete, such as Ex 1 of the Review section on page 48. Ask
students: Do you think you concentrated better or worse with
the music on?
To finish
Ask students to test each other on the adjective suffixes in
pairs, by calling out words from Ex 4, and asking their partner
to supply the adjective without looking at their notes, e.g.
reverse – reversible.
In preparation for the Speaking lesson, you could ask
students to read through the exam tip on page 43 as well as
the Speaking file on page 163 for homework.
Presentation tool:
Unit 3, Use of English 2
Workbook / Online Practice:
p30
Photocopiable activity:
3C
Audioscript:
SB p177
Extra Practice App
SB p43
To start
Ask students: What kinds of decisions have you made
recently? Put them into pairs to tell each other what factors
they considered before making these decisions. Elicit some
answers from the whole class.
Power up
1 Go through the instructions for the Choice Game and
ask two students to read the parts of A and B aloud as
an example. Give students a minute to see which pair
can make the most choices. More sample choices could
include: cold or hot, go out or stay in, phone call or text
message, beach or mountain, sing or dance, etc.
2 Ask students to look at the pictures and discuss what
the people are considering before they make a choice.
Elicit some ideas for each picture.
Possible answer
The woman choosing from the menu might be considering
how hungry she is, what each meal costs, what she feels like
eating, any specials or recommendations from others, what
might be a healthy option, etc.
The man choosing oil might be considering where it was
produced, whether it’s organic or which would be best for
his purpose, the cost, the packaging, etc.
Speak up
exam task: collaborative task
3
SB p163
Point out that this is an exam-style task for
Speaking Part 3, the collaborative task. The focus of
this task is giving opinions with reasons, agreeing/
disagreeing, suggesting, and negotiating a decision.
Set a time limit of three minutes and encourage
students to continue discussing the items for the full
amount of time.
Possible answer
A: Let’s start with buying things online or going
shopping – what would we need to consider?
B: Well, for a start, we’d need to think about
convenience. Buying online is great for that, you can
do it from the comfort of your sofa …
A: I guess it would depend where the shops are and how
long you were willing to wait.
B: Yeah, sometimes when you order something online,
it can take ages to arrive.
A: And what about cost? I’ve got some great bargains
online at a fraction of the price of the shops.
B: That’s all very well, but shouldn’t we also consider
supporting local business? Would knowing that you
were helping them stay afloat affect your decision?
A: That’s a fair point, but to be honest, I’m probably
most influenced by price.
B: To move on, how about deciding whether to share a
flat or live at home?
A: The first consideration is probably what your family
thinks. Do they want you to stick around or are they
ready for you to leave?
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B: I’d also add that it would depend where ‘home’ is and
what your plans are. For instance, if you’re enrolled
in a university in another city, you’re obviously not
going to stay at home.
A: You can save a lot of money by living at home
though, and the food is probably much better.
B: You’re probably right. What other things would you
keep in mind, besides money?
A: Well, I’d be thinking about what I actually wanted to
do. That said, I suppose I’d need to think about family
expectations as well. Should we move on to deciding
between starting work and going to university?
B: It depends what industry you wanted to get into and
whether university was the right pathway for that.
My point is that if you wanted to be say, a plumber,
why waste time studying when you could get
an apprenticeship?
A: I think it’s crucial that people factor in costs as well
– it’s easy to end up with a huge student loan at the
end of your course.
B: What we’ve got to remember is that university may
actually improve your earning capacity in the long
run as well.
A: Onto saving money or spending it, I think the most
essential thing to consider are your long-term goals
and short-term needs.
B: And considering the difference between a want and
a need!
A: Finally, oh, this can be a tough call, celebrating with
family or friends.
B: What I’d consider first and foremost is what’s being
celebrated. The main reason I say this is because,
in my family anyway, there are certain celebrations
which we always spend together.
A: I agree with you. You’d need to consider what you
were celebrating, and maybe, if it’s a birthday or
something, which option you would enjoy the most!
4
3.8 Remind students that after the discussion phase,
they will be asked to make a decision and will have one
minute to reach it. Read the question aloud: Which of
these decisions is the most difficult to make? Why? Play
the recording then elicit which decisions were chosen and
how they justified them.
starting work instead of going to university: It’s harder to
change your mind later on; the wrong choice can affect your
whole career.
sharing a flat instead of living at home: It can cause a rift in
the family; there could be problems with your flatmates.
exam tip
If you didn’t use the flipped classroom approach suggested at
the end of the last lesson, read through the exam tip in class.
For more detail about this part of the exam, refer students to
the Speaking file on page 163.
useful language: giving reasons
5 Ask students to read through the useful language box
and tick the phrases they heard. For weaker classes,
you could replay the recording for students to notice
which phrases were used. Elicit the answers.
The main reason I say …
Well, for a start, if …
6
3.9 Ask if anyone knows what the schwa /ə/ is.
Explain that it is the most common vowel sound in
English. It is typically heard in parts of a word that
are spoken without stress, such as the a in about.
Ask students to read the sentences and underline the
highlighted words which need full stress. Play the
recording for students to check.
full stress: 1 and 2 schwa: 3 and 4
exam task: collaborative task
7
Set a time limit of one minute for students to
answer the question with a partner. Encourage
them to talk for the whole time, and to justify their
selection using some of the useful language. For
extra practice, ask students to practise again with a
new partner.
Possible answer
A: I think we could rule out a couple of these straight
away – what do you think?
B: For sure, the decision about work or university is a
major one, as is where you live, because both of those
have a huge impact over a period of time.
A: Let’s look at the remaining three options. Deciding
who to celebrate events with can actually be really
important to get right. There’s a chance of offending
someone there.
B: It seems it’s down to deciding between where to
buy things or whether to spend or save. What would
you say?
A: Well, if you think about it, spending when you should
be saving could have some major consequences.
You could run up a debt or end up making a large
purchase that you regret.
B: So, what you’re saying is that the decision that
matters least here would be whether you buy online
or instore?
A: That sounds right to me.
To finish
Tell students you are going to read two quotes about
decision-making and they should listen carefully and decide
which one resonates most closely with them and why. Ask
them to share their choice with their partner, justifying it.
• Sometimes it’s the smallest decisions that can change your
life forever.
• Trust your instincts and make judgements on what your
heart tells you. The heart will not betray you.
In preparation for the Writing lesson, ask students to work
through Exs 2–9 on pages 44–45 at their own pace at home.
Use the class time for students to discuss the exercises and
provide class feedback before students plan and write their
exam task in class while you circulate to provide assistance.
Presentation tool:
Unit 3, Speaking
Workbook / Online Practice:
p31
Speaking file:
SB p163
Audioscript:
SB p177
… and that’s because …
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3 Choices and changes
WRITING
SB pp44–45
To start
Write these topics on the board and ask students to give
each one a score between 1 and 10 (1 = couldn’t care less,
10 = highly concerned about): litter, climate change, animal
welfare, homelessness. Put students into small groups of
three to discuss their choices.
Power up
1 Give students a few minutes to discuss the quote in pairs,
then elicit a few opinions.
Plan on
7 Ask students to find the phrases, then compare their
answers in pairs. Conduct class feedback.
1
2
3
4
5
6
I feel I must write …
this is not the case …
It is also worth pointing out that …
I appreciate that …
I think you should …
if you could come …
exam tip
Go through the exam tip with the class and elicit answers to
the questions.
2 is more formal, has a more complex structure and is
less personal.
2 Give students a few minutes to read the exam-style letter
task and answer the questions individually. Then ask them
to discuss their answers in pairs. Go through the answers
as a class.
1
2
3
4
useful language: point of view adjectives
8 Focus students’ attention on the example. Ask
students to rewrite the sentences in a more
polite way.
the editor – in response to an article
readers of the newspaper
my views and my reasons
formal (because it is a letter to an editor)
1 My point of view is different. / I have a different point
of view.
2 In my view what you say is incorrect.
3 I insist that you publish my letter.
4 I (strongly) believe you should consider this.
5 I am shocked to discover that this is your point of view.
3 Give students a few minutes to read the sample letter
individually and match the paragraphs before comparing
in pairs.
1D 2C 3A 4B
4 Give students a minute to re-read the letter then elicit
a few responses. If students had any different answers
in Ex 2, go through them with the students to iron out
any difficulties.
5 Go through the questions with the class and elicit
some answers.
The writer asks the editor to publish the letter and visit
the school.
Another suggestion could be to research what young people
are involved in.
6 Ask students to decide which statement describes how to
disagree politely and to find examples in the letter.
B
Although it may be true that …
I believe that …
I appreciate that …
but I think …
background
Being polite is about communicating or behaving in a
culturally appropriate way that is correct for the situation,
and showing that you are keen to consider other people’s
needs and feelings. Being too direct in English can be
considered impolite, especially in formal British English.
Write on
9 Students re-read the task and make notes.
Remind students to justify their point of view.
10 Ask students to work through the steps.
exam task: letter
SB p166
The letter task in the Cambridge exam may require the
candidate to write either a formal or an informal letter.
Here the focus is on the formal letter.
11
You could set this task for homework. Fast
finishers should check that they have written
according to the word limit, and that the language
they have used is polite.
Model answer
Dear Editor,
I was deeply disappointed by your article last week,
claiming that young people are self-centred and
uninvolved in the wider community. In fact, I am quite
shocked to discover that this is your point of view. As
a young person, I feel strongly that I must respond
to these unfair accusations, which in my view are
entirely incorrect.
Firstly, I would say that the young people I know show
their care for others by starting with family and friends.
What you don’t see as an outsider is the teenager
who cooks and cleans for their family, looks after their
younger siblings, and supports their friends through
tough times.
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Secondly, I will point out that many young people in our
town do volunteer work at a range of organisations. For
example, a number of us volunteer at the soup kitchen
every Friday while others are involved with an afterschool
programme for disadvantaged children. Spending our
own free time on community projects demonstrates our
care and contribution to the community.
Finally, with regards to the positivity of our decisionmaking, I would suggest that you are stereotyping. Most
of the teenagers at my school take responsibility for
their actions and have plans and goals in place for living
healthy and productive lives.
I strongly believe that you should revisit your point of
view on this matter. I hope I have shown that young
people in this community are generous and conscientious
citizens who help others in numerous ways. I hope I have
been able to persuade you to reconsider your views.
Yours sincerely, …
SWITCH ON
A Street Cat Named Bob
1 Check students know what a biographical film/biopic
is (a film based on a real person’s life). Elicit the names
of any characters from biographical films that students
know about.
For questions 2 and 3, ask students to decide who is the
most fortunate and least fortunate and write these down
on two pieces of paper. Collect the papers in. While you
count the votes, ask students to discuss with a partner
who they chose and justify (give reasons and examples)
for their choices. Share the results of who was most
fortunate/least fortunate according to the vote. Tell
students that the aim of this exercise was to find out how
students define a person being fortunate: whether it’s
wealth, respect, fame, or having access to opportunities
and the means/mindset to take advantage of them. Also,
how they define a person being unfortunate: whether it’s
ill health, bad luck and circumstance, a lack of power, or
making bad choices.
Improve it
12 Tell students to check their letter against the assessment
points, and then make changes, if necessary, in response.
13
Students use the four questions in Ex 12 as the framework
for feeding back in pairs. If pairs are mixed ability,
encourage students to look for something their partner
did well and why.
If you collect the work in to provide individualised
feedback, use the list from Ex 12 as a framework. You may
also want to discuss other criteria but be careful not to
overwhelm or distract from the in-depth analysis of the
main focus criterion here.
Possible answer
1 Examples may include Nelson Mandela, Frida Kahlo,
Mark Zuckerberg, Erin Brockovich, Queen Elizabeth II,
Muhammad Ali, Abraham Lincoln, Margaret Thatcher.
2
To finish
Unit 3, Writing
Workbook / Online Practice:
p32
Writing file:
SB p166
Tell students they are going to watch a clip about a
person called James who has had a mix of unfortunate
and fortunate things happen to him. After playing the
clip, ask students to write a one-sentence summary
of how James had his book published. Ask students to
compare their summaries in pairs. Ask a few students to
share their summaries.
Possible answer
After the press began to cover James and Bob, a literary
agent read about him and approached him to write a book,
then helped him to get it published.
Ask students to share stories in groups of when they had
cause to make a complaint about a product or service. Then
ask each group to share the worst situation with the class,
then have a class vote on the worst situation.
Presentation tool:
SB p46
3
Ask students to make notes about what James does
to help, while you play the clip again. Students compare
their answers in pairs and discuss the other questions.
Elicit answers.
1 He took responsibility for him when he realised that Bob
was alone. He spent the last of his money on taking Bob
to the vet and paying for his treatment. He nursed Bob
for two weeks and gave him his antibiotics until he had
recovered. He continued to look after him even after he
had recovered.
2 Spending the last of his money is very surprising given
that he is a homeless person. James probably had very
little to spare.
3 I would have kept him warm and fed him, but I probably
wouldn’t have paid for the vet because I wouldn’t have
had enough money.
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3 Choices and changes
SWITCH ON (Continued)
4 Tell students that the film made about Bob was rated
PG in Britain. Say: Does anyone know what PG means?
Share the information in the background note below.
Ask students to discuss the questions in pairs, then elicit a
few responses.
background
A film rated PG (Parental Guidance) has been deemed
suitable for general viewing, but some scenes may be
unsuitable for young children. A PG film should not
unsettle a child aged around eight or older. Children of
any age may watch, but parents are advised to consider
whether the content may upset younger or more
sensitive children.
Possible answers
1 • Yes, it is possible. As the film’s audience will include
younger viewers, some of the more unpleasant aspects
of homelessness have been moderated. However, as
the majority of people know little to nothing about
homelessness, everyone should be able to come away
from the film learning something.
• No, it’s not likely. If a child of any age is allowed to see
this film alone, the reality of James’s situation would
need to be sanitised beyond recognition. We expect the
film focuses more on Bob than it does on James and his
problems, to appeal to younger viewers.
• Possibly. We imagine that although the film will only
show select aspects of James’s life as a homeless man,
they will only really register with people above a certain
age. Adults will be able to read between the lines to
understand the more difficult aspects of homelessness.
2 They should modify the content to avoid showing the
darker aspects of homelessness and focus on the positive
aspects of human kindness that James experienced after
he had befriended Bob.
3 I would focus on the special relationship between James
and Bob, and what an amazing character Bob the cat is.
extra: whole class
Put students into small groups to discuss the following
statement: James’s story doesn’t send a realistic or
hopeful message to others in his position.
Project
5 Ask students to either choose a contemporary figure
or assign them one. If necessary, clarify that a podcast
is a radio programme that can be downloaded from
the internet. Students could record their podcast on
a smartphone, then upload this to your class online
space. Encourage each student to read part of the script.
If technology is not available, students could alternatively
prepare a speech.
Students vote on the most interesting podcast. This could
be done through your online space with a poll. Remind
students to keep comments encouraging.
Possible answers
• Jonnie Peacock, a gold medal-winning Paralympic
sprinter. He had part of his right leg amputated after
contracting meningitis aged five, but was made aware
of sports available to him when he asked what he might
be able to do with a prosthetic leg while in hospital. He
subsequently broke a world record before winning the
Summer Paralympic 100 metres in 2012, and again when
he successfully defended his title in 2016.
• American philanthropist Maggie Doyne. On her gap
year, Maggie met a six year-old girl called Hima, who was
struggling to survive on the little money she earned by
selling broken stones. Maggie was inspired to found a
school, children’s home, women’s centre and health clinic
after meeting Hima. Maggie now lives in Nepal and works
full-time for her initiative, called Kopila Valley.
• Oprah Winfrey was born into poverty and had a troubled
childhood. Sent away from home aged 14 by her mother,
Oprah moved in with her father, Vernon, in Nashville,
Tennessee, and under his care thrived in school, winning
a university scholarship before landing a job as the first
black female news anchor for local channel WLAC-TV. Her
career blossomed from there and Oprah is now one of the
most influential women in the world.
extra
Ask students to prepare another podcast. Allow them to
choose a podcast or presentation about the following
topics or another topic of their choice which you might
think is appropriate for your class. Remind students
that research should be conducted in English for
maximum practice.
• Special relationships between humans and animals,
(e.g. guide dogs for the blind, sniffer dogs) and why the
bond between humans and dogs is so strong.
• The difference between the natures of cats and dogs.
• Produce another podcast which would highlight the
extraordinary nature of Bob the Cat, given that cats are
usually much more independent than dogs.
Presentation tool:
Switch on
Switch on videoscript:
TB p179
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INDEPENDENT
LEARNING
SB p46
Skill assessment
1 Ask students to rank their confidence on the different
skills in English.
2 Put students into pairs to compare their answers and
discuss the questions.
1 1 most urgent, the most challenging
2
3
4
5
more frequently, better
fastest, as prepared as
the best, more concerned
less, unhealthier (more unhealthy)
2 1 C ​2 B ​3 B ​4 C ​5 A ​6 C
3 1 get, have ​2 let, wasn’t allowed ​3 force, make ​
4 get, help
3 Give an example, e.g. I would like to improve my skills by
listening to more English radio and podcasts. Ask students
to complete the sentences individually then to share with
their partner. Ask if any students want to share one of
their resolutions with the class.
UNIT CHECK
Review
SB p47
If possible, complete Practice Exs 1 and 3 in class because they
involve pair work. Alternatively, the answers to Practice 3 could
also be posted to your private class online space. The other
activities may be completed in class or set for homework.
Practice
1 Students’ own answers.
2 1 any of those in first section
2 make a difference/sacrifices/sb’s day
3 do good/an act of kindness/a good turn/sb a favour
4 give sb a hug/praise/a helping hand
5–8 Students’ own answers
9 endeavour
10 repercussion
3 I think that my town should have more bicycle paths so that
people can cycle more easily and safely. At the moment, there
are only a few paths, and this makes cycling quite dangerous.
Numerous streets could be modified to include cycle lanes
with only minor adjustments, while other roads would require
a complete transformation. Although getting sufficient
funding may be problematic, I suggest that if people were
properly informed of the multitude of benefits that cycling
offers, they would be open to this advantageous investment.
4 Emma, I’m really worried about my brother Matt. He’s
suffering badly from fatigue. He’s been trying to hold down
a job AND study part time for a degree in the evenings. He
really needs to weigh up the pros and cons, continuing to do
this, otherwise he’ll fail at both. He can’t take for granted that
there won’t be repercussions at work if he continues to take
time off. What should I advise him to do?
4 1 making ​2 has ​3 to ​4 after ​5 than ​6 a ​7 about ​
8 got/had
5 I was recently involved with a project in our local community
that arranges to take hot food to people who are elderly or
house-bound. It has been a very successful project. I work
twice a week. It involves going to the kitchen to help with
the food preparation and then taking the hot food to the
assigned addresses. It’s actually a good project because the
people really appreciate it and a lot of them have good stories
to tell you. I think it’s really made them feel much better.
They are healthier because they are getting good food every
day and they are happier because they have someone to chat
to. I have to say I really enjoy it, much more than I thought I
would, and I would encourage you all to help.
GRAMMAR FILE
SB p147
1 1 the most coherent ​2 the most reliable ​
3 more dismayed ​4 the most courageous ​5 as fast ​
6 less carefully, more thoroughly
2 1 The further out you swim, the colder the water gets.
2 I’m getting more and more worried about Janine.
3 This is the more relevant of the two articles / is of less
relevance than the first article.
4 There will be less competition for the position than there
was last year.
5 The furthest distance I’ve ever run is 25 kilometres.
3 1 like ​2 as ​3 As ​4 like ​5 as
4 1 as there had ​2 took my comment as a criticism ​
3 as if she hates ​4 looks like an artist ​
5 trained as a chemist ​6 as you know
5 1 have made, promise ​2 get, to look ​3 let, copy ​
4 enabled, to get ​5 require, to consult ​6 Have, contact ​
7 helps/helped, feel
6 1 many ​2 in ​3 were ​4 having ​5 their ​6 to ​7 as ​
8 more
Presentation tool:
Unit 3, Unit check
Workbook / Online Practice:
p33
Audioscript:
SB p177
Extra Practice App
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4 Same or different?
Lead-in SB p49
Show the quote, Life would be boring if
we were all the same, on the IWB if you
are using one. Ask: Do you agree? Why/
Why not? What does this picture show?
(It shows Russian dolls which have a
series of similar smaller dolls nested
inside.) How does it relate to being
the same?
X
4
Same or
different?
READING
USE OF ENGLISH
topic: subcultures
skill: identifying contrasting opinions
task: cross-text multiple matching
open cloze
multiple-choice cloze
GRAMMAR
present tenses
substitution and omission
topic: overcoming challenges
skill: discussion
task: collaborative task; discussion
VOCABULARY
WRITING
clothing adjectives
similarities and differences
three-part phrasal verbs
topic: multiculturalism
skill: using synonyms
task: essay
LISTENING
SWITCH ON
topic: identity
skill: understanding attitude
and feeling
task: multiple choice: short texts
video: Nollywood film-makers
project: advertising films
SPEAKING
Ask students to read the questions.
Point out the phrasal verbs stand out
and fit in and ask what they mean
and for some examples. Explain that
if someone fits in, they are accepted
by the other people in a group, e.g. I
never really fitted in at school. I wasn’t
sure if he would fit in with my friends. If
someone stands out, they are obviously
different, e.g. He stood out from the
crowd with his purple dreadlocks. It
can also be used to show someone
was obviously better at something,
e.g. She stood out from the rest of the
team because of her determination
and athleticism.
Students discuss the questions in pairs.
Elicit some ideas and examples.
extra: whole class
Point out the unit title Same or
different? Put pairs together to
form groups of four and ask them
to see how many similarities and
differences they can find between
members of their group in five
minutes, not including appearance.
For example, they can compare
personality, circumstances, and
experiences. Conduct class feedback,
then ask: Was it easier to find ways
in which you were the same? Or was
it easier to find ways in which you
were different?
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READING
SB pp50–51
To start
Write the following words and phrases on the board and ask
students to work in pairs to group the words in a meaningful
way, looking them up in dictionaries if necessary: subculture,
mainstream, anti-establishment, conventional, rebelling, norm,
(non-)conformist, fringe culture, subculture.
Suggested categories include:
Group 1: mainstream, norm, conventional,
Group 2: anti-establishment, rebelling, fringe
culture, subculture, non-conformist
Tell students that the aim of this lesson is to identify
contrasting and similar opinions in a complex text. The words
above will all appear in the reading text.
1 Ask students to discuss the questions in pairs, then elicit
some responses to each one.
Possible answers
1 A particular group of people within a society and their
behaviour, beliefs, activities and style which usually differ
from the mainstream societal norms.
2 skateboarder – skateboarding culture, originally linked to
surfing culture in the 1960s, now a distinct subculture.
The style has evolved continuously, but may include casual
‘street’ fashion and ‘indie’ rock or hip hop/urban music.
goth – associated with Goth music (slow sad music played
on electric guitars and keyboards) and following a fashion
for pale skin, dark eye makeup, and black or purple clothes.
hippy – someone, especially in the 1960s, who promoted
love and peace, opposed violence peacefully and often
wore floral prints and lots of beads, had long hair, and
took drugs for pleasure
hipster – people with urban alternative lifestyles, who
often care about environment, shun big brands and
mainstream music; they are often associated with having
beards, horn-rimmed glasses and second-hand clothing.
3 surfer – subculture based around surfing culture including
language, lifestyle and fashion such as board shorts and
bikinis; very popular in California, Hawaii and Australia.
cosplay – adults dressing up as fictional characters,
usually from Japanese anime (animated films) or manga
(comic books).
bikers – a motorcycling subculture which includes black
leather, bandanas, tattoos, rock music.
hip hop – a type of popular culture that began among
young African-Americans in big cities, which includes hip
hop music, dancing, and graffiti art.
teddy boys – a British subculture which rose in the
1950s associated with Edwardian fashions, jazz and
rock’n’roll music.
skinheads – a young white person who has hair that is cut
very short, especially one who behaves violently towards
people of other races.
punk rocker – someone who likes punk music (a type of
loud music popular in the 1970s and 1980s) and wears
things that are typical of it, such as torn clothes, metal
chains, and coloured hair.
4 They want to be different. They want to rebel against
society. Society in general may treat them with suspicion,
or may feel they are threatening because they have
different appearances, habits, opinions, values, etc.
extra
Sometimes an image is the best way to explain new
vocabulary. For the subcultures mentioned above,
consider doing an online image search on the IWB to
show a series of images associated with each subculture.
Make sure you try it before class to check only appropriate
images come up.
Point out that the images that come up are likely to
be stereotypes, e.g. a search of skaters may show
mainly men, although many women are also part of
this subculture.
Read on
2 Focus students on the title How unique is unique? Check
students’ pronunciation of unique, if necessary: /juːˈniːk/.
Give students three minutes to read the comments on
page 51 for gist to work out what the original article
mentioned. Elicit some ideas.
Possible answers
People in a subculture are trying to be being different and
rebel against society. (A, C)
Subcultures are dangerous to society. (B)
The very things that make subculture adherents unique,
often end up becoming popular. (D)
3 Ask students to re-read the article and discuss the
questions in pairs.
exam task: cross-text multiple matching
4
Read through the exam tip with students and give
them time to complete and compare their answers to
question 1 with a partner. Ask students to complete
this exam-style activity.
1 A (B talks about people with ideas and values, often
idealistic/but an appreciation for something outside
of the mainstream. A shares this idea, saying: Back
in my grandparents’ day it was the hippies with their
love of peace and hatred of violence. They floated
around in kaftans and beads, distributing flowers
everywhere. Noble thoughts indeed.)
2 C (A talks about subcultures that: think they’re
different from everyone else. This article has got that
spot on. C disagrees, saying: Why is it that people are
always insisting (a conviction so clearly expressed by
the writer) that those who follow particular trends
and look a bit different from themselves are trying
hard to be unique and different? In my opinion, the
majority are just following their preferences.)
3 D (C thinks: Gradually, trends die out and others take
their place – a totally natural order of a developing
society. D says: And then the cycle will repeat itself as
another fringe culture breaks away.)
4 B (Others describe the subcultures as an irritant.
B says many people view them as a threat: ‘It’s
different, so it must be wrong, it must be dangerous,’
they think.)
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4 Same or different?
READING (Continued)
5 Write irony on the board and ask students to find
the word in comment A. Ask: What is ‘irony’? (Irony
occurs where a situation is unusual or amusing because
something strange happens, or the opposite of what
is expected happens or is true). Ask: What does Person
A find ironic? (People do the same things to try and be
different, so they actually don’t end up being different
from anyone after all.) Point out that irony can also
be used as a synonym for sarcasm, when you use the
opposite words to what you mean when speaking, in
order to be amusing or make a point, e.g. Of course, Gina
won’t be late, she never is. (when in fact, she is often late).
1 get my head round 2 spot on 3 disdain 4 stance
5 norms 6 do (them) down 7 purport 8 diehards
9 usher in 10 pretentiousness
extra: mixed ability
To help a weaker class, write the answers on the board out
of order, then ask students to find them in the text.
extra: fast finishers
Ask fast finishers to find the following phrasal verbs in the
text and deduce their meaning from context.
Speak up
7 Ask students to find at least one comment they agree
with and one they disagree with. Elicit some ideas in a
class discussion.
8 Put students into pairs to discuss the questions. Elicit a
few responses to each.
To finish
Ask students to discuss the following questions in pairs
then elicit a few ideas: Do you know anyone who is into a
subculture? Who? How far are they committed? Have you
personally followed any trends in the past or are you following
one now?
In preparation for the Grammar lesson, students can go
through the PowerPoint Grammar Presentation. Or ask
students to read the explore grammar box and complete Ex 1
on Students’ Book page 52, and read the Grammar file notes
on present tenses on page 148. Ask students to note down
any questions for discussion in class.
Presentation tool:
Unit 4, Reading
Workbook / Online Practice:
pp36–37
Extra Practice App
paragraph A: get wound up about something (to get
annoyed about something)
paragraph C: die out (disappear, and stop existing)
paragraph D: move on (leave something behind); break
away (to leave a group and form another group)
Sum up
6 Give students a few minutes to write a one-sentence
summary for each point. Put students into groups to
share ideas.
Suggested answers
1 Most people are irritated by subcultures because
subcultures want to be different and this upsets
the ‘norm’, while some maintain that subcultures,
in being different, present a threat and instil fear,
however unintentionally.
2 Subcultures have always existed in recent times, including
hippies (who advocated peace and love), and attracted
people who wanted either to rebel against what were
considered society’s norms or were simply interested
in the accessories of the subculture, i.e. the fashion
associated with it.
3 The article referenced in the comments appears to have
taken the majority view that subcultures threaten the
stability of society and consist of people whose main aim
is to be special and rebellious, but in the end, lose their
uniqueness as others join.
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GRAMMAR
3
SB p52
To start
Tell students a story about something dramatic or amusing
that happened to you using present tenses, e.g. So, I’m
walking my dog at the park and I sit down on a bench for a
rest. I have the strangest sensation. Then I realise, the bench is
covered in wet paint and it’s all over me. Ironically, it’s the day
I’m wearing my new jeans, too. I race home to change as fast
as I can. How annoying!
Ask students: Did you notice what tenses I used for my story?
Why? (present tenses, to make the story more ‘immediate’
and dramatic).
Tell students that the aim of this lesson is to use
present tense for different functions such as retelling
dramatic sequences.
explore grammar
SB p148
1 Go through the PowerPoint Grammar Presentation
and ask students to read the explore grammar box
and match the examples with uses. If necessary,
clarify wanes (when something becomes gradually
weaker or less important). Conduct class feedback.
1 D ​2 C ​3 A ​4 B
2 Read the example 0 with the class. Give some other
examples of the present continuous with always to
convey a speaker’s attitude (often with disapproval)
compared to the more neutral present simple, e.g. She’s
always buying the latest gadget. They’re always going on
at young people. Then ask students to read the sentences
in pairs and discuss the differences in meaning between
the sentences. Go through the answers as a class.
1 In sentence A, the present continuous is used to focus on
the result of a regular activity, whereas in B, the present
simple is used to show things that are true and follow on
in a natural order.
2 In sentence A, the present simple is used to refer to the
writer’s purpose or content, whereas in B, the continuous
form focuses on a present activity in progress.
3 In sentence A, love is a stative verb and indicates
something that is always true, whereas in B, the
continuous form is used colloquially to focus on
the moment.
4 In sentence A, the present continuous is used to say that
an activity is in the process of change, whereas in B, the
present simple shows that it is a general truth and a
natural progression.
5 In sentence A, the present simple is used to describe
a dramatic incident, and in B it is used in a headline to
attract readers.
watch out for
Some verbs have both a stative and dynamic meaning,
e.g. think, feel, have.
4.1 Tell students that they are going to listen to a
research interview with a man about what he has noticed
on the street. Ask students to close their books while you
play the recording once, and for them to concentrate
on understanding the gist of the interview. Ask: What
people did the man notice? Elicit some ideas. Then play
the recording again for students to complete the phrases.
Ask students to decide why each present tense was used
in each case. Go through the answers, writing them
on the board to check students have the spelling and
apostrophes correct, and eliciting which purpose each
was used for (if students aren’t sure, ask them to refer to
the Grammar file section on present tenses on page 148).
Write The mind boggles! on the board and ask students
if they heard this phrase in the recording and what this
informal expression means. (If your mind boggles when
you think of something, it is difficult for you to imagine
or accept it, e.g. My mind boggles at how much you can
find out about a person’s ancestry from a simple DNA test.
Or, How do black holes work? The mind boggles!).
1 doesn’t start (present simple for scheduled events)
2 compiling (present continuous for an action in progress)
3 getting (present continuous with always to convey
negativity, the speaker feels sorry for the homeless man
getting moved)
4 I’m thinking (present continuous, used colloquially with a
stative verb)
5 ’s been borrowing (present perfect simple for something
that started in the past and is still continuing)
4 Focus students on the picture of a candidate waiting
for a job interview. Ask: How to does wearing the right
clothes help in a job interview? Ask students to skim the
candidate’s blog post to find out what he is worried about
(whether he has done enough research for the interview,
whether he is wearing something that gives the right
impression, whether he is too early and his shoes are
dirty). Point out that the blog post must have been
written after the job interview so ask: Why is it written
in the present tense? (for dramatic effect). Students
complete the gaps in the blog then compare their
answers in pairs before checking as a class. Point out that
the style is informal, which is why contractions are used
rather than full forms.
1 has come ​2 ’m waiting ​3 ’m getting ​4 Have I done ​
5 Am I wearing ​6 ’ve been reading up/’ve read up ​
7 ’ve dressed ​8 is always telling ​9 says ​
10 ’m projecting ​11 appear ​12 has given
​13 ’m looking ​14 haven’t cleaned
extra
Ask students to work in pairs or individually to write their
own short blog post using the present tense to describe
one of the following situations.
• first day at a new school/college
• sitting an exam
• going for a job interview
If working in pairs, both students will need to write the
blog down for the follow-up activity. When they have
finished, ask students to find a new partner and compare
their posts.
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4 Same or different?
VOCABULARY
GRAMMAR (Continued)
Speak up
5 Share an example of a recent past event or events, using
present tenses for effect, e.g. I go into the room where
everyone is dancing and there’s Debbie – in exactly the
same dress as me. She sees me and … .
Give students a moment to think about what they will
share and the tenses they will use. As students share,
circulate, checking that students are using present
tenses appropriately for dramatic effect. Remember to
notice and encourage students when they are using the
tenses appropriately.
To finish
Say: The blogger wrote that putting on the right clothes
can actually lift your mood and elevate self-confidence.
Ask students to work in small groups to make lists of other
actions which boost self-confidence. Ask each group to
report back to the class.
Presentation tool:
Unit 4, Grammar
Workbook / Online Practice:
p38
Photocopiable activity:
4A
Grammar reference and practice:
SB p148
Audioscript:
SB p177
SB p53
clothing adjectives
To start
Tell students that the aim of this lesson is to use a range of
adjectives and idioms to express similarities and differences.
Ask students to work in pairs. Say: Look again at the pictures
on pages 50–52. Write down as many items of clothing and
accessories as you can name in two minutes. Conduct whole
class feedback and write the items on the board. Ask students
to discuss with their partner whether they have any of
these items.
Possible answers
glasses, denim jacket, grey hoodie, rucksack (p50)
choker, torn jeans, floral headbands, flared jacket, white shawl,
flannel shirt, baseball cap, baseball shoes, ring, beads (p51)
collared shirt, smart trousers, leather shoes (p52)
1 Ask students to discuss the question in pairs. Paraphrase
the question when you elicit the answers, saying:
Would you rather fit in or stand out?
explore language
2 Ask students to use dictionaries if they need to look
up any of the words. Elicit examples for each adjective,
checking students know what each means. Read through
the explore language tip. Other words from the box that
only have limited collocations include five-inch heels,
bootcut jeans/trousers.
Suggested answers
bootcut jeans, designer top, embroidered waistcoat, faded
T-shirt, five-inch heels, flared trousers, loud jumper, pleated
skirt, ripped/torn jeans, scruffy jacket, shabby boots, skimpy
dress, stylish dress
extra
Ask students to think of five more clothing items or
clothing adjectives that they would like to know the
name for, and to look them up in a dictionary. They may
consider material, e.g. ‘fake’ leather or fleece, or patterns
such as tartan, polka-dot, chevron.
Students select a new look for themselves by searching
for ‘random fashion generator’ and using one to generate
themselves a new outfit. Students could compare their
outfits in small groups, and tell the class about the best
new look.
similarities and differences
3
4.2 Ask: Do you think you are similar or different to
members of your family? In what way? Ask students to
listen and note down any similarities and differences
between the girl and her sisters.
similar: age, love of clothes, think the same,
same handwriting
different: hair colour (Emma’s is darker), chubby face
(Maddy), Emma looks like Dad, Maddy has Mum’s character
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4
4.3 Play the recording again for students to listen for
what each word refers to.
1 their father ​2 their mother ​3 the twins
​4 money spent on the writer’s clothes in a year
​5 their behaviour ​6 the twins’ handwriting
5 Ask students to read the text quickly to find out what the
writer thinks of her English friend’s school uniform, (she
is thankful she doesn’t have to wear a uniform like her
friend because clothes are a means of expression and the
uniform isn’t cheap). Then ask students to complete the
text. Elicit the answers.
background
In the UK, most schools require students to wear a
uniform. A typical secondary school uniform might consist
of a shirt or polo shirt, with shorts, trousers or skirt
with a school jumper. Some schools have more formal
uniforms with a blazer and tie. Schools must ensure
that the students’ uniforms have a similar cost, and that
religious freedoms are tolerated, such as the right to wear
a headscarf or turban.
1 indistinguishable ​2 spitting image ​3 individuality ​
4 consistent ​5 equivalent ​6 a carbon copy
6 Elicit the meaning of the following words in the box:
anonymity (when other people do not know who you
are or what your name is); synonymous (something that
is synonymous with something else is considered to be
very closely connected with it); uproar (a lot of noise or
angry protest about something); wavelength (if you are
on the same wavelength as someone, you have the same
opinions and feelings).
Ask students to read the text quickly for gist then
complete the gaps. Check the answers. Elicit the meaning
of eccentricity (a positive word for strange or unusual
behaviour), and point out the adjective/noun form
is eccentric.
1 synonymous ​2 world ​3 wavelength ​4 standing ​
5 rebellious ​6 uproar ​7 take ​8 fit ​9 cry
10 anonymity
7
Elicit ways to complete 1, e.g. A person who is rebellious
is someone who deliberately goes against rules or norms.
Students complete the remaining definitions in pairs then
think of some examples. Elicit possible definitions.
Possible answers
1 deliberately goes against rules or norms.
2 enjoys the privacy of nobody knowing his/her name or
recognising him/her.
3 likes to be different from everyone else.
4 causes others to be shocked and protest.
5 has a different perspective from other people/looks at
things in a different way.
6 has similar opinions and feelings to you.
7 looks very similar.
Speak up
8 Students discuss the questions in pairs. Elicit a
few responses.
extra: fast finishers
Refer fast finishers to the Extend vocabulary section for
Unit 4 on page 160. Ask students to research what each
idiom means, and think of an example context.
extra: whole class
As an extension project, divide the idioms in the Extend
vocabulary section for Unit 4 on page 160 among the
class, and ask students to prepare an explanation to teach
the rest of the class.
Fun footer
Ask students to read the footer. Point out that Genoa
(Genova) is an Italian port city. Ask students: Why do you think
jeans are so popular? What adjectives from Activity 2 could be
used to describe jeans? (bootcut, designer, embroidered, faded,
flared, ripped/torn, scruffy, stylish). Elicit any other adjectives
students know that could be used with jeans, e.g. baggy,
low-riding, high-waisted, three-quarter length. Ask students
to discuss in pairs whether they like wearing jeans and what
kinds of jeans are fashionable in their country at the moment.
To finish
Have a mini-debate on this topic: Every school should have
a uniform. Ask half the class to agree and the other half to
disagree with the motion. In teams, ask them to prepare
arguments using some of the ideas and vocabulary covered in
the lesson and their own ideas. Tell students that they need
to argue for the side they have been assigned regardless of
their personal opinion. Then, call on students to give their
arguments, alternating between agree/disagree. Finish by
asking for a show of hands of who really thinks a uniform
should be introduced and who doesn’t. For larger classes,
students could have their debate in pairs or groups.
Presentation tool:
Unit 4, Vocabulary
Workbook / Online Practice:
p39
Photocopiable activity:
4B
Extend vocabulary:
SB p160
Audioscript:
SB p177
Extra Practice App
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4 Same or different?
LISTENING
1 C (I suspect she wanted to see if an author’s gender meant
it sold more copies.)
2 A (… people respect her for wanting to receive honest
criticism. And she’s really tried to do something different –
I think the story’s quite unusual … Good for her – she
could’ve just written more of the same and been sure of
her income!)
SB p54
To start
Ask students to work with a partner and list words they could
use to express:
1 thoughts e.g. I suppose … (feel, consider, judge, agree,
believe, suppose, imagine, sense)
2 feelings/attitude e.g. shocked (surprised, amazed,
unhappy, enthusiastic)
Elicit possible answers and write these on the board for
reference during the next discussion. Tell students that
the aim of the lesson is to follow a fast-paced conversation
between native speakers.
exam task: multiple choice: short texts
In the Cambridge exam the conversations would be on
different topics. Here they are all about the lesson topic of
identity.
5
Power up
1 Ask students to think about who they would be if they
could be someone else for the day (either someone
they know or someone in public life). Ask students to
think about the kind of life the other person has and the
challenges the person faces. Students share their ideas in
pairs then elicit a few responses.
3 (a reason) B (What he suggested was that being
somebody else for twenty-eight days would allow him
insights into the debate over whether nature or nurture
causes a person to be how they are. In fact, it went
further than that because Farid hoped to see whether
he would start thinking like the other person …)
4 (a feeling) A (I wasn’t convinced it would be useful.)
5 (a problem) C (By the time I’ve caught up with what
friends are doing online and watched some television,
I don’t have much space left over for my own life.)
6 (a purpose) A (But don’t you think it’s the same with
books … I mean, you can lose yourself in a good
story and escape from real life – that’s been true for
centuries – people love stories.)
Possible answer
I would be my local politician for a day. I would jump at the
chance to effect change and make local people’s lives better.
I would also like to experience what it’s like to be a politician
as I suspect it’s not as always easy to make changes in
reality. I’d like to find out what it is that often prevents
people in local government from being able to turn their
ideas into real policies once they get elected.
Listen up
2 Ask the class: Has anyone read the books or watched
the films about Harry Potter? What do you know about
J. K. Rowling, the author of the Harry Potter series?
Tell students that they are going to listen to a
conversation about why J. K. Rowling decided to write
under a new name. Write pen name and pseudonym on
the board and say: Why do you think J. K. might have
used a pen name or pseudonym when she published a new
book? Elicit a few ideas. Ask students to read questions
1 and 2, and elicit which kind of information they are
looking for and the clues.
alternative
As an alternative to checking answers as a class, you
could refer students to the audioscript on page 178 and
get them to find the answer. This will support them in
identifying clues they should have picked up on during
the recording.
6 Ask students to match the phrases in bold from the
recording with their meanings. Check answers as a
class and ask students to make a note of any new words
and definitions.
listening for: reasons, beliefs and attitudes
words in the questions: 1 why, think, hoped, wanted,
expected; 2 think, should be admired, good
3
4.4 Encourage students to listen for gist this time.
Play the recording and elicit the answer.
Yes.
exam tip
4
4.5 Ask students to complete the exercise before
reading the exam tip. Play the recording again and ask
students to answer questions 1 and 2 in Ex 2. Then ask
students to read the exam tip and elicit the answers.
Point out that the opinions of ‘she’ (the author) and ‘her
publishers’ do not answer the question, which focuses on
what the speaker herself thinks.
4.6 Point out that this is an exam-style task to
practise Listening, Part 1. Give students one minute
to read the questions and underline key words (in the
questions only, not the options because they probably
wouldn’t have time before they listen in the actual
exam). Then play the recording. Elicit the answers and
reasons.
1A 2D 3C 4B 5E
extra
Students work in pairs and discuss these questions:
•
Do you think J. K. Rowling was right to choose a male
name as her pseudonym? Why?/Why not?
•
Why do you think Farid failed to get funding for his
experiment? What ethical considerations do you think
people were worried about?
•
Why do you think it’s possible to ‘lose yourself’ in a TV,
film or book?
extra: fast finishers
Ask students to write sentences using the phrases in Ex 6.
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Speak up
7 Ask students to discuss the questions in pairs, then elicit a
few ideas for each.
Possible answers
1 I love learning about other people’s lifestyles, I suppose
it’s so I can take on bits and pieces of advice to improve
my own way of doing things. An example of something
I’m really fascinated by is Tim Ferriss’s four-hour work
week. Basically, he has set up a number of small businesses
which run themselves with only four hours of input from
him so he can travel the world and do what he likes.
What a lifestyle!
I’d describe myself as vaguely interested, more about
the lifestyles of my family and friends than celebrities.
I couldn’t care less about what brand of protein shake or
toothbrush some actor uses, for example. Celebrities often
seem to have crazy and expensive lifestyles that I can’t
really relate to.
2 That’s a tough question. On the one hand, I value and
appreciate having friends who are on the exact same
wavelength. I find that when I know friends share my
point of view, and sense of humour, I can relax more easily
and just be myself. On the other hand, I definitely enjoy
meeting people who have a different way of looking
at things. It’s interesting to hear different perspectives
and ideas.
extra
USE OF ENGLISH 1
SB p55
To start
Write the following dialogue on the board:
A: Do these flared ones suit me?
B: Yeah, they do! Beads would complete the look.
A: I don’t have any but maybe I’ll pop out after school and
grab some before I go.
Ask students to read it and guess what the situation is
(suggested answer: preparing to go to a party dressed as
a hippy).
Tell students that the aim of this lesson is to understand
and use substitution and omission. Substitution is when we
replace a word/phrase with something else, and omission is
where we leave out a word.
Point out the underlined word ones, and ask: What word might
‘ones’ be a substitute for? (jeans/trousers). Ask students to
look at the other underlined words and discuss in pairs what
words/phrases they might replace. (do = suit you; any = any
beads; some = beads/some beads). Ask students to find where
a pronoun has been omitted and why. (I’ll has been omitted
before grab because we can omit pronouns in the second of
two coordinate clauses: it is omitted to avoid repetition.)
explore language
SB p148
1 Write on the board: I wanted some skinny jeans but the
Ask students to work in small groups to find out more
about a lifestyle in a TV series, film or book which they
would like to try. Say: Tell your classmates what it is like,
why you would like to try living like this and what you think
you would learn.
To finish
Students work in small groups. They discuss the following
questions about their own lifestyles:
1 Are you happy with your lifestyle?
2 Are there any aspects you would like to change?
3 What would you like to do differently?
shop didn’t have skinny jeans. Ask students: What kind of
word is skinny jeans? (noun phrase). Ask: What word could
we replace skinny jeans with to avoid repetition? (the
quantifier any). Point out that this is an example of point
B in the explore language box – that nouns/noun phrases
can be replaced with quantifiers. Ask students to replace
the highlighted words in sentences 1–6 with words in the
box, using the substitution section in the language box
points to help them. As you go through the answers, elicit
which language point each sentence is an example of.
1 ones (A) ​2 doing so (C, D) ​3 any (B) ​4 not (E) ​
5 did too (C) ​6 so (D)
Presentation tool:
Unit 4, Listening
watch out for
Workbook / Online Practice:
p40
Audioscript:
SB p177–178
We do not omit pronouns in subordinate clauses
(dependent clauses that cannot form a complete sentence),
e.g. I gave him the hat because I thought it would suit him.
The underlined clause could not be a complete sentence.
Extra Practice App
extra
Ask students to read the omission section F–H of the
language box. Ask: Which words in 1–3 can be removed
without changing the meaning? Use the ‘omission section’
in the explore language box to help you.
Write the following sentences on the board.
1 I watched the whole series and then I fell asleep because
I was so tired.
2 Facebook appeals more to older people and Snapchat
appeals to teenagers.
3 A: Has she finished her work yet? B: She must
have finished.
1 the second I (not the third)
2 the second appeals 3 the second finished
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4 Same or different?
USE OF ENGLISH 1 (Continued)
2 Ask if anyone has heard of the Johari window, a technique
to get to know yourself better and what they know
about it. Ask students to read the article quickly to find
out what a Johari window involves and whether they
were right.
Then tell students they are going to improve the cohesion
and reduce repetition in the article by finding three
repeated words to replace and three words which can be
omitted. Focus students on the example, the crossed-out
words the adjectives. Read out the sentence before the
replacement to emphasise the repetition: You are given a
list of several adjectives out of which you need to pick the
adjectives that describe your personality. Ask: What kind
of word is adjectives? (noun). Ask: What kind of word can
we replace a noun with? (a quantifier: see point B in the
language box).
Students find repetitions to replace/omit then compare in
pairs before checking as a class.
background
The Johari window is a tool developed by psychologists
in 1955. The word ‘Johari ‘is a portmanteau (blend) of
the creator’s first names: Joseph Luft (1916–2014) and
Harrington Ingham (1916–1995). The tool provides a
framework for reflection on self and others. It is used
mainly by self-help groups and in corporate settings. It
can help people identify facades they present to others
(things we know and others do not) and blind spots
(things others know but we do not).
The Johari window is a technique to help people better
understand their relationship with themselves and others.
You are given a list of several adjectives out of which
you need to pick the adjectives some that describe your
personality. Your friends then get the same list, and each
friend picks adjectives that describe you. These adjectives go
into Window 1. Adjectives selected only by you but not by
any of your friends others/anyone else go into Window 2 –
and you can choose whether to tell your friends about this. If
you don’t tell them not, then the adjectives remain hidden.
Adjectives that are not selected by you but only selected
by friends go into Window 3. Adjectives that were on the
original list but not selected by either your friends or you go
into Window 4.
extra
Ask students to work in pairs and discuss these questions.
•
What is the effect of the revised text? (Suggested
answer: It is easier to read because it avoids repetition
and sounds more natural.)
•
Do you find it easier to edit a text someone else has
written or your own work?
3 Ask students to read the text to find out what challenge
of identity is dealt with in the text (growing up with
parents from two very different cultures). Then get
students to answer the question in the rubric.
She was motivated by not being sure of who she was.
exam task: open cloze
4
Read through the exam tip and ask students to
check the subject/verb agreement in gap 5.
It must agree with She at start of sentence.
Point out that this exercise is exam-style practice for
Reading and Use of English, Part 2. Being able to apply
rules of substitution and omission may help students
fill in some gaps. Set a time limit of five minutes for
students to complete the cloze.
Before checking answers, ask students to compare
answers in pairs.
1 is (to match the present tense have earlier in the
sentence; inversion after the wh-clause what their
identity is)
2 not (the second part of the sentence tells us that
the child may feel like they don’t fit in, indicating it
isn’t straightforward)
3 with (the phrasal verb grow up takes the preposition
with before people)
4 as (as a/an is a phrase used when someone is in
a particular age group, e.g. As a(n) child/adult, he
loved painting.)
5 her (her refers to the famous actress who has been
referred to as She earlier in the sentence)
6 in (the phrasal verb grow up takes the preposition in
when talking about a place)
7 so (the writer is substituting the expression take
up acting)
8 having (part of having to = it being necessary to; the
-ing form is needed after the preposition of)
Speak up
5 Ask students to discuss the question in pairs. Then elicit a
few responses.
Possible answers
2 Ideas include listening, reading or watching content
written by diverse people, personality tests (e.g. the Myers
Briggs test), asking people about themselves.
To finish
Brainstorm some positive adjectives to describe personality
on the board, for example, charismatic, conscientious,
decisive, competitive, stable, witty, accomplished, unique,
calm, intuitive, confident.
Students follow the instructions in the text in Ex 2 to construct
a Johari window using the adjectives in the brainstorm or any
other positive adjectives they can think of. If appropriate for
your class, there are also Johari window tests available online
which students could complete, then invite trusted family
members or friends to complete if they wish.
Then, ask students to find a new partner to discuss
the following:
1 What did you discover? Are there any surprises?
2 How easy do you think it is to really know yourself?
Presentation tool:
Unit 4, Use of English 1
Workbook / Online Practice:
p41
Grammar reference and practice: SB p146
Extra Practice App
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USE OF ENGLISH 2
SB p56
To start
Give students two minutes to draw a superhero on a piece of
paper – real or imagined. Tell them it does not matter how
good the drawing is! Ask students to come up with some
powers for their superhero and write them down.
Put students into pairs to describe their superheroes to each
other to see what they have in common.
explore language
Read through the explore language box with the class. In the
example put off work, point out that the phrasal verb has two
parts and that work is the object. Point out that all of the
phrasal verbs in the exercise have three parts (a verb and two
particles), e.g. go on about, stand up to, so the parts cannot
be separated.
3 Students complete the text with phrasal verbs then
compare their answers in pairs.
Bring the class back together, and ask some students to
briefly talk about traits their superheroes shared, e.g. they
were both physically strong, could fly, and were good-looking.
Ask: What do your answers reveal about what we think a
superhero is usually like? How does this reflect beliefs and
values in our society? Encourage students to think about
diversity or lack of diversity among their superheroes, for
example, considering gender and ethnic diversity (e.g. were
most of the superheroes male?).
1 Write stereotype on the board and elicit what it means
(a belief or idea of what a particular type of person or
thing is like. Stereotypes are often unfair or untrue). Ask:
What other word forms can you make from stereotype?
(verb = stereotype; adjective = stereotypical; adverb
= stereotypically).
Brainstorm superheroes students know on the board.
Then choose one, e.g. Thor, and ask: What makes him
stereotypical? Ask students to discuss in pairs a few of the
superheroes and ask: In what way do these superheroes
conform to or challenge stereotypes?
Possible answers
Thor, Wonder Woman, Captain America, Spiderman,
Black Widow, Black Panther
Thor, for example, is tall, blond, strong and brave – like a
stereotypical ‘ideal man’. All are courageous with a special
gift or power and save the world.
2
4.7 If you have the facilities, do an image search for
the first Thor movie and display a few pictures to give
background to this exercise. Write on the board for
discussion in pairs: Have you seen the first Thor movie? If
so, what did you think? If not, does it appeal to you? Why/
Why not? (To build on the previous lesson on page 55,
point out the underlined substitutions and elicit what
if so and if not are replacing – if you have/have not seen
Thor.) Play the recording for students to listen for how
two teens answered the questions.
Then play the recording again for students to complete
the phrasal verbs in Ex 2. Ask students to check their
answers in the audio script.
1 going ​2 live ​3 standing, coming ​4 get ​5 get ​​
6 going ​7 going ​8 catch ​9 comes
1 come up against ​2 get away with ​3 going on about ​
4 live up to 5 get out of
extra
Write the following on the board for students to discuss
in pairs. Alternatively, ask students to move around the
classroom asking different people about each item.
Something …
1
2
3
4
5
… you’ve read up on recently.
… you’ve got away with recently.
… your family keep going on at you about.
… you need to get round to doing.
… important to you that you would stand up for.
exam task: multiple-choice cloze
There are more items here that test three part phrasal
verbs than in the Cambridge exam as this reflects the
focus of the lesson
4
Point out that this is exam-style practice for
Reading and Use of English, Part 1. Read the exam tip
aloud. Remind students to quickly read the text for
gist first. Set a time limit of eight minutes for students
to complete the activity. Go through the answers (and
reasons) as a class.
1
2
3
4
5
6
7
8
B (part of the set phrase in turn )
C (look up to = admire and respect)
B (enhanced = made better)
D (logical progression is a collocation)
A (stand up for = support)
B (amongst others = there are more)
A (stay away from = avoid)
D (talk down to = patronise)
Speak up
5 Put students into pairs to discuss the questions. Then
elicit a few responses.
extra: fast finishers
Ask fast finishers to find and underline three more threepart phrasal verbs in the audioscript on page 178 (read up
on; get round to; facing up to).
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4 Same or different?
SPEAKING
USE OF ENGLISH 2 (Continued)
Fun footer
Ask students to read the footer. Use the opportunity to check
that students know how to read a large sum of money aloud:
$1,390,000 = one million, three hundred and ninety thousand
dollars. Point out that this is approximately $1.4 million (one
point four million dollars). Ask students to take turns to write
down a large sum of money for their partner to read aloud as
fluently as possible, e.g. £456,350,263 (four hundred and fiftysix million, three hundred and fifty thousand, two hundred and
sixty-three pounds). To challenge stronger students, ask their
partner to put the figure in a sentence, e.g. The company
made over $ … last year.
To finish
Write the following lines using three-part phrasal verbs on
the board in speech bubbles.
– Stop going on about it!
To start
Tell students about a time you faced a challenge or obstacle
and overcame it. If possible, use an example that students
in your class can relate to, such as something that happened
when you were a teenager: When I was a teenager, my family
moved town. It felt like I was starting all over again, and it was
a far cry from what I was used to, and it was really hard to
make friends. It seemed at one point like I was never going to
be accepted into the group. Anyway, I persevered and joined
a sports team, and through being part of that, I was gradually
accepted into the school community.
Ask students to share a challenge they have faced and
overcome, or are facing now (for example, a challenge related
to study, friendship or extracurricular activities). Invite a few
volunteers to share.
Power up
– It’s time to face up to the truth.
1 Give an example of someone you know who has
– You’ll never get away with that!
– Stay away from here.
In pairs, ask students to create a short dialogue using one
or more of the speech bubbles as one of the lines.
Students could turn their dialogue into an online comic using
an online comic strip generator then share these on your
class online space for other students to view. Alternatively,
students could record the dialogues on their phones and
present them to another pair.
Presentation tool:
Unit 4, Use of English 2
Workbook / Online Practice:
p42
Audioscript:
SB p178
Extra Practice App
SB p57
overcome obstacles to achieve a lot, e.g. Did you know
that the entrepreneur, Richard Branson, suffers from
dyslexia? (a cognitive condition that affects reading
comprehension). Ask students to discuss the questions in
pairs then conduct class feedback.
Speak up
exam task: discussion
2
SB p164
Encourage students to speak in pairs for around
three minutes. Circulate and make note of any errors
to address after the activity.
Possible answer
A: So, we’re looking at challenges, what’s your thinking
on the kinds of challenges a comedian in a wheelchair
might have faced?
B: I’d say the hardest thing for any comedian is dealing
with a tough audience who just won’t laugh.
Wheelchair or no wheelchair!
A: You’re probably right! I guess he or she would
have to think about whether the venues they were
performing in were accessible, the sort of thing that
some people might take for granted.
A: Do you mean stairs and toilets and things like that?
B: Exactly. I mean, imagine you’re at a comedy club with
an open mic night, and you want to get up to perform
but there are only stairs up to the stage, it doesn’t
make things easy, does it?
A: And add to that limits that other people might
impose as well. People might mistakenly think, ‘Oh
she’s in a wheelchair, she can’t be the performer’, and
they would be guilty of stereotyping, of course.
B: I guess a Paralympic gold medallist might have
overcome some similar challenges relating to
accessibility and stereotyping.
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A: I’d agree with that. I’d also add here that I’ve
heard that it’s a challenge for Paralympians to get
sponsorship and funding …
B: To jump in here, I think that’s related to the fact that
they don’t always get as much media coverage as
other Olympians despite being incredible athletes.
A: Now to move on to the young female chief executive,
I think she might have had to deal with issues relating
to her youth and her gender.
B: Are you saying that being a young woman doesn’t
make you a good business leader?
A: No, on the contrary, what I meant was that there
may be some prejudice towards her that she would
have had to have coped with. For example, people
might have thought she wasn’t as capable as
an older person. And there are still relatively few
female business leaders compared to male, so I
guess I’m saying she might have to come up against
some prejudice.
B: Could I just add something here? I think young female
executives might also be deliberately discriminated
against during their career in case they have children.
Outdated thinking!
A: Speaking of children, what would the challenges be
for a ten-year-old musical genius?
B: I think it would be hard to fit in with peers of your
own age, because you have this special talent
that other children don’t understand or might be
jealous of.
A: You’d have to get over that, and be prepared to stand
out and be different. You’d have to learn to cope with
a lot of pressure, too. The pressure of living up to
people’s hopes for your future.
B: And this last one, have you thought about the
challenges of a footballer before? One from a
deprived neighbourhood?
A: I haven’t thought about that before. I’m not really
sure but maybe she or he will have had to overcome
material disadvantage in order to become successful.
extra: mixed ability
If you are using an IWB or projector, keep the useful
language displayed during the task so that students can
use the prompts if needed.
3 Elicit some synonyms for deter (discourage, hold back,
impede) and the expression spur someone on (encourage
someone). Give students one minute to discuss the
question, then elicit some ideas.
Possible answer
A: There is no one answer to that. However, I think it would
depend on the person’s personality more than anything.
B: And how about your support network? If you’re facing
obstacles but have a good support network, it could
make all the difference to whether you stand strong or
give up.
A: I would agree with that. I’ve heard that you can learn
some resilience strategies to help deal with the ups and
downs of life.
B: Yes, although some people definitely seem to be born
with an extra dose of positivity and determination which
helps get them through.
exam tip
4
4.8 Read through the questions with the class then
play the recording for students to answer the questions.
Elicit the responses. Read through the exam tip. Point
out that the Part 4 discussion lasts around four minutes,
and will be on the same topic as the Part 3 collaborative
task, but is separate from the discussion question in Part
3 in which students are required to discuss a decision
question. For more information, refer students to the
Speaking file on page 164.
useful language: giving yourself time
Point out the useful language box, and demonstrate the
intonation of each phrase for students to repeat. Play the
beginning of the recording again so students can hear the
expression the student used to give herself time (That’s a
really interesting question and there’s no one real answer!)
1 Students’ own answers.
2 C (We know this because the first candidate says, That’s
a really good question in answer to the Examiner’s
question. Then when the first candidate has made a
point, the second candidate interrupts and says, Yes, if I
can come in here …)
5 It is useful for students to practise the discussion task
with a range of different partners. Set a time limit of four
minutes for the first question, encouraging students to
speak for the whole amount of time. Then ask students to
swap partners for each of the subsequent questions.
Speaking extra
6 Give an example question using the format given, e.g.
Some people say that you can overcome any challenge
with the right attitude. Do you agree?
Students write questions in pairs then swap them with
another pair to discuss. Elicit some of the questions and
points raised.
To finish
With books closed, see if students can remember any of the
useful expressions for giving yourself time. Write these on
the board.
Ask students to write down at least three difficult questions,
e.g. How can we achieve world peace? Why is the sky blue?
Ask a few students to ask you one of their questions and reply
with one or more of the phrases in the box to give yourself
time, e.g. That’s something I haven’t considered before. Well,
there is no one answer to that. I suppose …
Students walk around the room, asking their questions and
answering with a phrase and expanding if they can.
In preparation for the Writing lesson, ask students to read
the Writing file on page 165 to revisit important features in
an essay. Ask students to choose one piece of advice which
they found was the most useful and share it with the class at
the beginning of the next lesson.
Presentation tool:
Unit 4, Speaking
Workbook / Online Practice:
p43
Photocopiable activity:
4C
Speaking file:
SB p164
Audioscript:
SB p178
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4 Same or different?
WRITING
SB pp58–59
To start
Focus students’ attention on the picture on Students’ Book
page 58 and elicit what it is (a cream tea: a traditional British
afternoon tea consisting of tea and scones with jam and cream)
and whether anyone has tried it. Ask: What foods from other
cultures are popular in your country? Ask students to discuss in
pairs: What foods from other cultures have you tried? What did
you learn about the other culture from trying the food?
Write multi- on the board and give students two minutes in
pairs to think of as many words as they can that begin with
this prefix. Elicit words.
Possible answers
multi-coloured, multi-faith, multi-pack, multi-racial, multistorey, multi-tasking, multicultural, multifaceted, multiply
Ask: What does the prefix ‘multi-’ mean? (it’s used to show
that something has more than one part)
Power up
1 Ask the questions to the class and elicit a few responses
for each.
Suggested definition of multiculturalism: the belief that it is
important and good to include people or ideas from many
different countries, races, or religions.
2
4.9 Ask students to discuss in pairs which one is
closest to their own view.
Plan on
3 Ask students to read the task. Brainstorm important
essay features on the board. If you didn’t use the flipped
classroom approach at the end of the previous lesson,
refer students to the Writing file on page 165. Ask
students to skim the exam help section and boxed tips,
to find any more important features.
1 Use a formal or semi-formal style; include all points in
the task; include a clear argument with reasons and
examples; organise the writing into paragraphs; include an
introduction and conclusion; consider the audience; use
linking expressions to connect ideas.
2 A discussion of two ways of learning about other cultures,
plus select the most important way and give reasons.
4 Students go through the steps in pairs.
5 Ask students to read the essay written by a student in
response to the task, and complete the table.
Paragraph 1 – (purpose) introduce the topic as in the task
but in own words; (focus) why learning about other cultures
is important
Paragraph 2 – (purpose) to describe one way of learning
about other cultures with opinion and examples; (focus)
studying other cultures at school
Paragraph 3 – (purpose) to describe another way of learning
about other cultures with opinion and examples; (focus)
listening to speakers from a range of communities
Paragraph 4 – (purpose) share your opinion (with reasons)
on the best way to learn about other cultures out of the two
ways given above; (focus) ensure students are prepared for
the future
Paragraph 5 – (purpose) summarise your opinion in a
different way; (focus) learning at school allows a wide
exploration from a young age
6 Elicit some ideas and write them on the board to ensure
students copy them down correctly.
Suggested answers
1 I believe that the most successful method is …
2 It is crucial to think about …
3 People vary in their points of view …
4 In my opinion, the most effective way …
5 In conclusion; Overall …
exam tip
7 Elicit synonyms that students know for each word.
Then read through the exam tip aloud. Students write
paraphrases of the ideas in Ex 3 using the prompts either
individually or in pairs. Then ask a few students to share
their paraphrases.
Possible answers
communities: groups, people, society
different: diverse, unlike, distinctive, separate
global: worldwide, international, universal
lifestyle: way of life, everyday life, routine
understanding: tolerance, appreciation,
knowledge, awareness
exam tip
The curriculum should have a section that allows students
to study other cultures because I think what they study has
a lot of influence on students. → It would be a good idea
if part of the curriculum gave students the opportunity
to learn about other cultures as study has a great impact
on students.
If young people can go and visit other communities, they can
actually talk to people in those communities, whether this is
another culture or simply another way of life.
→ Students would have the option of speaking to people
from other communities if they were allowed to visit
those groups that had different cultures or who lived in a
different way.
A speaker is often a good representative of a community and
can answer questions easily. → People who speak for their
communities usually represent them well and are also able
to respond to questions more readily.
extra
Say: The essay task focused on the best ways of learning
about other cultures, but what are the limitations of each
suggested method? (studying other cultures at school,
visiting different communities, listening to speakers from
a range of communities). Ask students to discuss possible
limitations of each method in small groups, e.g. even if
you study another culture at school, you might never
meet anyone from that culture; the perspective taught
might be outdated or from a biased viewpoint. Elicit
the limitations, then ask: Having considered some of the
limitations, which do you think is the best method to learn
about other cultures? Have you maintained your previous
view or changed it? Point out that good critical thinkers
are able to change their viewpoint with new information/
perspectives.
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Write on
8 Students read the task and follow the steps to plan their
essay. They may like to use a graphic organiser to plan like
the one in Ex 5. Students compare their ideas.
exam task: essay
SWITCH ON
Nollywood film-makers
1 Say: Some people say there is no such thing as a new story.
Do you agree? Give an example of a recurrent storyline,
e.g. one classic is the rags-to-riches storyline where a
poor, downtrodden person makes a fortune through good
luck, hard work, or creativity. Put students into small
groups to make a list of at least three other common
storylines and discuss questions 2 and 3 in relation to
their list. Ask each group to report back one of their
common storylines, why it is recurrent and what this tells
us about human experience.
SB p165
Some of the opinions are longer than would be in the
Cambridge exam to help students with the next task.
9
The essay could be started in class and finished or
set for homework.
Model answer
Like many people today, I consider myself lucky to have
the opportunity to live in a multicultural society which is
a melting pot of people with diverse cultural practices.
Sadly, some people do not share my enthusiasm, and
consequently many people experience prejudice due to
xenophobia. Learning about other cultures is an effective
way to combat this problem.
One benefit of learning about other cultures is that
it shows people that there is a range of valid ways to
do things rather than only one right way. For example,
cultural practices may vary when it comes to food,
manners and clothing. By learning about different
ways of doing things, people’s lives are enriched and
perspectives broadened.
Another benefit is that mutual learning tends to lead
to greater tolerance of differences. People tend to
be wary of the unknown. Yet, after learning about
other cultures, they can come to appreciate and even
celebrate differences.
In my view, the most important benefit is greater
acceptance between groups of people. This is because
having empathy and tolerance for people different to
ourselves is vital for a peaceful society.
Overall, I think that the more people are exposed to
other cultures, the more accepting they are likely to be.
This means learning about other cultures is extremely
worthwhile, both for the individual and the community
as a whole.
Improve it
10 Ask students to check their essays for the points listed,
and check to see if they used substitution and omission
as demonstrated in the explore language section on
page 55.
To finish
Ask students to discuss in pairs then elicit a few responses:
1 What cultures would you like to know more about and why?
How could you learn about them?
2 Do you think learning another language is an effective way
to learn about another culture?
Presentation tool:
Unit 4, Writing
Workbook / Online Practice:
p44
Writing file:
SB p165
SB p60
Possible answers
1 • forbidden love, e.g. aspects of Romeo and Juliet have
been reused across literature, film, television since
its creation
• conflict and conflict resolution appear in all stories
about war or crime, e.g. police TV series
• tribal rivalry, e.g. Westerns, Game of Thrones
• politics and power: e.g. a powerful figure’s fall from a
great height due to personal flaws (power corrupts),
e.g. Othello, House of Cards
2 These storylines crop up repeatedly because they illustrate
underlying psychological truths about the human
condition, and so can help to provide answers to viewers’
own particular questions or issues.
3 All humans have similar experiences, whatever their
background or cultural identity.
2
Ask if anyone has heard of Bollywood or Nollywood.
Ask students to guess what they are and which is the
biggest. Play the video for students to see if they
were right.
Bollywood. Both Nollywood and Bollywood produce more
films per year than Hollywood.
background
Nigeria is an oil-producing country in West Africa, east of
Benin and west of Cameroon. Its capital is Abuja, and its
largest city is Lagos. Nigeria became an independent state
in 1960, after being ruled by the UK for almost 100 years.
About half its population are Muslims, who live mainly
in the north, and the rest are Christians, living mainly in
the south. English is the official language, although over
520 languages are spoken.
3
Ask students to read the questions and then watch
again to answer them. Elicit the answers.
1 He feels that some are too comfortable making low
quality films because they see film as a means of making
money. Contrastingly, Kunle lives for filmmaking.
2 C He grew up in London, but is able to travel often to
Nigeria so he can bridge cultural differences easily.
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4 Same or different?
SWITCH ON (Continued)
4 Share the possible answer below about British cinema,
then ask students to discuss the questions in pairs.
Conduct class feedback. Ask: What films from your
country would you recommend to someone from abroad?
Possible answer
1 British cinema is diverse, and is getting better at
representing a greater variety of citizens and stories
on screen, in different styles. Comedies still tend to
exaggerate situations, which can distort reality, but they
can be effective at penetrating the heart of the British
mind-set: a dry sense of humour, valuing family above all
else, and not taking themselves too seriously.
2 Students’ own answers.
INDEPENDENT
LEARNING
SB p60
Reading and writing
1 Ask: In what situations do you read? Elicit some ideas.
Put students into small groups of three–five to answer
the questions. Elicit skills and write them on the board,
combining any similar ideas.
2 Ask students to reflect on their confidence in each skill on
the list, by giving it a rank from 1 (least confident) to 10
(very confident).
3 Give students time to complete the sentences
Project
5 Put students into groups of three. Remind students of
the subcultures discussed in the Reading section on page
50 for possible subcultures to choose. Give students a set
time to produce their poster, e.g. 30 minutes. Go around
the class, engaging with students and providing help
where necessary.
extra: project
If students are technologically competent and keen, they
may like to have a go at making a short film of their own
using the video function on their mobile phone. They
should make up team(s) of at least four people so that
they can share out the responsibilities: writer, producer,
director, advertising, camera, sound, special effects,
lighting, etc. If appropriate, students could meet outside
of class to complete the filming.
Give them a set time within which to produce their
film, e.g. 2–3 weeks, and a deadline for presenting it to
the class.
Ask students to complete the Independent learning
section on page 60 in preparation for the next lesson.
Then, in class, put students into small groups to discuss
their answers.
Presentation tool:
Unit 4, Switch on
Switch on videoscript:
TB p180
individually. Elicit ways that students thought they could
improve their reading, e.g. read more regularly, read
blogs, news or content they are interested in in English,
read books or magazines, pose questions while you
read, use underlining or highlighting, reflect on what
you read and write a summary or think of a summary,
practise scanning for key details, improve your speed by
using your finger across the page, try an online speedreading website.
4 Ask students to think about their strengths and
weaknesses and grade the three skills.
5 Students could use their essay from the Writing section
of this unit. If students have not completed it yet, or
do not have a piece of writing to use, ask them to read
the example essay on page 165 instead and identify
ways which the writer has been successful in their area
of weakness.
6 Ask students to identify a focus for future essays, and
note it down.
UNIT CHECK
SB p61
If possible, complete the Practice exercises 2 and 4 in class
because they involve pair work. The other activities may be
completed in class or set for homework.
Relevant Unit Check activities may also be set for fast
finishers during the lessons.
Practice
1 Possible answers
1 jeans: bootcut, embroidered, faded, flared, ripped,
scruffy, stylish.
Among young people in my area, I think ripped jeans are
the most common at the moment and the least common
are flared.
2 carbon copy of, compatible with, consistent with,
equivalent to, identical to, indistinguishable from, on the
same wavelength as, spitting image of, synonymous with
Most people in our class chose on the same wavelength,
because it is an interesting idiom to describe when you
really look at things in the same way as someone else.
Only one person listed synonymous, perhaps because it is a
more formal word.
3 a far cry from, a world of difference between, on a
different wavelength
2 Students’ own answers.
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3 1 stand ​2 get ​3 came ​4 get ​5 going ​6 read
4 Possible answer
A: It’s a black accessory that some British people wore on
their head as fashion a number of years ago. It came to
symbolise the stereotypical Englishman.
B: Is it a bowler hat?
Review
1
4.10
1 because he’s always disagreeing with her/because he sees
life differently
2 because they think differently/because it’s not worth
talking about the problem
3 he plays loud music while he’s studying
4 to sit down and talk/to split study times
2 (The continuous verbs are in bold.)
A: My brother is driving me mad! He’s always disagreeing
with me. We see life so differently.
B: Well, why do you bother talking about it? I mean, if you
know you think differently, then it’s not worth discussing,
is it?
A: Yeah, but as we are both living at home, it’s annoying
that he’s got a completely different timetable to me. He
plays loud music while he’s studying – and he doesn’t
think about anybody else in the house.
B: Don’t your parents mind?
A: Oh, they think we need to sort it out for ourselves.
B: Hmm … it sounds as if you do need to sit down and have
a proper talk. You don’t have to agree – just split times
when you study, for example?
A: OK, well, will you come and talk to him with me?
3 1 F ​2 A ​3 E ​4 C ​5 B ​6 D
4 1 is/’s ​2 has/’s been ​3 is/’s making ​4 has/’s been drawing ​
5 has/’s become ​6 goes ​7 emerges ​8 talks
5 1Everyone likes to copy celebrities even when it looks silly to
2
3
4
5
6
copy them do so.
I read the article and then I gave it to her and I haven’t
seen it since.
They wanted us to arrange tickets for them but we didn’t
have tickets any.
A: Did you speak to the new girl?
B: I didn’t have time to speak to her.
I’m interested in African cultures and he is interested in
African cultures too.
A: Have you got her number?
B: I think I have her number so.
7 Possible answer
A story that everybody is familiar with in England is the story
of Robin Hood. He supposedly lived in the 15th century and,
in the story, Robin lives with his band of merry men in the
woods in the middle of England and spends his time robbing
rich travellers and then giving money to the poor. He was
actually a criminal and the Sheriff was always trying to catch
him. The story came about at a time when many English
people were having a bad time because of the king and so
the ordinary people considered him to be a good person.
They wanted to believe there was someone looking after
them and working for the good of everyone. There have
been many films and TV series based on the story and I think
most people believe that he was a real person.
GRAMMAR FILE
SB p149
1 1 been thinking ​2 is always asking, never listens ​
3 always asks, respect ​4 I’m considering, ruled ​5 I consider ​
6 changed
2 Conversation 1:
1 hear ​2 bangs ​3 doesn’t even try / is not even trying ​
4 falls ​5 knocks ​6 is shouting ​7 has been grounded ​
8 has been looking
Conversation 2:
1 are you doing ​2 has been ​3 has been delayed ​
4 isn’t starting ​5 are always delaying ​6 have arranged ​
7 am having ​8 comes
Conversation 3:
1 have seen ​2 have lost ​3 is sitting ​4 hasn’t seen ​
5 comes up ​6 talk ​7 realise ​8 have been living
3 1 have been collecting poetry books since
2
3
4
5
6
is always leaving the front door
am talking about the importance of
(have) cut down on eating
I’ve been checking / I was checking (through)
has not (hasn’t) been to school since / last went to school
4 1 is ​2 to ​3 have ​4 later ​5 for ​6 has ​7 Were ​8 not
Presentation tool:
Unit 4, Unit check
Workbook / Online Practice:
WB p45
Audioscript:
SB p178
6 1 from ​2 our ​3 the ​4 in ​5 is ​6 of/about ​7 to ​
8 how/that
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5 All or nothing
Lead-in SB p63
Write the unit title All or nothing on
the board and ask what the expression
means (it is used to say that unless
something is done completely, it is not
acceptable, i.e. half-heartedness won’t
do – it’s got to be all or nothing).
Ask students to look at the picture on
page 63. Read the quote aloud and
elicit ideas of what it means (people
today are so busy thinking about
money that they lose sight of what
is really important in life or forget
to be grateful). Students discuss the
questions in pairs. Elicit some ideas.
All or nothing
X
5
READING
USE OF ENGLISH
topic: future of advertising
skill: identifying expansion or
exemplification of points
task: gapped text
open cloze
word formation
GRAMMAR
ways of talking about the future
verb phrases + prepositions
VOCABULARY
buying and selling
separable and inseparable
phrasal verbs
nouns from phrasal verbs
LISTENING
topic: business start-ups
skill: understanding points of view
task: multiple matching
SPEAKING
topic: gender pay gap
skill: speculating
task: long turn
WRITING
topic: a charity event
skill: writing topic sentences
task: report
SWITCH ON
video: the scenic route
project: trip around the world
Possible answers
1 The child is enjoying the simple
pleasure of feeling rain on his/her
face. The photo contrasts with the
quote because it shows someone who
appears grateful for a small pleasure
that doesn’t cost anything.
2 Spending time with friends and family,
having some time alone, a break,
working towards goals, etc.
3 • I value my phone the most because
it contains my most important
information and is the possession I
use most often.
• I was given a special locket by my late
grandmother and I always wear it to
remind myself of her.
• I have a signed poster from one of
my favourite stars who I was lucky
enough to meet. It’s more than a
signature to me – it’s the memory of
meeting my idol.
extra
Ask: To what extent do you think
the quote reflects society in your
country? Does it depend? If so,
on what?
Ask students to work in pairs to
think of some simple pleasures
that they are grateful for. Elicit
some ideas.
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READING
SB pp64–65
To start
If you have the technology available, play an interesting
advertisement in English. Discuss the techniques the
advertisement uses to influence the buyer.
Ask students to work in pairs to see how many forms of the
word advertisement they can come up with: advertise (verb),
advert, advertisement (noun), ad (informal nouns), etc.
1 Share an example of something you’ve been persuaded
to buy recently by an advertisement. For example,
say: Recently, I saw an online advert for a new kind of
chocolate biscuit and I just had to buy a packet. Check
pronunciation of persuade /pəˈsweɪd/. Ask students to
discuss the questions in pairs then elicit some responses
to each one.
Possible answers
1 • I’m a sucker when it comes to advertising, and I know it.
I’m quite easily persuaded, especially when it comes to
online advertising. The advertisers seem to know exactly
what I’m looking for and put it right in front of me.
Who am I to resist? For example, recently …
• I’m quite critical of advertisements and that helps me
not to be taken in. For example, am I really going to be
popular, rich and good-looking just because I wear a
new fragrance? However, recently, I did buy …
2 My favourite advert at the moment would probably be the
one for … . I say this because …
One ad I really like is … because …
It’s hard to top the advert for … as …
alternative
Students could show each other a favourite advertisement
and discuss how persuasive it is, and why it is memorable
for them.
Read on
extra: whole class
Focus students on the picture on page 65 and elicit/
point out that it represents virtual reality (VR), which
allows a person wearing a headset to watch or experience
an environment produced by a computer that looks
and seems real. Ask: Have you ever tried VR? What is
it like? How do you think the rise of virtual reality may
change advertising?
2 Students discuss the question in pairs. Elicit
some responses.
Possible answer
By 2030, I think most advertising will be done online and
print advertising will be a thing of the past.
I’d say adverts are going to get more and more responsive
to the individual. We might walk by the same billboard and it
will show one advert to me, and a different one to you.
By then, heaps of people will have access to virtual reality
headsets so we will be able to view online purchases much
more closely before buying. Imagine walking around a hotel
before you booked, or getting to walk around a university
campus abroad before you enrolled – that’s the future!
3 Remind students that quickly reading for gist is an
important strategy for understanding the main ideas in
all the Reading and Use of English tasks, and will prepare
them to answer the individual questions more accurately
and efficiently. Give students three minutes to read the
article and paragraphs to see if any of their ideas from
Ex 2 were mentioned.
exam task: gapped text
Read through the exam tip with students, giving them
time to follow the instructions in the second part.
Elicit the answers.
C The highlighted phrases in paragraph iii all relate to
the idea of personalisation, first generally (that means
personalisation; all about us) and then with the specific
example of personalised customer service operatives, based
on what each individual finds attractive or not. Paragraph
C gives other examples of personalised products: As well as
this, … you’ll be able to buy a robot friend … use a small chip
to measure how many times a day you blink, to assess your
eye health and find the perfect mascara. Driverless public
transport will interact with us all individually.)
The linking phrase As well as this, at the beginning of
paragraph C, provides a clue that this paragraph is likely
to fit after a paragraph where another example of a
personalised product has been given.
4
Ask students to do the remainder of this examstyle exercise.
1 B (At the end of paragraph i, it says … the defining
point of the whole film was when the proud creator of
Hawking’s world-famous voice synthesiser turned it on
and announced, ‘Welcome to the future.’ This moment
is referred to in B as … a single moment summed up so
wonderfully the extent to which technology can change
lives for the better …)
2 G (Paragraph ii ends with a question: how is this going to
happen? i.e. how is every single advertising message
going to be relevant to the receiver? Paragraph G
responds directly to this: To put it briefly, over the next
ten years, advertising will move from communicating to
predicting, and emoting …)
3 C (See exam tip answer key above)
4 E (Paragraph iv ends with the question how will brands
actually use it [VR]? This question is referred to at the
beginning of paragraph E: That is where the imagination
must take a leap because in reality, even the experts don’t
know. Paragraph E goes on to speculate on how the
question from paragraph iv might be answered: A logical
progression would be … and to give a current example of
VR use In fact, there is actually a VR advert now …)
5 A (The first sentence in paragraph vi says Wearable and
connected devices will be providing the data to enable
this targeting to become more detailed, referring to
Screens and posters will display different images based on
the information on your mobile in paragraph A.)
6 D (Paragraph vi ends with We’ll enter a store to hear our
own playlist playing and be immediately directed to …
This links to the similar example in paragraph D, Tom
Cruise walks past a number of digital ads that address
him by name as he passes.)
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5 All or nothing
READING (Continued)
extra: whole class
Ask students: What do you think the writer means by
this sentence?
… over the next ten years most marketing will become like
the ‘Amazon Recommends’ feature, only bigger!
Point out that the writer is comparing ever more personal
targeting with what companies like Amazon already do on
their site where they suggest other things we may want
to buy based on what we already have bought.
Ask students to work in pairs to answer this question:
How do you feel about the way brands can access our
personal data in order to target us with personalised
advertising? Why?
5 Point out the first bold word in the article, defining, and
demonstrate reading the word in context to deduce
meaning: For me, the defining point in the whole film
was … . Ask students to look at definitions 1–8 and select
the right one (significant). Students match the remaining
words and definitions. Conduct class feedback.
1 defining 2 initial 3 buying into 4 emoting 5 spouses
6 generated 7 bulk 8 prospective
Sum up
6 Give students a few minutes to work in pairs to write a
one-sentence summary for each point. Put students into
groups to share.
Suggested answers
1 Stephen Hawking is the subject of the film The Theory of
Everything; he was a very clever man who suffered from
Motor Neurone Disease and uses a voice synthesiser.
2 Future advertising will target everyone personally,
using detailed information about us gleaned from
various sources.
3 Virtual reality will develop to make advertising more
immediate, real and exciting.
extra: fast finishers
Ask students to read the comments about the article on
the right-hand side of page 65. Ask: Which do you agree
with? Why? Students write their own comment in under
50 words and post it in your private class online space.
Alternatively, give students an opportunity to share their
comments in small groups to compare their views.
Speak up
7 Ask students to discuss the question in pairs. Elicit
some ideas. Then ask: What else could you describe as a
necessary evil? (Possible answers: exercise, vegetables,
work, study)
A necessary evil is something bad or unpleasant that you
have to accept in order to achieve what you want. Someone
who describes advertising as a necessary evil thinks
that advertising is annoying, but we have to have it for
companies to get their products or service noticed or so we
are aware of what is available.
extra: whole class
Ask students to work in pairs. Say: Think of a product that
is popular today. Imagine using the technology and ideas
outlined in the article to advertise the product in ten years’
time. Design the advertisement or advertising strategy.
At the end of the activity, allow students to compare their
ideas with the rest of the class to decide whose ideas are
the most effective. Why?
Fun footer
Read the footer aloud. If you have internet access, search
for this advert to show the class. Ask: How do you think
advertising has changed since the 1940s?
To finish
In pairs, students plan a future advertising strategy for a
popular product, using some of the technology and ideas
outlined in the article. They should include: who the target
audience is, what mediums of advertising they will use, where
they will advertise, and what the advertisements will look/
sound like. Ask each pair to share their strategy briefly with
the class. Ask: Whose ideas are most effective? Why?
Alternatively, have an advertising strategy competition.
Ask pairs to come up with a strategy to advertise the same
nominated item, e.g. an upcoming event for your school, a
smartphone, a pen. Pairs take turns to make a one-minute
strategy pitch to the class or to groups for larger classes.
Ask students to vote for the best strategy by secret ballot
(anonymously on a piece of paper), giving a reason. Collect
the papers and tally the votes to see who wins, and read the
reasons aloud.
In preparation for the Grammar lesson, ask students to read
the explore grammar box on page 66 and complete Exs 1
and 2. They can also read the Grammar file section on ways
of talking about the future on page 150 or work through the
PowerPoint Grammar Presentation. Ask students to note
down any questions for discussion in class.
Presentation tool:
Unit 5, Reading
Workbook / Online Practice:
WB pp46–47
Extra Practice App
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GRAMMAR
extra: mixed ability
SB p66
To start
If you haven’t already asked students to do so in preparation
for class, refer students to the ways of talking about the
future section in the Grammar file on page 150 and read
through it with students, asking questions to check they
understand the main points. Ask students to complete Ex 1
on page 151 in class and go through the answers. Set Exs 2–3
for homework or for fast finishers to complete in the class.
explore grammar
SB p150
1 Go through the PowerPoint Grammar Presentation.
Students complete the example sentences in the
explore grammar box, then compare in pairs. (Do not
worry about the future in the past section yet.)
A will move
B is going to happen
D will have developed
E will have been mining
G will be demonstrating
2 Students match the descriptions 1–7 with the sentences
A–G. Go through the answers as a class.
1 B ​2 D ​3 E ​4 A ​5 C (or F) ​6 F (or C) ​7 G
watch out for
Some future time expressions are followed by the
present simple, e.g. Let’s see how many things we can sell
before the market closes; I’m not going to buy anything
else until I get rid of some of my old stuff.
This activity is suitable to extend stronger classes. Read
out the following pair of sentences twice or write on
the board:
1 I’ll wait for you at the bus stop.
2 I’ll be waiting for you at the bus stop.
Tell students that the meaning is similar but not identical.
Read the sentences one more time. Students discuss the
difference in meaning in pairs then elicit some ideas.
(Suggested answer: In 1, the future simple indicated that
the speaker is making the decision now, whereas in 2, use
of the future continuous implies that this is part of an
original plan or normal sequence of events.)
Repeat with the following sentence pairs.
1 We’re to arrive at 9.30 and to check in with security
before going to the conference room.
2 We arrive at 9.30, check in with security, and go to the
conference room.
(In sentence 1, the use of the verb be + infinitive shows
they’ve been officially requested to carry out a sequence
of actions, whereas in 2, the present simple tells us that
the details are on a schedule.)
1 We’ll grab something to eat after the cinema. The film
will have finished by six.
2 We’ll grab something to eat after the cinema. The film
finishes at six.
(In sentence 1, the film will end sometime before six,
whereas in 2, the use of the present simple means that
the published end time of the film is exactly six.)
1 We’re going to have a meeting next week.
2 We’re having a meeting next week.
(In sentence 1, the use of going to implies that there is
a meeting planned/desired for next week, but with no
confirmed time as yet, whereas in 2, the use of present
continuous means that there is a confirmed time for the
meeting/the meeting is definite.)
1 They’re about to leave.
2 They’re leaving in ten minutes.
(In sentence 1, they are on the point of leaving/will leave
at any moment, whereas in 2, they’ve arranged to leave at
a point and that point is in ten minutes.)
3
5.1 Ask students to read the survey questions 1–4.
Play the recording while students take notes. Students
compare their answers in pairs.
1 A: a pair of trainers for partner, jewellery for mother,
voucher for brother
B: a house
2 A: keys on a chain
B: her nan’s rings
3 A: everything else – chucked/hidden/abandoned/
hoarded
B: donated to charity/passed on to friends
4 A: Apple products, new phone, production equipment,
new clothes
B: stuff for house, white goods, food
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5 All or nothing
GRAMMAR (Continued)
4 Refer students to the audioscript on pages 178–179 to
underline the future forms.
1
Speaker 1: I think the next big thing I’m probably going to
buy is maybe my partner a pair of trainers, some jewellery
for my mother and I’ll give my brother a voucher.
Speaker 2: I’m hoping my next big purchase is probably
going to be a house because I’ve just turned twenty-three.
Turning twenty-four next year and I was just thinking that if
I don’t get on the property ladder soon, I’m probably never
going to make it.
2
Speaker 1: Of all of my possessions, I have a pair of keys on
a chain that my partner gave to me, and they’re supposed
to be the keys to our future house, so hopefully, I’ll still have
that in the future. If not, then I’ll probably just chuck them
away and I probably won’t have the house … if we broke
up … No, I’m joking!
Speaker 2: In ten years’ time, I’ll probably still have my nan’s
rings which she left me, one of which I’m wearing now.
The other one, I leave at home ’cos I don’t want to lose it.
Hopefully, I’ll still have those in ten years.
3
Speaker 1: With everything else I have, I will probably have
either chucked it, hidden it under the bed, abandoned it
completely in some sort of alleyway or just bin … or hoard
everything, possibly.
Speaker 2: I’ll probably donate. Whatever I don’t use, I
usually donate to charity anyway or they get passed on to
friends who don’t have as much luck as I have financially.
4
Speaker 1: In five years’ time, I will have spent money on
some more Apple products, probably – probably a new
phone again at some point. Hopefully, some production
equipment for my personal stuff. Clothes, hopefully.
Hopefully, I’ll buy some new clothes at some point.
Speaker 2: I think in five years’ time I will have probably
bought, like, stuff for my house, so the white goods – fridge
freezer, cooker, washing machine, that kind of thing, really –
the expensive stuff. But other than that it’ll be, like, I mean
most people spend their money on food these days, don’t
they, really? Like, if you think about how much money you’ve
spent on food in the last week, you could say it all adds up.
So that’s where most of my money goes.
5 Ask students if they have heard of the 100-thing
challenge. Ask students to quickly read the article to find
out what the challenge is, and how easy or difficult the
writer finds it. (The challenge is to reduce your number
of possessions to 100 or fewer. The writer has a lot of
decisions to make, it doesn’t seem like it will be easy.)
Then ask students to complete the gaps in the article.
Students compare their answers in pairs before checking
as a class.
1
2
3
4
5
6
7
8
9
10
am moving
will have been sleeping
will fit
am going to have to
will be using
is going to be
will be
am going to give
will have thrown out
will just have
Speak up
6 Ask students to discuss the questions in pairs. Circulate,
listening to future tenses, and noting down any areas
which might require additional revision and if necessary,
refer students to the relevant section of the Grammar file
on page 150 to revise.
To finish
Ask students to reflect on the lesson in small groups,
identifying the most useful things they learned and any
questions they still have about using future forms. Encourage
group members to respond to each other’s questions. Ask
a volunteer from each group to summarise the most useful
learning and share any outstanding questions for other
groups to see if they can answer them.
Presentation tool:
Unit 5, Grammar
Workbook / Online Practice:
WB p48
Photocopiable activity:
5A
Grammar reference and practice:
SB pp150–151
Audioscript and explore grammar video
extra: whole class
Elicit the meaning of clutter (a large number of things
that are scattered somewhere in an untidy way), and
ask students to discuss. Ask: Do you own a lot of clutter?
What is the best way to de-clutter (reduce the number of
extra possessions you have)?
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VOCABULARY
SB p67
buying and selling
To start
As a class or in small groups, brainstorm vocabulary related to
buying and selling, especially any idioms. Make a note of the
ideas so that they can be used in the ‘To finish’ exercise.
1 Ask students to complete the sentences then compare
their answers in pairs. Go through the answers, eliciting
the definitions, and demonstrating the pronunciation and
stress (as underlined in the answers). Then ask students to
make their own sentences with the verbs.
extra: mixed ability
If you have a mixed-ability class, encourage students to
choose at least two of the verbs to write sentences for,
and encourage stronger students to do more.
1 acquired (to obtain something by buying it or being given it)
2 consume (to eat or drink something; to use time, energy,
goods, etc.)
3 accumulated (to gradually get more and more money,
possessions, knowledge, etc. over a period of time)
4 collect (to get and keep objects of the same type, because
you think they are attractive or interesting)
5 hoard (to collect and save large amounts of food, money,
etc., especially when it is not necessary to do so)
Possible sentences
1 In 2018, her business was acquired by a larger company.
2 Food may not be consumed on the premises.
3 I just don’t know how we’ve managed to accumulate so
much clutter!
4 I used to collect teddy bears but now I collect merchandise
from concerts I’ve been to.
5 I hoard clothes, I don’t like to give any away even when
they’re worn out.
2
5.2 Play the recording and ask students to make notes
on what each speaker says about spending habits. Elicit
the gist of what each speaker said then ask if anyone
knows someone similar, and in what way.
3
5.3 Play the recording again for students to
complete the collocations. Elicit the answers, and what
each collocation means. Then ask students to think of
something in each category and tell their partner about it.
1 soft (a soft touch is someone from whom you can easily get
what you want, because they are kind or easy to deceive)
2 easy (an easy prey is someone who can easily be deceived
or harmed)
3 knock down (If a price is a knock down, it is
heavily discounted)
4 hard (a hard sell is a way of selling something in which
there is a lot of pressure on you to buy. It can also be
something that is difficult to sell or make popular.)
5 insatiable (an insatiable desire is an extremely strong wish
for something that cannot be satisfied in another way)
6 sentimental (if something has sentimental value, it has a
high worth based on or relating to your feelings. This may
differ from an item’s monetary value.)
4 Students complete the sentences, then refer them to
the audioscript on page 179 to look for the same verbs/
expressions and check their answers.
1 up ​2 with ​3 onto ​4 up ​5 without
explore language
Go through the explore language box with students. Elicit
which of the verbs in Ex 4 are separable/inseparable (separable
= pass up, clutter up; inseparable = part with, hang onto, go
without). Point out that even if phrasal verbs are separable,
this is optional. So, if students aren’t sure if a phrasal verb is
separable or inseparable, it is advisable not to separate it.
5 Students discuss the meaning of each bolded expression
in pairs then write an alternative in their own words,
using dictionaries to help if necessary. Elicit possible
paraphrases from the class.
Suggested answers
1 make us react in the way they want
2 spend money 3 only spend what I need
6 Ask students to read the blog quickly to find out the
writer’s reasons for hoarding. (Hoarding was triggered
by having to downsize when he/she was eleven. He/she
assigns special meaning to items so throwing them away
feels like losing a bit of his/her identity).
1 accumulated ​2 cluttered ​3 hoarded ​4 chuck ​
5 sentimental ​6 insatiable ​7 keep ​8 splashing ​9 up ​
10 pass ​11 with ​12 dumping
Speak up
7 Students discuss the question in pairs. Elicit some ideas.
Fun footer
Ask students to read the footer. Ask: Do you think this number
is excessive? How do you think these children accumulated so
many toys? How do you think these figures would compare to
children in your own country?
Ask students to work in small groups to make a list of the
pros and cons of children owning so many toys for about
five minutes.
Ask each group to share briefly with the class, then ask: What
advice would you give to a parent whose child has too many toys?
How would you convince a child to clear out some of their toys?
To finish
Return to the brainstorm(s) of buying and selling vocabulary
from the ‘To start’ activity at the beginning of the lesson. Ask
students to close their books. Ask: What words/phrases can
you add now?
Presentation tool:
Unit 5, Vocabulary
Workbook / Online Practice:
WB p49
Photocopiable activity:
5B
Audioscript:
SB p179
Extra Practice App
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5 All or nothing
LISTENING
Task 1
A recommendation
B financial security
C rise in popularity
D cheap set-up
E international opportunities
F talent
G lifestyle
H help others
Task 2
A reassured, big companies, partner
B optimistic, expansion, different products
C inspired, opportunity, international
D encouraged, ethical business
E hopeful, difference
F excited, new type of business
G surprised, grow quickly
H convinced, better than competitors
SB p68
To start
Start by brainstorming with the class some places where
people can buy goods. Write ideas on the board, e.g. retail
stores, markets, online shops, catalogues, online auction
sites. Ask students to discuss in small groups what they
think about shopping from each place, considering types of
product sold, cost, convenience and any other factors.
Power up
1 Ask students to discuss the question in pairs, using a
dictionary to clarify any words they are unsure of. Then
elicit some ideas.
Possible answers
auction: where items are sold to the person who offers
the most money for them, e.g. land, buildings, paintings,
antiques, second-hand items
bargain: to try and get a lower price, e.g. at a market, or
buying second-hand goods
barter: to exchange goods, work, or services for other goods
or services rather than for money
haggle: to argue when you are trying to agree about the
price of something, e.g. at a market
trade: when you exchange something you have for
something that someone else has
Listen up
2
5.4 Play the recording while students note down what
each retailer sells or how they make money.
1 clothing and jewellery online
2 redesigned/upcycled second-hand products such as
cars and electric goods
3 previously owned trainers online
4 runs a swap shop online where customers arrange
swaps of items such as games
5 uploads haul videos and retailers give her clothes for
free in exchange for advertising
background
A haul video, as mentioned by Speaker 5, is a type of
online video blog (vlog) where someone reviews a
selection of items (a ‘haul’) they have bought (usually
clothes or beauty products).
3 Ask students to underline key words in the tasks. In pairs,
students discuss possible paraphrases and other ways of
expressing key ideas. Encourage them to think of many
possible ways the answers may be given in the recording.
Elicit some ideas.
exam task: multiple matching
The options in Task 2 here are slightly more detailed than
would be in the Cambridge exam to give students more
help at this stage.
4
5.5 Read the exam tip aloud. Point out, in
relation to Task 2, that attitude and feelings (such as
feeling reassured or optimistic) may be expressed or
supported by intonation as well as wording. Then play
the recording twice, if necessary. (Students will hear it
a total of twice in the exam.) Go through the answers
as a class. If students have found it difficult, refer
them to the audioscript on page 179 to find the clues
that answered each question.
Task 1
1 H (I decided it would be a great way of supporting my
favourite charity)
2 D (to sell something that required very little investment)
3 C (I can flip the trainers swiftly, so I’m not sitting on stock)
4 E (I can profit from the huge worldwide market)
5 G (I could dress in great stuff which I could never have
afforded otherwise)
Task 2
6 D (meet the needs of customers without compromising
future generations)
7 H (so I feel my business is already ahead of the game)
8 B (to use my current structure to trade other collectibles
such as handbags, comics and watches)
9 F (experiment with setting up gaming nights so people
who use the site can meet each other)
10 A (So much so that now that some major stores want to
use me as an advertising outlet)
5 Ask students to match the expressions with their
definitions. If necessary, students could find and
underline them in the audioscript on page 179, using
context to deduce meaning.
1F 2A 3E 4C 5B 6D
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USE OF ENGLISH 1
extra: whole class
Ask students to think of:
• something that eats up your time
• an expression in English you’ve got the hang of
using recently
• an item or brand that is hot property at the moment.
Put them into pairs to discuss their ideas.
Speak up
6 Students discuss the questions in pairs.
Fun footer
Ask students to read the footer. If you have the technology,
show a haul video or part of one. Ask students to discuss in
pairs: How could you verify if the statement in the footer is
true? If students have internet access, give them five minutes
to see if they can find any evidence to back up or refute
the footer.
To finish
Ask students to work in pairs to discuss the kind of retail
business they might enjoy running now or in the future. If
students have internet access, they could try looking for ideas
on an online small business idea generator, and share which
was the most appealing idea and why.
In preparation for the next lesson, ask students to read the
Grammar file section on verb phrases + prepositions on
page 150 for homework and complete Ex 4 on page 151.
Presentation tool:
Unit 5, Listening
Workbook / Online Practice:
WB p50
Audioscript:
SB p179
Extra Practice App
SB p69
To start
Write the following questions on the board (without
underlining) for students to discuss in pairs:
What is something you wish you had an aptitude for?
How could this school create more opportunities for students
to practise English?
How could someone cultivate a strong relationship with new
classmates or colleagues?
Elicit some responses to each question. Then ask students to
find and underline the fixed phrase in each question.
1 Check students understand what a fixed phrase is (the
standard combination of words used to express an idea,
often a verb + a noun/adjective + a preposition). In pairs,
ask students to think of possible strategies to remember
fixed phrases. Elicit some ideas.
Possible answer
Repeating the phrase/copying it out; thinking of a situation
where it applies personally and using it in a sentence; sorting
the phrases into topics; recording the phrase in a vocabulary
notebook (real or online).
explore language
SB p150
2 Ask students to read through the explore language
box and to find and underline the verb phrase with
preposition in A. If students have already read the
Grammar file on page 150 before class, ask if there were
questions and go through the answers to the Grammar
file Ex 4. Otherwise, refer students to the Grammar file
and ask them to read through it then complete Ex 4 on
page 151.
A play a part in
B play a bigger part in, play your part in
C play a bigger role in
watch out for
Some prepositions are different in English to other
languages. With those that are different to students’
other language(s), students will need to take note to
learn them carefully.
3 Students complete the sentences, then compare in pairs.
1 of ​2 with ​3 of ​4 on ​5 about ​6 to/towards
extra: whole class
Ask students to underline the fixed phrases in the
sentences in Ex 3. Students choose at least three phrases
to write their own sentence, changing verb tense
as appropriate.
(Fixed phrases: 1 examine the evidence of, 2 has a strong
relationship with, 3 identify the causes of, 4 based their
theory on, 5 provide information about, 6 investigating
attitudes to/towards)
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5 All or nothing
USE OF ENGLISH 1 (Continued)
4 Ask students to complete the questions, then compare
their answers in pairs before checking as a class. With
sentence 3, ask: What is crowd-funding? (a method of
getting money for something, for example a new film
or album, by asking people to give part of the money
needed, often on the internet).
Put students into groups of three to discuss the
questions. Alternatively, ask students to move around
the classroom, asking and answering questions with
different people.
1 have 2 make 3 taking 4 create
5 impose (have is also correct)
5 Focus students on the picture and ask: What is a pop-
up shop? Elicit some answers. Then ask some follow up
questions such as Do you know of any pop-up shops in this
area? What are the advantages of setting up a pop-up
rather than a permanent shop?
A pop-up shop is a temporary shop, normally in a very
limited space. Entrepreneurs may set up a pop-up shop to
test the market for their product, sell seasonal products
such as calendars, to supplement an online business, or to
take advantage of a special rental rate on a retail space.
6 Ask students to read the article to find out about the Bray
sisters’ pop-up shop, and how successful it has been.
They were surprisingly successful and have made money
from their pop-up shop.
exam task: multiple matching
Ask students to read the exam tip and complete the
sentences. Elicit the answers.
1 to (before, because this is a fixed phrase)
2 first (after, because the word last indicates that first needs
to go in the gap)
7
Speak up
8 Put students into groups of three to discuss the
questions. Elicit some ideas.
Possible answers
1 I’d like to sell mobile devices, mainly so that I could try the
latest gadgets myself!
I’m a big sports fan, so what I’d really like to sell would
be sports gear. I’d enjoy giving people advice on the best
tennis racket or the most appropriate running shoes.
If I had a shop, it would sell gourmet chocolates. I reckon
there’s always a market for sweet things!
2 We like to have unique items to feel special and different.
Fun footer
Ask students to read the footer. Ask: What are your initial
thoughts about this café’s practice? Ask students to work
in pairs to think of three questions they would like to ask
about the cuddle café. If students have the facility, ask them
to research answers to their questions online. Otherwise,
ask students to research the answers to their questions for
homework to feed back at the beginning of the next lesson.
Ask: After researching the café, did your opinion about the
café change?
To finish
Play preposition bingo with the fixed phrases from the lesson.
Ask students to draw up a grid of 16 squares (with four
columns and four rows). Ask them to fill each cell in the grid
with one of the following prepositions (they will have to use
some more than once): to, for, of, with, on, about.
Read one of the fixed phrases from the lesson without the
preposition, e.g. make a comment. Elicit the preposition that
follows (on). Students cross out one of those prepositions on
their grid. Continue with other fixed phrases from the lesson.
The first student to cross out four prepositions in a row in any
direction and call out bingo is the winner.
Presentation tool:
Unit 5, Use of English 1
Point out that this article is an exam-style open
cloze task for Reading and Use of English, Part 2.
Give students five minutes to complete the gaps
then compare their answers in pairs before checking
as a class.
Workbook / Online Practice:
WB p51
1 to (noun + to-infinitive)
2 access (part of the collocation gain access
to something)
3 are (present continuous)
4 every (part of the expression every so often)
5 from (part of the collocation make money
from something)
6 had (past perfect sequence of tenses)
7 a (part of the collocation have a positive influence)
8 will/may/might/could (future perfect/modal perfect to
talk about possibility)
Extra Practice App
Grammar reference and practice: SB pp150–151
Photocopiable activity:
5C
Audioscript:
SB p179
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USE OF ENGLISH 2
SB p70
To start
Write the following words on the board: workout, drawback,
feedback, intake, breakthrough, hold up.
Ask: What do these words have in common? (They are all
nouns formed from phrasal verbs.) What other nouns formed
from phrasal verbs can you think of?
Ask students to work in pairs to replace the underlined word
in the following prompts with one of the words above, then
discuss an answer for each prompt. Elicit some ideas.
1 the main disadvantage of buying things online
2 the most significant scientific discovery in the last century
3 the most effective exercise to get fit quickly
1 drawback 2 breakthrough 3 workout
1 Students discuss the question in pairs. Point out that
in US English, pocket money is usually referred to as
an allowance.
2
5.6 Play the recording then elicit answers to
the questions.
Speaker 1: It helps children learn about managing money.
Speaker 2: It shouldn’t just be given, but earned, to
encourage motivation.
explore language
3 Go through the explore language box with students. For
point A, point out that these nouns are from the phrasal
verbs pour down and break down. For point D, point out
that there are some verbs that may be written with or
without a hyphen, e.g. turnout, turn-out. Refer students
to the audioscript on page 179 to find examples for A–D.
Elicit the answers, and for 1, point out the collocation,
economic downturn.
1 downturn ​2 cutbacks ​3 upbringing ​4 outset
4 Ask students to complete the email extracts with the
prepositions. Conduct class feedback, pointing out that
7 is the only open compound word and the others are
closed (one word).
1 setbacks ​2 turnover ​3 outlay ​4 buyout ​5 takeover ​
6 update ​7 cover-up ​8 crackdown ​9 outcry ​10 fallout
extra: whole class
Ask: Which of the email extracts is more formal? How do
you know?
Elicit that the first email is more formal. There are
no colloquialisms and no contractions, and more
sophisticated vocabulary is used.
exam task: word formation
There are more items here testing nouns from phrasal
verbs than would appear in the Cambridge exam as this
reflects the focus of the lesson.
5
Point out that this exercise is practice for Reading
and Use of English, Part 3. Students have to change the
word in capitals to fit the gap. They may need to add
affixes, change word form or form a compound word.
Read the exam tip aloud. Give students six minutes to
complete the exercise then ask students to compare
their answers in pairs before checking as a class.
1 breakthroughs (plural noun to follow the quantifier few
and plural verb form have)
2 unambitious (negative adjective to describe us; it’s negative
to match the same view in the explanation in the next
clause: it just means we need to work that much harder)
3 inequality (noun following the determiner this and the
subject for the verb starts; it’s negative because the blog
article has been talking about how the world is unequal)
4 extremely (modifier for the adjective young)
5 disgraceful (adjective as part of the form find something
+ adjective, where find means to have a particular feeling
or opinion; it’s negative because the writer finds the
difference in pocket money unacceptable)
6 offspring (noun meaning someone’s children)
7 overhaul (noun meaning to change a system or method in
order to improve it)
8 outcry (noun from the phrasal verb cry out, meaning ‘an
angry protest by a lot of ordinary people’)
extra: fast finishers
To extend stronger students, point out the additional
Extend vocabulary list of nouns from phrasal verbs on
page 160. Students could check any unknown words
in a dictionary, then think of some ways to use them
in sentences.
Speak up
6 Ask: To what extent do you believe the survey results
would be true in your country? Why? In pairs, ask students
to discuss the question. Encourage students to ask and
answer some other questions about pocket money, such
as Is it a good idea to let kids spend all their pocket money,
or should they be encouraged to save it? Why? Conduct
class feedback.
To finish
Ask students to work in pairs to create a crossword using eight
nouns from phrasal verbs from this lesson. Note: this can also
be done using an online crossword generator. If you don’t have
printing facilities, look for a crossword generator which allows
students to share and solve online. Pairs swap with another
pair and race to see who can complete the word search first.
Presentation tool:
Unit 5, Use of English 2
Workbook / Online Practice:
WB p52
Audioscript:
SB p179
Extra Practice App
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5 All or nothing
SPEAKING
SB p71
To start
useful language: speculating
5
Before class, find out what the gender wage gap is in your
country, for example, in Britain in 2016, the median hourly
rate for male workers was 9.4% higher than female workers.
Ask students to guess what the difference is.
Put students into small groups to discuss the
following questions:
1 Do you think addressing gender wage gap should be a
priority? Why/Why not?
2 What can governments do to crack down on gender
pay inequality?
Power up
1 Focus students on the picture and ask them to discuss
whether they think a male model gets more, less or the
same as a female model.
Possible answers
• It’s highly likely that he gets paid more because of
the pervasive gender pay gap that seems to be a
global problem.
• It’s a guess on my part, but I’d say he gets about the same
as a female model.
• The likelihood of him being paid less is quite low, but
maybe I’ll be surprised.
2 Ask students to read the extract. Ask students to discuss
in pairs whether they agree with the writer’s points, and
encourage them to give reasons for their choices.
Possible answers
• I find the writer’s views objectionable because it feels like
he/she is belittling women’s concerns about the gender
pay gap by calling them ‘moans’.
• I totally agree with the writer, male models deserve equal
pay because they are doing the same job.
• I’d tend to agree that men are becoming bigger consumers
of beauty products and fashion than they used to be.
3
5.7 Ask students to look at pictures A–C. Play the
recording for students to work out which two questions
she is answering but don’t check the answer yet.
(The answers are in Ex 4.)
extra: whole class
For weaker classes, you could read the following questions
for them to select from:
1 Do you think the people earn the same as their male/
female counterparts?
2 Is this a good thing?
3 Why do you think this is?
4 How could they change the situation?
5 How do you think they feel about it?
4
5.8 Play the recording for students to hear what the
student was asked. Write the answer on the board for
students to use in Ex 6.
Compare two of the photos and say whether you think they
earn the same amount as their male counterparts, and why
you think this is.
5.9 Play the recording for students to complete
the phrases. Point out that these phrases are
examples of hedging – using moderate rather than
absolute language to present a reasonable argument
and sound more polite. Ask students to read the
useful language box on speculating. Ask students
to put an asterisk next to a few of the phrases that
they haven’t used before (or haven’t used often) as a
reminder to try them out in Ex 6.
1 may 2 thinking 3 far 4 well 5 right 6 would
extra: mixed ability
Ask students to individually practise reading aloud the
student’s answer in audioscript 5.7 on page 179. Weaker
students and classes may especially benefit from this
opportunity to practise the phrases in context and
develop fluency.
exam task: long turn
SB p162
As the focus of the lesson is related to the long turn, there
are no Listening Candidate Questions as would be in the
Cambridge exam.
6
Read through the exam tip. Point out that the
long turn is Part 2 of the Speaking Paper and requires
students to speak for one minute about pictures
they are given, and then answer a question about the
other candidate’s pictures. Put students into pairs to
complete the tasks. If you haven’t already, write the
following task from Ex 3 on the board: Compare two
of the pictures and say whether you think the people
earn the same as their male counterparts. Why do you
think this is?
Possible answer
Page 71
Referring to pictures B and C, both concern women who
are working in fields that have been typically dominated by
men. In B, the woman is a politician, and it looks like she is
giving some sort of address, to the European Union maybe?
The woman in the other picture has a completely different
sort of job – driving a lorry. So, although the skillsets for
the two jobs are completely different, it’s highly likely that
both these women work long hours, and I could be wrong
but from their expressions, I’d guess that both find their
jobs satisfying.
Now, about the pay, I’d say that the politician is paid equally
to a male in the same position. As far as I can gather, for
many political positions there is a set salary, so gender
wouldn’t affect her pay packet, in theory anyway.
As for the lorry driver, in all probability she isn’t paid as
well as a man in the same role. Frustrating as this is, I say
it because I do know that the gender gap exists across so
many industries, and I highly doubt logistics is an exception.
There’s a chance this driver has a forward-thinking employer
who has taken measures to address the pay gap. It might
also depend where she lives, maybe it’s in a country which
has laws and policy to fight discrimination and inequality.
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Page 172
So, I’m going to talk about the pictures of the football
players and the actor. On the face of it, the jobs don’t have
much in common, although I suppose you could say that
they both need to practise to perform their best. Here, the
pictures show the footballer mid-performance whereas the
actor must have received that award for a performance she’s
already done. I think it’s a foregone conclusion that both
these women are at the top of their respective fields, I could
tell that from the sponsored jerseys and the trophy.
Despite excelling at what they do, in all probability, both
of these women are being paid far less than their male
counterparts, I think I’m right in that. The reason I say this
is because I’ve seen a lot of reports on social media about
female actors being paid a fraction of their male co-stars,
and getting quite angry about it, which isn’t surprising.
When it comes to footballers, it is sometimes said that
female sports stars are paid less because spectators aren’t
as interested, but I think that’s only because females haven’t
been broadcast as much, so it’s a bit of a vicious cycle. So,
even if the likelihood of this footballer being paid the same
as a male is extremely low at this point in time, I do hope
we’ll get there in the not too distant future.
WRITING
SB pp72–73
To start
Ask: What events are held to fundraise (raise funds/money)
for charities in your country? Brainstorm some ideas with
the class. Possible answers: fair/gala, quiz night, ball/dance,
charity auction, cake stall, book stall, concert and fitness
events, such as running.
Power up
1 Students discuss the questions in pairs, then elicit
some ideas.
Possible answers
1 to evaluate whether a similar event should be run in
future; to make recommendations for future events; to
report back to interested stakeholders; to know who
helped so they can be thanked
2 As a fundraiser, the most helpful thing to know is likely to
be the total amount of money raised.
3 poor turnout; running out of food/drink/products;
someone getting hurt; technical problems; bad weather
Plan on
extra: mixed ability
If you have weaker students in your class, give students
the option to repeat the task in Ex 3 with the same
pictures as in the recording, so that students can focus
on language rather than having to generate new ideas.
Encourage students to time each other for one minute,
and to use the useful phrases from Ex 5. Students could
swap tasks and repeat for extra practice.
Speaking extra
2 Focus students on the picture of a school fair and ask:
What things might be sold at a fair like this? Then ask
students to read the writing task. Elicit what you have to
write about and who will read the report.
Describe the fair, saying how successful it was and what
is recommended. The organising committee will read
the report.
3 Students read the report individually, then discuss the
7 Point out the collocation valid reason in question 3.
Remind students to give reasons and examples for
their answers. Circulate, noting down any misuse of the
phrases for speculating for the ‘To finish’ activity. Elicit
some ideas for each. Ask: What assumptions are made in
the wording of question 4? Elicit that it assumes families
include two parents, a male and female, and they are
married. In fact, families are extremely varied.
To finish
Play ‘sheep out’ with some of the phrases of speculation from
Ex 5.
Draw on the board gaps for each word, e.g
(I could be wrong but …)
With books closed, students take turns to guess a word, if it
is correct, write it in the gap. If it is incorrect, draw part of a
sheep on the board. If the class guess the phrase before you
complete the sheep, they win. Put students into small groups
to play again.
Presentation tool:
Unit 5, Speaking
Workbook / Online Practice:
WB p53
Speaking file:
SB p162
Audioscript:
SB p179
questions in pairs. Elicit the answers.
1 It’s formal because it is supposed to be objective and is
often written for a person in authority.
2 To help organise the information clearly.
3 explaining, describing, suggesting
4 Yes, in the ‘Recommendations’ part only.
exam tip
Read through the exam tip with the class, giving students
time to complete the questions. For more information on
reports, refer students to the Writing file on page 168.
1 The fair = describe the fair; Results = how successful it
was; Recommendations = what you would recommend
2 It’s roughly the same, so that the information is balanced
for the reader.
4 Students complete the questions in pairs.
1 to say what the report will talk about
2 a general point
3 the details
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5 All or nothing
WRITING (Continued)
5 Students identify the topic sentences in each paragraph.
This report gives information about the charity fair which
was recently held at our school.
The fair was very successful, raising over £2,500 for
the charity.
Due to its success, it would definitely be sensible to run
this fair again, but there are a couple of improvements that
could be made.
6 Ask students to read and select the topic sentence. Elicit
the answer, and how we know.
Sentence 1 (It is general, it does not include detail or
specific information.)
7 Students write a topic sentence for the paragraph in
pairs, ensuring that it is a general introduction and in a
formal style. Elicit some topic sentences.
Possible answer
Some stalls were more popular than others.
useful language: making recommendations
8 Students look for possible replacements. Point out
that it is good to have a range of phrases to use to
avoid repetition. Point out the additional phrases in
the useful language box.
Possible answers
1 describes, explains
2 demonstrate, indicate, illustrate
3 Like this
4 think about, bear in mind
5 could, may, might
6 In summary, To sum up, To conclude
extra: whole class
Tell students that you have received an email from a
teacher at another school who is organising a charity
concert. Unfortunately, they haven’t sold many tickets
and the concert is next week. Say: Work with a partner
to think of at least three ideas I can send to the teacher
to speed up ticket sales. Use some of the phrases from
the useful language box. Ask each pair to share one of
their ideas.
Possible answer
You should do some online advertising – it’s the best way to
get the word out about a fundraiser.
You might need to drop the price or offer a special such as
buy two tickets, get one free.
It may be a good idea to ask a local radio station if they could
promote the concert for free, seeing as it is for charity.
10 Students complete 1–4 individually then work in pairs
to check their ideas. Circulate and offer guidance
where needed.
exam task: report
11
SB p168
You could set this task for homework along with
Ex 12. Encourage students to read the checklist in
Ex 12 before submitting their report.
Model answer
Report on the school quiz night
This report gives information about the quiz night which
was recently held at our school. The report explains what
took place at the quiz night, how successful it was and gives
recommendations for future events.
The quiz night
The quiz night was organised to fundraise for our upcoming
exchange trip to our sister school in Wales. Around
100 attendees worked in teams to answer general knowledge
questions about a wide range of topics. The evening was
hosted by our deputy principal. There was a range of prizes
on offer, generously donated by local businesses. Light
refreshments were included in the ticket price.
Success
Overall, it appears the quiz night was a great success as
over $2,000 was raised for the trip. In addition, anecdotal
feedback indicates that people thoroughly enjoyed the
evening. The atmosphere was lively and as well as making
money, it provided an opportunity for the school community
to socialise.
Recommendations
Because of its success and popularity, I would highly
recommend running a similar quiz night next year, albeit
with a few changes. I would suggest involving the students
in the preparation and running of the event. For example,
they could be involved in decorating the hall or serving
supper. Another idea which could make a little bit of extra
money on the night would be to have a raffle or charity
auction. Finally, there were a few minor sound issues at the
beginning of the night which could be avoided with more
thorough testing beforehand.
Improve it
12 This task could be completed at home before bringing the
completed report to class to share.
13 Ask students to swap reports with a partner. Finally,
collect in the reports and give feedback related to
the assessment points in Ex 12. Remember to note
and comment on ways that the report has met the
assessment points in addition to providing constructive
feedback on ways to improve it.
To finish
need to include. Elicit the answer.
Point out that a report is a common form of writing used
in the workplace. In pairs, ask students to write down three
professions on a piece of paper. Ask each pair to swap with
another group and speculate how often a person in each
profession might write reports, and what the reports might
be about. Ask each pair to share their ideas about one of the
professions they discussed.
Describe the quiz night, explain how successful it was and
make recommendations for the next quiz night.
Presentation tool:
Unit 5, Writing
Workbook / Online Practice:
WB pp54–55
Writing file:
SB p168
Write on
9 Students read the task and underline the details they
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SWITCH ON
SB p74
The scenic route
1 Read the questions aloud. Point out that trade-off is a
noun from a phrasal verb and elicit what it means
(a balance between two opposing things, e.g. There has
to be a trade-off between quality and quantity if we want
to keep prices low). Put students into groups to discuss
the questions.
extra: whole class
Focus students’ attention on the picture. Say: We are
going to watch a video about Jordon Cox, the ‘coupon kid.’
Ask: Do you ever use coupons? What other ways can you
get discounts or special deals?
2
Ask students to close their books so they don’t read
ahead. Before playing the video, ask students to speculate
in pairs why Jordon didn’t take the train home from an
outing one day, and what he might have done instead.
Then ask students to watch the video to check their ideas.
Jordon searched online for alternative ways home after
discovering that his planned train journey from the North
East of England to his home in the South East was very
expensive. He found he could travel home via Berlin and
still save money, and so took the opportunity to have an
adventure in one of his bucket-list cities.
3
Give students time to read the questions and elicit
what a carbon footprint is, (the amount of carbon dioxide
that a person or organisation produces by the things they
do, used as a way of measuring the amount of harm they
do to the environment). Play the video again then ask
students to discuss their answers in pairs.
1
Bus and train from Sheffield to East Midlands Airport
Flight to Berlin
Train from airport to Berlin city centre
Train back to Berlin airport
Flight to London Stansted
Bus home
(three trains, two flights and two buses = seven
journeys altogether)
2 Possible answers
• Yes. The donation only cost £4 so he still would have come
in under his initial budget, and his money-saving story
would have been intact. If he cared enough about it to
find out what he could do, I like to think he did pay.
• No. It’s clear that Jordon won’t spend a penny more than
he needs to. In the interview, while he said he had done
the research, he didn’t confirm he had paid it. I think he
did the research because he knew he would be asked
the question and wanted to have an answer ready for
the media.
4 Students discuss the questions in pairs. Elicit some ideas.
Possible answers
1 • Agree. Time is far more valuable than money. You may
save 10% on your grocery bill by searching online or in
magazines for deals and coupons, but you’ll never get
back the two hours you spent hunting them down.
• Neither agree nor disagree. With lots of cost
comparison websites, promotional codes online, and
signs in store announcing sales, finding ways to buy
something for less has become second nature and we
likely do it every day without really thinking about it.
Jordon’s just an extreme example.
• Disagree. Jordon clearly has his priorities right. He is not
a victim of the consumer society and he plays it so that
he profits in terms of valuable life experiences which I
think are much more important than saving a few hours
here or there.
2 I think Jordan’s story will certainly make commuters more
aware of how they plan their travel. It could be that they
save thousands if they plan their journey more effectively.
But on the whole, I think people are more preoccupied
with how to spend their money than save it these days!
Project
5 Put students into groups of three to plan their journey.
Students could complete step 4 for homework then
re-group in the next lesson to compare their routes.
Students produce an annotated poster presentation of
their three routes showing the maps and timetables for
each journey in a visually appealing way.
Alternatively, they can produce a digital presentation
with a slide for each journey and present it via computer.
They can include photos of interesting sights along the
routes. For each presentation, ask the rest of the class to
vote on their preferred route.
extra: mixed ability
With a mixed ability class, consider extending strong
students by designating them as leaders of each group.
alternative: project
You could give students a choice of which project they do.
1 Students work in small groups to think of an idea for
a ‘swap shop’. Ask them to decide:
1 which types of things they could swap.
2 how they could organise swaps so they are fair.
3 where and how the swaps should be available.
Groups present their ideas to the class and students
vote for the best swap shop.
2 Students work in small groups to make a ‘haul’ video.
Ask students to:
1 decide what items to review.
2think about what to say, with each student
taking part.
3 film the haul video, and edit it.
4share it on an online space for other students
to view.
If you are at a tech-free school, students could present
their ideas to the rest of the class.
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5 All or nothing
SWITCH ON (Continued)
In preparation for the next class, ask students to read the
Independent learning questionnaire on page 74, and prepare
to discuss questions 1–4. This will allow more time in class for
discussion, and will give students a chance to reflect on the
questions so producing more considered answers. It will also
provide weaker students with a chance to prepare notes and
content to help them participate more fully in the discussion.
INDEPENDENT
LEARNING
SB p74
Listening and speaking
1 Put students into small groups to discuss the questions.
Then elicit some ideas.
Presentation tool:
Unit 5, Switch on
Switch on videoscript:
TB p180
Possible answers
Being a good listener will help you improve your speaking
skills because you can use and learn phrases and
intonation that you hear. Speaking involves producing oral
language. Listening involves understanding oral language.
Conversation requires both listening and speaking skills.
2 Ask students to reflect on the listening they have done in
the unit, including listening to recordings, the Switch on
video, and the teacher and classmates.
Possible answers
1 global skills: listening for gist, understanding attitude/
opinion of the speaker
specific skills: listening for details
2 Students’ own answers.
3 Listening to podcasts, watching English TV, taking
opportunities to have conversations.
3 Encourage students to look back at the Speaking lessons
from each unit to remind themselves of each speaking
skill and give examples in their answers.
4 Students discuss the question in pairs then elicit a few
responses. Encourage students to review the exam
tips from the speaking lessons. Remind students of the
Speaking file on page 162.
5 After students have written down their two action points,
ask them to share with a partner. Make a note to check
in the next Independent learning section to ask who has
taken action.
UNIT CHECK
SB pp 75–76
If possible, complete the Practice activities in class because
they involve pair work, and Review Ex 1 because it features
Listening practice. The other activities may be completed in
class or set for homework.
Practice
1 Possible answers
at the gym. (workout)
I’m exhausted from my
. (intake)
I’m applying for a scholarship for the August
My parents always joke that they know where their
get their good looks from. (offspring)
of
Starting a business usually involves an initial
funds. (outlay)
I had a job interview yesterday but I won’t know the
until next week. (outcome)
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2 1faint (chance), insatiable (desire), sentimental (value), soft
(touch), downward (spiral)
2 An idiom used to say it is a very suitable time for something
to happen, especially when it should have happened sooner.
(the time is ripe)
An idiom which means to give a warning that something
may happen. (give a heads up)
An idiom which means learn how to do something or use
something. (get the hang of something)
An idiom used to say you are in a position where you are
more advanced or more successful than your competitors.
(ahead of the game)
3 Possible verbs to use: clutter (up), flip (out), flood (with),
cover (up), stumble (across).
Review
1
1
2
3
4
5
6
5.10
It’s going to get worse.
She says they will keep on posting them.
Companies will start to lose customers.
She says she’ll be spending all her time sorting out ads.
She isn’t going to pay attention to the ads.
Companies will get the message.
2 1 will get, will expect
2
3
4
5
6
will be helping, we’ve opened up, ‘re going to
will have used, will expect
I’ve sold, I’ll go
going to be, have been
will the ad be, I’ll have to
GRAMMAR FILE
SB p151
1 1 have risen, we’ll all be living
2
3
4
5
6
does the exam finish, try
will win, will want
will be, we land, going to
I’ve finished, I’ll shut
going to be, have been travelling
2 1 will (all) be saying ​2 will have had ​3 will be getting ​
4 starts ​5 will get ​6 am going to try ​7 will meet ​8 are ​
9 will be heading ​10 are starting ​11 are going to apply ​
12 will be/are going to be
3 1 is going to be a long
2
3
4
5
6
the company will have opened
will be consulting (with) local people
is bound to flood (again) unless
are to be held
once you’ve landed to
4 1 of ​2 a ​3 more ​4 has ​5 in ​6 are ​7 will
​8 going/planning
Presentation tool:
Unit 5, Unit check
Workbook / Online Practice:
WB pp55
Audioscript:
SB pp179–180
3 1 are we going to do ​2 will wait ​
3 was just going to do, will start ​4 will be ​5 will have done ​
6 is going to take up/’s taking up
4 1 identify the reasons for
2
3
4
5
6
play a part in
investigate attitudes towards
provide the information for
demonstrate(d) an aptitude for
create more opportunities for
5 1 going (intention)
2
3
4
5
6
7
8
on (verb phrase + preposition)
nor (double negative) (or is also possible)
about (future in the present/past)
not (contrast linker)
give (fixed phrase)
will/can (future/ability)
are (present continuous)
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6 Image and reality
Lead-in SB p77
Ask students to look at the picture
on page 77. Ask: What is the picture
of? Elicit that it is of a chameleon
/kəˈmiːliən/, a type of lizard that
can change its colour to match
its environment.
Read the quote aloud: Who I am
depends on who I’m with. Ask: What
does this quote mean? How does the
picture relate to the quote? (Like the
chameleon, a person changes to suit
his/her environment – he/she behaves
differently around different people.)
Put students into pairs to discuss the
question. Elicit some ideas. Point out
that someone who changes their ideas
and behaviour to fit different situations
can be described as a chameleon
(although this can have a negative
connotation that someone is a bit sly
or deceptive).
Follow up by asking students: Is
adjusting your speech and behaviour
around different people a good thing to
do or is it dishonest?
X
6
Image and
reality
READING
USE OF ENGLISH
topic: method acting
skill: dealing with
unfamiliar vocabulary
task: multiple choice
open cloze
multiple-choice cloze
GRAMMAR
mixed conditionals
linking expressions
VOCABULARY
words with similar meanings
phrasal verbs
collocations
LISTENING
topic: tricks and illusions
skill: using key words to
locate answers
task: multiple choice: longer text
SPEAKING
topic: the importance of honesty
skill: giving reasons and examples
task: discussion
WRITING
topic: the arts in education
skill: linking ideas
task: essay
SWITCH ON
video: medical miracles
project: persuasive advert
Possible answer
On the one hand, adapting your behaviour
to the circumstances and company is part
of being polite. For example, you might
speak quite differently to your grandma
or your boss, compared to your peers. On
the other hand, if you actually lie about
your opinions or pretend to be someone
you are not, I think that is a step too far.
extra: whole class
Focus students’ attention on
the unit title Image and reality,
demonstrating the pronunciation
/ˈɪmɪdʒ/ and /riˈæləti/. Write the
following words and phrases from
the unit on the board: dream,
fallacy, authentic, candid, illusion,
impression, be upfront about
something, impersonate.
Ask students to work in pairs to
decide whether each word relates
more to image or reality, using
dictionaries if necessary.
Ask: Can you think of any other
words or phrases related to image
or reality?
image: dream, fallacy, illusion,
impression, impersonate
reality: authentic, candid, be upfront
about something
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READING
SB pp78–79
To start
Ask students to discuss in pairs: Do you prefer films that are
based on reality or complete fantasy? Why?
While students discuss the question, write the following
phrases on the board:
• a riveting storyline (an engaging plot)
• actors disappearing into roles (exceptional acting)
• an unusual shooting style (cinematography that differs from
the norm)
• a massive promotional campaign (a huge amount
of advertising)
Elicit a paraphrase or meaning for each phrase. In pairs,
students think of a film that exemplifies each phrase. Elicit a
few examples for each.
Power up
1 Put students into pairs to discuss the questions. Elicit
some responses. Ask the follow-up question: What ways
might an actor prepare for a role or to help them get
into character?
Possible answers
1 One of the films that comes to mind would be Thor:
Ragnarok. It had all the sweeping action sequences and
fancy visual effects you’d expect from an epic blockbuster,
yet also had an engaging plot, and even better, didn’t
seem to take itself too seriously. The lead character, Thor,
was played by Chris Hemsworth, and I think he and the
other cast members gave a stellar performance. As for
the music, I’d say the soundtrack added atmosphere and
heightened the tension during key scenes.
2 The actor I most admire is Emma Watson. As well as being
an excellent actor, she uses her fame to advocate for
causes like human rights.
3 It means that when you watch the actor in role, the
acting is so good that you only think about the character.
Alternatively, it means that it is better to cast unknown
actors so the audience is not distracted by recognising
the actor.
Read on
2 Read the title of the article aloud: Why Hollywood went
method acting crazy. Ask: What do you think method
acting is? Elicit some ideas then give students a few
minutes to read the article to find out. Ask students what
examples of method acting they gave.
exam tip
Read through the exam tip with students. To work out
meaning from context, encourage students to read around
the word including sentences before and after. Ask students
to re-read the final paragraph and deduce the meaning of
stricken. Ask: Which tips in the box could help you work out
the meaning?
Stricken means to be badly affected by something: it is
hyphenated with celebral palsy, which the character was
affected by, and earlier in the sentence it says that he
required a wheelchair. It is an adjective from an archaic past
participle from the verb strike.
exam task: multiple choice
3
Give students five minutes to answer the
questions. Ask students to compare their answers
in pairs.
1 B (Refers back to the previous sentence: the proper
relationship between audience and film actor’s craft)
2 C (In paragraph 2: got himself into character, partly
through a series of in-character tricks and stunts)
3 B (In paragraph 3: … we seem to want to catch
characters ‘at it’)
4 D (In paragraph 4: actor’s ‘central problem’: having to
plausibly feel things while remaining in control of
their craft)
5 C (In paragraph 5: method is all about moments – it’s a
technique that thinks in shots and close-ups)
6 B (In paragraph 6: … its own kind of dramatic truth –
and it’s an act you can’t be caught in)
extra: whole class
Ask: Did you find any unfamiliar words/phrases in the
article? What strategies from the exam tip did you use to
deduce the meaning?
Elicit any words or phrases students couldn’t work out
using the strategies. Ask if any other students can help
teach the meaning of these words.
4 Students complete the sentences with the words
and phrases in bold. Students compare their answers
in pairs then check as a class. As you go through
the answers, elicit the adjective form of plausibly
(plausible) and opposites of plausible (implausible) and
tangible (intangible).
1 plausibly ​2 tangible ​3 disciples ​4 perspective ​
5 part and parcel ​6 hybrid ​7 made a lot of ​8 conjuring
Method acting (originally developed by Stanislavski) is a
technique whereby the actor aims to achieve complete
emotional identification with the part they play.
extra: whole class
Ask students to discuss in pairs: Which actors are
mentioned in the article as using method acting to get
into character? Who was the most extreme? Which
preparations do you consider reasonable and which are
going too far?
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6 Image and reality
READING (Continued)
extra: fast finishers
Ask students to choose three of the bolded words from
the article and write a definition for them. Give students
an opportunity to read out their meaning, and other
students guess which word it is for.
plausibly (reasonable and likely to be true or successful)
tangible (clear enough or definite enough to be easily
seen or noticed)
disciple (someone who believes in the ideas of a great
teacher or leader, especially a religious one)
perspective (a way of thinking about something, especially
one which is influenced by the type of person you are or
by your experiences)
part and parcel (a necessary feature of something)
hybrid (something that consists of or comes from a
mixture of two or more other things)
made a lot of (talk about something a lot or make it seem
more important than it is)
conjure (make something appear or happen in a way which
is not expected)
If students have internet access, ask them to look up
plausible, tangible and perspective in the Longman
Dictionary of Contemporary English www.ldoceonline.
com and note down the collocations. Ask them to decide
on which three collocations they would be most likely to
use generally, and share these with the class.
Sum up
5 Share the following summary for paragraph 1 as an
example: Spencer Tracy was a famous actor who gave
advice to new actors including to ‘never let them catch
you at it’ meaning that when in character, you should stay
in character.
Ask students to write brief summaries for the other
paragraphs. Elicit some summaries for the individual
paragraphs, and overall summary.
Speak up
6 Put students into small groups to come up with
arguments for and against the statement. Remind
students to give reasons and examples to support
their ideas.
Possible answers
Cinema is better: special effects, more realistic, more action.
Live theatre is better: more atmosphere, more personal/
intimate setting, you see people you know, local productions
are sometimes better at reflecting local stories and values.
Fun footer
Read the footer aloud. Ask students to discuss in pairs: Would
you be willing to make drastic changes to your appearance for
a job? Would it depend on the job? Elicit some ideas.
To finish
Ask students what their own response was to the article. If
necessary, give prompts such as:
What I liked/didn’t like about the article was …
I was surprised/shocked/interested by …
I learned …
I related to …
Ask students to share their ideas in small groups.
Alternatively, set up a forum or post on your private class
online area for students to post their comment, and ask
students to respond to at least two other comments.
In preparation for the Grammar lesson, ask students to read
the Grammar file section on conditionals on page 152 and
to revise the basic conditional forms. Also, students can go
through the PowerPoint Grammar Presentation.
Presentation tool:
Unit 6, Reading
Workbook / Online Practice:
pp56–57
Extra Practice App
Possible answers
Paragraph 2: Jared Leto uses method acting and while
filming a recent film, he played lots of nasty tricks on his
fellow actors in keeping with the character of the Joker that
he was playing.
Paragraph 3: Many actors today go to great lengths to show
that they are preparing for a role. Audiences now seem to
like this devotion to the art of acting.
Paragraph 4: The new method acting is quite unlike the
original method acting, where actors tried to find the
motivation and emotions for the character from themselves
and their own experience.
Paragraph 5: The method seems to have adapted well for
screen work, and actors use it to conjure up moments rather
than live out whole lives.
Paragraph 6: Really good method actors like Daniel DayLewis have ways of preparing, by involving themselves in a
character’s life without telling everyone about it.
Overall summary: This article is about how actors
use a special method to get into character and give a
convincing performance.
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GRAMMAR
watch out for
SB p80
To start
Remind students that if the if clause comes first, there is a
comma before the main clause.
Before class, write the following notices on the board without
the underlining.
However, if the main clause comes first there is no comma
before the if clause:
1 Should you feel very unwell, please speak to the receptionist.
2 Imagine you were having a quiet walk through the park and
THIS happened!
3 Had David worked harder this term, his marks would have
been higher.
4 Were you to agree to these terms, the money would be
transferred into your account immediately.
If I were you, I’d buy your tickets before they all sell out.
I’d buy your tickets before they all sell out if I were you.
3 Students write sentences then compare in pairs before
checking as a class.
1 If I hadn’t agreed to take on some extra work last week, I
wouldn’t be (so) stressed now.
2 If Jon liked me, he would have invited me to his party.
3 If the car hadn’t broken down yesterday, we wouldn’t be
travelling to the airport by taxi tomorrow.
4 If the teacher hadn’t given us a surprise test after school,
I’d be at home now.
5 If I’d got the right grades, I would be starting university
next September.
6 If Dad had got the heating fixed, it wouldn’t be freezing in
my room right now!
Ask students to discuss in pairs: Where might you see these
notices or comments? Elicit and underline the conditional
forms in each one.
1 doctor’s surgery 2 social media 3 school report
4 formal email from a bank/company/solicitor, etc.
1 Students complete the example sentences. If you didn’t
follow the flipped classroom suggestion at the end of
the Reading lesson, go through the Grammar file section
on conditional forms on page 152 and ask students
to complete Ex 1 on page 153 to consolidate basic
conditional forms. Alternatively, recap information from
the PowerPoint Grammar Presentation.
extra: fast finishers
extra: mixed ability
Write the following extra items on the board for
fast finishers.
If you have a weaker class, read the possible endings aloud
out of order for students to write down, and then ask
them to match the endings to stems 1–4. It is important
that students understand the basic conditional forms
before moving to the next exercise.
7 I lost my voice. I didn’t get the part. (If I hadn’t lost my
voice, I would have got the part.)
8 The project didn’t have tangible results. The funding was
cut. (If the project had had tangible results, the funding
wouldn’t have been cut.)
Possible answers
1 there’s a lot of noise in the auditorium. (zero conditional)
2 all the critics agree that his performance was outstanding.
(first conditional)
3 would probably be an artist. (second conditional)
4 I wouldn’t have persuaded you to go and see it with me.
(third conditional)
Zero conditional: if + present tense + present tense (We use
the zero conditional for general truths or consequences.)
First conditional: if + present tense + future form/might/
could, etc. (We use the first conditional for the consequence
of a possible future action.)
Second conditional: if + past simple + would/could/might +
infinitive (We use the second conditional for hypothetical
situations in the present.)
Third conditional: if + past perfect + would have + past
participle (We use the third conditional for hypothetical
situations in the past.)
explore grammar
SB p152
2 Read through the grammar box with the class. Ask
students to read the examples and match them
with uses A–C. Elicit the answers then point out the
alternative forms. Point out that form E is a common
way to end formal letters and emails, e.g. Should you
require any further information, don’t hesitate to
contact me.
A 2 ​B 1 ​C 3
4
6.1 Ask: Have you ever been to a fancy-dress party?
(If necessary, clarify that it is a party where people wear
clothes that make them look like a famous person, a
character from a story, etc.). Students read the questions
then play the recording. Elicit the answers.
1 She regrets agreeing to go to the fancy-dress party.
2 He thinks Ben shouldn’t have asked her. If Ben were a
really good friend, he would know her better.
3 The boy thinks the girl wants him to go to the party
instead of her (but the girl wants him to help her find
a suit).
5 Refer students to the audioscript on page 180 to identiy
the conditional sentences.
G: Really, if he weren’t such a good friend, there’s no way I’d
be going!
B: Seriously, if he were a really good friend, he would know
you better and he wouldn’t have asked you!
G: Mm, if I were to ask you if you could …
B: You wouldn’t catch me at a fancy-dress party if you
paid me!
G: … if you could help me find a Catwoman outfit?
Fun footer
Ask: What do you know about cosplay? Elicit some ideas.
Point out the footer. Ask: Can you guess how Takahashi
Nobuyuki formed the word cosplay? (It is a blend of the words
costume and play.)
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6 Image and reality
GRAMMAR (Continued)
6 Ask students to quickly read the text in Ex 6 to check
their ideas about cosplay and see what else they can
find out. Ask students to complete the blog with the
correct form of the verb. Students compare their answers
in pairs then check as a class.
1 have never heard 2 are 3 wouldn’t have had
4 had asked 5 go/were to go 6 will/would find
7 hadn’t bought 8 wouldn’t be 9 want
10 will need to/need to 11 were to tell/told
12 would be 13 had found out
Speak up
7 Ask students to discuss the questions in pairs. Circulate,
listening to conditional forms, and noting down any areas
which might require additional revision after the activity.
Possible answers
1 escapism, doing something different, a good way to
provide a talking point at a social gathering
2 • If I had to choose a character to cosplay, it would have
to be the Hulk because I’d like to go around pretending
to be strong and invincible.
• If I had to dress up as someone, it would probably be
Rey from Star Wars as she’s one of my all-time favourite
characters.
extra: whole class
Ask students to discuss the following additional question
in pairs: Some people enjoy dressing up to re-enact famous
historical events such as battles. Would you like to take
part in or watch such an event? Why/Why not? Which
historical period (or event) re-enactment would you like to
watch? Why?
To finish
Students work in small groups. Read the first sentence of
each situation and ask students to decide what they would
do and write it down using a conditional. Then read the
bracketed information about the situation. Ask: Would this
new information change your decision?
• You see someone shoplifting in the supermarket. (It’s
a friend.)
• You dropped your friend’s mobile and it smashed the screen.
(You only dropped it because your friend knocked into you.)
• You find someone’s wallet full of cash. (It belongs to
someone who has picked on your friend in the past.)
Possible answer
I would definitely tell the shopkeeper because stealing is just
plain wrong. That said, if I had known that it was my friend doing
the shoplifting, I probably wouldn’t have dobbed her in. Maybe I’d
have had a word with her instead.
Presentation tool:
Unit 6, Grammar
Workbook / Online Practice:
p58
Photocopiable activity:
6A
Grammar reference and practice:
SB p152
Audioscript:
SB p180
VOCABULARY
SB p81
words with similar meanings
To start
Ask students to brainstorm how many verbs similar to change
they can remember from the Vocabulary lesson on page 39
and write these on the board (e.g. transform, adjust, amend,
adapt to, alter, modify, revamp). Ask students to discuss in
pairs what the differences are in meaning, then elicit the
meanings. Ask: What were the most helpful strategies for
remembering the differences between similar words? Tell
students that in this lesson, they will be looking at some
other words with similar but not identical meanings.
transform = completely change the appearance, form, or
character of something or someone, especially in a way that
improves it
adjust = gradually become familiar with a new situation; to
change or move something slightly to improve it or make it
more suitable for a particular purpose; if you adjust something
you are wearing, you move it slightly so that it is neater, more
comfortable, etc.
amend = correct or make small changes to something that is
written or spoken
adapt to = gradually change your behaviour and attitudes in
order to be successful in a new situation; to change something
to make it suitable for a different purpose
alter = change, or to make someone or something change; to
make a piece of clothing longer, wider, etc. so that it fits
modify = make small changes to something in order to improve
it and make it more suitable or effective
revamp = change something in order to improve it and make it
seem more modern
1 Read the quote by Shakespeare aloud. If students have
access to the internet, ask them to find the context for
this quote and read the next part. Otherwise, read the
next part of the quote aloud: They have their exits and
their entrances and one man in his time plays many parts.
Elicit some answers to the questions.
Possible answer
This quote means that life is like a stage because we act out
different roles, e.g. a baby, someone’s child, a school child, a
worker, a friend, a partner, an elderly person, etc.
explore language
2 Read through the explore language box with students.
Ask them to work in pairs to complete the sentences,
using dictionaries if necessary to clarify the difference
between each word.
1A
B
2A
B
3A
B
4A
B
delusion (mistaken belief)
illusions (something not real)
fantasy (something purely imagined)
fallacy (something often believed but untrue)
image (a picture)
imagination (ability to create)
reality (what is real and happening)
realism (way of thinking/portraying things based
on fact)
5 A hallucinations (visual images induced by
medication or illness)
B dream(s) (when we’re asleep)
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extra: whole class
Working in pairs, students select one pair of words from
Ex 2 and write two example sentences. Then remove the
target words to make gap fills to swap with another pair.
Alternatively, collect the gapped sentences (checking
them for correctness) and photocopy them together to
redistribute as a revision exercise in the next lesson.
phrasal verbs
3
6.2 Play the recording and elicit how the woman’s
colleague sounds different at work.
He puts on another voice and tries to sound
more important.
4
6.3 Play the recording again for students to complete
the sentences, then match the phrases to the meanings.
Elicit the answers.
1 on ​2 out ​3 for ​4 in ​5 up ​6 on
1 put on – speak with
2 make out – pretend
3 take (sb) for – mistake
4 take in – deceive
5 make up – invent
6 take on – adopt
extra: whole class
Speak up
6 Ask students to discuss the questions in pairs, then elicit
some ideas.
To finish
Put students into pairs and give them this situation to
act out.
Student A: You are having a hard time. Decide why you are
having a hard time, then go to great lengths to hide it from
your partner.
Student B: You notice your friend seems to be putting on a
brave front. Ask them what is wrong, and encourage them to
drop the façade.
As a follow-up, you could ask students to act out the
following situation.
Student B: You have a few questions about what we have
covered so far in Unit 6 and want some general advice on how
to improve. Ask the ‘teacher’ (Student A) your questions.
Student A: You are the English teacher. Respond to the
questions. If you don’t know the answers, try to point the
‘student’ to where they could find it.
Presentation tool:
Unit 6, Vocabulary
Workbook / Online Practice:
p59
Audioscript:
SB p180
Extra Practice App
Ask students to think of an example in the following
categories and compare their ideas in pairs.
1 something you have made up recently
2 someone you know who puts on a different
telephone voice
3 someone you have mistaken for someone else recently
4 a different role you took on recently
5 a time you were taken in by an untrue story
collocations
5 Ask students to read the text quickly for gist and then
complete sentences 1–6 with the collocations from the
text. As you go through the answers, elicit what each
collocation means. Point out the cedilla in façade and elicit
what it means (the c is pronounced /s/ rather than /k/).
1
2
3
4
5
6
get into character
the semblance of
the façade slips
through and through
gone to great lengths
gives a convincing performance
extra: fast finishers
Write two extra sentences on the board for fast finishers
to complete with collocations from Ex 5:
7 She was devastated to lose her job but she’s been
and no one would ever know. (putting on a brave front)
8 I thought you said you were ill. So, seeing you at
the cinema must have been
? (a figment of
my imagination)
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6 Image and reality
LISTENING
3 Javier and Maria agree that videos which capture
an illusion
A are causing people to be upset.
B are a valuable educational tool.
C are drawing a new audience into the art form.
D are an effective way to raise discussion of
certain concepts.
4 Javier suggests that his living arrangements
A are responsible for the success of his videos.
B allow the team to film until the video is perfect.
C generate ideas that are unusual.
D result in a wider variety of topics.
5 Javier’s view of freebooting is that
A it needs to be controlled.
B it can be damaging for some people.
C it is a bad way to achieve popularity.
D it has different effects on different people.
6 Maria and Javier both think that
A they will always disagree about what’s best.
B the audience for this type of video is growing.
C people will always be able to sort illusion from reality.
D there needs to be more discussion about the problems
these videos raise.
SB p82
To start
If you have the facilities, search for a few optical illusions to
the show the class. Ask students to discuss in pairs how they
were created. Ask: Why do you think illusions like this are
so popular?
Power up
1 Focus students on the picture and tell them it has
not been digitally altered. Ask students to discuss the
questions in pairs. Elicit some ideas on how the illusion
was created.
If students have mobile devices, give them a few minutes
to find an illusion they like to share with a small group.
Possible answers
1 A picture of the empty table has been taken on the tablet.
A coffee cup has been placed on top of the tablet, and
another photograph has been taken from directly above
to make it look like the cup is part of the photograph on
the tablet.
2 One of the best illusions I’ve seen was a 3D pedestrian
crossing. It was just painted on the road, but the way it
was done in 3D made it look like there were rectangular
blocks on the road. It looked really cool, and more than
that, it had a useful function, apparently it was great for
getting cars to slow down!
exam task: multiple choice: longer text
Go through the exam tip with the class.
Key words = making videos, Javier feels
B tells us that we’re about to hear the information we
need because this is a question to Javier about putting
together his incredible videos (putting together is another
way of expressing making videos).
Listen up
2
6.4 Play the recording and elicit why Javier has
been successful.
Possible answer
Because he is technically very good, very creative and spends
time on his videos.
3 Give students one minute to read the task and underline
key words. Point out that in the exam, students might not
have time to underline the key words in all the options so
they will need to underline the stems and then read the
options as they listen. However, in this lesson, students
are asked to underline stem options and think of different
words and phrases to practise the skill of recognising
paraphrasing, which they will need to be able to do
quickly in the exam. Elicit the key words in each question
stem, and what possible words or phrases could be used
to express the idea of the key words.
Possible answers
1 When talking about making his videos, Javier feels
A gratified by the interviewer’s interest in what he does.
B proud that the videos are a result of his technical skills.
C satisfied with the sophistication of the software.
D worried that people think he is being dishonest.
2 Maria thinks that the types of videos which Javier makes
A have affected our everyday lives.
B have challenged her profession.
C have changed the way we think.
D have prevented discussion of other important issues.
4
6.5 Play the recording. Go through the answers
as a class. To answer question 4, students need to
infer the answer from several sentences.
1 B (Many people think I use special effects programs but
I don’t. For me, that would be cheating.)
2 C (I think they alter our judgement and understanding
of what’s possible)
3 D (I suppose what’s good is that at least the videos
allow us to debate this kind of thing. … And surely, it’s
a good thing that we aim to exploit the assumptions
we make around the laws of physics in order to test
them. And it’s in a way that can be understood and
discussed by the man on the street.)
4 A (There’s so much interaction that we’re always
creating something. We start off with brainstorming.
That’s where we got those ideas – like seeing
someone getting pulled along by a car or the video
of an egg apparently with a chick inside! The part I
enjoyed most was working out how we were actually
going to do it. It just wouldn’t work so well if we
weren’t together all the time. And we are constantly
having to reshoot things.)
5 B (But I do understand how hard it is for other people
who spend hours creating stuff and then someone
just steals it.)
6 C (I do think audiences are becoming more
sophisticated and more discerning about what they
want to believe … the discussion about reality will
act as a kind of transparency for the truth and,
ultimately, people are not silly.)
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recording with the words in the box.
USE OF ENGLISH 1
1 a hit ​2 blame ​3 to ​4 in ​5 to
To start
5 Ask students to complete the expressions from the
extra: fast finishers
Ask students to find the expressions from Ex 5 in
audioscript 6.4 on page 180 and deduce the meaning
of each one from context, then check in the dictionary.
Students choose three expressions to write sentences
with. Then report back to the class.
Speak up
6 Write seeing is believing on the board and ask: What
does this idiom mean? (It means that only visible proof of
something is convincing.) Share the related idiom: I need
to see it with my own eyes. Ask students to discuss the
questions in pairs then elicit a few ideas.
Possible answers
1 It is way too easy to photoshop something or change it
slightly to give a better impression – after all, everyone
does it!
2 I’d say that in this age of fake news, that people are far
more sceptical than they used to be, and we shouldn’t
always accept things at face value.
If you have access to the internet in the classroom, do an
internet search for ‘trick art’ before class and choose a few
interesting images to display. Otherwise, use the picture on
page 83.
Ask students to discuss in pairs: How do you think these trick
artworks have been created? Elicit some ideas. (Usually, the
floor and walls are painted in a way that creates an optical
illusion. Sometimes the photo is taken from an unusual
perspective or some objects are closer or further away to
make it seem that they are different sizes.)
Ask: Have you ever been to a place where trick artwork was
displayed? What is the appeal of visiting an exhibition like this?
1 Put students into pairs to read the text and ask them
to discuss the purpose of the highlighted phrases, both
generally and specifically for each highlighted phrase.
Check the answers as a class.
The highlighted phrases connect ideas or information and
act as signposts for the reader.
explore language
SB p152
2 Say: In Ex 1, linking expressions were used to introduce
To finish
Students work in two groups to prepare a debate. Assign
each student to group A or B. In each group choose a main
speaker and a second speaker.
Give students this statement to debate: We shouldn’t trust
things we see in photos.
Group A: You are defending the motion. Think of arguments
why altering photos is easy and can cause problems and how
this could be controlled. Prepare questions to challenge the
other team’s arguments.
Group B: You are against the motion. Think of arguments why
photos are valuable sources of information and evidence.
Prepare questions to challenge the other team’s arguments.
Have the class debate. Vote at the end for the winner.
Alternatively, have students prepare their arguments in
groups, then ask each student (or a pair of students) to pair
up with someone from the opposing team to have their
debate against each other.
In preparation for the next lesson ask students to read the
Grammar file section on linking expressions on page 152.
Presentation tool:
Unit 6, Listening
Workbook / Online Practice:
p60
Audioscript:
SB p180
Extra Practice App
SB p83
a purpose, a reason and a focus. Two other purposes for
linking expressions are limitation and reformulation. Go
through the explore language box with the class. If you
haven’t already referred students to the Grammar file on
page 152 in preparation for class, refer them to it now
as it includes a summary table of linking expressions and
their purposes. Go through the notes and examples, then
ask students to complete Practice Ex 4 on page 153. Ex 5
can be set for homework or completed by fast finishers
in class.
1
2
3
4
that is to say
then again/having said that/in reality
having said that/then again/in reality
In other words/That is to say/To put it simply
watch out for
Make sure students are clear on the difference between
the purposes of reformulation (when phrasing the same
idea in a new way) and limitation (when discussing the
limits of an idea). In Ex 2, students need to consider both
grammatical correctness and the correct purpose of the
linking words.
3 Say: Imagine you are a football goalie and facing a penalty
kick. What techniques could you use to protect your goal?
Students discuss in pairs. Then elicit some ideas. Give
students a minute to read the text to find out what tricks
are mentioned. Elicit the tricks mentioned in the text.
Compare them to students’ ideas.
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6 Image and reality
USE OF ENGLISH 2
USE OF ENGLISH 1 (Continued)
exam task: open-cloze
Ask students to read the exam tip. Elicit that gap 5 is part
of a structure referring back to an earlier part of the text.
They then wanted to find out whether the goalkeeper could
also alter perceptions of his size so (4)
to influence
penalty-takers’ actions. (5)
they discovered suggested
that postures which make the goalkeeper seem bigger …
4
To start
Ask the class: What board games are popular in your country?
Ask students to discuss in pairs: Do you play any board games
or card games? Have you ever cheated in a game? Are you any
good at games that involve bluffing?
1 Students discuss the question in pairs. Elicit some ideas
of meaning. Ask: What kinds of occupations are notorious
for being economical with the truth? (possible answers:
politicians, lawyers, salespeople, advertising executives).
If they are economical with the truth, is this a moral
failing? Or is it just part and parcel of the job that they do?
Point out that this is an example of a Reading and
Use of English, Part 2 task. Ask students to complete
the article then compare their answers in pairs before
checking as a class.
1
2
3
4
5
6
7
no (negative quantifier with uncountable noun)
to (correct preposition to follow according)
if/when (conditional)
as (part of the fixed phrase so as to)
What (back reference)
while/whilst/whereas (contrastive linker)
In/Under (part of fixed phrase in/under
the circumstances)
8 by/through (preposition to show manner)
Speak up
5 Students discuss the questions in pairs. Elicit a
Being economical with the truth is a euphemism for lying,
either outright or not being entirely honest, for example by
failing to disclose the full story or exaggerating.
2
In the game of Monopoly, players compete to buy
properties and bankrupt each other. Trivial Pursuit
involves players or teams answering general knowledge
questions in a range of categories.
Possible answer
My brother is exactly like her. You have to watch him like a
hawk or he pinches money from the bank.
I have to admit that I used to be a bit of a nightmare to play
with myself at times. But I’ve grown out of it.
Fun footer
Ask students to read the footer. Ask: Do you find this
surprising? Why/Why not?
Focus students’ attention on the footer. Ask students to find
and underline the linking expression in the same way as. Ask:
What is the purpose of this linking expression? Elicit that it is
used to show similarity. Elicit any other linkers students know
to show similarity and write these on the board. Ask students
to work in pairs. Say: Can you re-write the footer using any of
the other linkers?
Possible answers
Linkers to show similarity: in a similar way, similarly, likewise, like
(informal), as
Experiments show that some mammals and birds are fooled by
illusions in a similar way to people.
People are fooled by optical illusions. Similarly, experiments show
that some mammals and birds are, too.
People are fooled by optical illusions, and some mammals and
bird are often fooled likewise.
Experiments show that some mammals and bird are fooled by
illusions like/as people are.
Presentation tool:
Unit 6, Use of English 1
Workbook / Online Practice:
p62
Grammar reference and practice:
SB p152
6.6 Play the recording and ask students to listen
for what kind of player the girl is. Students discuss the
question in pairs.
background
few responses.
To finish
SB p84
explore language
3
6.7 Play the recording and ask students to complete
the sentences. Check as a class. Read through the explore
language box, eliciting the difference between honest
(not hiding the truth or the facts about something,
may be used to talk about people) and above-board
(honest and/or legal). Ask students to discuss in pairs
what each verb in this exercise means including subtle
differences. Elicit the meanings. Then ask students to
write their own sentences for each verb. If you have
some weaker students, ask them to work in pairs to write
the sentences.
1 deceiving (making someone believe something that is
not true)
2 cheat (to behave in a dishonest way in order to win or
to get an advantage, especially in a competition, game,
or exam)
3 betray (in this context: to show feelings that you are
trying to hide; generally: to be disloyal to someone who
trusts you, so that they are harmed or upset)
4 pretended (to behave as if something is true when in fact
you know it is not, in order to deceive people or for fun)
Extra Practice App
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4 Ask students to read the sentences individually and
add each bold word to the list in A–E next to words
with a similar meaning. Students work in pairs for the
discussion, using dictionaries if necessary. Alternatively,
divide students into five groups. Assign each group one
of the categories A–E. Ask them to discuss differences
in meaning between words in their category then look
up words to check. Ask pairs/groups to report back
and explain the differences in meaning to the class. If
technology is available, they could present this on a slide
presentation such as Google Slides or PowerPoint.
1 D ​​2 E ​​3 B ​​4 A ​​5 C
5 Give students two minutes to read the article quickly to
get the gist and find out what tests show about lying.
Elicit the answer. Ask: Did anyone spot an idiom for lying?
(telling porkies).
Lying can be a sign of creativity.
exam task: multiple-choice cloze
6
Read the exam tip aloud, then set a time limit of
six minutes for students to complete the article.
1 D (other options do not collocate with likely)
2 C (the other options need to be followed by
a preposition)
3 B (cheat is used for tests/exams)
4 A (actually is incorrect because the sentence is
introducing a new explanation that does not
contradict previous position/statement; obviously
is incorrect because the author doesn’t think it
is obvious, we know this from remarkably in the
previous sentence; deceptively is incorrect because it
isn’t deceptive)
5 B (the gap is followed by out so indicated/shown
are not correct; the meaning of made out is to say
something is true when it is not)
6 C (convincing means something that seems true; other
words do not make sense in this context)
7 C (other words do not collocate with problem)
8 A (a scammer is someone who cheats people out of
money; a forger is someone who illegally copies
documents, money, paintings, etc. and tries to make
people think they are real; a dodger is someone who
uses dishonest methods to avoid paying taxes; a
prankster is someone who plays tricks on people to
make them look silly)
Speak up
7 Elicit the meaning of go hand in hand (if two things go
hand in hand, they are closely connected). Students
discuss the question in pairs, then elicit a few responses.
Possible answers
• I’m inclined to think that creative types might be more
economical with the truth. They might not even realise
they’re doing it!
• Sometimes creativity and deception do go hand in hand.
Have you seen the movie Catch Me If You Can? That was
based on a true story about a con artist who was basically
a creative genius.
• Just because someone is creative doesn’t make that
person deceitful necessarily. On the other hand, if
someone’s deceitful, I guess she must be creative enough
to think of ways to bluff her way out of trouble.
Fun footer
Read the footer aloud. Ask students to discuss in pairs: Are
you able to tell when people aren’t telling the truth? What
signs do you look for? Do you think people can easily tell if
you’re lying?
To finish
Explain to students that you are going to play a game
called ‘chocolate pudding’. Tell them you are going to read
four comments aloud. In each one, a word from this lesson
has been replaced with the words chocolate pudding. Put
students into pairs for the game. Read each sentence aloud
twice, then give students time to discuss with their partner
and write down a word. The pair with the most words correct
is the winner.
1 My sister used to have an ‘invisible friend’ called Tommy
when she was little. It was all chocolate pudding, of course,
but he seemed very real to her.
2 The gran of one of my friends got taken in by a phone
chocolate pudding recently and she lost a lot of money.
3 If an online investment looks too good to be true, then it
probably is! Check out that it’s chocolate pudding before
spending any money. You could be breaking the law.
4 Dad once threatened not to pick me up after a party if it
was too late. It was just a chocolate pudding of course and
although it was three a.m. he still came out!
1 make-believe ​2 scam ​3 above-board ​4 bluff
Presentation tool:
Unit 6, Use of English 2
Workbook / Online Practice:
p62
Audioscript:
SB p180
Extra Practice App
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6 Image and reality
SPEAKING
SB p85
To start
Put students into pairs to discuss whether they would
lie in the following situations. This is a good opportunity
for students to practise using appropriate conditionals as
covered in the Grammar lesson on page 80.
• A friend has a new haircut – you hate it.
• You’re invited to a film that you don’t want to see.
• You haven’t completed an assignment and one of your
parents asks you about it.
• You broke a vase, but no one knows it was you.
Power up
1 Ask students to read the comments in pairs and think of
some possible situations. Elicit some ideas.
Possible answers
1 A child saying that her brother broke something when it
was her fault.
2 She’d been out to the cinema with someone else and said
she was at home.
3 He’d been to a late party on a school night when he’d told
his parents he was staying at a friend’s to study.
3
6.8 Remind students that after the collaborative task,
the Part 4 discussion will be on a similar or related topic.
Tell students that they are going to hear two students
answering a Part 4 discussion question about a similar
topic to the collaborative task in Ex 2. Play the recording
then elicit the answers.
Possible answer
Should you always tell the truth to friends/family? Why/
Why not?
They talk about lying to a mother about handing in
an assignment, and seeing a friend’s partner out with
someone else.
exam tip
useful language: giving reasons and
examples
4 Read through the exam tip with the class. Go through
the phrases in the useful language box, pointing out
that when introducing a reason using the first three
phrases, we tend to pause between the first phrase and
the reason: The reason I say this (pause) is because … .
Refer students to audioscript 6.8 on page 180 to
underline the phrases for using reasons and examples.
Speak up
For instance; Take yesterday, for example; The reason I
did that was; if, like; is a prime example; And that’s also
because; Another example might be
exam task: collaborative task (decision)
SB p164
There is no decision question as there would be in the
Cambridge exam as this task is a lead in to the Part 4
discussion questions.
2
This exercise practises the decision phase of
the collaborative task where, after discussing the
individual prompts, students will be asked to make
a decision together on a related question. Time
students for one minute as they discuss the question
in the centre of the mind map in pairs.
Possible answer
A: Looking again at these different people, for me, the
most important would be either teachers or people in
authority. You’ve only got to remember that you could
get in serious trouble if they caught you lying to them.
B: It’s true, you might. However, I still stand by what
I said earlier about complete honesty being more
than simply making sure your facts are true. It’s
also about being open and not having any secrets. I
definitely don’t want to let my teacher or principal in
on everything!
A: Do you think friends then?
B: Yes, I do. I feel very strongly that everyone should
have a friend or two that they can share everything
with, I’d say it is essential for well-being.
A: Although it wasn’t my first thought, I can see what
you’re saying. I wouldn’t say every single friend, but
close friends. I’m probably more candid with my best
friend than anyone else, I guess.
B: OK, so it sounds like we agree on friends then.
exam task: discussion
There are four questions listed here for discussion
whereas in the Cambridge exam the examiner has a choice
of six questions to ask the candidates.
5
Remind students that during the four-minute
discussion, they will be asked a series of questions
which may be directed to one or both students.
Circulate, listening for students giving reasons and
examples, but allowing each other to speak.
Possible answer
1 A: I’m in two minds about this. I mean, on the one
hand, I would expect politicians to be honest
about policies and their behaviour. On the other,
I think they might have to fib sometimes for the
greater good.
B: In what kind of circumstances might they have
to lie?
A: Let’s take an example, what if politicians are making
a trade deal, and if they disclose details, it might lead
to getting a worse deal for the country. That said,
I do think they’d be much better to say they won’t
comment rather than outright lying.
B: I guess you’re right up to a point. But I’d really rather
politicians were truly authentic and above-board,
even during campaigns.
A: You’re right, that would certainly be nice. Although,
in reality, I’m not sure that’s ever going to happen …
2 A: I guess I can see what they’re saying, that maybe if
you are upfront about everything, it doesn’t make
you very popular. This is because people don’t
always want to hear the cold, hard truth, especially
about themselves!
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B:To build on what Elias has said, I think the key is to
be careful about what you say and diplomatic in how
you say it.
3 A: Absolutely. Why I think this way is because it is vital
that children know that they can trust what you say.
You don’t necessarily have to give a full and detailed
answer, but don’t make up a lie.
B: I have a different perspective to Elias. In my view,
it’s OK for people to not be completely honest with
young children sometimes, this is basically to protect
them from some of life’s harsh realities or let them
enjoy some of the magic of made-up stories.
4 A:Personally, I think it’s better not have anything you
need to hide, except for maybe a fun surprise for
your partner. I think that keeping a secret, about say
a personal failing, can be quite exhausting.
B:Although I generally agree that openness is
important, I do think it’s fine to keep a few secrets
now and then about trivial things. For example, does
your partner need to know where you hide your
secret stash of chocolate?
alternative
Put students into groups of three, and ask them to take
turns to be the examiner. The ‘examiner’ can direct
questions to each student and ask follow-up questions.
game on
Put students into an even number of groups of three
to prepare their stories. Encourage them to think of
interesting stories rather than mundane events. Groups
of four can also work: three truths and a lie. Combine the
groups to play the game. If time allows, ask groups to
swap and play against another group to increase fluency
and confidence.
WRITING
SB pp86–87
To start
Focus students on the picture on Student’s Book page 86 and
ask: Have you ever tried pottery or used a potter’s wheel? (a
piece of equipment that turns around, onto which wet clay is
placed so that it can be shaped by hand into a pot). Would you
like to? What benefits are there to learning an art like pottery
at school? (e.g. fosters creativity, enjoyable, satisfaction of
making something, gives different students a chance to excel).
Elicit some ideas, then ask: What other subjects might be
included in ‘arts education’? (e.g. music, painting, drama,
dance, film-making, literature).
extra: whole class
Ask students to discuss in pairs: Which school subjects …
•
•
•
•
•
are considered traditional academic subjects?
foster creativity?
are the most inclusive?
are employment-focused?
did/do you enjoy most?
Power up
1 Put students into pairs to read the quote and discuss the
questions. Elicit some ideas.
Possible answers
• I’d guess that Einstein is trying to say that it is all very well
to learn facts, but if you don’t have any creativity to apply
those facts to solve problems, then they aren’t much use
to anyone.
• He probably means that high-achievers tend to value
creative thinking above rote learning.
Plan on
To finish
extra: whole class
Ask students to reflect on their discussion in Ex 5. Ask: What
is something you did well? What is something you want to
work on for future discussions?
Ask: What useful aspects of essay writing have we already
covered? Give students a few minutes to look back at
the lessons on essays on pages 30–31 and 58–59, before
sharing their answers.
extra: whole class
Ask students to choose the question they found most
interesting from Ex 5 and write an informal paragraph
explaining their point of view with reasons and examples,
using some of the useful language in Ex 4. Alternatively, if
you have a private class online space, post each question
from Ex 5 as forum activities/question posts. Ask students
to respond to two of the questions, and to respond to at
least two other comments.
In preparation for the Writing lesson, ask students to
revise the Writing file section on essays on page 165.
Presentation tool:
Unit 6, Speaking
Workbook / Online Practice:
p63
Photocopiable activity:
6B, 6C
Speaking file:
SB p164
Audioscript:
SB p180
hedging, using point of view adjectives, structuring your
essay, using a range of vocabulary and structures
2 Remind students that an essay is the compulsory section
in the Writing paper. Give students one minute to read
the task and answer the questions. Encourage students to
underline key words.
The purpose of the essay is to discuss two benefits of
teaching the arts and explain which is the most important
benefit. The teacher will read it.
3 Students read the essay individually, then discuss the
questions in pairs. Elicit the answers.
1 offers a wider education; inclusive, all can excel
2 Yes, when selecting the most important point and also
giving reasons why the benefits are important.
3 Yes, because it needs to be in an academic style.
4 There are paragraphs for each point in the essay; ideas are
connected with linking phrases.
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6 Image and reality
WRITING (Continued)
Model answer
Many young adults today are graduating from secondary
school without knowing how to change a lightbulb,
boil an egg or do CPR. In light of this, it seems like an
excellent idea for schools to teach practical skills such as
household repairs, budgeting, cooking and first aid.
One key benefit of teaching such skills would be that
it would give each of us the chance to gain these skills
before graduation. Undoubtedly, some students will
have access to acquiring skills from their families. Yet,
for whatever reason, not all students have equitable
opportunities to do so.
Another valuable benefit is that it would free up young
adults to settle into new work or study without the
added burden of learning practical skills at the same
time. To some degree, there will always be new skills to
learn, but by covering the basics, schools would equip
their students to progress to the next stage of their lives
with confidence in managing most day-to-day tasks.
It seems that the latter is the most crucial benefit. The
reason for this is that it is not unusual for recent school
graduates to feel overwhelmed by the huge changes in
their lives. Unquestionably, learning practical skills will
help us to adjust more easily and achieve greater success
in our chosen endeavours.
Overall, I am in favour of introducing practical skills
education in secondary schools. In my view, it is vital that
we all receive a broad education which prepares us for all
aspects of adult life.
exam tip
Read through the exam tip with the class, giving students
time to complete the questions. For more information on
essays, refer students to the Writing file on page 165.
1 connect across sentences: The first of these; The second benefit
connect within sentences: Whilst
2 introduce information: There is compelling evidence that; it is
worth noting that; It is important to realise that
indicate the writer’s attitude/point of view:
Unsurprisingly; Undoubtedly
4 Ask students to work in pairs to discuss the meaning of
each bolded phrase (or do this as a class), before matching
the phrases with their function. Students complete the
activity, then compare their answers in pairs.
1 C (If you do or decide something in light of something else,
you do it after considering that thing.)
2 E (What is equally important is used when introducing a
second idea or statement that is as important as your
first one.)
3 A (The first thing indicates an introduction; remember here
means to keep in mind.)
4 B (with someday/something in mind means considering
someone or something when doing something, and
taking suitable action.)
5 F (By the same token is a formal phrase meaning for the
same reasons; it is used when you want to say that
something else is also true, especially something very
different or surprising.)
6 D (For this reason is used after giving a reason for
something, before saying what action was taken.)
Improve it
8 You could set this reflection task for homework.
Alternatively, ask students to work in pairs to provide
feedback on the assessment points to each other, then
give them an opportunity to make changes to their essay
before handing it in. Collect in the essays (or ask students
to submit essays to your private online class space) and
provide feedback on the assessment points listed.
explore language
For question 1, students work in pairs to find the adverbs that
describe the attitude of the writer. Elicit possible answers.
1 Unsurprisingly and undoubtedly are adverbs which tell us how
sure the writer feels about something.
2 Possible answers
A significantly, crucially, importantly
B fundamentally, basically, in essence
C amazingly, shockingly, remarkably
D undeniably, absolutely, unquestionably
Write on
5 Students work in pairs to read the task. Encourage
students to underline key words.
The essay needs to include two of the benefits of teaching
practical life skills, with reasons.
6 Students work through steps 1–5 to plan their essays,
then compare their ideas in pairs.
exam task: essay
7
SB p165
You could set this task for homework along with
Ex 8. Encourage students to time themselves for 30
minutes. (They will have 40 minutes in the exam, but
have already spent time planning here.)
To finish
Ask students to close their books. Put students into pairs.
Say: We are going to have an anagram race. I’m going to write
some anagrams (scrambled words) on the board, and the
first pair to solve all five anagrams and bring me the words
written correctly on a piece of paper, each one in a sentence
will be the winner. As soon as I start writing on the board, you
can start.
Write the following anagrams on the board, without the
answers in brackets.
1
2
3
4
5
arctic lily (critically)
ruling sir spy (surprisingly)
mundanely flat (fundamentally)
ideal bunny (undeniably)
nail mr potty (importantly)
To make other anagrams, search online for an anagram maker.
Presentation tool:
Unit 6, Writing
Workbook / Online Practice:
p64
Writing file:
SB p165
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SWITCH ON
SB p88
Medical miracles
extra: whole class
As a warm up, ask: What is an alternative therapy?
(alternative medicine/therapy is a treatment that is not
always based on scientifically approved methods). Ask:
What alternative therapies have you heard of?
Elicit therapies such as aromatherapy, homeopathy,
acupuncture, hypnosis, reflexology, reiki, massage and
meditation or traditional indigenous medicines.
1 Put students into groups of three or four. Remind them
to use varying language for giving reasons and examples
as covered in the Speaking lesson on page 85, and go
over these with weaker classes before the discussion. Ask
someone from each group to summarise the discussion.
Possible answers
1 My view is that being positive can help you feel better
up to a point. That said, it would be naïve to ignore
mainstream medicine for some sort of airy-fairy mind
games. If it was that easy, do you think we’d still have any
sick people?
2 My grandmother teaches yoga and meditation so I’ve
spent a fair amount of time doing those. I don’t know that
I would call them therapy but I suppose it did my mind
and body some good!
3 Some possible factors: status of the prescribing physician
or therapist; cost of the treatment; word of mouth;
testimonials; scientific evidence.
extra: whole class
Focus students on the picture. Say: if this doctor offered
you a performance-enhancing supplement that was
perfectly safe, would you take it? What would you ask
before taking it?
2
Play the video. In pairs, ask students to discuss what
the placebo effect is, and write a one-sentence summary.
Ask some pairs to share their summaries.
Possible answers
• The placebo effect is a phenomenon in which a person’s
condition or performance responds to a placebo, such as a
pill which in itself has no properties to induce the change.
• It’s a physical and mental response to a stimulus that
appears to be genuine, but is in fact false.
• The placebo effect is when someone believes that a drug
or treatment is genuine and will make them better, when
in fact there is no active substance in the drug.
3
Give students time to read the questions then play
the video again. Students discuss the questions in pairs.
Conduct class feedback.
Possible answers
1 The pill was given a clinical name (Neuroset). Jeremy is a
doctor. Players were given more than one pill as studies
had shown that would be more convincing. The pills
included the colour red which has been found to meet
expectations of their appearance. There was medical
equipment present.
A uniformed medical officer dispensed the pills along with
making notes and testing the players’ blood pressure. The
pills were dispensed in a recognisably medical way in paper
cups and with water. Jeremy’s language was very precise
and informed. Jeremy told them what to expect so they
would have already been anticipating the change.
2 Embarrassed that I had been tricked, particularly on
television. I would start to question other performanceenhancing food, drink or supplements I had taken, such as
energy drinks, and wonder if they really worked. I would
feel amazed and a little freaked out about how readily
we were all prepared to believe something, just because
it appeared to be genuine. I’d be intrigued that our
performance had improved so significantly purely through
the effect of our belief.
4 Check students understand unethical (morally
unacceptable). Put students into pairs. Assign each pair
to be for/against the statement equally across the class.
Ask each pair to decide on an argument with reasons or
examples to support their position. Some students may
like to write some notes whereas stronger students could
be encouraged to speak without notes. Split the class up
into for and against, and ask pairs from each group to
take turns presenting their arguments. You could finish by
having a class vote.
Possible answers
• It’s highly unethical. It’s deception. You are consenting to
take one thing, but are being given something else. To me,
that means your consent has not been truly given and it’s
irresponsible to assume it’s OK.
• By distorting what the players can achieve at ‘normal’
performance levels, it could adversely impact their game
if they are unable to attain the ‘enhanced’ level without a
placebo, which is unfair.
• I don’t think it’s a problem. The subjects aren’t being
harmed and if it results in something positive that they
are happy about, then why not?
• I don’t think it is unethical. Some important research into
the effectiveness of new drugs is done this way, from
which everyone benefits.
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6 Image and reality
SWITCH ON (Continued)
Project
5 Clarify that a piece of persuasive media is essentially
an advertisement. It may be covert, such as a blog post
which appears at first glance to be independent but is in
fact trying to sell a sponsored product, or it may be more
open. Brainstorm possible types of media with the class
then put students into groups to complete steps 2–3.
Types of media could include: videos, social media
posts, television or radio programmes, audio clips, or
newspaper articles.
extra: project
If students have mobile devices in class, have a trick
photo competition. Show a few example pictures of ‘trick
photography’ from an internet search such as a person
‘holding’ her tiny friends on her hand. Choose some
examples that look achievable.
Ask students to work in small groups. Ask students to
follow these steps (all discussion should be in English):
1 Discuss possible ideas for a trick photo.
2 Choose the best idea.
3 Plan how it is going to work and who will take it
and where.
4 Take the photo.
5 Email the photo to you to display through the IWB, or
upload it to your private online class area.
6 Show the photos to other students and have them vote
on the best one. Alternatively, choose a winner.
Consider asking students to complete the Independent
learning questions on page 88 for homework in preparation
for the next lesson. Then use the class time for students
to discuss their ideas with a partner and go over any areas
identified as revision.
Presentation tool:
Unit 6, Switch on
Switch on videoscript:
TB p181
INDEPENDENT
LEARNING
SB p88
Grammar and vocabulary
1 After students have completed the questions individually,
elicit what they would like to go over again. Alternatively,
provide paper for students to write what they would
like to go over without saying it in front of the class.
Allow some time to go over areas identified after the
independent learning lesson.
alternative: mixed ability
Give stronger students the option to work through the
Unit Check activities independently while you go over
nominated content again with weaker students.
2 Students discuss the answers in pairs.
Possible answers
1 Complete the unit check exs. Do allocated homework.
Look for online practice apps/websites. Record vocabulary
in a notebook. Write personalised examples for
new grammar/vocabulary.
2 Check pronunciation of words in the online Longman
Dictionary of Contemporary English. Identify sounds that
you have difficulty with, or ask the teacher to help you
identify these sounds. Use pronunciation apps.
3 Brainstorm some ideas as a class, then ask students to
pick three each to do, and write them down. Students
share in pairs.
Possible answers
1 Before I start my homework, I’m going to spend some
time looking over the previous lesson.
2 If I get an exercise wrong, I’m going to make sure I
understand why. If not, I’ll ask the teacher.
3 When the teacher gives me feedback on my written work,
I’m going to spend some time reading the feedback. I’ll
review the feedback before the next writing task.
UNIT CHECK
SB p89
If possible, complete Practice Ex 1 in class because it consists
of pair work, and Review Ex 1 because it features audio.
The other exercises may be completed in class or set for
homework. Check the answers in class or provide the key for
students to self-check.
Relevant Unit check exercises may also be set for fast
finishers during other lessons.
Practice
1 Students’ own answers.
2 betray, bluff, cheat, deceive, fake, falsehood, fib, forge, fraud,
hoax, scam, tell a whopper, tell porkies
3 1 compelling 2 convincing 3 prime 4 brave 5 candid
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Review
1
6.9 1 F ​2 T ​3 T ​4 T ​5 T
2 1 is ​2 Were ​3 would be ​4 is, looking for ​5 filters ​
6 thinks ​7 blink ​8 to make
3 1 in case ​2 otherwise ​3 on condition that ​
4 in the event of ​5 but for ​6 providing
4 Possible answers
2 If we don’t have any controls on news stories, it may badly
affect people.
3 He was only allowed to see the magicians’ tricks if he
didn’t tell anyone.
4 All the performers must gather in the hall if they hear
an alarm.
5 We would have been at the fancy-dress party if we had
had something to wear!
6 We should win if last year’s winners don’t enter
the competition.
5 1 On the contrary ​2 That is to say ​3 What’s more ​
4 so as ​5 except that ​6 under those circumstances
6
1
2
3
4
5
6
7
8
has/should (conditional)
way (fixed phrase)
have (conditional)
should/will (conditional)
if/when (conditional)
it (back referencing)
with/like (comparative)
should (conditional)
7 Possible answer
Reasons online media should check news is because untrue
stories may:
• make people believe dangerous stories, e.g. inaccurate
health information
• damage people’s reputations, e.g. saying a popstar has
committed a crime
• bias people’s decision-making
• lead to unnecessary unrest and protests
• make people upset unnecessarily, e.g. fake death reports.
GRAMMAR FILE
SB p153
1 1 continues, will be
2
3
4
5
wouldn’t have crashed, hadn’t downloaded
would be, were (would have been, had been)
read, would increase (read, will increase)
will miss, arrives
2 1If I’d been taught English at primary school, I would be
2
3
4
5
6
fluent now.
If Harry hadn’t gone to university for five years, he
wouldn’t be earning a lot of money now.
If I hadn’t lost my phone yesterday, I wouldn’t be going
shopping for another one tomorrow.
If Marie enjoyed romantic films, she would have gone to
see About Time with Ronnie last night.
If my cousin had learned to swim when he was younger, he
wouldn’t have a terrible fear of water now.
If I didn’t have a meeting in London early this morning, I
would have stayed at my friend’s house last night.
3 1 would be happier if they did
2
3
4
5
6
were to have an accident
wouldn’t be having problems had
should you need to
I would have watched the show
the whole class were to fail
4 1 no matter ​2 As a result ​3 In contrast ​4 whereas ​
5 in reality
5 1 When/Although (sequence link)
2
3
4
5
6
7
8
one (fixed phrase)
could (ability in the past)
although/though/but (contrast linker)
after (sequence linker)
were/wanted (condition)
It/This (back-referencing to cheating behaviour)
if (condition)
Presentation tool:
Unit 6, Unit check
Workbook / Online Practice:
p65
Audioscript:
SB p181
Extra Practice App
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7 Be seen, be heard
Lead-in SB p91
Point out the unit title Be seen, be
heard. Say: This unit is about different
ways of expressing ideas that are
important to you.
Ask students to look at the picture on
page 91. Read the quote aloud: I like to
make my voice heard. Ask: What does
this quote mean? (Possible answers: I
like to stand up for what I believe in. I’m
someone who isn’t afraid to share my
ideas and opinions. It’s important to me
that I succeed in getting other people to
hear what I have to say.) Share or elicit
the meaning of the phrasal verb speak
out (to publicly speak in protest about
something, especially when protesting
could be risky or dangerous).
X
7
Be seen,
be heard
READING
USE OF ENGLISH
topic: the arts and social issues
skill: identifying and
avoiding distraction
task: multiple matching
key word transformation
word formation
GRAMMAR
past modals
reported speech
VOCABULARY
SPEAKING
topic: getting the news
skill: constructing an argument
task: long turn
WRITING
recording head words
noun endings
topic: student consultation
skill: using appropriate language
task: proposal
LISTENING
SWITCH ON
topic: how ideas spread
skill: making predictions
task: multiple choice: short texts
video: in the streets
project: comedy sketch
Put students into pairs to discuss
the questions.
Possible answers
1 • Undoubtedly, the quote applies to
me. Once I get started on a topic
I’m passionate about, I can’t stop
until people take on board what
I’m saying!
• For me, it largely depends on who
I’m with. I tend to be more vocal
about my opinions with my family
and friends rather than people I don’t
know so well.
2 bullying, maltreatment of animals,
climate change, human rights,
poverty, closure of a facility; I believe
it’s important to stand up for what
you believe in and to try to make a
difference, so you can’t just ignore issues
and injustice.
3 On the one hand, media coverage is
a useful way to raise awareness of an
issue which may in turn encourage
people to donate to a cause or help in
some other way. On the other hand,
saturated media coverage tends to
lead to people getting apathetic about
issues, doesn’t it? Rather than being
shocked, we get quite used to seeing
people in crisis, and then don’t do
anything about it.
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READING
SB pp92–93
To start
Ask students to work in pairs and name their favourites in the
following art categories: poem, novel, song and film, giving a
reason for each choice.
Then ask them to discuss: Do any of your favourites have a
message for society? If so, what do you think that message
is? In what way do you think the art you consume affects your
life? Elicit some ideas.
1 Ask students to discuss what they think the quote means
and whether they agree with it. Elicit some ideas.
background
Martin Luther King (1929–68) was a US religious leader
who became the most important leader of the Civil Rights
Movement and worked hard to achieve social changes for
African-American people. He was known for being a great
public speaker, and many people remember his famous
speech that starts with the words ‘I have a dream’. He
encouraged people to try to achieve changes without
using violence, and in 1964 he won the Nobel Peace Prize.
In 1968 he was shot and killed in Memphis, Tennessee.
Possible answers
If an injustice isn’t righted, it will set a precedent and pave
the way for more injustice.
Society is interconnected, so even if an injustice doesn’t
affect us directly, we should take a stand.
2 Ask students to work in pairs to think of another famous
person who has spoken out against injustice and share
with their partner whether they admire them or not and
why. Elicit some ideas.
Possible answer
Emmeline Pankhurst (1858–1928) was a famous member of
the British suffragettes (this comes from the word suffrage
which means the right to vote in national elections) and
fought for women’s rights, especially the right to vote. She
was put in prison many times for her actions. I admire her
because even after being sent to prison, she persevered with
speaking out for women’s suffrage.
Read on
3 Ask students to read the introduction. Elicit some
predictions of what the rest of the article might contain.
Possible answer
I’d expect the article to go into detail about how various art
forms can highlight social issues and affect people’s opinions.
4 Give students two minutes to read the article for gist and
match the pictures. Ask: How does each picture relate to
fighting injustice?
1 B (The novel highlights the plight of the homeless.)
2 A (Soldier poets highlighted the hideous reality of war.)
3 D (The film, 99 homes, shows the social effect of
housing foreclosures.)
4 C (Songs have been used to speak out about issues since
as early as the Peasants’ Revolt in England, 1381.)
exam task: multiple matching
Read through the exam tip with students. When they read
question 3, encourage them to underline key words. Ask
students to read the highlighted sections and discuss with
a partner which fits question 3. Elicit the answer.
The words that point you to the correct answer are in B:
accommodate, differing, recent popular shift.
5
Give students eight minutes to re-read the article
and answer the questions. Ask students to compare
their answers in pairs before checking as a class.
1 B (through their work, many authors also want to bring
issues that they regard as important to our attention.
They do this by ensnaring us with the story while
informing us, sometimes almost unobtrusively, about
wider social issues … Other writers unashamedly set
out to paint the issue very clearly from the outset)
2 C (were created by the people who were struggling
against poor working conditions and oppression …
However, today’s writers are not necessarily those
affected by the social problems, but ones wanting to
raise awareness)
3 B (accommodate … differing … recent popular shift)
4 A (The work of these poets has touched successive
generations, and even those of us who profess to
have no interest in poetry in general)
5 D (While reading a story allows us to create the pictures
for ourselves, film gives us the pictures directly)
6 C (Music undeniably has a particular power to move
people. It taps into our body rhythms and the refrains
drill messages into our brains.)
7 D (Weaker films in this genre often feature monologues
where the audience is almost lectured at but the
better of these films …)
8 A (Ironically, at times the rhythms of the poetry provide
an echo of the rhythm of the marching bands and
patriotic songs that encouraged soldiers to fight in
the first place)
9 D (More recently, Suffragette illustrates fights women
have had – and are still having – for equality …)
10 A (War poetry was not new in 1914, but previously
it had served mainly to glorify war and promote
patriotism. Then soldier poets like Wilfred Owen
felt they needed to write about the atrocities they
were witnessing)
6 Read the first meaning as an example and ask students to
scan section A for a word with that meaning (inaccessible,
line 2). Students find the remaining words then compare
their answers in pairs before checking in a dictionary.
Finally, run through the answers as a class, demonstrating
pronunciation (see underlining in key for stress).
1 inaccessible ​
2 successive ​
3 profess ​4 accommodate ​
5 entice ​
6 unashamedly ​
7 refrain ​
8 galvanise
extra: fast finishers
Ask fast finishers to select a few more words or phrases in
the text that were new or interesting to them. Ask them
to deduce meaning from context then use a dictionary to
check. Students write additional questions for Ex 6 using
the definitions for their selected words. Give students a
chance to share them with the class for other students
to complete.
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7 Be seen, be heard
GRAMMAR
READING (Continued)
Sum up
7 Start by asking students to cover the article. Elicit what
they remember about war poetry as a class. Then ask
students to discuss what they remember about the other
three art forms in pairs. Elicit some ideas.
Speak up
8 Ask students to discuss the questions in pairs. Elicit some
ideas and ask some follow-up questions such as: Which of
the art forms do you think is most effective at influencing
society? Which art form is most inaccessible?
Possible answers
1 I admire film-making because it takes so much
organisation to make a successful film.
For me, poetry is the most admirable because it seems
less commercialised than the other art forms.
2 On the surface, politicians appear to have more influence.
However, if you look deeper, I think artists play a much
bigger role in influencing our society.
In reality, politicians are much more influential in achieving
change because they are taken more seriously and have
legislative powers.
Perhaps politics is a form of art in a strange sort of way?
Some politicians certainly know how to put on a show!
To finish
Students work in small groups to complete the following task:
Research a modern artist in one of the genres from the article
who has used his/her work to speak out about injustice.
They could use pictures, clips or recordings to present their
artist(s) to the class.
In preparation for the Grammar lesson, you could ask
students to complete Ex 1 on page 94, read the Grammar
file on past modals on page 154 and complete Ex 1 on
page 155. Students can also go through the PowerPoint
Grammar Presentation.
Presentation tool:
Unit 7, Reading
Workbook / Online Practice:
pp68–69
Extra Practice App
SB p94
To start
Elicit what a modal verb is (modal verbs are a type of verb
used with other verbs to express ideas such as possibility,
permission, or intention). With books closed, ask students to
work in pairs to list as many modal verbs as they can think of
in one minute. Elicit some ideas. e.g. (can, could, may, might,
shall, should, will, would, must, ought to, used to, need, had
better and dare).
explore grammar
SB p152
1 Students match the modals with the ideas, if
necessary using the Grammar file on page 154 or
PowerPoint Grammar Presentation to help them.
Ask students to compare their answers in pairs then
conduct class feedback.
1B 2D 3A 4C 5F 6E
watch out for
could have and couldn’t have are not exact opposites.
To express negative certainty in the past, we use couldn’t
have, e.g. She couldn’t have read the letter. (I’m sure she
didn’t read it.) However, to express positive certainty in
the past, we use must have, e.g. She must have read the
letter. (I’m sure she did.)
Could have is used to talk about possibility and unfulfilled
ability in the past.
Must for obligation is expressed in the past using had to,
e.g. You must remove your shoes. (present obligation) =
We had to remove our shoes. (past obligation)
2
7.1 Tell students that they are going to listen to a
conversation about a school meeting. Ask students to
read the questions then play the recording for students
to answer them.
1
2
3
4
bullying
He hasn’t phoned to let her know what happened.
Nobody has wanted to deal with the problem before.
The school council were concerned and raised the issue
earlier in the year.
3 Students work in pairs to discuss the modals. Elicit
the answers.
1 Because of timing it’s probable that it has finished. I
would be surprised if it hasn’t finished. (also: ought to
have finished)
2 I’m annoyed that he hasn’t phoned me. (also: could
have phoned)
3 Based on experience, I’m cross with myself for not
knowing. (also: should have known)
4 An implied conditional – if I hadn’t had some problems, I
would have gone.
5 There was the opportunity to put a stop to it. They had
the means to put a stop to it, but they didn’t.
6 This use gives an (unfavourable) comparison to show
pointlessness of an action. (also: could just as well have
been talking)
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watch out for
Oughtn’t, the negative form of ought, is rarely used in
every-day spoken English. In informal situations we use
shouldn’t or it’s better not to … .
Speak up
7 Ask: What were the main points made about petitions
in the comment in Ex 6? Elicit the answers. Then ask
students to discuss in pairs whether they agree with the
points, and how bullying should be dealt with and why.
extra: whole class
Possible answers
The purpose of online petitions is to raise awareness
of issues.
The way signatures are gathered has changed over time.
With enough signatures, a petition can force a
parliamentary debate in the UK.
Sometimes petitions are started by people who have a
specific issue they care about or have tried other avenues
with no success.
Despite petitions not always achieving the desired change,
there is still value in knowing you’ve expressed your point
of view.
Remind students of the pronunciation of the weak
form of have /v/, /əv/, /həv/ in the past modal sentences
in Ex 3. If necessary, drill the pronunciation using a
build-up approach. Say:
/əv/ (students repeat)
should /əv/ (have) (students repeat)
it should /əv/ (have) finished by now (students repeat)
4 Give an example for the first sentence, say: I would have
spoken to you about it, but you didn’t come to class that
day! Working in pairs or individually, students complete
the sentences with their own ideas. Elicit some ideas.
Possible answers
1 you’d gone out 2 was only five minutes late
3 they’ve been in a meeting 4 I’m really grateful
5 they’d have been furious that I hadn’t consulted them first
6 now we’re caught up in all the rush-hour traffic
5 Ask: What is an online petition? Where might you see
them? Have you seen any?
A petition is a written request signed by a lot of people,
asking someone in authority to do something or change
something. Nowadays, people often ‘sign’ petitions online
by entering their name and details. Petitions may be
circulated through social media, websites or via email.
Fun footer
Ask students to read the footer. Check students understand
the meaning of sarcasm (a way of speaking or writing that
involves saying the opposite of what you really mean in order
to make an unkind joke or to show that you are annoyed,
e.g. ‘Good of you to arrive on time,’ George said, with
heavy sarcasm.
Ask: Can anyone remember a synonym for sarcasm that was
covered in Unit 4? (irony). Ask students to discuss in pairs:
Do you ever use sarcasm? How easy is it to tell whether
other people are making serious or ironic comments? Do you
think we should have a ‘sarcasm’ font? Why/Why not? Elicit
some ideas.
background
Ask students to discuss the questions in pairs then elicit
some responses.
Possible answers
A: Surprisingly, I’ve never actually signed an online petition.
I’ve had lots of requests, but I don’t honestly believe they
make much of a difference.
B: It’s funny you should ask because I actually signed one
just this morning about the treatment of refugees.
Who knows if it will actually make a difference? Signing is
quick and free, perfect for an armchair activist like me.
6 Ask students to quickly read the text in Ex 6 to find out
what another teen thinks about petitions. Then focus
students on the first gap as an example. Model reading the
whole sentence with the gap, then elicit the modal and verb
form (have to admit). Students complete the remaining
gaps, then compare in pairs before checking as a class.
1
2
3
4
5
6
7
8
9
10
have to admit
should, shouldn’t sign
would have been
may/might/could even have been approached (similar
meanings – could is slightly more colloquial)
can/might hook (might stresses the probability; can
stresses the possibility)
has to/needs to/must have (must is the strongest form)
mustn’t/shouldn’t/can’t forget (must is stronger)
must have been suffering
may/might have been (similar meanings)
should have done
Sarcasm is popular in British and American humour. In
Britain, sarcasm is often delivered with a completely
straight face. In the USA, people are, in general, more
likely to follow up a sarcastic comment with a laugh or a
comment so you know they are joking.
To finish
Organise students into pairs. Ask them to talk
about something:
1
2
3
4
5
6
your partner may not have heard about.
you think should be banned.
that should have happened by now.
you ought to have done yesterday but didn’t.
you could have done recently but didn’t.
you dared not do when you were a child.
Presentation tool:
Unit 7, Grammar
Workbook / Online Practice:
p70
Photocopiable activity:
7A
Grammar reference and practice:
SB p154
Audioscript:
SB p181
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7 Be seen, be heard
VOCABULARY
SB p95
3
recording head words
To start
1 someone who’s written about something controversial
2 She is reacting/responding to a disagreement or row
with someone.
3 a forum where people can express their opinions
Write word on the board and elicit any expressions students
know that contain word/words, e.g. have the last word, wordy,
the word on the street.
1 Read the proverb aloud and ask students to discuss the
questions in pairs. Elicit a few responses.
The proverb suggests that in trying to affect change,
communication, especially writing, is more effective
than violence.
2 Students match the phrases with their meanings then
compare their answers in pairs, discussing a possible
reason/context for the comments before checking as
a class.
(Possible context in brackets)
1 G (describing an articulate teacher)
2 E (someone helped the speaker in a generous way)
3 H (a school being closed down)
4 B (someone talking about a new café that has
opened recently)
5 D (someone talking about climate change)
6 F (someone got fired for no reason)
7 C (someone has just had a heated argument)
8 A (a friend had promised to go with you to an event and is
now pulling out)
extra: whole class
Ask students to work in pairs to think of an example of …
1
2
3
4
something you’ve heard about by word of mouth.
someone you know who has a way with words.
a time when words failed you.
whether it’s important for you to always have the
last word.
explore language
Ask students to read the explore language box. Point out that
using a ‘head word’ is a way of grouping words, phrases or
expressions. It may be used in conjunction with a mind map,
with the headword forming the central bubble.
extra: whole class
7.2 Tell students that they are going to hear three
conversations between teens relating to communication.
Ask students to read the questions then play
the recording.
4
7.3 Play the recording again for students to complete
the phrases. Elicit the answers and the meanings of
each phrase.
1 take notice (to suddenly start paying attention to someone
or something, because they have done something
surprising or impressive)
2 spotlight (give a lot of attention to)
3 way (to do what you want to, even though someone else
wants something different)
4 tied (unable to talk in a relaxed way because you feel
nervous or embarrassed)
5 as it is (to say exactly what you think or what is
true, without hiding anything that might upset or
offend people)
6 back (stop yourself from feeling or showing a
particular emotion)
7 over you (to treat you badly by always making you do what
you want them to)
8 say (to have the opportunity to give your opinion
about something)
5 Refer students to the audioscript on page 181 for
examples of conversations before they write their own.
Students work in pairs to write their conversation using
phrases from Exs 2 and 4. Circulate, checking that the
phrases are being used appropriately. Ask students
to practise their conversations in their pairs and with
expression before sharing with the class. When students
share, ask the others to listen for the phrases and decide
the winner.
Possible answer
Parent: I’m afraid there’s no way you’re going out while
your room looks like, for want of a better word,
a disaster.
Teen:
You can’t go back on your word now, you
promised me I could go to this concert!
Parent: I’m not going to let you walk all over me. When
your room’s tidy, by all means go.
Teen:
There are no words …
Ask students to create a mindmap for the expressions
in Ex 2 with word. Point out that they can use pictures,
symbols, grouping and colour to make it meaningful.
If students have mobile devices with internet access, they
could image search for ‘mind map English vocabulary’ to
see some examples. Students may also like to try making
their mind map using an online mind map maker.
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6 Ask students to read the blog title and ask: What is a
wordsmith? (someone who is clever at using language).
Ask students to read the blog for gist without worrying
about the gaps yet, and to find out why Bob Dylan won
the Nobel Prize.
background
Bob Dylan (1941–) is a US singer and songwriter who has
had a great influence on popular song writing. His early
songs, in the 1960s, were often protest songs on the
subjects of war and the civil rights movement in the US.
He has continued to perform and make records, but his
music was most popular in the 1960s and 1970s.
Possible answer
He won the Nobel Prize for Literature for his song lyrics,
which he has used as a way to highlight injustice and
encourage social change.
7 Students complete the blog with the words from Exs 2
and 4 then compare answers in pairs.
1
2
3
4
5
6
7
8
In a word
shone the spotlight
Words, failed
put into words
sit up and take notice
hold back
have their say
way with words
Speak up
8 Students discuss the questions in pairs. If necessary,
clarify prose (written language in its usual form, as
opposed to poetry).
To finish
Students discuss the following questions in small groups,
giving examples.
1 What is the best way to overcome getting tongue-tied?
2 Have you read anything recently that has made you sit up
and take notice?
3 Do you think songwriters have a duty to shine a spotlight on
contentious issues?
Presentation tool:
Unit 7, Vocabulary
Workbook / Online Practice:
p71
Photocopiable activity:
7B
Extend vocabulary:
SB p160
Audioscript:
SB p181
Extra Practice App
LISTENING
SB p96
To start
Write on the board the following saying: Imitation is the
sincerest form of flattery. Ask students to discuss in pairs
what the quote means (when someone copies someone
else, it is a way of paying them an indirect compliment). Ask
students to work in pairs to think of situations where copying
an idea would be flattering, annoying or wrong. If necessary,
prompt the discussion with some sample situations, e.g.
someone buys the same jacket as you, someone copies
your homework assignment, someone decides to go to the
same concert.
Power up
1 Give students a minute to read the text. Then ask them to
discuss the questions in pairs.
Possible answers
1 • I think ideas spread by word of mouth or on the street.
People see what people around them are doing or
trends that they’re following, and that’s how ideas
become popular.
• It’s all about commerce. Someone finds a good idea and
wants to make money with it so they look for a new
market to sell the idea or product in.
2 • Scandinavian design has become really popular globally,
perhaps it is because of Ikea? Or maybe Ikea is popular
because of Scandinavian design?
• What about the idea of democracy? It’s been around for
a while now but we can trace it back to ancient Greece.
3 • I’m a total copycat but I think fundamentally everyone is.
It’s almost impossible to come up with anything entirely
original because we are surrounded by ideas all the time.
• I find blogs and bookmarking sites like Pinterest a great
source of inspiration. Why reinvent the wheel when
there are so many great ideas already out there!
Listen up
2 Point out that before listening to a recording, students
can get lots of clues about it from reading the task
questions. Students read the task questions and discuss
the topic, formality and key words in each one.
1 Conversation 1: using ideas for inspiration
Conversation 2: signing a petition about ideas
Conversation 3: thinking collectively (as a group as
opposed to as individuals)
2 Conversation 1 might be more formal as it is on TV/radio.
Conversations 2 and 3 are probably more informal
because they are taking place between peers.
3 1 What is the woman’s attitude towards using the ideas
of others?
2 What is the man surprised by?
3 Why did the man start the petition?
4 What is the woman’s attitude towards the copying
of ideas?
5 The man believes in the theory because
6 What do the students agree about the theory?
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7 Be seen, be heard
LISTENING (Continued)
exam task: multiple choice: short texts
In the Cambridge exam the three conversations would be
on different topics. Here they are all related to the lesson
topic of copying ideas.
Point out that even though students haven’t listened to
the recording yet, they have been able to deduce a lot
about what it is about. The context sentence is the initial
sentence under the heading for the conversation: You hear
part of a discussion programme about using others’ ideas
for inspiration.
Elicit possible answers to the questions.
Possible answers
1 An interviewer and an expert or two experts.
2 Words related to copying, using and inspiring.
3 Using ideas is OK and inspirational. / Using others’ ideas is
not OK, and not fair.
3
7.4 Play recording 7.4 twice for students to
answer questions 1–6. Go through the answers as a
class, eliciting why students chose each answer. For
any incorrect answers, go over why they were wrong.
1 B (… taking the nub of someone else’s idea and
building on it has always been part of innovation,
hasn’t it?)
2 C (Yet, it’s astonishing that when we talk of the
masses of music or movie downloads from the
internet, the most frequently used word is piracy.)
3 C (.. so we’re trying to get them to use some of those
funds to reinvest in us.)
4 B (But I do think we need artists to continue to put
their ideas out there. Art has always relied on
public view.)
5 A (When I go to conferences I always get frustrated
because someone else has gone down exactly the
same path as me on an idea …)
6 A (Mind you, I’m not sure you could ever really prove it
… He was saying, wasn’t he, that it’s a theory that
appeals and makes sense to us but when they tried
to prove it, they couldn’t.)
extra: whole class
If it won’t disturb students while they are listening, write
the following phrases on the board during the recording
in Ex 3:
1
2
3
4
5
6
building on (something)
mine (something for ideas)
make money out of
put (something) out there
go down a path
put (something) down to
When students have finished Ex 3, ask them to find and
underline the phrases in audioscript 7.4 on page 181.
While they are finding them, write the following
definitions on the board and ask students to match the
phrases with the definitions.
A determine a reason for something
B make something available to others
C using something as a foundation for something else
D make a profit from an activity
E search through something in order to take away the
good bits
F to choose a particular course of action
1C 2E 3D 4B 5F 6A
Speak up
4 Students discuss the questions in pairs. Elicit a few ideas
for each one.
Possible answers
1 • I agree up to a point. What I’d say is that general ideas
and concepts belong to everyone, but specific ideas
like a logo or some song lyrics usually have an owner.
It might be nice to think ideas belong to everyone, but
legally they don’t always.
• I do believe that people should be free to use and build
on any idea they like. Lots of people around the world
seem to agree with me, as they share their content
freely on certain websites for others to use and change.
2 • Yes, I think new technology will develop to better
control and monitor copying. For example, lots of
universities already use certain digital tools to detect
plagiarism off the net for assignments.
• I don’t think you can ever entirely control copying
online. I mean, as more technology develops to control
or monitor copying, more corresponding technology
will develop to avoid detection. Maybe the way we view
ownership of content is going to change anyway. I think
more people will realise that they can’t control copying
so will release and allow content, like songs and videos,
to be shared and copied legally.
To finish
Ask students to work in pairs. Depending on the time
available, ask students to either select one of these problems
or discuss each one in turn.
• Someone copies a photo of you on social media without
your permission.
• A phone company copies features from a competitor’s
phone.
• A fashion designer copies a leading brand’s design
of trainers.
• A musician uses a sample of someone else’s music without
crediting them.
Students decide how the situation should be dealt with, then
share their ideas with another pair or the class.
Consider asking students to read the Grammar file about
reported speech on page 154 in preparation for the Use of
English 1 lesson.
Presentation tool:
Unit 7, Listening
Workbook / Online Practice:
p72
Audioscript:
SB p181
Extra Practice App
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USE OF ENGLISH 1
SB p97
To start
Write said on the board. Ask students to work in small groups
to brainstorm alternative verbs which can replace said when
reporting speech, e.g. advise, suggest, cry, whisper, reveal,
recommend, claim, explain, yell, grumble.
1 Put students into pairs to read and discuss the questions.
Elicit the answers.
1 B ​2 C ​3 A ​4 written: A and C ​spoken: B
explore language
Several of the transformations here are related to the
lesson focus of reported speech (reporting verbs) and in
the Cambridge exam there would be fewer.
Go through the exam tip. In the example, model the steps
students could use to complete the answer. Ask: What
reporting verb means ‘said he would only’? (insisted);
What structure follows the verb + on? (the -ing form);
Which word in the first sentence do you need to change?
(have – having).
4
SB p154
Go through the explore language box, referring students to
the Grammar file on page 154 if they haven’t already read it in
preparation for class.
2 Read sentence 1 aloud. Elicit which reporting verb would
be appropriate here (swear), then elicit the new sentence
starting with he as the subject. Students report the
remaining sentences.
1 He swore he had not intended to copy my work.
2 She really hoped he would attend her presentation.
3 The lecturer announced that next week’s lecture had
been cancelled.
4 He asked (me for) permission to use my photo.
5 He admitted that he had taken the file from my
desk earlier.
6 She checked how (I thought) we/they could copyright
our/their work.
extra: fast finishers
Write up these two additional questions for Ex 2 on
the board.
7 ‘Have you been able to finish your project?’, he asked.
8 ‘There will be a test next week,’ the teacher said to us.
7 He checked if/whether I had been able to finish my project.
8 The teacher announced that there would be a test
next week.
3 Students divide the verbs into positive, negative or
neutral. Point out that context will always be important
in determining whether any of the verbs has a positive
or negative meaning, e.g. She convinced me to enter the
Science Fair with her and we won first prize. (convince
has a positive meaning); She convinced me to lend her
some money but never paid it back. (convince has a
negative meaning).
Suggested answers
+ encourage, expect, hope, reassure, recommend
+/– advise, emphasise, reveal, believe, convince,
– grumble, worry
exam task: key word transformation
Set a time limit of ten minutes for students to
complete the exercise. Remind students that each
transformation is worth two marks so there is an
opportunity for partial credit.
1 has reported that fewer
(In the first sentence, says is used to report something
that has been said recently. To convey this in the
second sentence, we use the present perfect form has
reported. Using the past simple form reported would
lack the emphasis conveyed by says. Reports would
not be possible because the sentence must use the key
word reported without changing it. Fewer is used with
the countable noun adults. Less would not be possible
because it is only used with uncountable nouns.)
2 insist on us taking
(insist on means to say firmly and often that something
is true, especially when other people think it may not
be true. This conveys the ideas from the first sentence
of it is essential and according to. If us is omitted from
the second sentence, it would have a different meaning
from the first sentence which says it is essential for us.
It is also crucial to use the key word on.)
3 (has) claimed that most (of them)
(that cannot be omitted because of the relatively
formal register of the sentence. Young people is
omitted after most because repeating it would sound
clumsy and it is unnecessary.)
4 need to do more
(need is followed by to-infinitive to express an active
meaning. Need + -ing form is used for passive meanings,
e.g. The car needs washing.)
5 they should not share
(the subject they is necessary to express the advice, or
it would sound like sites are giving advice to ‘people
who shouldn’t share their passwords’ which doesn’t
have the same meaning as sentence 1 and doesn’t
make sense. They is used rather than people to avoid
repetition. Not must go between should and share.
Modals, such as should, are followed by the infinitive
without to.)
6 confessed to using
(confessed expresses honestly and said from the first
sentence, using the key word to. We cannot use admit
with to. We use the -ing form after prepositions like to.)
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7 Be seen, be heard
USE OF ENGLISH 2
USE OF ENGLISH 1 (Continued)
Speak up
5 Clarify that protecting online privacy means ensuring
online content like messages, photos, videos, browsing
history are not shared with others without permission.
Elicit possible parties who could have a role in protecting
online privacy of students, e.g. students themselves,
parents, schools, website providers/social media sites.
Students discuss the questions in pairs. Ask a few
students to report what their partner said using a
reporting verb.
Possible answers
• Students, because they should know to keep passwords
private, ensure they are using security settings, not open
unknown links, etc.
• Parents/schools, because they have a responsibility to
teach young people about how to keep themselves safe,
which includes online privacy.
• Internet providers/social media sites because they own
the site, they should make sure that it is secure, and that
privacy settings are easy to understand.
Fun footer
Ask students to read the footer. Ask: Why do you think so
many people share their passwords? What possible problems
are there with sharing passwords?
To start
Give students two minutes to remember as many reporting
verbs from the lesson on page 97 as they can. Tell students
there are 22. Which pair can find the most? Then, ask
students to write down the noun form for as many as
possible. In some cases, there may be no noun form or more
than one noun. Elicit the noun forms.
Possible answers
admit – admittance, admission
advise – advice, advisor
allege – allegation
announce – announcement, announcer
emphasise – emphasis
encourage – encouragement, encourager
expect – expectation
insist – insistence
reassure – reassurance
recommend – recommendation
say – saying
Verbs with the same noun and verb forms: check, claim, grumble,
hope, regret, report, reveal, worry
Verbs with no specific noun form: ask, convince, swear
1 Ask students to discuss the questions in pairs. Elicit
some ideas for each. Ask: What verbs do speech and
presentation come from? (to speak, to present). Then
ask: What other noun forms do these verbs have?
(speaker, presenter)
To finish
Ask students to think of something that someone has said to
them recently in a real conversation and write it down using
one of the reporting verbs. Students share their reported
speech in pairs. Invite a few to share their reported speech
with the class, if time allows.
1 We give a speech at an event, e.g. a wedding, an award
ceremony, after a dinner.
We give a presentation in a formal situation when we
want to convey information.
2 I had to give a presentation for my history class recently.
We all had to choose a historical figure that we admired
and give a two-minute talk about their life, with photos
or slides to support what we were saying. I wasn’t that
keen on doing it myself because I often get tongue-tied in
front of people. That said, it seemed to go OK. I guess it
helped a lot that everyone watching had to give their own
presentation, so they were a kind audience.
extra: whole class
Students work in A/B pairs, for a role-play of a famous
person and a journalist.
1 Student A should choose a famous person to be and tell
Student B.
Student B should think of three questions to ask.
Then, interview A for a maximum of three minutes and
make notes.
2 Swap roles.
3 Each student should individually write a report of what
they asked and what their partner said using reporting
verbs. They should try to use verbs which reflect their
interpretation or opinion.
4 Students then show their partner their reports.
Ask: How accurate is it in representing what you
originally said?
Presentation tool:
Unit 7, Use of English 1
Workbook / Online Practice:
p73
Grammar reference and practice:
SB p154
Extra Practice App
SB p98
extra: whole class
Have a class discussion by asking the following questions:
What is the voting age in your country? Has it always been
this way? Do you think it should be higher or lower, why?
Who has an interest in maintaining the status quo? Who
has an interest in change?
2
7.5 Ask: What words or phrases would you expect to
hear in a talk about the voting age? (e.g. election, prime
minister, politics). Play the recording, then elicit whether
it was a good talk or not, and why.
It’s not good: there are hesitations, the speaker laughs at his
jokes, repeats himself, speaks too close to microphone, reads
notes rather than talking directly and sounds unnatural.
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3
7.6 Play the talk again for students to write the noun
form of the verbs. Refer students to the audioscript on
page 181 to check their answers.
1 election ​2 ignorance ​3 involvement ​4 representation ​
5 decision ​6 refusal ​7 offence ​8 failure ​9 passage ​
10 qualifications
explore language
Read through the explore language box. Elicit any verbs/
nouns which end in –ify/-ication, e.g. clarify/clarification,
modify/modification, notify/notification, verify/verification.
Elicit some other examples of stress changing in two syllable
noun/verbs, e.g. present, research, record.
4 Students could complete the table individually or in pairs,
using dictionaries if necessary.
1
2
3
4
5
6
7
8
9
domination, duplication, substitution
dependence, dominance
commitment, treatment
approval, dismissal
confusion
offence
closure, posture, pressure
breakage
clarification, identification
Speak up
extra: whole class
To provide students with some useful vocabulary for
Ex 6, refer them to the Extend vocabulary section for
Unit 7 on page 160, which has adjectives to describe
communication. Ask students to work in pairs to look up
any unknown words in a dictionary, then draw a mind
map, grouping the words in a meaningful way.
6 Students discuss the questions in pairs. Ask a few
students to report what their partner has said. Students
should try to use some of the reporting verbs from
page 97.
extra: whole class
Ask students to work in pairs to improve the talk on
voting age in Ex 2. Students can look at the audio script
on page 181 to start with, then try and improve it. If
students have access to their smartphones in class,
encourage them to record themselves giving a better
version of the talk.
To finish
exam task: word formation
Students work in pairs to test each other on the nouns in
Ex 4. Student A closes the book. Student B calls out one of
the verbs, and student A must call out the corresponding
noun. Ask students to see how many they can do in a minute,
then swap.
There is a greater focus on noun formation than would be
in the Cambridge exam because of the lesson focus.
Presentation tool:
Unit 7, Use of English 2
Read through the exam tip. Summarise the tip as a threepart checklist for students to use:
Workbook / Online Practice:
p74
Extend vocabulary:
SB p160
1 Think about word class.
Photocopiable activity:
7C
2 Think about affixes.
Audioscript:
SB p181
3 Check your spelling.
Extra Practice App
5
Give students eight minutes to complete the blog.
Remind students that reading the whole text quickly
for gist first will help them answer more efficiently.
If they finish early, they should check their answers
very carefully for affixes and correct spelling. Conduct
class feedback.
1 pressure (the quantifier a lot of requires a noun, also
take the pressure off someone is a fixed phrase)
2 ensure (the form used here is going to + verb with
infinitive without to)
3 emphasis (give emphasis to something is a
fixed phrase)
4 monotonous (we need an adjective between the
article and the verb)
5 involvement (noun, following an article and coming
before a preposition)
6 loosen (part of the phrasal verb loosen up)
7 inhibition(s) (noun, following the preposition of and
determiner any)
8 posture (a noun subject is required in the phrase
is important. Posture means the way you
position your body when sitting or standing, so it links
with the ideas of not slumping your shoulders.)
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7 Be seen, be heard
SPEAKING
SB p99
To start
If possible, show a few pages of different newspapers in
English online, or bring in some different newspapers (e.g. a
tabloid and a broadsheet, with nothing too contentious).
Ask students to work in pairs and look at the front pages of
different newspapers. Ask them to discuss: Which would you
prefer to read? Why? Is there any difference in the way they
report the news? Why?
If you don’t have newspapers or internet available, ask
students to discuss: How do you find out what is happening
locally and around the world?
Power up
1 Put students into pairs for the discussion. Elicit a
few ideas.
Speak up
2
7.7 Students discuss possible questions they might be
asked in pairs. Elicit some ideas. Then play the audio for
students to check.
Compare two of the photos. Why might the people be
getting news in these ways? How accurate do you think the
information might be?
3
7.8 Encourage students not to time the student or
count, and instead guess how long they think it is. Play
the audio.
Yes, she answers all the questions. She speaks for about
a minute.
4
7.9 Give students time to read the things the student
talks about and see if they can number them from
memory, then play the recording for them to check.
1B 2F 3D 4C 5A 6E
5 Point out the words and phrases listed in Ex 5 are
examples of suitable language to help structure a long
turn. Ask students to see what they can remember, then
check their answers in audioscript 7.8 on pages 181–182.
2, 7, 9, 10, 12
exam task: long turn
SB p162
As the focus is on developing the long turn there is no
Listening Candidate question in the tasks.
Ask students to read the tip. Check students know that
a discourse marker is a word or phrase that acts as a
conversation signpost for the listener. Refer students to
the Speaking file on page 162 for more information on the
Long turn, including useful language.
6
Write up the speaking task from Ex 2 on the board:
Compare two of the photos. Why might the people be
getting news in these ways? How accurate do you think
the information might be?
Students work in A/B pairs and complete the
speaking tasks. The student not speaking should time
their partner for one minute.
Possible answers
Page 99
I’m going to compare the pictures of the woman reading
news on a tablet, and the man reading a traditional
paper newspaper. A similarity would be that both people
look like they are getting their news from a published
newspaper. Obviously, the woman is reading online,
whereas the man has his paper copy, but they could be
different versions of the same publication.
There could be lots of reasons why the woman likes
to get her news online. For example, it’s extremely
convenient. Another reason could be that content is free,
or maybe she’s environmentally conscious.
Perhaps the man has just picked up the paper on his way
somewhere, so again, it’s about getting the news in a
way which is convenient. Perhaps it’s a morning ritual. He
might have to use a screen a lot for work, so likes to read
the physical paper to give his eyes a rest.
It’s highly likely that these papers are generally accurate,
although you do have to be aware that editors might
put a certain spin on things. There might also be stories
in the printed version that were accurate at the time
of print, but become out of date over the course of the
day. So of the two options, I’d rate the online version as
more accurate.
Page 173
So, in this first picture, it looks like the interviewee has
won a sports trophy and is being interviewed about his
win, he’s the sole focus. If we compare that to the second
picture, it looks like it is a panel presentation where
a number of speakers are sharing the spotlight. One
similarity might be that both the winner, and the panel,
are being asked about things that they are good at or
have expertise in.
In all probability, the winner is being asked about how he
feels, and what this win means to him, they always seem
to get asked things like that. I’m not a hundred percent
sure about the panel, but they are probably being asked
about their work. For instance, they could be being asked
questions like: How did you get into this field? What are
some new innovations we can expect? What are the
biggest challenges in your industry right now? Those
sorts of things.
The winner looks a little overwhelmed to be honest, but
I’d imagine he is feeling quite proud of what he’s achieved,
maybe it hasn’t sunk in yet. The panel members probably
feel pleased to be asked to share their experiences. While
they look like they’re feeling calm, some of them might be
feeling a bit nervous on the inside, if they aren’t used to
being interviewed in front of an audience.
extra: mixed ability
Put students into mixed-ability pairs. The stronger
student goes first, so the weaker can benefit from hearing
a model.
extra: whole class
Ask students to work in pairs. They should write a list of
six items or topics from one of the previous units in this
book. Then, they swap their list with another pair. Ask
them to take turns to talk for one minute about the topic.
They should time their partner and say stop when he/she
has filled a minute.
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Speaking extra
7 Remind students of the useful language box for
discussions on page 164. Ask students to re-read the
phrases and decide on a few to try to use. Students
discuss the questions in pairs. Ask a few students to
report something interesting their partner said using the
reporting verbs from page 97.
Possible answers
1 Mmm, let’s see, I get most of my news from social media
and online news websites, and I also occasionally catch the
news on the radio.
2 Well, that’s something I haven’t thought about before. I
guess all reporters have their own opinions and it must be
hard to report without any bias. That said, most reporters
are good at appearing objective!
3 Definitely pictures. They say a picture is worth a thousand
words and it’s absolutely true. Think about a picture of
a crisis or emergency – it’s hard-hitting in a way that
words aren’t.
4 Absolutely. It makes me feel involved and part of the
global community.
5 I wish good news stories did get more of the spotlight but
it is a sad reality that people are much more fascinated
by the awful things in the world. Maybe watching the bad
news makes us feel thankful.
6 I’m afraid that question is a bit beyond me! I guess paper
newspapers will disappear completely, and perhaps news
will get faster or more personalised, if that’s possible!
Fun footer
Ask students to read the footer. Ordinari Post Tijdender
(Regular Mail Times) is a government gazette. Ask: What do
you know about the history of newspapers in your country?
Who owns the media outlets? How does this affect the way
news is reported? If students don’t know who owns the major
news outlets, see if they can find out in a few minutes.
To finish
Tell students that they are going to play a game called ‘Speak
for one minute’. Invite students to give you a topic from
one of the units so far, e.g. subcultures, optical illusions.
Students time you for a minute speaking about the topic.
Try to use discourse markers and linking words, and not to
hesitate too much. Ask students to look back through the
book and choose four topics to give their partner to speak for
one minute about. Students take turns to time each other.
Can students speak ‘off the cuff’ (without preparation) and
without too much hesitation?
Students could record themselves on their phones and then
listen to their speech, checking their hesitation, use of linking
words and discourse markers.
Presentation tool:
Unit 7, Speaking
Workbook / Online Practice:
p75
Speaking file:
SB p162
Audioscript:
SB pp181–182
WRITING
SB pp100–101
To start
Ask students to discuss this question in pairs: Think of three
things you like about your school/college, and three ideas you
have for making it even better. Elicit some ideas. Ask students
to discuss in pairs: Which do you think are the best ideas for
change? Consider the following criteria: impact on students,
cost, practicality.
Power up
1 Put students into pairs to discuss the questions. Elicit
some ideas.
Possible answers
1 It’s crucial to consult students about decisions that affect
us. We have an entirely different perspective to teachers
and managers.
Where possible, I’d suggest a consultation should take
place. Student involvement can lead to more students
buying into the changes.
2 student council, student/class representative, focus
groups, teams
3 A student representative should gather feedback
from students, collate it, and present it to teachers
and managers. I’d say the role should involve shining a
spotlight on issues that are important to students. More
than anything, I think the role is about communication.
Making sure students are aware of upcoming changes,
and that teachers are aware of students’ concerns. If I had
a good idea, I’d hope the student representative would
help me be heard.
Plan on
2 Students discuss the questions in pairs. Elicit the answers.
The style is the same.
A report discusses the past, and makes recommendations
about the future. A proposal discusses the present situation,
and makes recommendations about the future.
There are more opinions in a proposal, as you give
your reasons for your ideas. A report mostly presents
facts objectively.
A proposal is persuasive throughout. A report is persuasive
only when making a recommendation.
3 Students read the task individually then discuss the
questions in pairs. Elicit the answers.
Who will read it: the principal (head teacher) of your college.
Why: the principal is interested to find out about what
changes students would like, and would like suggestions
from students about ways to support other students.
What the principal needs to know: in the task, you will be
suggesting a forum, so the principal needs to know the
purpose of the forum (why it should exist), how it could be
organised and the possible benefits for students and college.
4 Students read the proposal individually, then discuss the
questions in pairs. Elicit the answer.
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7 Be seen, be heard
WRITING (Continued)
1 to propose something and persuade the reader
2 It’s formal because it’s like a business idea and it’s
addressed to someone you don’t know very well, or
someone who is senior to you in some way.
3 They organise the information.
4 Yes, throughout (e.g. in your rationale for the idea).
extra: whole class
Ask students to find and underline the phrases in
the proposal in Ex 4 for giving opinion. Emphasise
the importance of using a range of phrases to
avoid repetition.
Elicit We think … ; We suggest … ; We are of the opinion … ;
We believe… .
5 Students discuss the questions in pairs. Elicit the answers.
1 Yes.
2 No – it’s a summary, therefore, it should summarise
the information.
3 No – the summary should be succinct.
4 The writer’s view should be clear, but not too personal
or over-emphatic.
6 Ask students to read the summaries and decide which are
effective using the answers from Ex 5. Elicit whether each
one is effective. Point out the different phrases students
could use to introduce a summary: In conclusion,
To sum up, In summary.
Only B because it relates back to the objectives, but in
summary form. A and C are too vague.
exam tip
Read through the first sentence of the exam tip with the
class, reminding students that appropriate language for
the proposal means formal language. Give students time to
read the questions and discuss the sentences in pairs, then
elicit the answers. For more information on proposals, refer
students to the Writing file on page 168.
1 is most effective because it is a polite suggestion.
2 is much too strong and sounds angry.
3 is too strong and implies fault.
useful language: modals; reporting verbs
Ask students to read the useful language box. Point out
that should is used here to introduce a general idea rather
than a specific idea and is therefore more polite.
7 Ask students to re-read the sentence then ask the
question: Why does the writer use the verb suggest? Elicit
the answer. Share the following sentences for comparison
which sound more forceful, and consequently are less
persuasive: The forum should/has to/must be made up of
one representative from each year group.
Suggest gives an opinion in a polite way.
8 If students have internet access, they could look up suggest
in the online Longman Dictionary of Contemporary English:
www.ldoceonline.com. The entry for suggest includes a
thesaurus section. If you do not have online access or a
thesaurus available, write the suggested answers on the
board for students to use to write sentences.
Possible answers
advocate, advise, propose, recommend
We advocate for elections to be held annually in September
for eight places on the forum.
Many students have advised us that they would like to see a
representative from each year level.
It is proposed that meetings should take place monthly.
Our class teacher has recommended that we set up a social
media page for the forum so that we can give regular
updates on progress and events, and forum members can be
easily contacted by other students.
Write on
9 Encourage students to underline the key points to include
then discuss in pairs. Elicit what needs to be included.
purpose of the council, how students will be elected to the
council, benefits of the council for students and college
10 Students plan steps 1–4 individually. Then in pairs,
students check their ideas (step 5).
exam task: proposal
11
SB p167
You could set the writing for homework along with
Ex 12. Encourage students to time themselves for 30
minutes. (They will have 40 minutes in the exam but
have already spent some time planning.)
Model answer
Proposal for student council
I am writing this proposal to the college principal to
suggest the creation of a student council at our college.
Purpose of the council
The key objectives would be for students to have a
channel to suggest changes in the school, and for event
planning during the year.
How elections would take place
In essence, we advocate for elections to be held
annually in September each year for eight places on
the council. We propose that voting would be online to
minimise expense and streamline administration. At this
stage, we are still considering the best way to ensure
that the council has a gender balance and adequate
representation for minority groups within our school.
Benefits of the council
We are of the view that a student council would benefit
both staff and students. Students would have a forum to
raise concerns and make suggestions about the school.
In addition, they would be able to plan events that would
suit the current student body, in turn gaining valuable
experience in organisation. Equally, staff would benefit
from having a formal communication channel with a
group of student representatives to make sure that they
are in touch with the student voice.
Summary
Overall, we believe that this suggestion would assist our
school in having a positive atmosphere where students
feel that their voices are heard.
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Improve it
12 You could set this reflection for homework. Collect in
the essays and provide feedback on the assessment
points listed.
13 If you have a mixed-ability class, try to pair students
SWITCH ON
In the streets
1 Start by telling the class about a time that you were told
you weren’t allowed to do something and you felt it was
unfair or illogical. For example, say: I had to sit an exam
when I was 15, and the invigilator confiscated my drink
bottle because I could have hidden notes in it apparently.
The water bottle was completely transparent and so there
was no logic to it at all. I thought it was extremely unfair.
with similar abilities for this exercise. If students feel
uncomfortable comparing their essays in this way,
set the following as an alternative: students read
each other’s proposals and find three examples of
persuasive language.
Put students into pairs to discuss the first question and
prepare for question 2. Then combine pairs into groups of
four to share their ideas and discuss question 3.
To finish
Say: Imagine that you have received a reply to your proposal
from the principal, inviting you to give a one-minute pitch. Ask
students to work in new pairs to practise summarising their
plan (or written proposal if they have written it already) into
a one-minute pitch (speech). Invite a few volunteers to share
their pitch with the class.
extra: whole class
Ask students to form groups to role-play a student council
meeting. Nominate a student to be the chairperson of
each group, making sure that there is a gender balance.
Tell students they need to imagine the school has received
a donation of $2,000 and the student council has to
make a decision about what to do with that money. Tell
students to start by brainstorming possible ideas, then
discuss which is the best and why. Finish by asking the
chairperson from each group to share their ‘decision’ with
the class.
Other alternative/additional suggestions for discussion
within the ‘student council’:
• make a plan for making new students feel welcome
at school.
• make a plan to connect with the local community.
Presentation tool:
Unit 7, Writing
Workbook / Online Practice:
p76
Writing file:
SB p167
SB p102
extra: whole class
Tell students they are going to watch a clip about
banning slang words (very informal, sometimes offensive
language that is used especially by people who belong
to a particular group). Ask: Why might a school ban slang
words? Do you think it would be a good idea to ban slang
words? Why/Why not?
2
Play the clip. Elicit the reason the school banned
slang words.
The school wanted to ban the use of slang words at school
and at home because they believed that using them was
causing children to spell incorrectly.
3
Give students time to read the questions then play the
video again. Ask students to discuss the questions in pairs
then elicit some answers.
1 Jonathon Green believes that children are speaking
English, even when they are using slang words.
He believes that young people who are using and creating
the slang are being creative.
He believes that young people know when to use slang
and when not to use slang.
He thinks even if the ban of slang words was put in place
– it wouldn’t work because people would take no notice
of it.
2 1 C ​2 D ​3 B ​4 A
Other slang from the clip:
wagwan – what/how are you doing?
fam – family, my people
woz – was/were
giz it ere – please give it to me
ya sweet – you’re cool
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7 Be seen, be heard
SWITCH ON (Continued)
4 Ask students to discuss the question in pairs, justifying
their choice.
Possible answers
• I understand that David Lammy wants young people to
be able to express themselves in a coherent way. However,
I do not think banning slang language will achieve this.
Jonathon Green says that slang language is creative and
I think that’s true. I also think that students would ignore
the ban. I think that Jonathan Green presents a realistic
picture of the use of slang.
• I agree with David Lammy. School is a situation where
everyone (pupils, teachers and parents) should use a
common, accepted language. As the teacher says later in
the clip, kids invent slang – a special language exclusive
to their group – to give themselves a sense of identity so
it excludes people who are not in their group. Kids need
to be flexible and skilled in all the forms of language that
they use but, because they will need to operate in the
wider world when they leave school, they need to be
skilled in the use of normal English too. Also, they need to
be careful that using slang doesn’t affect their ability to
spell correctly because this could have a negative impact
on their performance in (written) exams.
extra: whole class
Say: At the end of the clip, the narrator asks whether
certain accents are more acceptable than others. What do
you think?
Project
extra: whole class
If the students enjoy this process, suggest setting a date
to perform their sketch to other school members and/or
invited guests, e.g. parents, friends. Groups could expand
their scripts and practise their scenes so that they can
perform without any notes. Assign a person/group to
create an introduction, explaining what code-switching is.
extra: project
Ask students if they ever watch video channels like Korean
Billy (which was featured in the Switch on video). If
students have internet access, ask students to search for
‘Korean Billy’ on YouTube and choose a video to watch.
Ask students to discuss in groups what they learned and
whether videos are an effective way to learn.
Students work in pairs/small groups to create an
explanation video in a similar style. They could look back
and choose some related idioms or collocations from the
wordlists in this course so far. You may like to assign each
group a unit to choose from so that everyone chooses
different expressions. Students could upload their videos
to your class online space. An alternative is for students to
perform the video explanation for the class instead.
You could ask students to complete (and reflect on)
the Independent learning questions on page 102 for
homework in preparation for the next lesson. Then use
the class time for students to discuss their ideas.
Presentation tool:
Unit 7, Switch on
Switch on videoscript:
TB p181
5 Check students understand comedy sketch (a short
humorous scene in a television programme, in a theatre,
etc., that is part of a larger show). If students don’t have
access to research in class, they could use slang from the
Switch on video and any other slang words they know.
For the script, give students some examples of storylines
involving formal language and slang. For example, it
could be set at home with a parent overhearing their
child speaking on their mobile to a friend and asking what
they’re saying, or at a school where slang is banned so
students are speaking in slang then change to standard
English when a teacher walks by. Encourage students to
practise acting out their scripts so that they can perform
clearly and fluently. If students have a recording device
on their phone, you could give them the option to video
their play and upload it to your private class online space
instead of performing it live.
While students are watching others’ sketches, ask them
to take notes on:
• whether they have encountered this kind of
situation before.
• any moments in the script which used language in a fun
or interesting way.
• whether it made them consider an aspect of
code-switching which they hadn’t considered before.
Elicit some feedback on the above points after
each performance.
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INDEPENDENT
LEARNING
SB p102
Reading and writing
1 Ask students to reflect on this question individually. If
necessary, remind students that global comprehension is
about understanding the main ideas in a text, including
the attitude of the writer; and reading for detail is about
understanding specific details.
2 Point out that recognising paraphrasing in written text
will particularly help students in Reading and Use of
English Parts 3, 5, 6 and 7. Assign pairs to brainstorm
paraphrases for one of the following functions: giving
an opinion; explaining; giving a recommendation;
speculating. Then conduct class feedback, and invite
other members of the class to add any additional ideas.
Possible answers
opinion: in my view; personally; I think; I believe; as far as I’m
concerned …
explaining: that’s why; the reason is … ; the main reason is … ;
I say this because …
recommendation: I recommend; I’d suggest; You should …
speculating: could; might; may; I guess; I suppose …
3 If students find this challenging, brainstorm tips as
a class, then ask students to choose the three most
applicable tips to them to write down.
Possible answers
Remember to read texts quickly for gist first.
Use clues like headings, subheadings and pictures to help
understand the text.
Don’t panic with unknown words. Instead use strategies
such as deducing from context, looking for a root word,
thinking of any similar words in your own language.
Read more in English to practice. For example, subscribe
to blogs, read online newspapers in English, read novels or
magazines in English.
Learn speed-reading strategies or try an online speedreading programme.
4 For considering types of writing, students could use the
6 Before they set their goals, encourage students to review
the feedback provided on previous written work in this
course by you, classmates and their own self-assessments.
Students set their own goals then compare their answers
in pairs.
Possible answer
When writing proposals, I will try to use persuasive language
that is polite rather than forceful.
I could improve my ability to write proposals by re-reading
the model answers provided.
I will try and improve my writing by using a variety of
phrases instead of repetition.
extra: whole class
If students wish to have extra practice of the genre they
have identified in Ex 6, ask them to look at the relevant
model answer of the genre in the Writing file on pages
165–169. Encourage students to write their own answer in
response to the task within a 40-minute time limit. They
can do this for homework.
UNIT CHECK
SB p103
If possible, complete Practice Exs 1–3 in class because they
involve pair work, and Review Ex 1 because it features audio.
The other exs may be completed in class or set for homework.
Relevant Unit check exercises may also be set for fast
finishers during other lessons.
Practice
1 Possible answers
for want of a better word, go back on your word, have a way
with words, have the last word, in a word, put into words,
word of mouth, words fail me, wordsmith
• It often isn’t easy to put into words exactly how you feel.
• News spread so quickly through word of mouth that I
hardly needed to announce it.
• How am I? Well, in a word, busy.
• I can’t believe you actually said that to his face. Words
fail me.
2 3 Students’ own answers.
list of genres in Ex 5. Students discuss the questions in
pairs. Elicit some ideas.
5 Refer students to the Writing file on pages 165–169
to remind themselves of the skills required with the
different genres.
alternative
Divide the writing genres among the class. Pairs or small
groups review the skills required in each genre (using the
Writing file), then report back to the class.
All genres involve: understanding the task, identifying
audience, identifying and using appropriate formality,
organising a piece of writing in a logical way, using a variety
of vocabulary and structures, correct grammar and spelling,
following the conventions of the genre.
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7 Be seen, be heard
Review
1
7.10
1
2
3
4
5
almost sure – he says must have
because she would have phoned if she was at college
no, because the boy is starving
put dinner in the oven
now – he says must be
2 1 must, should
2 didn’t dare to tell, would
3 might, we’d better
4 is supposed to, couldn’t
3 1 have finished 2 have been talking 3 have been tempted
4 be waiting 5 better find out
4 1 reassured me (that) there would be a lot of new students
2
3
4
5
who wouldn’t know anyone.
warned me not to tell dad because it was a secret.
requested that they have seats next to each other.
expected them to be more excited about the event.
advised me to enter my song for a competition.
5 1 have 2 not 3 them 4 out 5 could/might 6 to
7 need/ought 8 how
6 Model answer
I was lucky enough to interview J. K. Rowling about her
writing. I asked her if she realised what a big influence she
had had, especially on getting boys to read. She explained
that she was very pleased about this, but she confessed that
it hadn’t been a priority for her when she started writing.
I expressed my surprise that she had managed to write so
much over the last few years and she pointed out that it had
been very hard work. As she says, she could have written
something much simpler but she herself got lost in Harry’s
world and wanted to write about it completely. I suggested
that she must have been very tired when she reached the
end, and she laughed. We discussed what a huge influence
writers can have on children, especially at certain ages, and
she said she knew this was a responsibility which she took
very seriously, but she hoped she had opened new worlds
for the people – adults and children – who read her books. I
also asked whether she had any new books that were about
to come out. She admitted that she did have one that was
almost written. I am so pleased I had the opportunity to talk
to her.
GRAMMAR FILE
SB p155
1 1A 2A 3B 4B
2 1 could have bought
2 may not have realised
3 would have donated
4 shouldn’t have followed
3 1 should have held a general election
2
3
4
5
6
must have been playing tennis
might/could/may have been given a lift
needn’t have had the meeting
could have had his leg broken
may/might ( just) as well have done
4 1 He promised (that) he would help me.
He promised to help me.
2 She agreed (that) she would come with me on Friday.
She agreed to come with me on Friday.
3 He insisted (that) I attend the meeting.
He insisted on my attending the meeting.
4 He hoped (that) he could get time off.
He hoped to (be able to) get time off.
5 She denied (that) she had told him.
She denied telling him.
5 1 They promised (that) they would see me the following
week. / They promised to see me the following week.
2 He complained (that) he had hurt his knee playing
football. / He complained about hurting his knee
playing football.
3 He apologised for not being able to help that/this week. /
He apologised that he wasn’t able to help that/this week.
4 He asked (if I knew) what we needed to do and I replied
(that) I didn’t know yet/at that time.
5 They mentioned (that) they might/may go to see their
grandparents that/this weekend.
6 1 has 2 me 3 would 4 in 5 but/although 6 been
7 about/with 8 what/all
Presentation tool:
Unit 7, Unit check
Workbook / Online Practice:
p77
Audioscript:
SB p182
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Lead-in SB p105
Healthy body,
healthy mind
X
8
READING
USE OF ENGLISH
topic: health campaigns
skill: differentiating between
similar opinions
task: cross-text multiple matching
open cloze
multiple-choice cloze
SPEAKING
the passive
being concise
topic: health
skill: interrupting, asking
for clarification
task: collaborative task
VOCABULARY
WRITING
expressing emotions
adjective + noun collocations
topic: health education
skill: cohesion
task: essay
GRAMMAR
LISTENING
topic: food and culture
skill: understanding paraphrases
task: sentence completion
SWITCH ON
video: frozen lands
project: cultural study
Ask students to look at the picture
on page 105. Ask students to tell
their partner whether the burger is
something they would like to eat and
why. Read the quote aloud Everything is
fine in moderation. Ask: What does this
quote mean? (if you do something in
moderation, such as drinking coffee or
eating certain foods, it is OK as long as
you do not do it too much or too often).
Put students into pairs to discuss the
questions. Elicit some ideas.
Focus students’ attention on the unit
title: Healthy body, healthy mind. Ask:
What does this title imply? (There is
a connection between physical and
mental wellness). Ask: Do you agree?
extra: whole class
Ask students to discuss the following
questions in pairs, then elicit a few
ideas for each. These discussion
questions could also be used as
alternative ways to start or finish
your class throughout this unit.
1 How important is it to have a good
balance between work and play in
our lives?
2 Do you think it’s a good idea to
find time every day to relax and do
nothing? Why/Why not?
3 Would you say that there is a link
between health and happiness?
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8 Healthy body, healthy mind
READING
SB pp106–107
To start
Ask: What do you know about depression? What different
attitudes do people hold towards mental illness?
Elicit that depression is a medical condition that makes you
very unhappy and anxious in a way that affects your life; a
feeling of sadness that makes you think there is no hope for
the future.
If possible, take this opportunity to let students know about
support services at the school and/or in your area or suggest
possible people that students could approach if they want to
talk about an issue or aren’t feeling OK, e.g. school teacher
or counsellor, telephone counselling service, friends and
family members.
1 Ask students to discuss the question. Then elicit
some ideas.
alternative
Draw a mind map in the style of a Speaking exam
collaborative task and select five of the issues in Ex 1 to
put around it. Students discuss the question in pairs as if
it is a collaborative task. Then give them one minute to
make a decision about the following question: Which issue
would you recommend for a health campaign for young
people in your area?
Possible answers
• I’m pretty sure that all of these health issues affect young
people in some way. Perhaps the most serious issue is
depression. I say this because I’ve known quite a few
people who suffer from depression and anxiety, and it can
be absolutely devastating.
• When I look around my friends, I’d say physical fitness
is right up there as one of the most important issues.
Some of us are couch potatoes and others work out to
the point of obsession.
• Skin complaints and acne tend to affect adolescents more
than adults, at least in my experience.
2 Ask students to think about campaign advertising they
may have seen in different mediums, e.g. social media,
television, posters/brochures. Elicit some ideas then ask
some follow-up questions such as: Did the campaign have
a slogan or symbol? Who was the target audience? Did the
campaign have any celebrity backing?
Possible answers
One campaign I saw relating to depression was ‘R U OK?’
day. It was encouraging people to ask others how they were
really feeling. It did actually remind me to be in touch with a
few friends I hadn’t seen for a while.
There’s a campaign about the importance of vaccination
going on at the moment. I think the government is trying
to correct some misinformation spread by anti-vaxers. I’m
already fully vaccinated so it didn’t change anything for
me personally.
extra: whole class
If you have access to the internet in class, search for and
play a clip called ‘I am whole’ with Jordan Stephens. Ask
students to discuss in pairs what they thought of the clip.
If necessary, scaffold the discussion with some questions
such as: What is your initial impression of the video? Who
do you think the video is targeting and what do you think
they are trying to achieve? How authentic (real) is the
campaign? Do you think the clip is effective?
Alternatively, post the questions and a link to the video
in your class online area and ask students to watch it for
homework, and post a short (50-word) comment about
the video, using the questions as a prompt.
Read on
3 Give students five minutes to read comments A–D to find
out anything the commenters liked/disliked about the
campaign and/or video clip.
Possible answers
A Likes: length (The short but punchy clip serves to illustrate
the main point of the campaign extremely well); circle on
palm symbol, celebrity involvement, based on true facts
B Likes: the campaign concept of removing stigma/shame of
depression, motto and symbol, campaign overall.
Dislikes: the video clip length
C Likes: the clip increases empathy in those who don’t suffer
from depression, the campaign highlights an important
issue, interesting comment thread on website.
Dislikes: Some aspects seemed under-researched.
D Likes: powerful video, use of celebrity role models,
simplicity, good medium for reaching young people.
exam task: cross-text multiple matching
In the Cambridge exam there would not be such a long
lead-in. Here included to engage students.
Read the exam tip introduction aloud before doing the
task. Remind students that scanning is when you search
a text for specific information. Ask: What strategies
could you use to scan the text for references quickly? (e.g.
identifying and underlining key words in the questions,
thinking about paraphrases/synonyms to look for, using
your finger to guide your eyes over the page quickly). Ask
students to work in pairs to answer the questions, then
elicit some responses.
1 Text A: positive (short but punchy clip, illustrates …
extremely well)
2 Text B: negative (I fear that something has been lost in
the brevity of the video … time constraints means it has to
oversimplify the issues involved … would have more impact
were the celebrities to talk a little about how they or people
they have known have been touched by the issues.)
Text C: positive (as the excellent campaign
video demonstrates)
Text D: positive (Here, however, the balance is just right. The
video isn’t wordy and it speaks directly to those who need
to understand what having such problems means, through
a medium that young people will appreciate.)
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4
Students answer the questions, then compare
their answers in pairs.
1 B B has a negative view of the video (something has
been lost in the brevity of the video), compared to the
positive views by A (short but punchy clip), B (as the
excellent campaign video demonstrates) and D (the
balance is just right.)
2 C (depression is something that affects an increasing
number of people, including children, and they need to
be supported, not punished for it – Text A)
(although I hate to mention this, some sufferers are
vilified as the excellent campaign video demonstrates
– Text C)
3 A (I was also impressed by the care the developers of
the campaign have taken to getting at the true facts –
Text A)
(Although some information highlighted in the
campaign was, to my mind, a little under-researched –
Text C)
4 C (… campaign does really well is to make those of us
who are lucky enough not to suffer from depression
realise how devastating an illness it can be – Text C)
(it speaks directly to those who need to understand
what having such problems means – Text D)
5 Students find words and phrases in the text to complete
the sentences. To support weaker students, you could
give them the words and phrases out of order or the initial
letters, if necessary. Check the answers. Check students
understand no holds barred (when there are no rules or
limits on what you are allowed to do, e.g. It seems there are
no holds barred when it comes to making a profit).
1 holds barred ​2 brevity ​3 time constraints ​4 laudable ​
5 vilify ​6 wordy
Sum up
6 Read one of the summaries in the answer key below
and ask students to guess which comment you are
summarising. Encourage students to paraphrase as they
take turns to summarise comments and guess in pairs.
Possible answers
A The commenter likes that the campaign is direct and
thinks the message is well-supported by the video clip. He/
she suggests that the clip is well-researched and would be
encouraging for people suffering from depression.
B The commenter applauds the idea behind the campaign
and hopes it shines a spotlight on depression. However, he/
she found the video too short and simplified. He/she would
have liked to have seen more personal experiences in the
clip for greater impact.
C The commenter emphasises how important it is to be
aware of the effect and symptoms of mental illness in
people we know. He/she agrees with the campaign’s
message that this is one of the most significant youth
issues today. He/she appreciated the range of views
expressed on the website, but believed the campaign could
have been improved by more robust investigation.
D The commenter is a huge fan of the campaign and video
clip. In particular, he/she liked how famous people were
involved, and the message was promoted in a very clear,
concise way. The commenter contrasted some other clips
which were much more harrowing and not as likeable.
Speak up
7 Students discuss the questions in pairs. Then elicit a
few ideas.
Possible answers
1 • Videos that make people think about a topic are pretty
effective. Celebrity endorsement and a snappy slogan can
definitely help make the clip more memorable as well. I
find I remember what I watch far more than what I read.
• I’m cautious to say it would be effective without having
any evidence. I’m behind the idea that videos effectively
bring people’s attention to an issue, but will people
actually modify their behavior after watching?
2 • I’m not convinced you can just ‘cheer up’ someone who
is suffering from depression. That said, the way you
could support them would probably be to keep in touch
regularly, be a listening ear and maybe encourage them
to get professional help.
• I’d encourage them to come out with me, maybe spend
some time in nature or do something we both enjoy.
I’m not pretending that it would turn off the depression
like a switch, but it would be more beneficial than them
sitting alone at home.
• I’ve suffered from depression in the past and one of my
friends made a point of texting me every single day.
I still felt isolated to be honest, but a little less so. If I
know someone is feeling down, I try to keep in touch like
my friend did for me.
Fun footer
Ask students to read the footer. Ask: How have attitudes
towards tobacco changed over the last century? What
measures can governments take to reduce smoking?
Elicit students’ ideas and write them on the board. Ask
students to discuss the effectiveness of each measure in
pairs. Ask: If you were a politician, how would you tighten or
relax tobacco laws? Why?0
background
King James I (1566–1625) was already king of Scotland
when he was crowned the king of England in 1603. In some
circles, he was nicknamed the ‘wisest fool in Christendom’.
To finish
Put students into small groups. Ask students to choose a
health issue that concerns young people today (refer them
to the list in Ex 1). Students plan a campaign to offer help.
Depending on time, ask them to consider some or all of the
following: the key message, a slogan and symbol, the medium
for the campaign (e.g., social media, TV, billboards, etc.) and
who would be in it.
Ask groups to share their ideas with the class and vote on
which campaign might be the most effective and why.
In preparation for the Grammar lesson, ask students to read
the explore grammar box on page 108 and the Grammar
file section on the passive on page 156. Ask them also to
complete Ex 1 on page 157. Students can also go through the
PowerPoint Grammar Presentation.
Presentation tool:
Unit 8, Reading
Workbook / Online Practice:
p87
Photocopiable activity:
8A
Extra Practice App
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8 Healthy body, healthy mind
GRAMMAR
4 You are going to be given a medal for your bravery.
(unimportant agent)
5 It has been discovered that this drug has dangerous side
effects./This drug has been discovered to have dangerous
side effects. (It is obvious who the agent is.)
6 The most interesting lecture was given by an American
lawyer. (The agent is put at the end of sentence
for impact.)
SB p108
To start
Write the following two sentences on the board:
1 Some information was a little under-researched.
2 The comments thread showed a whole range of attitudes
towards mental health issues.
Elicit which sentence is active and which is passive. Students
work in pairs. Ask them to discuss: How do we construct a
passive form? When do we usually use the passive instead
of the active? Give an example of a present, future and past
passive form in a context sentence.
Sentence 1 is passive.
Sentence 2 is active.
To construct a passive form, we use the correct form of be and
the past participle.
We use the passive to change the emphasis of the sentence.
Possible examples:
Cigarette advertising is banned in some countries.
Mental health campaigns have been praised for raising
awareness of the help available.
A presentation on healthy eating will be held tomorrow.
explore grammar
SB p156
1 If you didn’t follow the flipped classroom approach
suggested at the end of the previous lesson, go
through the PowerPoint Grammar Presentation or the
explore grammar box with the class now. Students
then match the uses with examples 1–4, if necessary
referring to the Grammar file section on the passive
on page 156 to help them. Ask students to compare
their answers in pairs.
A 1, 3 B 2 C 4
watch out for
Intransitive verbs cannot be used in the passive. An
intransitive verb has a subject but no object, and is
marked [I] in many dictionaries, e.g. arrive, occur, go.
2 Read through the task. Say: Start by identifying the object
in the sentence. That will be your new starting point.
Students rewrite the sentences. Conduct class feedback.
extra: mixed ability
If you have a weaker class, go through the sentences as
a class identifying the object as a starting point, e.g. the
town; items from the robbery; you; this drug; the most
interesting lecture.
(In all the sentences, the passive form is more appropriate –
see the reasons in brackets below.)
1 In recent years, the town has been affected by increasing
amounts of traffic. (The agent is complicated to
express simply.)
2 Items from the robbery were found on a ferry to France.
(unimportant agent)
3 You were reported for being late to work five times last
week. (This sounds more diplomatic when expressed in
the passive.)
3 Point out the picture of a wilderness area at the bottom
of the page. Ask: Where do you think this is? (Scotland).
Elicit the meaning of wilderness (a large area of land
which has never been developed or farmed). Ask students
to speculate on what the Wilderness Project might involve
in pairs.
Possible answer
It might involve giving young people some sort of outdoor
experience in the wilderness. Maybe it would involve learning
some survival skills and getting away from mobile devices, or
working as a team. It could be aimed at young people who
live in cities or don’t normally have access to nature.
4
8.1 Play the recording for students to find out what
the Wilderness Project is and complete the text. For
weaker classes, play the recording twice if necessary. Go
through the answers as a class to ensure students have
the same answers to use for Ex 5.
1 received 2 determined 3 identified 4 develop
5 found 6 improve 7 give 8 review
5 Students rewrite the text using passive forms. If time is
short, ask half the class to rewrite the first half, and the
other class to rewrite the second half (from However …).
Possible answer
Statistics have recently been received relating to young
people who have been on programmes such as the
Wilderness Project and it has been determined that a very
high percentage of them profited significantly from their
experiences. We are in the process of setting up more such
programmes to accommodate the increasing numbers of
young people who have been identified as being in need of
experiences like this. However, with more funding from the
government, even more programmes could be developed. It
has been found that a person’s self-esteem and confidence
can be significantly improved by being close to nature and
learning various skills and crafts in a natural setting. It is very
important that young people are given these opportunities.
The current programme will be reviewed at a later date.
extra: whole class
Students work in small groups. Give them the following
scenario: Imagine that you are running a health
programme with limited funds. You can fund either a
wide-scale social-media campaign about depression
and anxiety, or fund 200 young people to attend the
Wilderness Project. It is believed that both projects would
have significant benefits, but you can only fund one. Give
students five minutes to discuss their decision, then
report back to the class with a reason.
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Speak up
6 Tell students about something you have been put off
doing, e.g. At one stage, I was quite keen on the idea of
bungee jumping. But then I heard some rumours that it
could damage your eyesight and I have been completely
put off doing it. Students discuss the items in pairs.
Circulate, listening for correct use of passive forms using
the correct form of be + past participle.
Possible answers
1 I once got sick from some undercooked seafood, and am
sorry to say that I have been completely put off ordering it
ever again.
2 I have been reminded countless times about not biting my
fingernails, but it’s a habit that is so hard to break!
3 I was told off for eating on public transport. I knew the
rules, but I was starving.
4 I was overcharged at the cinema once, I’d forgotten my ID
and they didn’t believe I was under 16 at the time, so I had
to pay for an adult ticket.
5 I have been criticised for speaking my mind, but, I really
believe it’s better to be upfront with people.
6 I have been praised for helping my brother with his
homework. My parents really appreciate it.
7 I’ve been delighted by that new café opening on the
corner. I’ve wanted somewhere local to get coffee for a
very long time.
8 I have been angered by people thinking depression is
something you can snap out of. It’s far more complex
than that.
To finish
Students work in pairs. Write the list of prompts below on the
board, or post them to your class online space. Give students
the following scenario: Imagine that recent research has
been done into how our lifestyle affects our health. Ask them
to write sentences with their own ideas using the prompts
if necessary. Give them about five minutes to do this. Elicit
some ideas
After a lot of research …
1
2
3
4
5
6
it can be concluded that …
it has been found that …
it is suggested that …
it has been decided that …
it has been discovered that …
It is thought that …
Presentation tool:
Unit 8, Grammar
Workbook / Online Practice:
p83
Grammar reference and practice:
SB p156
Photocopiable activity:
8B
Audioscript:
SB p182
VOCABULARY
SB p109
expressing emotions
To start
Ask students to work in pairs to think of as many words and
phrases as they can to describe emotion and mood, e.g. cry,
laugh, shout, anger. Elicit ideas. Ask: Is it better to wear your
heart on your sleeve or bottle up your emotions? How do
family and cultural background influence people’s views on
showing emotions?
1 Ask students to discuss the questions in pairs. Then elicit
some responses.
Possible answers
1 • My sister has always been a very emotional person and
isn’t afraid to show it. She’ll yell if she’s angry and burst
into tears at the smallest thing. On the other hand, if
she’s happy, she can light up the room.
• I have a friend who wears his heart on his sleeve. You
always know what kind of mood he’s in because he’ll be
laughing his head off or ranting about something.
2 • In my view, it is wise to keep your emotions bottled
up in the workplace up to a point. You don’t have to
hide everything, but it undermines your professional
capability if you show every mood swing.
• It basically comes down to how well you know the
people in any given situation. If you don’t know the
people well, I’d suggest being a bit more subtle with
your emotions.
2
8.2 Play the recording. Elicit what the speakers say
about crying, anger and laughter.
crying: improves our mood, physically good for us
anger: exercise, running and yelling get rid of frustration
laughing: good for healing, medicine
3 Students work in pairs to complete the activity. Point
out that all the words are verbs, except for the group
in 3, which are all nouns. Emphasise that the words in
each group have similar meanings, but are not exactly
the same. For example, giggle means to laugh quickly,
quietly, and in a high voice, because something is funny
or because you are nervous or embarrassed; chuckle
means to laugh quietly; snigger means to laugh quietly
at something which is not supposed to be funny; smirk
means to smile in an unpleasant way.
1 yell ​2 sob ​3 rant ​4 giggle
extra: fast finishers
Encourage students to use a thesaurus or dictionary to
add another word or phrase to each list.
Possible answers include: 1 yelp, squeal, wail; 2 sniffle,
burst into tears; 3 resentment, irritation; 4 burst out
laughing, grin.
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8 Healthy body, healthy mind
Speak up
VOCABULARY (Continued)
7 Encourage students to think about this question in
extra
This activity could be done with the whole class or fast
finishers, in pairs or individually. Give students all or
some of the following prompts. Students complete each
sentence in their own words.
1
2
3
4
5
6
7
8
The girl screamed when …
The dog howled when …
We shrieked when …
I wept when …
The baby wailed when …
Jacky’s friends sniggered when …
I saw the boy smirk when ..
I heard my dad chuckle when …
4 Students work in pairs to choose the correct word to
complete the sentences then discuss the differences in
meaning in pairs. Conduct class feedback.
1
2
3
4
A empathise
A moan
A gloomy
A consideration
B sympathise
B groaned
B grumpy
B compassion
explore language
Ask students to read the explore language box. Ask: What
strategies could you use to remember differences in meaning
and use? (e.g. writing down explicitly the difference, using
colour coding such as highlighting informal words pink,
writing personalised examples that show meaning).
5 Students match the sentence halves, using context to
guess what the words in bold mean. Then ask students to
think of another situation for each expression.
1 E grin and bear it = to accept an unpleasant or difficult
situation without complaining, usually because you
realise there is nothing you can do to make it better
2 A lose it = to become very angry and upset, or, to become
crazy or confused
let rip = (informal) to speak or behave violently
or emotionally
3 C have a long face = a sad or disappointed expression on
someone’s face
4 D shaken up = be upset, shocked, or frightened by
something that has happened to you
5 F be in fits = to laugh uncontrollably
6 B shoot your mouth off = talk about something that you
should not talk about or that you know nothing about
get a few things off my chest = to tell someone about
something that has been worrying or annoying you for
a long time, so that you feel better afterwards
6 Ask: Why might smiling be bad for you? Elicit some
predictions. Ask students to read the article quickly
to check their ideas, then complete the article. Elicit
the answers.
1 grumpy 2 moan 3 grin 4 lose it 5 yell/rant
6 shaken up 7 blub/sob 8 sympathise
relation to part-time jobs they may have, or jobs they may
wish to do in the future. Students discuss the question in
pairs. Elicit a few ideas.
Possible answer
• In my view, it’s fair enough that employers require workers
to manage their emotions. Imagine if you went into
a shop or a restaurant or the hospital, and the people
working there were sobbing or ranting, it would be awful
as a customer.
• I don’t think it’s healthy myself. When people are forced
to bottle up their emotions at work, it’s more likely to
lead to an explosive outburst or feelings of isolation
and loneliness.
• There’s a balance to strike between allowing extreme
emotions to show and wearing a mask. It’s helpful for
workers to be provided with safe spaces where they can
get things off their chests.
Fun footer
Ask students to read the footer. If necessary, clarify that
‘Yeah, right’ is often used to show sarcastic disbelief. Point
out that the sarcasm may be humorous, e.g. A: Leave the
chocolates here with me, I’ll keep them safe for you. B: Yeah,
right. (Both speakers use sarcasm for humour.)
Sarcasm can also be used to show annoyance (in an impolite
way), for example: A: You’re the first customer to complain
about the experience, no one else has had a problem with it.
B: Yeah, right. (B uses sarcasm to show annoyance and disbelief.)
Discuss as a class the importance of choosing appropriate
situations to use sarcasm, and the cues they could use to
make it clear that they are being sarcastic, such as using a
lower tone, extending the vowels in a word, giving a chuckle,
a snigger or a groan.
To finish
Students work in pairs. Ask them to take turns to choose
a word or phrase from the page and without saying the
item, give a definition or an example situation so that their
partner can guess, e.g. I’m sorry to hear that you missed out
on the scholarship. I know how much work you put into the
application. (sympathise).
extra
Refer the whole class or fast finishers to the list of sports
and games idioms in the Extend Vocabulary section on
page 160. Allocate different idioms to individuals or pairs.
Give them five minutes to research the meaning of the
idiom and teach it to the rest of the class by explaining
the meaning with an example or creating a picture that
will help them remember it.
Presentation tool:
Unit 8, Vocabulary
Workbook / Online Practice:
p81
Extend vocabulary:
SB p160
Photocopiable activity:
8C
Audioscript:
SB p182
Extra Practice App
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LISTENING
SB p110
To start
exam task: sentence completion
5
8.4 Play the recording for students to complete
the sentences in Ex 3. Go through the answers as
a class.
Ask students to note down the following:
1
2
3
4
an appealing food smell
an unappealing food smell
how spicy they like their food
food textures they like or dislike
1 significance (Eating is never a just a biological activity.
For me, whether it is simply or elaborately prepared,
food always carries with it some significance.)
2 characteristics (I’ve cooked in many other countries,
and in doing so, what I’ve observed is that what
different communities choose to eat and how they
eat … is actually very closely connected to the unique
characteristics we have)
3 past experiences (In other words, what you choose
to cook and eat is an accumulation of all these
past experiences.)
4 group identity (And then, looking at how we eat
as a group, consider how every single community
and religion uses food as part of their celebrations.
… I would say that this helps make our group
identity stronger.)
5 tastes (Think about all the Chinese cooks who
emigrated. … it was inevitable in those circumstances
that the dishes they served had to be adjusted to
accommodate tastes in their new culture.)
6 traditional skills (It’s a shame that those traditional
skills are dying out)
7 bringing people together (All this swapping of tips and
information is a great way of bringing people together.)
8 extension (we even make a thing of waiting in line for
a table at a restaurant … we turn it into a social event
and, if you are with friends, it’s an extension of eating
with them.)
Put students into small groups to compare their answers.
Power up
1 Read the saying aloud: You are what you eat. Ask: What
does this mean? Students discuss in pairs to what extent
they agree with the quote.
It is used to say that you will be healthy if the food you eat is
healthy and vice versa.
2 Students read the text and discuss how far each factor
has influenced them.
Possible answers
• I’m not sure about the pregnancy one. I say this because
my mum craved cheese when she was pregnant and I’m
allergic to dairy products!
• I’m sure growing up in a family where spicy food was the
norm has developed my taste for that kind of thing.
Listen up
3 Give students time to skim the sentences summarising
Mina’s talk. Ask: What is the talk going to be about?
The idea of food choices being affected by culture.
4
8.3 Play the recording. Emphasise that students
should listen for gist and the cultures Mina refers to
without worrying about the gaps yet.
Korean, American and Chinese
exam tip
Read through the exam tip as a class after students have
attempted Ex 5 and you are going through the answers.
In the first part of the recording, Mina mentions that age, gender,
status and work affect our tastes. However, she is talking about
collective tastes at that point rather than personal tastes (…
what I’ve observed is that what different communities choose to
eat and how they eat – and even how certain dishes are prepared
– is actually very closely connected to the unique characteristics
we have such as age or gender, our status in society or even
sometimes the kind of work we do.)
6 Students discuss the meaning of the highlighted words
and phrases, comparing the meaning to the literal
meaning in brackets. Go through the answers with the
class to check students have the correct understanding.
1
2
3
4
5
6
is accompanied by
show where you come from
to be adequate or successful economically
an emotional connection or link
to feel emotionally or intellectually part of a group
to be something that is an essential quality
extra: whole class
Ask students to tell a partner about:
• a food/dish that carries some significance for them.
• how close their ties are to their extended family.
• a defining characteristic of their family culture.
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8 Healthy body, healthy mind
USE OF ENGLISH 1
LISTENING (Continued)
Speak up
7 Students discuss the questions in pairs. Elicit a few ideas
for each one.
Possible answers
1 When I think of comfort food, I think of my grandmother’s
apple pie. We always have it at family gatherings and it
takes me back to my childhood.
2 I suppose when you eat at a restaurant, it’s quite common
for people to order lots of different dishes, whereas at
home, everyone would be having the same thing. Another
difference might be that home-cooked food is generally
healthier, although of course it depends on the home and
restaurant you’re talking about! At a restaurant, we would
also be served at the table, but at my place we’re expected
to serve ourselves – and do the dishes afterwards, too!
3 Here in Argentina, I would say that the barbecue is the
most representative because it is something that people
all over the country enjoy, and we have a reputation for
doing it well. It’s served with chimichurri, a sauce made of
herbs. I’d also say dulce de leche, which is a rich caramel
spread. Each region has its own specialities, for instance,
locro stew, made of corn, beans and potato, in the north
west. I think regional variations in food are partly based
on what produce grows well in the area, as well as the
influence of indigenous people, and groups of immigrants
settling in certain areas.
To start
Ask students to discuss in pairs: Do you have a sweet tooth?
Are you a fussy eater? Do you prefer home cooking or
eating out?
1 Ask students to read the sentences, and elicit how
sentence 2 expresses the same ideas more concisely.
The information has been condensed into noun phrases.
explore language
2 Remind students of point C in the explore language box:
that most compound adjectives (but not -ly adverbs) have
a hyphen before a noun. Students complete the exercise,
then compare in pairs.
1 (long-lasting), 3 (long-standing) and 5 (two-day-old) need
hyphens. We don’t use a hyphen with -ly adverbs.
3 Students work in pairs to make questions 1–6
more concise.
1 Would you rather eat in a five-star restaurant or a familyrun café?
2 What do you consider a well-balanced diet consists of?
3 Why do you think convenience food is so
popular nowadays?
4 Would you rather eat home-grown or frozen vegetables?
5 Would you rather do regular exercise or eat a healthy diet?
6 Would you rather eat local or international dishes?
Ask students to read the footer. Say: This sounds like a great
excuse to eat chocolate, but how could you find out whether
the study was reliable? Is a study robust scientific evidence?
What would you look for in deciding whether a study was
robust? Elicit questions such as: Was it peer reviewed?
Where was it published? How big was the sample size?
Who commissioned the study?
To finish
Ask students to discuss the following questions in pairs or
small groups.
extra
This activity is suitable for fast finishers or the whole
class. Students work in pairs to take it turns to ask and
answer the questions in Ex 3, giving reasons why.
4 Give students one minute to skim the article to find out
what the writer is suggesting.
You can eat food to make you more intelligent.
1 How far do you agree that food is part of our
cultural identity?
2 Do you think food will become more similar across cultures
in the future?
3 Why do you think some food, e.g. pizza, has travelled well
across cultures?
In preparation for the Use of English lesson, encourage
students to read the Grammar file section about being
concise on page 156. Students could also complete Ex 4 on
page 157.
Presentation tool:
Unit 8, Listening
Workbook / Online Practice:
p82
Audioscript:
SB p182
Extra Practice App
SB p156
Ask students to read the explore language box, referring
students to the Grammar file on page 156 for more
information if they have not already read it. Ask students to
complete Ex 4 on page 157.
Fun footer
If students have access to the internet in class, see if they can
find any information to back up the claim that chocolate can
improve maths, and weigh up the source against the criteria
they came up with.
SB p111
exam task: open cloze
5
Give students five minutes to complete each gap
with one word only. Go through the exam tip (below)
before checking as a class.
1 on (a fixed phrase with a dependent preposition – have
an effect on)
2 make (a collocation with smarter)
3 were (a previous past reference, using the passive)
4 This/It (backward referencing)
5 try (a verb meaning ‘experiment’ before an -ing form)
6 as (while is not correct here – we don’t say while
you age)
7 every (= all of the organs)
8 so (part of so that – talking about a consequence)
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exam tip
Read the exam tip introduction with the class, then ask them
to answer the question in pairs. Elicit the answer. As you go
through the other answers, elicit the reason for each.
A2 B4
1 noun + preposition collocation
2 verb + adjective collocation
3 past passive
4 backward referencing
5 verb before -ing form
6 time linker
7 determiner
8 consequential linker
USE OF ENGLISH 2
To start
Ask students to discuss in pairs: Do you like to exercise? What
forms of exercise suit you best? What are the benefits of
regular exercise? Elicit some ideas.
1 Ask students to discuss the question in pairs. Elicit
some ideas.
Possible answer
Studies have shown that exercise can improve mood and help
with depression. However, people often neglect to do exercise.
2
extra: fast finishers
(long-lasting effect, the most powerful organ, tiny but
powerful blueberry, learning capacity, motor skills,
short-term memory, big exam, terrific sources, cognitive
decline, monounsaturated fat, healthy blood flow, whole
grains, brain cells).
Fun footer
Ask students to read the footer. If necessary, clarify that
working memory means the part of a person’s memory which
stores information about the thing being worked on.
Ask for some predictions: Why do you think it might affect
working memory? Give students five minutes to research online
how climbing trees makes you smarter. Students should write
sentences using passive tenses to describe what they find.
The fun footer fact was discovered by researchers at the
University of North Florida. It was found that two hours of
tree-climbing or walking on a balance beam improved study
participants’ working memories by around 50%. It is believed
that memory improves from the combination of using the brain
and the body in an unpredictable environment.
Ask students to discuss the following questions in pairs: Does
climbing trees to improve memory appeal to you? What other
activities might also improve working memory? Elicit other
activities which use brain power and body awareness in an
unpredictable setting, for example, rock climbing, parkour or
obstacle course racing.
8.5 Play the recording. Ask: What are the people like?
Do you know anyone like them?
Possible answer
I know someone like the speakers – me! I’m not a big
exercise fan and I find it really hard to stick to a routine. As
for someone like Jake, a fitness fanatic, well my sister’s like
that. She can’t get enough of the gym and is very discerning
about food. ‘Fuel for the body’, she calls it.
Students look at the text in Ex 4 again and underline the
modified nouns in the text
3
8.6 Play the recording for students to complete the
collocations. Then ask students to explain the meanings
in pairs. Elicit some ideas.
1 sore (A sore point is something that is likely to make
someone upset or angry when you talk about it.)
2 strict (A strict diet is one in which you eat a very limited
amount or range of food.)
3 strong (A strong aversion is an extremely strong dislike
of something.)
4 tough (If something is tough going, it means the
conditions are difficult.)
explore language
Go through the explore language box with the class.
4 These are examples of weak collocations. The adjectives
collocate with a lot of different nouns. Put students into
groups of three or four to discuss. Elicit the answers.
1 concentration ​2 visit ​3 sound ​4 ambition ​5 matter ​
6 frown
5 Students complete the sentences, then compare answers
in pairs.
To finish
Students work in groups of three. Say: You have been asked
to teach the younger students in your school about a smarter
diet. Decide what information you need to give the students,
for example, which foods you will suggest, and give reasons
why. Give students about ten minutes’ preparation time,
before they present their ideas to the rest of the class.
Presentation tool:
Unit 8, Use of English 1
Workbook / Online Practice:
p83
Grammar reference and practice:
SB p156
Extra Practice App
SB p112
1 solid gold ​2 close call ​3 strict laws ​4 casual remark ​
5 tough call ​6 heavy fine
exam tip
Ask students to read through the exam tip. Tell students that
they will not be penalised for incorrect answers, so should
be sure to answer every question. Point out that even if they
aren’t sure, it is better to first eliminate the answers they
think aren’t right and guess from the remaining ones than
take a completely random guess. Remind students to think
about word class, collocation, and all the surrounding words.
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8 Healthy body, healthy mind
SPEAKING
USE OF ENGLISH 2 (Continued)
exam task: multiple-choice cloze
There are more adjective noun collocations tested here
than in the Cambridge exam as it is the focus of the
lesson.
6
Set a time limit of eight minutes for students to
complete the blog. Challenge stronger students to not
refer to any notes (and mask the rest of the page with
a piece of paper).
1
2
3
4
5
D (other options do not collocate with start)
B (profit = benefit)
C (other options do not collocate with high)
A (part of the fixed phrase do the trick)
D (correct collocation with solid, also evidence has the
most appropriate meaning)
6 D (other options do not collocate with effects)
7 B (other options do not collocate with reliance)
8 C (other options do not collocate with control)
To start
If possible, before class, find a current news article related to
health and wellness on a topic which is appropriate and likely
to be of interest to your students. Note the headline.
In class, share the headline and ask students to speculate
in pairs what the article might be about. Elicit some ideas.
Give students the link or post it to your class online area for
students to read for homework.
Power up
1 Focus students on the first headline. Ask: What do you
think this news story is about? Elicit a few ideas. Students
speculate about the remaining headlines in pairs using
some of the phrases from the ‘To start’ activity. Elicit
some ideas.
Possible answers
1 This article might raise the point that antibiotics are being
overused. It will probably also discuss how we need to
invest more money in the research for new drugs.
2 This article could raise the point that people in many
professions believe they are overworked and underpaid. Or
it might point out that later in their careers, doctors often
end up earning decent salaries.
3 I wonder if this article raises the point that too many
health campaigns may dilute the effectiveness of each one
because people get tired of them. I’d guess it might point
out that although smoking rates have reduced, tobacco
continues to harm people’s health.
4 I would expect this to raise the point that until now, foodlabelling controls in this country have been a lot more
relaxed than in other countries. It may also discuss how
food labelling can help consumers make more informed
choices about their diet.
Speak up
7 Students discuss the questions in pairs. Ask a few
students to report what their partner said.
1 I don’t like the idea of supplements myself. Trying to
replace a balanced diet of fresh produce with processed
pills? It doesn’t seem like common sense, and there isn’t
any evidence to back up their effectiveness anyway.
Occasionally taking some vitamins or a protein shake won’t
hurt, but I just don’t think there is enough evidence to
warrant spending money on them regularly.
2 If an athlete fails a banned substance test, I think they
should face a ban from the sport for at least a few years.
The rules are there to make things fairer for everyone and
also to protect the health of the athletes. Some banned
substances can be quite harmful to the long-term health of
athletes, I think. Yet, it seems too harsh to ban them forever.
Many who have used banned substances face a huge social
stigma, lose their sponsorships and so on, so let’s not punish
them for life. Everyone makes mistakes, after all.
Fun footer
To finish
Ask students: Which of the adjective–noun collocations were
the most useful or interesting to learn today and why? Did
any collocations surprise you because they were different to
other languages you know?
Presentation tool:
Unit 8, Use of English 2
Workbook / Online Practice:
p84
Extend vocabulary:
SB p160
Audioscript:
SB p182
Extra Practice App
2 Students match the comments with the headlines. Elicit
the answers.
1B 2C 3A 4D
Speak up
3
Ask students to read the footer and discuss how they think
the other 20% leaves our bodies. (The other 20% of fat is lost
through water.) Ask students to think of any adjectives they
know which collocate with the noun breath (deep, shallow, bad).
SB p113
8.7 After students have read the speaking task, ask:
In a collaborative task, what sort of interaction is good?
Elicit that there should be a roughly equal amount of
speaking between each candidate, and candidates should
be encouraging their partner to share opinions, and
then responding to what he or she has to say. Play the
recording for students to see how well the students do
this. Elicit some responses.
The interaction is not good because the boy dominates the
discussion too much.
exam tip
Ask students to read the tip about turn-taking. Say:
Conversation is like playing tennis, you hit the ball to your
partner and your partner hits it back. If your partner doesn’t
hit the ball, you take a new ball and hit to them again.
Refer students to the Speaking file on page 163 for more
information on the collaborative task.
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4
8.8 Play the recording for students to hear what
phrases the girl uses for 1 and 2. Elicit the answers.
1 I’m sorry, what do you mean by ‘overuse?’
2 Could I just come in here?
useful language: interrupting politely;
asking for clarification
Ask students to read through the useful language box and
tick the phrases they have used before. Encourage them
to try out any new phrases in the discussion in Ex 5.
exam task: collaborative task
SB p163
In the Cambridge exam candidates are not asked to limit
their discussion to two of the points. They are here to
practise the functions focused on in the lesson.
5
Go through the rubric with the class. Circulate,
listening to the interruptions and clarifications. If
necessary, remind students of the importance of
gentle tone of voice to convey politeness.
Possible answer
A: In my view, it is high time that more money was
spent on improving health care facilities, for example,
refurbishing hospitals and updating equipment. This
has been done in some of the big cities, but smaller
hospitals in rural areas are often quite run-down and …
B: That’s a really good point, but I’d just like to add that
I would say that updating equipment is likely more
beneficial than making cosmetic changes …
A: I’m sorry, I’m not quite sure what you mean by
‘cosmetic’ changes.
B: Oh, what I mean is changes to the appearance of the
hospital, like painting walls and or adding artwork,
things like that.
A: Thanks. Actually, I think it’s vital to spend money
on both the appearance and the actual facilities. If
patients are in a pleasant environment, I’m convinced
it aids their recovery.
B: I suggest that another area which is vital to spend
money on is developing new drugs to fight diseases
that have such horrible consequences for many people.
What they need to do is give research scientists more
funding. With the right funding, I’m sure …
A: Excuse me, can I just say that it isn’t quite as simple as
that. Even if new drugs are developed, they’re likely to
be so expensive that they only benefit the few people
who can afford them.
B: Could you rephrase that please?
A: Sure. What I’m getting at is that it’s crucial that the
new drugs developed are affordable. Otherwise, it
isn’t worth the investment.
6 Remind students that after the collaborative task, they
will have one minute to discuss a decision question. Set
a time limit of one minute for students to discuss which
measure in Ex 3 is likely to have the most impact.
Possible answer
A: Mm, let’s see. I would say either health awareness
campaigns or controlling food labelling. I say this because
these are preventative measures to stop people getting
sick. They also target a very wide audience. What do
you think?
B: Well, all these measures would be beneficial, wouldn’t
they? That said, if we’re looking at the one that would
make the biggest difference, I’d lean towards developing
new medicines – cancer treatment, for instance. It could
be the difference between life and death for some people.
A: I’m inclined to agree with you. Although new drugs
wouldn’t reach as many people as, say, a health campaign,
it really still should be a priority.
Speaking extra
7 Remind students of the useful language box on page
163. Students discuss the questions in pairs. Ask a few
students to report something interesting their partner
said using one of the reporting verbs from page 97.
Possible answers
1 • Governments have a role in looking after their people’s
health. When people have access to good, affordable or
free health care, the nation as a whole is better off.
• People should take more individual responsibility
for their own health. It seems very unfair that other
taxpayers have to subsidise health care for people that
don’t take good care of themselves.
2 • I’m intrigued by the possibility of testing for diseases
you are genetically prone to, and then taking preemptive treatment. It would be so much better than
only treating a condition after you get it.
• Maybe scientists will be able to recommend food or
exercise that will benefit people with certain types of
genetic make-up.
• I wonder if people will become more empathetic
towards people with diseases if it’s found that they
are caused by genetics rather than a consequence of
personal decisions?
3 • Our generation is more conscious about healthy eating
because there is so much information available on the
internet. That said, ironically, I think we are less healthy,
probably because of our sedentary lifestyles with so
much technology.
• Unfortunately, I think we’ve become less health
conscious. My parents’ generation was all about
growing your own fresh produce, and today we all seem
to reach for processed food out of convenience.
alternative
Ask students to do the collaborative exam task in Ex 3 as a
complete task. Time them for two minutes. Alternatively,
if practical, ask students to meet outside the class to
practise the full task. Invite them to film themselves
doing the full task and share it with you through
your class online space so that you can provide some
individualised feedback.
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8 Healthy body, healthy mind
WRITING
SPEAKING (Continued)
extra: whole class
Ask students to swap partners, and discuss the following
questions. Elicit a few responses.
1 To what extent do air, water and sea pollution affect
our health?
2 Do you think that all major diseases will be eradicated in
the future?
3 Some people say that we are overly obsessive about
diet today and we should think about ‘everything in
moderation’. What do you think?
game on
With the class, brainstorm some controversial current
issues on the board that students could use for the
discussion, e.g. vaccination, food labelling, plastic bags,
the gender pay gap, increasing taxes, paying teachers
more, etc.
Student take turns to make a statement about one of the
topics that isn’t their true opinion, e.g. Plastic bags are so
convenient, I think a ban is absolutely ridiculous.
Student B argues the other point of view, and asks
questions such as Why do you think that? Do you have any
evidence to back up your opinion?
To finish
Students work in pairs. Student A turns to a random page
in the Student’s Book and reads something very fast aloud.
Student B must interrupt politely and ask for clarification.
For example:
A (reading fast): I recently carried out an anonymous survey
to find out the number of people at the leisure centre who
currently take protein supplements …
B: Sorry to interrupt, but I’m not sure I understand what
you mean.
A: I was just re-reading the blog on page 112
about supplements.
Students take turns to read and interrupt politely, using a
different way to interrupt each time.
SB pp114–115
To start
Ask students to reflect on what they have learned about
essays so far in this course, including the feedback they
have received. Students work in pairs to think of advice for
themselves and their classmates for writing a good essay.
Elicit some ideas. Ask students to reflect on which advice
they consistently take and which they will concentrate on
improving this time.
Possible answer
Read the task carefully, include the correct number of points,
use formal or semi-formal style, have a clear introduction, divide
your work into paragraphs, use topic sentences to introduce
each paragraph, support your points with reasons and examples,
use a range of language and structures, avoid repetition of the
‘discussion’ and yourself by using paraphrasing and synonyms,
use linking expressions to connect ideas, finish with a conclusion
which summarises your view.
Power up
1 Brainstorm with the class some different ways that young
people could be taught about health issues. Put students
into pairs to discuss which of the ways they think are
most effective/persuasive. Elicit some ideas.
Possible answers
being given information in a short video, being given
information at school, workshops, magazines, conversations
with their parents, healthy cooking classes, online
newsletter, watching or being in a play, a MOOC (massive
open online course)
Plan on
2 Point out that when reading the task, it may be helpful
to read the instructions above and below the notes
boxes first, as these contain the main instructions. Give
students one minute to read the task, encouraging them
to underline/highlight key words and points. Elicit the
purpose and audience.
The essay is about persuading young people to take better
care of their health. Your tutor will read it.
Presentation tool:
Unit 8, Speaking
Workbook / Online Practice:
p85
Speaking file:
SB p163
the answers.
Audioscript:
SB p182
1 I wholeheartedly agree with the writer’s argument as
teenagers aren’t taught about health in school, so we
need to find a way to get the message through. What I
particularly like was their suggestion to use social media
as a way of communicating the information to them –
great idea!
2 The writer uses lots of reasons and examples.
3 Yes. The writer thinks videos are the best way.
3 Students read the task to answer the questions. Elicit
exam tip
Go through the exam tip box with students.
It overtly refers back to the issue of health education mentioned
in the introduction.
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useful language: introductory phrases
Focus students’ attention on the useful language box,
which contains introductory phrases including many
passive structures that were covered on page 108.
Elicit the meaning of it’s high time which is used to say
strongly that you think something should happen soon or
should already have happened.
4 Students work in pairs to write their own introduction
for the task in Ex 2 using one of the phrases. Combine
pairs to form groups of four for students to share
their introductions.
Possible answer
There is no doubt that people growing up today live in a
high-pressure society. That is why it is high time that more
effort and resources were put into improving the health of
the young. In this essay, consideration will be given to two
possible alternatives to encourage young people to look
after their own health: social media and short educational
video clips.
5 Remind students that it is best to paraphrase ideas
from the task notes to avoid repetition. Students
discuss possible paraphrases for each idea in pairs. Elicit
possible answers.
Possible answers
1 ways in which young people can be persuaded/how to
influence young people
2 to look after themselves more
3 to put details on the web/to post details online
4 to organise workshops/courses that train people in …
5 designing/developing/making videos
6 Remind students that hedging language is important
to sound persuasive and plausible. If they are too
emphatic or overstate, it could come across as impolite or
unconvincing. (See the exam tip on hedging on page 31.)
Ask students to find at least five examples of modified
language in the essay and to work in pairs to think of
possible alternatives.
Possible answers
It is therefore worth considering how (For this reason, it
would be worthwhile to consider how …)
In order to do this, consideration should be given to …
(To achieve this, we might think about …)
There are two options that I think could be effective …
(Two alternatives worth weighing up are …)
… then it would probably be shared … (then it would likely
be shared …)
this is likely to be a very effective way … (this may well be an
effective way …)
What would be best is … (What would be ideal …)
and I would suggest that … (I am of the view/opinion
that …)
Something short and fun could have … (Something short
and fun is likely to …)
7 Focus on the first sentence as an example. Elicit the words
that could be too emphatic and possible alternatives.
Point out that hedging one or two of these sentences is
likely to be sufficient to sound polite and hedging all of
them is likely to be overdoing it.
1 Obviously, people will read anything we put on
social media.
(Generally/It is likely that people will read most things we
put on social media.)
2 We know for sure that young people will always listen to
others, such as their sports coaches.
(It could be that young people will usually/mostly listen to
others, such as their sports coaches.)
3 Putting the information in a video is certainly the best
way to approach this problem.
(Putting the information in a video is probably an effective
way to approach this problem.)
4 There is no doubt that using social media is the most
sensible way to tackle this.
(I would suggest that using social media is a sensible way
to tackle this.)
Write on
extra: whole class
Ask students to discuss in pairs the following question:
How would you describe the health education provided in
schools in your country?
8 Students work in pairs to write the notes. Then elicit
some ideas from the class.
Possible answers
• improved academic performance: widely accepted link
between physical health and performance, will lead to
better health and better grades
• ‘fitness for life’: students who exercise at school are
more likely to continue to stay active into adulthood, so
individuals benefit from being healthier as adults, and
society benefits from having healthier adults
• ‘fitness for life’ is most important because it will benefit
current students and could also have an effect on
future generations
• The issue is important because many young people
today live sedentary lives, affecting their health and
general wellbeing.
• Health education would encourage young people to
develop healthy habits.
• Numerous benefits to health education, e.g.
improvements to academic success and a healthier society
in the long run.
9 Students work through the questions at their own pace
while you circulate to provide assistance.
exam task: essay
SB p165
The third opinion is slightly longer than it would be in the
Cambridge exam.
10
Students should complete this essay as timed
practice, in 30 minutes. Encourage students to read
the assessment points in Ex 12 before they write.
In addition, if students selected some advice in the
‘To start’ activity, remind them to keep it in mind as
they write.
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8 Healthy body, healthy mind
SWITCH ON
WRITING (Continued)
Model answer
Many young people today live sedentary lives in front of
a screen, which affects their health and general wellbeing.
It is high time that health education was highlighted in
schools to encourage young people to develop healthy
habits. There are numerous benefits to an increased focus
on health education within the curriculum including
improvements to academic success and a healthier
society in the long run.
It is widely accepted that there is a link between physical
health and performance. If students have opportunities
to engage in more physical activity as a result of health
promotion, this will likely lead to better focus and
improved grades.
It is also worth considering the possible long-term
benefits of health promotion in schools. For example,
students who exercise regularly at school are probably
more likely to continue to stay active into adulthood. As a
result, individuals and society reap the benefits of fitness
for many years beyond the initial investment.
It is my view that the latter benefit is the most convincing.
If young people are equipped with health and fitness skills,
not only will we benefit the current generation, but it
could have a possible effect on the next. Ultimately, I think
we should stop complaining about health issues that can
be addressed with lifestyle changes, and start addressing
them. In my view, health promotion in every school is a
straightforward starting point.
Frozen lands
1 The idea is to get students thinking about how food
influences their lives. Do they make moral choices about
what they eat? Or is it something they take for granted
because it is so readily available?
Put students into groups of three to five to discuss the
questions. If necessary, clarify that a vegan is someone
who does not eat any animal products at all, including
fish, eggs, cheese or milk.
Remind students to try and balance their participation in
the discussion as they did in the speaking lesson on page
113, for example, by encouraging other members to share
their opinions and using polite language to interrupt,
if necessary. Elicit some pros and cons of different
eating choices.
Possible answers
1 • Food is a core part of who I am. That is how I was
brought up – to value home-cooking and hospitality.
• Not sure food is more important than any of these
other areas to be honest. I’m not as much of a foodie as
some others I know.
• That’s a difficult question. I’m not sure that you can
even separate food from some of these areas. When I
think of home, food is part of that. I cook and go out
to eat for pleasure as well. I’d be keen to work in the
restaurant industry one day too.
2 Vegetarian/vegan
Pros: lower risk of certain diseases and health problems;
significantly lower carbon footprint; not supporting
animal maltreatment; diet generally lower in saturated fat
and processed food; can be cheaper.
Cons: may need to take vitamin B12 supplements;
sometimes vegans/vegetarians may not be catered for
well in social situations; less choice when eating out.
Meat-eating
Pros: in some parts of the world this is the status quo, so
there may be an element of social acceptability; meat is an
easy source of some nutrients such as zinc and iron; some
people enjoy eating meat.
Cons: meat and dairy consumption has been linked to an
increased risk of certain diseases and health problems;
animal farming is one of the largest contributors to
climate change; it may condone cruelty to animals; meat
can be expensive.
Improve it
11 12 These reflection exercises may be set for homework.
Students may make changes to their essays in relation
to the points before handing in for individualised
feedback. Use the assessment points from Ex 12 as your
marking schedule.
alternative
Set the essay in Ex 10 and the reflection exercises in
Exs 11–12 for homework, using the class time instead
to conduct more detailed whole-class feedback on the
points in Ex 9.
13 If you have a mixed-ability class, try to pair students with
similar abilities for this exercise. Alternatively, encourage
students to identify some assessment points that their
partner did well, rather than necessarily better.
To finish
Ask students to work in pairs to discuss their own views
about things they think should happen soon or should already
have happened, using the phrases It’s high time … or It’s
about time … .
Presentation tool:
Unit 8, Writing
Workbook / Online Practice:
p86
Writing file:
SB p165
SB p116
extra: whole class
Tell students they are going to watch a clip about the
Dolgan tribe. Ask students to look at the picture on page
116 and speculate in pairs about what life would be like in
the Dolgan tribe in the extreme cold. Elicit some ideas.
2
Play the clip. Elicit what makes survival possible for
the Dolgan tribe.
The reindeer fur which the Dolgan use for their clothes and
for lining their houses.
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3
Give students time to read the questions, then play
the video again. Students discuss the questions in pairs.
Elicit some ideas. Read the answers below for students to
check their ideas.
1 The reindeers eat ‘the tiny plants that survive beneath
the snow’.
2 They keep it in the snow (‘one big deep freeze’).
3 The children are sewn into their clothes to avoid frostbite.
4 They move often to find new grazing for their reindeer.
4 Elicit the difference between eating to live (eating for
necessity) and living to eat (eating for pleasure).
Possible answer
The Dolgan eat to live because food is so scarce and so
difficult to find. They have very little choice – their diet
consists mainly of frozen fish and occasionally reindeer
meat (though this is only used as a last resort). Their whole
lives are geared around finding food for their reindeer who
supply the furs which enable the people to survive in the
freezing temperatures.
In the West, we live to eat because food is so abundant
that eating is a pleasure rather than a necessity. Because
we have such a huge range of choice, eating has become
a sophisticated part of our culture and eating out in
restaurants has become a hobby for many affluent people.
We lead such indulgent lives in the West that obesity is now
one of the greatest threats to our health.
5 Students discuss the questions in small groups.
Possible answers
• We can learn that it is possible to have a happy life and
good relationships within families and generations when
living close together. Less is sometimes more. When
there is a very restricted choice and everyone is focused
on the same urgent goal (finding food) there is no time
for arguing about trivial things. Also, although it might
be too much of a shock for some, we could benefit from
experiencing the Dolgan lifestyle for a while.
• Some might say that it is a futile sort of life. In order to
survive in the freezing cold, the Dolgan people have to
raise reindeers for their furs. But if they didn’t live there,
they wouldn’t need the fur or the reindeer. In the short
clip, we didn’t see any of the negative aspects of their lives
– how do they get health care? How do they manage to
have a varied diet? What happens when the young grow
up and want to marry or move away? Also, in the West, we
have moved so far away from that kind of life. Most people
in the West would not be able to tolerate the shock. There
are other less uncomfortable ways to take time out to
re-evaluate our lives, for instance going on a retreat in the
mountains or volunteering with a charity.
Project
6 Put students into groups of three for the project. Sample
cultures could include any group that has an important
relationship with animals for work or leisure (e.g. sheep
farmers in Scotland, deep-sea trawler fishers, falconry
in the Middle East, race-horse jockeys or trainers, pet
owners). Set a time limit for each presentation, e.g. three
minutes. Students could use digital slides to support
their presentation or try a modified PechaKucha format
of nine slides for 20 seconds each (three minutes). After
students present, encourage a moment of reflection to
discuss how they found working in teams. For example,
ask: What worked and what didn’t? Were the tasks equally
distributed? Did everyone contribute equally?
extra: project
1 Have a class debate on veganism vs. meat eating.
Students can use the internet to research the pros and
cons of each diet, the effects of climate change, the
health debate, etc. before putting forward their views
in a debate.
2 Students look more deeply at their own and their
society’s relationship to food. How much is it
dependent on their culture and their family traditions?
How and where do they get their food?
Allow students to pick the topics they want to include in
their research and presentations.
3 Students research a dish from another culture and why
it is representative of that culture. Alternatively, they
could find out about how a dish in their culture has local
variants and why.
Presentation tool:
Unit 8, Switch on
Switch on videoscript:
TB p182
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8 Healthy body, healthy mind
INDEPENDENT
LEARNING
6 Students set their own goals then compare their answers
in pairs.
Possible answer
I would like to improve my speaking because it will help me
to make myself understood when I travel and work with
international colleagues.
Next time I do a speaking activity, I will try to focus on using
a range of language rather than repeating myself.
I think I can improve my speaking skills by reviewing and
practising the useful phrases in the Speaking File on
pages 161–164.
SB p116
Listening and speaking
1 Ask students to reflect on the questions individually.
Then ask students to share their answers in small groups.
Possible answers
1 To help prepare for listening: read the questions/task
before you listen, think about what you already know
about the topic, identify key words in the task and think of
paraphrases, use the questions/task to predict what kind
of content it will contain.
2–3 Students’ own answers.
2 Before students look back, see if the class can remember
any of the tips. Alternatively, allocate each individual or
pair one unit. Students re-read the listening tip from that
unit and summarise it for the class. The page references for
the exam tips are: Unit 1 (page 12), Unit 2 (page 26),
Unit 3 (page 40), Unit 4 (page 54), Unit 5 (page 68),
Unit 6 (page 82), Unit 7 (page 96), Unit 8 (page 110).
Possible answers
1 multiple choice: short texts: We often understand
opinions, feelings and attitude from several phrases rather
than one word. (Unit 4, page 54)
2 multiple choice: longer text: Use key words in the first part
of each question to help you understand where to listen.
(Unit 6, page 82)
3 If students find this challenging, brainstorm tips as
a class, then ask students to choose the three most
applicable tips to them to discuss. Encourage students to
make their plan realistic and measurable.
Possible answer
Today I will choose three podcasts that interest me to
download (e.g. from TedTalks).
By next week I will listen to at least one of the talks and tell
someone about the gist of what I learned.
When I listen, I will focus on understanding the attitude of
the speaker and consider her/his purpose (e.g. suggesting,
informing, recommending, persuading).
4 Ask students to reflect on the questions individually.
5 Students compare their answers to Ex 4 in pairs before
giving each other advice.
Possible answer
A: So, the skill I’m least confident in would probably
be structuring answers, especially in the long turn.
Sometimes, I end up wandering away from the question
I’ve been asked.
B: Something I always do to help keep on track is to look at
the question. Remember, we’ll be given it in the exam.
With the comparison we do first, I always try to talk
about a couple of similarities first, and then move on to
differences. I just find it easier to structure it that way
to make sure I’ve said a similarity and a difference. And
then, once I’ve done the comparison, I quickly look back
at the written question and spend a bit of time on that,
making sure I justify my points as I go along with reasons
and examples.
extra: whole class
Give students an opportunity to do a speaking task,
taking into consideration their reflection in Ex 6. Ask
students to turn to the Speaking file on page 161, and
choose two of the questions from the Example Task to
ask their partner. Students take turns to ask their partner
the questions.
UNIT CHECK
SB p117
If possible, do Practice Ex 1–3 in class. The other exercises
may be completed in class or set for homework. Relevant
Unit Check exercises may also be set for fast finishers during
other lessons.
Practice
1
8.9 1 solid 2 close 3 adverse 4 heavy
5 sore 6 heavy
2 • back to square one (used when you start something again
because you were not successful the first time)
• comfort food (used when talking about simple food that
makes you feel relaxed and happy)
• eradicate (used in formal speech and writing to talk about
completely getting rid of something such as a disease or
social problem)
• laudable (used in formal speech and writing to say
that something deserves praise, even if it’s not
completely successful)
• preventative (describing something used to prevent a
negative consequence, for example preventative measures
or preventative medicine)
• stigma (used to describe a strong feeling in society that
being in a particular situation or having a particular illness
is something to be ashamed of, for example, in some
places there may be a stigma associated with leaving
school before graduation)
3 Possible answers
• The film was so sad that I couldn’t help blubbing and I’m
sure everyone in the cinema could hear me sobbing my
heart out.
• I could hear so much wailing and yelling, I couldn’t believe
they were just watching the football.
• He looked so gloomy that I had to ask why he had such a
long face today.
• We started chuckling about what happened and soon we
were in fits.
• I hoped the coach wouldn’t lose it after the match, but she
just let rip at the whole team.
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Review
1 1Because the telling is important, not who is doing
the telling.
2 Because the agent is not important, the action is.
3 Because this is a generally accepted viewpoint; it is also
less personal on a sensitive issue.
4 Because it highlights fitness as the issue (often this
structure is used when introducing a problem).
5 Because who does the monitoring is not important. It
can be inferred that the monitoring would be done by
health professionals or health apps, without needing to
explicitly say.
6 Because the focus is on the research, not who is going to
do it.
2 1The effect of food on the brain is being researched
(by scientists).
2 Food distribution was investigated by an
international team.
3 Physical education has been studied (by students) for
three years now.
4 If sport is on the curriculum a healthier lifestyle will be
developed (by students).
5 The course can be adapted as new students arrive.
6 Children must be helped by their parents to understand
what a healthy diet is.
7 Junk food should not be eaten at home (by families) on a
regular basis.
8 Students are to be advised on all aspects of their lifestyle
by sports coaches.
3 1 food recognition
2
3
4
5
rapid action
every evening, long-standing obsession, long hours
sporting achievements
dietary concerns
4 Possible answers
1 The tired students had a well-deserved rest.
2 My cousin went for a job interview but it turned out it was
only a short-term post.
3 We had some over-cooked pasta and so we had to eat it
with a soup spoon.
4 Since my brother got his mountain bike, he’s been off on
lots of three-day weekend breaks.
5 Many popular sports events only allow entry to season
ticket holders.
6 Shopping centres/malls have been blamed for people
getting less fresh air.
5 1 are (passive)
2
3
4
5
6
7
8
be (passive)
to (fixed phrase = used to best effect)
order (fixed phrase to show purpose = in order to)
them (pronoun to refer to the target audience)
most (superlative)
such (fixed phrase to introduce an example = such as)
would/might/may (modal of possibility)
6 Possible answer
We all know that an unhealthy lifestyle can cause problems.
Now it has been shown that playing sport is the one thing
can that make a difference to our levels of fitness and
contribute to our overall health. Although most students
at school and college play sports, often it is not enough. For
example, many students may only go to the gym or play a
team sport once a week. In fact, it has been discovered that
we need to do some physical activity every day. My advice
is simple. If you can’t actually make it to the gym every day,
then do small things that will build up into enough activity
every day. Walk instead of taking the bus, walk up stairs rather
than taking the lift. If you do need to take the bus, then run to
the bus stop. Offer to do the shopping and carry it back from
the shop. Also, something you may find more enjoyable is to
maybe to go dancing – but not too late on a school night!
GRAMMAR FILE
SB p157
1 1 have been sighted ​2 to be delayed ​
3 were breached ​4 are currently being questioned
​5 shouldn’t be underestimated
2 1We were asked to complete a questionnaire following our
medical check-up.
2 The risk of illness is greatly increased by years of eating
food with low nutritional value.
3 We were taught how to identify and use a range of phrasal
verbs in class today.
4 The armed robbers will be sentenced later today and the
ruling will be televised.
3 1 is said to have developed
2
3
4
5
6
setting off I had been alerted
must have been thrown out
time won’t be allowed
is reported that scanners have been
this information should not be
4 1 hard-hitting report ​2 mass-produced furniture ​
3 air-conditioned offices ​4 so-called expert ​
5 old-fashioned approach ​6 long-standing agreement
​7 one-sided account ​8 self-made man
5 1 over (phrasal verb)
2
3
4
5
6
7
8
users (compound noun with internet)
have (present perfect)
given (collates with that)
attention (compound noun with span)
which (non-defining relative clause)
events (compound noun with world)
like/as (similar to)
Presentation tool:
Unit 8, Unit check
Workbook / Online Practice:
p87
Audioscript:
SB p182
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9 Leaders and followers
Lead-in SB p119
Ask students to look at the photo on
page 119. Read the quote aloud: I never
like going first. Put students into pairs
to discuss the questions, then elicit
some ideas.
Leaders
and followers
X
9
READING
USE OF ENGLISH
topic: teenage leaders
skill: differentiating between
similar comments
task: cross-text multiple matching
key word transformation
word formation
SPEAKING
emphatic structures
academic and formal language
topic: work environments
skill: answering the listening
student’s question
task: long turn
VOCABULARY
WRITING
managing and teamwork
verb prefixes and suffixes
topic: a recruitment fair
skill: connecting facts and opinions
task: report
GRAMMAR
LISTENING
topic: working creatively
skill: understanding implied meaning
task: multiple matching
SWITCH ON
video: careers advice
project: a video CV
Possible answers
1 • I guess the quote is generally true for
me. For example, I don’t like going
first in speaking exercises, I prefer to
see what others are going to say and
give myself a chance to think.
• I usually don’t mind stepping up and
going first. Although I suppose one
situation where I’d rather wait would
be when there’s a buffet table. I
always feel like everyone watches the
person who goes first to see what
they put on their plate!
2 • I think in reality lots of students
follow others without question
every day, and it’s not always a
bad thing. Let’s say you’re in a
sports session with your coach,
and you stop to wonder about
everyexercises she sets. That could
affect your performance. Or what
about following advice from, say, a
fire warden, in a fire drill? Surely, in
that kind of emergency situation, it’s
better to follow first and think later.
• It would seem to me that you should
always think about what you’re
being asked to do. I can’t think of any
situation where you should blindly
follow without even stopping to
think. It doesn’t mean you have to
challenge the person verbally, it just
means that you ask yourself whether
what they’re asking you to do is a
good idea and fits with your values.
Point out the unit title Leaders and
followers. Ask students to discuss a
follow-up question: Do you think being
a leader or a follower are mutually
exclusive? Can you be both a leader
and a follower at the same time? Elicit
some ideas.
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READING
SB pp120–121
To start
Ask students to think of a leader they know who they look up
to (admire or respect), for example, a leader at their school,
or in a sports or cultural group. Put students in pairs to share
what makes the person a good leader.
1 Put students in pairs to name a leader (past or present)
in each category and discuss the question. Add a fifth
category for an area your students are keen on,
e.g. sports, business or science, or simply other. Elicit
some ideas. If you notice that your class has come up with
leaders mostly of a certain gender or group, encourage
them to consider other leaders they haven’t considered,
for example, say: I notice all the technology leaders you’ve
mentioned are male, can you think of any female leaders
in technology?
Possible answers
politics – Justin Trudeau, Jacinda Ardern, Angela Merkel,
Barack Obama, Mauricio Macri
the arts – Banksy, Lorde, Picasso, Taika Waititi, Patty Jenkins
human rights – Malala Yousafzai, Nelson Mandela,
Amal Clooney
technology – Steve Jobs, Sheryl Sandberg (COO Facebook),
Susan Wojcicki (CEO YouTube), Jeff Bezos (Head of Amazon),
Jack Ma (executive chairman Alibaba)
Reasons people follow them might include: capability,
creativity, charm, communication skills, relatable, good
marketing, power, riches, other people follow/like them.
2 Ask students to discuss the questions in pairs, then elicit
some ideas.
Possible answers
• To be honest, I think I’d prefer to be a follower, I’d rather
not face the scrutiny that leaders have to deal with. Far
too much pressure! That said, I like to think of myself as an
active team member rather than just a follower who goes
along with everything.
• As for someone who will be a good leader in the future,
I’m pretty sure my cousin is going to be a high-powered
business leader one day. She has already started three
small businesses and she’s only 14 years old! Not only is
she incredibly organised, she also has big ideas, and isn’t
afraid to make them happen.
Read on
3 Give students a moment to look at the title, introduction
and picture. Ask: In what sort of situations might young
people lead their peers? For example, sports teams,
conducting an orchestra/musical group, class captain,
clubs, etc. Ask students to work in pairs to guess the kinds
of things the teenage leaders in the article might say
about leading their peers. Elicit a few ideas. Give students
three minutes to read the text for gist and to see who has
the most difficult role.
Possible answers
• Personally, I think the film producer’s job sounds the
most difficult because it involves pulling together the
whole project, and from the sound of things that was
quite complicated. And even before that, there was the
challenge of coming up with an original idea.
• All the egos and squabbling that the band leader has to
deal with makes it sound like the most challenging role.
It’s never easy to manage politics within a group, and
I’d say it is even harder because it is managing a group
of peers. The public relations of the job also sounds
like it makes him/her quite nervous at times, and
would probably involve dealing with a lot of people he/
she doesn’t know. I’m quite shy myself so I’d find that
really tough.
• It sounds to me like the taekwondo leader has the hardest
job because everything he/she does is being noticed and
copied. As she says, I think I’d also find it really exhausting
to have younger people aware of everything I was doing
‘on and off the floor.’ At the end, she talks about being a
respected authority figure without coming across as too
bossy or full of herself, and that is definitely something
which is easier said than done!
• I’d say the app designer has the most difficult job. Even
though he/she is passionate about it, it can’t be easy
being young in business and having to deal with the
stereotypes around youth and geeks at once. Even though
the designer sees being young as an asset because he/
she really knows the market, I’d guess that at times people
don’t take him/her as seriously as an older person.
exam task: multiple matching
In the Cambridge exam there would not be such a long
lead-in. Here it is included to engage students.
Read the exam tip aloud. Tell students that there will
be some parts in other texts that partly answer the
question. This is to test if students can differentiate subtle
differences between the texts.
4
Encourage students to underline key words in
the questions. Set a time limit for seven minutes for
students to complete the activity individually.
1 B (it sort of happened by default really … So that fell to
me, presumably because I’m the oldest and supposed
to be a bit more down-to-earth)
2 A (which I’m hoping might give me an edge over other
candidates when I’m applying to university)
3 A (I’d really underestimated the complexity of the
whole enterprise – sorting out everything does get
pretty draining.)
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9 Leaders and followers
READING (Continued)
4 D (learning from each other and sharing our
knowledge and talents to create the most successful
apps possible)
5 D (As opposed to the popular belief that software
developers are lonely geeks who spend all their time
stuck in front of a computer, a lot of mine is taken up
doing research on my classmates!)
6 C (but it’s only when you are actually in that position
that you realise you have to be acutely aware of
everything you say and do, both on and off the floor)
7 D (I see myself as more of a mentor, getting the best
out of everyone)
8 B (It’s tricky at times because we’re all individuals and
the thing that’s hardest to do is stabilise us as a
band, dealing with all the egos and squabbles.)
9 C (it’s vital to be authoritative without the bossiness
and arrogance that is sometimes linked with being in
such a position)
10 D (the teenage market is perhaps one of the biggest
for new apps and my age puts me in the ideal
position to be able to plug gaps in that market)
5 Students could use a dictionary to look up any unknown
words in the text, if necessary. Students complete
the activity then compare their answers in pairs. As
you check the answers, for 5 check the pronunciation
of charisma /kəˈrɪzmə/ and elicit the adjective form
charismatic /kærəzˈmætɪk/. For 6, check the pronunciation
of squabbles /ˈskwɒbəls/.
1 heading up 2 draining 3 sizeable 4 by default
5 charisma 6 squabbles 7 up-and-coming 8 get their
heads round 9 in the ideal position 10 sought out
extra: fast finishers
Ask students to choose three of the answers from Ex 5
and write an example sentence, making sure the meaning
of the word is clear. With a partner, students read the
sentence aloud, omitting the word, and the partner has to
guess what it is.
Sum up
6 Read one of the summaries in the answer key and ask
students to guess which comment you are summarising.
Encourage students to paraphrase as they take turns to
summarise comments and guess in pairs.
Speak up
7 Students discuss the questions in pairs. Conduct
class feedback.
Possible answers
1 Leader – the person who directs or controls a group,
organization, country, etc.
Mentor – an experienced person who advises and helps a
less experienced person.
Role model – someone whose behaviour, attitudes, etc.
people try to copy because they admire them.
2 A leader I have a lot of respect for is … because …
I have always admired … This is because …
3 … will likely be remembered with a lot of respect. I say
this because …
I’d say … is someone who people will look back on with a
lot of respect for her/his work with …
Fun footer
Ask students to read the footer. Ask if anyone has heard of
Shapur II (the second), and elicit what they know about him.
background
Shapur II (309–79) was the shah (king) of the Sasanian
Empire (Iran) from birth to death.
Ask: What role does family play in shaping a leader? What
do you think it would it be like to be born into a leadership
position? What are the benefits and drawbacks of using
family succession to select leaders?
To finish
Ask students to think of an English-speaking leader they
admire or an English-speaking person they consider to be
a role model in their life. It may be someone they know
personally or a celebrity. Ask students to write a short note
of appreciation in English to that person. If students want to
and have internet access, give them the option to send their
message to the person, for example, on social media.
In preparation for the Grammar lesson, ask students to read
the explore grammar box on page 122 and the Grammar file
on page 158. Students can also go through the PowerPoint
Grammar Presentation.
Presentation tool:
Unit 9, Reading
Workbook / Online Practice:
pp88–89
Photocopiable activity:
9A
Extra Practice App
Possible answers
A The leader has made a short video about local history with
young people in the area.
B This leader was not expecting to take up a leadership
role but ended up taking it on because he/she is the
oldest. He/she leads the band behind the scenes including
managing publicity.
C This leader was chosen to be a role model for younger
people in the martial arts group. It involves being a leader
in the sport and on the sidelines.
D This leader is a young entrepreneurial app developer. He/
she was getting a lot of questions from other students
about app design so set up a college group.
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GRAMMAR
extra: whole class
SB p122
To start
Ask students to discuss with a partner how they could
complete the following sentences. Elicit some ideas. Possible
answers are in brackets.
1 It was at primary school where I … (met my best friend)
2 What I really needed yesterday evening was … (an
early night)
3 What interests me about England is … (the royal family)
4 The thing that I love about Saturdays is … (having a lie in)
explore grammar
SB p158
1 Go through the PowerPoint Grammar Presentation.
Students read the explore grammar box and match
the structures with the examples. Elicit the effect
of each emphatic structure (which is in brackets in
the answer key). If you haven’t followed the flipped
classroom approach suggested at the end of the
previous lesson, refer students to the Grammar file
on page 158 for notes and examples. If students have
already read the Grammar file before class, give them
an opportunity to ask questions.
Ask students to work in pairs to ask and answer these
questions: Do you do sport? Are you a big sports fan? If
they don’t play a sport or support a team, they should
say why. Encourage students to use emphatic structures,
and circulate to check that they are using the structures
correctly, e.g.
• I don’t actually play any team sports at the moment,
but what appeals to me is the chance to exercise and
socialise at the same time.
• Not only do I watch Manchester United every time
they play, I also have a full collection of supporter
paraphernalia including a signed poster. ‘Fan’ is
an understatement!
• I’m not that into sports to be honest but I do always
make a point of watching the World Cup.
5 Read through the first sentence with the class, then elicit
how it could be rewritten using the prompts given, by
inverting we were to were we late for the match. Students
rewrite the sentences, then compare in pairs.
1 were we late for the match, missed our team scoring a
first goal
2 will Jack ever get promotion in this job
3 did the interviewer ask me about my work experience
4 had we started the test, than I began to feel sick
5 am I ever going to get to university
6 have I won a prize at a raffle
1 C (to focus on and give emphasis to what we’re saying)
2 B (to emphasise or focus on certain information)
3 D (to emphasise an action, in present/past simple,
more common in spoken English)
4 A (to emphasise new or interesting information)
watch out for
Emphasise that do/does/did are only used with the
present simple and past simple. For example: The coach
does have charisma.
In other tenses, where there is already an auxiliary verb,
we can stress the auxiliary for emphasis instead.
extra: fast finishers
Ask fast finishers to do Grammar file Exs 1–3 on page 159.
6 Ask students to discuss in pairs: What do you think
makes sports fans so passionate about their team? Give
students one minute to read the blog for gist to compare
their ideas.
She will be in an ideal position to make a difference
(not She do will be in an ideal position).
2
9.1 Play the recording and ask students to note
down questions the people are answering.
Possible answers
Do you do any sport?
Are you a big sports fan?
3
9.2 Give students time to read the questions
before playing the recording. Elicit the answers.
1 She loved the team spirit. She hated having cold hands.
2 They don’t even talk about the match, they talk about
reactions to the match.
Fans might cancel other things in order to watch a match.
Sport can take fans away from loved ones.
Some fans get too crazy.
4
9.3 Play the recording for students to complete
the phrases which use emphatic structures. Refer
students to the audioscript on page 183 to check.
1 I loved about netball was 2 I hated was
3 would I say, do support 4 have I watched 5 does sport
They feel they’re an extension of the team they follow. They
are part of a community. They enjoy the camaraderie or
sharing disappointments and big successes.
exam task: open cloze
Open Cloze tasks in the Cambridge exam do not test
items which could be omitted such as item 2 here ‘do’. It
is included here to test an emphatic structure included in
the lesson focus.
7
Give students five minutes to complete the gaps
(during this time write up the prompts for Ex 8 on the
board). Then ask students to compare their answers in
pairs, before checking as a class.
1 is (cleft sentence introduced with what; present tense
to match say)
2 do (auxiliary verb for emphasis in a cleft sentence
with what)
3 is (cleft sentence introduced with it)
4 What (cleft sentence with what)
5 was (verb of subject: The season that stands out in
my memory)
6 little (negative adverb before inversion)
7 Only (phrase before inversion)
8 does (auxiliary verb for emphasis within cleft sentence)
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9 Leaders and followers
VOCABULARY
GRAMMAR (Continued)
Speak up
8 Write the following emphatic prompts on the board
that students could use during the discussion: What I
agree with is … ; What I disagree with is … ; However, I
do agree/disagree that … ; What’s really similar between
sports and music fans is … ; I do think they are quite
similar/different actually because … .
Possible answers
1 • What I agree with is that the camaraderie is a big part of
why people support specific teams.
• Like the blogger, I think it’s the sense of community
which is appealing.
• Unlike the blogger, I actually do agree with the
psychologists, it is all about identity and people feeling
that by supporting a winning team that it is somehow a
personal success.
2 • What’s really similar about both sports and music fans is
that they can tend towards the obsessive. They are often
willing to pay through the nose for tickets.
• I’d say that there are some similarities between the
two groups – I mean, it’s about watching or listening
to something you enjoy, often with a group of people.
There’s definitely a social aspect to both activities.
However, what is different is that music fans can
often multi-task while listening but sports fans
tend to be 100% focused on games. Or that’s the
stereotype anyway.
Fun footer
Students read the footer. Ask students to discuss in pairs:
What do you think makes teams like these so popular? Elicit
some ideas.
To finish
Put students into pairs to talk about things that irritate them,
confuse them, or make them happy. Give a few examples such
as the ones below, and if you have some weaker students,
write the examples on the board so that students can refer to
them during the discussion.
• What makes me happy is spending quality time with
my family.
• It’s pop-up ads when I’m trying to look at a website that
really irritate me!
• What confuses me about English pronunciation is how
letters like ‘gh’ can have different sounds in different words
– why doesn’t ‘through’ rhyme with ‘cough’?
Presentation tool:
Unit 9, Vocabulary
Workbook / Online Practice:
p90
Grammar reference and practice:
SB p158
Audioscript and explore grammar video
SB p123
managing and teamwork
To start
Ask students to think about teams they have been part of
(this will be discussed in Ex 6). Write on one side of the board:
A good manager… and A good team player …
Put students into small groups. Assign half the groups to
brainstorm what makes a good manager, and the other half
to brainstorm what makes a good team player. Encourage
them to use any specific verbs and idioms they know
related to managing and teamwork, e.g. A good manager
is understanding. They take time to listen to team members
and try to empathise with how they are feeling. A good
team player makes an effort to build rapport with the other
team members.
Conduct class feedback.
1 Ask students to read the proverb in pairs and think of
some examples. Elicit some ideas.
A: I think the proverb means that when you work alone,
you can get more done in the short-term but over the
long-term, you’ll be able to keep going for longer by
collaborating with others.
B: I agree, I would say that it’s encouraging us to work
together, even if sometimes it feels a bit slower initially.
A: Yes, when you’re in a team, and you face some challenges,
you’re able to encourage each other to see whatever it is
you’re doing through to the end.
B: So, you actually end up achieving more than you could
have done as an individual.
A: Exactly, so as for examples, how about in sports? Even if
you’re competing in an individual sport, like say swimming
or running a marathon, a team of support people, or
other competitors would help motivate you when
you’re tired or even face an obstacle like an injury or a
disappointing performance. Think of Olympians – even
those in individual sports usually have strong support
networks who have helped them get to where they are.
B: Another example might be when you work in business
situations. I think very successful businesses are usually
made up of a team of people with complementary
strengths. Even when there is one high-profile visionary
leader at the helm, that person will usually have gathered
capable people around them who have helped grow
the business.
A: To bring it back to a more personal example, I find that
when I start something new, I’m more likely to persevere
with it if I have a friend along for the journey. For
instance, last year my friend and I started ice-skating for
the first time, and I doubt I would have gone back after
the first lesson without their encouragement.
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2
9.4 Play the recording for students to listen for
gist. Elicit the main points each speaker made, then ask
students to discuss with a partner who they agreed with
and why.
Speaker A thinks teamwork is good for pooling ideas,
developing communication skills and resolving differences,
and taking responsibility.
Speaker B prefers working alone so as not to be distracted
and feels she can get more done creatively.
Speaker C likes the atmosphere of working in a team, which
encourages hard work, but would not be able to do the
delegating work of a boss.
3 Students work in pairs to select the correct collocation.
Refer students to the audioscript on page 183 to find
the collocations to check their answers. Model the
pronunciation of intitiative /ɪˈnɪʃətɪv/, rapport /ræˈpɔː/ and
stifle /ˈstaɪfəl/.
extra: mixed ability
Weaker students could use the audioscript for reference
during the exercise.
1 assume, initiative ​2 earn ​3 delegate ​4 rapport ​
5 example ​6 fostered ​7 stifle ​8 collaborate, bounce
explore language
Check students understand what register is (the words, style,
and grammar used by speakers and writers in a particular
situation or in a particular type of writing). For example,
business letters should be written in a formal register. Ask
students to read the explore language box. Ask: Which of
the collocations in Ex 3 have an informal register? Elicit that
built up a great rapport is quite informal. More formal would
be develop rapport. Also, bounce ideas off each other is
quite informal.
4 Students use the context in the examples to work out the
meaning of each idiom. Students compare their answers
in pairs.
1 B ​2 F ​3 E ​4 D ​5 A ​6 C
extra: fast finishers
Ask students to work out or look up the meanings of the
underlined idioms and phrases in the following sentences:
Mark was getting above himself at the meeting today. He’s
always laying down the law if we go off on a tangent.
get above oneself = think you are better or more important
than you really are
lay down the law = tell people what to do
go off on a tangent = to suddenly start thinking or talking
about a subject that is only slightly related, or not related at
all to the original subject
5 Before they read the article, ask students to discuss in
pairs what we could learn about teamwork from animals
such as the meerkats in the picture. Elicit some ideas. Give
students a minute to read the text for gist to check their
ideas. Then students complete the article.
1 collaboratively ​2 survival ​3 implicitly ​4 honed ​
5 miscommunication ​6 coordination ​7 requirement ​
8 irrespective ​9 resolution ​10 performance
Speak up
6 Students could use some emphatic structures from the
lesson on page 122 for the first question, e.g. What was
most interesting was … ; What really interested me
was … ; What surprised me was … . For question 2,
students should try to use some of the phrases and
idioms from this lesson.
Possible answers
1 • What really interested me was how meerkats delegate
guard duties. It seems so human!
• What was most interesting was that chimpanzees make
up after a fight. I’m surprised they don’t hold a grudge.
2 • I have a Saturday job at a busy café and everyone
working there has a role to play. I’m a kitchen hand
so the chefs usually delegate tasks like chopping
vegetables or making sandwiches to me. The boss has
fostered a really positive atmosphere, which makes it a
great place to work at.
• I had to complete a group science project once, and
it was a complete disaster! No one wanted to take
responsibility for getting it done. In the end, I had to
take the initiative and ended up doing the whole thing
myself the night before.
extra: whole class
Refer students to the Extend vocabulary list for Unit 9
on page 160 which has collocations related to the verbs
follow, join and lead. Assign each student one of the verbs.
Students research what the idioms mean, and write an
example for each one. Fast finishers could look for further
examples of words and idioms that use that verb. Put
students into groups made up of one student looking at
each verb to share what they found out.
To finish
Students work in pairs. Students take turns to choose a
collocation or idiom from this lesson. They must give a
sentence using it as fast as possible. Ask students to see how
many sentences they can make in five minutes.
Presentation tool:
Unit 9, Vocabulary
Workbook / Online Practice:
p91
Photocopiable activity:
9B
Audioscript and explore grammar video
Extra Practice App
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9 Leaders and followers
LISTENING
SB p124
To start
Tell students that this lesson is about ideas and creativity.
Ask students to discuss the following question in pairs: If
you need to think of an idea or come up with a solution to a
problem, what would you do to generate ideas? Elicit some
ideas, e.g. go for a walk to mull the idea over, talk the idea
over with a friend or look for ideas on the internet.
Power up
1 Ask students to consider the person in the picture.
Ask: Do you think this is an effective work environment?
Ask students to discuss the questions in pairs and give
reasons. Elicit some ideas.
exam task: multiple matching
Remind students that the multiple matching task tests
their understanding of the main ideas, attitude and
opinion of speakers in informal speech. Ask students to
read the exam tasks in Ex 4 carefully, and encourage them
to underline or highlight key words in each statement.
Then ask students to read the exam tip. Play the first
speaker on the recording again for students to check
which aspect was talked about first.
what led her to change her way of working
4
9.6 Play the recording for students to complete
the tasks.
5
9.7 Play the recording for students to check their
answers then go through as a class.
Possible answers
1 • I think all three factors have an effect on me. The most
influential factor would probably be who I’m working
with. If I’m working with positive people, I find it much
easier to make progress than if I’m stuck with a bunch
of grumpy people.
• The people matter to some extent, but what’s really
crucial for me is the environment I’m working in. If
there’s too much noise, or too many other distractions,
I just can’t concentrate on the task that I need to
get done.
• Personally, I find it’s all about the task. I get much more
done if I’m studying something I like. Too hard, and I just
switch off. Too easy, and I get bored.
2 Feeling lonely, not having anyone else to bounce ideas off,
having to do everything yourself, not being able to process
ideas in a group or learn from someone else.
1 C (On one project, I’d agreed to complete it against
horrendous deadlines.)
2 G (everyone uses my laptop and my desk is always
a total mess because the kids move stuff around
… in the end I found that the messiness kind of
helped me)
3 H (I started writing in a café and was astonished to
find that the noise formed a kind of wall between
me and the outside world, so I could get lost in my
own thoughts.)
4 B (I found out by chance when a relative hurt her
head. I felt I should look after her)
5 E (so I started googling what I could do to help myself
and discovered …)
6 E (now I exploit any moments I get whenever or
wherever it happens)
7 A (in the middle of chaos at home I can hit upon way
more ideas)
8 B (It meant I actually got much more done in a
limited time.)
9 D (I feel much less tense and that in itself helps you to
be more creative.)
10 C (What I hadn’t foreseen was that this boost to my
creativity has led to new offers of work.)
2 Students work in pairs to match the phrases and
meanings, then discuss which they are best at. Conduct
class feedback.
1D 2F 3E 4A 5C 6B
Possible answers
• I’m good at pooling ideas with others. For example, I
belong to quite a few online groups where people post
problems they are facing or situations where they need
new ideas, then we all share our ideas about it. I think I
make a valuable contribution to the ideas pool.
• Well, I’m best at mulling over ideas. You could say I’m quite
analytical, I like to think about situations from every angle
before making a decision. For example, I’ve been thinking
a lot about what to study at university next year, and have
pored over the course catalogue and have made a million
lists of pros and cons, and so on. No one could accuse
me of making a rushed decision when eventually I do
make one!
Listen up
3
9.5 Students note down what each speaker does and
where they work, while you play the recording.
1
2
3
4
5
advertising, works anywhere
data analyst, works at home
marketing, works in cafés
design, works at home
writer, works at home
extra: whole class
Ask students to discuss the following question in pairs:
Which speaker in the recording has the most appealing
way of working? Why?
6 Read through phrases 1–6 with the class. Ask them to
match each phrase with the phrases in the task options.
1
2
3
4
Task 2, option D – the reduction in stress (Speaker 4)
Task 1, option C – a commitment (Speaker 1)
Task 1, option E – a result of research (Speaker 5)
Task 2, option A – the number of creative thoughts it
generates (Speaker 2)
5 Task 2, option E – the ability to utilise time more effectively
(Speaker 1)
6 Task 1, option H – a change of venue (Speaker 3)
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extra: whole class
Ask students to find the following phrasal verbs in the
audioscript on page 183: filter out, turn out, drift off.
Ask students to use context to deduce the meaning
of the phrasal verbs and then write their own example
sentences for each one, e.g. I find if I listen to music when
I’m studying that I drift off into another world.
Speak up
7 Elicit a synonym for working pattern (working routine)
to check students’ understanding. Students discuss the
questions in pairs, then elicit a few ideas for each one.
Possible answers
1 • One of the things I’ve tried was doing homework before
school rather than at night. So, I’d set my alarm for 6
o’clock, and do it before anyone else was awake. I tried
this because I found that at night, there’s a lot going
on in my house and I found it hard to concentrate. The
advantage of the morning was that I could do my work
in peace. However, to be honest, it didn’t last long. I’m
not really a morning person, and I found that I didn’t
have the discipline to continue the habit. So, I’m back
to doing it at night, and I now use earphones instead to
block out the sound of the TV from the other room. And
now, I’m able to appreciate that extra hour of sleep in
the morning.
• I use the pomodoro technique when I have a big
assignment or have to do some prolonged study. Have
you heard of it? It’s a method where you work for 25
minutes then take a five-minute break. During the 25
minutes, you have to focus 100 per cent, there’s no
going off and getting a snack or checking messages.
I’ve found it effective because I actually get much more
done. I use an app on my phone to do the timing. I used
to just time it myself, but the app makes it easier – you
even get a friendly little robot voice saying ‘time to work
now’. Still, the key to making it successful is actually
your commitment to the technique. If you cheat, then it
wouldn’t help productivity.
2 People often say they aren’t the creative type, but what it
really comes down to is whether they have fostered their
creativity, through training and practice.
To finish
Ask students to get out a blank piece of paper each, and
quickly draw 30 small circles on it. Then, give them one
minute to change as many of the circles as they can into
different things. For example, turning one into a face, one
into the planet Saturn, one into a lollipop, etc. Encourage
them to do as many as possible. The purpose is idea
generation rather than drawing quality. This is a creativity
exercise from researcher Bob McKim.
After the minute is up, put students into pairs to compare
their ideas, and discuss how helpful they think activities like
this one are in improving creative thinking.
In preparation for the Use of English lesson, ask students to
read the explore language box on page 125 and the Grammar
file section on academic and formal language on page 158.
Presentation tool:
Unit 9, Listening
Workbook / Online Practice:
p92
Audioscript:
SB p183
Extra Practice App
extra: whole class
Ask students to discuss what a creative workspace should
look like. They should consider:
location (in a home, outside, in school), size, décor
(colours, furniture), special features (music, light, etc.).
They should also consider how each feature positively
aids study.
Ask students to pool their ideas in small groups and
collaborate to come up with a shared concept.
Ask students to present their ideas to the class,
giving reasons why they chose each feature. Ask the
other students to comment on the best things about
each design.
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9 Leaders and followers
USE OF ENGLISH 1
exam task: key word transformation
SB p125
In the Cambridge exam items would include both formal
and informal language and situations. here all items
relate to the focus of the lesson which is on formal and
academic language.
To start
Ask students to discuss in pairs differences between
academic/formal language and informal language. Elicit
some ideas.
3
1 Put students into pairs to read the sentences and answer
the questions. Elicit the answers.
(The // indicates how the two marks are allocated.)
1 growth of // scientific jobs makes/has made
2 concern at // her suggestion that
3 on // the development of everyone’s / on //
everyone’s development of
4 his argument // on the fact
5 complexity of his presentation // meant
6 refusal to help us // meant
A 2 (It uses more nouns and less idiomatic language.)
B 2 (It uses noun phrases and less direct language.)
C 2 is more appropriate for writing; 1 is more appropriate
when speaking.
explore language
SB p158
If you didn’t follow the flipped classroom approach suggested
at the end of the previous lesson, ask students to read the
explore language box now, referring them to the Grammar
file on page 158 for more information and exercises.
watch out for
Speak up
4 For the first question, encourage students to think about
the following: who you are talking to, what topic or
subject area you are communicating about, what you are
trying to do (persuade, present, complain, report, etc.),
whether you are writing or speaking. Students discuss the
questions in pairs, then elicit some ideas. Point out that
many universities have online academic wordlists which
are a useful source of academic words and phrases.
Remind students that in academic and formal writing, we
tend to use full forms instead of contractions, e.g. Many
students are not familiar with the process (rather than
Many students aren’t familiar with the process).
2 Point out that rather than looking for a pattern change
in this exercise, students need to focus on how they
can manipulate language they already know. Encourage
students to do the task in two stages, firstly identifying
the nouns and then how the sentence needs to
be manipulated.
Possible answers
1 academic assignments, essays, reports, job application
letter, formal speeches
2 The Longman Dictionary of Contemporary English
(www.ldoceonline.com/browse/topics.html) has a
vocabulary section where words are grouped by topic.
alternative: mixed ability
Give weaker students the first two words of an answer to
support them.
1 Most companies say creativity is valuable to them. /
Creativity is valuable to most companies.
2 The search for summer jobs by many students often ends
in failure.
3 A person’s hard work can be the cause of their lack of
free time.
4 A company’s refusal to discuss the number of vacancies
can cause confusion.
5 The difficulty of an interview usually results in the
applicants’ poor performance.
6 The rapid increase in the number of people with degrees
means there is more competition for jobs.
exam tip: key word transformation
Set a time limit of ten minutes for students to
complete the exercise. Then ask students to compare
answers in pairs before checking as a class.
extra: whole class
Ask students to choose a topic they are interested in for
study or work purposes, and explore related vocabulary in
the Longman Dictionary of Contemporary English.
To finish
Write the following phrases on the board:
1
2
3
4
5
stops people using their imagination
get better at something
trust each other
finding a way to end a disagreement
act in a way that makes other people respect you
Put students into pairs to see if they can think of a more
formal or topic-specific equivalent for the teamwork phrases.
Conduct class feedback.
Read the exam tip introduction with the class, then elicit the
answer to the question. Remind students that each question
in a key word transformation is worth two marks.
1 stifle creativity 2 hone a skill 3 mutual trust
4 conflict resolution 5 earn respect
Making science becomes makes science or has made science
because it is now the main verb in the sentence.
Presentation tool:
Unit 9, Use of English 1
Workbook / Online Practice:
p93
Photocopiable activity:
9C
Grammar reference and practice:
SB p158
Extra Practice App
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USE OF ENGLISH 2
SB p126
To start
Tell students about some strange interview questions that
people have been asked in job interviews to test quick or
lateral thinking, for example, If you were a colour in a crayon
box, what colour would you be? How many computers are
there in the world? Would you rather know a lot about a little
or a little about a lot?
Ask students to discuss how they would approach these
questions in pairs or what they would say. Elicit some ideas.
extra: fast finishers
Challenge students to add some more verbs to each list.
Possible answers
entrust, miscommunicate, overbook, overwind, resolve,
straighten, undertake
5 Ask students to quickly read the comments about
interviews for gist before completing them with verbs
from Ex 4. Students compare their answers in pairs.
1 rewind ​2 saddens ​3 misjudged ​4 misinterpreted ​
5 underestimated ​6 overran ​7 overheard ​8 sharpen
1 Ask students to discuss the questions in pairs. Elicit some
ideas for each.
Preparation ideas: research the company/course, practise
answering questions, get a suitable outfit ready, think of
a couple of questions to ask the interviewer to show you
are interested.
2
9.8 Ask students to read the questions, then play the
recording. Elicit the answers.
1 A group interview
2 Nervous because he’s never been for one before and he
wants the job.
3 Advice about what the interview entails and how to
prepare for it.
explore language
Go through the language box. For part A, point out that
these prefixes can only be added to certain adjectives, nouns
and other verbs. For part B, point out that -en can be used
with some adjectives only. Elicit any other examples students
know of adjectives that can be turned to a verb by adding -en
(e.g. widen, harden, moisten).
3
9.9 Play the recording for students to note the words
with affixes they hear. Elicit the answers.
1 misunderstood ​2 ensure ​3 enlighten ​4 underestimate ​
5 loosen ​6 oversleep
4 Point out the example adjective able which can be
transformed into a verb by adding the prefix en-.
Encourage students to copy the table onto their own
paper so that there is enough room to add the verbs to
the lists. Elicit the answers and which word takes both a
prefix and suffix.
alternative
Give students the option to make a mind map rather
than a list if they prefer a more visual format of
recording vocabulary.
enable, enact, endanger, enlarge, enlighten (light takes both
a prefix + suffix), enrich, ensure, entrap
misalign, mishear, misjudge, mispronounce, misread
overdo, overestimate, overhear, overlook, overrun
underestimate
react, realign, redo, refresh, relight, reread, rerun, rewind
enlighten (light takes both a prefix + suffix), freshen,
lengthen, lighten, sadden, sharpen, worsen
extra: fast finishers
Ask students to choose at least three of the verbs from Ex
4 to write their own example sentences for.
exam tip
Read through the exam tip. Remind students they will not be
penalised for incorrect answers so should be sure to answer
every question. Remind students that, more generally,
they can also think about word class, collocation, and
surrounding words.
exam task: key word formation
6
Set a time limit of eight minutes for students to
complete the blog. Challenge stronger students not to
refer to any notes (and to mask the page with a piece
of paper).
1 ensure (prefix + verb = make sure)
2 introductions (plural noun, object of a
passive structure)
3 personal (adjective, describes something)
4 imaginative (adjective, same word form as outgoing)
5 Throughout (adverb = all through)
6 interaction (noun followed by between)
7 underestimate (prefix + verb, negative)
8 overlook (prefix + verb = not recognise/not see)
Speak up
7 Students discuss the questions in pairs. Then ask a few
students to report what their partner said.
Possible answers
• Yes: employers get to see candidates work in a group
situation; it could be quicker for the employer because
they see many candidates at once; some candidates might
find it less pressure than a traditional interview situation.
• No: it takes more planning than a traditional interview;
quieter candidates may be overlooked; it could be
awkward or unfair if some candidates know each other;
some candidates might find it higher pressure.
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9 Leaders and followers
SPEAKING
USE OF ENGLISH 2 (Continued)
extra: whole class
Put students into groups of three to design some
activities for a group interview where staff are being
recruited for a job at either a call centre, a farm or a
department store.
Groups should decide on:
1 an ice breaker
2 an activity linked to the job they will be doing
3 a few interview questions.
If time allows, join groups together to try each other’s
activities. Alternatively, ask each group to briefly
report back to class on what they planned for their
group interview.
Fun footer
Ask students to read the footer. Ask: Why do you think
being too trendy and not making eye contact would put the
interviewers off ? Do you think the reasoning is valid? Does it
depend on the kind of job? What other behaviours might be
off-putting for a potential employer?
To finish
Read this message from Jimmy aloud (a follow-on from his
voicemail message in Ex 2). Students listen to find out what
happened to him at his group interview. Then, read it again
for students to write down any words with prefixes that
they hear. Elicit them (underprepared, misunderstanding,
overcooked, ensure, refreshing).
Hi Ken,
Did you get my voicemail? You still haven’t called me back!
I went to my group interview feeling underprepared and I have
to say, it was pretty daunting at first. Even worse, there was
a misunderstanding about the time, and I ended up arriving a
few minutes late.
It started off with an icebreaker about our most embarrassing
moment, so I shared that time I overcooked all those pizzas.
And then, I realised that it wasn’t the best story to share
at a chain restaurant interview! Then we had to role-play
dealing with a customer to ensure we wouldn’t lose our cool
if something went wrong. Finally, we sat around for a small
group chat.
It wasn’t as bad as I was expecting. In fact, in a way, it
was refreshing.
And I just got a call from them yesterday, offering me a
summer job on the restaurant floor. Hope to catch up
soon, Jimmy.
Presentation tool:
Unit 9, Use of English 2
Workbook / Online Practice:
p94
Extend vocabulary:
SB p160
Audioscript:
SB p183
Extra Practice App
SB p127
To start
Ask if anyone has a part-time job, and elicit what it is. Ask:
What other part-time jobs are common for young people while
they are studying? E.g. checkout operator, waiter, babysitter,
lifeguard. Write these on the board.
Students work in pairs and take turns to describe the working
environment of one of the jobs while the other person
guesses which job it is. For example: This is a job you can do
outdoors or indoors. You might have to wear sunscreen and
you might get wet (a lifeguard).
Power up
1 Ask students to ask their partner which option they
prefer for each item and why. Then ask students to
suggest some places their partner might like to work or
study based on what they said.
Possible answers
1 • I’d rather work indoors because it’s easier to stay
comfortable, whatever the weather.
• The outdoors, for sure. Being outside is good for you,
and I’d hate to be cooped up in an office all day.
2 • A small individual office is quite appealing as I think I’d
be more productive with my own private space.
• I’m a bit of a social butterfly, so I like the thought of
an open-plan office where there is a lot of interaction
and buzz.
3 • As an introvert, I definitely work better in a quiet
environment without too much hustle and bustle.
• When I’m in a busy atmosphere, it helps me get my
work done faster.
4 • I’d generally prefer to stay in one place all day. I might
lose focus if I didn’t have one fixed workspace.
• I’d like to have a variety of places in my day. Moving
around keeps it interesting.
5 • I do think it is nice to dress up for work. It probably
helps people take you more seriously, especially as a
young person.
• I dress for comfort. It would be a distraction to worry
about dressing up every day, plus I don’t think I even
own anything suitable for a formal office.
Speak up
2 Emphasise that students are discussing the ideas and
language they might use to complete the task rather than
actually completing it at this stage.
Possible answers
strawberry farm – working with someone else, quiet, might
be difficult in bad weather or too hot in summer, can
dress casually
factory – inside, noisy, busy atmosphere, open plan, might
make people crave outside, have to wear protective clothing
fast-food restaurant – smells of food, busy, loud, indoors,
might make the people hungry or stressed, need to wear
a uniform
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exam task: long turn
3
SB p162
Remind students to only speak about two of the
pictures. Encourage partners to time each other –
they should speak for one minute. If students have
phones with recording capabilities, ask students to
record themselves doing the task, then play back the
recording to reflect on it. Ask students to provide each
other with feedback on whether they used a range of
language and vocabulary, whether they spoke clearly
without too much hesitation and whether they covered
both parts of the task (comparing the atmosphere, and
how it might affect the people). Students complete the
task with a new partner. Encourage strong students to
speak about different pictures when completing the
task for the second time.
Possible answer
The environment in this factory looks as if it would
probably be very loud. Even with the ear defenders, it
could be quite stressful for the people working there. Like
the factory, I think the fast-food restaurant job would
also involve a lot of noise, which could make the workers
feel a bit frazzled, although probably not quite to the
extent of the factory.
In both pictures, the people seem to be working near
their colleagues, however the work in the factory
looks more solitary because each person seems to be
operating their own machine. On the other hand, it looks
like in the fast-food restaurant, the teammates have to
collaborate on the task they are doing.
Another similarity is that both workplaces are indoors.
I can’t help but think it might be a bit depressing to be
stuck inside all day for people in either of these jobs.
4
9.10 Remind students that after the long turn, the
candidate who is listening will be asked a question about
their partner’s pictures. Play the recording and elicit
which student (A, B or C) gives the best answer and what
the other students need to be careful of.
Speaker C gives the best answer. Speaker A’s answer is too
short. Speaker B’s answer is too long and detailed.
It’s important to give a full, but not lengthy answer.
exam tip
Ask students to read the tip. Refer students to the audioscript
on page 183 to re-read speaker C’s answer.
5 Students should treat these questions as listening
candidate’s questions. Students could ask and answer the
questions in pairs or record themselves individually on
their phones.
Possible answers
1 Hmm, let’s see, I would probably say the strawberry farm
because the work is likely to be seasonal. It wouldn’t be
unusual in a workplace like that to take on a lot of casual
workers who are students or travellers, so they wouldn’t
be in it for the long term.
2 Well, it’s hard to say. I suppose it could be the factory
worker because he looks quite focused on his task and has
a kind of satisfied expression on his face. Definitely not
the strawberry pickers. They look exhausted, and I’m not
surprised. All that bending down does look like it would
take its toll.
6 Ask students to work in pairs to complete the activity.
Possible answers
1 To me, I think the parking warden situation will be solved
the quickest. The people in the other photos looks like
they are family or friends, so will probably hold a grudge
for longer. Plus, they might be talking about something
that is an ongoing issue, whereas the parking issue is
probably a one-off.
2 My first thought was the parliamentary debate because
it would be recorded, and what’s being said could also be
picked up by the media. However, looking at the extreme
level of anger in the office situation, I can’t imagine
anyone in that room is going to forget the meeting any
time soon.
7 Tell students to start their question with which picture/
person … Alternatively, brainstorm possible questions as
a class and write these on the board, then ask students to
take turns to ask and answer them in pairs.
Possible answers
1 Which person has the most difficult/interesting/enjoyable
job? / Which person do you think is the most inspiring
role model?
2 Which of the people do you think is the most prepared
for the interview? / Which person is feeling the most
nervous? / Which interview will be the most interesting
to watch?
Speaking extra
8 Students discuss the questions in pairs. Then elicit a
few ideas.
Possible answers
1 • I do think work experience is important to have on your
CV, even if it’s just something informal like helping out a
neighbour. The more relevant it is to the job, the better!
• I would say that getting your first job is more about
who you know than whether you’ve had any actual
work experience. Of course, doing work experience
might actually lead to paid work at that place or making
useful contacts.
2 • For me, it’s all about the people. I think having a good
boss and helpful colleagues are what make a place good
to work in, above any of the other factors.
• Call me shallow but I’m all about the perks. If you get a
fancy car, a company credit card and the latest gadgets,
what’s not to like?
To finish
Ask students to write a paragraph about their ideal working
environment, then share their paragraphs in small groups or
post them to your class online space.
In preparation for the Writing lesson, ask students to revise
the features of a report in the Writing file on page 168.
Presentation tool:
Unit 9, Speaking
Workbook / Online Practice:
p95
Speaking file:
SB p162
Audioscript:
SB p183
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9 Leaders and followers
WRITING
SB pp128–129
To start
Ask students to reflect on what they already know about
report writing, for example from the lesson in Unit 5 on
pages 72–73, and the Writing file on page 168. Ask students
to work in small groups to think of advice they would give
to someone writing a report for the first time. Conduct
class feedback.
Possible answers
• Read the task carefully so that you know who the report is for
and why they need it.
• Give some factual information, an evaluation and
some suggestions.
• Make sure the reasons for your recommendations are clear.
• Use paragraph headings.
• Use formal and objective language, e.g. passive structures,
noun phrases.
• Check that you don’t repeat points.
• Use a range of more formal or academic vocabulary.
Power up
1 Ask: What is a recruitment fair? (a large event where
people looking for jobs and companies looking for
employees can meet). Ask students to rank the features
individually then compare their answers in pairs, giving
reasons for their choices.
Plan on
2 Ask students to read the task then elicit who it is for and
the focus.
You have to write the report for the college principal. Main
focus: an evaluation of a recruitment fair.
3 Students discuss the questions in pairs, making notes for
use in Ex 4. Conduct class feedback.
Possible answers
1 make contacts, get a job, find out more about
organisations, get advice
2 workshops: (good) learn a lot, relevant, good facilitator,
good length;
(bad) crowded, low attendance, couldn’t hear the speaker,
no interaction
meetings: (good) get a job offer, learn about companies,
get good advice;
(bad) miss out on an offer, make a poor impression
advice: (good) personalised, relevant, good materials;
(bad) generic, irrelevant, nothing new
4 Students read the report to see if any of their ideas
were mentioned.
General: (good) venue was modern, comfortable and easyto-reach
Workshops: (bad) too crowded except the one on sourcing
jobs so weren’t that useful
Meetings: (good) over 600 companies represented, all
stands had a representative present, useful to speak directly
to company representatives
Advice: (bad) advice was given by a generic computer
programme, (good) the advice was helpful, the feedback
was individualised
5 Students work through the questions in pairs.
1 To introduce the subject of the report.
2 The writer has split the information into sections so that
it is clearer for the reader; one section evaluates practical
aspects of the fair and the other evaluates the content.
The writer has used headings to guide the reader; there
is an evaluation and then a recommendation as this is the
logical way to organise the information (i.e. first explain,
then recommend).
3 Yes.
The fair
The fair took place in a modern venue in the centre
of the city and for this reason, it was easy to reach
and a comfortable place to spend the day. Over 600
companies were represented at the fair, so this was a
great opportunity to find out about a wide range of
employers across a range of different industries. Each
stand had a representative and for the most part, it was
useful to be able to speak directly to someone involved in
the company.
Workshops and advice
There were various workshops offered, including ones
to help you with your job application and the interview
process. With the exception of one on sourcing jobs,
they were far too crowded to be able to get any useful
information. It was also possible to get advice and
feedback on your CV by submitting it online before the
day. Although the ‘advice’ was a standard computer
programme, on the whole, it was helpful and meant
feedback was individualised.
4 The writer makes specific recommendations: it would
be useful to contact the organisers to suggest places in
workshops are limited for next year; it would be helpful
for students to do some research first on those they are
interested in … .
6 Give students a few minutes to complete the sentences,
then ask them to compare answers in small groups.
Possible answers
1 be prepared.
2 is to note down any important information or advice.
3 you should try to stand out in some way.
4 dress to impress.
7 Ask students to refer back to the model report in Ex 4
and find these expressions in context to help them with
this task.
1G 2S 3S 4G 5S 6S 7G 8S
8 Point out that more than one phrase is possible in most of
the sentences.
1
2
3
4
As a rule / On the whole / For the most part
From the point of view of
On the whole / As a rule
In the case of / For the purposes of
9 Ask students to brainstorm some other advice for
students attending a job fair, e.g. dress well, make eye
contact, smile, prepare some questions, research the
companies and decide who you want to prioritise talking
to, etc. Then ask students to write two pieces of advice
in pairs using some of the phrases from Ex 7, then swap
with another pair to read, check for accuracy, and decide
which piece of advice was the most useful.
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Possible answers
• Make sure you spend time researching the companies for
the purposes of prioritising who to talk to.
• As a rule, it is better to be overdressed rather
than underdressed.
• On the whole, you should aim to listen as much as you
talk, so prepare some good questions to ask companies
you are interested in.
Write on
extra: whole class
Ask students to discuss in pairs:
1 What is the best way for students to select a university
or other training provider?
2 How do universities in your country reach
potential students?
10 Ask students to read the task and discuss the question in
pairs. Elicit the answer.
Possible answers
advice on the best course for you, meeting some staff
from the university, advice on completing your application,
advice on being accepted into your programme of choice,
information about the university environment and benefits
exam tip
Students read the tip and work out the percentages.
Emphasise that the introduction is generally short, and the
recommendations section is longer than the introduction.
For more information on reports, refer students to page 168
if they haven’t already reviewed the Writing file before class.
Introduction: 15 percent
The fair: 30 percent
Workshops and advice: 30 percent
Recommendations: 25 percent
Improve it
13 These reflection exercises may be set for homework.
11 Students should aim to complete this plan (steps 1–5)
in five minutes if possible. Then students compare their
answers in pairs.
1 Three aspects to evaluate: workshops, meetings, advice
3 Students will need five sections: an introduction,
paragraphs on workshops, meetings, advice, and
a recommendation.
4 The purposes are to evaluate the success of this
year’s fair, and persuade the principal to implement
your recommendations.
exam task: report
SB p168
The task rubric in the Cambridge exam does not usually
include as much detailed information as there is here. This
task detail gives students more assistance in writing their
reports.
12
Model answer
The purpose of this report is to evaluate the recent
university fair and recommend whether it is worthwhile
for students to attend this fair in future years.
The fair
The fair was held over two days in the city community
centre, a spacious and modern venue. There were around
30 universities represented at the fair, each having a
stand with information and representatives available to
answer questions. In addition, the free items being given
away by many stalls were very popular among attendees.
Networking, workshops and advice
The fair included opportunities to meet representatives,
attend workshops and receive advice on personal
statement writing. Many students said that the
highlight was talking to representatives from their
preferred universities. Also, the workshop presenters
were dynamic and shared a range of excellent tips
although, unfortunately, some of the workshops on the
Saturday were oversubscribed. Finally, the drop-in area
for advice on personal statements was another popular
feature, staffed by friendly helpers who were able to give
tailored suggestions.
Recommendations
On the whole, it would be valuable for students interested
in university study to attend the fair in the future. As a
rule, it would be preferable for students to attend on the
Friday if possible, because the Saturday was much busier.
In addition, in light of the number of universities
represented, it would be useful for students to do some
research before attending, so that they can ensure that
they are able to attend the most relevant workshops and
meet representatives from the universities they are most
interested in.
Students should complete this report as a timed
practice, allowing 30 minutes. This could be set
for homework.
Students may make changes to their essays in relation
to the points before handing them in for individualised
feedback. Use the assessment points from this exercise as
your marking schedule.
14 Try to pair students with someone of similar ability for
this task.
To finish
Ask students to work in pairs to act out the parts of a student
and university representative at a university fair:
Student A: You are a university representative. Prepare at
least two questions for a student visiting your stand. Answer
the student’s questions.
Student B: You are a student. Prepare at least two questions
for a potential university representative. Answer the
representative’s questions.
Students perform their parts, which should include an
introduction, then swap roles.
Presentation tool:
Unit 9, Writing
Workbook / Online Practice:
p96–97
Writing file:
SB p168
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9 Leaders and followers
SWITCH ON
SB p130
Careers advice
extra: whole class
Ask students to brainstorm the kinds of qualities
employers often look for in candidates for any job,
e.g. team player, takes initiative, enthusiasm, good
communication skills, copes under pressure, flexible,
dresses for the job, reliable, personable, follows
instructions, can take feedback on board, arrives on time.
Ask students to note down a few traits that they consider
strengths and a few traits they could work on to make
themselves more employable. Encourage students to
think about personal qualities, not simply qualifications
and grades.
1 Ask: Who would you go to for careers advice? (Parents,
friends, teachers, the internet, career advisors, etc.) Put
students into pairs to do the roleplay. Give students five
minutes for the first meeting roleplay then ask students
to swap roles for a further five minutes. Conduct class
feedback for the third question.
alternative: mixed ability
To support weaker students, read through the rubric of
the first question, then elicit some specific questions the
careers advisor could ask and write them on the board for
students to optionally refer to during the roleplay: What
would you say are your most employable traits? What do
you think you could do to make yourself more employable?
Possible answer
A: So, you’ve come for some advice on finding a job. Let’s
review your strengths and weaknesses. What would you
say your most employable traits are?
B: Well, I’m a great team player. I will always go the extra
mile to help the other people in my team. I’m also very
reliable, you can count on me to turn up on time and do
what I’m asked. I would like to think that I’m quite friendly
and personable as well.
A: Those are great qualities that are certainly very valuable
from an employer’s point of view. Let’s now talk about
some areas for improvement. In what ways could
you improve?
B: Well, I do tend to talk a lot, which can be a good thing,
but can be a bit overwhelming. I guess it depends if the
conversation is job-related, doesn’t it? What I really need
to break is my bad habit of interrupting people. I’ve been
told it is really annoying.
A: Hmm, let’s consider the interrupting first, how could you
work on that … ?
2
Students read the questions. Play the clip for students
to take notes. Ask students to compare their answers
in pairs.
1 Scott moved to London because he believed there would
be more job opportunities for him there.
2 James advises Scott to gain a greater understanding
of particular job roles and job titles available within
his field in order to sell himself more effectively to
potential employers.
3
Play the clip again for students to take notes.
Possible answers
1 Positive points
Scott has a great sense of humour.
Scott is highly enthusiastic.
Scott is eager to take up work related tasks.
Scott is very likeable and intelligent.
Areas to improve
Scott needs to improve his professionalism by making
himself look a little smarter while at work.
Scott could give more commitment to work.
Scott could manage his time better.
Scott could maintain better focus on the job at hand.
2 He improved his appearance. He secured an internship
in central London, which will greatly improve his
job prospects.
extra: whole class
Write these additional questions on the board for
students to discuss in pairs. Then play the video a third
time for students to check.
1 What trends does the video mention around graduates
seeking jobs?
(For the past 30 years the number of graduates
has increased. However, in 2016 only two thirds of
graduates were in highly skilled positions.)
2 Why does James Caan ask Scott to think of some
job titles?
(Knowing what kinds of job titles might be for him is an
important part of focusing his job search.)
3 What happens to Scott after he takes the advice?
(He secures a job internship in central London, which
will improve his job prospects.)
4 Ask students to discuss the question in pairs or
small groups.
Possible answer
A: So the advice given that Scott should look more
professional, do you think that’s relevant to all jobs?
B: Well, on the face of it, yes. I think the more professional
you look, the more likely you are to get a job, and do well
in it.
A: Yes, I agree that we’re all judged on how we appear. Take
pilots for example, would you feel as safe if they wore
shorts and sandals? But a captain’s outfit doesn’t affect
their flying ability, so it’s a bit silly really.
B: I hadn’t really thought about it like that, but I guess
you’re right that certain uniforms and professional dress
make people more likely to respect them. But when it
comes to professional dress, I think it has to depend on
dressing right for the job. For example, I think going for an
interview to pick strawberries, you’d have better luck if you
were dressed casually, looking like you were ready to start.
A business suit would be over the top, and might end up
costing you the job.
A: In corporate circles, I think it does pay to take the advice
to dress professionally. There will always be people who
get away with dressing down, like Mark Zuckerberg,
but I mean, if you’re running the show, you get a bit
more freedom.
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B: So, for those of us just starting out in our careers, I
guess we could say that the advice is generally true –
appear professional.
A: With the caveat that ‘professional’ means appropriate for
the job at hand.
Project
If you have access to the internet in the classroom, search
for a student video CV which is relatively simple in format to
show the class. For example, a student talking to the camera.
Students’ scripts should be between 1–2 minutes long.
Encourage students not to have visible notes when they
record themselves.
If students do not have recording facilities, students could
either write a script for an introduction to themselves (as if
they were going to record), then present themselves to the
class or a group.
extra: project
1 Remind students of the advice in the Switch on
video. Ask each student to pick a field of work that
interests them, then research the job titles/roles
available in those fields. Students compile a mind map
or informational poster, digitally if possible, listing
at least eight jobs in that field. Students share their
posters in small groups, and explain to the group
which of the jobs on their poster interests them most
and why.
2 Students role-play a five-minute job interview
between an employer and applicant. Put students
into pairs and ask them to decide on a job that the
applicant will apply for in their roleplay. One student
becomes the employer and prepares a list of at least
four questions to ask the applicant, for example:
Why are you applying for this role? What previous
experience do you have in this area? What are your
strengths? What makes you a good team player?
Alternatively, provide the questions for weaker
students or if you are short on time.
The applicant prepares a profile for him/herself, using
information which is true or made up, for example,
thinking about personal qualities, experience and
reasons for wanting the job.
Students perform the interview and finish with the
employer offering the job or saying they will be in
touch. Students swap roles.
In preparation for the Independent learning lesson,
ask students to complete Ex 1 on page 130. Then use
the class time for students to discuss their ideas with
a partner and conduct class feedback.
Presentation tool:
Unit 9, Switch on
Switch on videoscript:
TB p182
INDEPENDENT
LEARNING
SB p130
Skill review
1 Ask students to read the skills and mark the areas they
feel most confident about. Suggest that they may
also put a different mark in a box to indicate they are
becoming more confident.
2 Students discuss their answers in pairs. If students have
multiple areas they have identified, ask them to narrow it
down to a few key areas to review in this lesson. Students
can use the contents page to help locate relevant tips and
sections for the areas they feel less confident in.
UNIT CHECK
SB p131
If possible, complete Practice Exs 1–2 in class because they
involve pair work, and Review Ex 1 because it features
audio. The other exercises may be completed in class or set
for homework.
Relevant Unit Check exercises may also be set for fast
finishers during other lessons. For Ex 5, encourage students
to set a time limit of eight minutes. For Ex 6, students could
attempt a timed writing practice for 40 minutes, then review
their report using the checklist in Ex 13 on page 129.
Practice
1 2 Students’ own answers.
3 1 an edge ​2 guard ​3 head ​4 picture ​5 mile ​6 row
Review
1
9.11
Speaker A: her director had mistaken her for someone else.
Speaker B: his lack of awareness of his time on the team
being limited/at an end.
Speaker C: her being too slow to realise what her manager
was actually doing.
2 1 It’s the way
​2 It is when
3
​ What she told me was (All I know is is not correct because
this is not a criticism.) ​
4 All people want is
5
​ The thing that ​
6 It wasn’t until
7
​ What we’d do was ​
8 All I know is
3 1 had she finished, when ​2 had they developed, than ​
3 when she saw, did she realise ​4 did I realise
​5 did their captain feel ​6 had he managed
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9 Leaders and followers
4 1 The team, not satisfied with their results, are hoping to go
2
3
4
5
6
on to greater things.
Having learnt a new way of working, Anna changed her
whole approach to work.
Daniela asked those who had been in her team for over a
year to mentor the new members.
After making the team do one hour’s training, the coach
asked them to go to the gym.
In most companies, employees are offered extra
training opportunities.
The research objective was to test brand recognition.
5 In the Cambridge exam candidates are asked the
questions by the examiner and do not see them written
down as they are here. Candidates are also only asked a
couple of questions, not all as this tasks requires.
( // indicates the points for two marks)
1 it is recognised // as a way
2 only does/can doodling // help/enable you to
3 improves your recollection/recall // of details
4 you (to) find solutions // to problems
5 a consequence of // using
6 that/which are challenging better // by keeping
6 Model answer
I’ve been looking for a job in the theatre for about three
months now. I want to do stage management or perhaps
even production support. This was why I used your specialist
job site as I assumed it would have more jobs of relevance to
me. In fact, what I found was that although there seemed to
be many jobs, a lot of them were in the same field of costume
and design and very few were in the production side. This
meant I found the site rather misleading. I also found that
the links through to each job did not work very well and there
was not enough information about the job to help me to
decide whether I should apply or not. Although I would not
use the site again myself, nor recommend it to anyone else
in my field, I would probably recommend it for those who are
looking for work in the specialist areas you cover. However,
I do think your site should more clearly state exactly what it
offers. This is not only the case in terms of the type of jobs,
but also in the level of detail offered about each job.
GRAMMAR FILE
SB p158
1 1 A It was the Labour government that changed the law on
2 1 It does help if I get a good nights’ sleep before an exam.
2 The members did have a long discussion at the meeting.
3 Danny does go on about the year he spent in the USA
a lot. / Danny does go on a lot about the year he spent in
the USA.
4 I wasn’t sure before but we do have a lesson on Friday.
5 Pat did give me his email address but I’ve lost it, I’m afraid.
3 1 What I wanted to point out was that there won’t be much
parking space available directly outside our house.
2 No way am I going to be able to meet that deadline.
3 The reason (why) I’m phoning is to ask you the best route
to the hotel and confirm the time of the dinner.
4 No sooner had I read the email than David called me to
discuss the problem.
5 At no time have I ever given James the impression that I
was looking for a change of job.
4 1 was our neighbour who told us
2
3
4
5
6
place where the accident happened is
is Mr Reeves you should ask
the thieves hid the money is
if you are a member can
irritates many people is the requirement
5 Possible answers
1 In some parts of the world quite dangerous animals, left
free to roam, can cause problems for villages they try to
enter. (shortened relative clause)
2 My manager taught me that one way of earning
more money, if you want to do so, is by becoming
skilled at something others cannot do. (a clause inside
another clause)
3 It worried us that we hadn’t heard from him for over six
months. (use of It in a cleft sentence)
4 Being a tradition that was once free for locals, the
local music event offered free drinks instead. (a
participle clause)
6 1 never 2 this 3 wherever 4 in 5 least 6 when
7 if/how/whether 8 Having
Presentation tool:
Unit 9, Unit check
Workbook / Online Practice:
p97
Audioscript:
SB pp183–184
Extra Practice App
fox hunting in 2004.
B It was the law on fox hunting that the Labour
government changed in 2004.
C It was in 2004 that the Labour government changed the
law on fox hunting.
2 A It was my sister who made the chocolate cakes for
Joanne’s party.
B It was the chocolate cakes that my sister made for
Joanne’s party.
C It was for Joanne’s party that my sister made the
chocolate cakes.
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10
X
Moving on
READING
SPEAKING
topic: value of homework
task: cross-text multiple matching
topics: important moments in life;
ambitions
tasks: interview; long turn;
collaborative task; discussion
USE OF ENGLISH
open cloze
key word transformation
multiple-choice cloze
word formation
LISTENING
topics: university and employment;
travelling
tasks: multiple choice: short texts;
sentence completion
WRITING
topics: a college newsletter; a TV
channel; a charity project; tourism
tasks: Part 2 choices
Lead-in SB p133
Point out the unit title Moving on. Elicit
what the phrasal verb to move on means
(to change, develop or start doing
something new).
Ask students to look at the picture
on page 133. Ask: How do you think
perspective changes when you get
older? What kind of advice do you think
your 70-year-old self would give to your
current self?
Read the quote aloud: Youth is wasted
on the young. Ask students to discuss
the questions in pairs. Elicit ideas on
whether students spend more time
thinking about the past or the future.
Suggested answers
1 The quote means that young people
don’t appreciate the benefits of being
young until later in life.
2 I don’t spend a lot of time thinking
about the past, although if I hear an
old tune, or see an old photo, it will
certainly jog my memory. I do spend
time thinking about the future, though.
Unfortunately, I have a tendency to
worry about things that might happen.
They usually don’t, but I can’t help
imagining them!
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10 Moving on
READING
SB pp134–135
To start
Ask students to discuss in pairs what the benefits and
drawbacks are of homework. Elicit some ideas.
Possible answers
Benefits: it helps you revise new material, helps you prepare for
the next class, a good discipline.
Possible drawbacks: it takes time away from other things, it can
be boring.
1 See if students can remember the meaning of ‘a necessary
evil’ (something bad or unpleasant that you have to accept
in order to achieve what you want). Students work in pairs
to complete and discuss the questions in the questionnaire.
Elicit a show of hands for the first two questions and
record the numbers on the board, for example, as a pie
chart, then elicit some ideas for the third question.
3 A (C says He also mistakenly maintains that research
shows there is no correlation between doing
homework and success in education. My belief is that
he is ignoring the research that supports an opposing
view … A says He very clearly makes the point,
with which I agree, that far from helping students,
homework can actually be harmful in that it can
destroy motivation and make an interesting subject
boring.)
4 B (A says the writer repeated himself a great deal and
laboured many points. D says some sections were
easier for the reader to follow than others. C says
in spite of continually reiterating certain points in a
boring fashion. B says this well written and accessible
book …)
Speak up
3 Students discuss their answers in pairs. Encourage them
alternative
to use some of the new vocabulary from the text.
Instead of eliciting a show of hands, conduct an online
poll in your online class space for students to respond to
anonymously after discussing the questionnaire with their
partner.
Possible answers
• What I agree with in comment B is that homework should
be a response to specific needs at a specific time. I say this
because when teachers give any old homework because
they supposedly ‘should’, the tasks don’t necessary seem
to help us learn what we need to.
• I totally agree with commenter B’s assertion that
excessive homework is off-putting. In my experience, if I
have too much to do, I end up racing through it without
taking time to do a good job.
Possible answers
1 • Homework bores me more than anything else. I’d much
rather be outside or hanging out with my friends instead
of being cooped up studying.
• I do think it actually depends on the homework itself!
Some projects can be stimulating or at least mildly
interesting, whereas others are completely mind numbing.
2 • It’s hard to say exactly. It felt like too much at the time
but in hindsight perhaps it wasn’t enough to revise all
the concepts thoroughly.
• I think we have been given an appropriate amount. It has
been a pretty steady workload but I wouldn’t say I’ve
been swamped.
3 • Hmm, let’s see, I’d say younger kids aged 4–10 would
benefit most from reading a book and maybe learning
some maths, basic facts or a bit of spelling. Other than
that, I think they should be free to play. That’s way more
useful for their development than lots of rote learning.
• I suppose college students should mainly be given
independent activities with an element of freedom of
choice. Group projects could be quite good although it
obviously depends on who you get grouped with.
exam task: cross-text multiple matching
2
Set a time limit of 12 minutes for students to
complete the activity.
1 C (B says Homework should not be uniform, the same
for everyone, but should comprise tasks that help
develop independent learning. C says there was one
section about targeting different students with
different homework tasks or even letting students
choose what sort of homework they do that may
have possible positive implications for the future.)
2 B (D says it is highly unlikely to change anything. B
says Whether educators will actually take notice of
these ideas and implement them is unfortunately
debatable)
4 Refer students to the useful language boxes in the
Speaking file on pages 163–164 to look for some good
phrases to use in the discussion.
Possible answers
1 • I definitely agree with this idea. After all, if we get to make
up our own minds about how much and what type of
homework we do, we’d be able to choose to do what is
meaningful to us, and what would help us the most. So
much more motivating.
• Sorry, but I just can’t get on board with this one. Let’s be
realistic, everyone would choose to do nothing at all!
2 • Sadly, that’s probably right. It’s nice to think we’d replace
homework with walks in the park and family board
games, but I doubt it. But, we could watch a series as a
family, does that count?
• I don’t know that I agree with that view. Personally, if I
didn’t have to spend time doing assignments at weekends,
I’d probably go along on family outings more often.
3 • This is so true. So many parents end up doing their kids’
homework for them, and how does their child learn
anything from that? I’d also add that it’s probably a bit
of a pain for parents to have to keep tabs on homework,
most of them have enough on their plate as it is.
• I think there is some middle ground here. My parents
managed to strike a really good balance. They showed an
interest in what I was doing for homework, and helped if I
asked, but ultimately left it up to me to take responsibility
for doing it.
• How about the idea of a school–home partnership?
Surely, it’s a bit ridiculous to exclude parents from helping
with homework, especially for younger kids, who need
help with the tasks and developing good study habits.
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4 • Absolutely. It’s nice to be treated as mature enough to
make the best decisions for our own learning.
• I’m not sure. If homework wasn’t compulsory, I’m just
not sure I’d do it, even though I acknowledge that it has
helped me learn in the past.
5 • I agree that homework helps develop self-discipline
because you have to learn to prioritise your activities and
manage your time. This will come in handy at university
or in the workplace.
• I guess there’s some element of truth to that. But, it isn’t
as if homework is the only thing that can encourage selfdiscipline. What about learning a musical instrument or
doing regular exercise?
6 • That’s a bit black and white, isn’t it? While homework
may help us become independent up to a point, it isn’t
the only way to become independent. I think exploring
topics of our own interest helps us become independent
way more than any formal set homework could.
5 Brainstorm a few possible activities to get students started
using some of the possible answers to this exercise for
inspiration. Students could use ideas from this course or be
as creative as they like. After students decide on activities in
pairs, ask each pair to share with the class. Ask students to
comment on which are the most interesting activities. Ask:
Are the most interesting activities also the most effective?
Possible answer
choose some words from text and write personalised
sentences; ask three people you know what they think
about homework; choose five words from the text and find
their meanings; make a gap-fill; make a crossword to test
new vocabulary; re-read the article and summarise each
comment; make a poster showing your view on homework
game on
Assign different comments to different pairs so that
students can swap with a pair who has looked at a different
comment. After swapping, students should complete the
word formation without looking at the article.
USE OF ENGLISH
SB pp136–137
To start
Ask students to briefly tell their partner about what they are
planning to do when they leave school/college. If students
have already left school/college, ask them to reflect on what
it was like to move on and discuss what they are planning to
do after this course.
1 Students discuss the questions in pairs. Elicit some ideas
from the class.
Possible answers
1 taking more responsibility for your study, changing town,
changing friends, getting to school/college a different way,
doing your own shopping/cooking/laundry/budgeting
2 finding the right lecture hall, having the right stationary,
meeting new people, getting a job
exam task: open cloze
2 3
Remind students to read the text for gist
before attempting the gaps and to think carefully
about what type of word goes in each gap (noun,
verb, etc.). Set a time limit of 10 minutes for students
to complete Ex 2 and check through their answers
carefully. Go through the answers as a class.
1
2
3
4
5
6
7
8
not/never (negative)
do (inversion)
if (conditional)
not (negative)
having (-ing clause)
be (passive)
few (quantifier meaning not many people)
one (quantifier)
exam task: key word transformation
4 5
extra: whole class
Put students into groups of 4 or 5. Each group member
chooses a country they are interested in and briefly
researches homework expectations in that country online.
Students share with their group what they found out. Ask
groups to decide which of the countries they think has got
the right idea about homework and share this with the class.
To finish
Ask students to choose one or more of the homework
activities proposed in Ex 5 to try. Alternatively, students can
do the activity for homework.
Set a time limit of 15 minutes for Ex 4.
Students compare their answers in pairs. Conduct
class feedback.
(// indicates how the two marks are allocated)
1 I had set off // on time
2 I not // forgotten my map
3 was only when/after // I arrived that
4 couldn’t // make up my mind
5 resulted in // me/my having
6 not able to // take advantage of
In preparation for the next class, set Exs 2–5 as timed exam
practice for a total of 25 minutes. In class, after completing
Ex 1, ask students to compare their answers to 2 and 4 in
pairs before checking as a class.
Presentation tool:
Unit 10, Reading
Workbook / Online Practice:
pp102–109
Extra Practice App
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10 Moving on
USE OF ENGLISH (Continued)
Speak up
6 Put students into pairs to discuss the questions.
Possible answers
1 I think what I’d be most worried about would be no more
second chances! At school, we could always retake a test
or redo assignments to get a better grade. Now, when
you think about it, this gave us a false sense of security.
We won’t have that luxury in life after school, so a failure
at something important like a job interview will be pretty
much permanent!
2 I am quite excited to be able to go to bed at any time I like.
My parents still send me off to bed before 10 p.m. which
is completely ridiculous. I’m a real night owl so I’m looking
forward to staying up as late as I want.
3 1 being late – set an alarm
2 getting lost – remember a map, look up a map on your
phone, ask someone for help
3 wrong supplies – go to a store on campus, ask to borrow
a friend’s
4 eat alone – introduce yourself to someone new, listen to
some music, study while you eat
5 too much free time – get a job, volunteer, set an exercise
routine, set up a study group, join a club
6 missing social opportunities – join a club during the
week, arrange to meet friends during the week, suggest
to the social committee that they hold an event during
the week, arrange to stay over for the weekend.
4 I can’t wait to study some of the papers I’ve chosen. It will
be great not to have to do compulsory subjects that I’m not
really into anymore. It sounds like a cliché, but I’m also really
excited to meet new people and widen my social circle.
exam task: multiple-choice cloze
7
Elicit possible strategies for multiple-choice exam
tasks such as reading the text for gist first, looking
for fixed phrases, collocations, type of word, lexical
choice and dependent prepositions. Give students
eight minutes to complete the article then ask
students to compare their answers in pairs before
checking as a class.
1 C (valued = appreciated; other words don’t collocate
with friend)
2 D (fixed phrase)
3 D (saying = a well-known, wise statement)
4 A (stood up = defended)
5 B (collocation)
6 C (collocation)
7 B (rarity = not often found)
8 A (collocation)
exam task: word formation
The items here are related to a single topic as opposed to
the same task in the Cambridge exam.
8
Remind students to consider word class and
affixes. Set a time limit of six minutes then check as
a class.
1 apprehensive (adjective needed, following excited)
2 unknown (participle adjective + negative prefix)
3 addition (noun needed to complete the phrase in
addition)
4 dissimilar (negative prefix needed)
5 numerous (adjective needed to describe benefits)
6 exposure (noun needed following the)
7 appreciative (adjective needed to go with open
minded)
8 commitments (plural noun needed to match
responsibilities)
Speak up
9 Students discuss the questions in pairs. Elicit a few ideas.
Possible answers
1 Nowadays, it is a lot easier than in the past, with being
able to chat online so easily and share pictures.
2 It really depends, doesn’t it? So many friendships are
based on conversation and shared values, and if you
can’t speak the same language, that certainly makes
conversation more difficult. That said, if a friendship was
centred around a shared activity, say football, it wouldn’t
be so much of an issue.
3 Advantages: it’s a good chance to gain practice in the
foreign language, meet people from around the world, and
it looks good on your CV.
Disadvantages: it may be harder to understand complex
concepts; it’s harder to proof-read written work; there
may be cultural misunderstandings.
To finish
Ask students to reflect on the four exercises in pairs. Ask:
Which type did you find easiest? Which type do you need more
practice with? Do you have any questions about the exercise
types?
Elicit responses, and encourage students to do the additional
exercises in the Workbook.
Presentation tool:
Unit 10, Use of English
Workbook / Online Practice:
pp100–101
Extra Practice App
extra: whole class
Ask students to discuss the following questions in pairs,
then elicit some ideas.
1 What do you think are the qualities of a lasting
friendship?
2 Why do you think a lot of students today choose to study
abroad?
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LISTENING
SB p138
4 A (what’s more likely to happen is that the new offices
operate as a kind of satellite. So rather than us
becoming more culturally international in fact, we’re
all just operating as we were before)
5 C (What I’m suggesting is that we need to recognise
that and put more funding behind it.)
6 A (In fact, I think there’s much more realisation now
that the arts need to be supported and that they
enhance the sciences rather than being a polar
opposite.)
To start
Ask students to discuss in pairs: What are some examples
of companies or industries from your country which have
expanded internationally or export internationally? Do you
know what your country’s three biggest exports are? If
students don’t know, see if they can find out on the internet
what their countries’ three biggest exports are in under
one minute. Ask: Does the answer surprise you? Does your
government encourage students to study certain subjects
through fees concessions, scholarships, advertising or other
means? If so, is this a good thing? If not, do you think they
should?
exam task: sentence completion
3 Give students one minute to quickly read the text and
Power up
decide what kind of word goes in each gap (e.g. a skill,
a thing, an activity.)
1 Students work in small groups to discuss the life skills
1 a quality ​2 something about herself ​3 an activity ​
4 a thing or person ​5 a quality or thing ​6 a feeling
​7 a skill, talent or ability ​8 a way of travelling
questions. Elicit some ideas from each group.
Possible answers
• I’ve been managing my own money for a while now so
I think I’ll be fine in that regard. My parents have given
me an allowance for clothes since I was eleven and I’ve
since added to my ‘income’ with a part-time job at the
supermarket.
• I’d describe my knowledge of illnesses as pretty basic,
mainly because I’ve hardly ever been ill. That said, I did
attend a first-aid course last year, so if anyone has an
accident, I know what to do! Well, in theory anyway …
• My family has always said cooking is very important. That’s
why they have insisted I help in the kitchen from an early
age. It’s more than survival, it’s about being able to show
hospitality as well.
• All of these skills are quite important, aren’t they?
However, if you made me pick the most important, I’d say
money management. You really need to be able to budget
and live within your means.
exam task: multiple choice: short texts
2
10.1 Give students one minute to read the
questions and underline key words. Then play the
recording twice for students to complete the task.
1 B (I’m cross with myself as all the other students seem
to be so on top of it.)
2 A (Oh it shouldn’t, you know – I think everyone has
the same response when they leave home. I know
I didn’t have a hot meal for weeks because I didn’t
know how to cook. Thing is, getting on top of all that
is vital - I’m sure you realise that if you’re looking
after yourself properly, it’s easier to concentrate.
So although things like cooking, washing, getting
yourself registered with a doctor or whatever, seem
like trivial things compared to your work, having
those things organised ends up being critical to how
well you do. Do you want me to help you?)
3 B (I did have second thoughts about if we were really
ready for this; like if we understand enough about
how the local market does business.)
4
10.2 Play the recording twice, as in the exam.
Conduct class feedback.
1 essential (most of the people in my office would regard it
as essential)
2 thinking (I was aware that my thinking was starting
to shift)
3 camping (we were … camping while elephants and lions
prowled around us)
4 relationships (I’ve had the opportunity to truly increase my
understanding of relationships)
5 a sense of humour (I would put a sense of humour at the
top of my list.)
6 confusion (we all get bogged down at work when we …
experience confusion)
7 patience (I now have much more patience than I
had before)
8 long haul (it’s the long haul trips that reward you most in
terms of skills for your career.)
Speak up
5 Tell the class about what you learned on a holiday, as
an example. If students have photos of their trip readily
available on their mobile phones, invite them to choose
a few to show to their partner as part of the discussion,
if they want to. Put students into pairs for the discussion
then elicit some ideas.
Possible answer
I’ll always remember the time I went to stay with a friend’s
family when I was younger because it taught me about how
different families are. The other family was far more relaxed
than mine. For example, they didn’t usually eat together,
unlike at my home where everyone eats every meal together.
Some of the meals were a bit spicy for my taste, but it was
great to try something different.
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10 Moving on
SPEAKING
LISTENING (Continued)
extra: whole class
In your private class online space, create a forum post
where students can post a picture of their holiday (a
photo that was taken on the holiday or a photo from the
internet of where they went or what they did) and a short
description of something they learned.
To start
Ask students to close their books. Ask them to work in pairs
to see what they can remember about the four parts of the
speaking exam. Ask: What do you have to do? How long do
you have to speak for?
Then ask them to check their ideas on pages 161–164.
Power up
extra: whole class
Students have a debate on the motion: Travelling alone is
better than travelling in a group. Divide the class into two
teams: for and against.
Students follow these steps.
1 Make notes on the points in your argument. Think about
all aspects of life when you travel.
2 Divide the points among the group members.
3 Each group member prepares an argument of no more
than 30 seconds. (If you have a small class, you could
make this longer.)
4 Students think about what the ‘opposition’ might say
and how you could respond.
Have the class debate.
Encourage students to think beyond simple holiday
activities (they can think of books they’ve read, films
they’ve seen) to consider different lifestyles, ways of
travelling, who you might meet, etc. They can also be
prompted by ideas in the listening scripts.
To finish
Ask students to choose a country they would like to visit in
future. Students tell their partner why they would like to go
and what they could learn by travelling there.
Presentation tool:
Unit 10, Listening
Workbook / Online Practice:
pp112–115
Audioscript:
SB p184
Extra Practice App
SB p139
1 Give students two minutes to remember as many tips as
they can. Students compare lists in pairs. Elicit ideas.
Possible answers
Long turn
• Remember that the questions asked by the examiner are
printed on your sheet.
• Work through the task logically.
• Give examples, using discourse markers and linking words.
• Try not to leave long silences.
• Don’t worry about talking too long because the examiner
will stop you if you go over the time limit.
• You will need to use your imagination to speculate.
• You only need to compare two of the three pictures and
answer a question.
• Don’t describe the pictures but give a balanced long turn,
comparing and contrasting them (talking about similarities
and differences) before answering the question.
Listening candidate’s question – part of long turn
• Try not to give a short answer.
• Don’t give a lengthy answer or repeat the other
candidate’s task.
• State your choice and give a reason with a little detail.
• If you refer to what your partner has said, try to add in your
own opinion or rephrase.
Collaborative task
• Don’t give alternating long turns. Examiners are looking at
how you interact with the other candidate.
• Remember to ask for your partner’s opinion, listen to what
they say, and relate your comments back to theirs.
• Don’t dominate the conversation. Instead, encourage your
partner to participate.
• At the end of the collaborative task, you will be asked to
select or prioritise one prompt that you agree on. Don’t
repeat or summarise the discussion you have just had;
think carefully about the wording of the new question.
Justify your selection by giving reasons and examples.
Don’t worry if you disagree or don’t have time to choose.
Discussion
• Try to develop your answers by giving reasons and examples.
• Remember that you can comment on your partner’s
answers and even develop it into a discussion, but don’t
interrupt before they have given a full answer.
• A question can be addressed to one student or to both.
If addressed to one, the other student should let the first
student give a full answer and can then join in if they have
something to say. If the question is addressed to both
(usually by a gesture indicating ‘please discuss’), candidates
should discuss together from the start.
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extra: whole class
I suppose the couple might have done some practice
too. People often have wedding rehearsals the day
before so that everyone is clear on where to stand and
what to say. In both pictures, the people look pretty
happy. I’d say from their expressions that the couple are
absolutely elated, whereas the driver is feeling more of
a sense of satisfaction at her achievement.
B: I’d have to say the wedding, because it’s a monumental
and life-changing occasion that is shared with your
significant other as well as family and friends.
Ask students to read the general advice for the Speaking
exam on page 161 and decide which pieces of advice were
most useful for them.
exam task: interview
SB p161
In the Cambridge exam candidates are asked the
questions by the examiner and do not see them written
down as they are here. Candidates are also only asked a
couple of questions, not all as this tasks requires.
2
Consider inviting students to choose a few questions
to ask off the list, and model giving an answer of 1–2
sentences and with varied vocabulary and form (for
example, use the possible answers). Students take turns
to play the examiner and the student. ‘Examiners’ should
ask 3–4 questions before swapping.
Possible answers
1 Let me see, the best part of the day would probably be
the English class, as I have this really inspiring teacher
who manages to make learning quite fun.
2 I’m quite lucky in that I get a lot of time with my friends
at school and we also play in the same basketball
team. However, to be honest, I don’t get as much time
with my family as I’d like because everyone has such a
packed schedule.
3 My top pick would probably be Ireland. What appeals to
me is the combination of the picturesque scenery, the
friendly locals and the toe-tapping music.
4 Something I’m particularly proud of would be running a
10K race. I wasn’t very fit when I started training, which
made it especially satisfying to complete.
5 I’m not a big fan of surprises to be honest. I much
prefer being aware of what’s around the corner.
6 Absolutely. I often seem to feel really gloomy on grey
days, and then when the sun comes out, I can feel
myself cheering up.
7 I tried online learning recently by enrolling in an online
course. As well as learning about photography, which
was the focus, I was also able to connect with other
amateur photographers from all over the world.
8 I recently got my first part-time job. It’s a fantastic
feeling earning my own money and I hope it is a
stepping stone to greater things!
exam task: long turn
3
SB p162
If students have a recording function on their
phone, this would be a good exercise for students
to record and compare to the recording they made
earlier in the course. The ‘examiner’ student should
time the ‘candidate’ students for one minute.
Possible answer
Page 139
A: The wedding would certainly have taken a great deal of
preparation. The bride and groom would have had to
book a venue, send out invitations, buy outfits, organise
the catering – and that’s just the start of it. To compare
that to the picture of the driving test, I’d guess that
the driver has spent time doing a different kind of
preparation – probably practising, perhaps having some
lessons with a professional driving instructor to get her
up to scratch.
exam task: collaborative task
SB p163
The candidates in the Cambridge exam do not see the
discussion questions in this section of the Speaking test.
4
Set a time limit of two minutes for students to
complete the discussion phase of the collaborative
task, then stop students and read the discussion
question below the mind map to the class. Give them
one minute for the decision phase.
Possible answer
A: Where shall we start?
B: How about ‘being a professional football player’. That’s
a dream lots of people have because of the fame and
fortune, not to mention the fans.
A: You’re right that there’s a lot of perceived glamour.
Even so, the reality is that top footballers have to train
extensively and it would be hard work keeping your
body in peak condition.
B: Absolutely, and I’ll add here that there would be an
extraordinary amount of pressure to perform, and
criticism if you miss a shot or get a red card.
A: So, to move to the next prompt, some of the things
we’ve talked about would apply to winning an Olympic
gold medal, wouldn’t they? A lot of commitment and
determination goes into that one moment in the
spotlight.
B: Yes, and speaking of commitment, ‘becoming a
princess’ is a big one. The dream sounds like you’ll be
in a position to travel the world and mix in the circles
of the rich and famous, and make a real difference for
charities you care about. But when it comes down to
it, the intense media scrutiny must be exhausting.
A: Mmm, wherever you go, you’re recognised,
photographed, chased, scrutinised for the tiniest
slip up.
B: The reality doesn’t sound as good as the dream,
does it?
A: Certainly not. And to talk about treating animals, well
I think that’s quite a worthy dream. Someone treating
animals could make a real difference. It’s the perfect
job for every animal lover.
B: Yet the reality is that you’d see and have to do some
very unpleasant things. At times, you’d be dealing with
highly distressed animals, not to mention their owners.
A: Finally, working as a firefighter, well the dream is that
you’d be saving lives.
B: And I don’t doubt that they do, yet there must be a lot
of frustration over fires that could have been avoided.
A: And seeing people lose their possessions or worse …
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10 Moving on
WRITING
SPEAKING (Continued)
Decision phase
A: For me, it seems like it’s between either working as
a firefighter or treating sick animals. That’s because
they’re getting their hands dirty, they’re right in there
helping and making a difference every day of their
work.
B: I see what you mean. It’s helping others that would
make the ambition rewarding. So, looking at the
others, I think the sportspeople could be helping
others too. They might be a role model for young
people, for instance going into schools to give
motivational talks and the like. I think that would lead
to a lot of satisfaction.
A: Also, you can’t ignore the princess. Lots of royals
devote their lives to visiting people in need and
championing charitable causes.
B: It seems that each one of these professions could be
rewarding in their own way.
A: But at a push to pick one, I’d still go with the firefighter
I think because I doubt there could be anything that
could be more rewarding than saving a life.
B: I’m willing to agree with that.
exam task: discussion
5
SB p164
Allow four minutes for this discussion.
Possible answer (First prompt)
A: When I was little, I thought I had a good chance of
becoming the president. A lofty ambition, I know!
What appealed to me most was the chance to make a
difference to the poor.
B: I’m sure you’ll be able to affect positive change even if
you don’t reach those heights! As for me, I wanted to
own my own bakery because I just loved the idea of
eating loads of fresh bread.
A: Are you still keen on that idea?
B: Funnily enough, I work part-time at a bakery but I’m
planning to study medicine next year, so it would be
fair to say that my ambitions have changed over time.
A: I guess that it’s really common to move on from
certain ambitions as you get older.
B: You’re absolutely right. Even so, I’m always impressed
when people have a dream as a child and then they
see it through as an adult …
To finish
Ask students to brainstorm how they could continue to
practise for the Speaking tasks at home before the exam.
For example, they could repeat some of the speaking tasks
from the Student’s Book individually or with a partner, record
themselves, practise in front of a mirror, ask a friend or family
member to ask them some of the interview questions, as
well as review the useful phrases for speaking tasks on pages
161–164.
Presentation tool:
Unit 10, Speaking
Workbook / Online Practice:
pp116–118
Speaking file:
SB pp161–164
SB pp140–141
To start
Ask students: What are the possible genres in the Writing
exam? Which are compulsory and which are optional? Elicit
that the Part 1 essay is compulsory. In Part 2, there is a choice
of three tasks: an email/letter, a report/proposal or a review.
Ask: How long will you have to plan, write and proofread each
answer? (40 minutes).
Power up
1 Students read the posts and discuss which is most helpful
in pairs. Elicit some ideas then ask: Can you think of any
other ideas? (e.g. do timed practice tasks, review previous
feedback on your writing, review model answers in the
Writing file).
Possible answers
• I think it’s crucial to check and revise what you write. I’ve
often picked up little mistakes that I can easily correct
when I proofread my work.
• For me, the most important thing is minimising
distractions. A quiet place is a start, and I have to be very
disciplined about not checking my mobile phone as well.
Choosing your strongest task
2 Point out that it is a good idea to go into the exam having
decided which writing task you will probably choose
in Part 2. This will save time in the exam and help you
focus your revision. Give students a few minutes to read
the tasks, underline key words and make their choice.
Ask students to tell their partner which task they would
choose and why. Ask for a show of hands for who is likely
to choose each task to inform your teaching.
1 • In your college you would like to set up an international
newsletter to connect and share ideas with students
in other countries. You decide to write a proposal to
your college principal, explaining why you think the
newsletter would benefit the college and its students.
In your proposal, you should outline the purpose of the
newsletter and what it should contain, describe how the
newsletter could be managed and explain why it would
be beneficial to the college and its students.
2 • An online TV magazine is interested in audience views
on what makes a good TV channel. You decide to
write a review of the TV channel you watch the most.
In your review, outline the type of programmes the
channel shows, evaluate the quality of its programmes,
explain who it appeals to and how it compares to
other channels.
3 • Our town has wonderful sites, buildings and activities
for tourists but visitor numbers are decreasing. This
is a serious issue as it will affect the economy of the
whole town.
You decide to write a letter to the editor of the
newspaper describing a tourist site in your town,
explaining why you think it is losing visitors and
suggesting how it could be improved to attract more
visitors.
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3 4 Tell students that you are going to review the
three types of task one more time in detail to ensure
they choose their strongest task. Students read the
model proposal and discuss the questions in pairs. For
weaker classes, you may want to write a list of language
functions on the board for students to select from for
this exercise and Ex 5 (describing, explaining, suggesting,
proposing, recommending, comparing, evaluating). Elicit
the answers.
1 to persuade
2 modals, present and future tenses, conditionals
3 describing, explaining, suggesting, proposing,
recommending
4 student/school interests, relationships
5 formal with subheadings and clear paragraphs
5 Ask students to read the review and letter in order to
complete the table. Elicit the responses.
Grammar
review: present tenses, descriptive adjectives
letter: present and future tenses, modals
Language functions
review: describing, persuading, explaining, comparing
letter: describing, suggesting, explaining
Topic vocabulary
review: TV programmes, movies
letter: tourism and tourist sites
Text features
review: informal, clear paragraphs, engaging
letter: reason for writing, formal/semi-formal, clear layout,
clear recommendation at the end
6 Students discuss the questions in pairs. Then elicit some
ideas.
7 Ask students to discuss the question in pairs, then ask for
a show of hands of who is going to do each task.
Write on
exam task
Part 2 of the Cambridge Writing paper has three
questions as this task has, but one could be a report and
the letter question could be informal.
8 9
Give students 35 minutes to plan and write
their answer. Make sure they spend the remaining
five minutes checking their writing. Then collect their
work to provide individual feedback.
Model answers
1 Proposal
Introduction
The purpose of this proposal is to suggest an
international newsletter for our college. In this proposal,
I will outline why we should have a newsletter, suggested
content, processes for management of the newsletter,
and possible benefits.
Purpose and benefits of a newsletter
The rationale behind the newsletter is to make
connections with students in other countries and
exchange views. The newsletter would give us a platform
to share creative works and advice, and learn more about
different ways of living. It would also be a beneficial
project experience for the newsletter team as we would
gain valuable work experience.
Newsletter content
In the newsletter, we would publish articles, stories, art
and photography by college students at our school, and
from around the world. We propose a range of topics are
covered, from international study tips to easy recipes.
In discussions with interested students, it has been
recommended that we also include an advice column.
Managing the newsletter
I suggest that the newsletter is written and edited by
a student team. I am willing to set up this team and
oversee the newsletter for the remainder of the year.
I would envisage setting up a social media page to
advertise and gather contributions for the newsletter
from teenagers from around the globe. The newsletter
would be published electronically in order to save printing
costs and enable easy distribution.
Summary
Overall, this newsletter would be beneficial to the readers,
contributors and student team. I would encourage you
to accept our proposal so that we can move forward
with connecting formally with our peers in the global
community.
2 Review
We are spoilt for choice when it comes to TV channels
these days, but there is only one stand-out channel for
me – Local Seven.
Local Seven has a range of shows from news to drama to
comedy. What makes it really special is that over half the
content is made right here in my city. That means that
it isn’t unusual to spot someone I know on there which
definitely makes the programmes much more interesting.
Reality TV is also heavily featured and I find it hilarious
and occasionally nail-biting to watch how all the drama
unfolds.
I would rate the quality as a bit of a mixed bag, but
don’t let that put you off! On the one hand, some of the
local content suffers from the low-budget constraints.
The special effects aren’t convincing, and the camera
work sometimes leaves much to be desired. Even so, in
a strange sort of way, these shortcomings are charming.
Let’s just say that this emphasises this is our channel,
made by us for us.
Unsurprisingly, the biggest audience for Local Seven is
the people who live here. They try to include something
to appeal for all age groups at different times of day.
Compared to the national and international channels,
Local Seven might seem a little bit amateur. But it more
than makes up for it by being a stage for our own local
voices!
Overall, Local Seven is well worth watching if you ever pay
our city a visit, although you might need a local guide to
explain some of our slang!
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10 Moving on
WRITING (Continued)
3 Letter
Dear Madam,
With reference to your article about how tourist numbers
are declining, I wish to offer my perspective.
In my view, there are many steps which could be taken
to turn this worrying trend around, especially in regards
to our city’s lake. In the past, the lake has been a very
popular visitor attraction. However, in recent years, the
lack of maintenance and litter have caused it to lose its
reputation as a pleasant attraction.
The first step I would suggest is to ensure that the paths
are better maintained. The walking circuit used to be
extremely popular, however, it has become overgrown
and the shrubs need trimming back urgently. If expense is
an issue, perhaps a call for volunteers could go out.
Next, the issue of litter could be tackled. I have been
disappointed to discover that the rubbish bins are only
emptied monthly, which has led to overflowing bins and
litter blowing into the lake. I would recommend we hold
a ‘Clean the Lake’ day, perhaps in conjunction with a local
school. More rubbish bins should be provided by the city
council to avoid the lake getting in such a state again.
Finally, I think we need to have a forum on water quality.
What was a swimmable lake a few years ago has now
become a health hazard. With the right expert advice
and investment, we could return the lake to the happy
playground it was for locals and visitors alike.
By putting these changes into action, I have no doubt
that we will be able to reverse the trend and see visitors
return to the lake.
Yours faithfully,
To finish
Ask students to reflect back on the course as a whole in small
groups. Ask: What did you like best? How have you improved?
What do you need to do between now and the exam? This
would be a good opportunity to ask students to complete a
course evaluation, either handwritten, within your private
class online space, or through a free online survey tool such
as Google forms or Survey Monkey. Sample questions: What
did you like about the course? Which activities were most
helpful? What suggestions would you make to improve future
courses? What would you have liked more or less of? Was the
feedback helpful?
Presentation tool:
Unit 10, Writing
Workbook / Online Practice:
pp110–111
Writing file:
SB pp165–169
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Unit 1
Unit 2
Narrator: As we record our lives, we might take fifty pictures
but only share a couple with our friends and family. Why do
we choose some and not others? It might be to make us look
good, or to highlight a particular event. Or we might simply
edit out the bad or boring ones. But what happens if someone
else chooses how to edit your life and shares it with millions of
people?
Man: In 1964, Granada Television brought together a group of
7-year-olds, from all over the country and from all walks of life.
Boy 1: I might go to Oxford.
Boy 2: What does ‘university’ mean?
Boy 3: When I grow up, I want to be an astronaut. But if I can’t be
an astronaut, I think I’ll be a coach driver.
Narrator: This television series became a unique social
experiment. It’s followed this group of children for over fifty
years – watching them grow up, recording their lives and
sharing them on TV. Nick has been one of the participants. He’s
now a successful science professor in the USA. The films have
followed every aspect of his life: his studies, his career and his
private life.
Interviewer: D’you have a girlfriend?
Nick: I don’t wanna … want to s … answer that. I don’t … answer
those kind of questions.
Nick: I don’t answer questions like that. Is that the reason you’re
asking it?
Nick: The best answer would be to say that I don’t answer
questions like that.
Narrator: After all these years, does Nick appreciate his life being
shared on TV?
Nick: I think I’d like to say this, and I’d like to say that, and then
they film me, so doing all this daft stuff, and it goes on, you
know, seven days after every seven years, you know – it’s all this
excitement and so on. And then they present this tiny little
snippet of your life and it’s like ‘that’s all there is to me?’
Suzy: Yeah.
Narrator: He’s discussing this with Suzy, one of the other
participants. She has often been unhappy about the scenes
from her life that have been chosen and broadcast.
Suzy: The problem I have is that you don’t get a very rounded
picture – you get the odd comment that comes out on
a particular topic because it’s a time-restraint that this
programme obviously has – otherwise we’d be on for a couple
of months if you would try to get everybody’s real thoughts on
things.
Narrator: After sharing fifty years of his life with millions, does
Nick think the project was worthwhile?
Nick: The idea of looking at a bunch of people over time, that
was a really nifty idea. It isn’t the picture really of the essence
of Nick or Suzy. It’s how a person, any person, how they change.
But it’s a picture of somebody.
Narrator: Perhaps Nick would’ve preferred to edit his own life.
Would he have made different editing decisions at fourteen,
twenty-one, forty-two and fifty-six?
Narrator: In Papua New Guinea the bowerbird has lovingly
rebuilt and redecorated his bower. Another visitor. This time,
it’s a female. This is just where he wants her. Time to begin
the show. First, he expands his pupils alternately. It’s an oddly
mesmerising display. A spot of limbering up, accompanied
by a weird and wheezy call from deep in his throat. Now it’s
time for his grand performance. He waves his wing like a
matador’s cape. She appears to be transfixed. This is certainly
eye-catching, but it seems he needs to do more. Generously,
she drops him a hint. It’s the bird equivalent of a bouquet of
flowers. It’s all going so well, it’s time to get physical, with a
few headbutts to her chest. One final flourish to cap weeks
of effort. But something’s wrong. His rival is back and at the
worst possible moment. What should he do? For the female,
the moment has gone. Sometimes, whatever you do, things just
don’t work out.
Unit 3
Narrator: This is James Bowen. Four years ago he was homeless
on the streets of London, busking during the day to make
enough money to spend the night in a shelter. This difficult
lifestyle was taking its toll on James, until a chance meeting –
with a stray cat he named Bob – changed his life. James found
Bob as a stray, curled up and hurt in a hallway. He realised that
Bob was alone, so spent the little money he had on taking Bob
to the vet and paying for his treatment.
James: After I’d fed him his antibiotics for two weeks he started
following me further up the road each day, until one day he
actually jumped on the bus with me.
Narrator: That bus was taking James to Covent Garden, where
he would sell copies of The Big Issue, a charity magazine that
supports the homeless. James was the only vendor in Central
London with a cat, and the pair became local celebrities with
passers-by. When press began to cover them in local news, their
fanbase became even more affectionate.
James: Oh my goodness! Look at that, Bob. Look! Who’s that?
Who’s that? That’s incredible, thank you so much.
Jimmy (overlapping): My pleasure, my pleasure.
Narrator: A literary agent read about James in a local newspaper
and encouraged him to write a book about the reality of
homelessness. She helped him to get it published, but James
could never have imagined the impact it would have.
James: It’s been completely from one, one extreme to the other.
You know, when I was selling the street paper The Big Issue
for instance, you know, a lot of people didn’t understand how
it actually worked so, you know, they’d look at you and they’d
go, ‘Get a job’. And then all of a sudden, now I’m an author,
published author, and it’s like completely opposite – everybody
you know, wants to hear what I have to say.
Narrator: James was asked if he found it frustrating that it took a
cat to give a homeless person a voice.
James: Absolutely, but I’m glad that I can be a voice for people
who don’t have a voice. I want to, you know, help people if I can
and if, you know, me doing it with Bob brings more awareness
to, you know, the situation of people who are homeless, or
people who are underprivileged, wonderful.
Narrator: James made social media pages and the book went
on to top bestseller charts for seventy-six weeks. Its success
prompted James’s agent to consider that a movie might be next.
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Mary: There’s just so many people following him on Facebook
and Twitter, and this is before it’s even been published over in
America, so it’s a unique story.
James: You can never say anything’s concrete, you know, until it
happens.
Narrator: But a film was made.
James: It’s very bizarre, I mean, um, four years ago when the book
came out I thought that I’d probably still be selling The Big Issue
and busking today – I never thought that, you know, I’d be sitting
here now with Bob, you know, doing a press junket for a film.
Narrator: Critics have praised the film for being a responsible
representation of homelessness and for drawing attention to
the cause.
Luke: I think it’s a beautiful, amazing story and hopefully will open
people’s eyes to what it’s like to – to be living on the streets and
to – to be, you know, struggling in life.
Narrator: James and Bob’s incredible experience has seen them
swap the streets for the red carpet. It’s a dramatic change
that James could not have imagined when he was homeless.
However, he hasn’t forgotten the experience of his previous life.
James: To anybody who ever passes somebody who, er, sees
somebody in the street, you know, give them a coffee and a
sandwich. Have a chat to them, you know, it makes their day.
Everybody deserves a second chance.
Unit 4
Kunle: And action!
Narrator: The Nigerian film industry, popularly known as
‘Nollywood’ is the second largest in the world, second only
to Bollywood in India. Both produce more films a year than
their world famous American counterpart, Hollywood. Film
director Kunle Afolayan is working on his next film. When asked
about the state of the film industry in his country, he voices
his concern about the lack of ambition of some of his fellow
filmmakers.
Kunle: Some people are very comfortable making – making low
quality products, and… Because for them it’s only a means of
livelihood. You know, for them they only make money and they
earn a living from it. For me film is not about earning a living,
film is – is life for me; I breathe film, I sleep film.
Narrator: In this latest film, The CEO, Kunle wants to bring a story
of intrigue and power in modern-day Africa to a wider audience.
Kunle: The CEO is for me another film that represents Africa as
a continent, you know, by virtue of the kind of story, the … the
actors, um, you know, the team, you know … and – and every
element of the film to a large extent, you know, embraces who
we are as Africans.
Narrator: Nollywood films are made across the African continent
and consumed around the globe. Musician and presenter Boya
Dee takes us to South London, where Nollywood has clearly
made its mark.
Boya: Nollywood is growing at a rapid rate, churning out around
50 movies a week and the African diaspora in the UK are
engaging with it like never before.
Narrator: Boya Dee has met up with T-Boy Ogunmefun. His comic
videos, which satirise Nollywood conventions and bring them
closer to international audiences, were a hit and went viral and
he is now one of the most sought-after comedians.
Boya: You’re taking it in a different direction.
T-Boy: Yeah.
Boya: Like, is it because you are trying to reinvent it for more kind
of a western audience?
T-Boy: Um, I believe a lot of – a lot of, um, the stuff in Nollywood,
it’s – it’s very conk. It’s very …
Boya: What does that mean?
T-Boy: Conk is like, it’s just as … you take it as it is. And you
probably wouldn’t understand it as it is. The accents are thicker,
um … the – there may be certain things that they say that
you’re just not gonna – not gonna understand. But me, being
born and bred in London and being able to go to Nigeria I’m –
I’m able to fuse both …
Narrator: Nigerian filmmakers have found that comic or political
stories are resonating most with international audiences and
events like the Nollywood awards in LA, right in Hollywood’s
backyard, are an opportunity to showcase their talent and
share their culture in the global market.
Actor 1: Almost a twenty billion people watch Nollywood all over
the world. It’s in London, it’s in United States, it’s in, you know,
Belgium, Holland, France, a lot of Nigerians and a lot of Africans
all over the world.
Actor 2: They are bringing the quality of cinema up in Africa and
this is a beautiful night to celebrate that.
Unit 5
Jordon: Hi guys. I’m at East Midlands Airport right now. I’m about
to fly to Germany. Now, that might not sound money-saving,
but there’s a story behind it.
Narrator: Jordon Cox became a money-saving sensation at the
age of fifteen when, through a combination of coupons and
in-store deals, he managed to buy £600 worth of groceries for
just four pence. Earning the nickname the ‘Coupon Kid’ for his
belief that you do not have to pay full-price in a commercial
environment, Jordon went on to share his thrifty tips online
through blogs and social media. He recently made headlines
again when he found a creative solution to an expensive train
journey from work in Northern England to his home in the
South East.
Interviewer: When you saw that your ticket from Yorkshire down
to Essex was going to be £47, what was your reaction?
Jordon: I was absolutely astonished at that price. I mean, that is
so much to pay for a one-way train. So I decided to take some
action and I found that it was cheaper for me to get a bus and
a train from Sheffield to East Midlands Airport, get a flight to
Berlin, train into the city centre, food, train back to the airport,
flight to Stansted, and then get a bus back home than it was to
pay for that one way train.
Interviewer: I mean … You saved money, but it did take – how
many hours?
Jordon: It took thirteen hours door to door to get back home
from when I left – but it’s incredible. I got to spend the day in
Berlin, a city that I’ve always wanted to go to. It was a bucket
list place I wanted to visit, and I got to visit there and save
money at the same time. I went sightseeing, I visited a German
government building, which I booked a free tour – love free – er,
I saw The Brandenburg Gate, Checkpoint Charlie … I got to see
nearly everything I wanted to and I spent four hours in the city
centre before heading back.
Interviewer: Do you think that says something about the railways
in Britain?
Jordon: Er, obviously they could be a bit cheaper, er … but, uh, if it
means you have to fly to places and experience new cultures to
actually get home then I’m all for it.
Narrator: Jordon’s decision to return home via Berlin meant that
he travelled an additional 1,000 miles beyond the journey he
would have completed had he taken the train.
Interviewer: What about your carbon footprint?
Jordon: I did look into that, and obviously there is an
environmental impact with that. But both the flight and
the train were quite full so they would have left without me
anyway, so … it would have killed the environment anyway …
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But I did look into it and I found that by making a donation, er,
to plant some trees or something, it would only would have
cost me four pounds to make up the carbon footprint that I
had used by going on the flight than it would the train.
Narrator: Although not everybody would go to such lengths to
save £7.72, Jordon’s blue-sky thinking enabled him to identify a
compromise between time and money that, for him, made it all
worthwhile.
Jordon: I can’t put a price on that experience, and I’d definitely do
that again.
Unit 6
Narrator: The Placebo Effect is a phenomenon in which a fake
treatment, known as a placebo, can improve a patient’s
condition despite having no medicinal qualities. These
treatments, or placebos, can have an effect simply because
the person believes that they will. Presenter Rachel Riley joins
placebo expert Dr Jeremy Howick to see if they can prove
whether the Placebo Effect really works.
Jeremy: Squash players are known for their explosive power and
fast-twitch muscles. And today, we’re going to see if we can’t
improve their performance with this little red pill. Basically, the pill
has no intrinsic physiological properties that will stimulate them.
Rachel: Uh-huh.
Jeremy: But, if – if we make them believe that it’s a powerful
stimulant, their reaction times will increase.
Rachel: So we’re gonna lie to them?
Jeremy: Call it the power of positive suggestion.
Narrator: For this experiment, a specially-designed machine is
used to measure the reaction times of our squash players.
Lights randomly appear and the athletes will have to hit as
many as possible within thirty seconds. This first test is being
conducted without a placebo.
Machine: Ready? Go!
Narrator: The players will then be tested a second time, after the
placebo’s been administered. Another group of players will be
doing the same tests without any placebo at all; they’re called a
control group. The groups’ scores will then be compared to see
if it’s had any effect.
Machine: Time’s up!
Rachel: Time’s up! Thirty seconds goes quickly. How can we tell
that it’s actually the placebo rather than just experience that’s
gonna improve their stats?
Jeremy: What we want to see is whether these guys who get the
placebo improve more than the improvement in the control
group.
Rachel: Okay, perfect. And now, time to sell it to them.
Jeremy: This is Neuroset, the latest stimulant in sporting
supplements. Neuroset is completely different and totally safe.
We fully expect that Neuroset … make you react faster.
Narrator: Each member of our group will be given two tablets
as their placebo. Studies in the past have shown that people
respond better when given more than one tablet. Interestingly,
the bigger the tablet the better the results, and the colour can
also have an effect: red being the most stimulating.
Woman: With our elite group of squash players ready, it’s time to
conduct the all-important second test.
Machine: Go! … Time’s up!
Rachel: Wow!
Woman: With the experiment over, it’s time to see whether our
squash players got significantly better results than the control
group. If they did, it’ll prove the placebo worked.
Jeremy: So basically you all improved an average of 12.7%, on
average, as a group. Whereas the control group who did not
get Neuroset improved only 3.6%. You guys were 9.1% faster
than the control group.
Athlete: Excellent. Good.
Rachel: Thanks so much to Dr Jeremy. He did a fabulous job.
But he’s not been 100% above board because he is a doctor,
but he is an expert in the effects of placebo, and what you’ve
just taken isn’t a new performance-enhancing supplement,
it’s actually a couple of Tic Tacs! So – did you feel the physical
effects?
Athlete: It definitely gave you a positive attitude going into the
second test, thinking that you’d taken something that was
gonna help your performance, so it worked well on me anyway.
Narrator: These tests have shown us the Placebo Effect in action
and taught us that things are not always what they appear to be!
Unit 7
Narrator: Language is spoken, heard, written, texted, emailed …
and it’s changing all the time. New versions of language take
shape and these changes can be a big subject for debate.
Boy 1: S’happening man
Boy 2: What are you sayin’ fam
Girl 1: Safe, innit
Boy 3: Yeh, innit
Girl 2: Oh, sick, mate
Boy 1: You’ sweet, you’ cool
Boy 4: Cool, blood, what’re you sayin’
Narrator: This primary school in Middlesbrough has sent a letter
to parents banning the use of certain words. The use of slang at
home, they say, can lead to incorrect spelling at school. Similar
initiatives have been carried out in primary and secondary
schools across the UK. This has been the cause of a heated
debate in the media. Former British education minister David
Lammy supports the ban on slang.
David: I think the schools banned it from the corridors and the
classroom because what we want in London is young people
emerging from our schools able to speak English.
Narrator: To Lexicographer and slang expert Jonathan Green this
makes no sense at all.
Jonathan: When David Lammy says I – people should be speaking
English, what on Earth does he think they are speaking?
They are speaking English. These kids, these young people: A,
they’re very creative, they create this slang and they create
it very interestingly. And the other thing is there’s something
called code switching. In other words, they know, they are not
stupid, they know you use it in situation A, you do not use it in
situation B.
David: Of course they need versatility, all of us speak amongst our
peers, sometimes in family home, in different ways but what we
want is that versatility and a school absolutely should say, in the
classroom, in corridors this is how we expect you to speak –
Jonathan: I think like all forms of censorship, high and low, it will
not work whether you believe in it or otherwise.
Narrator: Even though some schools have decided to ban
slang, some teachers defend its use. They believe adapting
and inventing new words and phrases encourages teenagers’
creativity.
Nicola: What they’ve gone and done is in order to give
themselves a sense of identity, or individuality or whatever, they
have created a new form of communication.
Girl: Wagwan.
Interviewer: Wagwan, what’s that mean?
Girl: What are you doing?
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Narrator: Wagwan, from Jamaican Patois, is one of many words
and expressions adopted by some young people in London.
This dialect has been defined by linguists as MLE – Multicultural
London English – because of its African, Caribbean and Asian
influences.
Narrator: Korean student Billy has posted his interpretation of
different dialects across the UK on his popular Youtube channel.
Billy: This word looks a bit strange, right? ‘Mandem’ means ‘Mate’,
and it usually means ‘Male friend’. ‘Mandem’ sometimes means
‘A group of friends’ as well. So when someone says like ‘Oi,
mandem!’, that means this person is calling a friend.
Narrator: Different slang terms work in different contexts, but
using them correctly often comes naturally.
Student: I suppose we do, um, you know, understand when we’re
slipping in and out of different languages. Say … you know, we
kind of switch off and on. So we’ll kind of have freedom of speech
when we we’re with our friends, say at school or whatever. But
if, um, a parent’s talking to us, no matter what tone they’ve got,
your tone kind of changes, and your pronunciation changes and
the words that you use change as well.
Narrator: Even if children are taught to use the right words in
the right situation, there are still great differences in the way
people pronounce those words. Are certain accents more
acceptable than others?
Man: Tomorrah.
Interviewer: Tomorrow.
Man: Tomorrah.
Interviewer: Tomorrow.
Man: Tomorrah.
Interviewer: It’s tomorrow.
Man: Nah, it’s tomorrah.
Unit 8
Narrator: This is a typical Dolgan village, home to just two
extended families. Here, in the coldest part of the Arctic, the
only way to get water for nine months of the year is to melt ice
from the frozen rivers. At least, there’s no problem preventing
food from decay. Outside is one big deep freeze. Survival is
only possible because of reindeer fur. It makes wonderfully
warm clothing, though small children still have to be sewn
into their clothes to prevent instant frostbite. The Dolgan
even use reindeer fur to insulate their huts. This is living at its
most communal. Good relations with the in-laws are essential.
Reindeer are so valuable that the people only eat them if they
have no other choice. Their favorite food is raw fish from the
frozen rivers. Every week or so these families have to travel to
find new feeding grounds for their herds. First, they round up
their strongest animals with lassos – a skill that their ancestors
brought with them when they came North from Central Asia.
And then, literally, they move house. A whole Dolgan village can
move on in just a few hours. Over the year they travel hundreds
of miles like this, across the vast tundra. It was the herds of
reindeer wandering over the lands of the Arctic that brought
the first Dolgan here. Other people, however, took on an even
greater challenge. They left the land and looked for their food
out on the frozen sea. Here, in the shifting world of the sea ice,
they found sea mammals.
Unit 9
Narrator: James Caan is a prominent recruitment entrepreneur in
the UK. He has agreed to help Scott Bryan, a twenty-two-yearold university graduate from Alderholt, a small village in the UK.
Scott studied politics at York University, graduated with good
grades and had a part-time job at weekends. He decided to
move to London, where he thought he would be more likely to
find a job in social media. He has applied for many jobs but after
several months he is still unemployed. In the UK, the number of
people graduating has risen continuously for the past 30 years
while only two out of three graduates were in highly skilled
positions in 2016.
James: What would be the job titles that you’re going for?
Scott: Emm … Em … Em …
James: Give me three job titles in social media.
Scott: Three job titles in social media. I think … sort of … Three
jobs in social media … I can only think of responsibilities rather
than specific titles.
James: The question is, if you don’t even know what the job titles
are then how are you applying for jobs in that space? You’re a
graduate, you’ve got a 2:1 degree, you’re a bright guy, you need
to be presenting yourself to me as the best candidate for the job.
Narrator: Scott has worked before. He has had several part-time
and weekend jobs while he studied so James sets up a meeting
for him with Personal Brand Coach Louise Mowbray, who
will help him analyse his previous employers’ opinions on his
attitude and performance.
Louise: What we’ve done is we’ve filmed all the people that
you’ve worked with before …
Scott: Yeah. Okay. Yeah.
Louise: So I’m now going to play you their feedback.
Employer 1: OK Scott, where d’you begin? Erm, great fun to work
with, really, really good sense of humour, really likeable.
Employer 2: Enthusiasm, um, he was always very, very, very eager
to do anything, uh, work-related that I offered up to him.
Employer 3: Scott’s best qualities as far as I’m concerned are his
enthusiasm, his intelligence …
Employer 1: Scott was brilliant to work with but the main
things I’d say would be probably more commitment, better
timekeeping and time management and probably more focus
on the job that he’s doing, because he was a bit sort of scattybrainy.
Employer 2: Things I’d like to see slightly less of from Scott would
be his casual appearance. Sometimes he would look a tiny bit
unprofessional …
Louise: What I’d like us to do is to take the things off the table
that we can …
Scott: Okay.
Louise: … work on immediately, the things that are holding you
back. Time-keeping …
Scott: Yeah.
Louise: … and looking more professional, being more
professional …
Narrator: Scott is quick to follow the advice he has received.
Improving his appearance is a small step, but it puts him in the
right frame of mind. He now feels more focused and ambitious
and has managed to secure an internship in Central London,
which will greatly improve his future job prospects.
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WORKBOOK ANSWER KEY
UNIT 1
Reading
1 1 cutting-edge 2 facilitate 3 pave 4 advent 5 current
6 unnerving 7 modifying 8 flawed
2 The best description is 4.
3 1 C … how would you know which version of events to believe
(para 1) links with You might trust your own memory over
theirs (C)
2 E … it is only recently that investigations into examples of
false memories and why we create them have begun
(para 2) links with Before these studies, we only had access
to unsubstantiated accounts of false memories. (E)
3 A … we end up rejecting ‘memories’ that we once believed
to be true (para 3) links with we are persuaded that our
memory was faulty (A)
4 D … One contributor recalls the following memory
(para 4) links with This is just one of several examples in the
collection (D)
5 G … Another reason for determining a false memory is often
quite simply its implausibility (para 5) links with This is
reinforced by one contributor’s explanation that he truly
remembers flying when he was a child. (G)
6 F … it could be due to a psychological process in which our
memories record events (para 5) links with Alternatively, it
could be caused by a difficulty in being able to differentiate
between the memory of something that physically
happened and something that our minds created such as
a dream (F)
4 1 subjectively 2 vividly 3 cited 4 reinforced
5 implausibility 6 contradict 7 disconcerting 8 reminisced
Grammar
1 1 Miranda didn’t use to spend a lot of time watching TV. (We
didn’t have a TV)
2 Miranda’s parents had been writing books for a long time.
(they had been writing all their lives)
3 Sally didn’t feel very alone after Beth had left home. (When
Beth left home I didn’t really think about it, I felt fine I think.)
4 Sally’s parents warned her that she would miss her sister at
first. (Mum and dad were great and they did tell me that I was
going to feel a bit lonely for a while)
5 Lucas contrasted his parent’s culture with the British culture
as he was growing up. (I think that as I was growing up I
noticed the cultural difference more and more.)
2 1 were working
2 seemed
3 were
4 had left
5 had been sharing
6 used to talk / would talk / talked
7 moved
8 had been considering
9 were having
10 didn’t spoil / didn’t use to spoil
3 1 A used to write (Past habit)
2 B had hung up (Simon finished the call before his friend had
time to talk about the concert.)
3 A didn’t always use to be (Past state. B is not possible
because ‘would’ is used to talk about habits but not states;
and cannot be used with stative verbs.)
4 C had eaten (Being sick was a consequence of having eaten
too much beforehand. The past perfect situates the action
before the simple past.)
5 C wasn’t talking (Refers to an activity in the past)
6 A used to be waiting (Refers to a past habit)
7 C had (This happened before I had time to tell her. Past
perfect before simple past.)
8 B used to own (Past state)
4 1 became 2 hadn’t given 3 were applying 4 had had
5 hadn’t crossed 6 had been working
Vocabulary
1 1 recall 2 memories 3 reminds 4 jog 5 memorising
6 block out
2 1 C (before six = early childhood)
2 D (we just choose to forget = selective memory)
3 E (what my first teacher said = word for word)
4 A (smells = scent)
5 B (my brother = he)
3 1 selective memory (memory for some things and not others)
2 blocks out terrible memories (to forget something painful,
upsetting)
3 jog his memory (try to remind him)
4 I realise it’s difficult for him (I understand it is difficult)
5 He always recognises people (he sees people and knows who
they are)
6 remembers their names (and he knows their names)
7 He commits phone numbers to memory (he remembers
phone numbers)
8 word for word (in exactly the same words)
9 I should memorise the important phone numbers (to commit
to memory)
10 trigger memories (to cause me to remember)
4 1E 2C 3B 4D 5A
Listening
1 The correct answer is A.
2 Task 1
1 E As the class monitor at school, I was responsible for giving
out the art materials.
2 G When I was at school, my teacher taught us an acronym
to remember the order of the planets to help us prepare for
a test.
3 C I took up memorising card tricks so I didn’t get bored on
my own.
4 F I used to keep my focus while I was swimming up and down
the pool by counting as high as I could.
5 A … , but I spent most of my childhood recovering from a
minor brain injury after being in a car crash and for a time
this was the only way that I could remember things.
Task 2
6 B … my skill for memorisation means I assist the host and
make sure they greet all of the attendees appropriately.
7 H I don’t need to spend as long studying dates and facts now
that I have a system for remembering them.
8 A My friends live streamed it just so I could feel involved
– it was a great feeling after being so lonely when I was
younger.
9 E I lost five kilos and got so much fitter when I was preparing
for the last competition.
10 C Now I give talks at universities about how to use this
technique and I’ve even released a web series about it.
3 1D 2A 3B 4E 5F 6C
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WORKBOOK ANSWER KEY
Use of English 1
1 1 addicted to 2 embarrassed by 3 concerned about
4 inspired by 5 amazed at 6 scared of 7 delighted with
8 based on
2 1 B (to apologise for)
2 A (to be accomplished at)
3 B (to be concerned about)
4 C (to protect someone/something from)
5 A (to be remembered for)
6 B (to stop somebody from)
7 C (to be undecided about something)
8 A (to be known for something)
3 1 being (gerund after preposition)
2 not (expression; more often than not is the same as
quite often)
3 make (collocation)
4 after (preposition showing order of events)
5 not (expression for suggestion)
6 of (phrasal verb)
7 If (zero conditional)
8 able (able to concentrate)
4 1 alarmed at 2 distressed by 3 known for 4 upset with
5 overwhelmed by 6 refrained from 7 adept at
8 committed to
Use of English 2
1 1 reassuring 2 descriptive 3 substantially 4 memorisation
5 transferable 6 advisory 7 repeatedly 8 recollection
2
repeat
description
repetitive
descriptive
describable
describe
repeat
differ
memorisation different
memorably
memory
difference
differently
memorable
repeatedly
3 1 description 2 happiness 3 satisfaction 4 detachment
5 recollection 6 anticipation 7 particularly 8 differently
4 verbs: restore, refresh
adjective: accessible
adverb: confidently
5
1 restore
restoration
restorable
x
2 refresh
refreshments
refreshing
refreshingly
3 access
accessibility
accessible
accessibly
4 confide
confidence
confident
confidently
Speaking
1 1 putting 2 point 3 could 4 more 5 other 6 exactly
2 1A 2D 3D 4A 5D 6A
3 1 That’s an excellent way of putting it. 2 I couldn’t agree more
3 I agree up to a point
4 Comments 2, 3 and 4 are true.
5 Statement 4 is true.
6 1F 2T 3T 4T 5T 6T
7 1 view 2 highlight 3 add to that 4 That’s a really good point
5 leads us on to 6 I didn’t mean 7 Absolutely 8 in earnest
Writing
1 1 hilarious 2 terrifying 3 thrilling 4 dreadful
5 exceptional 6 fast-moving
2 1 electrifying 2 dazzling 3 breathtaking 4 inspirational
5 magnificent 6 outstanding
3 1E 2C 3D 4A 5B
4 1T 2F 3T 4F 5F
5 1 Yes
2 fast-moving, outstanding, electrifying
3 heroic, huge, enigmatic, intriguing, fascinating, powerful
stunning, superb, threatening
6 1 Student 2 2 Student 3
Unit Check
1 1 did you realise 2 was trying 3 had been running
4 had drunk 5 hadn’t been 6 was staring
2 1 used to 2 didn’t use to 3 would 4 used to 5 would
6 would
3 1 was waiting 2 was reading 3 had always assumed
4 stated 5 had been treating 6 took 7 tried 8 had done
9 didn’t realise 10 was being
4 1 by 2 at 3 to 4 with 5 from 6 about
5 1 remind 2 recall 3 memorise 4 remembering, recognising
5 realised 6 remember
6 1 blocking out 2 committing 3 trigger 4 have 5 keeping
7 1 word for word 2 vague memory 3 committing 4 refresh
5 ear-worms 6 out of your head
UNIT 2
Reading
1 1 D 2 E 3 A 4 F 5 G 6 I 7 C 8 J 9 B 10 H
2 1 mentions the temptation of limiting questions to a
particular topic?
2 refers to an overconfidence in their abilities?
3 points out the difference between their idea and the reality
of writing for quiz shows?
4 says that writing is a group effort?
5 mentions a previous intention to put minimal effort into the
job?
6 cites the need to use different resources?
7 describes the difference between the show and the writing?
8 mentions the players in the studio and at home?
9 points out that a lot of general knowledge has already been
tested?
10 mentions the importance of confirming the validity of facts?
3 1 D Having other people around you who can point out that
you’ve written twenty questions about the same stretch
of ocean stops you from producing a script with the same
pattern of questions.
2 B I hadn’t expected to hit a wall so soon into the job and it
was discouraging to discover that my supposedly endless
pool of facts dried up so quickly.
3 A The truth? I couldn’t have been more wrong.
4 D For me, that team dynamic is important …
5 A I also hoped I’d have plenty of spare time to do some of my
own writing during the day.
6 B Falling back on search engines may seem like the easy
option, but the truth is you have to be smart.
7 D Even though the game show format is formulaic, we have
to constantly remind ourselves that the questions can’t be!
8 A … for both the show participants and the armchair
contestants at home to answer isn’t as simple as you think.
9 A … you have to think of questions that haven’t been
asked before.
10 C … allowing an incorrect question to make it on air means
immediate dismissal …
4 1 saturated 2 flipside 3 tricky 4 hit a wall 5 gig
6 off the ground 7 tight-knit 8 dismissal
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Grammar
1 1 C(Having the courage is the subject of the sentence)
2 D(time is a noun followed by the infinitive)
3 E(only to find show the result of what happens when people
chase after money)
4 F(I was brought up is passive + the past participle)
5 G(to have made is using to have + the past participle for a
past concept)
6 B(like is a verb which can be followed by the infinitive or the
gerund and the meaning changes)
7 A(the verb manage is always followed by the infinitive)
2 1 Create (goals)
2 to succeed (infinitive with to after verb want)
3 to get (aim + infinitive)
4 learning (stop + infinitive or -ing form depending on
meaning of sentence; the -ing form means to carry on doing
something )
3 1 to understand (struggle + infinitive)
2 reading/to read (try + -ing or infinitive with to means a
recommendation to try/test something)
3 to enable (promise + infinitive with to)
4 copying (like + -ing or infinitive with to; like + -ing means to
enjoy doing an activity)
5 to follow (need + infinitive with to)
6 to throw (dare + someone + infinitive with to)
7 doing (love + -ing or infinitive with to; love + -ing means to
enjoy doing an activity)
8 to identify (endeavour + infinitive with to)
4 1 imagine being able (imagine + -ing form)
2 recall having given you (recall + -ing form)
3 correct
4 appear to be finished (appear + infinitive with to)
5 correct
6 denied having eaten (deny + -ing form)
7 voted to go (vote + infinitive with to)
8 endeavour to try harder (endeavour + infinitive with to)
Vocabulary
1 1 futile attempts ​2 lukewarm response ​3 vast majority ​
4 unprecedented success ​5 dismal failure ​
6 formidable challenges ​7 impressive accomplishment ​
8 burning ambition
2 1 cut their losses ​2 back to square one ​
3 stay on top of the game ​4 think big ​5 win win ​
6 get the better of ​7 if all else fails ​8 getting there
3 1 D ​
2 C ​
3 B ​
4 E ​
5 F ​
6A
7 an honour … as the first female CEO of a well-respected data
security firm whose innovative solutions are trusted around
the world – for me I’d say it’s an honour.
8 strength … , but the message I want you to take away from
this talk is that we need setbacks to give us the strength to
achieve what we really want.
3 1 resonated ​
2 dig deeper ​3 hunched over ​4 flaw ​
5 knock-back ​
6 adversity ​
7 cliché ​
8 setbacks ​
9 braving the elements ​10 visualise
Time out
4 1 F ​2 C ​3 D ​4 A ​5 B ​6 E
Use of English 1
11
2
3
4
5
6
7
8
9
10
11
12
21
2
3
4
5
6
7
8
31
2
3
4
5
6
7
8
other (the usual type)
more (something superior)
not enough (insufficient)
less than (not adequate enough)
the whole (the entire picture)
half of (over half the amount)
little (not very much)
no (no interest; no + noun)
all of (referring to the issues mentioned)
several (quantifying the amount of issues they choose from)
Every (individual students)
most (identifying the thing which is of highest importance)
few (negative statement; a few would be positive)
m
ost (nearly all)
s everal (positive statement, more than a few options)
t oo few (not enough)
a
ll (not all)
little (negative statement; a little would be positive)
p
lenty of (lots of, talking about the benefits of work
placements)
a
few (positive statement; talking about benefits)
as (comparative statement)
off (talking about opposites; on or off the field)
without (expression: it goes without saying, meaning it is
obvious)
so (so is mental training; mental training is also crucial.)
of (consists of; dependent preposition)
able (able to + verb anticipate)
how (in what way)
doing (doing so substitutes understand and manage
emotions)
Listening
1 1 a noun ​2 an adjective ​3 a noun ​4 a noun ​
5 a noun / noun phrase ​6 a noun / noun phrase ​
7 an adjective ​8 a noun
2 1 public recognition … what does success sound like to you?
… to me, its the public recognition that comes with sporting
achievement
2 devastated I tried to be optimistic even though I was
devastated.
3 rest indoors I struggled the most with being forced to
rest indoors …
4 determination … so I just needed to redirect my
determination.
5 comfort zone … being out of my comfort zone has only
pushed me harder.
6 self-belief … its my self-belief that’s been vital in helping get
me here.
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WORKBOOK ANSWER KEY
Use of English 2
1 It is possible to add ‘very’ before the adjective in bold in these
sentences:
2 (They must have been very desperate to have considered
committing a crime.)
6 (Everyone was very surprised when the teacher left in the
middle of the term.)
7 (Despite being very popular among his work colleagues…)
2 1 obvious 2 ridiculous 3 exaggerated 4 enjoyable
5 plausible 6 believed 7 disappointed 8 limited
3 1A 2D 3D 4A 5B 6B 7C 8B
4 1 wholly 2 virtually 3 entirely 4 dreadfully 5 expressly
6 reasonably
Speaking
1 1 talk about 2 pictures
2 talking about things that are similar and / or different
3 when the interlocutor stops you
2 11✓ 2✗ 3✗ 4✗ 5✓
3 1 although, different
2 whereas
3 major, however, more
4 similar, both, However
5 Although
6 that, whereas
4 Extract 6 (It speaks about all three pictures but the task asks
for comparison between only two.)
Writing
1 1 C (because of the use of surely)
2 D (uses contractions and the colloquialism the sooner the
better)
3 D (gives an opinion)
4 A (quotes a figure)
5 B (because indicates an explanation)
2 1 F (it should be formal or semi-formal)
2 F (only two)
3T
4 F (only if you wish to, and not all three)
5T
6 F (this is for FCE)
3 1 nearly everyone’s life / most people’s life
2 probably
3 can prepare
4 Nearly all of us / Most people / Most of us
5 would say
6 nearly always / most often / usually
4 1B 2C 3A 4C 5B
5 Model answer
A quick glance at any TV guide will reveal a high number of TV
talent shows across the channels. These are popular viewing,
but it is debateable what benefits they actually bring to the
contestants themselves. Even winners of the series may have
one moment of glory and then seemingly disappear from sight.
Clearly one major benefit to any aspiring performer is the
immediate access to a national, or even in some cases, a global
stage. Millions of people watch their performances and the
audience may include producers or agents who could help
further a career.
Another point, perhaps more contentious, is that contestants
need to cope with a fairly high level of stress. For many of
them, it can be a relentless sequence of learning new routines
and trying to produce near perfect performances to vast live
audiences on a regular basis. The pressure is significant and can
affect some contestants badly. Others, however, thrive under
the pressure and it can be good preparation for working in
a notoriously insecure industry.
In general, I feel that perhaps the more important benefit is the
once-in-a-lifetime opportunity to reach a wide audience. There
are many performers who could well achieve great success if
only more people were aware of their talent. Shows like these
give people a chance, and if they fail, then at least they can be
reassured that they have tried or that perhaps this path was
not quite right for them.
Unit Check
1 1 playing 2 wanting 3 to take 4 having 5 to tell
6 to do, playing
2 1 talking 2 take 3 to calm 4 to socialise 5 staying out
6 to eat 7 to drink 8 having 9 to feel
3 1 none 2 little 3 any 4 all 5 the whole
4 1 eternal 2 colossal 3 formidable 4 square 5 cut
6 there
5 1 unprecedented growth 2 vast number
3 resounding success 4 impressive accomplishment
5 burning ambition 6 futile attempts 7 dismal failure
8 get the better of you
UNIT 3
Reading
1 1A 2A 3B 4B 5A 6B 7A 8A
2 1 In the first paragraph, the writer says that
A the additional elements of the Angela’s collection were
well hidden.
B the audience was impressed with how waterproof the
jacket was.
C initially, there was nothing to differentiate the jacket from
other people’s.
D Angela had previously claimed to be inspired by the
weather.
2 In the second paragraph, the writer implies that
A Angela had specific instructions from the art school.
B The art school took credit for Angela’s collection.
C Angela’s collection interprets the school’s policy.
D Angela had to get permission from the school’s policy
makers.
3 In line 36 centre-piece in refers to
A the overcoat.
B the reflective jacket.
C the sleeping bag coat.
D the tent jacket.
4 In the third paragraph, the writer says that Angela
A uses only recycled materials.
B throws hardly any material away.
C gives her unused material to others.
D uses mass-produced materials.
5 In the fourth paragraph the writer implies that making
something the fashion industry likes
A is a benefit.
B is an achievement.
C is profitable.
D isn’t important.
6 In line 55 closer to home suggests that
A the writer is from the USA.
B the writer lives close to Angela Luna.
C the writer is writing from a foreign country.
D the writer is visiting the USA.
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3 1 AWhat I wasn’t expecting was for the art graduate to
remove the coat from the model and make it into a tent
right there on the catwalk.
2 C… embodies her art school’s commitment to using design
for social good.
3 Dto help keep homeless people warm and safe from the
bitter winter nights on the streets in a tent jacket
4 A… sourcing pieces from sustainable and repurposed
materials …
5 B… the notoriously hard-to-impress fashion industry …
6 A… such as in New York City, where the collection was
designed …
4 1 needs ​
2 begins ​
3 isn’t ​
4 purpose ​
5 has ​
6 well-known ​
7 any ​
8 isn’t ​
9 progressing ​
10 requires
Grammar
1 1 D ​
2 B ​
3 E ​
4 A ​
5C
2 1 like ​
2 as ​
3 as ​
4 alike ​
5 like
3 1 As (as something goes is an expression which is used
before making a comparison of something with the subject
mentioned.)
2 the most (superlative as saying the best of all to date)
3 as (as a team)
4 like (similar to)
5 much more (comparing two different situations)
6 such as (for example)
7 like (for example)
8 far (easily the most)
9 alike (in a similar or the same way)
10 the wider (comparative statement: the wider they can use
this method, the more money they can collect)
4 1 much more creative ways ​
2 look no further than ​3 as a way to help ​
4 more impressive idea ​5 faster this happens
6 1 haven’t developed
2 doesn’t have to train
3 want to give
4 Not everybody carries cash
Vocabulary
1 1 transformed (very much changed person)
2 modify (make some alterations to)
3 re-vamp (make drastic changes to)
4 adapt (change slightly)
5 made (make a sacrifice; collocation)
6 adjusting (changing the amount slightly)
7 turning (evolving into; phrasal verb)
8 turns (do a good turn; expression)
2 Leon Logothetis has made done a lot of good for people by
doing making a difference to a lot of people’s lives and at times
even moving turning them around.
The former stockbroker has travelled the globe on a vintage
yellow motorbike giving people a helping hand and generally
making doing acts of kindness. Leon believes that kindness
doesn’t have to be materialistic and that doing giving a
hug, giving praise or saying paying a compliment are acts of
kindness than can make a difference.
Leon says that kindness is about showing people that
they matter and that we can do this by simply making
doing someone a favour and making someone’s day a little
bit happier.
3 1 made ​
2 did ​
3 Make ​
4 make ​
5 make ​
6 do
4 1 I did a double take (gap 2)
2 to make amends (gap 5)
3 made an exception for me (gap 1)
4 make the best of the rest of the day (gap 3)
5 make a mockery of my baking skills (gap 4)
6 let me do my own thing (gap 6)
Listening
1 1 Why did Carol set up Community Kitchen?
2 How does Carol feel about asking people to pay for the
meals?
3 What does Jason like most about his job?
4 How does Jason feel about being an outreach worker?
5 What do Jason and Carol both think about the future of the
project?
6 How does Carol feel about the families who have meals at
the community kitchen?
2 1 A… so many people were left without enough money to buy
proper food for their families.
2 DWe still have to charge in order to keep the project going …
3 DWorking on a project and seeing it come to life is definitely
the best part of my job.
4 C
I get a great sense of pride in seeing the achievements that
the young people we work with make.
5 B
One of the fantastic things about this project is its
sustainability. (Jason) I agree – we are able to buy
ingredients from the money charged for each meal and we
have recently started making a small profit, too. (Carol)
6 B
I think it’s important for families to spend mealtimes
bonding and talking about their day.
3 1 D ​
2 B ​3 G ​4 E ​5 H ​6 C ​7 A ​8 F
4 1 rewarding ​
2 engaged ​
3 empower ​
4 insight ​
5 liaising ​
6 touches on
Use of English 1
1 1 helping ​
2 have allowed ​3 let ​
4 were allowed ​5 made ​
6 getting ​
7 made ​
8 having
2 made ​
3 let ​
4 made ​
5 allowed ​
6 getting
2 1 helped ​
3 1 let ​
2 get ​
3 made ​
4 have ​
5 allows
4 1 Generation Z are reported to be more entrepreneurial than
the Millennials.
2 Teachers predict that young people’s use of social media will
result in problems unless it is closely monitored by their
parents.
3 The teacher told the students that they would all benefit
from some careers advice.
4 My brother advised me not to let my students make the
same mistakes we made.
5 The number of successful, young entrepreneurs today is the
highest (that) it has ever been according to a recent report.
6 Students got their papers re-marked after complaining
about the marking scheme.
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WORKBOOK ANSWER KEY
Use of English 2
1
-ary
literary
-ive
instructive
destructive
-al
autumnal
global
-able
negotiable
-ous
courageous
humorous
-ible
reversible
edible
2 1 reversible 2 negotiable 3 global 4 literary 5 destructive
6 edible 7 instructive 8 courageous
3 1 numerous 2 explanation 3 effectively 4 beneficial
5 indecisive 6 deprioritisation 7 advantageous
8 consciously
4 1C 2B 3B 4A 5B 6C
Speaking
1 1T 2T 3T
4 F (It is not necessary to make a decision within the time
limit, only to be working towards one.)
5 F (It is perfectly fine to agree to disagree, no consensus is
required, only attempts at persuasion and/or reasoning
behind a candidate’s point of view.)
2 1 and that’s because …
2 the main reason I say that is because …
3 my point is that if …
4 well for a start …
5 a good example is …
6 you’ve just got to look at what happens if …
7 what we’ve got to remember is that …
8 if you think about it …
3 1 main reason I say that
2 just got to look at what happens if
3 you think about it
4 point is
5 a start
6 good example is
4 1 main reason I say that
2 just got to look at what happens if
3 you think about it
4 point is
5 a start
6 good example is
5 1C 2A 3B
Writing
1 1 F (because there may be a more formal task, e.g. letter of
complaint / application)
2T
3T
4 F (because the opening and closing should be the same
in both)
5T
2 A3 B1 C4 D5 E2
3 1 case 2 worth 3 incorrect 4 insist 5 consider
6 discover
4 1 I feel that I must write (to you) because …
2 I appreciate that you have to give both sides of the question,
but …
3 I think you should / ought to retract your statement.
4 If you could print an apology that would be ….
5 I think you may be mistaken.
6 I have a different point of view.
5 Points 1, 4 and 5
6 Model answer
Dear Editor
After reading the article on your website today regarding
the influence of the media and celebrity role models on the
decisions young people make, I am writing to correct some of
your mistaken assumptions.
The main problem with your article, in my view, is that the
writer is over-generalising. Whereas I agree that some young
people may be negatively influenced by what is shown in the
media and celebrity lifestyle choices, I must point out that this
is definitely not the case for all of us. While I admire certain
celebrities for their talent, neither I – nor any of my friends –
would consider copying their decisions. I would hope that we
appreciate the difference between their worlds and our own
and realise that we need to consider what is right for us in
completely unique circumstances.
In addition to this, I think it is worth mentioning that the
media clearly has an influence on everyone; we all watch
the news and our opinions (which also inform our choices)
are inevitably based on what we learn. This is a truth that is
impossible to ignore. However, to single out my generation as
being particularly affected by this is, as far as I am concerned,
completely unfair and patronising.
I was quite shocked to read the article and I really feel that
you should address the unfairness by writing another piece.
The topic of influences and how they affect our decisions is
interesting and deserves a much more balanced approach.
Yours
Unit Check
1 1 much more likely 2 than 3 alike 4 as 5 better 6 more
7 as far as 8 most 9 like 10 as
2 1 worse 2 best 3 most challenging 4 not as prepared as
5 healthier 6 better
3 1 get 2 had 3 make 4 let 5 getting 6 allowed 7 forced
8 help
4 1 revamp 2 transformed 3 amend 4 adapt 5 altered
6 evolving 7 modify 8 donate
5 1 make 2 turn 3 make 4 give 5 do, pay 6 give
6 1 make 2 doing 3 do 4 make 5 make 6 make 7 make
8 do
USE OF ENGLISH UNITS 1–3
Part 1
1 A (completely change because you exchange one life for
another)
2 B (a selective memory is one which remembers certain parts,
usually the best parts, and forgets the rest)
3 D (similar to remember)
4 C (turn something around is to change something completely)
5 B (burning ambition is a collocation)
6 A (resounding success is a collocation)
7 D (dismal failure is a collocation)
8 B (cut (their) losses is an expression meaning to abandon a
course of action because it is going wrong)
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Part 2
9 addicted to (dependent preposition)
10 how harmful (inversion)
11 had been doing (past perfect)
12 on the increase (phrase meaning to be growing)
13 as a way (preposition; as a means in the manner of)
14 cut down on (phrasal verb meaning to reduce the amount of
something)
15 concerned about (dependent preposition)
16 don’t let (let means allow/permit; allow and permit would both
be followed by infinitive with to)
Part 3
19 necessarily ​20 unsustainable ​
17 dissatisfied ​18 negatively ​
21 dramatic ​22 adjustments ​23 significant ​24 impulsively
Part 4
25 block (out) the memory
26 was (extremely) embarrassed by
27 only to find that
28 advised us not to eat
29 to put into becoming
30 ended up with / ended up getting
UNIT 4
Reading
1 1 spot on ​2 norms ​
3 stance ​
4 purport ​
5 ushering ​
6 pretentiousness ​
7 diehards ​
8 disdain
2 1 D(Eva) I do think that the documentary got one thing right;
you are more likely to see someone wearing the same thing
as you because of this. (Adam) links with Although we may
share music preferences or fashion choices, that’s really
down to passing trends (Eva)
2 B(Helena) as it was implied that we were being pushed
around online at the command of large companies
(Helena) links with not because we are manipulated to do
so by some rogue computer programmers or power-hunger
corporations (Eva)
3 A(Luke) Instead of a thought-provoking documentary, it
was just another ninety minutes of depressing speculation
(Helena) links with the doom and gloom it spreads about
how things might be in years to come. (Luke)
4 A(Luke) I didn’t like the condescending attitude of the
documentary. (Luke) contrasts with I found it lighthearted and verging on amusing (Helena), presented in an
accessible manner, without being overly intense (Adam)
and It goes without saying that the overriding feel of the
documentary was tongue in cheek, quite funny really (Eva)
3 1 scrapped ​
2 condescending ​
3 narrow-minded ​
4 retail ​
5 tailor ​
6 doom and gloom ​7 shift ​
8 manipulated
Grammar
1 1 A ​
2 B ​
3 D ​
4 C ​
5E
2 1 AI look forward to hearing from you. Correct
BI look forward to hear from you. Incorrect (after to need
gerund)
2 AI’m loving this dress. It’s so you! Correct (colloquial use of a
stative verb)
B I love this dress. It’s so you! Correct
3 AI’m depending on you to help me revise for this exam.
Correct
BI depend on you to help me revise for this exam. Incorrect
(because it is a temporary situation)
4 AThe woman walks in wearing pyjamas and the other
shopper look on aghast. Correct (used for dramatic
sequence)
BThe woman walks in wearing pyjamas and the other
shopper looked on aghast. Incorrect (mix of tenses)
5 AI’m thinking white walls, minimalist furniture and bold
colours for this room. Correct (colloquial use of a stative
verb)
BI think white walls, minimalist furniture and bold colours
for this room. Correct
6 AIs this bill including the wine and deserts? Incorrect
BDoes this bill include the wine and deserts? Correct
3 1 C ​
2 D ​
3 A ​
4 F ​
5 B ​
6E
4 1 lead ​
2 find ​
3 complaining ​
4 shakes ​
5 leaves ​
6 portraying ​
7 wearing ​
8 get ​
9 begin ​
10 thinking
Vocabulary
1 1 pleated ​
2 flared ​
3 skimpy ​
4 ripped ​
5 loud ​
6 bootcut ​
7 embroidered ​
8 five-inch ​
9 shabby ​
10 designer
2 1 consistent (not contradicting my beliefs; compliant is
incorrect because it means obeying rules)
2 individuality (expressing our character; individualism is
incorrect because it is the collective noun for a group of
people)
3 indistinguishable (they all appear the same; incomparable is
incorrect because it means that something is so good that it
is unparalleled)
4 spitting (spitting image is an expression meaning exactly the
same)
5 equivalent (the same as; equal to has the same meaning,
but is used when making more specific comparison of size
or quantity)
6 carbon (carbon copies is an expression meaning identical)
3 1 E ​
2 B ​
3 D ​
4 A ​
5 F ​
6C
5 1 F… a student from the faculty of Ecology and Marine
Conservation.
2 T
For me it’s something creative and I get a lot of enjoyment
from it.
3 F
I never take any interest in high street fashion.
4 T
To be honest there are so many other areas which are
worthy of our attention. Just look around you – politics,
science, the arts …
5 T
Also it’s so ephemeral, what is fashionable now will be
forgotten very soon.
6 F
I feel sorry for fashion victims at times because I think that
they are just being brainwashed by the media to think a
certain way.
6 1 synonymous ​
2 fit ​
3 anonymity ​
4 stood ​
5 rebellious ​
6 uproar ​
7 far ​
8 difference ​
9 wavelength ​
10 take
Listening
1 Extract 1
1 Why does the woman mention the court case in the USA?
Ato provide evidence for the link between names and
confidence
B to clarify her feelings about names and personality traits
Cto explain a commonly held belief about names and
achievements
2 What do they both think about the process of choosing a
name?
AIt should involve more people than just the parents.
BIt is a decision that shouldn’t be made under pressure.
CIts importance is often underestimated.
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WORKBOOK ANSWER KEY
Extract 2
3 How does the student feel about having to bring up this
topic with the teacher?
A determined to be treated fairly
B uncomfortable about bringing the topic up
C frustrated that nobody is listening to him
4 Why doesn’t he want to use an English name?
A It’s too difficult for him to pronounce.
B It doesn’t reflect his personality.
C It still wouldn’t help him fit in with the other students.
Extract 3
5 How did the man feel about his own name when he was
younger?
A embarrassed that it was unusual
B lucky that people remembered it
C difficult to explain to people
6 What advice does the man give about choosing a name to
work under?
A Check that it hasn’t been used before.
B Make sure it isn’t too unusual.
C Think carefully about the spelling.
2 Extract 1
1 A If we feel negatively about our name, we can transfer those
feelings to our sense of self. Take a recent court case in the
USA of a boy …
2 C … choosing a name for a baby is a huge responsibility and
I’m sure most people don’t even realise it …
Extract 2
3 B I don’t want to make too much of a fuss and I’d rather not
have to mention this …
4 B … I feel like I’d be losing my sense of identity and my
heritage if I adopted an English-sounding name.
Extract 3
5 A I used to resent having such an obscure name when I
was younger …
6 B … you can come up with something unique, but still retain
your identity.
3 1B 2A 3A 4B 5B 6A 7B 8A
Use of English 1
1 1 in doing so (so is a substitute for a verb phrase)
2 If you have any (any is a substitute for a noun)
3 Women cry, and men do too. (too is a substitute for a
verb phrase)
4 Do you think so? (think so is a substitute for a verb phrase)
5 describe each one (each one is a substitute for a noun)
6 exotic ones (ones is a substitute for a noun)
2 1 a single decision! any
2 of the alternatives ones
3 making decisions doing so
4 decision one
5 also suffered from indecision did too
6 I am also indecisive am too
7 I never know which dish to pick either neither do I
8 that I am indecisive so
3 1 not (you don’t have a problem)
2 any (you don’t have any information)
3 if so (if you do have all the facts)
4 one (best alternative = singular)
5 doing so (eliminating the alternatives)
6 If not (if you don’t act quickly)
4 1 I enrolled for a course in psychology and my sister did too.
2 I am very bad at making decision and so is my brother.
3 Jon and I can’t agree and neither of us wants to admit we
are wrong.
4 If I finish the book in time I’ll lend it to you. If not, I’ll send it
to you by post.
5 I made a decision about the colour of the paint, but I’m not
sure that it was the right one.
6 I’m certain I heard Pam come in, but I think so.
5 1 with
2 of
3 so (rightly so is expressing strong agreement)
4 them (the brains)
5 with (familiar with the gender stereotyping)
6 same (same wavelength means thinking the same thing,
being in agreement)
7 nor (neither … nor; negative comparison)
8 any (any more than; comparative)
Use of English 2
1
2
3
4
1 read 2 away 3 round 4 stand 5 about 6 live
A3 B6 C4 D1 E2 F5
1 run 2 catch 3 come 4 away 5 put 6 read
1 B (correct collocation with down)
2 D (correct collocation to form phrasal verb)
3 A (correct collocation to form phrasal verb)
4 B (correct particle for collocation)
5 D (correct adverb)
6 A (correct meaning)
7 B (correct meaning)
8 C (correct collocation with together)
5 1 get out of 2 run out of 3 catch up with 4 put up with
5 do away with 6 come up with
Speaking
1 Pieces of advice 3 and 4 are correct.
2 1C 2D 3B 4E 5A
3 1 There are several ways to come at this question.
2 That’s something I haven’t considered before.
3 Would you mind repeating that please?
4 Well, there is no one answer to that.
5 I’m so sorry – did you say that people think it’s …
6 A2 B1 C3
Writing
1 A 2 (global / worldwide – international)
B 1 (learn what happens – see what’s going on)
C 3 (people from other countries who visit – people … take
their cultures with them)
2 Points 1 and 2 are addressed. Point 1 is considered the more
important (influence of the internet)
3 1 B People get ideas from what they learn happens or is popular
in other countries (link between ideas and choices)
2 A We can buy the same items from global retail stores
worldwide (link between items and clothes)
Unit Check
1 1 ’m thinking 2 press 3 love 4 Am I wearing
5 Am I projecting 6 is always telling 7 having 8 Is looking
2 1 so 2 doing so 3 any 4 not 5 did too 6 ones
3 1 one 2 any 3 did 4 ones 5 so 6 not
4 1 skimpy shorts 2 embroidered shirt 3 flared jeans
4 scruffy hair 5 bootcut trousers 6 pleated skirt
7 five-inch heels 8 loud pattern
5 1 wavelength 2 spitting image 3 indistinguishable
4 individuality 5 equivalent to 6 rebellious
7 world of difference 8 cause an uproar
6 1 far 2 carbon 3 consistent 4 with 5 out 6 to
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UNIT 5
Reading
1 1 initial ​
2 spouses ​
3 prospective ​
4 buy into ​5 generated ​
6 defining
3 1 D… the most forward-thinking brands are relying on the
simplest, most traditional form of advertising: wordof-mouth (para 1) links with So, why this return to the
promotional basics? (para D)
2 G Influencers have to believe in their own potential to sell
a product or a brand. (para G) links with Celine Leroy, a
fashion and lifestyle blogger, claims to only accept offers
from companies whose products have something to do
with her brand identity (para 2)
3 F
On the other hand, I turned down some lucrative offers to
advertise products because they had nothing to with what
I stand for (para 2) links with Many influencers will readily
turn down an offer that doesn’t fit with their ideology, even
if it means rejecting a large fee. (para F)
4 B
However, the freedom to choose what they will endorse
results in a level of authenticity (para B) links with In
addition to freedom over who they work with, most
influencers prefer to have freedom over how they work.
(para 4)
5 E… those tools were enough to enable them to become
powerful marketing force (para 4) links with One such
successful blogger is Daniella Barbosa … (para E)
6 A… building a relationship with someone with fewer
followers could bring bigger returns in the long run
(para 5) links with Even if an influencer’s audience never
grows above the tens of thousands (para A)
2 authentic ​
3 lucrative ​
4 engaged ​
4 1 bidding ​
5 in the long run ​6 be indicative of ​7 exploit ​
8 endorse
Grammar
1 1 B ​
2 D ​
3 F ​
4 G ​
5 A ​
6 C ​
7E
2 B ​
3 A ​
4 B ​
5C
2 1 A ​
3 1 The company was about to invest in artificial intelligence.
2 We knew that mobile technology would have a massive
impact on society.
3 By 2030 big data will have become key to a company’s success.
4 I’m to take a course in advanced robotics next month.
5 By September I will have been working here for five years.
6 Online banking will be used by everyone very soon.
4 1 would ​
2 will ​
3 are going to be living ​4 will have created ​
5 will be spending ​6 will be
Vocabulary
1 Down
1 consume
2 collect
Across
3 hoard
4 accumulate
5 acquire
2 1 I could have gone mad in that shop. It was so me, I could have
bought up the shop.
2 My mum is a bit low so I’m going to splash out and buy her
something nice.
3 I’d love some new clothes but I’ll have to go without until I
get my allowance. (without)
4 I’m going for the minimalist look and I’ll throw away anything
that clutters up my flat.
5 Those jeans don’t fit anymore but I’ll hang onto them in case
I lose some weight.
6 I love a bargain and I never pass up the opportunity to go
sales shopping.
3 1 C ​
2 B ​
3 E ​
4 F ​
5 D ​
6A
5 1 Because it’s pricey/expensive.
2 A Persian style rug.
3 Glamping. Glamorous camping.
4 Her grandparents 60th wedding anniversary.
5 On the terrace.
6 No, she hasn’t.
3 hanging onto ​4 sentimental value ​
6 1 go without ​2 hoard ​
5 easy prey ​6 insatiable desire ​7 buy up ​8 a soft touch
Listening
1 Task 1
A encouragement from friends and family
B reassessing priorities
C experience living abroad
D listening to an expert
E raising money for charity
F meeting people with the same problems
G talking with a foreign friend
H getting advice from peers
Task 2
A don’t overreact to embarrassing situations
B don’t shut out the people around you
C don’t get too comfortable
D don’t expect to still have a social life
E don’t worry too much about mistakes
F don’t accept every piece of advice you’re given
G don’t lose your enthusiasm
H don’t listen to your careers department’s advice
2 Task 1
1 F… until I started interning at the French consulate and
heard stories from kids who were struggling kids like I’d been.
2 B… I drove past the remains of a roadside accident.
It seemed like a sign …
3 A… my mates convinced me to keep going.
4 DIt wasn’t until I travelled to South Africa to listen to a talk
by an industry leader that I realised that I was holding
myself back.
5 HGoing to a networking event for entrepreneurs with similar
business models helped me move forward.
Task 2
6 C
That fear definitely pushed me harder.
7 F… trust your own intuition and what you are trying to
achieve.
8 B… it’s essential not to lose sight of other aspects of your life.
9 E L earning to embrace your mistakes is an important skill for
any entrepreneur.
10 G… so it’s important not to lose your passion for your idea …
3 1 on the backburner ​2 prototype ​
3 seek out ​4 intuition ​
5 cliché ​
6 embrace ​
7 retreat ​
8 overwhelmed
Time out
1 R (£150,000 start-up capital invested by Dragons) ​2 F
3 R (£75,000 start-up capital invested by Dragons) ​
4 R (£0 start-up capital invested by Dragons – but the company
is now valued at millions) ​5 F ​6 R (£50,000 start-up capital
invested by Dragons)
Use of English 1
1 1 examine ​
2 investigate ​
3 taking ​
4 have ​
5 establish ​
6 impose
2 1 about ​
2 with ​
3 of ​
4 of ​
5 to ​
6 on
3 1 impose ​
2 made ​
3 examine ​
4 play ​
5 provided ​
6 create ​
7 has ​
8 Take
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WORKBOOK ANSWER KEY
41
2
3
4
5
6
themselves (reflexive pronoun referring to the street markets)
to (correct collocation; rise to the challenge)
than (comparative construction; more creative than before)
for (dependent preposition; opportunities for)
by (dependent preposition; run by)
or (conjunction to connect two choice; either a trader or a
performer)
7 from (when talking about a wide range of things in a list,
to emphasise the variety we use the construction; from x
through to y)
8 on (dependent preposition; impact on)
Use of English 2
1 1 turnover 2 cover-up 3 intake 4 fallout 5 setbacks
6 crackdown
2 1C 2E 3H 4A 5F 6D 7B 8G
3 1D 2D 3S 4D 5D 6S 7D 8D
Speaking
1 4 choose two out of three pictures to talk about ✓
7 use words and phrases to talk about what is similar and
different about the pictures ✓
2 B is correct (A is incorrect because the questions are printed on
the photo sheet; B is correct because the questions will ask for
speculation of some type and direct description takes too much
time and is not what is asked for.)
3 1 highly 2 pure 3 all 4 faint 5 may 6 gather 7 right
8 well 9 would 10 likelihood
4 1 Pictures A and B (the students in the classroom and the one
where the children are playing shops)
2 B and C Thinking about the usefulness or effectiveness of the
two methods, it’s hard to say / When it comes to how they’re
feeling, it’s highly likely …
5 1 It’s highly likely that … ✓
7 I think I’m right in saying that … ✓
8 It could well be that … ✓
9 I would say that … ✓
Writing
11
2
3
4
5
F (should be formal as it is for someone in authority)
T
T
T
F (it needs to be divided into sections with headings for
clarity and to guide the reader)
6T
7 F (a direct complaint would be too personal)
8T
2 1 (direct) and 2 (too informal)
3 4 sections (aim / description / evaluation of outcomes /
recommendations)
5 1 purpose 2 outlines 3 indicate 4 consider 5 might
6 to sum up 7 recommend 8 by doing this
Unit Check
1 1 will/‘ll be staying 2 will have known 3 to attend
4 will/‘ll have been going 5 will see 6 closes
7 will/‘ll be flying 8 will/‘ll have been living 9 starts
10 will notice
2 1 would 2 was 3 was about to 4 will have been looking
5 will have seen 6 am to see 7 will be 8 ‘ll be having
3 1 attitude to 2 flooded with 3 evidence of
4 information about 5 based on 6 causes of
7 dissatisfaction with 8 relationship with
4 1 accumulated 2 hoard 3 acquired 4 sentimental 5 prey
6 soft 7 hard 8 down 9 collect 10 consume
5 1 hanging onto 2 clutter up 3 pass up 4 splashed out
5 bought up 6 go without
UNIT 6
Reading
1 1D 2G 3B 4C 5E 6H 7A 8F
2 1 T They make more sense on the stage than on the big screen;
and in this case, an adaptation into a mini television series
is most appropriate.
2 T How the screenwriter interprets a character’s personality,
reactions and even physical appearance is likely to differ
from an individual reader’s interpretation
3 T A film version of a popular book… is more often than not
followed by an outcry that it is different from the book.
4 F Reimagining a book as another form of media is a
complicated process …
3 1 B There is perhaps nothing more personal and difficult to
define than a reader’s relationship with a story; writing
possesses a special power …
2 B Ultimately, an adaptation of a story deserves to be treated
as such
3 C A film version of a popular book usually generates huge
amounts of publicity in the lead up to its release and is
more often than not followed by an outcry that is different
from the book
4 A The lack of a rating system for books means that authors
can put characters in a variety of situations that would not
be permitted on screen
5 A Books with more narrated scenes are more suited to
adaptations for the theatre
6 D … the nature of television series allows the inclusion of side
stories that help piece together the story naturally, as in
the original source material
4 1 musings (personal considerations you say aloud)
2 tedious (very boring)
3 staple of (something that is used all the time)
4 on its own merits (based on what you see not on what you
already know about it)
5 evoke (to produce very strong feelings)
6 piece together (to join all the parts)
7 overcome (to control something that could stop you
achieving something else)
8 condense (to reduce significantly into something smaller)
Grammar
1 1B 2F 3D 4A 5C 6E
2 1 hadn’t put 2 hadn’t had 3 would you do 4 didn’t like
5 would have turned out 6 had had 7 wouldn’t know
8 didn’t happen
3 1 If it isn’t wasn’t for my brother, I would never have met my
best friend.
2 If you didn’t tell hadn’t told me, I would never have
remembered it was his birthday.
3 If I knew had known you hated cheese, I wouldn’t have put it
on the pizza.
4 But for your help, I would have never had taken such a good
photo.
5 Supposing you failed the exam, will would you re-take it?
6 If only I have had enough money, I would go on holiday with
my friends to Greece.
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4 1 read ​
2 would have used ​3 had had ​4 have had
5 will get ​6 smile ​
7 would love ​8 need
9 been able ​10 had read
1 Across
1 delusion ​
3 fallacy ​
5 dreams ​
8 hallucinations 1
​ 0 fantasy
Down
2 imagination ​
4 illusion ​
6 realism ​7 reality ​9 image
2 1 in ​
2 on ​
3 out ​
4 up ​
5 on ​
6 for
3 1 go to great lengths ​2 give us the impression ​
3 fallacy ​
4 delusion ​
5 get into character ​6 semblance ​
7 put on a brave face ​8 through and through
5 B
I grew up in the countryside having adventures in the
woods fighting battles with sticks and making friends with
the people who lived in the river (Melanie) I see a difference
in … the games that we used to play when we were
younger (Patrick)
6 B
It makes me uncomfortable to think that a generation
might miss out on the simple pleasures of running around
on a made up quest in favour of an electronics-based one.
(Melanie) whereas there are no limits on what a child can
create using a cardboard box! (Patrick)
3 1 momentum ​
2 tapped into ​3 premise ​
4 reinforcing ​
5 differentiate ​
6 enormously ​
7 no harm ​8 bleak
4 1 G ​
2 F ​
3 C ​
4 A ​
5 E ​
6 B ​
7 D ​
8H
Listening
Time out
1 H ​2 B ​3 D ​4 G ​5 F ​6 A ​7 E ​8 C
Vocabulary
1 1 What does Patrick say about his previous work?
A He tended to paint rather than draw.
B He didn’t consider drawing for his sister.
C He wasn’t enthusiastic about doing children’s illustrations.
D He preferred to illustrate comic books.
2 How does Patrick feel about the way his idea developed?
A proud that he can now run a successful business
B surprised that it happened so quickly
C pleased that he can help so many people
D overwhelmed by the number of purchases
3 For Melanie, what should be avoided?
A depending on the owl to teach children how to behave
B telling the owl how they feel instead of their parents
C leaving children alone for too long with the owl
D allowing children to spend too much time talking to the
owl
4 What does Melanie think about telling children made up
stories?
A It has a negative impact on their creativity.
B It isn’t the same as lying.
C It can be disappointing for children.
D It is something that parents do too often.
5 When asked about imaginative play, both Patrick and Melanie
express
A sadness that it is being replaced by technology.
B nostalgia for childhood memories.
C a desire to promote it in schools.
D frustration that it isn’t taken seriously.
6 What do Patrick and Melanie both think about electronic
games?
A They make life more enjoyable.
B They can’t replace the power of make believe.
CThey are better because they are more realistic than other
games.
D They are ruining modern children’s childhoods.
2 1 Cit seemed too silly and I thought of myself as more serious
2 B I honestly had no idea that it would be used by so many
people in so many different ways
3 DWhile I wouldn’t recommend allowing children to become
too reliant on Oscar the Owl
make believe isn’t about tricking children into believing
4 B
something, its about presenting them with a situation and
then letting them take it from there
Use of English 1
1 1 most notably ​2 coupled with ​3 so as to ​4 since ​
5 or rather ​6 under these circumstances ​7 then again ​
8 Provided that
2 1 C ​
2 A ​
3 F ​
4 B ​
5 D ​
6E
3 1 since (purpose)
2 or rather (reformulation)
3 Under these circumstances (consequence)
4 most notably (example)
5 provided that (condition)
6 in order to (purpose)
7 as well as (addition)
8 Having said that (limitation)
4 1 due (due to the fact, phrase meaning because)
2 as (adverb meaning also called)
3 in (in order to is used with the infinitive form of a verb to
express the purpose of something)
4 of (consisted of; a phrasal verb meaning to be made of or
formed from something)
5 called/named (adjective meaning labelled)
6 about (preposition meaning connected with or associated
with)
7 these (pronoun used to indicate a state, the circumstances)
8 by (preposition used for saying how something is done)
Use of English 2
1 1 mock ​
2 above-board ​
3 authentic ​
4 candid ​
5 disguise
2 1 play ​
2 believe ​
3 honest ​
4 cheat ​
5 fib ​
6 mocking ​
7 disguising ​
8 scam
3 1 1 B, 2 A
2 1 B, 2 A
3 1 A, 2 B
4 1 B, 2 A
5 1 A, 2 B
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WORKBOOK ANSWER KEY
41
2
3
4
5
6
7
8
C
B
B
B
B
A
B
C
(correct collocation)
(correct meaning)
(correct collocation)
(correct meaning with the morality)
(correct collocation)
(correct collocation)
(correct collocation)
(correct collocation)
Speaking
1 1 historical films 2 autobiographies 3 celebrity photographs
5 1 The reason I say this is because …
2 Why I think this way is because …
3 The reasoning behind this is …
4 Let’s take an example …
5 You’ve only got to remember …
6 What I mean is if …
6 1 prime 2 mean 3 also 4 instance 5 Take 6 basically
Writing
11
2
3
4
5
6
31
F (otherwise you will lose marks)
F (usually for your teacher)
T
T
F (do not quote directly – need use your own words)
F (no, this is at FCE level)
points 1 and 2 2 point 2 3 yes
Unit Check
1 1 had known 2 would have visited 3 hadn’t seen
4 would have believed 5 realised 6would have paid
7 need 8 to choose
2 1 If it hadn’t been for my friend Marina, I wouldn’t have /
never would have read the book.
2 If I were braver, I would go / try sky diving.
3 If I see a strange event, I want to film it.
4 Had I known it was going to be sunny I would have
brought sun cream.
5 If it hadn’t been for the detective, the mystery wouldn’t
have been resolved.
6 If I had passed chemistry, I would have been able to study
medicine.
3 1 fantasy 2 illusion 3 hallucinations 4 imagination
5 realism 6 image
4 1 great 2 slips 3 into 4 convincing 5 impression
6 semblance
5 1 taken her for 2 making it up 3 taken in 4 make out
5 put on 6 take on
USE OF ENGLISH UNITS 1–6
Part 1
1 A (be clearly better or different from the rest)
2 C (push all the right buttons; be attractive, appealing to
someone)
3 A (have)
4 D (figment of our imagination is something which we imagine)
5 B (hang onto is a phrasal verb meaning to want to keep and
not let go of something)
6 A (give up is a phrasal verb meaning relinquish, surrender)
7 A (a fantasy world is one which is not true; the opposite of our
day to day lives)
8 B (a take on something is an opinion, a point of view about
something)
Part 2
9 if (if we were to… second conditional)
10 up (free up means to gain time; phrasal verb)
11 like (sound like means to appear as if)
12 other (in other words is an expression to re-phrase something
previously stated)
13 off (switch off means turn off; phrasal verb)
14 be (we will be spending is the future continuous; looking at an
action which will be in progress at a point in the future)
15 back (look back means remember/recollect; phrasal verb)
16 have (I could have used is a past tense modal verb)
Part 3
17 truthfully 18 limitations 19 commitment 20 increasingly
21 curiosity 22 probability 23 disastrous 24 foolish
Part 4
25 the thought of 26 take on life 27 it hard to
concentrate 28 put off cleaning 29 was about to leave
30 should you want to
UNIT 7
Reading
1 1 inaccessible 2 professes 3 entice 4 unashamedly
5 successive 6 accommodate 7 refrain 8 galvanised
2 2 lighting and characters are not mentioned
3 1 A … rather clarifies the complexity of decision-making for
people who find themselves in a constant struggle to
achieve a basic standard of living
2 A … the characters’ current desperation and hope for a
better future.
3 B … the music portrays the issues facing abandoned children
living in poverty, such as the upbeat ‘Food, glorious, food’,
which captures the characters’ excitement at satisfying
their hunger, the costume design also highlights the
difference between rich and poor.
4 D A popular choice for high school drama clubs due to its
handling of multiculturalism and identity …
5 C Using a groundbreaking original script …
6 C … it helped pave the way for other playwrights to write
stories based on related subjects.
7 B … the musical still emphasises the vulnerability and
loneliness of children without a support network.
8 B … to an equally difficult life as a street boy under the
watchful eye of an older boy, who is skilled in pickpocketing.
9 A … the cycle of despair and poverty in which many French
citizens were trapped in France in the early 1800s.
10 C … its operatic score underlines lyrics addressing the
struggles of working class America. The contrast involved in
telling a tale that focuses on working class people through
a genre generally associated with upper classes makes this
musical truly original …
4 1 opulent 2 tackles 3 trivialise 4 dated 5 rags 6 bleak
7 harrowing 8 social cohesion
Grammar
1 1 possibility 2 possibility 3 necessity 4 certainty
5 criticism 6 certainty
2 1A 2A 3B 4A 5B
3 1F 2F 3T 4F 5T
4 1 needed 2 could 3 will 4 may 5 may 6 ought
7 would 8 might
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Vocabulary
1 1 hold back. ​2 have your say. ​3 sit up and take notice ​
4 Say it as it is ​5 in a word ​6 a way with words ​
7 tongue-tied ​
8 for want of a better word
2 1 has got his own way (He has striven to remain anonymous
means he wanted to be anonymous. He is anonymous and so
he has succeeded in getting what he wanted.)
2 In a word (Only using one word. This is an expression. For
want of a better word is an alternative expression.)
3 sit up and take notice (He has caused an impression on the
art world with what he has done.)
4 word of mouth (He has become well known just from people
talking to each other.)
5 don’t hold back (They are forthcoming in saying how good
he is and how proud they are of him.)
6 a spotlight on (This is an expression meaning focusing
attention on something.)
7 put (Couldn’t put into words; they can’t find the words to
express how they feel)
8 the last word (Means to be the last person to have an opinion
about something and so the person with the most important
opinion.)
3 1 short and sweet (The opposite of long and rambling.)
2 verbose (The opposite of concise.)
3 convoluted (Means not a linear argument, difficult to follow.)
4 articulate (Means speech which is easy to understand.)
5 eloquent (Means speech which is carefully crafted, with
well-chosen words.)
6 accessible (Means easy to understand, not complicated.)
4 1 A(articulate – express ideas well)
2 B(curt – using very few words in order to convey displeasure)
3 C(wordy – too many words / too long)
4 B(convoluted – difficult / complicated to follow; not
straightforward)
Listening
1 Extract 1
You are going to listen to a conversation between a lecturer
and a design student about a project on the originality of
fashion.
1 How did the girl feel about being given clothes by her
grandmother?
A relieved to have fashionable clothes
B inspired to create her own clothes
C pleased to be able to share her love of fashion
2 According to the lecturer, originality in fashion is being
devalued because designers
Aonly know how to make minimal changes to existing
products.
B have to compete with large brands.
C don’t have enough time to come up with new ideas.
Extract 2
You are going to listen to a conversation between two friends
about electronic devices.
3 How does the boy react to his friend’s new phone?
A He complains that it looks just like his.
B He argues that cheaper phones last longer.
C He explains that his friend could have saved money.
4 How does the girl feel about copycat products?
A annoyed that they are so easy to produce
B sad about their impact on originality
C frustrated that nothing is done about them
Extract 3
You are going to listen to a conversation between a girl and her
brother about books.
5 What is the girl doing?
A complaining about the predictability of stories
B worrying about finishing reading a book for school
C defending her favourite story genre
6 What do they both emphasise about a good stories?
A the individuality of the writer’s voice
B the ability to recognise the writer’s influences
C the memorable characters
2 1 CI loved going to her house and talking about fabrics and
patterns
2 B
… it’s almost impossible to produce original designs on the
kind of scale that large chains use.
3 C
There’s really no need to spend a lot of money on electronic
goods …
… which is a shame because it means that people with
4 B
genuinely good ideas that could become quality products
don’t stand a chance.
5 A
… I’ve given up on so many books a few chapters in
because it’s blatantly obvious what is going to happen.
… the best writers have their own unique style, you know
6 A
who is writing it instantly (Girl) and the strongest personal
identity (Brother).
2 ploy ​
3 shelled out ​4 tweaking ​
5 blatantly ​
3 1 pushing ​
6 swiping
Time out
1 A (Guglielmo Marconi received the credit)
2 E (Thomas Edison received the credit)
3 F (Alexander Graham Bell received the credit)
4 B (IBM received the credit)
5 C (Archie received the credit)
6 D (Karl Benz received the credit)
Use of English 1
1 1 had been increasing ​2 had been released ​3 hadn’t known ​
4 had created 5
​ buying ​
6 had decided
2 1 was convinced that the painting he had bought was an original.
2 recommended buying that we/I buy art from a reputable dealer.
3 wasn’t worried about whether it was a forgery.
4 complained that the painting was far too expensive.
5 estimated that the German artist copied about fifty
European artists.
6 hope that their painting isn’t a forgery.
7 regretted buying the painting
8 encouraged me to go to the exhibition (because I would
enjoy it)
3 1 for ​
2 for ​
3 on ​
4 what ​
5 that ​
6 to
4 1 The first forgery is thought/believed to date back to the
High Renaissance.
2 He threatened to report the company to the police if the
goods were counterfeit.
3 We were asked whether we thought (that) buying fake
designer goods affected the original designer.
4 The three men are thought to have been selling fake goods.
5 He advised me to check the painting was authentic.
6 She revealed (that) the painting was authentic because it
had a signature on the back.
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WORKBOOK ANSWER KEY
Use of English 2
Unit Check
1 1 duplication 2 breakage 3 defence 4 closure 5 offence
6 confusion 7 treatment 8 present, presentation
2 1E 2H 3A 4C 5F 6G 7B 8D
3 1 failure 2 apologise 3 confidence 4 performance
5 delivery 6 suitably 7 arguably 8 movement
4 1 relationship 2 criticism 3 disturbance 4 involvement
5 impression 6 survival
5 1 impression 2 disturbances 3 involvement 4 criticism
5 relationship 6 survival
1 1 will have heard 2 could have phoned
3 had needed to see 4 shouldn’t have been waiting
5 could have had 6 should have 7 might just as well
8 ought to have known
2 1 She reassured me that I would pass the exam.
2 He swore to look after it. / He swore that he would look after it.
3 He warned me to be careful (with it) because it was hot.
4 She encouraged me to try it.
5 He expected them to arrive about 7 p.m.
6 She recommended that we buy an electric one.
7 She announced that she was having/going to have a baby.
8 He grumbled that the lessons were (really) boring.
3 1D 2G 3E 4C 5F 6H 7B 8A
4 1 sweet 2 put 3 sit 4 words 5 hold 6 point 7 say
8 walk
Speaking
2 1 First, obviously 2 Regarding 3 because
4 Personally, having 5 Moving 6 whereas
3 The student did not follow advice 2.
Writing
11
2
3
4
5
6
22
3
31
2
3
4
5
T
T
F (it uses persuasive language throughout to support ideas)
F (both are formal as they are to be read by people in
authority)
F (both use headings to make the points stand out clearly.
Bullets can also be used, but sparingly)
T
refer back to the objectives of the proposal ✓
use different phraseology from the rest of the proposal ✓
D (use of the word: purpose, it outlines what the proposal
is for)
C (gives reasons, rationale behind the proposal)
E (gives examples of what could be done)
A (refers to the organisation)
B (summarises the main points)
5 Model answer
Introduction
The purpose of this proposal is to present the idea of setting
up a school radio station which students could listen to during
their breaks and free time in the school day.
Reasons for having a radio station
Students like to be involved in school life and keep updated
with school news. They can currently do this through the
school website and newsletters but a radio station would be
more immediate and also entertaining at the same time.
What the station would broadcast
We believe that students would enjoy listening to class
discussions or debates and hearing students talk about their
achievements and trip experiences. There could also be
interviews with teachers and local people. For example we could
invite local businessmen to give interviews about work prospects
and careers advice. Other ideas would include phone-in
programmes where students can discuss school issues and song
request sections with music by school bands and groups.
How the station would be run
We would suggest that the station is manned by student
volunteers from different year groups. There could be a school
club dedicated to the station where students meet, plan and
record different items to be broadcast.
Summary
We strongly believe that a radio station such as this would
bring students together and involve them more in school life
as well as giving students the opportunity to be involved in
organising a very exciting project. We really hope that this
proposal will be given consideration.
UNIT 8
Reading
1 1 laudable 2 wordy 3 brevity 4 vilify 5 time constraints
6 no-holds-barred
2 1 expresses a similar opinion to A about the intentions of
health campaigns?
2 holds a different opinion to the other commentators about
the effectiveness of health campaigns?
3 has the same opinion as D about more practical ways of
dealing with health issues?
4 holds the same view as C about the way campaigns address
certain age groups?
3 1 D (Nicolas) Miguel says I do agree with the principle behind
public health campaigns and Nicolas shares the same
viewpoint, saying the rationale behind health campaigns is
admirable
2 C (Irina) Miguel thinks that the more we are exposed to hardhitting messages, the less effective they become. Gemma
says Campaigns need to be backed up with some real help,
otherwise they are just pointless, and Nicolas believes
that the trouble is that they are often too little, too late. In
contrast, Irina thinks that these types of health campaign
create a feeling of togetherness
3 B (Gemma) Nicolas talks about When I noticed my younger
brother falling into the same pattern, I talked to him about
steering clear of too many fatty foods and I think that
health campaigns should mirror this kind of model. Gemma
gives a similar example and says Consider someone who
smokes because they are incredibly stressed; perhaps if the
campaign centred on reasons for the unhealthy behaviour
and provided support on ways to better manage this,
people would be more likely to heed the warning.
4 A (Miguel) Irina thinks that (young people) don’t like feeling
like they are being talked down to. Miguel believes that
when you’re a teenager like me, it can sometimes feel like
you are being bombarded with information on how you
should live your life, as if you aren’t capable of making your
own decisions
4 1 heed the warning 2 put their mind to it 3 jump on the
bandwagon 4 don’t give a second glance 5 steering clear
6 falling into the same pattern 7 akin to 8 principle
5 1 heed the warning 2 steer clear 3 falling into the same
pattern 4 jumping on the bandwagon 5 put our minds to it
6 principle 7 gave it a second glance 8 akin to
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Grammar
1 1 D (The alternative impersonal passive form.)
2 B(At the end of the sentence this adds impact.)
3 A(The agent is unimportant. We don’t need to know who
talks about the stress threshold.)
4 A(The agent is unknown or unimportant.)
5 C (The positioning at the beginning makes it impersonal.)
2 1 be put off ​2 have been shattered ​3 thought to be ​
4 will be halved ​5 need to be ​6 are said to increase ​
7 weren’t made to be ​8 having jobs done
3 1 I was asked to answer some questions related to anxiety.
2 We were told to think of ways to deal with stress.
3 I was given a weekend away for my birthday.
4 Readers were asked to send in ideas for relaxation.
5 The guests were taken to a spa retreat for the day.
6 The event is being filmed later today.
7 We are told that knowing our stress threshold is important.
8 He is being given an award this evening.
Vocabulary
1 Across
4 rant
5 shriek
7 giggle
8 outrage
Down
1 wrath
2 smirk
3 snigger
6 weep
2 empathise ​
3 moan ​
4 compassion ​
2 1 considerate ​
5 gloomy
3 1 rip ​
2 grin and bear it ​3 get it off my chest ​
4 shoot my mouth off ​5 long face
4 1 groan ​
2 sympathise ​
3 fed up ​4 laugh ​
5 outraged ​
6 let rip ​7 shaken up ​8 weep ​
9 ranting ​
10 chuckling
Listening
1 1 adjective ​
2 adjective ​
3 adjective ​
4 adjective/noun ​
5 adjective/noun ​
6 noun ​
7 noun ​
8 noun
2 1 aware ​
2 excessive ​
3 shameful ​
4 eternal fasts ​
5 dangerous ​
6 lifestyle ​
7 mass market ​8 side effects
3 1 ailments ​
2 upcoming ​
3 scepticism ​
4 trial and error ​
5 manifests ​
6 fasts ​
7 wreaked havoc ​8 susceptible
Time out
1 D ​2 B ​3 C ​4 C ​5 A ​6 B ​7 A ​8 A
Use of English 1
1 balanced diet
fire-proof vest
five-year old boy
fussy eater
growing problem
increasingly dangerous amount
long-standing tradition
long-term relationship
slowly cooked food
sweet tooth
2 adjective + noun: fussy eater, sweet tooth, balanced diet,
growing problem
compound adjective + noun: long-term relationship, fire-proof
vest, five-year old boy, long-standing tradition
compound adjective with adverb + noun: slowly cooked food,
increasingly dangerous amount
3 1 V ​2 F ​3 F ​4 I ​5 F ​6 I
4 1 slow-cooked food
2 Home-cooked food
3 processed food
4 health problems
5 regular exercise
5 1 for (collocation, praised for)
2 look (phrasal verb; look back)
3 which/that (relative pronoun)
4 not (not substitutes the phrase don’t have a sweet tooth)
5 be (to be depressed)
6 up (phrasal verb; come up with)
7 only (not only are they; conjunction used when listing
alternatives )
8 that (relative pronoun)
6 1 hectic ​
2 guitar ​
3 serious ​
4 hour and a half’s ​
5 high-performing ​
6 far-reaching ​7 little-known ​
8 best-kept ​
9 updated ​
10 well-trained
Use of English 2
1 1 contact ​
2 reliance ​
3 break ​
4 gold ​
5 adherence ​
6 acquaintance
2 1 close ​
2 heavy ​
3 tough ​
4 solid ​
5 casual ​
6 strict
3 1 D(correct collocation with to)
2 A(correct meaning)
3 A(correct collocation)
4 A(correct collocation)
5 B(correct verb + noun collocation)
6 C(correct meaning)
7 D(correct collocation)
9 A(no preposition for other options)
2 A ​
3 B ​
4 C ​
5 D 6E
4 1 F ​
5 1 suspicious nature ​2 standard issue ​3 poor second ​4 fair
game ​
5 steady hand ​6 high price
Speaking
1 1 B ​
2 B ​
3A
2 Extract 1 – 1 A Extract 2 – 3 B Extract 3 – 2 A
3 1 I’m really sorry to interrupt, but …
2 Excuse me, can I just say that … ?
3 I’m not sure I understand what you mean.
4 Sorry, what was that?
5 Before you go on, I’d like to say …
6 Could you rephrase that, please?
7 I’m sorry, I didn’t catch that.
8 I’d just like to add that …
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WORKBOOK ANSWER KEY
Writing
1 invite professionals to give talks
give easy practical cookery classes
2 1 B 2 A 3 C The best introduction for the essay would be C
3 one way this could be done / another option / the problems
associated with unhealthy eating / such as these
5 Model answer
We are constantly being told that we need to start eating more
nutritious and well-balanced meals. This, however, is not easy
to do. This is because we have got into bad eating habits for a
variety of reasons. We need to identify these reasons so that
more guidance can be given to help develop healthy eating
habits.
One important reason is that we become used to certain eating
patterns in childhood. Whereas many parents are careful in
what food they give their children, others are perhaps less
aware and children become used to eating foods with a lot
of salt or sugar. Peer pressure is also a factor here, as children
often want to copy what their school mates do and eating
unhealthy snacks can be one of these things.
Another reason could be that when we get older and life
becomes busier it is very easy to slip into the habit of eating
fast food from takeaway restaurants or ready meals that can be
quickly cooked in the microwave. Whereas this is fine from time
to time, it isn’t that good for our health.
All things considered, I really feel that the more important issue
here is that of our childhood eating patterns as these often
define the way we look at food and mealtimes for the rest of our
lives. In fact, busy parents may also give their children fast food,
which then becomes a pattern. It is a parent’s responsibility to
give their children well balanced, healthy meals and to this end
food education should be targeted at the family.
Unit Check
11
2
3
4
5
6
Vitamin E is known to be good for the skin.
Years ago, it was thought that salt was good for you.
Now it is thought that salt is related to high blood pressure.
The majority of walnuts we eat are exported from the USA.
A large amount of avocados we eat are grown in Mexico.
Children are usually encouraged (by people) to eat plenty of
fruit and vegetables.
7 A few years ago green tea was claimed (by doctors) to be a
miracle drink.
8 Many health myths have been shattered (by scientific
discoveries).
2 1 Home-cooked food 2 sweet tooth 3 processed food
4 long-standing tradition 5 balanced diet 6 fussy eater
7 freshly picked vegetables 8 growing problem
3 1 up 2 lost, let 3 long 4 grin 5 off 6 mouth
4 1 depressed 2 groan 3 sympathise 4 gloomy
5 consideration 6 compassion 7 moan 8 empathise
9 stressed 10 grumpy
UNIT 9
Reading
1 1 head up 2 charisma 3 squabbles 4 sizeable
5 get his head round 6 sought out 7 draining
8 ideally placed
2 4 is correct (only teenager B didn’t have a positive experience)
3 1 C We hit it off straight away and since the program finished,
we’ve kept in touch.
2 B … we wanted to work seriously and be challenged by
something that we might encounter in the future. To be
perfectly honest, I came away feeling disappointed and
cheated.
3 D … towards the end of the week we moved onto a group
action project, which I preferred because it meant that we
could be in the driving seat!
4 A It showed us that we have to get on with each other and
make the best of each other’s skills, after all, we can’t just
walk out of a job after an argument!
5 A … this term I’m going to join the events committee at
school to help out with the student-led events that take
place throughout the year.
6 B Unfortunately, this just had the opposite effect as it felt like
the organisers were trying too hard and were completely
out of touch with people my age.
7 D … every day we were there for eight hours, with at least
three different sessions per day.
8 B … after a couple of days I was already wishing that I hadn’t
bothered. The tasks that we were given were supposed to
equip us with real-life skills, but they were all intentionally
‘wacky’ to appeal to people in my age group
9 A It showed us that we have to get on with each other and
make the best of each other’s skills; after all, we can’t just
walk out of a job after an argument!
10 C The programme itself was nothing special…
4 1 rivalry 2 equip 3 got heated 4 outgrown 5 surpassed
6 outstanding 7 a blast 8 hit it off
Grammar
1 1 A Never before had I spoken in public, but in the debating
society I’m getting used to it.
2 B It’s the charismatic people that I have met that make the
drama club so amazing.
3 D What I love about clubs is that I meet people that I
wouldn’t otherwise have met.
4 A Not only are they fun, but it’s useful because it looks good
on my CV.
5 C It does sometimes feel draining playing sport every week,
but I do feel in great shape.
6 B It’s the fact that I am always learning something new that
I love.
7 A In no way would I say that I am creative, but in this club I
am developing creative skills.
2 1 no way 2 not only 3 no sooner 4 What 5 Never
6 What 7 not once 8 no circumstances
3 1 A: What I love about ‘castellers’ is being part of a team.
B: No way would I ever have gone right to the top!
2 A: Never have I hurt myself when doing ‘castellers’.
B: Under no circumstances would I recommend this to
anyone who is afraid of heights.
3 A: Not only do I go every week, but I’ve joined a second
group!
B: Only once did I miss a Sunday last year, when I was ill.
4 1 than 2 way 3 rarely/seldom 4 no 5 What 6 only
7 that 8 does
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Vocabulary
Use of English 2
1 1 tasks ​
2 take ​
3 collaboratively ​
4 responsibility ​
5 stifled ​
6 ideas ​
7 lead ​
8 respect
2 1 take ​
2 touch ​
3 heads ​
4 stops ​
5 player ​
6 place
3 1 resolution ​
2 collaboratively ​
3 requirement ​
4 communication ​
5 performance ​
6 honed ​7 survival ​
8 implicitly
1 1 -en ​
2 mis- ​
3 over- ​
4 under- ​
5 en- ​
6 re2 1 ensure ​
2 redo ​
3 mishear ​
4 overruns ​
5 underestimate ​
6 overlook
3 1 Originally ​
2 tendency ​
3 assumption ​
4 personality ​
5 unnatural ​
6 enable ​
7 impressive ​
8 sharpen
4 1 underpay ​
2 overreact ​
3 retrain ​
4 mistake ​
5 fasten ​
6 enforce
Listening
2 Task 1
1 DI’m so determined to do well in an exam that I want to take
advantage of every spare second.
2 B… I’m afraid to stop in case I lose it and have to start again.
3 HMost of my colleagues have lunch at their desks and
meetings are often scheduled for during the lunch period
because people take it for granted that you’ll be in the
office.
4 E
It’s not uncommon to spend the whole shift sorting out a
problem and because of the logistics involved, I can’t just
take time out.
5 C
I want to present myself as hardworking and proactive, so I
don’t feel like I can ignore emails or phone calls because I’m
taking a break.
Task 2
6 D…otherwise I have difficulty remembering the content I’m
studying.
7 F
It isn’t productive if it means that I can’t work properly for
the next day or two because I can’t focus on the task.
8 G…which means I don’t get tired and avoid the typical midafternoon slump that I’d get if I didn’t get any fresh air.
9 A
Driving home feeling so tired felt dangerous and I was
terrified I’d crash into another car.
10 C
…otherwise I start getting awful headaches
3 1 deliberate ​
2 extreme ​
3 same ​
4 relaxed ​
5 down ​
6 prevented ​
7 expected ​
8 temporary
Use of English 1
1 1 F ​
2 I ​
3 F ​
4 F ​
5 I ​
6 F ​
7 I ​
8I
2 re-evaluation ​
3 acquisition ​
4 increase ​
2 1 performance ​
5 importance ​
6 refusal
3 1 an argument that soft skills such as empathy and negotiation
skills are essential for recruitment.
2 by the complexity of the skill sets needed for twenty-first
century jobs.
3 a rapid increase in people’s understanding of the importance
of soft skills.
4 development in our knowledge of soft skills over the past
five years.
5 a refusal by some people to acknowledge the relevance of
soft skills in the workplace.
6 have difficulty identifying soft skills.
4 1 Interviews tasks are often designed to test a person’s
(level of) creativity in resolving problems.
2 The failure to accept the importance of soft skills by some
educationalists, puts some candidates at a disadvantage.
3 The hard work by the candidate for the interview was
evident in her presentation.
4 There is some confusion as to the format of skills-based
interviews.
5 Skills-based interviews aim to assess the performance
of candidates / candidates’ performance in different
situations.
6 There is stronger competition / more competition than
there used to be for jobs in the digital marketing industry.
Speaking
11
2
3
4
5
F (it’s by the interlocutor)
F (any picture can be chosen)
F (the answer should be brief but with a little detail)
T
F (questions requiring a personal answer are not appropriate
at CAE)
2 Pictures A and B.
3 1 the similarities ✓
2 the differences ✓
4 the advantages related to the second picture ✓
5 how the people in the first picture might be feeling ✓
6 how the people in the second picture might be feeling ✓
4 Question 2 (1 requires a personal answer – not appropriate at
CAE; 3 covers the original question and would not be asked;
2 asks for speculation, could apply to all three, does not have a
right or wrong answer and should not overlap with long turn.)
Writing
12
3
4
7
an introduction detailing the purpose of the report. ✓
headings for each section. ✓
some facts about the school. ✓
comments about the good and bad points of the
experience. ✓
8 suggestion(s) for improvement. ✓
2 2 The aim of this report
3 the placement / the work / recommendations
4 relatively small … 120 children
7 Good: range of levels / teaching methods / useful / enjoyable
Bad: more involvement with the children
8 visit the school prior to the start … to discuss what … most
useful …
3 1 E (specific) ​2 C (general) ​3 B (general) ​4 D (specific) ​
5 A (general)
2 exception ​
3 point ​
4 part ​
5 far ​
6 whole
4 1 rule ​
6 Model answer
The purpose of this report is to assess my recent work
experience placement at a leisure centre and to make
recommendations regarding using this placement again for
future students.
The Centre
Holbury Leisure Centre has a fifty-metre swimming pool and
offers facilities for more than fifteen different sports. It is a
popular and busy centre, attracting people from the local
community as well as accommodating regular visits from
schools. My placement was for a fortnight and on the whole I
feel I benefitted a great deal from what I did there.
The work
I was given a variety of different jobs during the two weeks
which for the most part taught me a lot about how a leisure
centre is run and how it feels to work there. I appreciated
learning about the different sports and also seeing how
the trainers interact with the public. I was also given the
opportunity to feed some ideas into the latest advertising
campaign for the centre, which was exciting. I was less happy
with the hours I spent teaching beginners to swim as I did not
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WORKBOOK ANSWER KEY
feel my supervisor fully supported me. In addition to this I felt
that the trainers relied a little too much on my help when they
were short staffed.
Recommendations
Overall, I believe that the centre is a good place for a work
experience placement and should be offered to future students.
However, it is worth noting that any student placed there really
needs to be ready to work very hard, as they may be called
upon to assist trainers at short notice.
Unit Check
1 1 In no way 2 what 3 not only 4 Only once 5 Never
6 Not until 7 no circumstances 8 no sooner
2 1 No sooner had I accepted the role of team leader than
I started to regret it.
2 Only once have I been chosen to be team captain.
3 Not only do I hate being the team leader, but I am also very
indecisive.
4 At no time did I ever want to be the lead singer when I was
in the band / when I was in the band did I ever want to be
the lead singer.
5 In no way would I say I am / am I a sporty person, but I do
like running.
6 Under no circumstances would I ever buy a lottery ticket,
because I think it’s a waste of money.
3 1 The complexity of relationships is what makes them
interesting.
2 There is a suggestion that you should choose friends who
are different from you.
3 The development of friendships depends on many factors.
4 Competition between / among friends is not healthy.
5 There is an argument that friendships are our most
important relationships.
6 The success of friendships depends on how much time and
emotion we invest in them.
4 1 put somebody in their place 2 take a back seat
3 team players 4 lay down 5 the buck stops here
6 put our heads together
USE OF ENGLISH UNITS 1–9
Part 1
1 A (words fail is an expression describing an emotional or
surprising reaction to a situation.)
2 C (grin and bear it is an expression meaning to accept
something without complaining)
3 B (a smile which is smug and conceited)
4 A (build up trust with someone is to establish a relationship
based on mutual trust)
5 C (to create an atmosphere; collocation)
6 A (take the initiative; collocation)
7 D (to take a back seat is to deliberately give up control)
8 A (lead by example is to behave in an exemplary way which
shows others how to act)
Part 2
9 that (relative pronoun; referring to what was reported)
10 on (insist on; a dependent preposition)
11 what (relative pronoun, referring to what she found)
12 able (able to swim means capable of swimming)
13 been (present perfect have been born)
14 up (come up with; phrasal verb)
15 be (passive structure; to be supported)
16 have (past modal verb talking about possibility; might have
been due to)
Part 3
17 considerable 18 pursuit 19 enthusiastic 20 isolation
21 unwillingness 22 typically 23 happiness 24 option
Part 4
25 dared not tell 26 want of a better 27 it is believed
28 good team player 29 denied permission to
30 made a good impression on
UNIT 10
Reading and Use of English
Part 1
1 B (committing to memory; expression meaning to remember
something well.)
2 C (resounding success; collocation)
3 B (the individuality of a person tells us how they are unique)
4 A (to earn respect means to gain respect from other people;
collocation.)
5 A (spitting image; expression meaning to look identical to
someone else)
6 D (identical twins are twins that are genetically and physically
the same)
7 A (indistinguishable from each other means it is impossible or
very difficult to see a difference between them)
8 A (the last word is an expression meaning to have the final or
definitive pronouncement on a decision)
Part 2
9 to (one thing is similar to something else)
10 more (comparative structure The shallower our breathing the
more we gulp for breath; The harder we work the more we gain)
11 for (something happens for a reason)
12 not (not always so substitutes it isn’t always due to sadness)
13 that (having said that is an expression meaning nevertheless or
in spite of that)
14 order (we use in order to to say it is possible to do something)
15 be (crying can be a mood booster; modal verb can plus infinitive
without to)
16 them (pronoun refers to tears)
Part 3
17 qualifications (certificates to show your academic
achievements)
18 increasingly (progressively, continuously more)
19 enlighten (inform, tell, make aware)
20 achievement(s) (academic attainments, exams that someone
has passed)
21 conscientious (be careful, be attentive)
22 inability (powerlessness, incapacity)
23 underestimate (underrate, think less of something)
24 cautionary (a warning)
Part 4
25 Under no circumstances must / should you speak during
the exam.
26 I was under the impression that you had been given the job.
27 Our general health is reported to be better than last year.
28 The teacher threatened to give them extra homework if they
were not quiet.
29 It has been agreed that we will try harder in class.
30 Tom might have left the computer on.
Part 5
31 D … most people try to get the best balance between a secure
job and something that they get genuine enjoyment from; …
force most people to settle for either former or the latter.
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32 C… despite the superficial differences, these economies could be
linked by their apparent dependence on certain conditions …
33 BThe distinction between work time and leisure time becomes
blurred, and you need to exercise a lot of discipline to commit
yourself to taking time off.
34 B… giving into the temptation to lower your price in order to
secure a job can lead you into a cycle of low prices that is
difficult to get back out of.
35 ASome people struggle with feelings of panic and a fear of
destitution that can stem from such a lack of control.
36 B… just because something looks like an easy way to make
money with minimal effort doesn’t mean that there aren’t
hidden side effects.
Part 6
37 B It didn’t give us a full picture; the article simply listed a
series of facts (B) links with I don’t think that the article was
objective enough (D)
38 A … if you are going to hand out potentially life-changing …
consequences (A) links with There is no need to ruin young
people’s futures for making a foolish mistake. (C)
39 C … the article showed me that they operate on a much larger
scale nowadays than I had realised (A) links with but I was
unaware that paid-for essays were so prevalent in higher
education nowadays. (C)
40 D … to my mind unnecessarily severe, consequences to students
(A) links with such unnecessarily extreme measures. (B) and
I don’t believe that giving criminal records is the best route
to go down. (C), whereas (D) has a positive view and says I
believe that the writer’s suggestion of giving criminal records
is a valid one.
Part 7
41 C … New York University’s Polytechnic School of Engineering
carried out some interesting research (para 1) links with the
results showed that (C)
42 BFor the general population, engaging our hands in constant
movement, for example by doodling or clicking a pen (para 2)
links with allowing part of your brain to engage in something
seemingly banal and repetitive like those mentioned above (B)
43 D… set up a blog through which he asked people what they
usually play with when they are bored at work (para 3) links
with Through such questions (D)
44 E… the explosion in popularity of so-called fidget toys …
(para 4) links with Among the benefits of these tools (E)
and However, not everyone is convinced that these are just
harmless tools to distract idle hands (E) links with Some
schools in the UK have begun banning fidgeting toys (para 5)
45 A… annoying and showing off to their peers by doing tricks
that they learn online (para 5) links with Peers of a student
using a fidget spinner are often driven to distraction by the
constant whirring and spinning (A)
46 F… their research can reach further than just the production
of for-profit, market-specific fidgeting toys (para 6) links with
understanding the science of fidgeting can have an impact on
the design of digital interactions (F)
Part 8
47 E Refine your keywords and make sure your CV is keyword rich.
Many companies use software to scan CVs for keywords, so be
keyword savvy if you don’t want to miss out on that perfect job
48 C … make sure your CV portrays your unique marketing
message which sells you and your brand.
49 A Your CV should be enticing to the eye …
50 D Be ruthless about eliminating all superfluous information or
wordy language.
51 C There is nothing wrong with boasting …
52 B An in-depth analysis of the skills set and tasks inherent in the
job needs to be done …
53 A Think of your CV as a snapshot of you. Think of it as a visual
image of yourself …
54 B A blanket CV … is not going to bowl over most bosses.
55 D Your CV is certainly not meant to be your autobiography and
so two pages of A4 is the maximum you should be aiming for.
56 E The central core of your CV should be your competency profile
as opposed to a list of exams you have passed.
Writing
Model answers
1 Essay
There is little doubt that the world is facing environmental
problems on a scale that will have inescapable consequences
for everyone on the planet. The question of how we deal with
these issues is of immediate concern to us all.
For many people, these problems seem beyond our individual
control and as a result people pass the responsibility of action
to others. This is a short-sighted approach; there is always
something individuals can do, from recycling to making
choices about whether to use renewable energy or drive less
polluting cars.
On a global scale, countries can work together to help solve
these problems. Climate change takes no notice of borders; it is
affecting everyone wherever they live on the planet. Countries
have historically had different priorities concerning the wealth
and welfare of their own citizens. Now, they need to cooperate to deal with pollution of all types and share scientific
research to find ways we can overcome or learn to live with the
consequences.
Whereas scientists can give us the evidence to explain
what is happening to the planet, the way we deal with this
is completely our responsibility. It is vitally important that
as individuals we are educated about what is going on and
how we can help, even in small ways. However, in my opinion
we shall not be able to make significant progress without
international agreements. I truly hope that countries will be
able to set aside their differences and work together in the
future for the good of everyone.
2 Proposal
Introduction
In order to help promote cultural awareness and
understanding, my proposal is for an international food week at
this school to take place in June.
Organisation
Instead of serving the meals that students usually expect
to find, the cafeteria could offer a range of choices from a
different country each day. Volunteer students might also
dress up in national costumes to help serve the food and in
addition to this, the cafeteria could be decorated in the national
colours of the country. There might be a small cost to the
school involved as some ingredients may be more expensive
and exceed the normal cafeteria budget, but it should not be
significant.
Preparation
There would be a student group set up to research different
meals and discuss with the cafeteria staff what would or would
not be feasible. The group could even survey other students for
suggestions as to what could be included on the menus. This
group would oversee the decoration of the cafeteria and help
serve the meals. Before the week itself we would create and print
out for the students information related to the history behind
the different meals and any customs associated with them.
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WORKBOOK ANSWER KEY
Summary
This proposal would help promote students’ understanding
of different cultures in an enjoyable and educational way.
Everybody likes food and a country’s meals are certainly at the
heart of its culture. An international food week could spark
students’ interests to learn even more about other countries
and I hope you will give this proposal full consideration.
3 Review
Documentaries are being made nearly every week about one
topic or another and it seems that their popularity is ever
increasing. However, there is no doubt in my mind that the
stand-out documentary series of recent times, perhaps of this
decade, has to be the amazing Planet Earth 2.
The original Planet Earth was made more than ten years
ago and used the most advanced technology of the time to
film astonishing sequences of the natural world. The second
series, exploiting the very latest developments in technology is
even more spectacular. A daring crew of cameramen bring us
breath-taking shots that take us from isolated islands, through
mountains, deserts and grasslands to the amazing underworld
of our cities, and show us the challenges facing the animals in
these places.
From an entertainment point of view this series keeps you on
the edge of your seat, not wanting to miss one shot. No one
who sees Planet Earth 2 could ever forget the slow-motion
shots of snow eagles fighting in the mountains, or the terrifying
spectacle of racer snakes chasing and killing baby marine
iguanas. And throughout the series the familiar, soft voice of
David Attenborough makes us aware how precious all these
animals and environments are, and reminds us of the desperate
need to protect them.
A series like this, so visually bold and exciting, can probably do
more to alert us all to the problems facing the environment
today, than any book or political speech. If you haven’t seen it
already, I recommend that you do. It will probably be one of the
most memorable documentaries you’ve ever watched.
4 Letter
Dear Sir
I am writing to bring some important information to the
attention of your readers. This is regarding the proposed
development of the wild ground area between the river and
Bassett Avenue.
Initially the proposal was to develop the space to create a
pleasant green area with paths, flowers and benches where
people could walk and sit. A small playground was to be built on
the east side of the area suitable for young children. However, I
have recently discovered that new plans have been put forward
to build a large number of houses on the site instead. Each
building will have several flats to rent and with views across the
river this will be extremely profitable for the developers.
I have to say that I am appalled by these plans. There are
already many housing developments in this area and the local
roads would become even more congested were this proposal
to go ahead. What the area does need is a green space as per
the original plan. People need somewhere to go to relax, and
this spot overlooking the river would be ideal.
I am dismayed that these new proposals have not been easily
available for public view and discussion, and I hope that by
publishing this letter you will make people aware of what is
going on. I have started an online petition against the proposed
development and I would like as many signatures as possible so
that we can persuade the developers to reconsider their plans.
This development has to be stopped.
5 Report
Introduction
The aim of this report is to summarise and evaluate the events
of the recent youth conference on the environment and to
comment on whether students should continue to attend
next year.
The day’s events
The youth conference was held on Saturday 7th April and
was attended by myself and three other students from this
school. There were over six hundred students from various
schools in the country. As expected, a large part of the day was
taken up with talks on various environmental problems, given
by specialists in their fields. Most of the talks were followed
by question and answer sessions. Part of the afternoon was
dedicated to discussion groups where we talked about possible
future public awareness campaigns and also effective ways of
bringing environmental issues into primary education.
Value of the events
The majority of the talks were engaging and informative, with
the exception of a talk on climate change which was over
reliant on statistical data. The discussions and brainstorming
sessions worked extremely well and contributions were
enthusiastic and creative. I am sure that all the participants
gained a lot of insight into environmental problems and
possible solutions from this conference. It was also very
interesting to meet students with similar concerns from all over
the country.
Recommendations
Regarding future attendance, I would definitely encourage
anyone interested in the environment to go. Any concerns such
as the dryness of the talk mentioned above will almost certainly
be picked up on from our feedback forms. The conference
organisers can be relied on to present an interesting and
valuable day of events.
Listening
Part 1
1 B It sounds more like a niche idea and may take off on a
small scale.
2 B It would do you the power of good to really switch off with
something so immersive.
3 A But I think that all sorts of people stand to benefit. Students,
single people, single parent families, first time buyers.
4 B I’ve read that these houses are an inexpensive alternative, but
the expense of building them is not really cutting the costs.
The smaller pieces need to be custom built which is a costly
business, and hence counterproductive
5 C Perhaps if you look far enough its bound to happen. You know,
fortuity. Quite frankly I like to spend my time and money on
more intellectually challenging stuff!
6 B I guess I did take the article at face value and I was really
taken in by it. When you put it like that I suppose you have
a point.
Part 2
7 science It’s no secret that my talent lies in arts-based subjects,
rather than science
8 straightforward … in the end, I decided to concentrate on a
more straightforward approach
9 explanation While their importance to our existence needs no
explanation, …
10 ants … ants work together to carry things that are twice their
size
11 connections I realise that not all of you will share my outlook on
nature and that these connections may appear to be weak
to some
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12 puzzling … we don’t spend enough time studying the lessons
that nature can teach us. You may think that our obsession with
trying to produce new ways of thinking and resolving problems
is praiseworthy. I’ve heard it described as unnecessary, but
everyone agrees with the idea that it’s puzzling
13 respectful While people around the world are often dismissive
of nature’s importance or are uncaring towards it, some
indigenous cultures are respectful of nature
14 inspiration Our tendency is to look to empowering quotes on
social media for inspiration, but next time you are feeling down
or confused, I recommend going to any wide open field or the
heart of a forest and take the time to really open your eyes to
what is around you.
Part 3
15 B… I considered opening by café but I wasn’t sure about my
abilities to make a success of it …
16 C… it’s not eaten by as many people in the UK …
17 B… I’m known amongst my friends for giving advice, so it came
naturally to me!
18 A… I feel fortunate that no two days are the same!
19 C(Samia) Allowing it to evolve organically took the pressure off
… (Mike) Not rushing into anything. I’m glad that I took the
time to get to know my customers, to be able to talk to them
about the gelato, to get their ideas and their feedback.
20 CI don’t have one end goal, instead I have lots of small goals
that lead up to something bigger, and that will always lead
onto something else.
Part 4
Task 1
1 F … focus on my passion for graphic design.
2 EWhen the opportunity came to secure a new partnership, it
felt like my hard work finally paid off
3 G… I came first place in a contest for start-ups …
4 A… I came across my grandmothers antique earring down the
back of the sofa months after I lost it.
5 DI ended up with a five-star hotel in the Bahamas for £200 …
Task 2
1 E … trust in your own intuition …
2 D… expanding your network of friends and acquaintances.
3 CDepending too much on other people …
4 A… most things can be avoided if you take extra precautions!
5 G… sticking to one path to reach it is more likely to set you up
for failure …
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SPEAKING: SUCCESS CRITERIA
The following information aims to help teachers and students gain a better understanding of what Cambridge Advanced
candidates need to do in order to achieve a pass in the exam (Solid), or higher grades (Good and Acing it!) in the Speaking paper.
The categories are based on the marking criteria for the Cambridge Advanced exam. These tables can be used by teachers when
assessing speaking, or by students when peer or self-assessing their performance in speaking tasks. They can also use them to set
goals to help them advance their speaking skills.
Part 2: Individual long turn
+ = Solid plus whatever is in the Good or Acing It! box.
SOLID
GOOD
ACING IT!
GRAMMATICAL RESOURCE
Range
Uses both simple structures and complex
structures, e.g. relative / noun clauses (e.g.
It looks as if he’s someone who enjoys what
he does for a living), contrast of tenses (e.g.
They might have just received some good
news or perhaps they’re looking forward to
something about to happen), passive forms
(e.g. The children are being taught
about cooking.)
+ Uses a good range.
+ Uses a wide range.
Accuracy
Uses grammar to convey meaning with a
good level of accuracy.
+ Only minor errors or slips.
+ Only very minor errors or slips.
LEXICAL RESOURCE
Function
Speculates, compares, contrasts and gives
opinions about the photos.
+ Uses a range of phrases
appropriately and accurately, e.g. It
looks as if … / Both photos show … /
While the person in this photo … , the
person in the other … / What strikes
me about this photo is that …
+ Uses a wide range of phrases
appropriately and accurately, e.g. It
looks as if … / Both photos show … /
While the person in this photo … ,
the person in the other … / What
strikes me about this photo is that …
Range
Uses different vocabulary to talk about
familiar and unfamiliar topics related
to the photos, e.g. words, collocations
(e.g. laughing hysterically / a sense of
community), fixed expressions (e.g. having
a go at something / bear in mind that).
+ Uses a good range of vocabulary.
+ Uses a wide range; can talk about
abstract topics related to the photos,
e.g. working smart vs working hard;
searching for happiness vs accepting
what you have.
Accuracy
Uses vocabulary accurately and
appropriately.
+ Often uses vocabulary flexibly,
e.g. to emphasize, reformulate,
paraphrase, e.g. The boy looks as if he’s
frustrated about something. I mean,
something’s clearly not going to plan.
+ Consistently uses vocabulary
flexibly, e.g. to emphasize, reformulate,
paraphrase, e.g. The boy looks as if he’s
frustrated about something. I mean,
something’s clearly not going to plan.
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DISCOURSE MANAGEMENT
Fluency
Can talk about the photo for one minute
with very little hesitation.
+ Often speaks with ease.
+ Consistently speaks with ease.
Relevance
Contribution is relevant to the photos.
+ Contribution is usually coherent and
repetition of ideas is minimal.
+ Contributions are consistently
coherent and varied, with no
repetition of ideas.
Development
of ideas and
organisation
Ideas about the photos are developed and
organised, e.g. by giving reasons
and examples.
+ Ideas are mostly coherent.
+ Ideas are consistently coherent.
Cohesion
Uses cohesive devices to connect ideas
about the photos (e.g. Having said that, on
top of that, as a result), discourse markers
(e.g. you know, you see, I mean, anyway),
related vocabulary (e.g. I was cycling home
when I got a puncture and had to use a
pump) and referencing / substitution
(e.g. it, this, one).
+ A good range of language is used.
+ A wide range of language is used.
PRONUNCIATION
Clarity of
pronunciation
Sounds are pronounced clearly; stress is
placed correctly in words and sentences;
intonation is appropriate. Overall, the
speaker is intelligible to the listener.
+ Pronunciation is used to help convey + Pronunciation is used to help convey
meaning.
meaning and make meaning clearer.
INTERACTIVE COMMUNICATION
Response
Listens and responds to partner’s
description of the two photos when
prompted by the examiner.
+ Response is mostly related to their
partner’s description, e.g. As Ana said…
/ I’d say that … which is similar to what
Ana mentioned earlier.
+ Response is fully related to their
partner’s description. As Ana said… /
I’d say that … which is similar to what
Ana mentioned earlier.
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SPEAKING: SUCCESS CRITERIA
Part 3: Collaborative task
+ = Solid plus whatever is in the Good or Acing It! box.
SOLID
GOOD
ACING IT!
GRAMMATICAL RESOURCE
Range
Uses both simple structures and complex
structures, e.g. relative / noun clauses
(e.g. What you just said was interesting),
contrast of tenses (e.g. People once wrote
letters regularly but they’ve become
redundant in recent years), passive forms
(e.g. Letters are only written in the business
world these days.)
+ Uses a good range.
+ Uses a wide range.
Accuracy
Uses grammar to convey meaning with a
good level of accuracy.
+ Only minor errors or slips.
+ Only very minor errors or slips.
LEXICAL RESOURCE
Function
Gives and justifies opinions about the
given prompts; speculates, suggests
and evaluates.
+ Uses a range of phrases
appropriately and accurately,
e.g. As far as I’m concerned /
The reason for that is … / it could be
that … / I’d recommend … /
The most useful is … because … .
+ Uses a wide range of phrases
appropriately and accurately,
e.g. As far as I’m concerned /
The reason for that is … / it could be
that … / I’d recommend … / The most
useful is … because … .
Range
Uses different vocabulary to talk about
the prompts, e.g. words, collocations
(e.g. be of central importance / come to
an agreement), fixed expressions
(e.g. come to mind / so to speak).
+ Uses a good range.
+ Uses a wide range; can talk
about abstract topics related to
the prompts, e.g. working smart vs
working hard; searching for happiness
vs accepting what you have.
Accuracy
Uses vocabulary accurately and
appropriately.
+ Often uses vocabulary flexibly,
e.g. to emphasize, reformulate,
paraphrase, e.g. It’s difficult to lose
touch with old friends these days.
Technology makes keeping in
touch easy.
+ Consistently uses vocabulary
flexibly, e.g. to emphasize,
reformulate, paraphrase, e.g. It’s
difficult to lose touch with old friends
these days. Technology makes
keeping in touch easy.
DISCOURSE MANAGEMENT
Fluency
Talks for an appropriate length for the task
with very little hesitation.
+ Often speaks with ease.
+ Consistently speaks with ease.
Relevance
Contribution is relevant to the prompts
given in the task.
+ Contributions are usually coherent
and repetition of ideas is minimal.
+ Contributions are consistently
coherent and varied, with no
repetition of ideas.
Development
of ideas and
organisation
Ideas about the prompts are developed
and organised, e.g. by giving reasons and
examples.
+ Ideas are mostly coherent.
+ Ideas are consistently coherent.
Cohesion
Uses cohesive devices to connect ideas
about the prompts (e.g. Having said that,
on top of that, as a result), discourse
markers (e.g. you know, you see, I mean,
anyway), related vocabulary (e.g. Public
transport is cheap but you have to wait at
bus stops or on platforms) and referencing
/ substitution (e.g. it, this, one).
+ A good range of language is used.
+ A wide range of language is used.
PRONUNCIATION
Clarity of
pronunciation
Sounds are pronounced clearly; stress is
placed correctly in words and sentences;
intonation is appropriate. Overall, the
speaker is intelligible to the listener.
+ Pronunciation is used to help convey + Pronunciation is used to help convey
meaning.
meaning and make meaning clearer.
INTERACTIVE COMMUNICATION
Initiation and
response
Starts discussion and responds to partner
appropriately, sustaining interaction,
e.g. by agreeing/disagreeing, adding a
point or asking a follow-up question.
+ Usually interacts with ease.
+ Consistently interacts with ease.
Negotiation
Discusses some or all of the prompts and
negotiates towards an outcome.
+ Widens the scope of interaction by
discussing or asking questions about
other aspects of the prompts.
+ Widens the scope of interaction by
discussing or asking questions about
other aspects of the prompts.
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Part 4: Discussion
+ = Solid plus whatever is in the Good or Acing It! box.
SOLID
GOOD
ACING IT!
GRAMMATICAL RESOURCE
Range
Uses both simple and complex structures,
e.g. relative / noun clauses (e.g. Whatever
we do on social media, it’s in the public
domain), contrast of tenses (e.g. Before
messaging apps had been created,
everyone used email), passive forms
(e.g. The internet was invented as
a communication tool.)
+ Uses a good range.
+ Uses a wide range.
Accuracy
Uses grammar to convey meaning with a
good level of accuracy.
+ Only minor errors or slips.
+ Only very minor errors or slips.
LEXICAL RESOURCE
Function
Gives and justifies opinions in response
to the questions; speculates, agrees and
disagrees.
+ Uses a range of phrases
appropriately and accurately, e.g. As
far as I’m concerned / The reason for
that is … / it could be that … /
I completely agree with you.
+ Uses a wide range of phrases
appropriately and accurately, e.g. As far
as I’m concerned / The reason for that
is … / it could be that … /
I completely agree with you.
Range
Uses different vocabulary to talk about
the prompts, e.g. words, collocations
(e.g. be of central importance / come to
an agreement), fixed expressions
(e.g. come to mind / so to speak).
+ Uses a good range.
+ Uses a wide range; can talk about
abstract topics, e.g. working smart vs
working hard; searching for happiness
vs accepting what you have.
Accuracy
Uses vocabulary accurately and
appropriately.
+ Often uses vocabulary flexibly, e.g. to
emphasize, reformulate, paraphrase,
e.g. Social media is a lifeline for some
people. I mean, people who live alone
depend on it for social interaction.
+ Consistently uses vocabulary
flexibly, e.g. to emphasize, reformulate,
paraphrase, e.g. Social media is a lifeline
for some people. I mean, people who live
alone depend on it for social interaction.
DISCOURSE MANAGEMENT
Fluency
Talks for an appropriate length for the task
with very little hesitation.
+ Often speaks with ease.
+ Consistently speaks with ease.
Relevance
Contribution is relevant to the discussion.
+ Contributions are usually coherent
and repetition of ideas is minimal.
+ Contributions are consistently
coherent and varied, with no
repetition of ideas.
Development
of ideas and
organisation
Ideas and opinions are developed and
organised, e.g. by giving reasons and
examples.
+ Ideas are mostly coherent.
+ Ideas are consistently coherent.
Cohesion
Uses cohesive devices to connect ideas.
(e.g. Having said that, on top of that, as a
result), discourse markers (e.g. you know,
you see, I mean, anyway), related vocabulary
(e.g. Social media helps people to create a
network of contacts online.) and referencing
/ substitution (e.g. it, this, one).
+ A good range of language is used.
+ A wide range of language is used.
PRONUNCIATION
Clarity of
pronunciation
Sounds are pronounced clearly; stress is
placed correctly in words and sentences;
intonation is appropriate. Overall, the
speaker is intelligible to the listener.
+ Pronunciation is used to help convey + Pronunciation is used to help convey
meaning.
meaning and make meaning clearer.
INTERACTIVE COMMUNICATION
Initiation and
response
Starts discussion and responds to partner’s + Usually interacts with ease.
contributions appropriately which sustains
interaction, e.g. by agreeing or disagreeing,
adding a further point or asking a
follow-up question.
Negotiation
Discusses the question and negotiates
towards an outcome, e.g. agreement or
disagreement.
+ Widens the scope of interaction by
discussing or asking questions about
other aspects of the question / topic
being discussed.
+ Consistently interacts with ease.
+ Widens the scope of interaction by
discussing or asking questions about
other aspects of the question / topic
being discussed.
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WRITING: SUCCESS CRITERIA
The following information aims to help teachers and students gain a better understanding of what Cambridge C1 Advanced
candidates need to do in order to achieve a pass in the Writing paper (Solid), or higher grades (Good and Acing it!). The
categories are based on the marking criteria for the Cambridge C1 Advanced exam. This information can be used by teachers
when marking written work, or by students when peer or self-assessing written work. They can also use it to set goals to help
them advance their written skills.
Essay
The examples given in this table come from the example Solid, Good and Acing it! essays below.
+ = Solid plus whatever is in the Good or Acing it! box.
SOLID
GOOD
ACING IT!
CONTENT
Task
fulfilment
Discusses two of the points, explains which
point is more important and why. Argues
one point from the beginning or discusses
both points and then makes a decision.
+ Develops the ideas in sound depth.
+ Develops the ideas in good depth.
Relevance
The content is relevant to the question
and clear to the reader.
+ Few irrelevances or omissions.
+ No irrelevances or omissions.
COMMUNICATIVE ACHIEVEMENT
Introduction
Starts with an introduction which
introduces the topic, e.g. A healthy diet is a
good thing because it leads to a better life.
+ States what the essay will discuss,
e.g. This essay will suggest that a
change in food labelling and healthy
eating lessons in schools will persuade
people to eat more healthily.
+ Gives some background information
to the topic and states what the
essay will discuss, e.g. Living a healthy
lifestyle is a challenge. People are
attracted by fast food which tends
to be unhealthy. This essay will
discuss two ways that people can
be persuaded to eat more healthily:
changing food labelling laws and
healthy eating lessons in schools.
Conclusion
Ends with a conclusion which states the
most important option and the main
reason why, e.g. I believe the lessons
would be more helpful because it’s easier to
change the habits of young people
than adults.
+ Summarises both stated options
and reasons why, e.g. To sum up, both
a new system of food labelling and
healthy eating lessons in schools can
help to educate people about healthy
eating which can then change people’s
eating habits through better decisionmaking at the supermarket.
+ Leaves the reader with a final,
lasting impression, e.g. It will also
provide a better opportunity for
breaking the cycle of unhealthy eating
within families described above –
a vital goal.
Tone
Uses formal, neutral language to present
opinions and reasons, e.g. by avoiding
use of we/I through use of the passive
(e.g. a new system is needed), not using
contractions (e.g. it is not easy), using noun
phrases (e.g. A new system of food labelling
could help).
+ Tone is mostly consistent
throughout the essay.
+ Tone is consistent throughout the
essay.
Conveying
ideas
Conveys ideas clearly which the reader can
mostly understand.
+ Conveys complex ideas which are
mostly understood by the reader.
+ Consistently conveys complex ideas
which are clearly understood by the
reader.
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ORGANISATION
Paragraphing
Essay is divided into coherent paragraphs.
+ The ideas within each paragraph are
ordered logically, i.e. topic sentence to
introduce the main idea (e.g. A new
system of food labelling could help
consumers to make better choices
when doing their food shopping),
followed by supporting ideas
(explanation, examples, reasons,
e.g. food products may claim to be
low fat but they often contain large
amounts of sugar).
+ The ideas within each paragraph are
ordered logically, e.g. topic sentence
+ supporting ideas; ideas are linked
between paragraphs so that ideas are
built to create a coherent essay,
e.g. In addition to this, / unhealthy
eating within families described above.
Cohesion
Sentences are linked through the use
of linkers (e.g. However), organisational
patterns (e.g. It is for this reason that),
referencing and substitution (e.g. All of these
things/that system/more likely to do it).
+ The linking is mostly appropriate
and accurate.
+ The linking is always appropriate
and accurate.
Grammar
Uses a range of grammar mostly
accurately, e.g. It is for this reason that a
new system is needed/so they understand
it better/about what a healthy diet is.
+ Uses a range of complex grammar
mostly accurately, e.g. may claim to
be/which can then help/it is far easier
to influence; makes only minor errors.
+ Uses a wide range of complex
grammar mostly accurately,
e.g. which claim to be/Should this be
achieved; makes only very minor errors.
Vocabulary
Uses common and less common
vocabulary mostly appropriately,
e.g. lead a longer life/healthy lifestyle/
food product/food ingredients/healthier
options/healthy diet/change their habits.
+ Uses a good range of vocabulary
mostly accurately, e.g. leads to a
longer life/better choices/better
understanding/eating habits.
+ Uses a wide range of vocabulary
accurately, e.g. fully informed
choices, purchasing habits, a better
understanding, this lack of education,
an awareness of.
LANGUAGE
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WRITING: SUCCESS CRITERIA
Essay task
Your class has listened to a debate about ways that encourage people to eat more healthily.
You have made the notes below:
• advertising rules
• food packaging
• education in schools
Some opinions expressed in the discussion:
‘It’s not always easy to understand food labels.’
‘It’s hard to know what’s in food these days.’
‘People could learn how to cook at school.’
Write an essay for your teacher discussing two of the ways for persuading people to eat more healthily in your notes. You should
explain which way would be more effective, giving reasons in support of your answers.
Example answer – Solid
In today’s society, it is not easy to have a healthy lifestyle. People sit at a desk all day. They are lazy and they don’t do a lot of
exercise. They eat lots of fast food, sweets, chocolate and they drink fizzy drinks. All of this things are unhealthy. A healthy diet is a
good thing because it leads to a better life.
When we see ‘low fat’ on a food product, the product is not always healthy. Often it has lots of sugar in it. It is for this reason that a
new system is needed. A new system of food labelling could help people to choose food better when they’re shopping. A new system
could make food ingredients clearer so people when shopping can make better choices.
At the moment, not all parents teach their children about a healthy diet because they don’t know about it themselves. Schools could
give young people lessons about healthy eating. They could teach children in primary schools about what a healthy diet is so they
understand it better. It’s good to know about a healthy diet.
A new system of food labelling and healthy eating lessons in school could persuade people to have better diets. I believe the lessons
will be more helpful because it’s easier to change the habits of young people than adults.
Examiner comments
Content
Discusses two points and says why one would be more effective but the food labelling idea isn’t developed fully
(what kind of system?) and there’s some repetition (people can choose better when shopping/a healthy diet).
Some of the information in the introduction is irrelevant as it does not specifically talk about diet
(People sit at a desk all day/They are lazy).
Communicative
achievement
There’s an introduction, a main body and a conclusion. The introduction introduces the topic but doesn’t state
what the essay will say and the information could be ordered more logically. The conclusion states the most
important option and a reason why. The tone is usually formal but it is not always consistent (contractions, choice
of words, objectivity (e.g. a good thing, lots of, When we see).
Organisation
Essay is divided into paragraphs but the information within the paragraphs could be organised better. Ideas are
generally linked within paragraphs (e.g. However, It is for this reason that, it has lots of sugar in it).
Language
A range of simple structures and some complex structures (e.g. about what a healthy diet is); some collocations
(e.g. healthy diet, food labelling, low fat), better choices; errors don’t affect communication
(e.g. All of this things, so people when shopping can make better choices).
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Example answer – Good
Health eating leads to a longer life so it is something that people want to achieve. This essay will suggest that a change in food
labelling and healthy eating lessons in schools will persuade people to eat more healthily.
A new system of food labelling could help consumers to make better choices when doing their food shopping. For example, food
products may claim to be low fat but they often contain large amounts of sugar. Better food labelling will help consumers to know
this. When labels can be clearly understood, consumers make more intelligent decisions about what they buy and eat.
Healthy eating lessons in primary schools could provide young people with a better understanding of a healthy of what a healthy diet
is. This is because, these days, some parents don’t have a clear understanding of such a diet and their children grow up with the same
lack of understanding. Healthy eating lessons will help children know more about food.
To sum up, both a new system of food labelling and healthy eating lessons in schools can help to educate people about healthy eating
which can then help to change people’s eating habits through better decision-making at the supermarket. In my view, the healthy
eating lessons will be more successful due to the fact that it is far easier to influence the minds of children than adults.
Examiner comments
Content
Discusses two points and says why one would be more effective. These ideas are generally developed well,
although how the food labelling system would work is not fully clear to the reader. The information is relevant.
Communicative
achievement
There’s an introduction, a main body and a conclusion. The introduction introduces the topic and states what the
essay will say. The conclusion restates the two ideas and why they could be effective. It states the idea that will
be the most effective and gives a reason for this. The tone is generally formal throughout with only very small
inconsistencies (e.g. don’t have, help children know more about food).
Organisation
Essay is divided into paragraphs and each paragraph has a topic statement and then supporting points. Ideas
are generally linked within paragraphs (e.g. For example, This is because, due to the fact that, the same lack of
understanding).
Language
A range of simple structures and complex structures (e.g. which can then help, may claim to be, what a healthy diet
is, it is far easier to influence); a range of collocations (e.g. leads to a longer life, better choices, food labelling, better
understanding, eating habits), better choices; errors don’t affect communication (e.g. All of this things, so people
when shopping can make better choices).
Example answer – Acing it!
Healthy eating is desirable as it leads to a longer life. However, in today’s society, living a healthy lifestyle is a challenge. People
are attracted by fast food which tend to be unhealthy. This essay will suggest two ways that people can be persuaded to eat more
healthily: changing food labelling laws and healthy eating lessons in schools.
A new system of food labelling could ensure consumers makes fully informed choices when food shopping. Food products which claim
to be low fat, for example, may actually contain large amount of sugar. A traffic light system on packaging would allow consumers to
see when a product is healthy (green label) and unhealthy (red label). Such packaging can influence consumers’ purchasing habits,
and subsequently their eating habits.
In addition to this, schools could deliver healthy eating lessons for primary age children in order to provide them with a better
understanding of a healthy diet. Currently, some parents are uneducated about such a diet and pass this lack of education onto their
children. Healthy eating lessons will enable children to grow up with greater awareness of eating healthily.
To conclude, in order for people to eat healthier diets, a new food labelling system and heathy eating lessons in schools should be
introduced in order to better educate people about healthy eating. It is the opinion of this writer that education in schools will
have a greater impact as it is easier to influence the habits of children than those of adults. Should this be achieved, the cycle of
unhealthy eating described above will be broken; a vital goal.
Examiner comments
Content
Discusses two points and says why one would be more effective. These ideas are developed well. All the
information is relevant to the task.
Communicative
achievement
There’s an introduction, a main body and a conclusion. The introduction introduces the topic, gives background
knowledge about the topic and states what the essay will say. The conclusion restates the two ideas, says why they
could be effective, says which idea will be most effective and why, and leaves the reader with a lasting impression
(breaking the cycle). The tone is formal throughout (use of objective language, e.g. It is the opinion of this writer
that; no contractions, passive forms, e.g. should be introduced; and selection of vocabulary, e.g. desirable, ensure,
provide, educate).
Organisation
Essay is divided into paragraphs and each paragraph has a topic statement and then supporting points. Ideas are
generally linked within paragraphs and also between paragraphs (e.g. subsequently, Such packaging).
Language
A wide range of simple structures and complex structures (e.g. which claim to be, Should this be achieved, should
be introduced in order to); a range of collocations (e.g. fully informed choices, purchasing habits, lack of education,
greater impact), errors are very minor and don’t affect communication (e.g. tend to be unhealthy, makes fully
informed choices).
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WRITING: SUCCESS CRITERIA
Letter/Email
+ = Solid plus whatever is in the Good or Acing it! box.
SOLID
GOOD
ACING IT!
CONTENT
Task fulfilment
Responds accordingly to the information
in the email prompt and covers all the
points, e.g. Congratulations on getting
into university. It’s great news!
+ Develops the ideas in sound depth,
e.g. Congratulations on getting into
university. It’s great news! You’ll learn
loads and make new friends too.
+ Develops the ideas in good depth,
e.g. Congratulations on getting into
university. It’s great news! You’ll learn
loads and make new friends too. It
might be hard to move away but I’m
sure you won’t regret going.
Relevance
The content is relevant to the question
and clear to the reader.
+ Few irrelevances or omissions.
+ No irrelevances or omissions.
COMMUNICATIVE ACHIEVEMENT
Opening and
closing
Opens and closes the letter appropriately,
e.g. Dear Mr Smith/Hi Kerry/Yours
sincerely/All the Best. The purpose for
writing is made clear, e.g. I am writing to
apply for … /I’ve got some exciting news
for you.
As Solid.
As Solid.
Tone
Selects an appropriate tone, depending
on the writer’s relationship to the reader.
Formal letters/emails have a formal tone,
e.g. I wish to complain about a product
sold at your store. Informal letters/emails
have an informal tone, e.g. You’ll never
guess what happened to me last week!
+ The tone is mostly consistent
throughout the letter/email but
there may be some inconsistencies.
+ The tone is consistently formal
throughout the letter/email.
Functions
Uses phrases to convey functions such as
complaining, thanking, suggesting,
e.g. I am very concerned about … /
Many thanks for the gift you sent/
The best thing you can do is …
+ The phrases are mostly used
appropriately and accurately.
+ The phrases are always used
appropriately and accurately.
Conveying ideas
Conveys ideas clearly which the reader
can mostly understand.
+ Conveys complex ideas which are
mostly understood by the reader.
+ Consistently conveys complex
ideas which are clearly understood
by the reader.
Paragraphing
Letter/email is divided into coherent
paragraphs.
+ The ideas within each paragraph
are ordered logically, e.g. topic
sentence to introduce the main idea
+ supporting points,
e.g. explanation, examples, reasons.
+ The ideas within each paragraph
are ordered logically, e.g. topic
sentence + supporting ideas; ideas
are linked across paragraphs to
create a coherent letter/email,
e.g. As previously stated/As I
mentioned earlier …
Cohesion
Sentences are linked through the use
of linkers (e.g. Anyway, Mind you),
organisational patterns (e.g. One such
advantage is … ), referencing and
substitution (e.g it, this, one).
+ The linking is mostly appropriate
and accurate.
+ The linking is always appropriate
and accurate.
Grammar
Uses a range of grammar mostly
accurately.
+ Uses a range of complex grammar
mostly accurately; makes only minor
errors.
+ Uses a wide range of complex
grammar mostly accurately; makes
only very minor errors.
Vocabulary
Uses common and less common
vocabulary mostly appropriately.
+ Uses a good range of vocabulary
mostly accurately.
+ Uses a wide range of vocabulary
accurately.
ORGANISATION
LANGUAGE
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Review
+ = Solid plus whatever is in the Good or Acing it! box.
SOLID
GOOD
ACING IT!
CONTENT
Task fulfilment
Includes all information required in the
task, e.g. What did you learn from the
film? Did it help you to understand the
reasons for the main characters’ actions?
+ Develops the ideas in sound depth.
+ Develops the ideas in good depth.
Relevance
The content is relevant to the question
and clear to the reader.
+ Few irrelevances or omissions.
+ No irrelevances or omissions.
COMMUNICATIVE ACHIEVEMENT
Target reader
Ideas are selected with the target reader
in mind.
+ Most of the ideas are relevant to
the target reader.
+ All of the ideas are relevant to the
target reader.
Introduction
Attracts the reader’s attention from the
start by asking a rhetorical question or
making a bold statement, e.g. What’s the
greatest love story ever told? /
The greatest love story ever told is not
the one you think it is.
+ Is mostly organised coherently so
the reader understands it.
+ Is consistently organised
coherently so the reader fully
understands it.
Evaluation
Evaluates as well as describes, i.e.
strengths and weaknesses, giving
personal opinions.
+ The evaluation and opinions are
mostly supported with examples
and reasons.
+ The evaluation and opinions are
fully supported with examples and
reasons.
Summary and
recommendation
Ends with a summary of the main points
of the review and a recommendation,
e.g. This is the best film I’ve ever seen.
Make sure you don’t miss it.
+ The summary and
recommendation mostly draw on
the main body of the review.
The conclusion is mostly organised
coherently so the reader
understands it.
+ The summary and
recommendation fully draw on
the main body of the review.
The conclusion is fully organised
coherently so the reader
understands it.
Tone
Uses an informal tone to engage the
reader through a variety of modifiers
and adjectives, emphasis and rhetorical
questions, e.g. The main character’s
motivations were totally unclear. The
impact was that we didn’t care about her
and yet it’s vital that we care about the
lead, isn’t it?
+ The tone is mostly consistent
throughout the report but there
may be some inconsistencies.
+ The tone is consistently informal
throughout the report.
Conveying ideas
Conveys ideas clearly which the reader
can mostly understand.
+ Conveys complex ideas which are
mostly understood by the reader.
+ Consistently conveys complex
ideas which are clearly understood
by the reader.
Heading
The review has a heading, e.g. The
greatest story you’ve never heard of.
+ The heading is mostly appropriate
to the content of the review and
attracts the reader’s attention.
+ The heading is fully appropriate to
the content of the review and fully
attracts the reader’s attention.
Paragraphing
The review is organised into paragraphs.
+ The ideas within each paragraph
are ordered logically, e.g. topic
sentence to introduce the main idea
+ supporting points, e.g. explanation,
examples, reasons.
+ The ideas within each paragraph
are ordered logically, e.g. topic
sentence + supporting ideas; ideas
are linked across paragraphs to
create a coherent article, e.g. Just
like the acting, the cinematography
is stunning.
Cohesion
Sentences are linked through the use
of formal linkers (e.g. What’s more);
organisational patterns (e.g. Can you guess
why that is? It’s because … ); referencing
and substitution (e.g. it, this, one).
+ The linking is mostly appropriate
and accurate.
+ The linking is always appropriate
and accurate.
Grammar
Uses a range of grammar mostly
accurately.
+ Uses a range of complex grammar
mostly accurately; makes only minor
errors.
+ Uses a wide range of complex
grammar mostly accurately; makes
only very minor errors.
Vocabulary
Uses common and less common
vocabulary mostly appropriately.
+ Uses a good range of vocabulary
mostly accurately.
+ Uses a wide range of vocabulary
accurately.
ORGANISATION
LANGUAGE
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WRITING: SUCCESS CRITERIA
Proposal
+ = Solid plus whatever is in the Good or Acing it! box.
SOLID
GOOD
ACING IT!
CONTENT
Task fulfilment
Makes one or more suggestions,
depending on the task, and supports
them with persuasive reasons and factual
information, e.g. An after-school volleyball
club will encourage more students to take
up sport.
+ Develops the ideas in sound depth,
e.g. An after-school volleyball club
will encourage more students to take
up sport. This will provide them with
opportunities to be fit and healthy.
+ Develops the ideas in good depth,
e.g. An after-school volleyball club will
encourage more students to take up
sport. This will provide opportunities
to be fit and healthy, as well as
develop vital life skills such as team
work and working towards a goal.
Relevance
The content is relevant to the question
and clear to the reader.
+ Few irrelevances or omissions.
+ No irrelevances or omissions.
COMMUNICATIVE ACHIEVEMENT
Introduction
Has an introduction to introduce the
topic, states what is being proposed
and the proposal aim, e.g. There is a
significant lack of sports facilities at our
school. It has been suggested that a
volleyball club will help to solve this issue.
This proposal will outline two key reasons
why such a club will be beneficial to
the school.
+ Is mostly organised coherently so
the reader understands it.
+ Is organised coherently so the
reader fully understands it.
Conclusion and
recommendations
Ends with a conclusion which restates
what is being proposed and why, and
makes recommendations, e.g. It is highly
recommended that the school invest in
a volleyball club in order to encourage
more pupils to take up sport. As stated
earlier, the cost of such a club would be
£500. However, once the equipment has
been purchased, the running costs will be
minimal, while the benefits to pupils will
be high.
+ Is mostly organised coherently so
the reader understands it.
+ Is organised coherently so the
reader fully understands it.
Tone
Uses a formal, neutral tone, e.g. The
purpose of this proposal is to …
+ The tone is mostly consistent
throughout the proposal but there
may be some inconsistencies.
+ The tone is consistently formal
throughout the proposal.
Recommending
and suggesting
Uses phrases to politely recommend/
suggest, e.g. It is highly recommended that
+ The phrases are mostly used
appropriately and accurately.
+ The phrases are always used
appropriately and accurately.
Conveying ideas
Conveys ideas clearly which the reader
can mostly understand.
+ Conveys complex ideas which are
mostly understood by the reader.
+ Consistently conveys complex
ideas which are clearly understood
by the reader.
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ORGANISATION
Heading/subheadings
Proposal has a heading, e.g. Proposal
for the creation of a … ; the proposal is
divided into sections, with each section
sitting under a sub-heading, e.g. Benefits,
Costs, Things to consider.
+ The sections and sub-headings
are mostly appropriate and describe
what is in the section.
+ The sections and sub-headings
are always appropriate and describe
what is in the section.
Paragraphing
Within each section, the proposal is
divided into coherent paragraphs.
+ Ideas within paragraphs are
ordered logically, e.g. topic sentence
to introduce the main idea +
supporting points, e.g. explanation,
examples, reasons.
+ Ideas within paragraphs are
ordered logically; ideas linked across
paragraphs to create a coherent
proposal, e.g. As previously stated …
Cohesion
Sentences are linked by use of formal
linkers (e.g. However, Furthermore)
organisational patterns (e.g. The key
reasons are …; Firstly, … ), referencing/
substitution (e.g. it, this, one).
+ The linking is mostly appropriate
and accurate.
+ The linking is always appropriate
and accurate.
Grammar
Uses a range of grammar mostly
accurately.
+ Uses a range of complex grammar
mostly accurately; makes only minor
errors.
+ Uses a wide range of complex
grammar mostly accurately; makes
only very minor errors.
Vocabulary
Uses common and less common
vocabulary mostly appropriately.
+ Uses a good range of vocabulary
mostly accurately.
+ Uses a wide range of vocabulary
accurately.
LANGUAGE
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WRITING: SUCCESS CRITERIA
Report
+ = Solid plus whatever is in the Good or Acing it! box.
SOLID
GOOD
ACING IT!
CONTENT
Task fulfilment
Includes all information required in the
task, e.g. Say what aims the club has
met, how it met them and what you
recommend for the future.
+ Develops the ideas in sound depth.
+ Develops the ideas in good depth.
Relevance
The content is relevant to the question
and clear to the reader.
+ Few irrelevances or omissions.
+ No irrelevances or omissions.
COMMUNICATIVE ACHIEVEMENT
Introduction
Starts with an introduction which states
the aim of the report and how data was
collected, e.g. The aims of this report are
to present an analysis of the performance
of our volleyball club over the last
academic year. In order to prepare for the
report, a questionnaire was administered
to all students in the school.
+ Is mostly organised coherently so
the reader understands it.
+ Is organised coherently so the
reader fully understands it.
Conclusion and
recommendations
Ends with a conclusion which restates,
draws conclusions and makes suggestions,
e.g. Overall, the volleyball club has been
successful as it has attracted a consistent
number of members who have all enjoyed
competing in the team. However, as
previously discussed, this number is still
small and more needs to be done to
attract a wider group of members. It is
therefore recommended that social media
is used to advertise the club among other
pupils.
+ The conclusions and suggestions
are mostly drawn from the main
body of the report. They are mostly
organised coherently so the reader
understands them.
+ The conclusions and suggestions
are fully drawn from the main body
of the report so the report is a
coherent whole. The reader fully
understands them.
Tone
Uses a formal, neutral tone,
e.g. This report is designed to evaluate
the performance of …
+ The tone is mostly consistent
throughout the report but there
may be some inconsistencies.
+ The tone is consistently formal
throughout the report.
Evaluation
Evaluates as well as describes,
e.g. benefits, issues, solutions.
+ The evaluation is mostly supported
with examples and reasons.
+ The evaluation is fully supported
with examples and reasons.
Conveying ideas
Conveys ideas clearly which the reader
can mostly understand.
+ Conveys complex ideas which are
mostly understood by the reader.
+ Consistently conveys complex
ideas which are clearly understood
by the reader.
Report has a heading, e.g. Report
evaluating the impact of … / Report on
the impact of …
+ The sections and sub-headings
are mostly appropriate and describe
what is in the section.
+ The sections and sub-headings
are always appropriate and describe
what is in the section.
ORGANISATION
Heading/subheadings
The report is divided into sections, with
each section sitting under a sub-heading.
Paragraphing
Within each section, the report is divided
into coherent paragraphs.
+ The ideas within each paragraph
are ordered logically, e.g. topic
sentence to introduce the main idea
+ supporting points, e.g. explanation,
examples, reasons.
+ The ideas within each paragraph
are ordered logically, e.g. topic
sentence + supporting ideas; ideas
are linked across paragraphs to
create a coherent report,
e.g. As previously stated …
Cohesion
Sentences are linked through the
use of formal linkers (e.g. However,
Furthermore) organisational patterns
(e.g. The key reasons are as follow. Firstly,
… ), referencing and substitution
(e.g. it, this, one).
+ The linking is mostly appropriate
and accurate.
+ The linking is always appropriate
and accurate.
Grammar
Uses a range of grammar mostly
accurately.
+ Uses a range of complex grammar
mostly accurately; makes only minor
errors.
+ Uses a wide range of complex
grammar mostly accurately; makes
only very minor errors.
Vocabulary
Uses common and less common
vocabulary mostly appropriately.
+ Uses a good range of vocabulary
mostly accurately.
+ Uses a wide range of vocabulary
accurately.
LANGUAGE
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EXAM OVERVIEW
The Cambridge English Qualifications: C1 Advanced, is made up of four papers four papers, each testing a different area of ability
in English. The Reading and Use of English paper is worth 40% of the marks. The Writing, Listening and Speaking papers are worth
20% each. If a candidate achieves an A grade, they will receive a Certificate in Advanced English stating that they demonstrated ability
at Level C2. If a candidate achieves a grade B or C, they will receive the Certificate in Advanced English at Level C1. If a candidate only
achieves a B2 level, they may receive a Cambridge English Certificate stating that they demonstrated ability at Level B2.
Paper
Formats
Task focus
Reading and
Use of English
Eight parts
56 questions
90 minutes
Part 1: Multiple-choice cloze. A text with eight gaps, and four
options to choose from for each gap.
Part 1: Use of vocabulary including idioms,
fixed phrases, complementation, phrasal verbs.
Part 2: Open cloze. A text with eight gaps. Candidates write the
correct word in each gap.
Part 2: Use of grammar, vocabulary and
expressions.
Part 3: Word formation. A text with eight gaps and a word at the
end of the line in which the gap appears. Candidates write the
correct form of this word in the gap.
Part 3: Vocabulary, particularly prefixes and
suffixes, changes in form and compound words.
Part 4: Key-word transformations. Candidates rewrite six
sentences using a given word, so that they mean the same as the
original sentences.
Part 4: Use of grammatical and lexical structures
Part 5: Multiple choice. A text with six four-option,
multiple-choice questions.
Part 5: Identify details, such as opinion,
attitude, tone, purpose, main idea, text
organisation and features.
Part 6: Cross-text multiple matching. Four short texts followed
by four multiple-matching questions
Part 6: Comparing and contrasting opinions
and attitudes across different texts
Part 7: Gapped text. One long text with six paragraphs missing.
Candidates replace paragraphs from a choice of seven.
Part 7: Reading to understand cohesion,
coherence, organisation and text structure.
Part 8: Multiple matching. A text or several short texts with ten
multiple-matching questions.
Part 8: Reading to locate specific information,
detail, opinion and attitude.
Writing
Two tasks
carrying
equal marks.
90 minutes.
Part 1: Compulsory task. Using given information to write an
essay of 220–260 words.
Part 1: Writing an essay with a discursive focus
based on two points given in the task.
Part 2: Producing one piece of writing of 220–260 words, from a
letter/email, proposal, review or report.
Part 2: Writing for a specific target reader and
context, using appropriate layout and register.
Listening
Four tasks
30 questions
(around)
40 minutes
Part 1: Multiple-choice questions. Three short dialogues featuring Part 1: Understanding gist, detail, function,
interacting speakers, with two multiple-choice questions (with
agreement, speaker purpose, feelings,
three options) for each extract.
attitude, etc.
Part 2: Sentence completion. One monologue with eight
sentences to complete with a word or short phrase.
Part 2: Locating and recording specific
information and stated opinions.
Part 3: Multiple-choice questions. A conversation between two or Part 3: Understanding attitude and opinion.
more speakers, with six four-option multiple-choice questions.
Speaking
Four tasks
(around)
15 minutes
per pair
Part 4: Multiple matching. A set of five short monologues on a
theme. There are two tasks. In both tasks candidates match each
monologue to one of eight prompts.
Part 4: Identifying main points, gist, attitude
and opinion.
Part 1: Examiner-led conversation.
Part 1: General interactional and social language
Part 2: Individual long turn with visual and written prompts.
Candidates talk about two pictures from a choice of three.
Part 2: Organising discourse, speculating,
comparing, giving opinions.
Part 3: Two-way collaborative task. Candidates discuss a question Part 3: Sustaining interaction, expressing and
with five written prompts for two minutes, then answer a second justifying opinions, evaluating and speculating,
question on the same topic.
negotiating towards a decision, etc.
Part 4: The examiner asks questions for candidates to discuss on
issues related to the topic of Part 3.
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Part 4: Expressing and justifying ideas and
opinions, agreeing and disagreeing, speculating.
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